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Program Manager

Posted by | 4 hours ago |

Girls on the Run is a transformational physical activity-based positive youth development program for girls in 3rd-8th grade. We teach life skills and social emotional learning through a youth development curriculum that includes dynamic interactive lessons and running games. The program culminates with the girls being physically and emotionally prepared to complete a celebratory 5k running event. The goal of the program is to unleash confidence through accomplishment while establishing a lifetime appreciation of health and fitness. Girls on the Run NYC hosts programs in schools and communities in the five boroughs of New York City.

At Girls on the Run, our core values guide our way and we stand firm in our commitment to building a world where every person can know and activate their limitless potential. We warmly welcome the participation of any child who identifies as “girl”, non-binary, or gender expansive in our programs. We are committed to leveraging our intellectual, financial, and human resources to advance strategies to be inclusive, equitable and accessible to all. We are working to bring diverse voices to the table as we know that unique perspectives strengthen the quality and scope of our organization. We pledge to be a reflection of the communities we engage, not only in appearance, but also through fostering an atmosphere of community connectedness that serves as a model for our girls and other stakeholders.

Position Summary:

Reporting directly to the Executive Director and consistent with the mission of Girls on the Run, the Program Manager is responsible for overall coordination of spring, fall and summer program delivery, the recruitment and retention of program sites and volunteer coaches and ensuring successful, quality programming that is inclusive and accessible. This is a full-time position based in New York City.

RESPONSIBILITIES:

Program Site Management:

  • Recruit and manage sites offering the GOTR program including Girls on the Run (3rd-5th grade), Heart & Sole (6th-8th grade), and GOTR Summer Sessions using Camp GOTR curriculums.
  • Develop relationships with schools and community sites to increase and retain program sites and volunteer coaches with an emphasis on inclusivity and accessibility.
  • Review and respond to new site applications and returning site renewal applications, and lead program implementation.
  • Work with the Executive Director in the implementation and seasonal review of participant financial assistance policies and procedures.
  • Coordinate and disseminate program-related marketing materials.
  • Visit program sites to ensure the programs’ quality and consistency; coordinate site visits with staff and volunteers.
  • Oversee communication with program sites, coaches, and families (parents/guardians/caregivers) from organization.

Coach Management and Training:

  • Ensure all program sites are staffed with qualified volunteer coaches and site liaisons.
  • Screen and recruit potential GOTR coaches, manage volunteer coach placement for teams, and work with staff on coach recruitment needs.
  • Oversee all aspects of coach training and coach meetings, including Girls on the Run training, CPR & First Aid training, pre-season and in-season meetings and background checks. For Fall 2021 season, trainings and meetings are hybrid with virtual and in-person components.
  • Be familiar with all compliance issues and guidelines; ensure sites are aware of and adhering to established policies and procedures.

Organizational Support:

  • Serve as a role model for Girls on the Run, exhibiting GOTR core values and working to achieve the GOTR mission.
  • Play a key leadership role with end-of-season 5k events. Fall 2021 season anticipates site-based 5k events at each program site, with a return to a city-wide GOTR 5k in 2022.
  • Work with Executive Director to develop and track program budget, and forecast for future seasons and years.
  • Attend and work special events for the organization and/or community events to help raise awareness of organization.
  • Attend and work program events including site visits, info meetings, coach training and the Girls on the Run 5K. Includes some evenings and weekends.
  • Develop positive relationships with volunteers, Board members, community members, school & community-based organization personnel and staff.

Required Qualifications and Attributes

  • Bachelor’s degree or three years equivalent work experience required, preferably in youth development, public health, education or social work.
  • Able to convincingly present GOTR program offerings and possess a depth of knowledge, or a willingness to learn, about the GOTR program and philosophy.
  • Comfortable building and maintaining relationships with a diverse set of stakeholders.
  • Enjoy taking initiative and managing multiple tasks and projects at one time.
  • Ability to travel within the five boroughs on public transportation.
  • Ability to recruit, screen, train and motivate community-based volunteers.
  • Excellent project coordination, communication, collaboration and team participation skills.
  • Able to respond quickly and empathically to volunteer coaches and program sites, and generate win-win solutions.
  • Computer competence, including, but not limited to: Database management systems, Microsoft Office, Google Suite, and email.
  • Available between 2 – 6 p.m. EST most weekdays during the school year.

Preferred Qualifications

  • Experience with Girls on the Run or other similar youth development program.
  • Non-profit experience, including volunteer management.

The salary range for this position is $62,000 – $66,000. In addition, Girls on the Run NYC offers a benefits package including professional development funds, retirement plan with employer match, medical and dental insurance, twelve paid holidays and 20 days of flexible PTO annually.

Comments Off on Account Manager – NYC

Account Manager – NYC

Posted by | July 30, 2021 |

About the Company

Otus offers a seamless K-12 learning platform for administrators, teachers, students, and families.

We do this by implementing amazing ideas from awesome people and we need more awesomeness on our team. Are you passionate, collaborative, love to geek out on technology, and want to work for a mission-driven company that is shaping the way teachers, students and parents of students learn together? If so, we want to hear from you.

Our diverse team consists of talented designers, developers, coaches, and leaders who share a variety of interests. You’ll find musicians, world travelers, beer enthusiasts, nerds, sports fans, and all-around great people who shape our positive culture.

Your Role

We are looking for an Account Manager to create long-term, trusting relationships with our customers in New York City. The Account Manager’s role is to oversee a portfolio of assigned customers, develop new business from existing clients and handle incoming inquiries from customers.

This role reports to our Chief Learning Officer.

As an early member of a growing team, you must possess a strong work ethic and be upbeat, driven, intelligent, well-organized, articulate, share a passion for learning new technologies, and thrive in a fun, fast-paced environment.

Responsibilities

  • Collaborate with other account managers on development of drip campaigns to encourage usage
  • Collaborate with other account managers on the implementation of the Otus Certified Educators program
  • Tag users accordingly within their districts so drip campaigns start as intended
  • Determine when drip campaigns are launched for their districts
  • Monthly touch base with key contacts at assigned customers, at least quarterly by phone
  • Twice a year in person contact with strategic accounts (once this is possible)
  • Biweekly usage check
  • Provide webinar or in person professional development as requested
  • Coordinate Regional Workshops
  • Work alongside technology coaches to coordinate & complete additional tasks (data uploads, assessment development…)

Qualifications

  • An outgoing personality that resonates over the phone or in email
  • Excellent communication and interpersonal skills
  • Very strong writing ability
  • The ability to solve technical problems
  • Patience to deal with complex issues and a variety of personalities
  • Motivation and desire to help others
  • Careful attention to detail
  • Strong organizational and prioritization skills
  • Foreign language skills, especially Spanish, are a plus
  • Minimum of an earned Bachelor’s Degree
  • 2-3 year(s) of experience as a teacher, instructional/technology coach, or school administrator.
  • Ability to travel up to 30% nationally or 80% within the New York Metro Area.

 

Benefits and Perks

  • Competitive salary and employee stock options
  • 22 days of paid vacation per year (plus paid holidays)
  • Up to 12 weeks of parental leave and great work/life balance
  • Our team works remotely from the comfort of their homes (HQ in Chicago)
  • Excellent medical, dental, and vision insurance
  • Professional development/tuition reimbursement
  • Home office improvement budget
  • Life Insurance and disability benefits
  • 401K with an employer match (up to 4%)

Otus is an Equal Opportunity Employer and embraces diversity of every kind. You must be legally authorized to work in the US. Unfortunately, the company is unable to support sponsorships at this time.

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Senior Program Manager

Posted by | July 29, 2021 |

Position Summary:

Working under the supervision of the Program Director, the Senior Program Manager (SPM) oversees the design and digitization of all BUILD NYC’s curriculum. Working in collaboration with NYC team’s Program Managers, teachers, community-based partners and the National Director of Instructional Design and Evaluation, the SPM will ensure that the curriculum design advances BUILD’s mission, maintains consistency of outcomes and provides the enhancements needed to ensure that BUILD NYC maintains its competitive edge.

Importantly, the SPM will establish new and manage existing partnerships with community-based organizations and other city agencies.  The SPM will provide instructional coaching, training and observations to ensure that implementation of BUILD’s curriculum is met with fidelity.

The Senior Program Manager is skilled in designing and creating culturally-responsive curriculum in blended learning environments. Digital fluency is a must as BUILD is developing a full suite of virtual learning tools. The Senior Program Manager exhibits leadership, knowledge and understanding as it relates to the field of entrepreneurship, partnership development, youth development and workforce learning. The Senior Program Manager will have an active social justice lens and has demonstrated knowledge of culturally-responsive pedagogy and anti-bias education.

Position Responsibilities:

Instructional Design and Curriculum Development (40%):

  • Design and develop learning content as needed that are both teacher-driven and student-driven for in-person, blended, and digital environments
    • Develop original curricula that has alignment with
      • Project-based learning with a focus on student agency and engagement
      • 21st Century Skills
      • Anti-bias/social justice K-12 education trends
      • Design Thinking framework
  • Support the development of assessments and observational tools to ensure program quality
  • Utilize human-centered design practices to continually update BUILD NYC’s materials and product offerings
  • Create and publish guides, tools and other resources to ensure site staff are equipped to implement BUILD programming, refreshing regularly
  • Serve as an organizational expert and internal resource on BUILD’s instructional approach

Coaching & Training (20%)

  • In collaboration with Program Managers, create and facilitate professional development for teachers, external partners and other key program staff to enable them to effectively deliver the curriculum
  • Provide coaching and professional development, ensuring program excellence, to a limited number of direct service teachers and to all external partners
  • Conduct formal observations to ensure program facilitators adhere to the model and strengthen teachers’ pedagogical practices
 

Community Partnerships (40%)

  • Develop and implement in collaboration with the Program Director an external partners growth strategy
  • Manage all external partnerships by designing curriculum models aligned with partners needs, training stakeholders and ensuring that all stakeholders are adhering to the contractual agreements of the partnership
  • Foster a culture of belonging, trust, effective communication, perseverance, collaboration, and overall excellence with our external partners

Candidate Requirements:

  • Master’s degree preferred. BA or BS degree in education or youth development, or related field and 5 years experience required in the field
  • Minimum 3 years successful teaching experience (preferably with under-resourced youth or in underperforming schools
  • Experience with entrepreneurship education and experiential education preferred with a focus on digital learning and technology
  • Excellent organizational skills, analytical ability, creativity, communication skills and flexibility
  • Demonstrated ability to write engaging, student-centered and pedagogically-sound curriculum  (preferred)
  • High cultural competence with experience serving diverse populations and students from under-resourced communities
  • 10% travel for regional and national gatherings; school visits to school and community-based organizations as needed, as conditions allow

Successful candidates will demonstrate BUILD’s Core Values and competencies through a combination of previous education/work experiences:

BUILD’s Core Values:

  • Keep Students at the Center – As BUILDers, we hold an unwavering passionate commitment and belief in the power and potential of youth.  Our organization exists to serve students. We seize each opportunity to contribute to the foundation of knowledge, skills, and networks from which students can build extraordinary lives. Our operating principles and decisions focus on what is in the best interest of our students.
  • Bring the Spark – As BUILDers, we excel in the entrepreneurial Spark Skills that we teach our students – Communication, Collaboration, Problem Solving, Innovation, Grit and Self-Management. We communicate through transparent and honest dialogue. We cherish teamwork, tenacity, and thinking outside the box. We demonstrate a relentless pursuit of excellence and approach work with a positive can do attitude. When we bring the spark we achieve great things together, and we model the way for our students.
  • Bridge Communities – As BUILDers, we develop and foster relationships in service of creating access and opportunities for our students, staff, and stakeholders. We value all who come to the table as partners to maximize our collective impact. By connecting the communities in which we work, we build empathy, equity, and social capital.
  • Promote Diversity and Social Action – As BUILDers, we understand that Diversity, Equity and Inclusion matters, but what matters even more is Action. We strive to create equity of voice, access, influence and power across lines of difference – both in and beyond BUILD, specifically for groups that have been historically denied social and economic justice. If we are not part of the solution, then we are part of the problem. We welcome, celebrate, and embrace the unique expressions and contributions of us all – our backgrounds, race, ethnicity, gender, language, sexual orientation, and social class.

Role Specific Competencies:

  • Problem Solver – identify and/or anticipate a problem, analyze the situation, offer an appropriate range of recommended solutions, and when appropriate, decide on and implement course of action. A self-directed learner who is internally motivated and resourceful.
  • Establishing Focus – Develop and communicate goals in support of the business’ mission.
  • Qualitative and Quantitative Analysis – review quantitative and qualitative data sets in order to recognize patterns, identify additional information or data needed, and draw conclusions
  • Project Management Skills – identify the steps of a project, set appropriate deadlines, identify required participants, and hold self and others accountable to outcomes and deadlines
  • Influencing Others – Gain support for ideas, proposals, projects, and solutions.
  • Teaching and Public Presentations – develop and deliver presentations to audiences of varied sizes with appropriate content, tone and timing in delivery
 

Position Details:

  • Salary: $70,000 – 75,000 annually
  • Full Time/Exempt
  • Location: NYC
  • Flexible work environment and occasional evening and weekend hours are also required to fulfill the duties of this position.
  • Some travel required for all-staff retreats

Compensation:

BUILD offers a competitive compensation & benefits package for eligible employees.  This includes medical, dental & vision coverage, flexible spending accounts, life insurance, and a 403(b) plan with employer match.  In addition, BUILD employees are eligible for generous paid vacation, sick time, 10 paid holidays per year, a flexible work environment, and performance bonuses.

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Social Work Manager & Transition Specialist

Posted by | July 29, 2021 |

Advocates for Children of New York, Inc. (AFC) seeks an energetic social worker determined to make a difference for NYC families struggling to gain appropriate educational services for their children in the country’s largest school district.   

This experienced social worker will: 

  • Lead AFC-wide social work initiatives, including management, selection, supervision and training of social work interns, and AFC-wide internal capacity building utilizing social work practices and strategies. 
  • As a member of the Postsecondary Readiness Project (PReP), this social worker will also serve as Transition Specialist. In this role they will:  
  • Develop and revise internal resources and external guides for parents, youth and professionals on college access and on navigating government and community resources, including OPWDD, ACCES-VR, SSI, and other public benefits. 
  • Provide case management and advocacy to families experiencing school-related difficulties such as inappropriate special education placements and services, enrollment issues, or school discipline.  
  • Empower parents and youth to advocate for themselves, including helping clients learn to access services, accommodations, and benefits they will need as adults; ensure related information and strategies are relayed to AFC staff.   
  • Assist clients for whom AFC has obtained special educational services to ensure continued use of those services. 
  • Perform outreach to and develop relationships with government and social service agencies to benefit AFC’s clients; ensure this information is relayed to AFC staff. 
  • Provide workshops on a variety of education-related topics to parents, youth and professionals.   
  • Assist with additional case advocacy, training, publications and policy work as needed. 

AFC is a 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 justice systems. The Postsecondary Readiness Project (PReP) focuses primarily on helping older youth receive the educational support they need to prepare for college and career, including access to meaningful pathways to graduation, transition supports, and programming for overage, under-credited students. We use uniquely integrated strategies to advance systemic reform, empower families and communities, and advocate for the educational rights of individual students.   

Qualifications: 

  • 2-3 years experience as a NYS licensed social worker;  
  • SIFI certification preferred; 
  • Familiarity with OPWDD, ACCES-VR, college access, or other public benefits preferred; 
  • Demonstrated commitment to social justice and serving the public interest; 
  • Excellent oral and written communication skills;  
  • Experience working with low-income and special needs communities;  
  • Interest in education issues and issues affecting children with disabilities and low-income families;  
  • Experience working with children or families;  
  • Ability to work both independently and as a member of a multidisciplinary team; 
  • Excellent attention to detail and record keeping; 
  • Organizational skills, flexibility, initiative, maturity, and cooperative attitude. 
Comments Off on Social Work Parental Leave Position for 6-8 grade at Small Progressive Charter School, August 2021 – February 2022

Social Work Parental Leave Position for 6-8 grade at Small Progressive Charter School, August 2021 – February 2022

Posted by | July 29, 2021 |

About the Position:

We are looking for a school social worker for an upcoming parental leave coverage to work with our 6th-8th grade students and families. The position starts in August 2021 and runs through February 2022.

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:

  • Competitive salary offered
  • Employee-only dental, vision, and health care insurance for employment terms over 90 daysQualifications:
  • Extensive knowledge of adolescent development
  • Experience in therapeutic modalities related to children and families from the communities CRCSserves, including assessment and treatment of trauma
  • Experience working within a school environment or extensive work with teenagers and young adults
  • MSW or Master’s degree in counseling-related disciplineMain responsibilities will include:
  • Provide direct services to the school community, including:
    • regular one-on-one counseling or group counseling to students and families, including mandated counseling for those students who are to receive services as stated on their IEP’s
    • crisis intervention as needed
    • managing, tracking, and documenting student interactions and counseling schedule
    • setting goals with students and tracking progress towards those goals
  • Collaborate and communicate regularly with supervisors, colleagues, and teachers to meet students’ needs
    • Reach out to organizations to provide families with outside therapy in place of or in addition to school services, when necessary; provide referrals to families as necessary
    • Participate actively in grade level meetings, faculty meetings, attendance meetings and other meetings
    • Provide recommendations to the staff and leadership team around approaches to working withstruggling students
    • Establish strong relationships with students, staff, and families
    • Support Co-Directors, Dean and teachers in restorative practices when discipline issues arise
    • Collaborate with k-8 social work team to plan and facilitate staff development and family workshopsrelated to student, family or staff mental health and socio-emotional needs
    • Co-lead a Crew of 12-15 students and serve as advisor to 6 students
    • Co-teach 8th grade sexual health electiveCommunity Roots seeks individuals who:
    • Believe that all children have the right to an exceptional education, understand that children learn in different ways, and work hard to provide/create the support each student needs
    • Believe that working and educating children in a diverse and inclusive environment is essential
    • Are committed to anti-bias/anti-racist education, professionally and personally
    • Are capable of building a safe, nurturing, supportive and high achieving school culture
    • Believe that communicating and building relationships with children’s families is essential
    • Believe that a combination of creativity and research generates engaging curriculum
    • Believe in and are capable of high levels of collaboration and communication
    • See themselves as active learners committed to ongoing professional development
    • Are reflective and embrace feedback
Comments Off on Onboarding Coach – NYC

Onboarding Coach – NYC

Posted by | July 29, 2021 |

Otus offers a seamless K-12 learning platform for administrators, teachers, students, and families.

We do this by implementing amazing ideas from awesome people and we need more awesomeness on our team. Are you passionate, collaborative, love to geek out on technology, and want to work for a mission-driven company that is shaping the way teachers, students and parents of students learn together? If so, we want to hear from you.

Our diverse team consists of talented designers, developers, coaches, and leaders who share a variety of interests. You’ll find musicians, world travelers, beer enthusiasts, nerds, sports fans, and all-around great people who shape our positive culture.

Your Role

We are looking for a talented and highly motivated Onboarding Coach to help bring the best possible software solutions to educators located in New York City.

As an early member of a growing team, you must possess a strong work ethic and be upbeat, driven, intelligent, well-organized, articulate, share a passion for learning new technologies, and thrive in a fun, fast-paced environment.

You will have the opportunity to immediately contribute and see the results of your work in use by students, teachers, parents and district administrators across the country.

Responsibilities

  • Facilitate onsite Otus training and professional development workshops
  • Be the project manager through each new client’s onboarding and implementation process
  • Attain a deep understanding of the web-based product and iOS applications, and keep abreast of latest changes
  • Contribute to the growing knowledge base of feature requests
  • Collaborate with Marketing team to ensure an educator’s voice is represented in all Otus communications
  • Tackle basic to advanced technical questions as they arise in relation to support tickets
  • Other job-related duties as assigned

Qualifications

  • An outgoing personality with excellent interpersonal and communication skills (written and verbal)
  • Patience to deal with complex issues and a variety of personalities
  • Excellent presentation and facilitation skills and the ability to lead a positive, productive session either in person or via webinar
  • Solid experience in project management
  • Ability to work independently as well as collaboratively within the team and across various departments
  • Strong analytical skills, detail-oriented and ability to prioritize, effectively multi-task and meet deadlines
  • Strong Excel skills and the ability to quickly learn and become a subject matter expert on a new product and ongoing product changes
  • Foreign language skills, especially Spanish, are a plus
  • Minimum of an earned Bachelor’s Degree
  • 2-3 year(s) of experience as a teacher, instructional/technology coach, or school administrator.
  • Ability to travel up to 30% nationally or 80% within the NYC Metro Area.

Benefits and Perks

  • Competitive salary and employee stock options
  • 22 days of paid vacation per year (plus paid holidays)
  • Up to 12 weeks of parental leave and great work/life balance
  • Our team works remotely from the comfort of their homes (HQ in Chicago)
  • Excellent medical, dental, and vision insurance
  • Professional development/tuition reimbursement
  • Home office improvement budget
  • Life Insurance and disability benefits
  • 401K with an employer match (up to 4%)

Otus is an Equal Opportunity Employer and embraces diversity of every kind. You must be legally authorized to work in the US. Unfortunately, the company is unable to support sponsorships at this time.

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School Planner

Posted by | July 28, 2021 |

Who we are

WXY Studio is a multi-disciplinary practice based in New York City, with an office in Washington, DC. We are planners, urban designers, architects, data analysts, strategists and creative problem solvers. We work to understand a context, and plan with community in mind. We challenge ourselves to face the array of complex problems and commit to solutions that support a healthy and sustainable future.

School Planner Role within WXY Studio

WXY Studio has developed specific expertise working with school districts on a number of issues, including projecting school enrollments, analyzing school boundaries, capacities and demographics, and engaging school communities around issues of equity and inclusion. WXY has worked with school districts in New York, Massachusetts, Pennsylvania and Maryland.

Position Details

  • Qualifications: Graduate degree in education, policy or urban planning, or significant experience related to educational policy and school planning
  • Salary and Title: Commensurate with experience
  • Hours of work: Full-time

Description

This role will engage a range of disciplines related to K-12 school planning, including knowledge of school enrollment and re-districting issues, experience with community engagement, familiarity with data analysis, and an understanding of issues around equity and inclusion within K-12 schools.

The role requires project management, research, analysis, and writing tasks, engaging with presentation materials, and engaging in discussions related to the studio’s ongoing work and business initiatives.

Skills 

  • Required

Experience and interest in community-based planning, virtual engagement, issues of equity and inclusion, school boundary modeling & facility planning

Strong written & verbal communication

Ability to work both independently and collaboratively, and to successfully manage multiple project

  • Preferred

Knowledge of NYC/ metro NYC & Washington DC/DMV regions

Fluency with Adobe CC tools (InDesign, Illustrator, Photoshop)

Strong data, analytical research, and mapping (ArcMap or QGIS) skills

Fluency in python, particularly with data science packages

All applicants will receive consideration for employment without regard to race, color, religion, sexual orientation and national origin. WXY is committed to take affirmative action to employ and advance in employment qualified employees and applicants who are disabled veterans, recently separated veterans, Armed Forces service medal veterans, and other protected veterans. WXY is committed to take affirmative action to employ and advance in employment qualified individuals with disabilities.

 

 

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Data Analyst

Posted by | July 28, 2021 |

Position Details

  • Salary commensurate with experience
  • Full-time
  • Qualifications: Graduate or undergraduate degree in urban and regional planning, geography, economics, computer science, data science, information science, policy, education

Description

This role will engage a range of urban planning disciplines, with a particular focus on school planning. The role requires performing research, analysis, and writing tasks, developing visual materials, and engaging in discussions related to the studio’s ongoing work and business initiatives.

Strong python skills are required for this role, which will include school boundary modeling.

Skills

  • Required

Strong data, analytical research, and mapping (ArcMap or QGIS) skills Fluency in python, particularly with data science packages (pandas,geopandas, numpy, networkx, matplotlib, scipy)

Fluency with Adobe CC tools (InDesign, Illustrator, Photoshop) Strong written & verbal communication

Ability to work both independently and collaboratively, and to successfully manage multiple projects

  • Preferred

Knowledge of NYC & DMV regions

Experience and interest in community-based planning, virtual engagement, school boundary modeling & facility planning, transportation planning

Who we are

WXY is a multi-disciplinary practice based in New York City. We are planners, urban designers, architects, data analysts, strategists and creative problem solvers. No matter the size, we tackle problems and find solutions. We work to understand a context, and plan with community in mind. We challenge ourselves to face the array of complex problems and commit to solutions that support a healthy and sustainable future.

All applicants will receive consideration for employment without regard to race, color, religion, sexual orientation and national origin. WXY is committed to take affirmative action to employ and advance in employment qualified employees and applicants who are disabled veterans, recently separated veterans, Armed Forces service medal veterans, and other protected veterans. WXY is committed to take affirmative action to employ and advance in employment qualified individuals with disabilities.

Comments Off on Curriculum Writer and Teaching Artist – Civics and Grassroots Leadership

Curriculum Writer and Teaching Artist – Civics and Grassroots Leadership

Posted by | July 28, 2021 |

Position Summary:

Reporting to the Director of the Center for Arts Learning & Leadership, 92Y Teaching Artists are practicing professional artists and educators in a range of arts and humanities disciplines who are committed to helping students discover and nurture their intellectual and artistic passions. 92Y is one of New York City’s largest community arts education providers, creating dynamic programs, performances and talks for thousands of K-12 students and their teachers each year across the boroughs—and now nationwide through our digital-track offerings.

 

We are currently seeking educators with experience developing curriculum on and teaching social studies, history, and/or civics to join our team of Teaching Artists for 92Y’s Fall 2021 Young Leaders Series Season. In coordination with 92Y’s education staff, Teaching Artists will develop a middle school curriculum on grassroots activism that introduces students to models and outlets for their own activism and enables them to begin developing their own activist plans. The residencies will have as an anchor students’ study of – and a live meeting with – Urban Planner and Los Angeles City Council Member Nithya Raman.

 

We are recruiting Teaching Artists who are available to (1) develop curriculum on grassroots activism and (2) teach the curriculum to 92Y’s partnering schools in-person in NYC or virtually for classrooms nationwide enrolled in our digital-track programCurriculum development will begin in August 2021. Weekly classes will take place between October and December 2021. 92Y produces a flexible curriculum for our Teaching Artists to use and make their own in bringing the material to life for students. Most residencies are six-weeks in length, with Teaching Artists meeting with each classroom once per week.

 

Please note that, in addition to your resume, a personalized cover letter is required for consideration.

Essential Functions

Responsibilities:

  • In coordination with 92Y staff, develop a middle school curriculum on grassroots activism that introduces students to models and outlets for their own activism and enables them to begin developing their own activist plans.
  • Conduct a curriculum workshop at the start of the fall 2021 season for all social studies-track Teaching Artists in our fall 2021 cohort.
  • Teach weekly classes for participating middle school classrooms—in-person at 92Y’s partnering NYC public schools and/or online for classrooms enrolled in our digital-track program.
  • Attend in-person and/or virtual professional development workshops with 92Y.
  • Collaborate with partnering classroom social studies teachers.
  • Carry out administrative tasks, such as submission of written lesson plans, teaching schedules, payment forms, surveys, and questionnaires.

Education, Skills and Experience

Qualifications:

  • Required minimum: Bachelor’s Degree plus three years of curriculum development and teaching experience at the middle or high school level with a focus on social studies, history, or civics.
  • Preferred educational requirements: Master of Science in Education in Middle Childhood Education and five years of curriculum development and teaching experience at the middle school level with a focus on social studies, history, or civics.
  • Passionate about teaching and creating warm, nurturing, and inclusive learning environments.
  • Strong oral and written communication skills; strong interpersonal skills; ability to facilitate group decision-making; meticulous attention to detail; flexible.
  • Experience developing curriculum.
  • Applicants should be available to work on curriculum development from August-September 2021 and available to teach during regular school hours (8am-2:30pm ET) or after school (2:30pm-5pm ET) from October-December 2021.
  • For individuals who will be teaching in-person in NYC schools, current proof of fingerprinting clearance through the NYC and NY State Department of Education is required for employment.
  • Spanish language skills are a plus.

WE ARE AN EQUAL OPPORTUNITY EMPLOYER

Comments Off on Physical Education Position for 6th-8th grade at Small Progressive Charter School 2021 – 2022

Physical Education Position for 6th-8th grade at Small Progressive Charter School 2021 – 2022

Posted by | July 27, 2021 |

Community Roots is hiring:

A Physical Education teacher for our 6th-8th grade 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:

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

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 

Main responsibilities will include:

 

  • Teaching 6th-8th grade Physical Education classes, which includes designing and implementing lessons and units based on CRMS Physical Education Scope and Sequence

 

  • Teaching 8th grade Fitness elective classes, which includes designing and implementing lessons and units

 

  • Co-teaching a Sexual Health class, which includes designing and implementing lessons and units based on CRMS Sexual Health Scope and Sequence

 

  • Co-leading a “Crew”, our school’s advisory structure, which includes serving as the academic advisor to a small group of students and acting as a liaison between the school and their families

How to apply: Please send your resume to Erin Carstensen, Middle School Co-Director, erin@communityroots.org.

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Special Education Teacher New Visions Advanced Math and Science III

Posted by | July 26, 2021 |

Special Education Teacher New Visions Charter Advanced Math and Science III 

High School

Why Teach With Us?

New Visions Advanced Math and Science III  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 Advanced Math and Science III ( AMS III) 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 feedback based 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 an accessible curriculum through team co-planning, co-teaching and co-assessing.
  • Be an intentional team-player. 
  • Lead an advisory group of no more than 15 students over their time at AMS III.
  • Build students’ academic and socio-emotional skills.
  • Work with students one-on-one or in small groups both in classrooms and office hours within the school day.
  • Advocate to ensure that students receive appropriate supports not limited to their Individualized Educational Plan (IEP)  and English as a New Language (ENL)  needs. 
  • Meet with families and the school-based support team to ensure timely promotion and graduation of all students on the roster.
  • 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 that allows staff to contribute meaningfully both in departmental planning and student support.

Additional Information 

We are planning to fully in-person for the 2021-2022 school year and will continue to monitor Department of Health guidance.  We’ll be able to share additional specifics around work expectations as you move forward in the interview process.   

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

Who We Are

AMS III is a non-selective, public charter high school located at Sheepshead Bay in South Brooklyn. We are a high performing school with an average graduation rate of 96% that firmly practices the values of holistic support for all students and not limited to, college access and readiness for all with persistent socio-emotional support. We strive to ensure that all students will dare to dream and make that dream their goal while they are with us. Our STEAM based programs are a combination of various arts, computer science, biological sciences and several Advanced Placement courses in Humanities, Math and Science. Our daily advisory program is a small group mentoring program with the same adult which allows scholars to experience community and personal development while experiencing success at AMS III. We are proud of our commitment to diversity both among staff and students, our growing social justice and restorative justice practices while students demonstrate learning through project based learning experiences and internships. Our high graduation rates, college readiness rates, range of course-offerings, high retention rates of students and college acceptance rates make us a competitive choice in south Brooklyn and NYC. 

Equal Employment Opportunity

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

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

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

 

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Psychiatric Nurse Practitioner

Posted by | July 26, 2021 |

The Bridge, an innovative and well respected mental health agency serving adults with serious mental illness, substance abuse, co-occurring mental health and substance abuse disorders, and co-morbid medical conditions is seeking Psychiatric Nurse Practitioner for it’s A.C.T. and Clinic Programs in Bronx and Manhattan.

Scope of Position:

  • Conduct Psychiatric Assessments and Evaluations
  • Prescribe, Monitor and Administer Psychotropic Medications
  • Provide crisis intervention services to clients during regular business hours and consultation during off-hours
  • Participate in clinical case conferences, team meetings, High Risk conference, quality improvement, evidence-based practice implementation and policy/procedure development
  • Assess and monitor the physical health of clients
  • Complete all clinical documentation as required by payers, funders, and regulatory authorities via an Electronic Health Record
  • Complete all administrative paperwork required
  • Any other duties assigned

Education/Qualifications:

Board Certification Psychiatric Nurse Practitioner either with appropriate experience or a strong desire to work in this rewarding setting. New graduates are welcome to apply. Bi-lingual Spanish highly desirable.

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Assistant press secretary for the United Federation of Teachers

Posted by | July 23, 2021 |

Assistant press secretary for the United Federation of Teachers

The ideal candidate will be a strong writer/editor with a policy background and the ability to convert political and policy goals into words and images for both the public and a harried New York City press corps.

The Job

The assistant press secretary is part of a four-person external press team for the United Federation of Teachers, a 200,000-strong union with a history of advocacy on behalf of  New York City public school educators and their students.

As part of this team, the assistant press secretary will:

· Identify and craft pitch materials and press releases for reporters.

· Write and place opinion pieces in New York City media.

· Develop press/social media campaigns to advocate for UFT policies, positions, and legislation.

· Leverage social media platforms, video, and UFT podcasts to drive coverage.

· Accompany/assist senior union officials at news conferences and public events.

General Qualifications

· Proven writing ability.

· Successful history of dealing with reporters, both in-person and virtual.

· Policy interest and awareness (ideally but not necessarily in education).

· Political/governmental / media/ PR experience.

· Experience in accompanying/handling senior officials.

· Proven ability in using social media to drive coverage.

· Experience in creating video content to share with the press, public, and policy influencers.

Required Skills/Experience

· 4-6 years as a reporter in New York City, preferably covering education and or government and politics.

Or

· 4-6 years in PR/media relations working in the New York City media market.

Salary & Benefits

The salary range is $70,000 to $80,000 with health coverage and benefits. The candidate will be expected to report in person five days a week starting in September. The position is not eligible for fully remote work.

We are an equal opportunity employer and value diversity. We do not discriminate on the basis of race, religion, color, national origin, gender, sexual orientation, age, marital status, veteran status, or disability status.

 

Comments Off on Assistant Director for External Relations (Bard Early Colleges, NYC, NY)

Assistant Director for External Relations (Bard Early Colleges, NYC, NY)

Posted by | July 23, 2021 |

Job Title: Assistant Director for External Relations (Bard Early Colleges, NYC, NY)

Position Overview:

The Assistant Director for External Relations is a full-time, exempt position of Bard Early College. 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 Assistant Director for External Relations is charged with increasing philanthropic support for the BEC Schools and strengthening their visibility. This opportunity comes at a critical and exciting time for Bard Early College: the organization is entering its 20th year, celebrating the successful launch of new schools and initiatives, and helping to lead a national conversation on rethinking college access in the public sphere. The Assistant Director for External Relations will report to the Executive Director of Bard Early College and will supervise two part-time support staff associates.

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 NYC; Newark, New Jersey; New Orleans, Louisiana; Cleveland, Ohio; Baltimore, Maryland; Washington, D.C.; and Hudson, New York. Over 80% have completed bachelors degrees after graduating from the Bard Early College – far above the national average – and more than half are first-generation college students.

Those eight campuses are supported by a central leadership team, which is a division of Bard College. Bard invites applications for a creative, proactive, and mission-driven individual who will join that team as Assistant Director for External Relations.

Roles & Responsibilities:

  • To build relationships across the community of BEC parents and supporters, primarily in NYC, leading to greater philanthropic support of and engagement with the organization and its mission. At the end of one year, the successful candidate will have increased the number of gifts and the total amount of financial support from individual donors, primarily from within the BEC parent and alumni/ae parent communities in NYC.
  • To strengthen awareness of BEC’s programming and outcomes among education thought-leaders through events, networking, and outreach. The purpose of this aspect of the role is to position BEC for greater influence and a stronger voice in shaping education reform, public policy, and the early college movement.
  • With staff support from the BEC Data and Evaluation Associate, Programs Associate, and Finance Assistant, to manage donor database systems, donor research, gift acknowledgment procedures, annual appeals, and other regular systems and processes.
  • To communicate the organization’s impact and strategies by writing reports for donors and partners, giving presentations, and keeping our stakeholders informed. The Assistant Director for External Relations will ensure that BEC’s public profile is compelling, consistent, and professional.
  • To develop good working relationships with the BEC community, primarily in NYC, including school-based colleagues, PTAs, colleagues in the field of education reform, and more. At the end of one year, the network of stakeholders, partners, and thought-leaders who are engaged with and supportive of BEC will have grown.

Qualifications:

The Assistant Director for External Relations should be, above all, passionate about improving public education for young people and committed to educational opportunity, equity, and excellence. Successful candidates will be able to express themselves with clarity, tact, and conviction and will be comfortable in soliciting donations and support. What happens in the BEC classroom is intellectually inspiring and socially transformative; the Assistant Director for External Relations will be able to express that in an honest and effective way.

The successful candidate for the position will possess the following qualifications:

  • Bachelor’s degree with 5+ years of professional experience preferred
  • Excellent writing and communication skills
  • Responsive and reliable, with strong project management and time management skills
  • Demonstrated ability to work successfully in multi-faceted, team-oriented environment, as well as the ability to work independently
  • Proven ability to further an initiative or cause that advances racial and economic justice
  • Close attention to detail and accuracy
  • Working familiarity with basic data management tools and other digital tools, primarily including Microsoft Excel and Google Suite.

Compensation:

While salary will be commensurate with experience, the expected range is between $90,000 and $110,000.

Location: New York City

Expected start Date: August or September, 2021

Physical Demands:

  • Must be able to sit for extended periods of time and work in standard office environment
  • Must be able to occasionally lift 20 pounds
  • Occasional travel (estimated once per month) to Annandale-on-Hudson, NY and to other BEC sites

To apply:

Please upload a résumé that highlights your skills, what you’ve learned, and what you care about, through the Interfolio job application link provided here: http://apply.interfolio.com/90515

Questions

For questions about the position, please send your inquiries to earlycollege@bec.bard.edu

Bard College is an equal opportunity employer and we welcome applications from those who contribute to our diversity. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, mental, or physical disability, age, sexual orientation, gender identity, national origin, familial status, veteran status, or genetic information.

Bard is committed to providing access, equal opportunity, and reasonable accommodation for all individuals in employment practices, services, programs, and activities. (AA/EOE)

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Postsecondary Pathways Resource Manager

Posted by | July 23, 2021 |

Who You Are

You’re a seasoned expert in college and career readiness looking to transfer your skills to a mission-driven organization.  You are passionate, creative, meticulous, and have a keen understanding of the knowledge and skills our students need to make an informed postsecondary choice. 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.  

What You’ll Do

You’ll design and develop a comprehensive set of instructional resources that counselors and teachers across New York City will use to develop students’ understanding of the college and career landscape.  You’ll partner with multiple stakeholders to understand the evolving needs of schools and develop instructional materials to meet these needs.  You’ll work directly with schools to support the postsecondary planning and transition process of students, and support staff to understand and implement the resources with students.  

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!

Comments Off on Community School Director (3 positions)

Community School Director (3 positions)

Posted by | July 23, 2021 |

DEPARTMENT:        Youth Services Department

LOCATION(S):

  • PS 297 (Bedford Stuyvesant, Brooklyn, NY) – 1 position,
  • PS 328 (East New York, Brooklyn, NY) – 1 position and
  • Brooklyn Community Arts & Media High School (Clinton Hill, Brooklyn, NY) – 1 position 

REPORT TO:            Program Supervisor

SALARY:                  

$70,000 Annually.  Commensurate with work related experience, based on job performance and program funding

 

DATE:                      July 2021

 

HOURS:                  

Monday-Friday, 8 am-4 pm and/or 9 am-5 pm, late evenings and occasionally Saturdays are required. 

JOB SUMMARY:

The Community School Director (CSD) will oversee Attendance Improvement for the Community School Program, create a high performing Community partnership where students and families feel supported, community members feel connected and emerge in successful outcomes.  Coordinated resources and programs must address key priority areas of attendance, behavior, literacy, math, youth and family engagement.  Resources to be coordinated are dependent on present school needs; academic, social-emotional, health and others.  Programmatically, resources maybe designed to include options before, during or after-school, during school year and summer months.

The role of the Community School Director is complex and requires a dynamic person who can effectively collaborate, negotiate, build relationship, strategically partner, mobilize, navigate and interconnect multiple systems to achieve success for kids and families. The CSD will execute the coordination and alignment of resources within a Community School to achieve the education goals of the students and their families. The CSD are expected to work in partnership with others under the vision and direction of the school principal.

The CSD will execute the shared vision of the Leadership Team and the school’s needs. This will include delivering the competencies available across GSS into planning and organizing extended learning opportunities, attendance interventions, provide support for student/family within the school and community; managing a data-driven incentive program, events to celebrate school  accomplishments, and develop an engaging and welcoming school culture for both students and  parents.

EDUCATION, EXPERIENCE AND SKILL REQUIREMENTS:

  • Bachelor’s Degree in related field required; Master’s Degree preferred.
  • At least 2 years of experience coordinating and/or developing adolescent services and programming in an urban environment and high school setting.
  • Experience with program coordination, management and supervision of team of staff, budget and program management, event planning, resource connection, referral coordination with various youth age groups (K-12)
  • Experience managing, implementing and coordinating youth service programs in a DOE school building and in partnership with DOE Leadership (Principals, APs, Parent Coordinators, etc.)
  • Strong verbal and written communication skills.
  • Ability to work collaboratively with the school’s administration and leadership team.
  • Ability to engage, build relationships, and demonstrate empathy with adolescents.
  • Strong organizational skills and ability to coordinate multiple tasks and responsibilities.
  • Ability to work independently and collaboratively with staff members
  • Ability to work efficiently and effectively under pressure.
  • Familiar with Socio-Emotional and Trauma-Informed practices.
  • Must be an outstanding strategic thinker.
  • Diverse cultural competence is a must.
  • Bi-lingual in Spanish/English preferred.

PRIMARY DUTIES AND RESPONSIBILITIES:

A.  Execute community needs assessments to determine valuable school resources and services, and develop/implement data driven interventions for key priority areas.

  • Develop, manage and execute data driven strategies to address needs.
  • Lead systematic evaluation of program, activity and event effectiveness.
  • Utilize positive youth development resources to improve student attendance, behavior and/or academic performance.
  • Generate reports on outcomes of the Community School efforts for various stakeholders.
  • Collect, review and analyze student data to develop new strategies and plan for continuous improvement and interventions.

B.  Project Management

  • Provide project support and management to all individuals secured to support the Community School effort.
  • Delegate and monitor effectiveness of tasks performed by Community School staff.
  • Coordination of Resources
  • Recruit, train and coordinate all volunteers at school site.
  • Solicit, coordinate and distribute basic needs or ensure that this function is being performed in the context of the Community School.
  • Identify and build relationships with key service providers needed to best support students and families.
  • Monitor all budgets associated with Community School support at the school level

C.  Leadership and Communication

  • Actively participate in core team meetings, sharing relevant data, highlighting concerns and developing solutions.
  • Lead, develop and facilitate an effective community leadership team.
  • Strategic Engagement – participation in the following types of meeting is critical to successful engagement and integration: Faculty meetings, grade level meetings, child study, attendance team meetings, PTA meetings, parent-teacher conferences, weekly meetings with school principal
  • Formal supervision sessions with lead partner, staff meetings, training
  • Community-level committee meetings, task forces, etc.
  • Individual meetings with key partners who are and are not yet connected to the school
  • Execute community needs assessments in order to determine which resources and services are most valuable to a given school, and develop a plan for meeting needs
  • Assist with the creation and establishment of an environment that responds to the needs of students and families while building a culture of high attendance and achievement.
  • Coordinate services, programs, and resources surrounding social and emotional well-being and enrichment, for students with attendance and academic struggles
  • Provide social and emotional well-being and enrichment resources, referrals, and program opportunities for general high school student population
  • Develop new partnerships with new organizations and programs to work with the school
  • Manage organization/program partnership relationships
  • Facilitate workshops for students and their families on a variety of topics including social services, family services, enrichment opportunities, etc.
  • Build relationships with students, existing Community Based Organization (CBO) staff, and school staff
  • Develop strong relationships with teachers, parents and students, especially through existing groups such as the school leadership team (SLT) and grade levels.
  • Participate in weekly team meetings and weekly individual supervision
  • Identifying chronically absent students and gain parent consent to provide services and supports for those students.
  • Connect students to a range of prevention, early intervention and intensive service programs that address the physical, emotional, cognitive, and social development of each
  • Engage families and caregivers in understanding and supporting the education of their
  • Engage and lead in Crisis intervention; small group counseling and individual counseling.

D. Administrative:

  • Ensure accurate attendance tracking and reporting.
  • Meet contractual requirements regarding enrollment and attendance.
  • Respond to all electronic and phone communication within two (2) business days.
  • Coordinate and execute all major events and activities along with other GSS’s Program Directors.
  • Prepare a monthly calendar of events, programs, meetings, and activities.
  • Create a budget plan that supports program needs and ensure timely spending.
  • Collaborate cross-borough and agency/department-wide events and strategic planning efforts.
  • Assist with data collection, research and prepare relevant data on a bi-weekly basis.
  • Interpret data to inform the decision making process.

E.  Remote Engagement (should school closures occur):

  • Experience facilitating live and pre-recorded activities
  • Familiarity using web-based platforms to engage participants: zoom, google classrooms, etc.
  • Monitor participant engagement and safety while on live sessions remotely.
  • Facilitate wellness checks/calls to families.
  • Follow remote working plan, policies and procedures as highlighted by the supervisor.
  • Maintain remote/virtual attendance logs and records.
  • Ensure the safety of program staff and participants over remote platforms.
  • Computer proficiency including Microsoft Word and Excel, email correspondence, Internet and database management a requisite.

EQUAL OPPORTUNITY EMPLOYER (EOE)

 

 

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Head Start Director

Posted by | July 22, 2021 |

DEPARTMENT:          Early Childhood

REPORTS TO:             Head Start/EHS Director

SALARY:                      $73 -75k

 JOB SUMMARY:  

Provide high-quality, culturally competent child development and program administrative services to Grand St. Settlement Early Childhood Programs.  The Center Director manages teaching staff and comprehensive services for the successful operation of the program.

EDUCATION, EXPERIENCE AND SKILL REQUIREMENTS:

  • Master’s Degree in Early Childhood Education or related field
  • Position requires a current New York State N-6 certification
  • Excellent verbal and written communication skills
  • Proficiency in Microsoft Suite Word, PowerPoint and Excel
  • Must have demonstrated achievement in supervision and management, family and community partnerships and collaborating with diverse teams.
  • Excellent computer skills
  • Excellent decision-maker and problem solver
  • Bilingual (English/Chinese and/or English/Spanish) preferred

Pre-Employment Requirements:

  • Clearance through DOI Fingerprint Screening, NYS Central Registry, Sex Offender Registry clearance, three (3) reference checks, physical examination with updated TB test, varicella, Tdap, MMR (fees may apply)
  • Obtain Mandated Reporter training certificate (every two (2) years) and comply with agency’s policy and procedure regarding identification and reporting of child abuse and neglect
  • Obtain First Aid/CPR and Preventive Infectious Diseases certificate within the first year of employment.
  • Meet all employee health requirements in Article 47 (DOHMH) and Head Start Performance Standards.

 ESSENTIAL DUTIES AND RESPONSIBILITIES:

Under the direct supervision of the HS/ EHS Director, the Center Director shall be responsible for:

  • Planning: Oversee and approve the preparation of daily lesson plans, including individual plans for each child including goal setting based on identified needs.  Coordinates coverage and scheduling for center’s staff; Verifies time cards and schedules staffs’ vacation time, sick leave and compensatory time to ensure program coverage and effective program operation.
  • Program Implementation: Implement daily lesson plans in response to children’s needs and interests incorporating observations, anecdotal record keeping, knowledge of early childhood development and the Developmental Continuum
  • ERSEA –Must maintain 97% of enrollment at all times under ERESA requirements.
  • Family Partnerships: Assist teaching staff in developing a system offering parents opportunities for enhancing and increasing their child observation skills
  • Communication and Service Coordination: Lead regular team meetings and participate in case conferences, as necessary, to ensure service coordination across GSS Early Childhood Services
  • Record Keeping and Reporting: Maintain filing, tracking and documentation systems for the early childhood education service area and ensure confidentiality of child and family records
  • Ongoing Monitoring and Self-Assessment: Ensure compliance with Head Start Performance Standards relating to the education service area. Participates in Annual Self-Assessment, Program Information Report (PIR), CACFP reporting, Community Assessment, Federal Reviews and Policy Council Meetings.  Assist with monitoring of classroom environments regularly using formal and informal observation, implement researched and reliable tools (Environmental Rating Scales – ITERS/ ECERS and CLASS)
  • Human Resources and Supervision: Provide ongoing verbal and written feedback consistent with their individual development plans for performance improvement, ensure adherence to Head Start performance standards, and to plan and direct work.  Collaborate and manage coaching implementation and professional developments for all staff.
  • Facilities: Ensures that facilities, materials, and equipment are safe, appropriate, and conducive to learning and reflective of the different ages and stage of development of each child, including children with disabilities in accordance with Head Start Program Performance Standards and DOHMH Article 47 regulations

EQUAL OPPORTUNITY EMPLOYER (EOE)

Please be advised that job offers can only be made once your clearances come through

 

 

 

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Director of School Support

Posted by | July 22, 2021 |

The City University of New York’s Office of K-16 Initiatives seeks a Director to provide strategic oversight and leadership to CUNY’s early college high school and K-12 school support partnership initiatives. K-16 Initiatives is home to a diverse group of programs that seek to address long standing educational inequities by creating pathways for all New York City students to achieve postsecondary success. The School Support portfolio includes programs that are focused on supporting early college high school models, professional development for high school teachers and leaders, and curriculum for high school courses. The Director of School Support will help to manage and lead organizational realignment to better coordinate across these programs and maximize our impact as a partner to NYCDOE.

About the position:

The Director of School Support will

  • Lead school development and planning activities for Early College Initiative (ECI) High Schools
  • Lead development of data driven school support plans including leadership and teaching supports for Early College and Affinity Schools
  • Oversee the collection and analysis of data related to Early College student success and retention, using the data to inform practices
  • Lead strategic communication and community building with Early College and Affinity school leaders and staff, and partner college staff
  • Supervise, coach, support and develop the staff of the ECI and Affinity school support programs
  • Oversee coordination of high school-college partnerships for Early College High Schools, including coordination of Early College Liaisons
  • Collaborate closely with Superintendents to coordinate school development plans and supports
  • Foster strong relationships with high school principals and school leadership
  • Maintain relationships with employer partners for 9-14 College and Career High Schools

Strong candidates will demonstrate

  • Collaborative and innovative approach to working
  • Experience in school leadership and/or district administration at the 6-12 level
  • Demonstrated knowledge and expertise of issues related to college readiness, transition and success, particularly for young people from groups underrepresented in higher education
  • Supervisory experience working with educational program administrators and instructors
  • Experience designing and facilitating professional and curriculum development activities
  • Ability to engage complex, multiple perspectives, build consensus and to mediate different approaches and viewpoints
  • Ability to troubleshoot and problem-solve professional development issues related to program expansion
  • Outstanding oral, written and oral communication skills
  • Strong consultation, negotiation, presentation and teaching skills
  • Ability to use data and research findings for program and staff development purposes
  • Ability to work independently and collaboratively in fast-paced, demanding, and complex work environment, with the ability to carry out complex assignments and adapt to changing situations and priorities
  • Strong budget management ability
  • Excellent writing and interpersonal skills
  • A demonstrated knowledge of curriculum development at the high school, college transition, and/or adult learning levels
  • A demonstrated understanding of various school programming models, especially in Career and Technical Education (CTE) or Early College High Schools, and knowledge of DOE course credit policies and procedures
  • Ability to envision new opportunities to engage and support principals and other school leaders

 

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Physical Education Teacher

Posted by | July 21, 2021 |

Nichols School is seeking applications for a full-time Physical Education Teacher for both the Middle and Upper Schools for the upcoming 2021-2022 school year.  A degree in Physical Education is preferred. Candidates should have a passion for teaching, using fun, inventive and current techniques, and understand the importance of physical health and wellness for people of all ages.  Organizational skills, flexibility, and the ability to build strong relationships and encourage kids of all abilities is important. Coaching experience is required as the position involves coaching three seasons of Middle School sports. Our educational philosophy is grounded in equity of process and outcomes, and inspired by our mission to train minds, bodies, and hearts for the work of life.

Nichols School is an equal opportunity employer and all applicants will be considered for employment without attention to race, color, religion, sex, sexual orientation, gender identity, national origin, veteran or disability status.  We are committed to growing a more diverse school community and cultivating a climate where every employee, student and family can safely and authentically be themselves.

Nichols School offers a competitive benefit package including medical, dental, group term life, retirement, tuition remission, ample time off and professional development.

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Director of Culturally Responsive Education

Posted by | July 21, 2021 |

About Youth Communication

Youth Communication provides powerful, teen-written stories and professional development to help educators and youth workers connect with the teens they serve and build their social and emotional competencies and literacy skills. Our professional development and curricula are based entirely on true stories written by teens in YC’s intensive writing workshops. That makes YC’s programs and services exceptionally engaging and uniquely culturally responsive to students who are furthest from opportunity.

Overview of role

Youth Communication is seeking a skilled educator with expertise in the principles of culturally responsive education, designing and conducting professional development for teachers and school staff, and adolescent social and emotional learning. The Director of Culturally Responsive Education (DCRE) will work closely with the Senior Director of Education Programs, the Director of Training, and our team of trainers to bring Youth Communication’s story-based professional development to schools and school districts across the country.

The ideal candidate for this role has a passion for YC’s mission, anti-racist education, a strengths-based approach to working with adolescents, and the power of storytelling to create change. The DCRE will be responsible for creating and conducting a series of professional development workshops with the goal to cultivate the mindsets educators need to create culturally responsive and inclusive school communities, particularly for students of color. They will bring their own expertise in supporting marginalized youth and use a soon-to-be-published casebook that melds educational theory and teen-written stories developed in partnership with a professor at City University of New York’s Hunter College as the basis for these workshops. Additionally, the DCRE will develop workshop descriptions, learning objectives, and story-based training agendas on supporting students whose identities as young people of color intersect with marginalized gender identities, sexualities, dis/abilities, national origins, and religions.

The DCRE will regularly conduct professional development sessions on site at schools (in NYC and beyond) and remotely via videoconference and, in collaboration with the Director of Training, support our team of trainers in doing the same.

This position requires the ability to be collaborative and creative, as well as a strong desire and ability to build a professional development program from the ground up. This is a new position at Youth Communication, and the ideal candidate will be flexible, entrepreneurial, and resourceful. The DCRE will be joining a team of educators committed to learning and self-reflection, maintaining a rewarding work-life balance, and being a part of a community at work.

Key responsibilities include, but are not limited to:

·      Collaborate with the Executive Director, Senior Director of Education Programs, and our academic partner at Hunter College to create a story-based professional development model using a soon-to-be published book of educational theories on culturally responsive education, using YC stories as case studies.

·      Use YC’s story-based method to create and deliver professional development sessions to district/school administrators, building educators, and others who work with youth to increase their knowledge of the experiences and strengths of students of all races, gender identities, sexual orientations, nationalities, and abilities.

·      Collaborate with Partnership Manager to ensure successful delivery of contracted professional development services.

·      Collaborate with the Director of Training to onboard new trainers to YC’s professional development model and methods. The DCRE will also work with the Director of Training to schedule additional trainers for professional development sessions, as needed.

·      Collaborate with the Director of Evaluation to develop, implement, and analyze post-PD session surveys.

·      Liaise with YC’s editorial department and curriculum development team to keep informed of the true, teen-written stories that are being developed for publication, suggest editorial directions that would be useful for professional development purposes, and stay connected to what our writers—and thus teens, in general—are most concerned about.

·      Build relationships with district and school personnel, as well as other education professionals, to further desired outcomes, continued partnership, and YC’s thought leadership in the field.

·      Provide feedback to YC’s curriculum writing and training teams on creating educational and professional development experiences that align with YC’s and our partners’ diversity, equity, and inclusion goals.

·      Identify regional and national conferences themed on culturally responsive education/equity in education/DEI in education to expand YC’s national exposure. Develop proposals for story-based presentations at these conferences, manage submissions, and deliver presentations when accepted. (Some travel may apply.)

·      Serve as an additional trainer for our SEL program orientation and follow-up sessions, as needed.

Qualifications:

·      A background in education, including teaching experience or equivalent direct work with adolescents, and an advanced degree in education or similar field. Experience as a school or district administrator is desired but not required.

·      Deep knowledge of the principles of culturally responsive education and how to create school communities that are welcoming for youth of all races, ethnicities, gender identities, sexual orientations, nationalities, and levels of ability.

·      Demonstrated success implementing culturally responsive education practices with adolescents in and out of classrooms.

·      Experience designing and conducting professional development for a wide range of educators.

·      The ability to create brave learning spaces that encourage vulnerability and risk-taking among participants.

·      Comfort facilitating professional development sessions that might push people out of their own comfort zones, especially in regards to discussions about race and educational equity.

·      Experience with qualitative and quantitative forms of program evaluation and continuous improvement processes to ensure desired outcomes preferred.

·      Familiarity with and/or interest in social science research and how it applies to educational practice.

·      Excellent written and oral communication skills.

·      Strong computer skills, including fluency operating a variety of videoconferencing platforms, navigating databases, and using the collaborative function of word processing and other documents.

·      Demonstrated ability to work on a highly collaborative team to meet departmental and organizational goals.

·      Desire to learn and grow in an organization that is expanding its reach and impact.

·      A commitment to anti-racist education and creating sustainable and inclusive communities for all adolescents.

Salary: $75,000 – $85,000

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Senior Manager, Development & Communications

Posted by | July 19, 2021 |

About Read Ahead

Since 1991, Read Ahead has connected public elementary school students with caring mentors from leading corporate and community partners. During weekly Read Ahead sessions, our volunteer mentors form meaningful relationships with their mentees, and help children to grow their literacy skills, confidence, love of reading, and other skills essential for success. Over 98% of teachers would recommend Read Ahead to a colleague, and our program impacts the lives of over 750 children each year.

The need for Read Ahead is especially urgent in the wake of COVID-19. To meet this moment, Read Ahead developed a completely virtual program for the 2020-21 school year and is continuing this for 2021-22. Combining our 30 years of experience with new technology platforms that include 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 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, genetics, or veteran status. We seek to build a diverse staff representative of the communities we serve. All qualified applicants are strongly encouraged to apply.

Position Overview

Read Ahead seeks a driven, organized, and entrepreneurial Senior Manager, Development & Communications to join our Development & Communications team. This newly created position will play a key role in Read Ahead’s fundraising and marketing success, working to collectively meet or exceed Read Ahead’s $1.7M budget for FY22.

This position provides a unique opportunity for someone who is eager to take the next step in their career as a development professional, and meaningfully contribute to a small, collaborative, and results-oriented team. This is an externally facing role, and the Senior Manager will drive success in some of Read Ahead’s signature events and fundraising initiatives, including working with our dynamic and successful Junior Board, and valued corporate partners. They will also serve as a key collaborator in building out new fundraising initiatives with a focus on individual giving, and developing Read Ahead’s marketing strategy with an emphasis on social media and email marketing.

This position reports to the Managing Director, Development, Communications, & Operations. They will directly supervise and manage a Manager, Development & Communications.

Responsibilities

Fundraising

  • Drive success in Read Ahead’s signature peer-to-peer fundraising events and campaigns, including #GivingTuesday, a board-led annual appeal in November / December, NYC marathon events, and Junior Board events and initiatives.
  • Develop tailored campaign messaging and collateral, support and engage peer-to-peer fundraisers, and monitor and evaluate campaign progress.
  • Participate in calls and meetings with individual and institutional funders.
  • Serve as a thought partner and collaborator to the Managing Director in the development of new fundraising campaigns and initiatives, with an emphasis on cultivating mid to major level donors. 

Donor Stewardship & Relationship Building

  • In collaboration with the Managing Director, design recognition and stewardship plans for individual and institutional donors.
  • Lead annual renewal and stewardship process for corporate partners.
  • Manage relationships with a portfolio of corporate partners.
  • Develop, oversee, and manage service event opportunities for new and existing corporate partners.
  • Serve as the primary point of contact for Read Ahead’s active and engaged Junior Board.
  • In collaboration with the Managing Director, design and execute an annual calendar of virtual and in-person cultivation and stewardship events.

Event Production & Project Management

  • Drives success for Read Ahead in-person and virtual events (including our annual gala, signature Junior Board event, and cultivation / stewardship events) by designing project plans, executing on or delegating work, and monitoring and reporting on progress.
  • Manages all aspects of event production by serving as primary point of contact for vendors, venues, and event consultants.
  • Collaborates with the MD and event committee members to create compelling event  collateral, drive attendee outreach and stewardship, and track and manage guest lists.

Communications & Marketing

  • Manage the corporate grant renewal and reporting process, including working with Read Ahead’s program team to gather quantitative and qualitative data, writing / editing grants and reports, and participating in calls with funders.
  • In collaboration with the Managing Director, develop an annual content calendar for Read Ahead’s blog, social media, and email marketing including newsletters and campaign-specific messaging.
  • Develop compelling social media, blog, and email content by writing posts, selecting photos and/ or designing infographics, and supporting team members across the organization to identify great stories and contribute content.
  • Monitors and evaluates external collateral and social media to ensure that Read Ahead’s mission, vision, and values are well-represented, and DEIB goals are being met.
  • Write donor acknowledgement and stewardship letters, draft content for online fundraising campaigns, and ghost write emails and other communications for board members and Read Ahead leadership.

Operations & Management

  • Be an active and engaged collaborator in Read Ahead’s organization-wide efforts to advance our DEIB goals. This will include, but is not limited to, participating in team meetings and / or working groups, and ensuring that all project plans and outcomes are aligned with DEIB goals.
  • Ensure timely and accurate donor, gift, and acknowledgement information is entered into the CRM database (Kindful), and support the Managing Director with monthly / quarterly / annual financial reporting and reconciliation processes.
  • Collaborate with the Managing Director and Operations Director to streamline data entry and reporting processes. 
  • Monitor donations during peer-to-peer campaigns, ensure that accurate and timely donor lists can be shared with peer-to-peer fundraisers, and oversee corporate matching fund follow-up.
  • Analyze prior campaigns, donation history, and prospect research to advise Managing Director on new areas of fundraising opportunity. 
  • Oversee budget and expenses for specific campaigns and events, ensuring that funds are spent wisely and stay within budget. 
  • Support, coach, and manage one full-time direct report (Manager, Development & Communications). 

Qualifications

Read Ahead General Qualifications

  • Passion for Read Ahead’s mission.
  • Experience with and committed allyship to communities and students of color.
  • Ability to think strategically, understand the big picture, collaborate effectively with internal and external stakeholders, and implement vision.
  • Ease with engaging in open, productive disagreements with colleagues, with a firm commitment to a decision once made.
  • Practices a growth mindset, along with a deep commitment to genuine learning and self-improvement for themself and others.
  • Highly self-aware and reflective with the ability to give and receive feedback.
  • Familiarity, comfort, and ability to thrive within a small, dynamic team.

Position-specific Qualifications

  • Skilled listener, with the ability to understand diverse stakeholder perspectives, and tailor messaging accordingly. 
  • Sound judgment, with the ability to independently manage external and internal relationships with key stakeholders, and ask for help when needed.
  • Excellent written and verbal communication skills, with the ability to create compelling narratives that advance Read Ahead’s story across a variety of platforms including grants, marketing collateral, donor outreach letters, and social media. Experience with grant writing and/or creating social media content is a plus, but not required.
  • Highly organized administrator with flexibility, strong attention to detail, the ability to both create and improve processes and systems, project-management skills, and a love of problem-solving.
  • 4-5+ years of experience in a nonprofit role (development or marketing strongly preferred), with a desire to take on increasing responsibility and learn all aspects of fundraising at a dynamic, growing organization.
  • Ability to learn & leverage technology to support team collaboration, workflow, and efficiency required. Training on current Read Ahead tools (Google Suite, Kindful CRM, Qgiv, monday.com, Later, Slack, Canva, etc.) will be provided. Prior experience with fundraising CRM databases (Salesforce, Raiser’s Edge, Kindful, etc.) and online fundraising sites (Qgiv, Classy) a strong plus.
  • Passion to lead, coach, and support staff to grow professionally.
  • Enthusiasm for staying up-to-date with fundraising trends, and mission-related news.
  • Experience with organizations serving New York City public schools, families, and communities and/or youth literacy or mentoring programs preferred, but not required.

Salary/Benefits: $80,000 – $85,000/ 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. 12/31/2021)
  • Eligibility to participate in pre-tax TransitChek 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
  • Remote work policy offered
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Program Coordinator (Part-Time)

Posted by | July 19, 2021 |

Program Coordinator (Part-Time, Temporarily Remote)

Start date: September 1, 2021

Commitment: Approximately 29 hours/week 

About Read Ahead

Since 1991, Read Ahead has connected public elementary school students with caring mentors from leading corporate and community partners. During weekly Read Ahead sessions, our volunteer mentors form meaningful relationships with their mentees, and help children to grow their literacy skills, confidence, love of reading, and other skills essential for success. Over 98% of teachers would recommend Read Ahead to a colleague, and our program impacts the lives of over 750 children each year.

The need for Read Ahead is especially urgent in the wake of COVID-19. To meet this moment, Read Ahead developed a completely virtual program for the 2020-21 school year and is continuing this for 2021-2022. Combining our 30 years of experience with new technology platforms that include 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 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, genetics, or veteran status. We seek to build a diverse staff representative of the communities we serve. All qualified applicants are strongly encouraged to apply.

Position Overview

As a part of a dynamic and dedicated program team, the Program Coordinator (Part-Time) 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 (Part-Time) 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 (Part-Time) 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 (Part-Time) 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 (Part-Time) will participate in initiatives that further deepen the impact of Read Ahead’s unique approach to using literacy as a means of social change.

Program Coordinators (Part-Time)work approximately 29 hours per week (precise schedule to be confirmed in discussion with manager, and will be based on school and program scheduling needs). Occasional required meetings, training sessions, or other events may also take place outside of regular hours.

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. 

During the 2021-2022 school year, Read Ahead will run a virtual program over Zoom likely with some in-person programming in spring 2022. Program Coordinators will be required to be in person occasionally to set up programs at partnering schools between late August-October 2021.

Responsibilities

Program Facilitation (subject to change based on program models)

  • Facilitate, coordinate, and monitor 10-15 weekly 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 assistance to participants (i.e., Zoom and online reading platforms)
  • Manage and support ~150 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 

Program Quality Management (subject to change)

  • Conduct tasks that ensure a high-quality program, including data tracking, supporting mentor training
  • Review and approve mentor applications and support mentors through onboarding process
  • Collaborate on content and possibly delivery of mentor training
  • 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 2021-22 program and encourage student enrollment, including communicating with school leadership and liaisons, answering caregiver questions, supporting with completion of permission forms
  • Collaborate in a pilot of summer RA staff-led programming with students and/or lead or collaborate in a continuation of mentor-mentee programming

Family Engagement

  • Support and execute new family engagement initiatives to build relationships with families
  • Support all other initiatives that foster greater engagement of parents and caregivers, as determined by the Senior Director, Program

Administrative Tasks

  • Enter and track 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

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 remote work with the ability to lead and monitor daily mentoring sessions remotely

School openings & likely but tentative schedules include:

We have multiple openings for the Program Coordinator position. Most work will be done remotely but there will likely be some in person set up at the assigned school and possibly some in person work spring 2022. Program schedules and day/time commitment are still TBD but the tentative schedules are below. Schedules will be discussed during the interview process.

  • PS 1, Lower East Side/Chinatown: Tuesday-Friday ~11:30am-5:30pm + Saturday ~9am-1:30pm (Saturdays required)  *Mandarin speaker needed
  • PS 33, Chelsea: Tuesday-Friday ~11:30am-5:30pm + Saturday ~9am-1:30pm 
  • PS 51, Hell’s Kitchen: Tuesday-Friday ~11:30am-5:30pm + Saturday ~9am-1:30pm 
  • PS 134, Lower East Side: Monday-Friday ~11:30am-5:30pm OR Monday-Thursday ~11:30am-5:30pm + Saturday 9am-1:30pm

Summary of Compensation and Benefits

Pay Rate: $25.00/hour

Benefits: Paid Time Off (PTO): Paid time off policy includes:

  • All federal holidays
  • Wed – Fri of Thanksgiving week
  • Christmas Eve – New Year’s Day
  • Five (5) sick days
  • Vacation day accrual based upon employment anniversary date; during the first year employees accrue 11 days per year and after the first year accrue 14.5 days per year

Benefits Package 

  • 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. 12/31/2021)
  • Eligibility to participate in pre-tax TransitChek program
  • Professional development & wellness stipends
Comments Off on High School Teaching Opportunities!

High School Teaching Opportunities!

Posted by | July 16, 2021 |

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

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

  • Develop relevant and accessible content-based curriculum 
  • Assess student growth through both formal and informal assessment data
  • Build students’ academic and socio-emotional skills
  • Advocate to ensure that students receive appropriate supports
  • Support 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 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
Comments Off on Special Education Teacher

Special Education Teacher

Posted by | July 16, 2021 |

Why Teach With Us?

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

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

Advantages of teaching at a New Visions school include:

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

Who You Are

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

What You’ll Do

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

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

What We’re Looking For

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

Continuous Improvement Coach

Posted by | July 16, 2021 |

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 700 public schools and thousands of teachers, serving 450,000 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 seasoned educational leader looking to transfer your skills to a mission-driven organization.  You’ve demonstrated success in addressing complex school challenges and coaching educational leader.  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.  

What You’ll Do

You’ll partner with school leaders across our network of Affinity schools to address complex challenges through intentional continuous improvement cycles. You’ll build relationships with principals and school leadership teams to drive student success.  You’ll develop and improve school based systems that can reliably and sustainably produce strong outcomes.  You’ll use technology and data to increase efficiency and create dynamic and continuously improving school organizations. 

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!

Comments Off on Staff Attorney: Charter Schools Initiative

Staff Attorney: Charter Schools Initiative

Posted by | July 16, 2021 |

Advocates for Children of New York, Inc. (AFC) seeks a dedicated attorney determined to make a difference for NYC families through direct representation, policy advocacy, and community outreach and training. The Charter Schools Initiative attorney will ensure that families of students attending charter schools have meaningful access to appropriate educational services for their children in the country’s largest school district during an unparalleled time of difficulty for low-income families.

DIRECT REPRESENTATION: The attorney will advocate for students who are in danger of being suspended or expelled, are in need of special education supports, or are experiencing discrimination in their charter schools. As part of this advocacy, the attorney will provide families with information on their rights in charter schools; facilitate referrals for evaluations; participate in school meetings; advocate to school and New York City Department of Education administrators; identify appropriate school placements and services for students; and represent families at suspension/expulsion hearings and special education administrative hearings when necessary.

The day-to-day responsibilities of administrative hearing representation include conducting intake, reviewing school records and psychological evaluations, attending school meetings and speaking to relevant parties in the student’s life, and researching and visiting schools and services that may serve as potential remedies.  After a request for a hearing is drafted and filed, the attorney will negotiate settlement or litigate at a hearing, where the attorney will execute the opening statement, witness testimony, closing argument, and legal briefing required to prevail.

POLICY ADVOCACY: The attorney will work on systemic advocacy efforts regarding charter schools, including efforts related to special education and discipline of students at charter schools.

OUTREACH AND TRAINING: Through the development of materials and presentations, the attorney will educate parents and charter school staff about parents’ and students’ rights in charter schools with a focus on rights related to special education and discipline.  The attorney will also provide technical assistance to other attorneys and advocates who represent students in charter school discipline, special education, or discrimination matters.

AFC is a 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 justice systems.

We use uniquely integrated strategies to advance systemic reform, empower families and communities, and advocate for the educational rights of individual students.  This position will take the most urgent charter school cases from AFC’s Helpline, which serves close to 4,000 families each year.

Qualifications

  • Law degree required and admission to the NYS bar preferred;
  • Demonstrated commitment to serving the public interest;
  • Excellent oral and written communication skills;
  • Strong research and analytical skills;
  • Experience working with low-income communities;
  • Organizational skills, flexibility, initiative, maturity, and cooperative attitude;
  • One to two years litigation experience preferred;
  • Experience and/or knowledge of education, school discipline, disability, or general civil rights law is strongly preferred
  • Proficiency in a language other than English, especially Spanish, preferred.

Expected Start Date

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

Compensation:

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

Comments Off on Social Worker/Mental Health Counselor – (3 Positions)

Social Worker/Mental Health Counselor – (3 Positions)

Posted by | July 16, 2021 |

DEPARTMENT:     Youth and Community Development Services

LOCATION(S):
• PS 297 (Bedford Stuyvesant, Brooklyn, NY) – 1 Position
• PS 328 (East New York, Brooklyn, NY) – 1 Position
• Brooklyn Community Arts & Media (BCAM) High School (Clinton Hill, Brooklyn, NY) – 1 Position

PROGRAM:            Community Schools Initiative

REPORTS TO:       Community School Director

SALARY:                  Commensurate with experience; excellent benefits including medical, dental, vision, 401k retirement plan, and 24 paid vacation days per year

DATE:                        Full-time beginning July 2021; summer location and duties may vary

SCHEDULE:           Monday – Friday, 8am – 4pm; some Saturdays and evenings

JOB SUMMARY:
Grand Street Settlement is seeking a creative LMSW or LMHC with a can-do attitude to join its Community School Team at one of our Brooklyn schools (BCAM, PS 297, PS328). Social workers/mental health counselors on the Community School Team take on diverse portfolios of work that include individual and group counseling, supporting school-wide community-building and restorative practices, crisis intervention, and facilitating linkages to other service providers. The social worker or mental health counselor will also work closely with other members of the Community School Team (director, case managers, tutors, and expanded learning time staff) to provide other supports that will enhance the Community School.

EDUCATION, EXPERIENCE AND SKILL REQUIREMENTS:
• New York State LMSW or LMHC from an accredited school of social work (may consider candidates with a provisional license); SIFI certification preferred
• Bilingual (Spanish) preferred
• At least one year’s experience in a school setting; three or more years’ experience working with youth and families in underserved communities preferred
• Strong experience facilitating counseling groups, providing clinical services, and/or serving as a case manager for youth and families
• Demonstrated ability to work in a fast-paced environment, to communicate and collaborate with diverse stakeholders, to prioritize multiple competing tasks, and to take initiative on new projects
• Strong organizational and computer skills
• Must be able to pass criminal background check and clearance by NYC Department of Education

ESSENTIAL DUTIES AND RESPONSIBILITIES (REMOTE and IN-PERSON):
• Provide individual counseling and case management
• Facilitate group counseling (individually or with co-facilitator)
• Conduct home visits and other outreach to engage parents in the provision of services to their children and, more broadly, in the school community
• Collaborate with school staff to meet the needs of students, families, and the school community
• Support the development of a positive school culture by helping to develop and implement school-wide and targeted initiatives
• Support the implementation of the Peer Group Connection peer leadership program and/or School Advisory program; co-teach a daily or weekly classes with a licensed teacher; attend related professional development, including overnight retreats
• Provide crisis intervention and continued follow-up for youth and families; conduct screenings for suicidality and self-harm
• Maintain confidential records including assessments, service plans, and case notes
• Develop and maintain relationships with other community resources to which the Community School Team can refer students and families
• Supervise one social work intern
• Perform other duties as assigned

EQUAL OPPORTUNITY EMPLOYER (EOE)

If selected for this position, applicant must obtain NYC Dept. of Health fingerprint clearance and State Central Registry (SCR) clearance (fees may apply); ability to maintain State Central Registry (SCR) clearance and fingerprint clearance throughout the duration of employment.

*Community members from Williamsburg, Bedford-Stuyvesant, and the greater Brooklyn area are strongly encouraged to apply for this position.

 

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Development Associate

Posted by | July 15, 2021 |

Advancement Associate  

For over thirty years, NYC Outward Bound Schools has provided transformative educational experiences in communities that have been historically marginalized. We operate a network of schools in partnership with the NYC Department of Education and bring our most effective and replicable practices to a growing number of public schools outside of our network as well. Our uniquely powerful program combines the Outward Bound approach with the principles of EL (Expeditionary Learning), joining together demanding, engaging learning with an emphasis on community and character.

Serving nearly 200,000 students since our inception, we are redefining what educational excellence looks like in New York City public schools. Thanks to our robust and personalized professional development and coaching model, our transformative field programming, our focus on community and character building, and our understanding and support of students as individuals to unlock potential, our results are strong. Our overall graduation rates regularly surpass the city average by 10+ percentage points and we have achieved particularly impressive results among underserved subgroups. This past year, our Black and Latinx students graduated at rates that were 12 and 14 points higher than their peers citywide, respectively, and our students with disabilities graduated at a rate 27 points higher than their counterparts. Each year nearly all of our graduates are accepted to college.

Summary:

Join our highly collaborative, five-person Advancement team and together we’ll work to surpass our $3M annual fundraising goal and boost our organization’s visibility. As the Development Associate you’ll take the reins in managing our department’s data systems and gift acknowledgement processes while providing critical support for fundraising, communications, and Board relations. Our ideal Development Associate is a go-getter who asks questions, connects dots, and is incredibly detail-oriented. We are driven by our mission to ensure that all NYC’s young people have access to a high quality education and are looking for someone who shares that passion and is excited by the opportunity to connect with our schools and students.

This position is a full-time role reporting  to the Director of Development. 

Essential Functions:

  • Manage and oversee LiveImpact donor database/communications system, including all data entry, complex coding/tagging of gifts and constituents, revenue reporting and reconciliation, regular data cleaning, and troubleshooting issues with vendor, as well as other data-based tools. Also leverages data to help keep the department on track and improve our fundraising efforts, including surfacing prospects, flagging donors in need of extra cultivation, etc.
  • Manage acknowledgment process for donations, including drafting and sending thank you letters, coordinating with our President & CEO to include personalized language for gifts, and notifying Board members of gifts received that they have solicited so they can send additional thanks.
  • Follow-up with donors, funders, and Board members on pledges and other needs, including matching gift administration, tax substantiation, invoicing, etc.
  • Create, manage, and ensure accuracy of solicitation and email lists for Board member outreach and general appeals, customizing where necessary.
  • Coordinate and provide support for cultivation/appeal mailings (paper and electronic) and other donor outreach.
  • Provide support for key events such as our Gala, Board Retreat, College March, and cultivation events.
  • Contribute to grant proposals and reports.
  • Assist with Board meeting management via assembling and sending materialis, managing invitations and tracking RSVPs, updating Board portal of website,  and other related activities.

Professional Experience/Qualifications:

  • 1-3+ years of professional experience and eager to be involved in all aspects of a fundraising/ communications office.
  • Keen attention to and love of detail.
  • Experience with cloud-based database administration and fluency with technology.
  • Ability to work independently, prioritize, plan, and multi-task.
  • Outstanding organization, judgment, and problem-solving capabilities.
  • Excellent interpersonal and communication skills, both written and oral.
  • Interest in seeing how their work connects to “big picture” department goals.

Additional Competencies and Desired Skills:

  • Works collaboratively, adapts to multiple contexts and approaches work with a sense of humor and flexibility.
  • A lifelong learner interested in continually developing a deeper understanding of the best practices related to the position and of our organizational work.
  • A personal and professional focus on empathy, compassion, and kindness.

Compensation and Benefits: 

  • We offer a competitive salary which will be commensurate with experience and qualifications.
  • We offer workplace flexibility/partial remote work to support the wellbeing of our staff. 
  • We offer medical, dental, and vision coverage as well as HRA/FSA/Transit accounts, life insurance, 403(b) with employer match after one year, sick leave, and generous PTO.

 

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

 

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

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Teacher

Posted by | July 15, 2021 |

The Bard Early College Academy @ UAMA is seeking educators passionate about their fields of study and committed to advancing equity through rigorous curricula made accessible to high school students with varied levels of academic preparation. Successful applicants must be committed to teaching classes through a competency-based interdisciplinary model that prepares students for our early college program in 11th and 12th grade.

In addition, candidates will be expected to participate fully in the life of the school, including professional development rooted in exploring historic/systemic inequalities in our society, especially as they are related to K-12 education; interdisciplinary curriculum planning; student advising; club and extracurricular involvement, and committee service. All candidates must have or be enrolled in a program working towards a New York State Teaching License; high school teaching experience, and/or experience working with high school-age students is desirable.

We are seeking teachers in the following subjects:

  • Mathematics
  • Science
  • History
  • The Arts
  • Special Education

The Bard Early College Academy @ UAMA is an early college partnership that establishes a satellite campus of the Bard Early College at the Urban Assembly School of Music and Art, a New York City Department of Education High School located in Downtown Brooklyn. The early college partnership enables students in 11th and 12th grade to enroll as part-time undergraduate students at Bard College, where they can earn up to sixteen tuition-free college credits concurrently with their high school studies. All classes take place at UAMA.

The Bard Early College Academy @ UAMA is committed to equity and inclusion and is an unscreened NYCDOE school with no entrance exam or audition process, open to all New York City students who apply.

 

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Associate Director, College Advising

Posted by | July 14, 2021 |

ABOUT SEO

We Propel Human Potential. SEO is an educational non-profit focused on improving outcomes for students that come from underserved and historically underrepresented backgrounds. For over 50 years, SEO has been an innovator in education, mentorship, and creating educational programs and opportunities that maximize the full potential of our students. We are on a mission to create an ecosystem of excellence for the students we serve.

ABOUT HIGH SCHOOL SCHOLARS

SEO Scholars is a free eight-year academic program that gets low-income public high school students to and through college–with a 90% college graduation rate. In high school, we offer intensive year-round academic preparation via a carefully-calibrated, rigorously-assessed course of supplemental education. Scholars also receive one-on-one mentorship, enrichment opportunities, SAT prep and strategy courses, tutoring, and individualized guidance through the college application and admissions process. (Learn more here: SEO Scholars)

POSITION OVERVIEW

The Associate Director of College Advising is responsible for leading and executing an effective college advising process for the NY SEO Scholars high school program to ensure 100% acceptance rate into 4-year colleges and/or universities for the senior class. This includes the development of all components of SEO’s college access, preparation, and advising programs from 9th through 12th grades along with management of the 12th Grade department staff.  The Associate Director also oversees partnerships with colleges, universities, and scholarship programs that result in 100% of students attending competitive postsecondary institutions. The Associate Director is a dynamic and highly entrepreneurial leader, eager to create systems that support the implementation and improvement of a successful college advising program that prepares and guides 1,000 students through the college admissions process.

KEY RESPONSIBILITIES

Lead the 12th Grade Department (40%) 

  • Manage, support and develop team of full-time staff including an Assistant Director of College Access, three Program Managers of College Advising, a Program Coordinator and three part-time college advisors
  • Manage team of advisory instructors, providing feedback and support, managing related HR functions
  • Coach staff on best practices around student support, advising, and engagement
  • Conduct effective and collaborative department meetings and 1:1 check-in meetings that keep all initiatives on track
  • Set meaningful, outcomes-oriented department and individual performance goals that lead to 100% college admission and 90%+ admission into competitive institutions

Lead, develop, and evolve the College Advising Program (40%)

  • Develop and refine SEO Scholars’ practices and policies on college admissions, scholarships, and financial aid advising to increase the number of students admitted into competitive institutions while decreasing gaps in financial aid
  • Lead the development of college advising content, systems, and processes for a remote/hybrid national program model, including best practices and strategies for virtual meeting facilitation and advising
  • Develop and manage class rosters, schedules, and data to create and maintain the infrastructure for an individualized and adaptive college advising model, including further refinement of tracked groups and programming
  • Manage the development and implementation of family engagement workshops and staff-wide trainings on college admissions, scholarships, and financial aid advising based on staff and program needs
  • Work collaboratively with the Curriculum and Instruction Department to deliver comprehensive college advisory curriculum for Scholars in 9th through 11th grade; collaborate with SF Scholars as needed

       Cross-Departmental and External Work (20%)

  • Work collaboratively with the Director of Programs, Vice President and College Scholars Team to develop and grow SEO’s formal and informal partnerships with colleges and universities that improve students’ access and advocacy within the college admissions process
  • Collaborate with other grade-level leads to create a continuous college awareness program and college-going culture for Scholars from 9th through 12th grade
  • Partner with the College Persistence Team to develop program initiatives that ensure a seamless transition from the high school program to the college program
  • Other duties as assigned

QUALIFICATIONS

  • Bachelor’s degree required; Master’s degree in relevant field highly preferred
  • Four to six years’ experience in college admissions at a high school, college/university or related non-profit organization
  • At least three years of experience managing a motivated and high-performing team with a demonstrated track record of success
  • Experience managing complex projects with multiple deadlines in a fast-paced, entrepreneurial environment
  • Experience and knowledge of the NYC DOE, SUNY/CUNY systems, EOP/HEOP, and the up-to-date changes in college admissions and financial aid landscapes

PREFERRED QUALIFICATIONS

  • Demonstrated passion for closing the achievement and opportunity gap on the high school and college level for first-generation and low-income students
  • Exceptional leadership skills and aptitude in building strong culture and community
  • Data-driven and results-oriented with an unquestionable commitment to high-quality work
  • Excellent interpersonal skills, strong work ethic, and high level of accountability
  • Highly detail-oriented with superior written and oral communication skills
  • Ability to effectively present in front of a room of 250+ Scholars
  • Ability to conduct difficult conversations with Scholars and families to give honest, productive feedback
  • Highly adaptable and solutions-oriented with an ability to solve complex problems
  • Intermediate to advanced Excel skills and experience working with Salesforce(database), Brightspace (LMS)
  • Bilingual Spanish/English is highly preferred

 WORKING CONDITIONS

  • This is a full-time exempt position
  • Standard work week:
    • Fall Term: Tuesday through Saturday (3x a month); Monday through Friday (1x month)
    • Spring Term: Tuesday through Saturday (3x a month); Monday through Friday (1x month)
    • Summer Term: Monday through Friday
  • This is an event-heavy position – managing classes, workshops and special events with external partners is a near daily responsibility in addition to 1:1 student and family meetings as needed.
  • Frequent late evening events
  • Work requires traveling to different physical locations for weekday and Saturday programming
  • Currently a remote position; return to office date is Sept 2021 but subject to change

 

We encourage candidates from diverse backgrounds to apply!

SEO is proud to be an equal opportunity and affirmative action employer. We’re committed to equal employment opportunity regardless of race, color, ancestry, religion, sex, national origin, sexual orientation, age, citizenship, marital status, disability, gender identity or any other legally protected status. Visually and hearing impaired candidates can contact us for assistance at: jobinfo@seo-usa.org.

Comments Off on College Readiness Manager (Teacher)

College Readiness Manager (Teacher)

Posted by | July 14, 2021 |

Yonkers Partners in Education (YPIE) is a nonprofit organization located in Yonkers, NY that partners with students to ensure they are ready for, enroll in, and complete college. We confront the challenges of a low-income, urban school district by providing families with equitable access to the critical tools and services necessary for college success.

*Given the ongoing challenges of the pandemic, it is imperative that candidates for this position be adaptable, persistent in their work with students, and able to work/teach both remotely and in-person.*

Job Mission:

The YPIE Scholars Program is focused on preparing students with the academic and life skills needed for college success. A College Readiness Manager provides academic interventions and facilitates programming that builds student skills in academics and beyond.

College Readiness Managers are assigned a cohort of students across one or more high schools in Yonkers and tasked with leveraging an array of academic intervention strategies and resources to ensure 100% of assigned Scholars are engaged and ready for college. College Readiness Managers also facilitate academically-rooted YPIE Majors in order to foster students’ passions and facilitate academic, socio-emotional, and pre-professional growth for all Scholars. Daily responsibilities include:

  • Academic Intervention Work: Directly tutor and coach 80-120 YPIE Scholars across one or more high schools, and incorporate volunteer Graduation Coaches, YPIE College Zone academic help, and other supports to ensure assigned Scholars become ready for college.
  • Tutor Scholars and facilitate learning in core subjects to foster academic readiness
  • Develop and execute intervention plans while counseling each Scholar around social/emotional health, self-awareness, and self-management
  • Coach each Scholar around accessing resources and connect Scholars to crucial internal and external supports as necessary to support Scholars in achieving their goals
  • Manage YPIE Scholars’ assigned Graduation Coach volunteers to support Scholars’ growth & obtain 8.5/10 average score on end of year volunteer survey
  • Programming: Facilitate pre-professional, academic, and/or social and emotional learning programming to ensure all YPIE Scholars meet college readiness goals.
    • Plan, coordinate, and facilitate one or more career-pathway programs (“YPIE Majors”)
    • Plan and execute daily lessons to ensure that 100% of Scholars reach academic program goals, leveraging areas of academic expertise to support tutoring needs
    • Plan and execute life skills and pre-professional programming, special events, electives, team building program, and additional interventions 

Strong Applicants will possess

  • An outcomes-focused orientation
  • Experience in teaching, program design, counseling, social work, or related field
  • Experience with and commitment to ensuring equity for a diverse population of students
  • Experience working with, tracking, and analyzing data to target student support and evaluate effectiveness
  • Proven organizational and program tracking skills
  • Ability to navigate partnerships with diverse stakeholders
  • A car and a willingness to travel to program sites
  • Flexibility to work some evening and weekend hours as student needs arise
  • Spanish fluency a plus
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AP Environmental Science Teacher

Posted by | July 9, 2021 |

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

Science teachers at New Visions schools work with a diverse range of students to develop Biology, Chemistry, Earth Science, or Physics content knowledge and skills through exploration/experimentation, reading, discussion, and writing. Science teachers at New Visions schools will:

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

What We’re Looking For

  • Bachelor’s degree from an accredited college or university is required; Master’s degree is preferred, with a minimum 3.2 GPA
  • A valid New York State Science Subject Area Certification in Biology or General Science
  • 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 

Our schools are currently operating with a remote instructional model, with the intent to return to the classroom when it is safe for New Yorkers. For this specific role, both remote and in-person work may be required. We’ll be able to share additional specifics around work expectations as you move forward in the interview process.   

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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Middle School Math Teacher

Posted by | July 9, 2021 |

The Bronx Charter School for Children (BCSC) is seeking talented Middle School teachers who are passionate about making a significant impact in the classroom at an established independent charter school in the South Bronx’s Mott Haven neighborhood. BCSC offers staff the unique opportunity to work in a school that provides substantial resources and support so that teachers may excel, grow and thrive.

Our ideal teacher candidates must have a track record of success in dramatically increasing student performance in schools without selective admissions, a sense of urgency and accountability for student success, and demonstrated expertise in their instructional subject areas. Successful candidates will be able to work both independently and in teams to continually refine curriculum to maximize student achievement. The ability to work with students one-on-one to address individual learning needs and to use student performance data to drive instructional improvement is essential.

Qualifications

Candidates should be able to demonstrate most, if not all, of the following:

Major Performance Expectations

  • Create and maintain a classroom environment that is conducive to learning, promoting high levels of student engagement;
  • Develop standards-based lesson plans that strive for higher-level objectives while accommodating all learning styles;
  • Analyze and regularly review student assessment data from a variety of sources – both formally and informally – to drive curricular and pedagogical choices and adjustments;
  • Maximize learning time through effective classroom management;
  • Build relationships with his or her students’ families through regular communication about students’ progress and provides ways in which families can support their children’s learning;
  • Make provisions for being available to the students and to the parents for education-related purposes outside of the instructional day when required or requested to do so under reasonable terms; and
  • Collaborate with other BCSC staff and instructional leaders to discuss student work and ensure curricular coherence.

Experience/Personal Qualities

  • A minimum of 3 years teaching in a similar environment;
  • Bachelor’s degree from an accredited institution, Master’s degree preferred;
  • NYS Teaching Certification;
  • Demonstrated success at raising achievement levels of typically underserved students;
  • Passion for teaching and learning;
  • The ability to connect with and motivate a diverse group of students;
  • Commitment to hard work; and,
  • Boundless energy and enthusiasm for working with BCSC students and other adults in the building.

The Bronx Charter School for Children offers competitive compensation and a generous benefit package.

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Digital Arts Teacher

Posted by | July 9, 2021 |

We are looking for an experienced Digital Arts Teacher to join the team at our growing school in the Rockaways. If you’re looking for an opportunity to CREATE something remarkable, then apply for our opportunities today!

The Program

The Digital Arts Program at HUM IV launched in 19-20. Students build creative skills, vocabulary, and processes relating to a wide variety of design disciplines. Some of these topics include: the elements and principles of design, typography, page-layout techniques, the design process, understanding client, target audience and message/purpose, presentation and defense of design decisions, and more. Students learn about graphic design, illustration, digital and darkroom photography, 3D modeling through architecture and interior design, identity/brand design, motion graphics and 2D animation, web design and the basics of HTML and CSS web development. Through project-based work, Digital Arts majors will develop computer literacy and learn many programs including Photoshop, Illustrator, SketchUp, InDesign, Flash, and Dreamweaver. By their senior year, students are prepared to take the Adobe Certified Associate exam in one or more Adobe programs.

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 Certification or 3+ years teaching digital arts in a high school 
  • Demonstrated content knowledge and familiarity with NYS Visual Arts Standards and/or the Arts Commencement Exam in Visual Art
  • 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
Comments Off on Grants Associate

Grants Associate

Posted by | July 8, 2021 |

Grants Associate (Full Time) – The Hollyhock Foundation (New York, NY)

Background
Founded in 2003, the Hollyhock Foundation is committed to creating high-quality educational opportunities for all children. In recent years, the foundation’s priorities have expanded to include mitigating climate change and strengthening the field of investigative journalism. Hollyhock selects high-performing organizations and partners with leadership to support growth. The foundation is led by its board of directors, including the co-founders, and an executive director and two program managers.

Job Summary
The Hollyhock Foundation is seeking a full-time grants associate who will work closely with the executive director and program managers to support the foundation’s grantmaking activities.

Responsibilities

  • Prepares meeting materials, board minutes, grant agreements, reporting templates, and grant letters for use across the foundation’s grant programs.
  • Updates and manages the foundation’s information infrastructure. This includes updating the grants management database, filing key notes and meeting materials, and generating user-friendly reports and analyses as needed to support the foundation’s decision-making.
  • Supports staff in scheduling meetings and booking travel.
  • Assists program staff with research and analysis of potential funding initiatives and special projects.
  • Supports program staff in reviewing and renewing grants.

Qualifications

  • Bachelor’s degree required and master’s degree preferred.
  • At least 2-5 years of professional experience in relevant roles.
  • Excellent in Excel and Powerpoint; experience with Fluxx grantmaking database a plus.

Compensation
Compensation is competitive and includes health insurance, travel reimbursement, vacation and family and medical leave.

Comments Off on Elementary School Teacher (Special Education, English as a New Language, General Education)

Elementary School Teacher (Special Education, English as a New Language, General Education)

Posted by | July 2, 2021 |

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 personally.

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/General 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, Elementary Teachers at WHIN are responsible for:

  • Creating and maintaining a fun, engaging, and inclusive classroom culture where all students love to learn
  • Fully planning, preparing for and differentiating objective-driven lessons and assessments to meet learners’ needs and accurately assess mastery.
  • Establish and communicate measurable lesson objectives and evaluate student success of mastering objectives.
  • Driving academic outcomes for all students by analyzing data, differentiating instruction, and supporting each learner’s unique needs
  • Collaborating with colleagues to implement an effective integrated co-teaching model to serve all students in an inclusive classroom
  • Design and plan classroom routines, procedures, and other Responsive Classroom practices (Morning Meeting).
  • 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 Teacher positions are:

  • NYS or equivalent Teaching Certification in Special Education, English as a New Language, or General Education
  • Urban elementary teaching experience
  • 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 excel in a fast-paced, dynamic, and exciting school

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.

EEO Policy: WHIN Music Community Charter School is an equal rights and opportunity agency and does not discriminate on the basis of race, color, national origin, sex, disability, age, religion, ancestry, marital status, or any other legally protected classification in its activities, educational programs, or employment practices as required by Title VI, IX, and Section 504.

 

Comments Off on Senior Director, Social Work & Wellness

Senior Director, Social Work & Wellness

Posted by | July 1, 2021 |

Positions Report to: Superintendent/Chief Academic Officer 

Start Date: July 6, 2021

Hours: Flexible based on school/programming schedule

Compensation: EHTP offers a competitive salary and comprehensive benefits package

FLSA Status: Exempt

Who We Are

East Harlem Tutorial Program (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, East Harlem Scholars Academies. 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.

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 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.

About the Opportunity

The Senior Director, Social Work (whole-organization lead social worker) is responsible for setting and managing a vision and team that ensures that all EHTP students develop the social-emotional skills necessary to succeed in school, community, and life. In collaboration with deputy superintendents, network directors of inclusive learning, and principals, this Senior Director, Social Work directs and supervises a team of experienced social workers in our schools and Out-of-School Time (OST) programs for the development, implementation, and evaluation of comprehensive approaches to the social, emotional, and academic growth of students. This Senior Director role oversees all social-emotional learning practices and interventions to support students, as well as the social and emotional health and literacy needed for families across the district. Informed by current research and best practices in the field, the Senior Director, Social Work is responsible for developing a strategic racial equity approach to the work, managing a team of social workers to their highest capacity [through weekly clinical supervision], aligning programming, measuring effectiveness, and facilitating professional development.

What Success Looks Like

Clinical Practice Coordination and Supervision

  • Provide clinical supervision, continuous coaching, and professional development for four full-time lead social workers across our school sites and Out-of-School Time (OST) programs, addressing evidence-based development of diagnostic, treatment, and intervention planning; processing any counter therapeutic personal issues; and/or resolution of ethical/legal issues
  • Coordinate the implementation of proactive counseling programs at each campus that includes supports specific to student data and feedback from principals and program managers  (ex. grief counseling, trauma counseling, and social anxiety)
  • Plan and manage monthly clinical case conferences for the entire organization
  • Lead, support, and model the use of crisis intervention across sites
  • Support and participate with hiring (initial screening support, last round clinical interviews) of social workers; and with staff transitioning from LMSW to LCSW
  • Critically evaluate IEP mandated counseling and support the transition/declassification process
  • Ensure school-based counseling teams have the capacity to meet all IEP counseling mandates and associated requirements (e.g. progress reporting, encounter attendance)
  • Develop whole-staff professional development with an emphasis on supporting teachers and school leaders with in-classroom response strategies
  • Provide crisis intervention and support for families, if needed

Network-level Leadership

  • Develop and lead the continuous improvement of a racial-equity centered approach to the organization’s vision, guiding pursuits, and strategic priorities for social work
  • Progress monitor and improve the implementation of school-level and program-level social and emotional supports using data, e.g. Salesforce, Kickboard, and other platforms
  • Develop social workers in collecting, analyzing, reporting, and using data to problem solve and identify interventions to support students and families
  • Oversee ongoing professional learning for all school and program social workers around instruction and support, including but not limited to training on restorative practices, trauma-informed practices, culturally responsive care, and mental health
  • Develop and lead organizational policies related to the intersection of social-emotional and academic development for students
  • Forge and strengthen external community partnerships and trust with other school networks and academic programs within East Harlem and upper Manhattan, including colleges and universities, community-based programs, social work organizations, and community stakeholders
  • Plan and lead monthly lead social worker and all-social workers meetings and huddles; and plan quarterly planning and review meetings with deputy superintendents, network directors of inclusive learning, and principals
  • Oversee the planning and facilitation of school workshops for students and families in order to support social and emotional development and proactively address issues

Who You Are

  • You have at least 10+ years post-masters clinical experience in relevant educational positions
  • You have at least 5+ years experience in supervising social workers, ideally within schools, education and/or other nonprofit organizations
  • You have a race and equity lens that guides your work and efforts to think about social work as a practice, your role as a leader, and the impact of data in driving decision-making for students
  • You have experience building teams and individuals at varying levels of experience through radically human and accountability-centered coaching
  • You have a track record of exceptional clinical skills and experience providing and modeling how to provide crisis intervention and short-term treatment to children and their families
  • You have experience planning and implementing professional development
  • You enjoy and/or have experience working with diverse populations of students and communities
  • You have demonstrated success in raising the social-emotional wellness and achievement levels of historically-marginalized student populations
  • 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 hold yourself to high professional and ethical standards
  • You have at least a Master’s Degree and appropriate LCSW certification, required
  • Bonus for Spanish bilingual

Thank you for taking the time to submit an application.

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Registrar/Scheduler

Posted by | June 29, 2021 |

Nichols School is seeking applications for a full-time Registrar/Scheduler to join our forward-thinking community beginning immediately.  Our educational philosophy is grounded in equity of process and outcomes, and inspired by our mission to train minds, bodies, and hearts for the work of life.

The Registrar/Scheduler will work closely with the Dean of Academics to create and manage the master schedule for the school and maintain the accuracy of student records.  Applicants must have knowledge of scheduling systems and proven exceptional experience with data processing. Working in a fast-paced environment, candidates must be able to perform multiple tasks concurrently.

Please visit www.nicholsschool.org/careers for a detailed job description.

Nichols School is an equal opportunity employer and all applicants will be considered for employment without attention to race, color, religion, sex, sexual orientation, gender identity, national origin, veteran or disability status.  We are committed to growing a more diverse school community and cultivating a climate where every employee, student and family can safely and authentically be themselves.

Nichols School offers a competitive benefit package including medical, dental, group term life, retirement, tuition remission, ample time off and professional development.

Comments Off on Senior Director, Social Work & Wellness

Senior Director, Social Work & Wellness

Posted by | June 29, 2021 |

Positions Report to: Superintendent/Chief Academic Officer 

Start Date: July 6, 2021

Hours: Flexible based on school/programming schedule

Compensation: EHTP offers a competitive salary and comprehensive benefits package

FLSA Status: Exempt

Who We Are

East Harlem Tutorial Program (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, East Harlem Scholars Academies. 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.

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 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.

About the Opportunity

The Senior Director, Social Work (whole-organization lead social worker) is responsible for setting and managing a vision and team that ensures that all EHTP students develop the social-emotional skills necessary to succeed in school, community, and life. In collaboration with deputy superintendents, network directors of inclusive learning, and principals, this Senior Director, Social Work directs and supervises a team of experienced social workers in our schools and Out-of-School Time (OST) programs for the development, implementation, and evaluation of comprehensive approaches to the social, emotional, and academic growth of students. This Senior Director role oversees all social-emotional learning practices and interventions to support students, as well as the social and emotional health and literacy needed for families across the district. Informed by current research and best practices in the field, the Senior Director, Social Work is responsible for developing a strategic racial equity approach to the work, managing a team of social workers to their highest capacity [through weekly clinical supervision], aligning programming, measuring effectiveness, and facilitating professional development.

What Success Looks Like

Clinical Practice Coordination and Supervision

  • Provide clinical supervision, continuous coaching, and professional development for four full-time lead social workers across our school sites and Out-of-School Time (OST) programs, addressing evidence-based development of diagnostic, treatment, and intervention planning; processing any counter therapeutic personal issues; and/or resolution of ethical/legal issues
  • Coordinate the implementation of proactive counseling programs at each campus that includes supports specific to student data and feedback from principals and program managers  (ex. grief counseling, trauma counseling, and social anxiety)
  • Plan and manage monthly clinical case conferences for the entire organization
  • Lead, support, and model the use of crisis intervention across sites
  • Support and participate with hiring (initial screening support, last round clinical interviews) of social workers; and with staff transitioning from LMSW to LCSW
  • Critically evaluate IEP mandated counseling and support the transition/declassification process
  • Ensure school-based counseling teams have the capacity to meet all IEP counseling mandates and associated requirements (e.g. progress reporting, encounter attendance)
  • Develop whole-staff professional development with an emphasis on supporting teachers and school leaders with in-classroom response strategies
  • Provide crisis intervention and support for families, if needed

Network-level Leadership

  • Develop and lead the continuous improvement of a racial-equity centered approach to the organization’s vision, guiding pursuits, and strategic priorities for social work
  • Progress monitor and improve the implementation of school-level and program-level social and emotional supports using data, e.g. Salesforce, Kickboard, and other platforms
  • Develop social workers in collecting, analyzing, reporting, and using data to problem solve and identify interventions to support students and families
  • Oversee ongoing professional learning for all school and program social workers around instruction and support, including but not limited to training on restorative practices, trauma-informed practices, culturally responsive care, and mental health
  • Develop and lead organizational policies related to the intersection of social-emotional and academic development for students
  • Forge and strengthen external community partnerships and trust with other school networks and academic programs within East Harlem and upper Manhattan, including colleges and universities, community-based programs, social work organizations, and community stakeholders
  • Plan and lead monthly lead social worker and all-social workers meetings and huddles; and plan quarterly planning and review meetings with deputy superintendents, network directors of inclusive learning, and principals
  • Oversee the planning and facilitation of school workshops for students and families in order to support social and emotional development and proactively address issues

Who You Are

  • You have at least 10+ years post-masters clinical experience in relevant educational positions
  • You have at least 5+ years experience in supervising social workers, ideally within schools, education and/or other nonprofit organizations
  • You have a race and equity lens that guides your work and efforts to think about social work as a practice, your role as a leader, and the impact of data in driving decision-making for students
  • You have experience building teams and individuals at varying levels of experience through radically human and accountability-centered coaching
  • You have a track record of exceptional clinical skills and experience providing and modeling how to provide crisis intervention and short-term treatment to children and their families
  • You have experience planning and implementing professional development
  • You enjoy and/or have experience working with diverse populations of students and communities
  • You have demonstrated success in raising the social-emotional wellness and achievement levels of historically-marginalized student populations
  • 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 hold yourself to high professional and ethical standards
  • You have at least a Master’s Degree and appropriate LCSW certification, required
  • Bonus for Spanish bilingual

Thank you for taking the time to submit an application.

Comments Off on Special Education M.S. & H.S Teachers

Special Education M.S. & H.S Teachers

Posted by | June 23, 2021 |

Special Education M.S. & H.S. Teachers

Oppportunity Charter School
 New York, New York County, New York, United States

Job Description

Belief in Every Student’s Promise

Opportunity Charter School (OCS) teachers are trained in cutting-edge, research-based methodology of evaluating students’ academic strengths and challenges. To maximize each child’s personal development, an individualized education plan is created that is tailored to his or her unique needs. Students receive differentiated instruction in every curricular area with the goal of expanding their higher cognitive thinking.

Performance-Driven and Results-Oriented

Our curriculum will prepare students to take the Regents exams and transition to college or a meaningful career. Our goal is for every student to graduate having achieved a clearly demonstrated academic and social foundation, as well as a deep understanding of their own strengths and challenges. Our teachers are responsible for implementing OCS’s Common Core curriculum, and assessing students in order to appropriately meet their academic needs. We seek educators who are dedicated to improving their instructional practices by working critically and collaboratively with their colleagues.

Specific Responsibilities

  • Implement curriculum and create performance tasks aligned to the Common Core Standards;
  • Design and implement assessments that measure progress towards academic standards;
  • Use interim assessment data to enhance curriculum and inform instructional practices;
  • Participate in professional learning communities, grade-level activities, and school-wide functions;
  • Communicate and collaborate effectively with students, families, and colleagues;
  • Have extensive content knowledge including how to differentiate and level questioning.

Requirements

  • Bachelor’s degree is required. Master’s degree preferred;
  • NY State certification in Special Education or Students With Disabilities 7-12 is preferred

Compensation is competitive and commensurate with experience. Opportunity Charter offers a full benefits program, as well as membership in Teachers’ Retirement System.

Job Type: Full-time

Pay: $58,000.00 – $82,000.00 per year

Benefits:

  • Dental insurance
  • Disability insurance
  • Employee assistance program
  • Employee discount
  • Flexible spending account
  • Health insurance
  • Life insurance
  • Paid time off
  • Retirement plan
  • Vision insurance

Schedule:

  • 8 hour shift
  • Monday to Friday

COVID-19 considerations:
Yes, we are taking additional COVID-19 precautions. We are providing staff with cloth masks, paper disposable masks and plastic individual shields. We also have hand sanitizers.

Work Location:

  • One location

This Job Is:

  • A good job for someone just entering the workforce or returning to the workforce with limited experience and education
  • A job for which all ages, including older job seekers, are encouraged to apply

Work Remotely:

  • Temporarily due to COVID-19

COVID-19 Precaution(s):

  • Remote interview process
  • Personal protective equipment provided or required
  • Temperature screenings
  • Social distancing guidelines in place
  • Virtual meetings
  • Sanitizing, disinfecting, or cleaning procedures in place

How to Apply

Send resume to Gail12@msn.com

Comments Off on Director of Student Recruitment

Director of Student Recruitment

Posted by | June 23, 2021 |

An Invitation to Apply for the Position of

Director of Student Recruitment & Enrollment

 

About Public Prep

At Public Prep we believe that joy, warmth, and rigor are the foundation of a school culture where students achieve academically and develop strong character. In the words of one community member, “Every student, every family and every Public Prep staff member plays an important part of our amazing school, a school filled with energy, personality, hardworking people who are committed to ensuring all of our scholars have a sense of belonging and are put on a predictive path to and through college.”

 

Our network comprises 6 schools across 5 campuses in the Lower East Side and Bronx, serving 2,100 scholars in grades PreK-8:

Girls Prep Bronx Elementary School (Grades Pre-K-5)

Girls Prep Bronx Elementary School II (Grades Pre-K-1)

Girls Prep Bronx Middle School (Grades 6-8)

Girls Prep Lower East Side Elementary School (Grades PreK-4)

Girls Prep Lower East Side Middle School (Grades 5-8)

Boys Prep Bronx (Grades K-8)

 

Primary Function & Position Overview

The Director of Student Recruitment & Enrollment sets strategy and manages execution for Public Prep’s new family engagement and communications from prospects, newly enrolled and retention of existing families. The key areas of responsibility include student recruitment, enrollment, network-wide family communication and community outreach. Through data analytics, the Director projects enrollment growth and builds the plan to meet all recruitment goals. The Director also ensures that current and prospective families develop meaningful relationships with school leadership and with fellow families.

 

Duties & Responsibilities:

Enrollment Oversight and Leadership

  • Generate solutions to enrollment challenges facing all campuses and work collaboratively with school leaders/fellow home office staff to problem solve.
  • Build a positive culture amongst home office staff and between campus leadership/home office.
  • Supervise a team of employees responsible for student recruitment and student enrollment.
  • Develop team members and support their professional growth.
  • Support growth and expansion efforts to ensure Public Prep builds strong community relationships in all campus neighborhoods.

Strategic Planning and Project Management

  • Research and implement best practices related to student recruitment, enrollment and retention.
  • Analyze, track, and monitor enrollment data to inform action planning.
  • Lead weekly enrollment team meetings with relevant network office staff and school leaders to ensure strong collaboration across teams.
  • Codify and communicate systems expectations of campus-based staff supporting the recruitment and enrollment process.
  • Manage budget and track expenditures against the recruitment and enrollment budget.
  • Manage all relevant vendors toward timely execution.
  • Systematically seek and employ feedback from key stakeholders.
  • Create a welcoming experience for families from the first interaction with the staff.

Student Recruitment

  • Employ school-based staff with training and resources to effectively engage in fairs and information sessions.
  • Assist in the development of improved marketing materials in collaboration with the Public Prep Communication team and school leadership.
  • Create and manage marketing strategy to generate applicants to all campuses.
  • Build on effective strategies, pilot new ideas and maintain feeder partnerships to develop large, strong pools of prospective students.
  • Collaborate with communications team to ensure robust social media campaign and use of digital marketing platforms (Facebook, Instagram, Google).
  • Calendarize, plan, and prepare the materials for new family events including open houses, new family welcome orientations, and summer events.
  • Communicate information, resources and opportunities to all new prospective families network-wide.
  • Manage index of community partners, set application goals per partner, and track enrollment outcomes met through these partnerships.
  • Develop engagement strategy to keep applicants and new families enthusiastic and connected to the Public Prep community.

Student Enrollment

  • Analyze historical data to inform enrollment projections, monitor trends and forecast for future planning.
  • Build predictable models to govern our approach to student recruitment and enrollment.
  • Aggressively monitor student enrollment headcount to ensure seats are filled as soon as they become available and enrollment targets are met.
  • Maintain critical enrollment data for per-pupil billing, withdrawal tracking, rostering and other related reporting.
  • Work across departments specifically with the Home Office Finance team and Student Support Team to ensure submission of New York City Per Pupil Invoices.
  • Manage Public Prep’s student enrollment and recruitment system, Schoolmint, by tracking application and new student information.
  • Ensure a smooth process from submission of application via Schoolmint to Public Prep’s internal Student Information System, Powerschool & the NYC Department of Education information System, ATS.
  • Manage the list noticing and uploading new student information to the NYC Department of Education information system, ATS.
  • Serve as a resource for family and staff questions about enrollment and registration process

 

Public Preparatory Network is an Equal Opportunity employer. Public Preparatory Network is committed to the principles of equal employment opportunity for all employees and applicants for employment.

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.

Please be sure to attach a resume and a cover letter including examples of how you have demonstrated continuous learning and specific ways you have used data to drive decisions.

Comments Off on Director of Network Operations and School Support

Director of Network Operations and School Support

Posted by | June 23, 2021 |

An Invitation to Apply for the Position of

Director of Network Operations and School Support

 

About Public Prep

At Public Prep we believe that joy, warmth, and rigor are the foundation of a school culture where students achieve academically and develop strong character. In the words of one community member, “Every student, every family and every Public Prep staff member plays an important part of our amazing school, a school filled with energy, personality, hardworking people who are committed to ensuring all of our scholars have a sense of belonging and are put on a predictive path to and through college.”Our network comprises 6 schools across 5 campuses in the Lower East Side and Bronx, serving 2,100 scholars in grades PreK-8:

Girls Prep Bronx Elementary School (Grades Pre-K-5)

Girls Prep Bronx Elementary School II (Grades Pre-K-1)

Girls Prep Bronx Middle School (Grades 6-8)

Girls Prep Lower East Side Elementary School (Grades PreK-4)

Girls Prep Lower East Side Middle School (Grades 5-8)

Boys Prep Bronx (Grades K-8)

 

Primary Function & Position Overview

The Director of Network Operations and School Support helps build and sustain the infrastructure of our growing network of charter schools.  The Director of Network Operations and School Support is responsible for enhancing Public Prep’s existing operations procedures and practices, ensuring that school operations comply with city, state, and federal laws and regulations put forth through our charter authorizer. The Director of Network Operations and School Support manages the Shared Services Team at the home office and works closely with the school-based Directors of Operations.The Public Prep Director of Network Operations and School Support  is ultimately responsible for ensuring that the school-based Operations teams can excel in their school-based functions, by ensuring compliance with and improvement of our operating policies, procedures, structures and systems.

Through this work, the Director of Network Operations and School Support  improves the instructional impact at our schools by regularly monitoring and auditing school-based school operations teams to ensure effective systems, routines, and resources. THey also build and codify systems to ensure network-wide visibility to school-based operational functions. The Director of Network Operations and School Support combines a capacity for strategic thinking with keen attention to detail

 

Duties & Responsibilities:

Strategy

      • Support in developing the operations and school support strategy aligned with the networks’ goals and strategy
      • Work with the Managing Director of Operations and school-based Directors of Operations to develop a network-wide operations manual and associated processed, structures and reporting
      • Work toward the centralization of network-wide processes and functions

Compliance and Reporting

      • Oversee and collaborate with the network Shared Services Associate to support schools’ compliance with all city, state, federal, and authorizer policies related to public school operations
      • Ensure compliance with health and safety laws, charter contracts, and all federal and local workplace regulations

School Operations and Policy Oversight

      • Support school-based Directors of Operations regarding:  (1) state, federal and charter authorizer compliance; (2) procurement and inventory management ; and (3) technology infrastructure support as needed.
      • Lead and manage school based operations teams in a temporary capacity in the absence of a campus Director of Operations
      • Issue reminders in advance of school deadlines, such as for NYSTL spending, submission of bi-monthly enrollment reports, or city/state compliance deadlines and other
      • Communicate and implement PPN-wide operational policy and process changes throughout the schools
      • Collaborate with the Managing Director of Network Operations and implement campus Operations a building Walkthrough Protocol and conduct monthly evaluations for each school based on the Walkthrough Protocol.

Student Recruitment

      • Lead and collaborate with the Director of Student Recruitment and Enrollment in setting strategy and managing the execution for Public Prep’s new family engagement and communications from prospects, newly enrolled and retention of existing families.
      • Collaborate with the Recruitment and Enrollment team to determine ambitious goals rooted in data and develop a strategy to meet those goals as needed.

Procurement and Fiscal/Vendor Management

      • Oversee large, multi-school purchases by coordinating orders with vendors and tracking delivery, inventorying and payment.
      • Conduct price comparisons across vendors and initiate relationships to offer best prices to our schools.

Facilities and School Start-Up

      • Work closely with the Managing Director of Operations to ensure plans are in place and are effectively executed for the opening, repairs and renovation of school spaces, both new and existing.
      • Support and work with school-based Directors of Operations to ensure they are equipped for the operational start and end of the school year (i.e., opening day & end of year closeout checklist, facilities maps, operational training for staff, etc.)

Organizational Leadership

      • Ensures that each direct report has a development plan aligned to their performance goals and expectations.
      • Collaborate with organization leaders in cross functional teams to develop, operationalize, and coordinate projects in need of additional capacity;
      • Develop and refine strategy documents and presentations for a variety of audiences;
      • Ability to exercise considerable tact, courtesy and confidentiality in frequent contact with the internal and external parties.
      • Proactively identify organizational opportunities and needs and mobilize others to address them;
      • Provide high-level strategic visioning and project management for charter applications and growth planning.
      • Additional responsibilities as outlined or assigned by your supervisor.

 

Qualifications

      • A Bachelor’s degree from an accredited college, university, or art school
      • An M.A., Ed.M or Master’s degree or minor in a relevant content area or equivalent experience
      • A minimum of 3 years of demonstrated success working in a high-performing, urban school or education-related management setting preferred
      • A track record of success managing complex projects that involve multiple stakeholders
      • A track record of building and leading teams of diverse stakeholders
      • Exceptional organization and planning skills
      • Superior communication skills
      • An ability to work collaboratively
      • A commitment to single-sex education

Public Preparatory Network is an Equal Opportunity employer. Public Preparatory Network is committed to the principles of equal employment opportunity for all employees and applicants for employment.

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.

Please be sure to attach a resume and a cover letter including examples of how you have demonstrated continuous learning and specific ways you have used data to drive decisions.

Comments Off on Director of Leadership Development

Director of Leadership Development

Posted by | June 23, 2021 |

An Invitation to Apply for the Position of

Director of Leadership Development

At Public Prep we believe that joy, warmth, and rigor are the foundation of a school culture where students achieve academically and develop strong character. In the words of one community member, “Every student, every family and every Public Prep staff member plays an important part of our amazing school, a school filled with energy, personality, hardworking people who are committed to ensuring all of our scholars have a sense of belonging and are put on a predictive path to and through college.”

 

Our network comprises 6 schools across 5 campuses in the Lower East Side and Bronx, serving 2,100 scholars in grades PreK-8:

Girls Prep Bronx Elementary School (Grades Pre-K-5)

Girls Prep Bronx Elementary School II (Grades Pre-K-1)

Girls Prep Bronx Middle School (Grades 6-8)

Girls Prep Lower East Side Elementary School (Grades PreK-4)

Girls Prep Lower East Side Middle School (Grades 5-8)

Boys Prep Bronx (Grades K-8)

 

Primary Function & Position Overview

The Director of Leadership Development is an integral part of the PPN Talent Team. Reporting directly to the Chief Talent Officer, the Director of Leadership Development works closely with Home Office Cabinet Members, school leaders, and teacher leaders to actualize Public Prep’s vision for adult learning through internal development programming. The Director of Leadership Development will oversee three key talent functions 1) the creation and management of internal leadership development programming, 2) the mapping of talent development opportunities across instructional and non-instructional roles of the organization, and 3) the management of third party talent and leadership development vendors.

The Director of Leadership Development is results and achievement-oriented team player who is willing to do whatever it takes to get the job done through proactive and collaborative problem solving. They take a data-driven approach to enhancing the organization’s talent strategy and possess outstanding project management skills with an ability to prioritize and meet deadlines in a fast-paced environment. The Director of Leadership Development has strong interpersonal skills with a demonstrated ability to build trusting and collaborative relationships with diverse constituencies.

 

Duties & Responsibilities: 

Leadership Development Program Management

      • Co-lead the design and execution of a differentiated teacher leadership development program that provides opportunities for the development of instructional entry-level leaders in alignment with network-wide academic achievement, social-emotional, and staff satisfaction goals.
      • Collaborate with Chief Talent Officer and Chief Operating officer on the design and execution of a differentiated non-instructional leadership development program that provides opportunities for the development of staff from entry-level to senior leadership in alignment with Public Prep’s vision for adult learning and organizational goals.
      • Lead the design and execution of a mentor program through the development of curriculum, programming, and scope and sequence of content.
      • Oversee the development and execution of leadership development initiatives including a mentorship program and mid-level leader development to ensure a strong succession plan and alignment to network-wide meeting structures for instructional and non-instructional staff.

Talent Development Strategy

      • With the Chief Talent Officer and Superintendent, analyze data and trends to ensure strong ongoing organizational development of staff.
      • Create network-wide talent map structure to articulate development competencies at every level and ensure alignment with employee evaluation resources.
      • Participate and co-lead meetings with network-wide supervisors of key roles to triangulate employee performance, student performance, staff satisfaction and talent development strategy.
      • Manage the Talent Review process through streamlining of processes with other talent management touchpoints.
      • With the Chief Talent Officer, Managing Director of Talent and Superintendent, develop strategic outreach and recruitment plans to attract high quality candidates for all roles across the network.
      • Responsible for making evidence-based recommendations for leader placements to the senior leadership team.
      • Conduct quantitative and qualitative research and make recommendations on core initiatives and special projects;

Third Party Talent and Leadership Development Vendor Management

      • Collaborate with the Managing Director of Talent to ensure consistency of NYU, Relay and TFA partnerships with internal talent acquisition strategies.
      • Liaise with partner points of contact to ensure recurring and ongoing open lines of communication between program and school.
      • Plan, oversee, and lead partnerships from ideation through to completion to ensure work stays on track and is done at a high level;

Organizational Leadership

      • Ensures that each direct report has a development plan aligned to their performance goals and expectations.
      • Collaborate with organization leaders in cross-functional teams to develop, operationalize, and coordinate projects in need of additional capacity;
      • Develop and refine strategy documents and presentations for a variety of audiences;
      • Ability to exercise considerable tact, courtesy and confidentiality in frequent contact with the internal and external parties.
      • Proactively identify organizational opportunities and needs and mobilize others to address them;
      • Provide high-level strategic visioning and project management for charter applications and growth planning.
      • Additional responsibilities as outlined or assigned by your supervisor.

Qualifications:

      • Bachelor’s Degree required; relevant Master’s degree a plus;
      • At least 4 years of relevant professional work experience required; non-profit or education leadership preferred;
      • Demonstrated exceptional project management skills;
      • Excellent written and verbal communication skills;
      • Proficiency with Google Suite and Microsoft Office software systems;
      • Extremely detail-oriented and well-organized, with the ability to meet tight deadlines;
      • Highly resourceful with the ability to troubleshoot and problem-solve issues;
      • A positive, upbeat attitude, solutions-orientation, and high level of flexibility;
      • Ability to create and maintain systems that enhance organizational efficiency;
      • A commitment to the mission of Public Preparatory Network.

Public Preparatory Network is an Equal Opportunity employer. Public Preparatory Network is committed to the principles of equal employment opportunity for all employees and applicants for employment.

 

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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Development Manger

Posted by | June 22, 2021 |

An Invitation to Apply for the Position of

Development Manager (Available 2021-2022)

 

About Public Prep:

Public Prep is the nation’s first non-profit network that exclusively develops exceptional, tuition-free PreK and single-sex elementary and middle public schools. We pursue continuous excellence through our dedication to an inclusive community focused on scholar, family, and staff collaboration. Our scholars are resilient and empathetic, guided by our four core values of community (sisterhood/brotherhood), scholarship, responsibility, and merit.  Our teaching model is designed to incorporate a culturally responsive approach that is informed by data to cultivate an environment that empowers scholars to become independent learners.  At Public Prep we believe zip code should not define your destiny, systemic and institutional racism must be disrupted and that all scholars should be on a predictable path to and through college.

 

Our network comprises 6 schools across 5 campuses in the Lower East Side and Bronx, serving 2,100 scholars in grades PreK-8:

 

Girls Prep Bronx Elementary School (Grades Pre-K-5)

Girls Prep Bronx Elementary School II (Grades Pre-K-1)

Girls Prep Bronx Middle School (Grades 6-8)

Girls Prep Lower East Side Elementary School (Grades PreK-4)

Girls Prep Lower East Side Middle School (Grades 5-8)

Boys Prep Bronx (Grades K-8)

 

Public Preparatory Network is an Equal Opportunity employer. Public Preparatory Network is committed to the principles of equal employment opportunity for all employees and applicants for employment.

 

Primary Function & Position Overview:

The Development Manager is a valuable member of the Development and External Relations team and is responsible for driving fundraising goals and initiatives; researching prospective funders, writing grant proposals and reports, providing critical support for fundraising and friend-raising events, and managing development recordkeeping and reporting.

 

 

Duties & Responsibilities:

Grants and Donor Management

  • Manage Public Prep’s development calendar, including application deadlines and upcoming interim reports and meetings
  • Research and review prospective funders (i.e. Government Grants Information Service and Philanthropy News Digest) for mission-aligned public and private grant opportunities and manage pipelines by donor type, keeping updated records of status in cultivation cycle
  • Draft and edit grant proposals, interim reports, and all other grant management and compliance requirements, including liaising with members for any data requests
  • In partnership with the finance team, support with state and federal grant requirements, as needed
  • Manage development grant systems portals and online grant and matching grant accounts
  • In partnership with the Development team, support the creation of a suite of development materials, including pitch decks, annual report, and one pagers

Leadership/Other

  • Drive agendas for development team meetings and follow up with team members to circulate notes and manage next steps
  • Supervise interns as necessary
  • Attend and support Board Development Committee meetings
  • Engage in the life of the school and network by attending special events, visiting classrooms and maintaining relationships with staff, families and alumni.

Donation Management and Reporting

  • Send donation tax receipts to all donors within two weeks of receiving a gift
  • Manage all aspects of donation tracking, including managing check tracking process in partnership with operations and finance teams, keeping accurate records on internal development plan, maintaining donation records in Network for Good database
  • Partner with MD of Development and External Relations and the MD of Finance to optimize how the teams utilize Network for Good reporting
  • Support with financial reporting and material creation for board committees and meetings

Development Event Support

  • Support with donor meetings and visits, including scheduling and logistical details, preparation of materials and talking points, note-taking, and additional support as needed
  • Support Public Prep development events, inclusive of the creation and management of project plans, coordinating event logistics (ie. with venue and vendor), ticket tracking, day-of event support and volunteer management, and event follow-up;
  • Additional responsibilities as outlined or assigned by your supervisor

 

 

Qualifications:

  • Bachelor’s degree from an accredited college or university
  • Experience communicating with a variety of stakeholders and audiences
  • Grant writing experience
  • Outstanding ability to use Google Suite, including Sheets, Slides and Docs
  • Facility with platforms such as Network For Good
  • Ability to manage multiple priorities at once
  • Sound judgment and decision-making skills
  • Superior communication skills and attention to detail
  • Demonstrated success fundraising for a nonprofit organization
  • Demonstrated success working in a nonprofit environment, preferably in education, is a strong plus

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.

 

Please be sure to attach a resume and a cover letter including examples of how you have demonstrated continuous learning and specific ways you have used student data to drive instructional decisions.

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Chief Academic Officer

Posted by | June 22, 2021 |

An Invitation to Apply for the Position ofChief Academic Officer (Available 2021-2022)Bronx, NY
About Public Prep

At Public Prep we believe that joy, warmth, and rigor are the foundation of a school culture where students achieve academically and develop strong character. In the words of one community member, “Every student, every family and every Public Prep staff member plays an important part of our amazing school, a school filled with energy, personality, hardworking people who are committed to ensuring all of our scholars have a sense of belonging and are put on a predictive path to and through college.”

Our network comprises 6 schools across 5 campuses in the Lower East Side and Bronx, serving 2,100 scholars in grades PreK-8:

Boys Prep Bronx (Grades K-8)

Primary Function & Position Overview

The Chief Academic Officer (CAO) is a leadership role that will report to the Superintendent of Public Preparatory Network. The CAO provides leadership and executes the vision and strategic direction for Public Prep’s curriculum, instruction, assessment and school improvement initiatives. Responsible for our core instructional program, the Chief Academic Officer ensures that all scholars become independent learners who are curious, engaged, and growing in all aspects academically, socially, and emotionally.

The Chief Academic Officer supervises and provides direct coaching and concrete, actionable feedback to the network academic team, as well as collaborates with the Chief Talent Officer and Superintendent to foster a network-wide growth mindset of continuous learning and professional development. The Chief Academic Officer ensures the professional development and coaching of instructional faculty is aligned to network priorities to achieve high-quality, culturally relevant instruction within a warm, inclusive, and academic rigorous environment across our network of schools.

The Chief Academic Officer is a highly motivated and collaborative leader who takes initiative to solve problems and address challenges through an equity lens, centering the needs of all scholars on the pathway to achieving their full potential. The Chief Academic Officer models the core values of scholarship, merit, community, and responsibility and embodies a growth-mindset.

Duties & Responsibilities

Domain I: Vision and Supporting Systems
    • Build a culture of collective efficacy and positively impact instructional practice by maintaining a focus on rigor, high expectations, growth, and achievement for all
    • Collaborate with the Superintendent, Chief Talent Officer and Academic Cabinet to ensure there is a common vision for student learning, high-quality instruction and the professional development and coaching required for instructional staff to put all Public Prep scholars on a predictive path to college completion
    • Drawing on work done over the last several years, as well as Public Prep’s Strategic Plan, refine and implement a vision for strong instruction and curriculum across our network grounded in our mission and Vision for Impact
    • Provide leadership for all aspects of the network’s instructional program, including curriculum and assessment, instructional quality, and use of both instructional and non-instructional data
    • Assess the quality and impact of organizational structures related to curriculum and instruction, researching best practices and providing actionable feedback that can be implemented to increase leader, teacher, and student outcomes
Domain II: Rigorous Instruction and Learning
    • Develop a scope and sequence of professional learning for school leaders, instructional staff and student support teams to ensure consistent, normed implementation of Public Prep’s expectations of high-quality instruction, family engagement and positive behavior systems to achieve high levels of student engagement and learning through a continuous loop.
    • Drawing on work done over the last several years, as well as Public Prep’s Strategic Plan, leads the advancement and cohesive development of an aligned, network-wide PK-8 curriculum that ensures all scholars are challenged to think and work hard every day
    • Leads the effort to review, adapt and change academic frameworks and intervention programs based on student needs, within a MTSS framework
    • Designs, implements, and evaluates systems to assess student achievement
Domain III: Drive Results
    • Sets ambitious goals and leads process of change with specific and measurable outcomes to strengthen overall academic program, in alignment to Public Prep’s Strategic Plan
    • Positively impacts a data informed culture in schools by ensuring laser-like focus on teaching, learning, and increasing achievement and growth for all students
    • Assesses the strength of the academic program at all schools through observations, achievement and survey data; identify trends and align network-wide strategy, opportunities and support for leaders and teachers.
Domain IV: Authentic Leadership
    • Demonstrate personal leadership by employing reflective practices while building and encouraging strong, trusting relationships through the application and modeling of appropriate and effective communication strategies
    • Directs instructional leadership training for content supervisors, Principals, Academic Directors, and aspiring leaders
    • Represents the school to a variety of audiences and supports all necessary functions for school management and success.
    • Provides instructional/curricular input to network-wide and school-based new teacher orientation and mentoring programs.
Domain V: Strategic Talent Management
    • Manage the Home Office Academic Directors to unlock their potential and drive a strong instructional programming across all content areas through curriculum development, assessment, professional development and instructional coaching.
    • Build capacity, in their team members and across teams, by strategically leveraging relationships while observing, supporting, and coaching them toward success and holding them accountable to a vision of excellence for all scholars
    • Work collaboratively with a variety of consultants and strategic partners to ensure alignment to network goals/priorities and build the internal capacity of the team.
    • Ensures that each member of the Academic team has a development plan aligned to their performance goals and expectations.

Qualifications

    • A demonstrated commitment to the mission of Public Prep and to the goal of building a culture of the highest of expectations;
    • A minimum of a Master’s degree in school leadership, education or a related field
    • Experience as a classroom teacher, preferably in elementary and middle schools
    • At least 8 years of leadership and management experience overseeing academic programs and driving significant results in high-performing Pre-K-12 institutions or nonprofit organizations, with examples of the following:
    • Deep understanding of project planning, curriculum, instruction, assessment, professional development, data inquiry, and instructional technologies
    • Proven track record of achieving short- and long-term organizational objectives and academic results through the development and implementation of academic systems, and
    • Coaching and supporting teachers and school leadership teams
    • Experienced strategist and innovator who will contribute in the leadership, management, and growth of cross-functional teams and adult learners across the organization
    • Highly accountable and results-driven with the ability to set and use goals to guide action and objectively measure performance
    • Outstanding communication and organizational skills with experience in Google SuiteStrong work-ethic, detail-driven, solutions-oriented, and a relentless commitment to success
    • Ability to prioritize, multi-task, delegate, and lead by example.
Public Preparatory Network is an Equal Opportunity employer. Public Preparatory Network is committed to the principles of equal employment opportunity for all employees and applicants for employment.

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.

Please be sure to attach a resume and a cover letter including examples of how you have demonstrated continuous learning and specific ways you have used data to drive decisions.

APPLY FOR THIS JOB

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Academic Experiences Manager

Posted by | June 19, 2021 |

BACKGROUND

HopeWell is the largest nonprofit provider of foster care in Massachusetts and Connecticut, serving approximately 1000 foster youth annually through a comprehensive, youth-centered and trauma-informed approach. Through innovative solutions such as My First Place™, an education and employment program that provides safe, stable housing, and case management support for youth who have aged out of foster care, and with collaborative partnerships among stakeholders in government, health care, philanthropy, business, and social justice, HopeWell is driving the systems change urgently needed to raise the standards of the foster care experience so that every child can reach their potential in life.

 

THE OPPORTUNITY

HopeWell seeks an Academic Experiences Manager to work toward closing the opportunity gap foster youth experience from preschool through high school. The Academic Experiences Manager will collaborate closely with the Education Director and other inaugeral staff to support the launch and growth of our new program RISE: Readiness, Inquiry, Scholarship, Education. RISE provides intensive, long-term, one-on-one tutoring and educational support for foster youth that also addresses social, emotional, and cognitive needs. Unlike traditional tutoring programs, RISE tutors are paired with students, not schools, so tutoring and support remains consistent throughout the four to eight changes of home placements and schools that most foster youth experience through age 18. With a deep commitment to education, child welfare, and social justice, the inaugural staff will bring an entrepreneurial mindset to the challenges of launching a new program and growing it statewide and beyond. A knowledgeable, skilled, and innovative educator, trainer, and coach, the Academic Experiences Manager will bring proven experience to the work of developing, and supporting staff in implementing, a program service delivery model from the ground up.

 

THE ACADEMIC EXPERIENCES MANAGER POSITION

The RISE program will start as a pilot in the fall of 2021, in or near the Greater Boston area. The pilot will address gaps in reading and literacy for students in foster care in kindergarten through 3rd grade while also focusing on social and emotional learning. In the coming months and years, we intend to grow to implement RISE to support students in all grades across Massachusetts and Connecticut, and to eventually partner with affiliate organizations across the country to adapt and implement RISE in their local communities.

The Academic Experiences Manager will report into and collaborate with the Education Director to build and implement the RISE program service delivery model. Key areas of responsibility will include developing and managing the tutoring curriculum and impact measurement infrastructure, as well as training and coaching tutors.

While High Impact Tutoring (often called High Dosage Tutoring or HDT) programs have recently demonstrated excellent outcomes data for the general population, they often don’t meet the unique needs of youth in foster care. We are currently engaging in an intensive discovery sprint to develop an evidence-informed, new program that is tailored to respond to these unique needs. As such, there will be a lot to learn once the program launches in order to most effectively close the achievement gap. The Academic Experiences Manager will be engaged in a continuous cycle of collecting and analyzing data, and using learnings from the program outcomes data to hone the program model.

 

POSITION SUMMARY

This is an exciting opportunity to contribute to a growing team to transform what is possible for youth in foster care. We are seeking someone who is passionate about education, child welfare, and social justice and is enthusiastic about the idea of piloting, strengthening, and growing a brand new education program that delivers real results. This position requires an experienced educator whose alignment with HopeWell’s mission and this new initiative is matched with experience using data to guide practice, knowledge about various literacy, math, and social and emotional learning tools, and a proven track record of supporting staff in implementing these tools. The Academic Experiences Manager will thrive on both taking an entrepreneurial and innovative approach to meeting youth’s educational needs, and ensuring that the infrastructure and details needed to implement the service delivery model day-to-day are in place. This individual will have the strong ability and desire to work well with BIPOC youth.

 

KEY RESPONSIBILITIES

The Academic Experiences Manager will:

  • Develop and implement core tutoring curricula to address literacy, math, and social and emotional gaps of RISE participants for the pilot launch and beyond. This involves:
    • Researching and selecting curriculum for the pilot (K-3 literacy) and other curricula as program grows to other grades and learning areas.
    • Developing guidelines to adapt curricula to specalized needs of youth in foster care.
    • Developing a framework for the scope and sequence of tutoring supports RISE will offer across grades and skill levels.
    • Creating and employing infrastructure for the day-to-day implementation of the program model.
  • Create and lead Tutor training and ongoing Tutor coaching and support model. This involves:
    • Developing and implementing Tutor on-boarding, training, ongoing coaching, and professional development model to ensure Tutors are prepared to deliver the RISE model in a way that is aligned with the program curricula and involves high quality, youth-centered supports that are trauma-informed, evidence-based, and grounded in best practices.
    • Collaborating with Tutor Supervisor to develop and implement systems for gathering data on Tutor performance through observation, surveying students and caregivers, and analysis of both a Tutor’s documentation and student outcomes data.
    • Adapting Tutor coaching and support model in response to data gathered on Tutor performance.
  • Create and implement a measurement framework for diagnosing student needs and skill gaps, tracking program engagement, and assessing student progress over time. This involves:
    • Researching and selecting pre-existing measurement tools, and creating new tools where needed.
    • Analyzing RISE participant achievement data (e.g. diagnostic tests, student work samples, progress assessments) to determine how to better develop curriculum materials and provide targeted, high quality Tutor training.
    • Use data to continuously assess progam, curriculum, and service delivery fidelity. Adapt model as needed to ensure quality service delivery and best possible student outcomes.
  • Collaborate with Education Specialist and Tutor Supervisor to ensure alignment across all areas of academic supports and provide comprehesive, program-wide ongoing professional development; additionally, collaborate as needed around supporting individual youth and caregivers
  • Other duties as assigned. RISE is a brand new program, and as such, the roles and responsibilities of various team members will likely adapt and change as the program is launched and evolves

 

QUALIFICATIONS

This is a comprehensive list of qualifications that we believe will lead to success in the role. We understand that any one candidate may not have every qualification on this list. We strongly encourage candidates with lived experience with the foster care system to apply.

 

  • Ed. or equivalent degree.
  • 5-10 years of experience in educational settings, including at least 2 years coaching teachers or tutors.
  • Experience in curriculum development and in designing and delivering professional development programs for teachers or tutors
  • Knowledge of special education, including how to adapt curriculum to meet the needs of all students
  • Experience serving youth who have experienced trauma and implementing support strategies that use student-centered and trauma-informed approaches
  • Experience in Massachusetts public education system a plus
  • Ability to gather and use information and data to monitor program outcomes and manage workloads
  • Demonstrated understanding of and competence in serving BIPOC youth.
  • Demonstrated flexibility and entrepreneurial spirit; thoughtful, curious, and open-minded approach to learning, growth, and change
  • Demonstrated ability to organize, plan, and prioritize activities, ensuring that details and daily program operations are effectively addressed
  • Strong interpersonal skills, with the ability to coach toward high levels of performance, engagement, and accountability
  • A high degree of effective oral and written communications skills
  • Must be comfortable working in community settings and supporting a team who is consistently in the field
  • Computer skills sufficient to perform essential functions

 

OTHER REQUIREMENTS

  • Daily access to an automobile is required
  • A valid MA State Driver’s License
  • Clearing of background checks as required by state and federal law.

 

WORKPLACE CULTURE AND BENEFITS

HopeWell has an unparalleled work culture, with an emphasis on diversity, belonging, inclusion, equity, and holistic wellness. At HopeWell, each team member is called to uphold and live daily the values of empathy, strength, learning, and integrity. HopeWell is an environment where we laugh and smile while handling serious, life-changing work.

HopeWell offers a comprehensive total rewards package that values employee wellness, work-life balance, and continuous learning. Benefits include student loan pay-down assistance, tuition reimbursement, funding for professional development, as well as a full suite of healthcare benefits, and generous paid-time-off.

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Math Teacher – $2,000 Signing Bonus!

Posted by | June 17, 2021 |

Position: Middle Schools Math Teacher
Reports to: Assistant Principal of Instruction – STEM
Location: STRIVE Prep- Kepner, STRIVE Prep – Federal, STRIVE Prep- Westwood, STRIVE Prep – Lake
Salary: $41,000 – $58,000* based on years of experience + a $2,500 addition to base upon successful passing of the Secondary Math Praxis + $2,000 signing bonus

*This position is eligible for a $2,000 STEM signing bonus in addition to other potential compensation listed below*

STRIVE Prep is a Denver-based community of public charter schools that challenges every student to strive for college and thrive throughout life by helping them to discover and develop the knowledge, skills, and confidence necessary to succeed in college and beyond. We encourage you to read our 2020 Impact Report and learn more about what a career at STRIVE Prep is like here.

We seek dedicated educators that live STRIVE Prep’s core values of achievement, justice, & perseverance every day and are committed to growing as an anti-racist educator.

In addition, both STRIVE Prep – Kepner and STRIVE Prep – Federal utilize COMPASS: Valor’s Social-Emotional Approach at their campus. You can learn more about this program here.

ESSENTIAL DUTIES & RESPONSIBILITIES

Instruction:

  • Lead engaging, data-driven instruction in Mathematics, using a predetermined Math curriculum.
  • Teach daily student interventions, providing individualized instruction based on student needs.
  • Analyze student data and use it to provide student feedback and set goals
  • Collaborate with other teachers, school leaders, curriculum directors, the English Language Development Director, and the special education team to ensure that instruction meets the needs of each learner.
  • Be available to students by phone every evening, Monday-Thursday, for homework assistance until 8:00 p.m.

Culture:

  • Lead a student advisory at the beginning and end of each school day, and serve as the main point of contact and advocate for students in an advisory of approximately 15 students.
  • Establish systems and routines in order to create a safe, purposeful, and welcoming classroom environment focused on learning.
  • Communicate regularly and often with families to both solicit their input and share student social and academic progress.
  • Provide supervision of students during before and after school activities (arrival, dismissal, breakfast, lunch, and break).
  • Participate in family and community events, including twice-annual parent conferences and at least one student enrollment event or activity.
  • Own the success and achievement of all scholars in the school.

Development:

  • Attend and participate in weekly staff and grade level meetings.
  • Participate in regular instructional coaching meetings and content-based department meetings.
  • Participate in STRIVE Prep’s Summer Training Institute as well as professional development throughout the school year.

REQUIREMENTS

  • Bachelor of Arts or Sciences degree
  • Achieve Qualified Teacher status (teacher’s license not required) within six weeks of starting through one of the approved channels outlined by the Colorado Department of Education

PREFERRED REQUIREMENTS

  • Speaks Spanish
  • 2+ years of teaching experience
  • Knowledgeable about math instruction through a culturally responsive and critical pedagogical framework
  • Demonstrated success working with scholars from historically marginalized communities

COMPENSATION & BENEFITS

This‌ ‌is‌ ‌a‌ full-time exempt ‌position‌ ‌and‌ ‌is‌ ‌eligible‌ ‌for‌ ‌the‌ below ‌compensation‌ ‌and‌ ‌benefits. You can view our benefits package here.

  • *Competitive base compensation based on years of K-12 teacher of record experience and other relevant factors allowable by Colorado law and STRIVE Prep policy.
  • We offer a $2,500 stipend for those qualified by CDE to teach secondary mathematics.
  • Health benefits (eligibility for full-time employees only)
    • 100% employer-paid premium for employee-only medical coverage
    • Dental
    • Vision
    • Company Paid Employee Life Insurance
    • Voluntary Life (Employee, Spouse, Child)
    • Voluntary Critical Illness & Accidental Coverage
    • Voluntary Short-Term Disability
    • Employee Assistance Program
  • Participation in the Colorado Public Employee Retirement Association (PERA) pension program (in lieu of Social Security tax) with an option to elect into a competitive 401(k) plan.
  • Applicable Pay for Performance increase upon successful completion of a full school year
  • Time off benefits (eligibility for full-time employees only)
    • Paid Time Off (PTO)
    • Paid Designated Breaks
    • Up to 6 weeks of paid Family Leave (upon eligibility)
    • Paid Sabbatical (upon eligibility)

EQUAL EMPLOYMENT OPPORTUNITY AND DIVERSITY, EQUITY AND INCLUSION

STRIVE Prep is an Equal Opportunity Employer and does not discriminate on the basis of race, color, religion, national origin, sex, sexual orientation, age, disability, or any other status protected by law or regulation. STRIVE Prep works to make a college preparatory education for all students in our community the norm, rather than the exception. To achieve this we are committed to building and sustaining a diverse team by maintaining hiring and recruiting processes that are free from bias.

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High School Coding/Technology Teacher (2021-2022)

Posted by | June 15, 2021 |

Positions Report to: Instructional Leadership Team

Start/End Date: 2021 – 2022 School Year

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

Compensation: East Harlem Scholars Academies offer a comprehensive benefits package.

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. You will also be asked to act as a class advisor for our community of students, providing mentor and support during their high school career. 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. Candidates should note that an intended outcome for the role will be offering electives for our students as we build our course pathways.

What Qualifies You

  • You hold yourself to high professional and ethical standards
  • You have experience with, or are excited about researching best practices in anti-racist pedagogy
  • 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 students who historically have not had equitable access to education opportunities
  • 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 two-year’s experience in relevant educational positions
  • You have a Bachelor’s Degree, or higher, and appropriate NYS certifications
  • Appropriate education credentials and experience with teaching Coding/Technology classes

Areas of Leadership

  • 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 maintains 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
  • Thoughtfully modifies and differentiates instruction to meet the needs of the individual learners
  • Serves as Advisor to 10-15 students, motivating students across academic skill levels and cultivating students’ social-emotional awareness and well-being
  • 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.

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Elementary Instructional Coach (2021-2022)

Posted by | June 15, 2021 |

Positions Report to: Instructional Leadership Team

Start/End Date: 2021-2022 School Year

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

Compensation: East Harlem Scholars Academies offer a comprehensive benefits package.

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 an Instructional Coach 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. The Instructional Coach will support the Leadership Team by providing curriculum and instruction support to ensure all of our students are performing at their maximum potential. In addition, the Instructional Coach will be responsible for providing professional development to share best practices and instructional strategies across all subject areas.

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 appropriate NYS certifications
  • Knowledge of and experience with administering and analyzing student assessments and data
  • Demonstrates knowledge and understanding of Scientifically Based Reading Research (SBRR) and Scientifically Based Reading Instruction (SBRI) such as: Fountas and Pinnell, Leveled Literacy Intervention and Reading Mastery

Areas of Leadership

  • Support the instructional development of all teachers in understanding the curriculum, varied assessments, and our instructional rubric.
  • Provide direction and coordination for how the curriculum is taught, ensuring consistency with network initiatives and recognized best instructional practices.
  • Informally observe (non-evaluative) lessons and provide feedback for a teacher’s professional growth and students’ success.
  • Assist teachers with resources, materials, tools, information, etc. to support classroom instruction and planning.
  • Assist teachers with planning and pacing of lessons, the development of differentiated lessons, and the selection of best practices to meet the needs of their students.
  • Support teachers and administrators in using data to improve instruction on all levels
  • Develop staff members’ knowledge, skills, attitudes, and behaviors through a variety of professional development targeted topics and designs.
  • Develop coaching plans for teachers to ensure student improvement.
  • Build strong relationships with teachers, administrators, and other coaches
  • Potentially serve as a manager to a small portfolio of teachers and staff
  • Depending on the needs of the school, the ideal candidate must also be willing to engage in non-instructional support responsibilities, such as supervision of the play yard and/or arrival and dismissal assignments.

Thank you for taking the time to submit an application.

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Special Education Math Teachers (Grades 7-12)

Posted by | June 15, 2021 |

Positions Report to: Instructional Leadership Team

Start/End Date: 2021 – 2022 School Year

Hours: 7:30 am – 4:30 pm + some out of school time responsibilities

Compensation: East Harlem Scholars Academies offer a comprehensive benefits package.

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 Special Education (Inclusive Learning) 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. You will also be asked to act as a class advisor for our community of students, providing mentor and support during their secondary school career. 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 have expertise with Math and/or Science
  • You have a Bachelor’s Degree or higher, and hold or are in the process of attaining a NYS
    Special Education Certification, ideally in both ICT and SETTS
  • You hold yourself to high professional and ethical standards
  • You have experience with or are excited about researching best practices in anti-racist pedagogy
  • 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 students who historically have not had equitable access to education opportunities
  • 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 two-year’s experience in relevant educational positions

Areas of Leadership

  • Demonstrate successful partnership with classroom or subject area co-teacher and utilize multiple co-teaching models in the classroom.
  • Manage students’ academic IEP goals and IEP programming. Develop data driven IEP teacher reports that include detailed IEP goals.
  • Embodiment and effective modeling of our core values for students to exhibit and practice them
  • Sets ambitious goals based on backward 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 maintains 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
  • Serves as Advisor to 10-15 students, motivating students across academic skill levels and cultivating students’ social-emotional awareness and well-being
  • Thoughtfully modifies and differentiates instruction to meet the needs of the individual learners
  • 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.

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High School Assistant Principal (2021-2022)

Posted by | June 15, 2021 |

Positions Report to: Principal

Start/End Date: 2021-2022 School Year

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

Compensation: Scholars Academies offer a comprehensive benefits package.

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.

Mission

The mission of the Assistant Principal is to actualize the teaching, learning, and care vision of the Principal and Network Team by organizing and coaching a team of teachers and teacher-leaders to evaluate, implement, and assess curriculum, assessments, culture systems, and family engagement practices.

In the next 3-5 years, you will:

  • Lead the implementation analysis and evaluation of curriculum [all contents] with grade/content leads to meet school, grade, and network student achievement and student persistence gains.
  • Actively lead/co-design a tired, role-specific and multi-year PD series that builds on and expands content, pedagogical, and interpersonal knowledge specifically in the context of abolitionist teaching strategies and mindsets
  • Lead design and implementation of student assessment and data cycles, including but not limited to college-readiness exams, Project-Based Learning showcases, etc.
  • Ensure all assessments [summative/formative] and interim benchmarks are curriculum-aligned, common core aligned and aligned with equity/culturally responsive goals.
  • Align and ensure all academic interventions/support strategies to individual student needs by partnering with the team of Inclusive Learning, Dean of Students, and Academic Intervention Specialists.
  • Manage a portfolio of teachers and teacher-leaders, including implementation of coaching and evaluation cycles
  • In collaboration with the High School Principal, lead hiring and staffing cycles year-to-year
  • Collaborate with the Director of Student Culture and Family Engagement to align student culture systems and protocols with classroom expectations and family commitments to ensure long-term, high-impact academic outcomes while also ensuring long-term, high-impact social-emotional outcomes for all students.

What are the top 3-5 things your ideal candidate will accomplish in the first 2 years?

  1. Collaborate with the Principal to design a sustainable, role-responsive professional learning plan that supports teachers in analyzing student data, developing pedagogical content knowledge, and implementing those instructional practices in alignment with Common Core and Next Generation standards and interim assessments.
  2. Collaborate with grade-team and/or content leaders to develop schedules and systems for aligning, norming, and evaluating scholar-facing assessments and assessment data, in collaboration with the Network’s assessment provider, ANet. Implement a robust baseline assessment process to ensure accurate data for every scholar.
  3. Collaborate with school-based Leadership Team in order to meet with all instructional coaches, grade-team leads, and interventionists to understand strengths and growth areas for RTI, and build a progress-monitoring protocol with planning meeting templates (with the Dean of Inclusive Learning) for all teachers to ensure consistent horizontal and vertical alignment within the school and across the Network.
  4. With input from the College Access team, complete a comprehensive 9-12 Course Catalogue that incorporates Early College opportunities for all students.
  5. Develop and implement a cohesive Progress Reporting system that provides clear, actionable feedback for every scholar at multiple benchmarks, and manage academic transition plans for scholars in matriculating grades.

How will your ideal candidate’s career or life be transformed by working for you?

As a result of working with us, you will deepen and widen your philosophy and practice of anti-racist schooling through internal reflection, community-building, peer-to-peer feedback, and effective habits of dialogue. Additionally, you will know why you believe what you believe about the intersectionality of scholars, family, teachers, classrooms, and community.

Areas of Leadership

  • Embodiment and effective modeling of our core values for students and educators
  • 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
  • Highly skilled in people management and instructional coaching strategies
  • Demonstrates deep knowledge of content and effective pedagogy, evidenced by clear and objective-driven instruction and meaningful student engagement through active learning practices
  • Sets clear expectations and institutes routines so as to establish and maintains a purposeful, supportive, and fun environment for learning, in which students and educators feel safe, valued, and respected by adults and their peers
  • Builds a school community where restorative practices are actively modeled and used to navigate student and community challenges
  • Serves as Advisor to 10-15 students, motivating students across academic skill levels and cultivating students’ social-emotional awareness and well-being
  • 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.

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CULTURAL EDUCATOR FELLOWSHIP

Posted by | June 15, 2021 |

Virtual Culture’s Board of Directors seeks a Cultural Educator to organize and implement a strategic business plan generated at a summer 2021 Virtual Culture Program Design Charette, which the Fellow will help facilitate and participate in.  The Educator will identify and cultivate the Charette participants who will advise Virtual Culture on Phase II of its rollout. This next phase follows the organization’s initial steps (in fall 2020 and spring 2021) of concept development, program design, partnership building, and launch. The Fellow will implement the recommendations and next steps that emerge from the Charette as well as handle some aspects of organizational administration. The Charette will be 90 minutes via Zoom to focus on re-envisioning Virtual Culture and building strategy for middle-high school grades culture enrichment. Topics will include scope, vision, outreach, marketing, and funding. The Cultural Educator will have full responsibility for the presentation of the courses and opportunities (from partner organizations, museums, etc.) on the VC website. This includes working with existing partners (cultural institutions), building relationships with new ones, posting and updating the courses and links, and overseeing the  look and feel of the site. Initially,  this will also include updating the site and ensuring course listings are current. 

This is a unique opportunity for someone committed to the arts, diversity, equity, and inclusion, to make a difference in the lives of New York City’s young people. 

The ideal candidate will  hold a bachelor’s degree, preferably in the arts, humanities, education, or design. A current candidate or recent graduate of a graduate degree program in these fields is preferred. Experience in a fast-paced environment and experience with grant writing and  administration is a plus. Applicants should possess:

  • Proven ability to take direction but also to work with minimal direct supervision and manage multiple projects while being a committed team player
  • Commitment to social justice, equity, and transformative place-based and cultural work
  • Superior written communication skills; excellent analytical, critical thinking, and organizational skills with precise attention to detail 
  • Facility with website design, and the ability to easily update and edit the course listings 
  • Interest in community engagement and inclusion and with a strong sense of ethical practice and empathy 
  • Understanding of, and interest in, arts and culture 
  • A high degree of competency in the MS Office suite, particularly Excel, PowerPoint, and Word, Adobe Suite, also SquareSpace.
  •  The ability to learn new applications quickly.
  • Organizational skills, follow-up, and attention to detail. 
Comments Off on Onboarding Coach (NYC)

Onboarding Coach (NYC)

Posted by | June 11, 2021 |

Otus offers a seamless K-12 learning platform for administrators, teachers, students, and families.

We do this by implementing amazing ideas from awesome people and we need more awesomeness on our team. Are you passionate, collaborative, love to geek out on technology, and want to work for a mission-driven company that is shaping the way teachers, students and parents of students learn together? If so, we want to hear from you.

Our diverse team consists of talented designers, developers, coaches, and leaders who share a variety of interests. You’ll find musicians, world travelers, beer enthusiasts, nerds, sports fans, and all-around great people who shape our positive culture.

Your Role

We are looking for a talented and highly motivated Onboarding Coach to help bring the best possible software solutions to educators located in New York City.

As an early member of a growing team, you must possess a strong work ethic and be upbeat, driven, intelligent, well-organized, articulate, share a passion for learning new technologies, and thrive in a fun, fast-paced environment.

You will have the opportunity to immediately contribute and see the results of your work in use by students, teachers, parents and district administrators across the country.

Responsibilities

  • Facilitate onsite Otus training and professional development workshops
  • Be the project manager through each new client’s onboarding and implementation process
  • Attain a deep understanding of the web-based product and iOS applications, and keep abreast of latest changes
  • Contribute to the growing knowledge base of feature requests
  • Collaborate with Marketing team to ensure an educator’s voice is represented in all Otus communications
  • Tackle basic to advanced technical questions as they arise in relation to support tickets
  • Other job-related duties as assigned

Qualifications

  • An outgoing personality with excellent interpersonal and communication skills (written and verbal)
  • Patience to deal with complex issues and a variety of personalities
  • Excellent presentation and facilitation skills and the ability to lead a positive, productive session either in person or via webinar
  • Solid experience in project management
  • Ability to work independently as well as collaboratively within the team and across various departments
  • Strong analytical skills, detail-oriented and ability to prioritize, effectively multi-task and meet deadlines
  • Strong Excel skills and the ability to quickly learn and become a subject matter expert on a new product and ongoing product changes
  • Foreign language skills, especially Spanish, are a plus
  • Minimum of an earned Bachelor’s Degree
  • 2-3 year(s) of experience as a teacher, instructional/technology coach, or school administrator.
  • Ability to travel up to 30% nationally or 80% within the NYC Metro Area.

Benefits and Perks

  • Competitive salary and employee stock options
  • 22 days of paid vacation per year
  • Up to 12 weeks of parental leave and great work/life balance
  • Our team works remotely from the comfort of their homes (HQ in Chicago)
  • Excellent medical, dental, and vision insurance
  • Professional development/tuition reimbursement
  • Home office improvement budget
  • Life Insurance and disability benefits
  • 401K with an employer match (up to 4%)

Otus is an Equal Opportunity Employer and embraces diversity of every kind. You must be legally authorized to work in the US. Unfortunately, the company is unable to support sponsorships at this time.

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Math Instructional Coach (Part-time)

Posted by | June 10, 2021 |

We are looking for an instructional coach to work on the Bridges to Academic Success team, a small team of coaches, professional developers, curriculum developers and researchers grant-funded by the New York Education Department (NYSED). We work to train teachers and administrators to support Students with Interrupted and Limited Schooling (SIFE) and Newcomers with implementation of team hybrid curricular materials and resources. 

 

We are looking for an individual with a math background who also has experience teaching Newcomer English learners. Preferably, the candidate will have some experience coaching math teachers and/or leading professional learning seminars, and developing math curricula. The students who use our materials are new to the US, new to English, and have in many cases experienced an interruption in their schooling. 

 

In the 2021-22 year, we are rolling out a Guided Math curriculum to support SIFE in secondary schools who need foundational math skills in order to engage with 9th grade material. The Instructional Math Coach will continue to develop curricular materials in collaboration with our teacher development partners and Bridges team members. 

 

In addition, he/she will develop and facilitate Math training for secondary content-area teachers, including an emphasis on language development and scaffolds required to meet the needs of all ELLs. In addition to design and facilitation of these trainings, the coach will collect relevant student inquiry data and engage in remote or eventual on-site coaching of administrators and teachers in our Math resources.

 

The position requires both individual and collaborative work, both on site with teachers and in professional development workshops with the goal of supporting teachers to accelerate SIFE in language, literacy and math. The coach will be responsible for designing and creating content as well as short videos to support teacher professional learning.  

 

Finally, the position requires participation in collaborative meetings to review and discuss work plans and professional development materials. All coaches and professional developers are expected to keep logs of their work and debrief on a weekly or biweekly basis with their direct supervisor, who will also offer training and support. Other tasks will be discussed and designed as needed. 

 

Required Qualifications

  • 3+ years experience teaching math 
  • 3+ years experience working with and teaching English Language Learners and preferably SIFE; 
  • Interest in and willingness to become familiar with our instructional methods to both coach and participate in the design of professional development sessions;
  • Knowledge and experience with curriculum development and design, including backwards design;
  • Ability to work collaboratively and independently to plan and facilitate professional development in both face to face and online sessions. Willingness to give and receive feedback on work and to revise in response to feedback;
  • Ability to adapt to different school contexts; 
  • Experience facilitating adult learning;
  • Experience working in online platforms or technology 


Preferred Qualifications

  • Experience coaching teachers;
  • Experience working with teacher teams; 
  • Experience designing and facilitating professional development sessions for teachers;
  • Bilingual in Spanish or other language spoken by large populations of Newcomer immigrant students 

 

Start Date: Late July/August. This will begin as a remote position while schools are discouraging visitors. As it becomes safe for coaches to return to schools this position will require occasional travel to Long Island, NYC, and areas further north of NYC.

This is a part-time one-year position requiring 3-4 days per week.  Hourly rate commensurate with experience. Opportunities for contract renewal at the end of the school year.

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Middle School Science Teacher

Posted by | June 10, 2021 |

Middle School Science Teacher (6-8)

 

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:

  • Collaborating with colleagues in developing purposeful and engaging daily and long-term plans that reflect differentiation and accommodations needed for the growth and success of all students.
  • Utilizing student IEPs to inform instructional assessments that provide meaningful measurements of students’ growth towards goals
  • Developing and leading an advisory group of 12-15 students that is focused on the social/emotional well-being of students
  • Developing and leading an elective course that is within the teacher skill set and matches student interest as well
  • Keeping families well-informed of student performance and progress through professional communication methods
  • Integrating feedback and goal-setting into lesson delivery
  • Demonstrating commitment to creating an inclusive environment for all students
  • Supporting Classroom Assistants with bussing, arrivals, dismissals, and transitions
  • Developing and coordinating learning opportunities outside of the classroom, including but not limited to the science electives and field trips to science museum/institutions

 

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 in 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
  • Experience with and interest in working with high needs students preferred
  • Completion of at least 30 course credits in biology, earth science, physics, and/or chemistry preferred
  • New York State teaching certification in Science or exceptional scientific experience

 

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
    • Paid maternity leave, child care leave, and other 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!

 

 

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Elementary Special Education Coordinator

Posted by | June 10, 2021 |

Elementary Special Education Coordinator

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:

●     Collaborating with colleagues in developing purposeful and engaging daily and long-term plans that reflect differentiation and accommodations needed for the growth and success of all students.

●     Utilizing student IEPs to inform instructional assessments that provide meaningful measurements of students’ growth towards goals

●     Keeping families well-informed of student performance and progress through professional communication methods

●     Integrating feedback and goal-setting into lesson delivery

●     Demonstrating commitment to creating an inclusive environment for all students

●     Supporting Classroom Assistants with bussing, arrivals, dismissals, and transitions

●     Providing targeted push-in and pull-out academic support, which may include but is not limited to ensuring that all Special Education mandates are met, writing lessons for small groups based on grade-level curriculum and supplemental instructional materials, and collaborating with classroom teachers for push-in and pull-out groups

●     Working with teachers around monthly academic Intervention Service (IS) recommendations, quarterly progress monitoring for IEPs, and documentation

●     Convening and facilitating monthly IS meeting

●     Onboarding all service providers, collecting progress reports, and coordinating schedules with teachers

●     Supporting teachers with the completion of teacher reports and the creation of measurable content-specific goals

●     Participating and contributing to meetings as member of the IEP team

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 in Student with Disabilities. 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

●     Master’s Degree from an accredited college or university preferred

●     Experience with and interest in working with high needs students preferred

●     Working knowledge of SESIS 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

○      Paid maternity leave, child care leave, and other 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!

Comments Off on 3rd-5th Grade Teacher

3rd-5th Grade Teacher

Posted by | June 10, 2021 |

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:

●     Collaborating with colleagues in developing purposeful and engaging daily and long-term plans that reflect differentiation and accommodations needed for the growth and success of all students.

●     Utilizing student IEPs to inform instructional assessments that provide meaningful measurements of students’ growth towards goals

●     Keeping families well-informed of student performance and progress through professional communication methods

●     Integrating feedback and goal-setting into lesson delivery

●     Demonstrating commitment to creating an inclusive environment for all students

●     Supporting Classroom Assistants with bussing, arrivals, dismissals, and transitions

 

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

●     Experience with and interest in working with high needs students preferred

●     SpEd certification is preferred but not required

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Special Education Teacher (Bilingual), K-3

Posted by | June 9, 2021 |

About LEEP Academy

LEEP Dual Language Academy Charter School is a new and growing elementary school in Sunset Park, Brooklyn. We use the research-based 90:10 model of Spanish language immersion that helps all students achieve in all subjects while also becoming bilingual and bi-literate. In the 2021-22 school year, we will grow to serve students in grades K-3, using instructional techniques from high-performing charter schools and the best dual language programs in the nation.

Our school community is linguistically, racially, and socioeconomically diverse, and we are committed to being a good neighbor in Sunset Park for decades to come. We are located at 54th Street and 5th Avenue, in a private building with a long-term lease.

Teachers: Does this sound like you?

We’re looking for bilingual teachers who can help every student reach academic excellence in Spanish and English. Does this describe you?

  • You have native-level fluency in Spanish and English. That means that, in both languages, you can read and write professional documents such as lesson plans; carry on academic conversations with parents and colleagues; and teach academic concepts with native-speaking students.
  • You have at least two years of teaching experience, including experience teaching special education. You have at least a Bachelor’s degree and are certified or on the way to certification.
  • You have elementary school teaching experience. You know how to plan a lesson, connect with students, make the most of every minute, check for understanding, and turn data into improved teaching and learning.
  • You like the idea of teaching in Spanish most of the school day, even if you’ve never done it before. If you have mostly taught Spanish in the past, you feel prepared to teach every subject.
  • You’ve worked at a high-performing school where teachers work as a team and receive frequent feedback to improve their practice. Or maybe you’ve tasted that style of teaching in a graduate program and want to obtain a job where you can keep improving.
  • You know how to create plans for differentiated learning and adjust systems as appropriate to meet students’ individual needs. You believe that all students can and should be held to high expectations when given the supports/scaffolds necessary.
  • You want to join a school community that is safe and orderly while treating every student and family with dignity. You think all children deserve a strong foundation in math and literacy, without overlooking science, the arts, and social-emotional development.
  • You like to “nerd out” about teaching and the subjects you teach.
  • You work really hard. You stay organized. You hate to be unprepared.

Teacher Roles

At LEEP Academy, we plan lessons in detail, but not from scratch; we work together from a common set of high-quality curricula in English and Spanish. We collect and analyze formative and summative data. We differentiate instruction and work with families and service providers to meet each child’s needs. We communicate and collaborate. We model our school’s Core Virtues: Cariño, Respeto, Valentía, Gratitud, y Alegría.

Teachers work in the range of 50-55 hours per week. Our core work hours are from 7:15am to 4:30pm daily, including a lunch break and prep period. (Students are dismissed at 3:15, except for Wednesdays when they leave at 1:30pm to allow for professional development.)

Lead teachers co-teach with a full-time associate teacher in kindergarten and share an associate teacher in older grades. General education and special education lead teachers to co-teach in one ICT classroom per grade.

 

LEEP Dual Language Academy Charter School is committed to a policy of equal treatment for all individuals applying for employment. We do not discriminate on the basis of race, ethnicity, sex, gender, sexual orientation, pregnancy, national background, religion/belief, marital status, caregiver status, veteran status, disability, age, political party, or salary history.

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3-5 Grade Teacher

Posted by | June 8, 2021 |

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:

●     Collaborating with colleagues in developing purposeful and engaging daily and long-term plans that reflect differentiation and accommodations needed for the growth and success of all students.

●     Utilizing student IEPs to inform instructional assessments that provide meaningful measurements of students’ growth towards goals

●     Keeping families well-informed of student performance and progress through professional communication methods

●     Integrating feedback and goal-setting into lesson delivery

●     Demonstrating commitment to creating an inclusive environment for all students

●     Supporting Classroom Assistants with bussing, arrivals, dismissals, and transitions

 

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

●     Experience with and interest in working with high needs students preferred

●     SpEd certification is preferred but not required

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Campus Culture Specialist

Posted by | June 8, 2021 |

Campus Culture Specialist

 

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 Campus Culture Specialist promotes a safe school culture that nurtures, motivates and challenges students to achieve the highest level of academic excellence and to develop into mindful, responsible contributing participants in their education  and communities by implementing VOICE’s approach to behavior management and crisis de-escalation, supporting staff around preventive strategies, and establishing and maintaining partnerships with families.

 

Student Support

  • In collaboration with faculty, social workers, deans, and classroom assistants, implement a range behavior management approaches with a goal of maximizing all students’ instruction time, which may include but is not limited to: de-escalating student crises, employing restorative practices, administering appropriate consequences, training and collaborating with faculty and staff, supporting with due process for student suspensions
  • Develop relationships w/ all students to support their socioemotional & behavioral needs
  • Employ a range of strategies to support a values-based school culture, which may include but is not limited to maintaining a regular presence in classrooms and hallways, working to document, train, and implement consistent school culture practices
  • Ensure VOICE’s incident process is followed, which may include but is not limited to creating anecdotals and incident reports to document and communicate student behaviors, interviewing students, verifying that appropriate parent/guardian/family communication is made, training and following up with faculty and classroom assistants on process, implementing or supporting follow-up actions or student consequences
  • Communicate with parents/families/guardians and participate in meetings with faculty and staff regarding student behavior and follow-up actions needed
  • Serve as a first responder for student crises as they may arise; follow the proper protocol and systems for transporting and monitoring students in Restoration; follow up on child’s reintegration into classroom and thoroughly document each scenario
  • Provide support to faculty and staff around student culture and discipline, which may include but is not limited to professional development and consultations


Lunch, Recess, Arrivals, Departures and Bussing

  • Ensure the safety of students during lunch/recess periods and bussing/arrivals/dismissal by serving as primary coordinator, which may include but is not limited to training students, faculty and staff on procedures and directly supervising faculty and staff
  • Expedite student arrival, departure and all bussing
  • As needed, serve as the designated “late leader” in a weekly leadership rotation in order to ensure all students are safely supervised while waiting to be picked up by their parents/families/guardians after bussing ends

Scheduling and Coverage Coordination

  • Create schedules for classroom assistants
  • Plan and communicate daily coverage plans for Upper / Lower ES team in response to planned leaves and special events, as well as unplanned call-outs/absences
  • As needed, provide coverage for classrooms and school duties

Team Management

  • Serve as primary supervisor for classroom assistants in division
  • 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
  • Collaborate with the Dean and School Director to support classroom assistants as they develop instructional skills
  • 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
  • Provide supervisees with regular performance evaluations through VOICE’s formal mid-year and end-of-year performance evaluation processes
  • Ensure general coverage as appropriate

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:

 

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
  • Deep understanding of accountable and restorative approaches to student support such as Love and Logic and Ross Greene
  • Sensitivity around parent relations

 

Educational Background and Work Experience

  • Bachelor’s degree from an accredited college or university required; degree in in Social Work or Counseling preferred
  • At least two years of full time experience supporting and supervising children
  • Experience in response to intervention
  • Preferred Bachelors Degree in Social Work or Counseling
  • Experience working in an urban school setting preferred
  • Experience working in a school or therapeutic setting with groups of children preferred

 

Compensation and Benefits: Compensation is competitive and based on experience.  We offer a comprehensive benefits package, including participation in the commute benefits program and partial reimbursement for monthly commuting expenses, gym reimbursement, cultural enrichment reimbursements, frequent access to baked goods, 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 Campus Culture Specialist

Campus Culture Specialist

Posted by | June 8, 2021 |

Campus Culture Specialist

 

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 Campus Culture Specialist promotes a safe school culture that nurtures, motivates and challenges students to achieve the highest level of academic excellence and to develop into mindful, responsible contributing participants in their education  and communities by implementing VOICE’s approach to behavior management and crisis de-escalation, supporting staff around preventive strategies, and establishing and maintaining partnerships with families.

 

Student Support

  • In collaboration with faculty, social workers, deans, and classroom assistants, implement a range behavior management approaches with a goal of maximizing all students’ instruction time, which may include but is not limited to: de-escalating student crises, employing restorative practices, administering appropriate consequences, training and collaborating with faculty and staff, supporting with due process for student suspensions
  • Develop relationships w/ all students to support their socioemotional & behavioral needs
  • Employ a range of strategies to support a values-based school culture, which may include but is not limited to maintaining a regular presence in classrooms and hallways, working to document, train, and implement consistent school culture practices
  • Ensure VOICE’s incident process is followed, which may include but is not limited to creating anecdotals and incident reports to document and communicate student behaviors, interviewing students, verifying that appropriate parent/guardian/family communication is made, training and following up with faculty and classroom assistants on process, implementing or supporting follow-up actions or student consequences
  • Communicate with parents/families/guardians and participate in meetings with faculty and staff regarding student behavior and follow-up actions needed
  • Serve as a first responder for student crises as they may arise; follow the proper protocol and systems for transporting and monitoring students in Restoration; follow up on child’s reintegration into classroom and thoroughly document each scenario
  • Provide support to faculty and staff around student culture and discipline, which may include but is not limited to professional development and consultations


Lunch, Recess, Arrivals, Departures and Bussing

  • Ensure the safety of students during lunch/recess periods and bussing/arrivals/dismissal by serving as primary coordinator, which may include but is not limited to training students, faculty and staff on procedures and directly supervising faculty and staff
  • Expedite student arrival, departure and all bussing
  • As needed, serve as the designated “late leader” in a weekly leadership rotation in order to ensure all students are safely supervised while waiting to be picked up by their parents/families/guardians after bussing ends

Scheduling and Coverage Coordination

  • Create schedules for classroom assistants
  • Plan and communicate daily coverage plans for Upper / Lower ES team in response to planned leaves and special events, as well as unplanned call-outs/absences
  • As needed, provide coverage for classrooms and school duties

Team Management

  • Serve as primary supervisor for classroom assistants in division
  • 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
  • Collaborate with the Dean and School Director to support classroom assistants as they develop instructional skills
  • 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
  • Provide supervisees with regular performance evaluations through VOICE’s formal mid-year and end-of-year performance evaluation processes
  • Ensure general coverage as appropriate

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:

 

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
  • Deep understanding of accountable and restorative approaches to student support such as Love and Logic and Ross Greene
  • Sensitivity around parent relations

 

Educational Background and Work Experience

  • Bachelor’s degree from an accredited college or university required; degree in in Social Work or Counseling preferred
  • At least two years of full time experience supporting and supervising children
  • Experience in response to intervention
  • Preferred Bachelors Degree in Social Work or Counseling
  • Experience working in an urban school setting preferred
  • Experience working in a school or therapeutic setting with groups of children preferred

 

Compensation and Benefits: Compensation is competitive and based on experience.  We offer a comprehensive benefits package, including participation in the commute benefits program and partial reimbursement for monthly commuting expenses, gym reimbursement, cultural enrichment reimbursements, frequent access to baked goods, 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 Science Teacher

Middle School Science Teacher

Posted by | June 8, 2021 |

Middle School Science Teacher (6-8)

 

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:

  • Collaborating with colleagues in developing purposeful and engaging daily and long-term plans that reflect differentiation and accommodations needed for the growth and success of all students.
  • Utilizing student IEPs to inform instructional assessments that provide meaningful measurements of students’ growth towards goals
  • Developing and leading an advisory group of 12-15 students that is focused on the social/emotional well-being of students
  • Developing and leading an elective course that is within the teacher skill set and matches student interest as well
  • Keeping families well-informed of student performance and progress through professional communication methods
  • Integrating feedback and goal-setting into lesson delivery
  • Demonstrating commitment to creating an inclusive environment for all students
  • Supporting Classroom Assistants with bussing, arrivals, dismissals, and transitions
  • Developing and coordinating learning opportunities outside of the classroom, including but not limited to the science electives and field trips to science museum/institutions

 

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 in 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
  • Experience with and interest in working with high needs students preferred
  • Completion of at least 30 course credits in biology, earth science, physics, and/or chemistry preferred
  • New York State teaching certification in Science or exceptional scientific experience

 

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
    • Paid maternity leave, child care leave, and other 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!

 

 

Comments Off on Special Education M.S. & H.S. Teachers

Special Education M.S. & H.S. Teachers

Posted by | June 4, 2021 |

Belief in Every Student’s Promise

Opportunity Charter School (OCS) teachers are trained in cutting-edge, research-based methodology of evaluating students’ academic strengths and challenges. To maximize each child’s personal development, an individualized education plan is created that is tailored to his or her unique needs. Students receive differentiated instruction in every curricular area with the goal of expanding their higher cognitive thinking.

Performance-Driven and Results-Oriented

Our curriculum will prepare students to take the Regents exams and transition to college or a meaningful career. Our goal is for every student to graduate having achieved a clearly demonstrated academic and social foundation, as well as a deep understanding of their own strengths and challenges. Our teachers are responsible for implementing OCS’s Common Core curriculum, and assessing students in order to appropriately meet their academic needs. We seek educators who are dedicated to improving their instructional practices by working critically and collaboratively with their colleagues.

Specific Responsibilities

  • Implement curriculum and create performance tasks aligned to the Common Core Standards;
  • Design and implement assessments that measure progress towards academic standards;
  • Use interim assessment data to enhance curriculum and inform instructional practices;
  • Participate in professional learning communities, grade-level activities, and school-wide functions;
  • Communicate and collaborate effectively with students, families, and colleagues;
  • Have extensive content knowledge including how to differentiate and level questioning.

Requirements

  • Bachelor’s degree is required. Master’s degree preferred;
  • NY State certification in Special Education or Students With Disabilities 7-12 is preferred

Compensation is competitive and commensurate with experience. Opportunity Charter offers a full benefits program, as well as membership in Teachers’ Retirement System.

Job Type: Full-time

Pay: $58,000.00 – $82,000.00 per year

Benefits:

  • Dental insurance
  • Disability insurance
  • Employee assistance program
  • Employee discount
  • Flexible spending account
  • Health insurance
  • Life insurance
  • Paid time off
  • Retirement plan
  • Vision insurance

Schedule:

  • 8 hour shift
  • Monday to Friday

COVID-19 considerations:
Yes, we are taking additional COVID-19 precautions. We are providing staff with cloth masks, paper disposable masks and plastic individual shields. We also have hand sanitizers.

Work Location:

  • One location

This Job Is:

  • A good job for someone just entering the workforce or returning to the workforce with limited experience and education
  • A job for which all ages, including older job seekers, are encouraged to apply

Work Remotely:

  • Temporarily due to COVID-19

COVID-19 Precaution(s):

  • Remote interview process
  • Personal protective equipment provided or required
  • Temperature screenings
  • Social distancing guidelines in place
  • Virtual meetings
  • Sanitizing, disinfecting, or cleaning procedures in place
Comments Off on Assistant Director of Counseling and Student Support

Assistant Director of Counseling and Student Support

Posted by | June 3, 2021 |

About Us

New Visions Charter High Schools (NVCHS) provide all students, regardless of their previous academic history, the highest quality education in an atmosphere of respect, responsibility and rigor. We ensure that our students have the skills and knowledge to graduate ready for college, pursue a career, and engage with the 21st century economy. We develop learning experiences that allow risk-taking, cultivate students’ imaginative and creative abilities, and celebrate achievement. Through an intensive study of math concepts in our math and science schools, and literature, English, social studies and arts in our humanities schools, students learn how to generate research questions, develop the skills necessary to answer those questions, create products that demonstrate understanding, and defend their knowledge publicly.

New Visions AIM Charter High Schools give preference to the students most often ignored: those involved in the juvenile justice system; homeless students; those in foster care or child protective services; and those at least one year behind their graduation cohort. Our goal is for all students to earn a diploma and successfully navigate college and career options and we achieve this by: Building trusting relationships that foster a safe community, honor student perspectives, and enable intentional socio-emotional learning; immersing students in a tailored program that accelerates academic learning, builds professional skills, and broadens career awareness; and cultivating a mission-driven culture of continuous improvement that is responsive to students’ complex and diverse needs.

 

THE POSITION RESPONSIBILITIES

  • Lead socio-emotional professional development and growth of school team:
    • Chair of SEL Committee
    • Work with Urban Assembly Coach to provide SEL guidance to the school community
    • Provide direct oversight to advisory classes including advisory observations, trends report, program matrix, and implementation plan
    • Assess school’s needs to student and parent groups
  • Lead the Counseling Support Team:
    • Social Workers and School Counselors.
    • Lead Advisor and Advisors
  • Lead the Student Support Team:
    • Dean Manager
    • Climate and Culture Manager
  • Develop and administer ongoing training and support to AIM II staff across a continuum of student support services including:
    • Mandated reporter training
    • Crisis intervention training
    • Social Emotional Supports for Students
    • Clinical Supportive Interventions
  • Observe classrooms and coach teachers to ensure supportive classroom environments that reflect collaboration between instructional and socio-emotional staff members
  • Support teachers in the implementation of strategies that maximize results for students with various learning styles and needs
  • Leads the provision of mandated student support services to promote student academic and socio-emotional growth
    • Oversee the maintenance of student records and follow all mandated timelines and requirements
    • Oversee the FBA/BIP process for students.
    • Collaborate with Special Education Coordinator in mandated counseling interventions and reporting
    • Support teachers in the implementation of strategies that maximize results for students with various learning styles and needs
    • Support the development and implementation of system-wide procedures and best practices for teachers to implement Response to Intervention (RTI) and special education pre-referral processes
    • Confer with parents, administrators, testing specialists, social workers, and professionals to develop IEPs designed to promote students‘ academic, physical, and social development
    • Communicate with students and families regularly to discuss student socio-emotional progress
  • Manages programs and supports for high need / at risk students
    • Identify and intervene with high-need/at risk  students to ensure their needs are met
    • Supports school administration in conducting risk assessment, crisis intervention, and mediation
    • Lead student intervention team/high-risk meetings and other related meetings
    • Supervise the school’s homeless/McKinney Vento Liaison
    • Lead the development of the school’s Homeless Intervention Plan
    • Coordinate supports for students in temporary living situations and foster care
    • Develop robust programs for supporting students with a criminal justice background
    • Manage documentation and Probation and Foster Care requirements to ensure students and agencies are provided with optimal and timely support around documentation or other requests
    • Support students with a criminal justice background by providing support and guidance in relation to reentry, compliance with probation requirements, and recidivism reduction supports and initiatives.
  • Lead Attendance intervention and initiatives
    • Facilitate and implement a system for referring students for Administration of Children Services intervention where applicable
    • Utilizing data for attendance intervention strategies

PERFORMANCE EVALUATION

The ADCSS will be expected to provide evidence of their work including reporting:

  • Verbal and written documentation of supervision sessions including development of a supervision tool
  •  Establish and assess measurable student learning outcomes, program goals, and objectives for student engagement activities.
  •  Provide (or make provisions for) individual and group supervision for social worker and interns team as required
  •  Meet regularly with counseling staff and student support  team to ensure continual development of counseling program and the student support team  provide ongoing support

QUALIFICATIONS

  • Master’s degree from an accredited program
  • Two to three years in a high school setting  or similar setting supporting students academically, socially and emotionally, or relevant experience
  • Two to three years of Supervisory experience
  • Knowledge of Community Based Organizations
  • LCSW required
  • Seminar in Field Instruction (SIFI) Certificate required
  • Experience in Restorative Practices and Implementation
  • Preference given to candidates with demonstrated success or experience working with disconnected youth.
  • Ability to collaborate and train other school staff to explain their role in implementation of school-wide assessments, comprehend data collected from assessments, reflect on such relationships and pursue greater success.
  • Strong work ethic and willingness to assume a variety of roles
  • Strong organizational, communication, and negotiation skills
Comments Off on Spanish Teacher

Spanish Teacher

Posted by | June 1, 2021 |

Evergreen Charter School is seeking a Grade 5-10 Spanish Language Teacher for the 2021-2022 School Year. The mission of the Evergreen Charter School (ECS) is to nurture the intellectual, physical and social development of children, through a comprehensive program that promotes academic excellence and prepares its students for success in school and in life.

The Spanish Language Teacher responsibilities include, and are not limited to, the following:

  • Teach advanced level Spanish classes.
  • Work collaboratively and seek opportunities to continuously improve the teaching skills.
  • Participate in professional development initiatives at individual, team, and school level.
  • Participate in the extracurricular activities hosted at ECS.
  • Attend and be an active participant in grade level, faculty, and school meetings.

Qualifications

  • Bachelor’s degree
  • Excellent command of the Spanish language
  • New York State Teaching Certification

Education:

  • Bachelor’s (Required)

Language:

  • Spanish (Required)
Comments Off on Physical Education Position for K-5 grade at Small Progressive Charter School

Physical Education Position for K-5 grade at Small Progressive Charter School

Posted by | June 1, 2021 |

Community Roots is hiring:

A Physical Education teacher for our K-5th grade 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:

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

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 

Main responsibilities will include:

 

  • Teaching K-5th grade Physical Education classes, which includes designing and implementing lessons and units based on CRCS Physical Education Scope and Sequence
  • Report on students’ progress three times a year
  • Hold family conferences
  • Plan and support schoolwide events (e.g. Field Day) 

How to apply: Please apply by emailing resume to Allison Keil, akeil@communityroots.org.

Comments Off on Partner, Team Learning and Development

Partner, Team Learning and Development

Posted by | May 27, 2021 |

Start Date: Immediate

Role Type: Full time

Title: Partner, Team Learning + Development

Location: Flexible in US; fully remote team

Who We Are:

Transcend supports communities to create and spread extraordinary, equitable learning environments. 

We fulfill this mission by focusing on two key priorities:

  1. Supporting communities to have extraordinary and equitable school designs: We partner with communities to design, implement, and spread innovative schools and school model components; and facilitate sharing between schools/communities.
  2. Building an ecosystem that enables innovation: To create broader ecosystem conditions that positively impact communities on design journeys, by growing actors’ proximity to insights, voices, and evidence from work with communities and by learning from their perspectives and experiences.

To learn more about our work, check out this recent podcast by our founders.

The Opportunity:  

Transcend is now five years into our journey of directly supporting school communities with design work and building ecosystem conditions for powerful, sustainable change. While we continue to lean into our core values of “perpetual beta” and “results for kids”, now more than ever we have more of a perspective about the methods, tools and resources that most help communities navigate design journeys towards extraordinary and equitable learning.

In the next 5 years, we want to significantly increase the number of communities that can embark on successful redesign journeys. Two critical aims are implicated in this aspiration:

  1. Ensure that our staff and contractors reach the highest level of expertise in their direct work with school partners. This includes expertise in facilitating design journeys, creating school designs and implementation tools, leveraging equity lenses and tools throughout the process, and much more.
  2. Build the capacity of leaders in the field, well beyond the team at Transcend, to work directly with school communities to expand our reach to impact more communities.

In order to meet these two aims, we need to build a truly world-class training and development plan for School Design Services (SDS). This role will:

  • Develop an integrated vision and strategy for how adult learning and coaching happens at Transcend in ways that align with our core beliefs, DEI commitments, understanding of learning science, team composition, etc.
  • Create a vision and strategy for a “Transcend Design Institute” that trains non-Transcend individuals to extend our reach and embed capacity-building skills in our team.
  • Build our SDS teams ‘competency map’ and learning system for our current team, with a vision and plan to engage and develop these competencies in folks in our extended orbits as well (independent contractors, Design Institute participants, etc.).
  • Coordinate, and sometimes lead, spaces where dedicated capacity building occurs (e.g., a weekly “Learning Series” for staff). This does not mean you would be leading the content of those spaces alone every week; it would more often look like determining the sequence of content that is brought to those spaces and coordinating with various Transcenders deeply experienced with the content to lead the spaces in engaging ways.
  • Design engaging and memorable training experiences and tools that can be accessed and leveraged by individuals and teams across Transcend, and beyond.
  • Facilitate learning with the folks who directly manage Transcend coaching staff and contractors, to help them better build capacity among their teams.
  • Fully build out our foundational onboarding experience, to lay the groundwork for future and ongoing learning and development.
  • Give input and feedback on the methods/activities that Transcend uses to support adult learning with partner teams, supporting consistency and high quality between a) the adult learning that happens for Transcend coaches and b) the adult learning that happens for school design teams facilitated by Transcend coaches.
  • Collaborate as a member of Transcend’s Product & Capacity Team, which is charged with supporting the holistic building of capacity, resources, and networks that folks need to support school partners on their design journeys.

Who You Are:

You are a visionary and a doer –someone who loves to inspire adults, and support them in their learning and growth! You relish seeing adults improve their skills, mindsets, and knowledge, and you are steeped in a variety of ways to support a diverse array of adults to do just that. As an experienced senior leader, you are exceptionally adept at conveying complex concepts in ways that are digestible and compelling. In addition, you hold people with care; and deliver honest feedback with clarity, integrity, and love. You are accustomed to people telling you, “Wow – that experience you created is one of the best professional (or personal) growth experiences I’ve had!” You are also well aware that you should not be in the spotlight of every professional learning activity; in fact, you’re convinced that the best learning is often facilitated by people who bring rich experience with a particular skill or mindset or activity, and one of your superpowers is helping orchestrate situations where others shine. You can spot oppressive dynamics in capacity building in a variety of forms, and you are committed to making capacity building more inclusive, equitable, and liberatory. You see value in each individual experience and relationship, and yet are also fired up about the prospect of supporting capacity building at a greater scale.

You believe deeply in the power of education to change lives, and you can’t wait to bring your experience to bear – and to keep growing yourself – to help build the capacity of others to support communities in reinventing school in America.

In this role, you will get to contribute your:

  • Experience in facilitating transformative professional learning for small and large groups of educators, including senior leaders in the field.
  • Extensive knowledge and skill in various ways to facilitate excellent, inclusive adult learning for a diverse array of adult learners. This includes a clear perspective on what strong adult pedagogy looks and feels like, and an ability to align resources and experiences to that. You’re able to adjust your approach to meet the group size, skill/competency level, virtual/live setting, and any other relevant factors for differentiating an adult learning approach.
  • Skills (and ideally previous experience) to construct systems and processes around organization-wide professional learning (e.g., competency maps, onboarding processes, differentiated growth pathways, etc.).
  • Unwavering belief in adults’ ability to learn and grow.
  • Ability to manage multiple projects that move quickly; multitasking and prioritizing effectively.
  • Hunger for feedback and growth based on a personal commitment to excellence and constant learning – thriving on feedback from multiple sources, and fast-cycle iteration to arrive at the best possible product.
  • Ability to effectively build and nurture strong relationships and communications with a diverse range of stakeholders and at all levels of the organization, including Transcend teammates, independent contractors, partners, and other folks in the field.
  • Commitment to Transcend’s mission of transforming education, with a passion for creating extraordinary and equitable learning environments.
  • Commitment to advancing diversity, equity, inclusion in your approach to quality learning experiences.
  • Desire to live into Transcend’s core values, and be a supportive leader and teammate.

Perks and Benefits:

Transcend is committed to providing our colleagues with a competitive benefits package. Transcend offers medical, dental, and vision coverage options, org-wide holidays, paid time off, paid parental leave, professional development opportunities, and fully remote work. We’re also proud of our values-grounded, equity-focused, and fun(!) work environment, incredible colleagues, and a dedication to our work and to one another.

Join Us!

Transcend is an equal opportunity employer. We are building a diverse team that values diversity, equity, and inclusion, and we encourage candidates from historically under-represented groups to apply.

Comments Off on Community Manager

Community Manager

Posted by | May 27, 2021 |

Start Date: Immediate

Role Type: Full Time

Location/ Travel: Flexible–with willingness to travel ~20% domestically, when safe to do so

Who We Are:

Transcend supports communities to create and spread extraordinary, equitable learning environments. We fulfill this mission by focusing on two key priorities:

  1. Supporting more communities to have far better designs: To scale up their work supporting design journeys of communities, so that more places are more successfully designing, building, and spreading extraordinary, equitable learning environments.
  2. Making systemic change that enables innovation: To engage key actors in the field to create broader ecosystem conditions that positively impact communities on design journeys, by growing actors’ proximity to insights, voices, and evidence from work with communities and by learning from their perspectives and experiences.

To learn more about our work, check out this recent podcast by our founders: http://bit.ly/TranscendMission

The Opportunity:  

The Transcend Design Community (TDC) is a free, thriving network of 1,200+ educators, innovators, and designers sharing ideas, know-how, and support to accelerate innovation in K-12 schooling nationwide. The TDC amplifies Transcend’s impact in so many ways: providing more school communities access to the resources we create, the designs we help shape, innovative school models, and growing our network of expertise. Together with this community, we are building a cutting-edge movement to reinvent schooling!

The TDC community is currently engaged through Slack channels, online events  (and when safe to do so, in-person events), and a newsletter that highlights valuable resources and tools.

The Community Manager will play a key role in growing the community, deepening engagement, and expanding programming. In this role, you will get to:

  • Co-Create the strategy, vision, and plan to grow the Transcend Design Community, and help lead the movement to reinvent schooling so that all children can thrive.
  • Manage operations and logistics for TDC events, both virtually through Zoom and in-person (when safe to do so), including preparation, promotion, execution, and follow-up.
  • Build, sustain, and facilitate strong relationships with and among TDC members.
  • Think creatively and experiment with new strategies to bolster engagement in a variety of platforms:  Slack, Facebook, LinkedIn, and potentially Twitter, Clubhouse, and more!
  • Serve as liaison between TDC and Transcend, gathering feedback, brokering critical connections, and responding to community requests.
  • Closely collaborate with the communications team to generate content for the community’s newsletter and social media accounts.
  • Represent Transcend at events to forge relationships, inspire others in this work, spread knowledge of Transcend, and build our network.
  • Manage operations of the TDC behind the scenes: adding new members, managing records, updating information, and collecting data.

To see this role in action, check out the sample day in the life.

This role reports to Sarah Akhtar Ross, Partner of Community Engagement.

Who You Are:

You believe in the collective impact of community! You are passionate about bringing together disparate groups of people and aligning them around a common purpose to enact meaningful change in the world. You anticipate and are supportive of people’s needs and relish making sure people feel engaged and excited. In your work, you enjoy crafting creative messages and content. You have a keen eye for details and love designing and managing logistics to ensure smooth experiences and events.

And lastly, you love that your everyday work is in service to a mission that matters! You believe deeply in the power of education to change lives and elevate voices that have been marginalized for too long, and you can’t wait to contribute your talents to this cause.

To all of this, you bring:

  • A commitment to Transcend’s mission of transforming education, with a passion for creating extraordinary and equitable learning environments
  • A commitment to advancing diversity, equity, inclusion in your approach to community engagement
  • A willingness to travel up to ~20% of the time to manage events when it is safe to do so
  • Eagerness to embrace and live into Transcend’s core values
  • Proven experience building communities online using a variety of platforms

Perks and Benefits:

Transcend is committed to providing our colleagues with a competitive benefits package. Transcend offers medical, dental, and vision coverage options, org-wide holidays, paid time off, paid parental leave, professional development opportunities, and fully remote work. We’re also proud of our values-grounded, equity-focused, and fun(!) work environment, incredible colleagues, and a dedication to our work and to one another.

Join Us!

Transcend is an equal opportunity employer. We are building a diverse team that values diversity, equity, and inclusion, and we encourage candidates from historically underrepresented groups to apply.

Comments Off on Special Education Teacher 5-9

Special Education Teacher 5-9

Posted by | May 27, 2021 |

Seeking an experienced Certified 5-9  Special Education Teacher.

The Lowell School is a New York State Regents approved and accredited not-for-profit, coeducational day school, which provides a structured, supportive learning environment for students with learning differences. Our specialized academic program follows a modified New York State curriculum. The elementary teachers utilize a multi-sensory approach to learning. Students are afforded the opportunity to develop academic skills, learning strategies, and self-confidence to facilitate their educational growth. Modified materials and specialized instruction are used to establish and build the concepts required.

Responsibilities include but are not limited to:

  • preparing lesson plans
  • selecting teaching materials,
  • organizing field trips
  • assigning work
  • assessing student projects
  • monitoring student performance
  • Progress reports
  • Collaborating and communicating effectively with families and colleagues to promote students’ academic achievement and to accomplish the school’s mission
Comments Off on Program Director, Enrichment Scholarship Program

Program Director, Enrichment Scholarship Program

Posted by | May 27, 2021 |

Background
Founded in 2003, the Hollyhock Foundation is committed to creating high‐quality educational opportunities for all children. The foundation selects high‐performing, early-stage organizations and partners with leadership to support growth. The foundation is led by its board of directors, including the co‐founders of the foundation, and an Executive Director who manages the day‐to‐day activities.

Job Summary: Program Director for New Enrichment Scholarship Program
The high school years are an important time for young people to identify and explore what they are passionate about as they imagine their future after graduation. Unfortunately, many high schoolers who have a passion—whether for science, music, debate, culinary arts, or another pursuit—have limited resources to explore. Universities, cultural institutions, and other organizations offer enrichment programs for teenagers, but it can be challenging for students to find great opportunities on their own. Further, programs often charge tuition, which puts them out of reach for many families.

The Hollyhock Foundation is seeking a full-time program director to design and lead a new program at the foundation that will provide high school students from under-resourced communities in the Greater New York area with support to attend exceptional summer enrichment programs. This is an exciting opportunity for an entrepreneurial leader committed to helping young people achieve their full potential.

The program director will start in summer 2021 and develop this program in preparation for launching it with a pilot cohort of students in summer 2022. The program will serve a growing number of students in the years to come. The program director will focus exclusively on this program within the foundation.

Responsibilities
The program director will serve in all respects as the leader and “home base” for this program, including:

  • Creating the vision for how to support young people to explore their passions through summer programs.
  • Designing a plan to implement the vision, including:
    • Recruiting summer programs
    • Recruiting participating students
    • Matching the first cohort of students to programs for summer 2022
  • Leading implementation of the vision, beginning with the first cohort in summer 2022, including:
    • Supporting students during their summer programs
    • Communicating with key stakeholders
    • Planning for continued student enrollment growth in 2023 and beyond

Qualifications

  • Bachelor’s degree required. M.Ed., M.P.A., M.B.A., or other relevant graduate degree preferred.
  • At least 10 years of professional experience in relevant roles supporting adolescents in K-12 education, out-of-school enrichment, and/or youth development settings. At least 3 years of this experience should be in a leadership position, e.g., managing a school, nonprofit, or sizable program. Experience launching a new program or organization a plus.

Compensation
Compensation is competitive and includes health insurance, travel reimbursement, vacation, family and medical leave.

Comments Off on [2021-2022] Founding Middle School Math Teacher

[2021-2022] Founding Middle School Math Teacher

Posted by | May 25, 2021 |

[2021-2022] Founding Middle School Math Teacher

MOTT HAVEN MIDDLE SCHOOL /
DREAM CHARTER SCHOOLS – TEACHERS /
FULL-TIME
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 Founding Middle School Math 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

    • Work with co-teacher to 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

    • Bachelor’s degree required;
    • Master’s degree or higher 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.
Applications are now open
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.
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[2021-2022] Elementary Science Teacher

Posted by | May 25, 2021 |

[2021-2022] Elementary Science Teacher

MOTT HAVEN ELEMENTARY SCHOOL /
DREAM CHARTER SCHOOLS – TEACHERS /
FULL-TIME
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 Elementary Science 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

    • Work with co-teacher to 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

    • Bachelor’s degree required;
    • Master’s degree or higher 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.
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 Math Parental Leave Position for 7th/8th Grade at Small Progressive Charter School 2021 – 2022

Math Parental Leave Position for 7th/8th Grade at Small Progressive Charter School 2021 – 2022

Posted by | May 24, 2021 |

Community Roots is hiring:

A Math teacher for our 7th/8th grade class to cover parental leave from Sep.-Dec., 2021. 

 

Benefits and Compensation:

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

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 

About Community Roots:

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

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

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

Comments Off on Managing Director of Operations

Managing Director of Operations

Posted by | May 24, 2021 |

Managing Director of Operations

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.

In order to grow and scale with excellence, we recognize the critical importance of strong operational systems across our schools. We are seeking a strategic operational leader who will set a high bar for school operations and will achieve that vision of excellence by managing and building relationships with others. In this new role, the Managing Director of Operations will oversee school operations and is responsible, through direct management of the Director of Facilities and the coaching and mentoring of the Director of Operations (DOOs), for ensuring that our schools operate at the highest level, with systems in place that allow teachers and principals to focus on instruction and academic achievement. 

This is an exciting opportunity for an experienced, strategic operational leader to build systems and processes, set a high bar for school operations, and achieve that vision of excellence by managing and supporting a team of DOOs.  

 

RESPONSIBILITIES

  • Develop, build, and manage systems and processes for school operations functions, including dashboards, manuals, performance checklists, etc. and operationalize through strategic change management 
  • Ensure our Director of Facilities and DOOs lead highly effective school operations systems, including but not limited to daily school systems, facilities, financial management, food & transportation, student & staff culture, enrollment management, etc.
  • Design performance metrics to evaluate school operations and design strategic plans for accountability and improvement 
  • Create, implement, and monitor network-wide operations strategic initiatives 
  • Support hiring, on-boarding, management, and evaluation of all operations staff, including DOOs and school-based operations teams
  • Build and leverage relationships with internal and external parties, including shared services and school leaders, to increase operational effectiveness 

QUALIFICATIONS

  • Bachelor’s degree required; graduate degree in business or operations highly preferred;
  • Significant experience and a track record of success in non-profit operations management with school-based operations management preferred;
  • Demonstrated experience with effectively managing team members to concrete outcomes;
  • Excellent communication, relationship-building, and customer service skills and ability to work towards a common vision with various partners (e.g. school leaders, operations leaders, shared services teams);
  • Ability to create and manage multi-year strategic plans to scale operations functions;
  • Ability to effectively and strategically prioritize between multiple high-leverage, high-risk issues; outstanding judgment and understanding of the implications of decisions on schools and partners;
  • A high bar for excellence and ability to thrive in a fast-paced, high-change organization;
  • Excellent organization, project management, time management, and follow-up skills; 
  • Ability to demonstrate an appropriate sense of urgency; and
  • A strong belief in the mission and values of DREAM, including the belief that all students can succeed, and a deep desire to make a difference in the lives of our students, families, and community.  

 

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 Analyst

Senior Analyst

Posted by | May 21, 2021 |

About District Public

District Public is a small and growing business whose mission is to help high needs K-12 public schools in New York City analyze and make more effective use of their data.  We work with about 50 NYC district K-12 schools, primarily in the Bronx.  We are a values-guided business whose goal is to improve outcomes for students.

We work collaboratively with school teams to understand their challenges, and build tools and analyses that are tailored to their needs.  Our tools and analyses help them to make more informed choices, focus instruction, and save time.  We pair our tools and analyses with high quality professional learning and coaching. 

We are hiring a data analyst to help us handle a growing demand from schools, both in terms of the number of schools and the depth of support we provide them.  You will have an opportunity to help shape and grow our business.  It’s an exciting time to join our team! We maintain a friendly, inclusive, and collaborative working culture, and share a commitment to diversity and equity internally and in our work with schools.

You can learn more about us on our website at www.district-public.com 

Job Overview

You will be responsible for working collaboratively with the team to adapt existing tools and analyses, or designing and building new ones, to meet client needs.   In some cases, you will work from the direction of a District Public partner or other team member.  In other cases, you will be working directly with school teams and must be comfortable presenting to school leaders and teachers.  Experience working in K-12 public education is critical.  The ideal candidate has experience directly supporting schools and school teams with data analysis and management.  Strong presentation, communication, and interpersonal skills are a must. 

You will be able to build, understand, error check, and troubleshoot complex models that translate raw data into graphically appealing, easy-to-read, and insightful analysis (for example, taking item level data from interim assessments and translating them into colorful, easy-to-read tables and charts).   Tools and analyses are built primarily in Google Sheets and Microsoft Excel – advanced skills in these programs are critical.  Knowledge of Microsoft Access, MySQL, Python, Tableau, R, or any other data storage, analysis, or visualization platform is helpful. 

District Public is a small company (currently four employees and partners) and all employees work remotely.  As such, you  will be comfortable working both individually and in collaboration with team members, as well as communicating remotely via phone, email, videoconference, and other communication channels.  You will work primarily remotely, but must be able to travel within New York City to visit schools multiple times per week. You must be comfortable juggling multiple projects simultaneously, and be flexible and adaptable to changing circumstances.  We frequently work under tight deadlines, so you must be organized, efficient, and able to carefully prioritize their work. All duties and responsibilities are essential functions and requirements and are subject to possible modification to reasonably accommodate individuals with disabilities.  

This is a great opportunity for an agile, creative, tech-savvy problem solver with significant analytical experience and strong communication skills to help put those skills to use supporting public K-12 schools in New York City.  You will have the opportunity to grow with time and experience as the business grows. Join our team!

This is a full time position with competitive salary and benefits.

Responsibilities and Duties

The person in this role is responsible for:

  • Updating and improving existing analyses using Microsoft Excel and Google Sheets
  • Presenting analysis to school teams and teachers and coaching them on how to effectively use tool
  • Building new analyses
  • Error checking analyses
  • Improving, standardizing and documenting workflows and processes
  • Guiding and supporting projects
  • Creatively applying new solutions to solve client problems
  • Connecting with clients via phone and email

Requirements

  • Experience in K-12 public education
  • High level of skill and sophistication in Microsoft Excel and Google Sheets
  • Experience in building and maintaining complex spreadsheets
  • Strong presentation, communication, and relationship management skills
  • Ability to work remotely and travel to/within New York City multiple times per week
  • Flexible and adaptable
  • Self-motivated
  • Creative problem solver
  • Detail oriented
  • Organized
  • Collaborative

Preferred Qualifications

  • Data visualization and graphic design skills
  • Experience with MS Access, MySQL, Python, Tableau, R, or other database, data visualization or analysis programs.
  • Knowledge of improvement science, action research, or experience in a consulting or training role
  • Bachelor’s degree
  • Two years of experience directly supporting schools and school teams with data analysis and management.

This job description is not designed to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the employee. Duties, responsibilities and activities are subject to change.

District Public is committed to achieving a diverse workforce through application of its affirmative action, equal opportunity and nondiscrimination policy in all aspects of employment including recruitment, hiring, promotions, transfers, discipline, terminations, wage and salary administration, benefits, and training.  We are a diversity-forward/inclusive company. People of all genders and races are encouraged to apply.

Reports To

You will report to Luke Davenport and Som Pati, Partners, District Public, and will work collaboratively with other members of the District Public team.   

A practice assignment requiring up to 3 hours will be given to assess the applicant’s presentation abilities and skill level in Microsoft Excel and Google Sheets.

Please send a cover letter and resume to Luke Davenport at  to apply.  Thanks!

Comments Off on Family and Community Engagement Manager

Family and Community Engagement Manager

Posted by | May 20, 2021 |

Reporting to the Principal and the Managing Director of Family and Community Engagement, the Family Engagement Manager will be responsible for developing, promoting, and implementing  the Family Engagement Program at DREAM’s Mott Haven Elementary and Middle School Charter School. This is an exciting opportunity for someone who is passionate about creating authentic partnerships with families and the community in order to drive DREAM’s mission forward.

Responsibilities

      • Create and execute on systems to support staff and school leadership in engaging families, such as regular check-ins, committee meetings, data sharing, and professional development activities at MHES and MHMS;
      • Develop, promote, implement, and track DREAM Charter School Family Engagement programming in cooperation with DREAM families, staff, and leaders;
      • Design, implement, and evaluate Family Engagement activities and events at MHMS and MHES;
      • Partner with school staff and external organizations to organize family workshops based on areas of interest identified by DREAM families and staff at MHMS and MHES;
      • Schedule, implement, and track completion of Family Visits for all DREAM scholars at MHMS and MHES;
      • Oversee the management of Classroom Captains, Family Volunteers, Family Ambassadors, and other family committees;
      • Collect, analyze, and share family data including DREAM and DOE family satisfaction surveys, family participation rates, and drive discourse on the ways in which this data affects student  achievement;
      • Drive production of DREAM family communications, including the DREAM Family Guide and family facing fliers, emails, texts, robo calls, letters, and handouts;
      • Manage and support the growth and development of the DREAM Family Action Council (DFAC);
      • Build and maintain positive trust-based relationships with DREAM scholars, staff, and families and model, inspire, and support staff and leaders to do the same;
      • Collect information about recreational and educational opportunities for DREAM families and students and publicize them to families.

Qualifications

      • Bachelor’s degree required, preferably in Social Work, community organizing, youth development; Master’s degree in related field preferred;
      • Bilingual English/Spanish required;
      • 3 + years of experience with project or people management, event planning, and/or group facilitation;
      • Direct service experience with youth and families in a diverse, underserved communities;
      • Exemplary interpersonal, written, and verbal communication skills;
      • Desire and ability to utilize feedback for continual growth and improvement;
      • Ability to solve problems and bring a solutions-oriented mindset;
      • Ability to collaborate with diverse stakeholders;
      • 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.
Comments Off on Manager, Education & Lifelong Learning Partnerships and Services

Manager, Education & Lifelong Learning Partnerships and Services

Posted by | May 19, 2021 |

WPBS TV, based in Watertown, New York, is a PBS affiliate and a long-standing, reliable source of educational programming and community engagement in the Northern New York and eastern Ontario region. We are searching for a new colleague with deep expertise in education to coordinate and drive our services for students and lifelong learners. As the key liaison with educators and community partners, the successful candidate will demonstrate exceptional product and industry knowledge to effectively position WPBS products and services as educational solutions for use in classrooms, home schooling and lifelong learning/training.

The key responsibilities of this role include grant application and report writing, coordination of expert advisory committees, organizing workshops and events, working with educators to create video and print educational content, and development and production of learning materials (consistent with NYS Learning Standards and curriculum requirements). The incumbent will coordinate and manage existing WPBS initiatives such as career planning platform GPS for Success, high school academic competition program Whiz Quiz and WPBS participation in community events for children and families in Northern New York and Eastern Ontario.

QUALIFICATIONS

  • Bachelor’s degree in education, child development, or related discipline
  • At least two years of experience developing and delivering professional development and/or teaching.
  • Experience in development and writing of learning/curriculum materials.
  • Diligent attention to detail and strong organizational skills
  • Passion for education and lifelong learning at all levels from preschool to post-secondary
  • Demonstrated ability to cultivate and maintain a portfolio of community partnerships, including early learning agencies, head start, school districts, libraries, and other educational organizations.
  • Successful track record in setting priorities and executing quickly and effectively.
  • Excellent oral and written communication skills to engage diverse community stakeholders.
  • Personal qualities of warmth, integrity, credibility, maturity, positivity, and confidence
  • Desire to learn and grow; flexible, creative, and analytical approach to problem-solving
  • Commitment to diversity, equity, and inclusion

A competitive compensation plan will be offered to the successful candidate including benefits and retirement plan.

WPBS-TV is an Equal Opportunity Employer. We celebrate diversity and are committed to creating an inclusive environment for all employees. All qualified applicants will receive consideration for employment without regard to race, creed, color, religion, gender, sexual orientation, gender identity/expression, national origin, disability (including the provision of reasonable accommodation), age, genetic information, veteran status, marital status, pregnancy, or related conditions (including breast feeding), or any other basis protected by law. This policy applies to all terms and conditions of employment, including but not limited to hiring, placement, promotions, terminations, layoff, recall, leaves of absence, compensation, and training.

Comments Off on STEM Teacher (Science, Math or Technology) and Special Educator

STEM Teacher (Science, Math or Technology) and Special Educator

Posted by | May 18, 2021 |

Every student is an  intellectual, we believe, at Harvest Collegiate High School, our small, highly diverse public high school near Union Square in Manhattan, founded in 2012.  We are in the Consortium, meaning we emphasize challenging, meaningful and authentic student work over standardized tests.  We invite you to apply to join our outstanding faculty committed to creating a transformative learning community for all in our building. At Harvest, teachers are empowered to design their own courses that focus on developing students’ core ways of being and thinking in the world–their curiosity, use of evidence, understanding of perspective and connection, responsibility and voice – what we call their Habits of Mind and Heart.  We are looking for a (1) wonderful STEM educator (2) a special educator and (3) may have funds for an additional hire in any license to join our strong and experienced staff, who shares our commitment to uplifting every child through inquiry, experience and the pursuit of precision . The collaborative work of our school has been recognized for its positive results as a Blackboard Awardee for Rising Star School of Excellence, a New York Post “Hidden Gem” and UFT Team Award for Excellence through Collaboration. For more information about us, please see this short NY1 video about us or visit our website at harvestcollegiate.org.
Comments Off on K-8th Grade Teaching Positions ($125,000 Salary)

K-8th Grade Teaching Positions ($125,000 Salary)

Posted by | May 17, 2021 |

Earn a $125,000 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.

To explore open positions, learn more, and apply, visit our Careers page.


Join us for an VIRTUAL info session!

If you are interested in applying for a teaching position at TEP, join us for a virtual information session with TEP’s Senior Leaders. Learn more about the teacher application process and what it’s like to teach at TEP.

Please RSVP here!

Comments Off on 5th Grade English Teacher

5th Grade English Teacher

Posted by | May 17, 2021 |

Nichols School is seeking a passionate and collaborative full-time 5th Grade English teacher for the upcoming 2021-2022 school year.  Our educational philosophy is grounded in equity of process and outcomes, and inspired by our mission to train minds, bodies, and hearts for the work of life.

Potential candidates must be able to collaborate with colleagues and bring new ideas to the learning process.  A degree in education or literature and Middle School experience is a must (master’s degree a plus).

Nichols School is an equal opportunity employer and all applicants will be considered for employment without attention to race, color, religion, sex, sexual orientation, gender identity, national origin, veteran or disability status.  We are committed to growing a more diverse school community and cultivating a climate where every employee, student and family can safely and authentically be themselves.

Nichols School offers a competitive benefit package including medical, dental, group term life, retirement, tuition remission and professional development.

Comments Off on Director of Enrichment (Physical Education & the Arts)

Director of Enrichment (Physical Education & the Arts)

Posted by | May 17, 2021 |

Start Date:                       July 2021

Team:                               Team Teaching and Learning

Location:                         Brooklyn, NY, New Haven, CT, or Providence, RI

 

Who are we?  Achievement First (AF) exists to address the legacy of racism in education in America. Our mission is to deliver on the promise of equal educational opportunity for all of America’s children. That is what we work for every day. We know that all children—regardless of race, zip code, or economic status—deserve access to great schools. At the core of our approach is our shared journey by our students and staff to fulfill our incredible potential.

 

Just the facts.  Achievement First has consistently been rated one of the top charter school networks in the country, AND we are still learning and growing.  AF is a non-profit 501(c)3 organization that currently supports 37 public charter schools in New York, Connecticut, and Rhode Island. The mission of AF is to deliver on the promise of equal educational opportunity for all children. We currently employ more than 2,000 staff — 47% of whom identify as Black, Latinx, or Multi-racial — who collectively educate more than 14,300 students in Brooklyn, NY; Providence, RI; and New Haven, Bridgeport, and Hartford CT.  More than 85% of our students qualify for free or reduced-price lunch. Our students are proving what’s possible by achieving breakthrough results in terms of academic achievement and long-term college persistence.

Our focus and reach extend beyond the students and communities that we serve directly.  Achievement First is an engaged and prominent partner in the broader education-reform movement, partnering with schools and networks from across the country and openly sharing all our resources with educators free of charge.  We currently serve more than 100,000 additional students through two key partnership initiatives.  Our Charter Network Accelerator is an intensive cohort-based training program for CMO leaders (with a focus on leaders of color) who are looking to increase the number of top-quality options available to parents across the country; and through our Navigator Program, we provide coaching and support for district and charter schools who want to adopt and adapt our curriculum and instructional practices to help students achieve breakthrough results.

 

Why work at Achievement First?  First and foremost: you should work at AF if you believe in our values and want to surround yourself with people who share them. We are committed to leading for racial equity. We approach our work with humility, humanity, and the recognition that both what we do and how we do it must model the equity we seek.  We strive for excellence by setting a high bar in all areas and pursuing it relentlessly.  We care about the whole person and are known to be as warm as we are demanding.  We choose joy and actively seek out moments of humor, gratitude, and deeper purpose for ourselves and with each other.  We know that we will go further together and intentionally choose to join forces on both big and small things. We name brutal facts, embrace challenges, and see our mistakes as opportunities to get better.

Finally, come to Achievement First if you want to help support schools that are striving to redefine what’s possible in education. We are obsessed with getting better and are working to create some of the best schools in the country – schools that support not just students’ academic success but also their social-emotional learning, identity development, independence as learners, passion/enrichment/extracurriculars, and life-long fulfillment.  AND, at AF, we believe getting better starts with looking in the mirror. We have done a lot of that lately, as we have more aggressively confronted our own biases and unacceptable gaps in our student experience. We are committed to addressing inequity within our systems, culture, and practices and resolve to do the critical work needed to ensure equity for our scholars and staff.  So, come to Achievement First if reflection, challenge, and growth feed your soul.

 

Achievement First’s Enrichment Program

At Achievement First, we want students to love school, explore their interests, and cultivate a strong sense of community. We believe that the arts and physical education are an essential part of the broad education our students need and deserve. Our enrichment program gives students opportunities to dive into physical education, visual arts, music, dance, and theater. AF students become passionate practitioners of a specific discipline who can use their acquired skills and knowledge to impact the community and world around them.

 

Role Summary

An integral member of Team Teaching & Learning, the Director of Enrichment will work with enrichment teachers, school leaders, and network teams to drive the vision behind an exemplary enrichment program and provide professional development and program support.

 

This role is an opportunity to work closely with some of the leading education reformers in the country while gaining insight into education reform within a top charter school management organization. The ideal candidate has deep content knowledge in physical education or the arts, is a strong leader of people, and is driven by a desire to realize an anti-racist vision for schooling. A background as a school leader or district content expert is also preferred, but not required.

 

Responsibilities of the Director of Enrichment will include but are not limited to:

  • While Engaging Key Stakeholders, Redesign our Enrichment Support Approach
    • At Achievement First, enrichment classes have not consistently been given the priority they deserve. We know that in order to ensure a strong student experience, students need to have access to high quality programs in physical education and the arts that are engaging, rigorous and valued. This is a critical equity issue for our students and an important change for Achievement First.  It will require:
      • Strong adaptive leadership skills
      • The ability to plan strategically and operationalize that plan
      • A love of the arts and physical education and a recognition in the value enrichment courses bring to our schools
    • Manage Program Vision and Implementation
      • Identify program strengths and areas of improvement.
      • Identify program changes, shifts and priorities with input and investment from teachers and leaders.
    • Plan and Facilitate Professional Development
      • Create a yearly scope and sequence of enrichment professional development focused on instructional planning (unit/lesson), lesson execution (observation & feedback), and student work review (products and performances).
      • Plan, facilitate, and support professional development sessions for enrichment teachers, enrichment leaders, and enrichment teacher coaches.
    • Train and Support Enrichment Teacher Coaches
      • Work with the Enrichment Team, set the vision for teacher coaching across schools.
      • Train teacher coaches to be able to meet the vision.
      • Support coaches through regular meetings, co-observations, and review of ongoing enrichment data.
    • Lead Enrichment Assessment
      • Update the enrichment assessment strategy and processes to reflect program priorities and goals.
      • Collect, analyze, and act on enrichment data.
      • Engage stakeholders on Teacher Career Pathways (TCP) for Enrichment and propose changes to strengthen the program.
      • Manage Teacher Career Pathways assessment process including the evaluation of portfolios.
    • Support Enrichment Recruitment
      • Support AF’s Enrichment talent strategy by identifying strong potential teachers in all content areas, cultivating relationships, and coordinating with Team Recruit and school principals.

 

Skills and Characteristics

  • Brings an Equity Lens to the Core Work: Consistently ensures that the Leading for Racial Equity lens will be a required, explicit part of priority planning, goal-setting, professional development planning, and progress monitoring for school leaders and network leaders
  • Practices Self-Awareness: Consistently reflects on “How am I positioned (relative to privilege and/or oppression) in all aspects of my identities (e.g. race, class, gender, language)? How might these identities impact people and our process?”
  • Focuses on Relational Trust and Human Values: Notices and actively repairs broken trust/relationships; notices and addresses patterns of exclusion in meetings and 1:1 interactions; holds time to address and lean into non-discussables.
  • Designs with not for: Actively looks for and insists on decision-making that requires us to listen, learn, and co-create with the people most impacted by work/decisions.
  • Utilizes a Growth Mindset: Consistently identifies and addresses gaps in previous mindsets/skills and perceives the strength and performance of others through a growth mindset. Actively seeks feedback to improve and demonstrates growth in response to feedback.
  • Employs Strategic Thinking: Utilizes multiple perspectives and data points to drive to a clear understanding of the current state relative to organizational goals and best practices and pushes for deeper understandings of how and why this came to be. Sets clear, obtainable, and timely goals which move work and the program forward and proactively plans how to involve and invest others in those goals.
  • Analyzes and Responds to Data: Accurately identifies strengths and gaps based on existing data, considers additional information which may/may not be included in the dataset and provides specific insights based upon multiple data points.

 

Educational Background and Work Experience

  • A bachelor’s degree
  • Four or more years teaching enrichment (physical education, visual arts, music, dance or theater)
  • Proven track record of being able to enlist others in a shared vision and fuel investment from stakeholders (students, parents, staff, leaders, board members)
  • We would prefer a candidate with two or more years of experience in teacher coaching, two or more years of highly successful leadership experience at the school or district level, or an advanced degree in the arts or physical education.

 

Occasional weekend or evening work and travel within New York, Connecticut, and Rhode Island are required.

 

Compensation

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

 

To Apply

Send your resume to this application form.

 

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

 

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Learning Support Coordinator

Posted by | May 17, 2021 |

Nichols School is seeking applications for a full-time Learning Support Coordinator to join our forward-thinking community beginning with the 2021-2022 school year.  Our educational philosophy is grounded in equity of process and outcomes, and inspired by our mission to train minds, bodies, and hearts for the work of life.

A detailed job description can be found at https://www.nicholsschool.org/careers

Applicants must have an undergraduate or Master’s degree in special education and 5+ years’ experience working with middle and high school students.  Candidates must also be able to prove exceptional experience with assessing, evaluating, developing and implementing learning strategies for students.

Nichols School is an equal opportunity employer and all applicants will be considered for employment without attention to race, color, religion, sex, sexual orientation, gender identity, national origin, veteran or disability status.  We are committed to growing a more diverse school community and cultivating a climate where every employee, student and family can safely and authentically be themselves.

Nichols School offers a competitive benefit package including medical, dental, group term life, retirement, tuition remission and professional development.

 

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School Designer/Coach

Posted by | May 13, 2021 |

 

For over thirty years, NYC Outward Bound Schools has provided transformative educational experiences in communities that have been historically marginalized. We operate a network of schools in partnership with the NYC Department of Education and bring our most effective and replicable practices to a growing number of public schools outside of our network as well. Our uniquely powerful program combines the Outward Bound approach with the principles of EL (Expeditionary Learning), joining together demanding, engaging learning with an emphasis on community and character.

Serving nearly 200,000 students since our inception, we are redefining what educational excellence looks like in New York City public schools. Thanks to our robust and personalized professional development and coaching model, our transformative field programming, our focus on community and character building, and our understanding and support of students as individuals to unlock potential, our results are strong. Our overall graduation rates regularly surpass the city average by 10+ percentage points and we have achieved particularly impressive results among underserved subgroups. This past year, our Black and Latinx students graduated at rates that were 12 and 14 points higher than their peers citywide, respectively, and our students with disabilities graduated at a rate 27 points higher than their counterparts. Each year nearly all of our graduates are accepted to college.

Our network schools serve a predominantly high-needs student population. We support our schools by providing:

  • Coaching and professional development for teachers and school leaders in the implementation of EL Education, a nationally-recognized school-wide model with its roots in Outward Bound.
  • Character and leadership development programming for students.
  • To & Through College” programming aimed at supporting our students to successfully identify, pursue and complete college or alternative post secondary pathway such as vocational training or a career.

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

Position Summary

The School Designer/Coach is part of a team that is a critical component of success in NYC Outward Bound Schools’ work to support greater equity in NYC public schools. This role supports both our Network and Select Strategy Schools through the use of a continuous improvement framework with a focus on equity and impact. In our Network Schools, the School Designer/Coach functions as the cornerstone of our supports, typically spending 12-35 days per school per year supporting strategic planning, curriculum development, high quality instruction and assessment practices, and continuous leadership growth that create the conditions for greater equity and student impact. In our Select Strategy Schools, the School Designer/Coach works to support the school community in implementing a specific strategy and related practices such as Crew (advisory), student engaged assessment, or project based learning in order to strengthen teaching and learning.

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

Essential Functions

School Coaching:

  • Partner with principals and school leadership teams in implementing EL Core Practices through a model of shared leadership in order to support greater equity for BIPOC and low income youth.
  • Provide leadership coaching for principals and assistant principals in a variety of areas including strategic planning, the use of a continuous improvment framework to improve equity, and leading an anti-racist community.
  • Design and facilitate high quality professional development (PD) at the school relating to the EL Core Practices, i.e. curriculum, instruction, assessment, leadership, and school culture and character that results in improved teaching and learning.
  • Use of modeling, co-teaching and observation and feedback to support teacher growth in effective instructional practices.
  • Facilitate rapid inquiry cycles with school teams following a Plan, Do, Study, Act (PDSA) model.
  • Support teachers and teams in the design of culturally relevant and demanding learning expeditions and case studies (curricula) student-engaged assessment strategies, and active pedagogy.
  • Foster an authentic sense of belonging and engagement for all youth in schools through supporting teachers in the development of relevant and engaging curriculum and effective Crew (advisory) structures.
  • Support the integration of NYC Outward Bound Schools’ To & Through College and Crew Expedition program supports.
  • Shepherd the annual work plan cycle for each school from design to execution and manage processes for documenting, tracking, and reflecting on school progress toward achieving long term performance benchmarks.
  • Support schools on the pathway to EL Credentialing.
  • Counsel principals, assistant principals, and IGs on PD options and choices that support the school-wide PD plan as well as individual teacher development.
  • Actively collaborate with members within the Programs Department in support of meeting the organization’s mission.

Out of School Professional Development and Supports:

  • Participate on the School Coaching Team and engage fully in the team’s theory of action for improving education equity in our partner schools.
  • Lead an area of  the team’s work such as coaching supports, professional development planning, or team facilitation.
  • Design and facilitate off-site professional development  for partner schools (Institutes, Seminars, etc.) which take place during the school year and in the summer.
  • Support internal NYC Outward Bound Schools projects designed to improve equity and impact.
  • Participate in external and internal professional development opportunities and support structures.

Professional Experience/Qualifications

  • Passion for our mission; solid understanding of the education ecosystem and student communities served by NYC Outward Bound Schools.
  • A strong commitment to educational equity for BIPOC youth and supporting explicit anti-racist work within our organziation and our partner schools
  • Minimum 5 years of classroom teaching experience at the secondary level in a school with components compatible to Outward Bound’s approach
  • Minimum 2 years effectively coaching and facilitating individual adults and teams in schools
  • Demonstrable success with interdisciplinary, project-based learning and active pedagogy
  • Deep content knowledge and pedagogical expertise in at least two of the following areas; culturally responsive teaching and learning, social and emotional learning, mathematics, science, and the humanities.
  • Strong affinity with the Outward Bound approach and belief in the EL Design Principles and Core Practices
  • Prior experience in NYC or a comparable urban district strongly preferred
  • Experience with new school design a plus
  • Experience with and an interest in the use of  educational technology a plus
  • Experience with restorative justice practices and advisory a plus

Additional Competencies and Desired Skills

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

Compensation and Benefits

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

 

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

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

 

Comments Off on Summer Trip Leader

Summer Trip Leader

Posted by | May 12, 2021 |

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

We are excited about the 2021 Summer Rising Program which will operate during the months of July and August and Phipps Neighborhoods is seeking candidates to be part of this great summer program for the elementary and middle school students we provide programming to in the Bronx.

THIS YEAR OUR SUMMER JOBS FAIR WILL BE A VIRTUAL EVENT HELD ON MAY 19TH AND MAY 20TH WHERE YOU WILL HAVE THE OPPORTUNITY TO INTERVIEW.  BE PART OF THIS EXCITING SUMMER OPPORTUNITY!!  APPLICANTS WILL BE PROVIDED A LINK TO THE VIRTUAL EVENT AFTER APPLYING ONLINE.

Position Summary:

The Summer Trip Leader assists the Summer Group Leader in escorting a small group of elementary school or middle school students enrolled in our summer camp programs on trips and activities outside the main camp facility.

Duties & Responsibilities:

· Provide supervision and ensure the safety of program participants at all times including during trips and snack time.

· Assist in the engagement of students in a wide range of learning activities on trip days.

· Establish a comfortable learning environment and implement clear consistent age-appropriate expectations and rules.

· Model appropriate child development practices.

· Uphold program policies and procedures and proper use of supplies and materials.

· Maintain classroom cleanliness and organization.

· Attend staff meetings, professional development workshops, and program events as directed.

· Perform other duties as assigned by the Program Director

Qualifications:

· The candidate must be at least a High School Senior or have a High School Diploma or GED

· Must have excellent communication and interpersonal skills as well as strong classroom management skills

· Excellent oral and written communication skills and computer literacy

· Bilingual (Spanish speaking) preferred

· Enthusiasm, creativity, and initiative

· A strong work ethic and a sense of urgency

Comments Off on Summer Group Leader

Summer Group Leader

Posted by | May 12, 2021 |

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

We are excited about the 2021 Summer Rising Program which will operate during the months of July and August and Phipps Neighborhoods is seeking candidates to be part of this great summer program for the elementary and middle school students we provide programming to in the Bronx.

THIS YEAR OUR SUMMER JOBS FAIR WILL BE A VIRTUAL EVENT HELD ON MAY 19TH AND MAY 20TH WHERE YOU WILL HAVE THE OPPORTUNITY TO INTERVIEW.  BE PART OF THIS EXCITING SUMMER OPPORTUNITY!!  APPLICANTS WILL BE PROVIDED A LINK TO THE VIRTUAL EVENT AFTER APPLYING ONLINE.

Position Summary:

The Summer Group Leader is responsible for working closely with a small group of elementary or middle school students, helping them to achieve their best in both academic and non-academic settings. Summer Group Leaders develop, implement, and participate in a range of activities geared towards making the students excited about being in an academically and culturally enriching environment. Summer Group Leaders will help young people to develop individualized strategies for meeting their goals and improving their academic skills.

Duties and Responsibilities:

· Provide supervision and ensure the safety of program participants at all times, including during trips.

· Engage students in a wide range of project based learning activities.

· Maintain accurate participant attendance, activity and sign-out records.

· Develop lesson plans and curriculum in accordance with program schedule, programmatic themes, objectives, and outcomes.

· Document student progress.

· Establish a comfortable learning environment and implement clear, consistent age-appropriate expectations and rules.

· Model appropriate child development practices.

· Uphold program policies and procedures and ensure proper use of supplies and materials.

· Maintain classroom cleanliness and organization.

· Maintain ongoing open communication with parents.

· Attend staff meetings, professional development workshops and program events.

· Communicate with all staff, parents, children and community members in a polite and respectful manner so as to represent the program in a professional way.

· Perform other duties as assigned by the Program Director

Qualifications

Skills Required

Written Communication – Intermediate

Verbal Communication – Intermediate

Communication – Intermediate

Behaviors Required

Team Player: Works well as a member of a group

Enthusiastic: Shows intense and eager enjoyment and interest

Education Required

The candidate must be at least a High School Senior or have a High School Diploma or GED

Preferred

Bachelors or better in Academic.

1 year or more of relevant work experience

Comments Off on Technology Specialist, New Visions Charter High School

Technology Specialist, New Visions Charter High School

Posted by | May 11, 2021 |

New Visions Charter High Schools (NVCHS) provide all students, regardless of their previous academic history, the highest quality education in an atmosphere of respect, responsibility and rigor.  We ensure that our students have the skills and knowledge to graduate ready for college, pursue a career, and engage with the 21st century economy. We develop learning experiences that allow risk-taking, cultivate students’ imaginative and creative abilities, and celebrate achievement.  Through an intensive study of math concepts in our math and science schools, and literature, English, social studies and arts in our humanities schools, students learn how to generate research questions, develop the skills necessary to answer those questions, create products that demonstrate understanding, and defend their knowledge publicly.

Position Summary

The Technology Manager will be responsible for coordinating and providing day to day support for school staff.  The Technology Manager will maintain desktop and laptop environments, technology inventory and ensure that all equipment is up to date with patches and the latest versions of software using LANDesk Management Suite.  The Technology Manager shall also contribute to the procurement of technology, creation of standards and driving software and services pilot programs and implementations.

Core Duties and Responsibilities

  • Support Management
    • Serve as the primary point of contact for technology support at school site and the secondary point of contact for a partner school;
    • Provide end user support by performing installation, repair and preventative maintenance of user computers and related hardware/software within established standards and guidelines;
    • Accurately log all support activities and acknowledge, troubleshoot and resolve all requests in a timely manner; escalate and follow through when necessary;
    • Coordinate with the New Visions Technology Team and vendors to ensure the network, staff and student systems are running at optimal speeds;
  • Communication and Client Management
    • Identify and implement additional technology services and supports to help align technology with teaching and learning;
    • Regularly meet with key staff to ensure technology alignment with school needs;
  • Systems Management and Inventory
    • Manage school-level platforms, systems, services and user accounts while retaining data integrity and security;
    • Oversee the assessment, selection, implementation and management of non-standard technology and school-level systems that effectively forecast the growth of the school
    • Responsible for organizing and maintaining staff and student accountability systems related to technology;
    • Together with the Business Manager, coordinate selection and procurement of technology, including hardware, software and services;
    • Maintain and monitor the inventory of technology assets, including licenses;
    • Distribute and collect staff technology related to new hires and terminations;
  • Knowledge Management
    • Prepare and maintain system, administrator and user documentation;
    • Share knowledge across the network of New Visions Charter High Schools using established practices and guidelines;
  • Event Management
    • Prepare, test, support and effectively manage school events, including annual Charter Lottery;
    • Develop and facilitate learning sessions, provide support and execute the successful delivery of an annual network onboarding.

Required Skill Sets and Qualities

  • Customer service oriented and ability to work with staff at all levels of the organization;
  • Effective written and verbal communication skills.
  • Highly organized with strong analytical and problem solving skills;
  • Ability to maintain current and up-to-date expertise in a wide range of hardware, software, services and Operating Systems;
  • Ability to work independently as well as within the framework of a network;
  • Ability to learn quickly prioritize and correct problems in a fast-paced environment;

Qualifications and Experience

  • BA or BS and five years desktop support or help desk experience;
  • Experience working in an urban school setting strongly preferred with previous charter school experience and/or working with young people, a plus;
  • Experience with ITIL®  or other Service Management frameworks helpful;
  • Experience with Windows OS, Mac OS, Chrome OS and Google Apps desirable;
  • Experience with remote desktop management systems helpful;
  • Strong hardware/software troubleshooting skills with proficient knowledge of hardware components, Windows and Mac Operating systems;
  • Experience using and managing a service desk ticketing system (creating, documenting, closing, etc.);

Additional Duties

  • Willingness to work non-standard hours as needed
  • Additional responsibilities as needed to meet the needs of the organization
  • Willingness to work non-standard hours as needed in order to support the technology needs to maintain a well-functioning school community

Other Considerations

  • This position is subject to a minimum PTO blackout date of three weeks prior to and including the network-wide summer onboarding event – approximately 28-49 days before Labor Day
  • Occasional travel to partner school shall be required

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

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

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

Comments Off on Director of Data and Attendance

Director of Data and Attendance

Posted by | May 11, 2021 |

Responsibilities:

– Maintain the Student Information System, SchoolTool attend all trainings and turnkey training to all teachers, administrative assistants and administrators

– Work with teachers quarterly to assist with grade book deadlines

– Responsible for maintaining and transmitting all State specified data elements to the State Student Information Respository System (SIRS)

– Insure the accuracy of all data transmitted by checking Level 0, 1 & 2 reports

– Coordinate and facilitate grade level data team meetings using state, local and third party data

– Attend monthly District Data Coordinator meetings and advise administration of any new updates

– Order all NYS assessments, 3-8, Regents & NYSESLAT

– Coordinate delivery and pick up of all state assessments for OSC world scoring

– Manage the teachers and students on the following platforms; iReady, Castle Learning, Follett Library System, Raz-Kids, PBIS

– Schedule MS/HS students into School tool

– Ensure all ECS registrations are entered correctly in the SIS

– Create &/or assist in creation of ENL teachers schedule to maximize time spent with students

– As Director of Attendance make sure appropriate school personnel are contacting students who reach certain weekly thresholds for absences.

– Conduct parent meetings for students with excessive absences

– Send monthly absence letters through School Tool

 

Qualifications:

Bachelor’s (Required)

Leadership Experience: 1 year (Preferred)

Comments Off on Middle School Teachers

Middle School Teachers

Posted by | May 8, 2021 |

University Prep Middle School is a community that prioritizes and values rich and intentional curriculum and lesson design, thoughtful reading instruction, and books and reading—and teachers play an active leadership role in every aspect of the school. The small network, which also includes a high school founded in 2008, will expand to include a primary school (K – 4) in the fall of 2023 as well as move into a new building. The school is located in the Mott Haven neighborhood of the Bromx, next to St. Mary’s Park.

U Prep Middle is entering its third year this September and will serve about 420 students in grades 5, 6, 7 and 8. The school is located in the Mott Haven neighborhood of the Bronx and seeks a grade 5 English teachera grade 6 science teacher, a special education math teacher in an ICT setting, a special education English teacher in an ICT setting, a speech-language pathologist (joint appointment with U Prep High School), and a chess teacher.

You can read more about the opportunities here and you can watch a short video about the school here. U Prep Middle was honored last year by Teach for America for its outstanding collaborative culture, and you can watch a video that features one of the school’s teachers here.

U Prep Middle is a unionized charter school, and all teachers are members of the UFT and participate in the NYC TRS. Starting salary is about 10% higher than DOE salary.

Comments Off on Partner, Org Relationships

Partner, Org Relationships

Posted by | May 6, 2021 |

Start Date: Immediate

Role Type: Full time

Location/ Travel: Flexible–with willingness to travel ~30% domestically, when safe to do so

Who We Are:

Transcend supports communities to create and spread extraordinary, equitable learning environments. We fulfill this mission by focusing on two key priorities:

  1. Supporting more communities to have far better designs: To scale up their work supporting design journeys of communities, so that more places are more successfully designing, building, and spreading extraordinary, equitable learning environments.
  1. Making systemic change that enables innovation: To engage key actors in the field to create broader ecosystem conditions that positively impact communities on design journeys, by growing actors’ proximity to insights, voices, and evidence from work with communities and by learning from their perspectives and experiences.

To learn more about our work, check out this recent podcast by our founders: http://bit.ly/TranscendMission

The Opportunity:  

Now that Transcend is five years into its trajectory, we are strategizing on how we can spark a broader, more profound, and more systemic change well beyond the “walls” of our organization. We are so inspired by the possibilities of what we may be able to do in partnership with others — through thoughtful coordination and collaboration in the field — to meaningfully reach so many more learners and communities such that innovation can take root and thrive.

The Partner of Org Relationships will set the vision for, and lead the execution of, Transcend’s partnership strategy. This will include both big picture thinking and critical on-the-ground work to find, inspire, engage, and build an ecosystem of partnerships with organizations, school and system leaders, and the broader field in pursuit of our mission.

In this role, you will get to:

  • Develop the strategy for Transcend’s partnership work — in coordination with Transcend’s overall mission and vision, by working closely with the Transcend leadership team and across multiple facets of the organization
  • Leverage your extensive network of existing relationships in the education landscape to identify potential partnerships with key organizations, school, system, and funder leaders to help drive our priorities and impact
  • Build, sustain, and nurture healthy relationships with these partnerships and alliances
  • Develop and manage tracking systems and metrics you create for partner  engagement, impact, and growth
  • Stay informed of educational trends to make recommendations on new partnership opportunities
  • Represent Transcend at education conferences and events to forge relationships, inspire others in this work, and spread knowledge of Transcend’s services within the field
  • Closely collaborate with multiple teams internally, including the School Design Services team, FIELD team, Development, and Communications teams to support partner cultivation efforts

This role reports to Arielle Rittvo Kinder, Partner, Head of Partnerships.

Who You Are:

You are a senior leader with extensive experience in the education space, who is excited to bring your vast network, profound knowledge, and strategic thinking to bear on leading partnerships for Transcend.

You care deeply about K-12 education and love researching, understanding, and monitoring critical trends, key players, and opinions in the field! You are a masterful relationship builder with a strong network in the K-12 space. You have a track record of seeing opportunities across organizations, and forging powerful partnerships to accelerate collective impact. You have established and executed strategies, successfully cultivated partnerships with organizations, and have influenced others to take action. And you haven’t stopped there! You thoughtfully drove these partnerships forward by nurturing relationships, sparking and staying in dialogue, and continuously exploring possibilities. You are an entrepreneurial and strategic leader who thrives in a fast-paced, collaborative environment, and you are excited to build and lead Transcend’s partnership strategy.

And lastly, you love that your everyday work is in service to a mission that matters. You believe deeply in the power of education to change lives and elevate voices that have been marginalized for too long, and you can’t wait to contribute your love of strategy and partnerships to this cause.

To all of this, you bring:

  • A commitment to Transcend’s mission of transforming education, with a passion for creating extraordinary and equitable learning environments
  • A commitment to advancing diversity, equity, inclusion in your approach to partnerships development
  • A willingness to travel up to ~30% of the time to represent Transcend at events and visit partners when it is safe to do so
  • Eagerness to embrace and live into Transcend’s core values

Perks and Benefits

Transcend is committed to providing our colleagues with a competitive benefits package. Transcend offers medical, dental and vision coverage options, org-wide holidays, paid time off, paid parental leave, professional development opportunities, and fully remote work. We’re also proud of our values-grounded, equity-focused, and fun(!) work environment, incredible colleagues, and a dedication to our work and each other.

Join Us!

Transcend is an equal opportunity employer. We are building a diverse team that values diversity, equity, and inclusion, and we encourage candidates from historically underrepresented groups to apply.

Comments Off on Vice President, Institutional Advancement

Vice President, Institutional Advancement

Posted by | May 6, 2021 |

ExpandED Schools is a leading afterschool organization that advances educational equity for students from under-served communities across New York City. Founded in 1998 with a catalytic $125M from the Open Society Foundations, ExpandED designed the nation’s first city-wide, publicly-funded system for afterschool programming. Today, through advocacy, research, and program development, ExpandED continues to build the capacity of the NYC afterschool field to address the educational inequities that prevent far too many students from reaching their full potential.

Today, we continue to reimagine learning time – in school, after school and during the summer – developing scalable and sustainable models that provide more quality learning. Since our founding in 1998, we have reached more than one million students and trained more than 30,000 educators and teachers. Now more than ever, children need access to innovative, engaging ways of learning. ExpandED is designing online programming, organizing and uniting partners across the afterschool field, and leading the fight for urgently-needed public funding to ensure kids from communities most affected by COVID-19 will continue to have access to a robust public education.

Purpose of Position:

The Vice President, Institutional Advancement, is responsible for ExpandED Schools’ fundraising and communications functions. This position reports to the President and CEO.

Responsibilities:

  • Lead a passionate and mission-driven Institutional Advancement team of four–Director of Institutional Giving, Development Officer, Director of Communications, Communications and Marketing Associate—to achieve excellence aligned with ExpandED’s mission, strategy and objectives.
  • Develop and lead strategy for raising funds from private philanthropic institutions, corporations, and individual donors to support ExpandED, including prospecting and nourishing relationships ($4.4M in FY21).
  • Work with staff across the organization to develop fundraising expertise in preparing compelling proposals, reports and other materials for their teams and prospective funders.
  • Support the President in board development and serve as the main staff representative for the Board’s Advancement Committee.
  • Lead special events for donors, such as annual gala and Jeffersonian dinners.
  • Develop and communicate fundraising goals and progress for all funds, public and private, to cheerlead efforts with team, staff, and Board.
  • Support the Director of Communications to ensure effective development and execution of organizational communications strategy to promote ExpandED’s efforts through publications, the web and the media.
  • Serve on the executive team, setting organizational strategy and direction for ExpandED.
  • Supervise and mentor direct reports.
  • Represent the organization to funders and prospects.
  • Drive ongoing efforts to improve current fundraising operations and donor accountability by improving data collection, donor tracking, grant reporting and maintaining the team’s budget.
  • Mobilize, support, and train Board Members and other volunteers to fundraise for the organization from a diverse, dynamic and sophisticated donor base.

Qualifications:

  • Excellent leadership, interpersonal and communication (oral and written) skills and a good sense of humor.
  • Bachelor’s degree and more than five years management experience or comparable experience
  • Readiness to supervise leadership-level personnel.
  • Demonstrated skill set and readiness to oversee and successfully meet a multi-faceted, $4M – $5M fundraising goal.
  • Deep commitment to ExpandED Schools’ vision of equitable public education system that prepare young people for long-term success in the 21st century economy; knowledge of K-12 public education and afterschool.
  • Enthusiasm for systems-building and fundraising for an organization that does not offer direct service to children and families.
  • Ability to manage multiple projects in a fast-paced environment with humor and grace.
  • Ability to create and implement project plans, work independently as well as part of a team, follow through on assignments and prioritize competing tasks.
  • Attention to detail and high standards for presentation of written material.

Salary: $145,000+

Benefits:
ExpandED Schools offers a generous benefits package which includes:

  • Full-time and eligible part-time employees receive medical, dental and vision plans for employees and dependents, largely subsidized by ExpandED Schools
  • Health, dependent care and transit pre-tax accounts
  • Employer-paid life insurance and supplemental disability coverage
  • A generous paid time off package which includes 24 vacation days, 8 sick days,  and 12 paid holidays (prorated for part-time staff)
  • 403b retirement plan with eligibility for employer contribution of 5% of annual compensation after one year of employment (no match requirement)
  • Commitment to work-life balance
  • Partial tuition reimbursement offered to employees after six months of service
  • Professional development opportunities, including funds to participate in external training and coaching opportunities

ExpandED Schools believes in the importance of being a diverse, equitable and inclusive organization that enables our students and staff to thrive. We are committed to building a talented team that reflects the diverse backgrounds and experiences of our students. At the same time, we work to ensure an inclusive community through creating a space for important dialogue about issues of race and identity for our staff and students.

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

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Education Director

Posted by | May 5, 2021 |

BACKGROUND

HopeWell is the largest nonprofit provider of foster care in Massachusetts and Connecticut, serving approximately 1000 foster youth annually through a comprehensive, youth-centered and trauma-informed approach. Through innovative solutions such as My First Place™, an education and employment program that provides safe, stable housing, and case management support for youth who have aged out of foster care, and with collaborative partnerships among stakeholders in government, health care, philanthropy, business, and social justice, HopeWell is driving the systems change urgently needed to raise the standards of the foster care experience so that every child can reach their potential in life.

 

ABOUT THE JOB

HopeWell seeks an Education Director to strengthen existing partnerships and build new ones with leaders in education, child welfare, and health care to close the opportunity gap foster youth experience from preschool through high school. The Education Director will lead, launch, and grow our new program, RISE: Readiness, Inquiry, Scholarship, Education. RISE provides intensive, long-term, one-on-one tutoring and educational support for foster youth that also addresses social, emotional, and cognitive needs. Unlike traditional tutoring programs, RISE tutors are paired with students, not schools, so tutoring and support remains consistent throughout the four to eight changes of home placements and schools that most foster youth experience through age 18. With a deep commitment to education, child welfare, and social justice, the Education Director will bring an entrepreneurial mindset to the challenges of launching a new program and growing it statewide and beyond. A strategic, creative, and innovative leader and thinker, the Education Director will bring proven experience to the work of building and managing programs and teams from the ground up.

The RISE program will start as a pilot in the fall of 2021, in or near the Greater Boston area. The Education Director will be responsible for getting the program off the ground, using data to flexibly and effectively improve the program, and ultimately growing the program from the pilot phase to full implementation. In the coming years, we intend to grow to implement RISE across Massachusetts and Connecticut, and to eventually partner with affiliate organizations across the country to adapt and implement RISE in their local communities.

While High Impact Tutoring (often called High Dosage Tutoring or HDT) programs have recently demonstrated excellent outcomes data for the general population, they often don’t meet the unique needs of youth in foster care. We are currently engaging in an intensive discovery sprint to develop an evidence-informed, new program that is tailored to respond to these unique needs. As such, there will be a lot to learn once the program launches in order to most effectively close the achievement gap. The Education Director will be engaged in a continuous cycle of collecting and analyzing data, and using learnings from the program outcomes data to hone the program

This is an exciting opportunity to lead a growing team to transform what is possible for youth in foster care. We are seeking an entrepreneurial and innovative leader who is passionate about education, child welfare, and social justice and is enthusiastic about the idea of piloting, strengthening, and growing a brand new education program that delivers real results. This position requires an experienced professional whose alignment with HopeWell’s mission and this new initiative is matched with strong leadership, sound judgement in the face of complex challenges, and a proven track record of successfully managing programs and teams. The Education Director will thrive on strategic thinking and will excel at communication and collaboration with a wide range of stakeholders. This individual will have the strong ability and desire to work well BIPOC youth.

 

POSITION SUMMARY

The Education Director is an essential part of HopeWell’s senior leadership team, responsible for ensuring HopeWell’s mission, vision, and values are integrated into this new RISE program. Launching the pilot will require this individual to engage in all aspects of the program, including, but not limited to:

  • Providing some direct services in the early stages as the program is launching
  • Developing and implementing systems to manage all program operations
  • Hiring, managing, developing, and growing a team of tutors and educational support staff
  • Tracking and analyzing data in real time, adapting the program to respond to learnings
  • Building and growing relationships with education and child welfare agencies and staff

Future growth of the program will involve significant opportunities for professional growth in this role. As RISE moves from pilot to full implementation, the position will oversee the full scope of the program’s operation and educational services and inspire a culture of continuous improvement that values learning and a commitment to quality. The Education Director will also work closely with the Vice President, Program Impact and Strategy and Vice President, Research, Policy, and Learning to provide strategic leadership to the RISE program.

 

KEY RESPONSIBILITIES

  • Oversee the implementation of RISE program model. Implement high quality, youth-centered support. Apply trauma-informed, evidence-based, and best practice approaches and curriculum.
  • Manage program to provide excellent support to youth in ways that are aligned with all applicable agency, affiliate partnership compliance, and state regulatory standards, as well as legal and ethical principles that govern practice, in regards to services provided, record keeping, and data collection and management.
  • In collaboration with VP, Program Impact and Strategy and VP, Research, Policy and Learning, provide strategic and programmatic direction to RISE programming, focusing on sustaining, improving, and growing services.
  • Establish close and productive working relationships with schools, child welfare, and other public and private agency partners. Perform regular outreach to promote referrals, education about services, and utilization of programming and services as intended and represent the agency at all relevant meetings.
  • Develop strategic alliances with other service providers to ensure that all youth have excellent access to all needed services.
  • Remain apprised of current trends, legislation, and practices in education services through networking and publications
  • Interview, hire, evaluate, and supervise a multi-disciplinary team of program staff. Provide on-going coaching and recognize good work performance through commendations and other staff appreciation programs
  • Ensure staff are trained on and have tools they need to follow regulations, procedures and changes in protocol as well as agency policies.
  • Collaborate with VP, Program Impact and Strategy and VP, Finance to develop budget. Monitor and ensure execution of approved budgets and staffing allocations. Ensure that financial paperwork is completed accurately and promptly. If relevant, ensure that accurate and prompt billing and payment for services rendered is achieved through monitoring and communication with referring agencies.
  • Collaborate with VP, Program Impact and Strategy and VP, Advancement to support fundraising activities.

 

QUALIFICATIONS

This is an exciting opportunity to lead a growing and engaged team to transform educational outcomes for youth in foster care. This position requires an experienced professional whose passion for HopeWell’s mission and this new initiative is matched with strong leadership, an entrepreneurial spirit, sound judgement in the face of complex challenges, and a proven track record of successfully managing programs and teams.

This is a comprehensive list of qualifications that we believe will lead to success in the role. We understand that any one candidate may not have every qualification on this list. We strongly encourage candidates with lived experience with the foster care system to apply.

 

  • Ed. or equivalent degree.
  • 10 years of experience in educational and / or child welfare services, including at least 2 years as a teacher, educational advocate, tutor, instructional coach, or school leader.
  • 3 years of experience managing programs and teams
  • Experience in Massachusetts public education system; demonstrated understanding of Individualized Education Plan process and school suspension / disciplinary policies
  • Experience serving youth who have experienced trauma and implementing support strategies that use student-centered and trauma-informed approaches
  • Knowledge of best practices in tutoring, curriculum, and special education a plus
  • Successful experience in strategic program development and growth
  • Advanced analytical and problem-solving skills and judgement; ability to gather and use information and data to monitor program outcomes and manage workloads.
  • Demonstrated understanding of and competence in serving BIPOC youth
  • Demonstrated flexibility and entrepreneurial spirit; thoughtful, curious, and open-minded approach to learning, growth, and change; exceptional change management thinking and implementation skills
  • Demonstrated ability to organize, plan, and prioritize activities with specific attention to higher level strategies while ensuring that details and daily program operations are also effectively addressed
  • Decisive, effective leadership and management skills; strong interpersonal skills, with the ability to drive high levels of performance, engagement, and accountability
  • A high degree of effective oral and written communications skills
  • Must be comfortable working in community settings and supporting a team who is consistently in the field
  • Computer skills sufficient to perform essential functions

 

OTHER REQUIREMENTS

  • Daily access to an automobile is required
  • A valid MA State Driver’s License
  • Clearing of background checks as required by state and federal law.

 

WORKPLACE CULTURE AND BENEFITS

HopeWell has an unparalleled work culture, with an emphasis on diversity, belonging, inclusion, equity, and holistic wellness. At HopeWell, each team member is called to uphold and live daily the values of empathy, strength, learning, and integrity. HopeWell is an environment where we laugh and smile while handling serious, life-changing work.

HopeWell offers a comprehensive total rewards package that values employee wellness, work-life balance, and continuous learning. Benefits include student loan pay-down assistance, tuition reimbursement, funding for professional development, as well as a full suite of healthcare benefits, and generous paid-time-off.

Comments Off on Associate Director – ELA (Grades 5-8), Greenfield

Associate Director – ELA (Grades 5-8), Greenfield

Posted by | May 5, 2021 |

Start Date:                       Immediate

Team:                                Greenfield

Location:                          Based in the Northeast, ideally in proximity to our               schools in Brooklyn, NY or Providence, RI.

Flexibility to frequently work remotely.

About Achievement First

Achievement First, a non-profit 501(c)3 charter school management organization, operates over 37 public charter schools in Brooklyn, Connecticut and Rhode Island. The mission of Achievement First is to deliver on the promise of equal educational opportunity for all children, regardless of race or economic status. Achievement First currently educates more than 12,600 students in historically underserved neighborhoods, with over 90% of our students identifying as Black and Latino. With its college-preparatory focus, the Achievement First approach is attaining breakthrough academic gains throughout the network. Beyond our students and schools, Achievement First is an engaged and prominent partner in the larger conversation about how to improve public education and student achievement in our country.

 

About Greenfield

In 2015, Achievement First launched an innovative school model that we call Greenfield. Greenfield is a ground up redesign of middle school with the goal of dramatically increasing college persistence. Achievement First’s

four Greenfield middle schools provide rigorous, high-quality instruction within a nurturing school community

focused on developing self-motivated learners, problem-solvers and leaders. Our students benefit from:

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

 

At Greenfield, we strive to ensure all students excel on our four pillars:

  • Academic Preparation: Our students are the consumers and producers of text and meaning. They will construct their own meaning from rigorous texts through an inquiry-based approach that offers multiple entry points and supports deep understanding of grade level, complex text.
  • Academical Independence: Students can become the agents of their success through ownership and personalization.
  • Social Emotional Strength: Habits of success can and should be taught. Students need to experience the joy and excellence that comes from enrichment outside of traditional academics.
  • Personal Why: A deeply held and individually developed personal drive to achieve grounded in personal interests and motivation.

 

Greenfield is currently focused on grades 5-8 at two schools in Brooklyn, NY and two schools in Providence, RI. In the next several years, Achievement First plans to incorporate the learnings from the Greenfield model into all 16 middle schools. The Greenfield Team will be instrumental in collaborating with Achievement First Network Support teams on the integrated middle school model.

 

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

 

The Greenfield ELA Program

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

  • Core Instruction: Students critically analyze a variety of texts and novels including source documents to build their schema, authentically practice literacy strategies and respond to texts in both oral and written forms.
  • Collaborative Discussion: Students engage in robust debates utilizing their texts and world knowledge to both strengthen their claims and arguments and learn from their peers.

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

 

Role Summary

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

 

Responsibilities will include but are not limited to:

  • Curriculum Design: ~ 60% of the role is focused on designing and revising our 5th-8th grade curriculum to incorporate feedback and best practices, build student-centered tasks, and diversify the curriculum to include a variety of perspectives and identities. Program design responsibilities include:
    • Design Robust Curriculum, Tools and Resources: Develop exemplary curriculum materials that are aligned to the Common Core State Standards (CCSS), PARCC, and New York State’s test and that build on and leverage strong, diverse word and world knowledge.  Curriculum materials include unit plans, assessments, daily lesson resources, and student handouts. Revise existing curricular materials based on feedback from Greenfield school staff and anecdotal and achievement data from Greenfield students.
    • Support Diversity, Equity and Inclusiveness: Ensure curriculum, tools, resources and student experiences are relevant, affirm student identities and foster a diverse array of perspectives.
    • Support Codification and Scaling: Revise and help codify best practices to aid in scaling of the Greenfield model.
    • Row with the Team: Report to and serve as a critical thought partner to the Director of ELA. Eventually, occasional travel to visit our Greenfield schools to observe, prototype, or work with small groups of students/teachers to learn about the strengths and weaknesses in our model.
  • Execution Support: ~ 20% of the role is focused on partnering with schools to drive strong execution results, including:
    • Professional Development: Plan, lead and execute both leader and teacher facing professional development for our ELA program to drive student engagement and achievement.
    • Ongoing Coaching and Support: Collaborate with our regional superintendent and the ELA Lead to provide exemplar resources and direct coaching as needed in order to meet program execution goals.
    • Build and Maintain Relationships & Diverse and Inclusive Networks: Collaborate with Achievement First’s broader network support team to maximize network-wide best practices. Foster a collaborative workspace where a diversity of views, backgrounds and perspectives are welcomed. Fully leverage the diversity of our network, families and community partners.

 

Skills and Characteristics

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

 

Educational Background and Work Experience

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

 

Compensation

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

 

To Apply

Complete this application form to submit both a cover letter and resume: http://bit.ly/applyGF. Applications without a cover letter will not be considered.

 

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

 

 

 

 

 

Comments Off on Physical Education Position for 6th-8th grade at Small Progressive Charter School 2021 – 2022

Physical Education Position for 6th-8th grade at Small Progressive Charter School 2021 – 2022

Posted by | May 4, 2021 |

Community Roots is hiring:

A Physical Education teacher for our 6th-8th grade 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:

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

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 

Main responsibilities will include:

 

  • Teaching 6th-8th grade Physical Education classes, which includes designing and implementing lessons and units based on CRMS Physical Education Scope and Sequence

 

  • Teaching 8th grade Fitness elective classes, which includes designing and implementing lessons and units

 

  • Co-teaching a Sexual Health class, which includes designing and implementing lessons and units based on CRMS Sexual Health Scope and Sequence

 

  • Co-leading a “Crew”, our school’s advisory structure, which includes serving as the academic advisor to a small group of students and acting as a liaison between the school and their families

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

Comments Off on Special Education and General Education Teachers for k-5 grade ICT Classrooms at Small Progressive Charter School 2021 – 2022

Special Education and General Education Teachers for k-5 grade ICT Classrooms at Small Progressive Charter School 2021 – 2022

Posted by | May 4, 2021 |

Community Roots is hiring:

Teachers for our k-5 classrooms with certification in elementary school, secondary school content area certification (Art, Humanities, Math, Science, Performing Arts, Physical Education, and Spanish) and special education. Community Roots offers Integrated Co-Taught (ICT) classes for all k-5 classrooms. 

Compensation:

  • Salary scale based on years of experience and certification 
  • 403b with employer match 
  • Single and family dental, vision, and health care

Qualifications:

  • Preference for New York State Teacher Certification
  • Prior teaching experience with demonstrated success
  • Demonstrated ability to collaborate
  • Demonstrated ability to prioritize student achievement while creating a nurturing and encouraging school environment
  • Preference for dual certification in Teaching Students with Disabilities (Special Education) and a content area

Community Roots seeks individuals who:

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

About Community Roots:

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

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

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

Comments Off on Elementary Special Education Coordinator

Elementary Special Education Coordinator

Posted by | May 4, 2021 |

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:

●     Collaborating with colleagues in developing purposeful and engaging daily and long-term plans that reflect differentiation and accommodations needed for the growth and success of all students.

●     Utilizing student IEPs to inform instructional assessments that provide meaningful measurements of students’ growth towards goals

●     Developing and leading an advisory group of 12-15 students that is focused on the social/emotional well-being of students

●     Developing and leading an elective course that is within the teacher skill set and matches student interest as well

●     Keeping families well-informed of student performance and progress through professional communication methods

●     Integrating feedback and goal-setting into lesson delivery

●     Demonstrating commitment to creating an inclusive environment for all students

●     Supporting Classroom Assistants with bussing, arrivals, dismissals, and transitions

●     Facilitating Academic Intervention Service (IS) Meetings

●     Compiling academic IS recommendations and provide necessary forms

●     Convening and facilitating monthly IS meeting

 

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 in Students with Disabilities 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

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

○      Paid maternity leave, child care leave, and other 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!

Comments Off on Middle School Science Teacher (6-8)

Middle School Science Teacher (6-8)

Posted by | May 4, 2021 |

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 Science Teacher works to foster excitement and curiosity in students (grades 6-8) for how the physical world works. S/he provides students with a safe and healthy learning environment that will nurture, motivate and challenge all children to achieve the highest level of academic excellence and to develop into mindful, responsible, contributing participants in their education and communities.

 

Curriculum and Planning

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

 

In the Classroom

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

 

Communication and Collaboration

  • Fully embrace VOICE’s mission and values and promote them to students, parents, and colleagues
  • Collaborate as part of an interdisciplinary team coordinating all instructional activities with teachers, assistants, and instructional leaders
  • 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
  • Familiarity with the American Museum of Natural History, or other museums/ institutions such as the Hall of Science, Liberty Science Center, etc.
  • 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
  • Ability to come up with create and meaningful examples in your instruction
  • Ability to use different methods to explain difficult to understand concepts

 

 

 

 

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] OR exceptional scientific experience required
  • Completion of at least 30 course credits in biology, earth science, physics, and/or chemistry required
  • Experience with and interest in working with high needs students preferred
  • Experience with state test preparation or supervision preferred
  • Passion for science disciplines (science coursework in college or graduate school) preferred

 

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Director of Business Development

Posted by | May 3, 2021 |

Overview

 Youth Communication (YC) is seeking a dynamic and experienced Director of Business Development to expand YC’s impact through sales of our education programs to establish partnerships with schools, districts, government agencies, and community-based youth programs.

YC is currently operating remotely, but in the coming months we anticipate it will require significant in-person work, based out of our Times Square office.

The position requires knowledge of (and the ability to uncover) school and agency funding streams and curriculum adoption timelines. It also requires the ability to cultivate and strengthen relationships with decision-makers at the school, agency, and district levels.

The ideal candidate for this position will be energetic, entrepreneurial, highly self-directed, and hands-on, with a proven track record of securing customers and closing sales. They will 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 and hands-on nature of the curriculum adoption process, this job will require frequent meetings with principals and district staff in New York City. Occasional regional and national travel may also be required. S/he will also work closely with our Executive Director, our Senior Director of Strategy and Growth and our external relations and education teams 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.

In January 2020, Youth Communication launched a strategic plan to significantly grow our SEL (social emotional learning) education programs in NYC schools by 2024. This role is a crucial element of that plan. The Director of Business Development must be agile and ready to adapt to these new opportunities for growth.

 

 

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 $1.7M+ operating budget, with 85% funded through philanthropic support and 15% through earned income from our PD services. We aim to significantly grow the sales of our educational services and position ourselves as a national leader in culturally responsive, social and emotional learning programs. The Director of Business Development will be responsible for helping us to reach this goal.

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.

 

Responsibilities

Sales (60%)

  • Identify and cultivate new potential partners among schools, 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, identify, and lead outreach and sales to third-party payers. (e.g. foundations or intermediary organizations), who will appreciate and support the value YC’s programs and services provide.
  • Meet or exceed annual revenue goals.
  • Work with YC’s administrative staff to secure payment commitments, manage invoicing, and follow up.
  • Ensure maintenance of accurate records of sales and prospecting activities in Salesforce (CRM), tracking sales goals on a monthly, quarterly, and annual basis.

Program Collaboration (25%)

  • Collaborate with YC program directors to:
    • ensure that program services are aligned with sales and organizational goals;
    • identify new customer needs for which we can develop new programs and services that support our strategic direction.
  • Assess reports from program evaluations and customer testimonials and integrate them into sales efforts.
  • Work with the education team to ensure that grant-funded partnerships meet anticipated deliverables, and that data is collected for reporting purposes.
  • Develop and maintain a working understanding of YC products, their markets, and value add.
  • Keep leadership and program staff informed of market trends and product opportunities.

Marketing Collaboration (15%)

  • Represent YC to the public in meetings and speaking engagements, marketing our revenue-generating services.
  • Organize and lead in-person events to showcase YC programs.
  • 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 materials.

 

Qualifications

  • Passionate about YC’s mission to elevate the power of youth voice to improve the lives of underserved youth in New York City and beyond. 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, youth development, and philanthropic 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 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.
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Project Manager, Work Based Learning Labs (WBLL)

Posted by | April 30, 2021 |

About HERE to HERE:

HERE to HERE enhances paths to rewarding careers for young people by uniting employers, educators and community-based organizations in the Bronx and across New York City. Our vision is a thriving, inclusive economy, in the Bronx and elsewhere, driven by meaningful partnerships between young people and employers.  We work closely with high schools, postsecondary programs (and particularly CUNY and its Bronx campuses), community-based organizations, public officials, and employers.

 

Our goal is to build partnerships and policies that help employers identify the talent they need to thrive and ensure every student develops the passion, experience, and professional network to succeed in a career of their choice.

 

Over the past three years, HERE to HERE has successfully established itself as the intermediary that champions young people by working to redefine the systems that unfairly burden Black and Brown students as they pursue their career ambitions. We understand that the issues are complex and interrelated. That’s why we create effective partnerships, prioritize the thoughts and opinions of young people, and mobilize people and organizations—demonstrating how our collective efforts to create a just and inclusive talent system will create lasting change. How we reinvent these systems determines our future.

 

HERE to HERE’s priorities are to elevate student career success as the shared and primary priority of students, families, communities, educational institutions, public agencies, employers, and elected officials and to make best practice common practice through:

 

  • Adoption of the Key Distinguishers by practitioners, policymakers, and funders.
  • Demonstrate and elevate exemplars in braided pathways.
  • Building the narrative and case for prioritizing student career success and work-based learning.
  • Codifying and demonstrating authentic co-creation with students to create best practice and mobilize champions.
  • Focusing on organizational well-being and sustainability, including deepening our diversity, equity, inclusion and belonging practices.

 

 

Reports to:

Director, 9-16 Educational Partnerships 

 

To Apply:

Apply directly online through the HERE to HERE Career portal: https://www.heretohere.org/about/careers/

Please be sure to include a cover letter and resume. We may request writing or curriculum samples during the interview process.  We will be reviewing candidates until we find the right person for the role.

Position Summary:

 

The Project Manager, WBLL will forge and maintain relationships with public high schools towards the goal of connecting high school students to interest-driven, career-focused learning opportunities. A HERE to HERE Project Manager works with partner schools across The Bronx to provide training, resources, and support in service of strengthening school capacity. 

 

The Work-Based Learning Lab (WBLL) team partners with schools, employers and CBO’s to braid work-based learning opportunities into academic experiences. The team works to develop staff capacity, incubate ideas, and empower educational institutions to integrate work based learning (WBL) through HERE to HERE’s Key Distinguishers. Our goal is to demonstrate scalable strategies that are student-centered and based on best-practices from the field. 

 

The Project Manager, WBLL serves as a critical lever to strengthen the capacity of schools to integrate work based learning (WBL) and deepen career readiness efforts. To achieve this goal, the Project Manager will:

  • deepen WBL implementation within high schools through HERE to HERE’s Key Distinguishers 
  • serves as key liaison between high schools, both staff and students, and the world outside the school. 
  • act as a thought partner to principals, teachers, school-based Work-Based Learning Coordinators (WBLCs) and works in tandem with HERE to HERE’s WBLL Team.  
  • promote reflection, provide guidance and structure where needed, and advance school goals through collaboration and continuous improvement. 
  • ensure high-quality, capacity building, support through co-planning, resource coordination, and guidance. 
  • design learning communities for educators to learn from each other, strengthen their knowledge, solve problems of practice, and advocate for the system change work that is needed to build capacity within their schools. 
  • demonstrate and model a passion for thought leadership, work based learning, and education reform.

 

This is a full-time overtime-exempt position. Since the start of the ongoing pandemic, HERE to HERE staff have been working from home. When the office reopens, this role will be based out of the HERE to HERE office, located in The Bronx, and will travel throughout NYC via public transportation to meetings and events.  

We are looking for someone who is passionate about our mission and will thrive in a high energy, dynamic team like ours. And we mean TEAM. We collaborate, engage in healthy debate, jump in wherever our skills are needed, we all lead and follow. We are a group of unique individuals who truly believe in this work.

 

Position Responsibilities:

  • Co-plan and facilitate professional developments for school with school-based Work-Based Learning Coordinators
  • Provide policy guidance and technical assistance to school based practitioners 
  • Support the development and facilitation H2H Learning Communities (quarterly convenings of H2H network schools where educators share best practices and work collaboratively to improve WBL efforts)
  • Develop school level support plans 
  • Support program evaluation processes and provide feedback on program effectiveness to site and program administrators.
  • Establishes and maintains clear communication and cooperative working relationships with a variety of educators and stakeholders.
  • Support the coordination of career day/opportunity fairs 
  • Assist schools in deepening work based learning efforts and activities in alignment with HERE to HERE’s Key Distinguishers
  • Support school-based WBLCs in operationalizing and managing Summer Youth Employment Program (SYEP) 
  • Works with educational institutions and H2H partners to capturing data around work-based learning goals
  • Work in coordination with Work Based Learning Labs (WBLL) team members to develop WBL professional learning opportunities. 
  • Facilitate professional development to network and affiliate schools and CBOs
  • Identify and share best practices across the network
  • Prepares reports, maintains program files and record keeping systems for accountability.
  • Support implementation of the ImBlaze platform in schools by training students and staff
  • Create and support student programming and recruitment for HERE to HERE events 
  • Provide technical support in work-based learning platforms

 

Required Attributes, Attitudes, Skills & Knowledge 

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

  • Experience in youth development or school-based work; BA in related field or 3-4 years equivalent real-world of experience in an educational setting preferred. 
  • Knowledge of approaches that connect the developmental needs of adolescents to real world learning. Knowledge of strategies to explore personal passions and interests, draw upon the inquiry process to further understandings, and model living as a lifelong learner. 
  • Experience communicating effectively with school leadership and staff; must enjoy working closely with school-based leaders and practitioners. Appreciation for school specific culture, programming and workflows. 
  • Knowledge of principles and practices of instruction, curriculum, professional development and assessment. Ability to design and support implementation of school-wide systems and structures. Ability to motivate, challenge and guide others in the improvement of educational goals. 
  • Ability to plan, organize and conduct coaching activities, instructional activities, develop lesson plans, design curriculum, observe lessons, provide feedback, and coach teachers.
  • Ability to utilize reflective coaching in content and pedagogy. Ability to adapt generalizable goals to specific school contexts. Knowledge of coaching models and resources for continuous improvement.
  • Experience in communicating effectively with young people; must enjoy working with high school youth. Appreciation for the unique life experiences of each student. 
  • Communicates thoughtfully and empathetically. Ability to effectively present information both orally and written to individuals, public groups, employers, and students and their parents, with experience in strengths/asset-based language;
  • Excellent time management skills and ability to multi-task and prioritize work in a small, nimble organization. Follows through on all projects and communicates in a timely fashion. 
  • Knowledge of database, spreadsheet, and word processing software as well as cloud-based programs. Fluency with Microsoft Office Suite (Outlook, Word, Excel, PowerPoint), and Google Suite required.. 
  • Ability to work with multiple constituent school sites, primarily in The Bronx, including travel by public transportation 
  • Unwavering commitment to service and social justice; willing to engage with and support colleagues and partners in addressing systemic barriers to youth success and the root causes of racial inequity.

 

Compensation and Benefits:

This is a full-time overtime-exempt position. HERE to HERE staff have worked remotely since March 2020. When the office opens, this role will be based out of the HERE to HERE office, located in The Bronx and will travel throughout NYC via public transportation to meetings and events.

HERE to HERE offers extremely generous medical (including sponsored dependent and family plans), dental and vision insurance, Employee Assistance Program, 401K match, generous paid time off benefits (currently 20 days PTO and 13 paid holidays), and paid parental leave.

 

 

HERE to HERE is an Equal Opportunity Employer and Prohibits Discrimination and Harassment of Any Kind: HERE to HERE is committed to the principle of equal employment opportunity for all employees and to providing employees with a work environment free of discrimination and harassment. All employment decisions at HERE to HERE are based on business needs, job requirements and individual qualifications, without regard to race, color, religion or belief, national, social or ethnic origin, sex (including pregnancy), age, physical, mental or sensory disability, HIV Status, sexual orientation, gender identity and/or expression, marital, civil union or domestic partnership status, past or present military service, family medical history or genetic information, family or parental status, or any other status protected by the laws or regulations in the locations where we operate. HERE to HERE will not tolerate discrimination or harassment based on any of these characteristics. HERE to HERE encourages applicants of all ages. HERE to HERE is committed to building a diverse staff and encourages applications from people of color.

 

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Chief of Staff

Posted by | April 29, 2021 |

 

About NYC Kids RISE:

 

The NYC Kids RISE Save for College Program is a universal, community-driven wealth-building platform that expands access to mainstream financial products, puts real financial

assets in the hands of low-income families and communities of color, regardless of their immigration status, provides financial education for families and students, and brings schools and communities together to support all of their children’s futures. In the middle of our fourth year of operations, operating in the geographic area of School District 30 in Queens – one of the most diverse school districts in the country,  more than 13,000 students (~95% of all Kindergarten, First, Second and Third Graders) have a NYC Scholarship Account with more than $5.5M accumulated to date. NYC Kids RISE is currently working with partners to expand to additional school districts this Fall with the expectation that the Save for College Program will be citywide.

 

Through the Program, every student enrolled in a participating NYC public (district or charter) elementary school, starting in kindergarten, automatically receives an NYC Scholarship Account invested in the NY 529 Direct Plan plan with a $100 seed deposit and up to $200 in early rewards. Their families can open and connect their own college savings account (separate from the scholarship account) and start saving their own money in the ways and amounts that make sense for them, building financial capability and stability. At the same time, communities can contribute to groups of these NYC Scholarship Accounts as both a targeted and universal platform for community-driven asset-building in every neighborhood.   By combining seed scholarships, family savings, community investments, and funding streams from every level, the platform can build meaningful assets for public school students. These accounts, and the accompanying program supports, enable families, schools, local organizations, businesses, anchor institutions, financial institutions, philanthropy, and the public sector to work together to build assets in students’ accounts and strengthen social capital by supporting expectations of success across the neighborhood.

 

NYC Kids RISE manages the Save for College Program in partnership with the NYC Department of Education and the City of New York, with founding support from the Gray Foundation. 

 

Read more about NYC Kids RISE and the Save for College Program in Fast Company, the Wall Street Journal and the NYCHA Journal.  Read more about NYC Kids RISE theory of change here in a recent report by the Urban Institute.

 

Position Summary:

NYC Kids RISE is seeking an experienced, creative, and empathic thinker and doer to join our growing team as Chief of Staff.  As a key member of the senior team and reporting to the Executive Director, the Chief of Staff will assume a strategic and operational role supporting the overall management of the organization, and in the development and evolution of the Save for College Program as a decentralized wealth building platform for New York City neighborhoods.  The Chief of Staff’s responsibilities will include working with the Executive Director to plan and manage priorities that will both deepen the impact of the current model in District 30, and support our growth into new school districts this upcoming school year. The Chief of Staff will manage standing meetings, communication systems, and organizational practices, work with the Executive Director to prioritize work and focus of the senior team, and ensure the organization’s structures and processes are optimal for achieving its desired results. The Chief of Staff will lead and manage special projects,and organizational priorities that cut across departments and work streams, and provide ongoing thought partnership to team members. 

 

The Chief of Staff will also play a leading role with the senior team in helping to advance the development and evolution of our organization’s culture — aspirationally rooted in connection, racial equity, accountability and community. The right candidate will be an exceptionally organized individual who is interested and has experience in economic justice, community wealth building, financial inclusion, collective impact and cross sector partnerships. They will be a systems thinker, and a strong communicator who is comfortable working in a fast-paced and generative environment. They will also be comfortable wrestling with the natural tension between a big vision, accountability for short, medium, and long term outcomes, and the importance of a collaborative process in achieving the aforementioned outcomes. The ideal candidate will  be excited to tackle and contribute to mitigating the growing pains of NYC Kids RISE’s evolution from a start-up organization to an organization entering its fifth year of operations —  furthering institutionalizing policies, procedures and building systems, and continuing to build and reassess organizational infrastructure that maximize organizational values and impact.

 

Responsibilities will include but not be limited to: 

  • Leadership and Project Management:

 

  • Partner with the Executive Director to help NYC Kids RISE meet its near-term objectives and pursue its long-term mission, including supporting the management and implementation of organizational priorities, key responsibilities and projects, meetings, and follow-up tasks
  • Draft and finalize talking points, presentations, newsletters, grant proposals
  • Develop and manage day-to-day senior staff communication, meetings, and project planning to support the interconnectedness of workstreams
  • Support advancing disciplined and effective practices to monitor progress and hold each other accountable to our goals 
  • Plan, coordinate, and manage “All Staff” meetings, in partnership with senior staff
  • Manage large, cross-functional projects and lead special projects 
  • Participate and share in the organization’s work to advance racial equity and anti-oppression in its operations and practices; proactivity identify opportunities to advance the development of anti-racist practices; share and solicit ongoing feedback and conversations to advance this work. 

  • Systems Management:

 

  • Constantly assess systems and ensure the organization’s management structure, processes, and communication systems reflect the state of the organization, the Save for College Program, and maximize performance, norms, and values of the organization, particularly as the organization grows
  • Assist in managing internal project-management and work-stream systems 
  • Maintain, and support other staff and volunteers to maintain strict adherence to NYC Kids RISE’s data security and privacy policies; remain vigilant in the ways in which NYC Kids RISE can continue to protect confidential information ; identify vulnerabilities, and proactively problem solve to improve controls and practices
  • Engage cross-functionally to coordinate and assist on annual planning, budgeting, performance reviews, and other organization processes

  • Relationship/Partnership Development & Management:

 

  • Build strong relationships and trust to ensure and improve effective collaboration with internal and external stakeholders by driving communication, information sharing, and alignment across communications 
  • Engage with outside funders, partners, and advisers to advance projects and the overall mission; support fundraising and development initiatives
  • Serve as a liaison to the Board of Directors including overseeing preparations for board meetings 

 

Qualifications: 

 

  • Experience: 7+ years of relevant professional experience, particularly in roles that require good judgement, reliability, responsiveness, and discretion; focus and awareness of the importance of both the process of how the work gets done and the outcome of the work, experience working in one of the following or similar – community economic development, financial empowerment, public policy, public policy, experience building cross sector partnerships, collective impact, previous government experience preferred but not required. 
  • Communication: Strong interpersonal skills, high levels of emotional intelligence and tendency to identify and amplify strengths in teammates; detail-oriented professional with demonstrated written, verbal, and presentational communication skills for various types of audiences. 
  • Project Management: Highly organized with proven ability to work cross-functionally, including ability to track, manage and execute work streams toward completion.
  • Strategic Thinking and Problem Solving: Demonstrated ability to  consider an issue, identify and anticipate needs and perspectives, propose solutions, elevate when necessary, and incorporate feedback effectively. Excellent research and presentation skills. 
  • Collaborative Spirit: Enjoys working as part of a team, but able to work independently; ability to have direct but empathetic conversations with leaders and staff at all levels of the organization; high degree of comfort with change and a fast-paced environment.

 

Due to COVID-19, the application process for this role will be conducted virtually. The entire team is currently working remotely and depending on the timing of this hire, the CoS will likely begin this position remotely as well. The office is otherwise based in Long Island City (Queens, NY), and the entire team is expected to return to the office once health conditions allow.

 

To apply, submit a cover letter and resume to jobs@nyckidsrise.org and list the name of the position, “Chief of Staff” in the subject of the email. Salary based on experience.

 

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Upper School Advanced Spanish Teacher

Posted by | April 29, 2021 |

Nichols School is seeking applications for a full-time Upper School Advanced Spanish Teacher to join our forward-thinking community.  Our educational philosophy is grounded in equity of process and outcomes, and inspired by our mission to train minds, bodies, and hearts for the work of life.

Applicants must have AP and advanced level teaching experience, be able to collaborate with colleagues, bring new ideas to the learning process and demonstrate a high level of technology proficiency.

Candidates must demonstrate fluency, competence and experience of Spanish language, culture and literature.  This person should encourage and support students in the process of mastering language and gaining appreciation of Spanish culture.

Nichols School is an equal opportunity employer and all applicants will be considered for employment without attention to race, color, religion, sex, sexual orientation, gender identity, national origin, veteran or disability status.  We are committed to growing a more diverse school community and cultivating a climate where every employee, student and family can safely and authentically be themselves.

Nichols School offers a competitive benefit package including medical, dental, group term life, retirement, tuition remission and professional development.

Comments Off on Lead Teacher Level III

Lead Teacher Level III

Posted by | April 27, 2021 |

Phipps Neighborhoods is a 49-year-old multi-service nonprofit providing a comprehensive network of educational and work-readiness programs, as well as critical community resources to more than 10,000 children, teens and adults each year in targeted communities across the Bronx and Manhattan. These programs include: Universal Pre-Kindergarten, after-school, summer camp, literacy and ESOL, HSED, college prep, work readiness, resident supports, family programs and more.

Primary Function:

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

 Duties and Responsibilities:

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

 Position Requirements:

  • Minimum of 2 years of teaching experience
  • Masters in Early Childhood Education and a valid NYSED certification
  • DOE/DOI/PETS Fingerprint Clearance
  • CBC Clearance
  • SCR clearance
  • Child Abuse and Maltreatment certificate (Must receive online before starting position)
  • Infectious Disease Certificate (Must receive online before starting position)
Comments Off on Lead Classroom teacher Level II

Lead Classroom teacher Level II

Posted by | April 27, 2021 |

Phipps Neighborhoods is a 49-year-old multi-service nonprofit providing a comprehensive network of educational and work-readiness programs, as well as critical community resources to more than 10,000 children, teens and adults each year in targeted communities across the Bronx and Manhattan. These programs include: Universal Pre-Kindergarten, after-school, summer camp, literacy and ESOL, HSED, college prep, work readiness, resident supports, family programs and more.

Primary Function:

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

Duties and Responsibilities:

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

 Position Requirements:

  • Minimum of 2 years teaching experience
  • Bachelor’s degree in Early Childhood Education or a related field with a valid NYSED certification
  • Enrolled in a qualified graduate program for Early Childhood Education
  • DOE/DOI/PETS Fingerprint Clearance
  • CBC Clearance
  • SCR clearance
  • Child Abuse and Maltreatment certificate (Must receive online before starting position)
  • Infectious Disease Certificate (Must receive online before starting position)
Comments Off on Lead Teacher Level I

Lead Teacher Level I

Posted by | April 27, 2021 |

Phipps Neighborhoods is a 49-year-old multi-service nonprofit providing a comprehensive network of educational and work-readiness programs, as well as critical community resources to more than 10,000 children, teens and adults each year in targeted communities across the Bronx and Manhattan. These programs include: Universal Pre-Kindergarten, after-school, summer camp, literacy and ESOL, HSED, college prep, work readiness, resident supports, family programs and more.

Primary Function:

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

 Duties and Responsibilities:

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

 Position Requirements:

  • Minimum of 2 years teaching experience preferred
  • Bachelor’s degree in Early Childhood Education or related field and on a study plan leading to certification that must be completed within three years of hire
  • Enrolled in a qualified graduate program for Early Childhood Education
  • DOE/DOI/PETS Fingerprint Clearance
  • CBC Clearance
  • SCR clearance
  • Child Abuse and Maltreatment certificate (Must receive online before starting position)
  • Infectious Disease Certificate (Must receive online before starting position)
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Early Childhood Education Coordinator

Posted by | April 27, 2021 |

Phipps Neighborhoods helps children, youth, and families in low-income communities rise above poverty. We work in South Bronx neighborhoods where we can address the greatest barriers to lasting success through education and career programs, and access to community resources. We’re dedicated to our neighborhoods for the long term, supporting individuals and families as they establish self-sufficiency. Our services create opportunities for people to thrive in every aspect of their lives.

Position Summary:

Phipps Neighborhoods seeks an innovative leader who will work alongside and assist the Education Director in the planning, organization, and consistent implementation of a developmentally appropriate curriculum, emphasizing a child-centered learning environment for toddlers and preschoolers. They will help maintain the daily operations of the Universal Pre-K program and work closely with the teachers and UPK staff to partner with families to ensure the highest quality prekindergarten learning environment.

  •  Assist in overseeing the daily operations of the UPK program. These services will include but are not limited to full/ extended day and yearlong Pre-Kindergarten classes for 3 and 4-year-old children.
  •  Supervise staff including Lead Teachers, Assistant Teachers, and School Aides
  •  Assist with student recruitment and enrollment
  •  Demonstrate knowledge of early childhood education best practices and how to incorporate these practices into the program site
  •  Communicate effectively with parents as needed and maintain a positive relationship with families through parent meetings, counseling, conference, workshops and special events
  •  Engage families with learning activities both in the classroom during the school day and strategies for early childhood learning at home
  •  Possess a good understanding of current, applicable regulations and be able to perform all necessary steps to make sure programs are in compliance with these regulations, including the NYC Department of Health and Mental Hygiene and Department of Education.
  •  Promote the positive image of the organization and play a major role in making Phipps Neighborhoods a provider of choice in educational programs for the communities we serve

Qualifications:

  • Masters in Early Childhood Education or Special Education birth through second grade
  • New York State Certification in Early Childhood Education or Students with Disabilities (birth-second grade)
  • Minimum of 2 years as a Group or Lead Teacher preferred; 2+ years as an education supervisor, or site manager required.
  • A track record of excellence with inspiring teachers, parents, and other community members
  • Experience in enrolling programs in areas with high competition
  • Excellent written and verbal communication skills
  • Above average proficiency with the full Microsoft office suite, especially Excel.
  • Experience with Teaching Strategies Gold, Early Screening Inventory (ESI), Assessment Survey  Quality Evaluation (ASQE), Program Quality Assessment (PQA) and other data management and evaluation software
  • Knowledge of NYC Department of Health and Mental Hygiene Article 47 regulations, Department of Education Universal Pre-K and Common Core Standards and Administration of Children Services Standards
  • Knowledge of NAEYC and other state and national accreditation standards
  • Ability to multi-task, be goal oriented and possess a high energy level in order to succeed in a challenging, fast-paced environment
  • Positive, energetic and engaging personality as well as a good sense of humor
  • DOE/DOI/PETS Fingerprint Clearance
  • CBC Clearance
  • SCR clearance
  • Child Abuse and Maltreatment certificate (Must receive online before starting position)
  • Infectious Disease Certificate (Must receive online before starting position)
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Assistant Teacher

Posted by | April 27, 2021 |

Phipps Neighborhoods is a 49-year-old multi-service nonprofit providing a comprehensive network of educational and work-readiness programs, as well as critical community resources to more than 10,000 children, teens and adults each year in targeted communities across the Bronx and Manhattan. These programs include: Universal Pre-Kindergarten, after-school, summer camp, literacy and ESOL, HSED, college prep, work readiness, resident support, family programs and more.

Position Summary:

 The Assistant Teacher shall assist the lead teacher in implementing a structured classroom on an as needed basis. The Assistant teacher shall be responsible for aiding the lead teacher in the implementation of the daily schedule and routine, leading activities, ensuring safety and security of clients, and supervision of clients. The Assistant teacher shall develop nurturing relationships with the students within a context of consistency and structured routines. This role also includes, but is not limited to helping to prepare meals for the site, administrative/operational duties and covering the lunch breaks of staff. The assistant teacher is also expected to help lead the classroom temporarily in the event that a lead teacher is absent.

Position Requirements:

  • Candidates must be at least 18 years old and have a high school diploma or equivalent (GED) and be New York State certified as an assistant teacher (CDA), as well as have the appropriate training in the field with 3 years prior experience
  • Prior experience working in early childhood preferred.
  • DOE/DOI/PETS Fingerprint Clearance
  • CBC Clearance
  • SCR clearance
  • Child Abuse and Maltreatment certificate (Must receive online before starting position)
  • Infectious Disease Certificate (Must receive online before starting position)
  • Food Handlers Certificate
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Lead Social Worker

Posted by | April 27, 2021 |

Position Description

The Lead Social Worker, a core member of the Student Support Team at Harlem Link, is HL’s social emotional ambassador with the responsibility of helping children develop age appropriate social emotional tools and outlets that they can use to have positive experiences with peers and adults. The Lead Social Worker leads the Social Work team and helps to educate the staff in understanding children through developmental and social emotional lenses as well as adverse experiences that may impede these developments so that we may all support our children and foster a positive school environment for all. The Lead Social Worker is supervised and evaluated by the Director of Inclusive Learning and Supports. 

HL’s Social Worker has met the school’s goals if: 

  • Students across the school consistently use positive social skills school-wide and in classrooms
  • Students can use their words to express their feelings
  • Students can independently and successfully navigate conflict resolution at any time of the school day
  • Teachers have knowledge about developmental milestones for children, social emotional needs and tools they can use to teach their children to have positive social skills
  • The HL community feels up to date about adverse experiences that directly impact our children such as poverty-related issues, abuse or neglect, negative interactions with preventive agencies and how trauma affects a family, to better work with our children
  • Families are supported as needed in ways that benefit the them and their children at HL
  • Families have a positive relationship between school and home even, even those going through rough patches
  • Children are supported and protected at all times

Responsibilities of Grade Social Worker

Positive Social Emotional Development

  • Work closely with the SST or Student Support Team (Director of Inclusive Learning & Supports, Social Workers, Manager of Special Education, Director of Student Affairs, Behavior Specialist, AIS Teachers, Assistant Principals, and Principal), teachers and staff so that there is effective collaboration and communication about social emotional needs and steps to take school wide and in classrooms
  • Work alongside teachers, students & staff throughout the school day (breakfast, lunch, recess & dismissal)  to develop positive social and conflict resolution skills needed to effectively collaborate and communicate with others and to achieve academically
  • For the benefit of all students’ social emotional development, collaborate with Social Work team to support teachers in providing weekly social emotional lessons(such as from Second Step) across all grades
  • Assist with developing support plans and putting preventative measure in place to respond to the trauma and attachment needs for children in our community
  • Observe classrooms to monitor social emotional strengths and growth areas for students
  • Assess students’ social emotional needs and develop plans to meet these needs with the SST team, particularly the Assistant Principals, Dean/Behavioral Specialist and teachers
  • Provide Tier II push-in support to assist individual children and groups with social emotional growth
  • Encourage students’ positive interactions with other students and adults. 
  • Provide families with support around social emotional development and how this looks in the home as well as school

 

Counseling

  • Provide counseling to students in 1:1 and small group settings for the purposes of:
    • meeting IEP-mandates
    • meeting goals of students referred through Tier II or III RTI
    • supporting students with short term crisis intervention
    • increasing social skills, anger management, self-esteem, and conflict resolution, and
    • ultimately, improving classroom performance
  • Create treatment plans for students who receive counseling  that include goals and progress monitoring
  • Update goals, attend annual meetings, and make revisions as necessary for students with IEP-mandated counseling

 

Leadership and Collaboration

  • Supervise and annually evaluate the Social Work team which includes at least two Social Workers and one Case Manager
  • Supervise Social Work interns
  • Help support behavior plans and interventions alongside the administration, specifically the Assistant Principal, Director of Student Affairs and Behavior Specialist to support children during all parts of the day. 
  • Server as a Member and Collaborator of Response To Behavior Intervention Team and coordinate supports for Students in Tier II or III for behavior
  • Serve as advocate for parents and families in need
  • Facilitate/Co-Facilitate workshops with Social Workers, Family Engagement Director or other necessary staff:  
    • Social Emotional, Child Development, Trauma, Abuse & ACS workshops for staff as needed
    • Social Emotional and  Community Resources workshops for families as well as topics that respond to parent/guardian needs
  • Be part of the core Attendance Team at Harlem Link along with other staff to support positive change in attendance with students
  • Communicate clearly and regularly with families and provide a supportive pathway for families to feel connected to the HL Community
  • Support Harlem Link’s mission, vision and culture
  • Model Harlem Link’s Core Values and Staff Norms at all times with the children and other adults,
  • Uphold the philosophies of Responsive Classroom and Emotionally Responsive Practice when working with children, staff and families
  • Facilitate and bridge a relationship between Northside Counseling CBO and the HL family
  • Infuse laughter, joy, hard work ethic, excellence, learning, and celebration into work with children
  • Collaborate closely your fellow Social Workers for seamless social emotional support of our students and school community

Professional Learning 

  • Keep up to date with topics germane to Harlem Link and the community such as developmental milestones, trauma, psychological issues facing youth, community demographics and changes, impacts of poverty, community resources, state laws around child protection, etc. through readings, workshops and school visits
  • Meet with supervisor regularly
  • Meet with LCSW for clinical supervision, as available
  • Work closely with Emotionally Responsive Practice coaches in workshops, classroom observations and through coaching to become fluent with the ERP approach 
  • Participate in professional learning opportunities including HL’s Summer Institute, HL Professional Days, workshops,  
  • Provide professional development and learning opportunities as needed to staff and families

 

Social Work Coordination

  • Build systems of tracking students, note taking, scheduling, meetings and communication to support students
  • Facilitate Harlem Link’s mandated reports of neglect and abuse to ACS and maintain contact with case workers and preventive agencies, serving as Harlem Link’s liaison while clearing communicating action steps and paperwork needed with teachers
  • Track number ACS referrals in any given school year and when cases close
  • Communicate closely with the Director of Inclusive Learning and Supports when a child is in crisis (e.g. abuse, suicidal/homicidal articulation, tragedy in a family)
  • Maintain Social Service Resource List and Referrals
  • Hire, train and supervise social work interns as needed and work with the Director of Student Support and the ILT plan for the interns’ work in the community
  • Administer Bio-Psycho-Socials for each new student and/or screenings, and possible home visits
  • Know all current school health regulations, legal requirements, and funding streams for various social programs, and 
  • Evaluate the need for individual students to be referred to appropriate social, mental health or family services and communicate with Instructional Leadership team early on for any interventions that you will recommend

Other Additional Responsibilities

  • Provide daily presence and support and for families, children and staff by 8:15am in the cafeteria, throughout the day and at Dismissal starting at 3:30pm
  • Provide daily presence and support for families, children and staff from 8:30-9:00 by classrooms and the main office
    • Attend Daily Attendance Team meetings that lead to actions for interventions
    • Conduct home visits as necessary for safety and wellness as well as for attendance 
  • Collaborate closely with Social Workers and Case Manager
  • Collaborate closely with the school community particularly the members of the Student Support Team and teachers
  • Designate 2-3 lunch periods per week to be at lunch and recess to promote and facilitate positive play, social interaction and conflict resolution 
  • Keep an organized workspace and up to date files on all students
  • Attend after school events to support the family, children and community such as Back To School Night, Winter Festival, Spring Musical, Alumni Events, parent and board meetings

Work Rules

  • The Lead Social Worker is a 12 month employee
  • The Lead Social Worker is an exempt employee working on-site each day school is in session from 8:00 am to 4:00 pm Mondays, Wednesdays and Fridays, and 8:00 am to 5:00 pm Tuesdays and Thursdays, plus additional hours as needed seasonally and for special events.  
  • The Lead Social Worker has 20 vacation days plus 12 sick/personal days available for serious health or personal reasons.
  • The Lead Social Worker should expect Summer projects and a start date of August 1 with Administration. 

 

Qualifications: 

  • LCSW Certification 
  • Highly Collaborative 
  • Strong time management and organizational skills
  • Ability to set up systems and structures involved in social work documentation
  • Demonstrated ability to lead a team 
  • Demonstrated ability to work with a diverse set of school stakeholders  (students, families, staff)  in a community
  • Responsive Classroom trained or willingness to get training Summer of 2021
  • Knowledge of Google Tools such as Documents, Sheets and Presentations
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Director of Operations and Human Resources

Posted by | April 27, 2021 |

Position Summary

The Director of Operations and Human Resources is a full-time member of the School Management Team who reports to the Principal.  In each of the five areas listed below, the Director is responsible for initiating, organizing, executing and revising systems and routines.  The Director is on a 12-month schedule and attends board and professional learning meetings, retreats and workshops as needed.  

 

Human Resources

Outcome 1: Harlem Link maintains all required records for all staff members and provides promised compensation they need to attend to their work.

  • Manage all personnel tracking systems, including accession, attrition, payroll, staff vacation/leave time, individual personnel files;
  • Serve as School’s HR manager, providing ombudsman support, updating the personnel handbook annually, remaining abreast of changes in federal, state and local law, regulations and policy for assistance to staff and the school leadership;
  • Assist the Director of Finance in managing relationships with vendors related to all insurance plans including Health, Dental, Vision, Retirement, Life, Property, Liability, D&O, Student Accident, Worker’s Compensation, Disability, and Unemployment;
  • Assist the Director of Finance in administering the staff benefits program, including enrollment and withdrawal of staff members in Health, Dental, Vision, Retirement Plans; and
  • Coordinate annual staff survey, sexual harassment seminar, and legal issue management with attorneys.

 

Facilities 

Outcome 2: Teachers and students have the environment, materials and processes they need to be safe and successful.

  • Ensure the physical space meets Harlem Link’s school culture, safety and organizational goals, including:
    • Reviewing the space on a regular basis and instituting systems to ensure a safe and strong learning environment is always available to community members;
    • Creating, promulgating and refining systems to ensure staff members have a rapid and appropriate response when building- and custodial-related needs arise;  
    • Planning use of and routines for scheduling, organizing, cleaning and stocking with supplies common areas on an ongoing basis; and
    • Coordinating signage that promotes school culture and emergency exit signage.
  • Track performance of custodial engineer and serve as primary liaison between school and that role;
  • Serve as a key liaison between Harlem Link and co-located partner schools, participating in:
    • Annual shared space negotiations;
    • Monthly Building Council and regular Building Response Team (BRT) meetings, taking responsibility for setting agenda and facilitating meetings on a rotating basis;
    • Regular communication about building issues among the partner schools; and 
    • Long-term internal and Council-wide room planning.
  • Guarantee that New York City Department of Education (DOE) services (including permits, safety agents, transportation, custodial support and food services) are available appropriately on days that Harlem Link is open but DOE schools are closed and on special days such as field trips and half-days.

 

Operations and Reporting

Outcome 3: Team members and external stakeholders have the resources and information they need to execute their work successfully.

  • Plan and direct systems regarding schedules and calendars, including:
    • Organizing and revising annually the master calendar, integrating with other calendars developed by parent and school leaders, and with staff organizing tools such as Outlook; and
    • Communicating to staff members at the start of the year and with regular updates key information about schedules, technology, materials and systems.
  • Support the principal’s organization of governance-level information, including:
    • Maintain meeting schedule for board of trustees and board committee meetings, using Outlook to invite trustees to these meetings;
    • Schedule communication channels (conference call numbers or Zoom links, for example) and communicate to board members in advance of these meetings;
    • Serve as a point person on the staff for inviting staff members and community members (through compliance with the NYS Open Meetings Law) to each board meeting, and for compiling attendance list for security purposes when locations require them;
    • Organize and prepare key aspects of data needed for board meetings, including but not limited to the school’s monthly attendance and discipline dashboard.
  • Delegate and monitor completion of operations tasks, which include the following:
    • Support food and hospitality, including maintaining systems and setting up and breaking down events;
    • Purchase appropriate materials through FAMIS (New York City Dept. of Education purchasing system) for NYSTL (New York State Textbook and Library loan program); 
    • Meet student and staff needs in Food Services, transportation, facilities, security, and technology, in particular assuring that:
      • All students’ transportation and pickup needs are accurately documented, communicated to staff and updated regularly;
      • School food services are provided in a timely and appropriate manner;
      • Inventory lists are updated annually; and
      • Staff technology needs are addressed forthwith. 
  • Serve on or delegate service to the Communications Team, ensuring comprehensive, clear and consistent messaging through internal channels, for families and for the public;
  • Analyze and modify technology, printing, procurement and other operations domains including hiring and terminating vendors as appropriate to ensure quality service at reasonable expenses;
  • Complete reports to district, city, state, state authorizing and federal agencies including but not limited to ATS, federal entitlements, CRDC, TSDF, BEDS, IMF, VADIR, Per Pupil bi-monthly reporting, and Project SAVE;
  • Collaborate with the data team to process, organize and review student demographic data as needed to meet the needs of authorizers, Leadership Team, partner organizations and the public; and
  • Manage School Safety Plan, communicating with partner schools and informing school administration about fire drills and other safety issues.

 

Student Enrollment

Outcome 4: The school is fully enrolled on an ongoing basis, with a healthy waiting list and compliance with all state laws and regulations.

  • Lead, revise and execute Lottery Manual, coordinating all student recruitment efforts with the Special Programs Manager;
  • Participate in the board’s Outreach committee, and coordinate operations team efforts to support its work;
  • Organize information and ensure proper tracking, documentation and preparation for lottery;
  • Ensure consistent communication with members of waiting list; and
  • Act strategically and aggressively to manage waiting list and ensure smooth enrollment following Harlem Link’s routine for admitting students.

 

Supervision

Outcome 5: Non-instructional support team members execute their work appropriately. 

  • Supervise and evaluate the Operations team, having an intimate understanding of team members’ work and roles;
  • Support the team members to ensure their systems are efficient and effective;
  • Serve as a direct link between these staff members and the principal, ensuring seamless intersection between staff and management; and
  • Evaluate, bi-annually the performance of these staff members, including assessing performance improvement needs and time-off increases.

 

Qualifications

  • A passionate belief in Harlem Link’s mission, values, and educational model;
  • Bachelor’s degree required; Master’s degree preferred, with course work in Business Administration, Organizational Management, or related discipline desired;
  • Minimum three years of broad, varied and increasingly responsible experience in a fast-paced, business or entrepreneurial environment, preferably involving data, computer information systems, and organizational procedures;
  • Excellent interpersonal and communication skills, including strong public speaking skills;
  • Mastery of the Microsoft Office suite, particularly Microsoft Excel and related Google Drive software;
  • Demonstrated ability to create and manage systems to improve organizational efficiency;
  • Demonstrated ability to supervise and evaluate staff members appropriately and in a mission-oriented manner;
  • An ability to thrive and learn in a fast-paced, entrepreneurial environment and a capacity to remain calm and focused when faced with unexpected challenges; and
  • A relentless attention to detail.

 

Timeframe 

  • The office hours for the Director are variable, on agreement with the Principal, and with the Director ensuring a regular operations leadership presence from 7:00 am to 6:00 pm.  The Director has some presence during all parts of these hours, and delegates to the Operations Manager and other team members responsibility for operations oversight when not present.
  • Summer hours are shorter with approval and the meeting of key outcomes; evening hours are required periodically throughout the year for special events or meetings; and off-site work hours are allowed periodically with approval.
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Classroom Teacher

Posted by | April 26, 2021 |

Position Summary

At Harlem Link, we align our practice and use our relationships to help students achieve world-class scholarship and build good character. Our four pillars are Engaging Academics, Effective Management, Positive Community and Developmental Awareness, and we form our classroom communities with emotionally responsive practices in place. Teachers at Harlem Link are outcome-oriented, hardworking and receptive to feedback, putting in the time necessary to ensure scholars meet the school’s high expectation for learning. To accomplish all this, it’s necessary for teachers to work in highly collaborative teams and have a great deal of professional responsibility within the school’s curriculum and lesson planning framework.

 

Teacher Outcomes and Responsibilities

Curriculum and Instruction

 

Key Outcome: Students experience an engaging, rigorous and developmentally appropriate instructional program throughout the year, building independence and lifelong habits of learning, thinking and doing.

 

Key responsibilities:

  •       Plan units of study and lessons by following the Harlem Link curriculum framework
  •       Use assessment data to write, revise and implement learning objectives that are challenging and measurable
  •       Teach reading and writing through balanced literacy and a workshop model
  •       Teach math through a TERC Investigations based workshop model, including small group instruction and stations, and Cognitively Guided Instruction to foster fluent and conceptual math thinkers
  •       Teach standards-based Understanding by Design social studies units of study
  •       Model and instill a love of learning

 

Special Education (if applicable)

 

Key Outcome: Students with special needs are able to access the general education curriculum and have their IEP goals met.

  •       Work with grade team colleagues to implement modifications and accommodations for students with IEPs
  •       Monitor IEP goals for students, and prepare appropriate paper work for annual reviews
  •       Possess a strong philosophical belief that all children belong and stop at nothing to ensure a successful, integrated education

Assessment

 

Key Outcome: Teachers know how students are progressing at all times, and use knowledge of student growth areas to address whole groups, small groups and individual students every day.

 

Key responsibilities:

  •       Conduct frequent checks of understanding throughout every lesson
  •       Assess students at the end of every lesson with teacher made formative assessments such as exit slips, conference notes, observation notes or quizzes
  •       Administer and review end of unit performance based assessments in reading, writing and math to track student achievement of standards
  •       Administer regular assessments to inform instruction, including Fountas & Pinnell Reading Inventory and, in the upper grades, state test Quizzes
  •       Use a wide array of data points to make instructional choices and create specific data action plans to increase student achievement, including dynamic student group for small group instruction
  •       Write detailed report cards tri-annually to communicate student progress to families

Management

 

Key Outcome: Classrooms are safe, positive communities where students develop the social and emotional skills to succeed in academic settings and in life.

 

Key responsibilities:

  •       Use Responsive Classroom strategies and Teacher Language to build a safe, orderly, inclusive and positive classroom community
  •       Begin each day with a structured Morning Meeting to convey a sense of important, belonging and fun to each student
  •       Ensure a safe physical and emotional environment for students through Interactive Modeling, logical consequences and consistent routines
  •       Take responsibility for order and productivity by taking a positive and firm problem-solving approach

 

Collaboration with Families

 

Key Outcomes: Each family experiences how the school comes to know and honor them as participants and values their efforts and contributions. Parents and guardians are aware of student progress and are welcome in the community.

 

Key responsibilities:

  •       Build a rapport with families
  •       Begin the year with purposeful, positive contact with each family to learn about their hopes and dreams and to establish a productive relationship
  •       Communicate with families through a daily double-entry log/progress report, phone calls and meetings as necessary
  •       Participate in parent association meetings during the year
  •       With other staff, coordinate at least one special event to encourage family involvement and dialogue about students
  •       Meet with families three times a year (report card conferences)
  •       Involve families through classroom student work celebrations  and volunteer opportunities

Leadership and Staff Collaboration

 

Key Outcome: Our entire staff participates in building norms that create a powerful and positive learning environment, and we exemplify them together.

 

Key responsibilities:

  •       Beginning and end of day:

o   Arrive in time to be prepared for picking up students at 8:15 am and begin the instructional day

o   Assist with dismissal on a daily basis until approximately 3:40 pm

  •       Participate actively in the school’s established professional development structures, including sharing best practices with colleagues
  •       Prepare for weekly grade team planning meetings and participate in shared planning
  •       Use some preparation periods and other available times to meet with:

o   Principal and assistant principal to monitor student progress, teaching, and professional goals

o   AIS teachers and social workers for student updates

o   Instructional consultants or coaches based on individual or classroom needs

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Director of College Counseling

Posted by | April 26, 2021 |

Nichols School has an immediate opening for a motivated and highly skilled Director of College Counseling to join its energetic staff.  Our educational philosophy is grounded in equity of process and outcomes, and inspired by our mission to train minds, bodies, and hearts for the work of life.

The Director will develop and implement bold new strategies and policies which will guide all our students through the college process.  This person should have experience helping student athletes from application through acceptance.

Please visit our website at www.nicholsschool.org/careers for a detailed job description.

Our educational philosophy is grounded in equity of process and outcomes, and inspired by our mission to train minds, bodies, and hearts for the work of life.

Nichols School is an equal opportunity employer and all applicants will be considered for employment without attention to race, color, religion, sex, sexual orientation, gender identity, national origin, veteran or disability status.  We are committed to growing a more diverse school community and cultivating a climate where every employee, student and family can safely and authentically be themselves.

Nichols School offers a competitive benefit package including medical, dental, group term life, retirement, tuition remission, summer hours and ample time off.

 

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[2021-2022] 6th Grade ELA Teacher

Posted by | April 25, 2021 |

[2021-2022] 6th Grade ELA Teacher

MOTT HAVEN MIDDLE SCHOOL /
DREAM CHARTER SCHOOLS – TEACHERS /
FULL-TIME
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 6th grade ELA 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

    • Work with co-teacher to 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

    • Bachelor’s degree required;
    • Master’s degree or higher 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.
Applications are now open
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 [2021-2022] 6th Grade Math Teacher

[2021-2022] 6th Grade Math Teacher

Posted by | April 25, 2021 |

[2021-2022] 6th Grade Math Teacher

MOTT HAVEN MIDDLE SCHOOL /
DREAM CHARTER SCHOOLS – TEACHERS /
FULL-TIME
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 6th grade Math 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

    • Work with co-teacher to 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

    • Bachelor’s degree required;
    • Master’s degree or higher 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.
Applications are now open
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 Bilingual (English/Spanish) Education Program Coordinator

Bilingual (English/Spanish) Education Program Coordinator

Posted by | April 22, 2021 |

About Masa

Masa partners with Mexican and Latino children, youth, and families in the South Bronx to develop strong learners and leaders who fully contribute to the larger community. We envision a community that is civically engaged, empowered, and educated.

Masa’s community-led, integrated model engages the entire family, grounded in a deep commitment to strengthening literacy, leadership, and power for Mexican, Central American, and Indigenous People. Masa fosters a culturally responsive learning community in which families engage with direct service and advocacy programs to dismantle barriers to success.

About the Education Program Coordinator

Masa is seeking an Education Program Coordinator to oversee Masa’s K-12 education programs, including an after-school program, robotics program, and summer intensive academic programs.  This position is ideal for a Spanish/English bilingual person who is passionate about supporting children and youth academically, as well as in building a positive cultural identity and a commitment to social justice, who is committed to engaging and fostering trusting partnerships with families, and who has a strong background in education, social work, or non-profit management.

Responsibilities:

Student/family & volunteer recruitment and enrollment

  • Oversee student recruitment and enrollment process, including family intakes and student pre-assessments, running relevant salesforce reports, managing waitlist process
  • Oversee the recruitment, tracking, and management of large volunteer base for Masa programs
  • Revise and refine recruitment and enrollment materials on an ongoing basis
  • Ensure student enrollment data is effectively stored (both electronically and on paper)

Program Supervision

  • Plan and conduct regular and on-going training for after-school program volunteers
  • Communicate with volunteers on a regular basis regarding student progress
  • Provide mentorship to 2 Program Associates, model desired behaviors and lead weekly planning and supervision meetings with staff
  • Develop and maintain a high-quality, safe and nurturing environment in which children develop trusting and accepting relationships with adults and peers that foster growth and development.
  • Create and/or review and approve culturally and developmentally appropriate curriculum aligned to program goals
  • Prepare curriculum scopes/sequences and master calendars for both school year and summer programming; oversee planning and implementation of programs
  • Supervise day-to-day operations of all programs, including effectively executing community events
  • Develop and maintain program operations manual
  • Communicate with parents regularly regarding student needs and other issues; make referrals on an as-needed basis
  • Communicate with supervisor about individual issues and challenges as they arise; create student support plans and communicate them to volunteers
  • Ensure all materials are purchased and available for use in a timely manner

Program evaluation and data management

  • Fulfill all record-keeping responsibilities with the support of program staff
  • Support implementation of program evaluation systems, including surveys and other data collection tools
  • Run reports in SalesForce to support recruitment, enrollment, and waitlist processes

Requirements:

  • Excellent verbal, listening, and written communication skills in English AND Spanish are required; comfortable communicating with children, parents, teachers, volunteers, and staff
  • B.A. in education, social work, non-profit management, or other related field; M.A. or M.S.W. preferred
  • 2+ years of management or supervisory experience; in an after-school setting a plus
  • 2+ years of teaching or case management experience with children and youth
  • Excellent administrative and organizational skills
  • Able to perform work efficiently and accurately with minimal supervision
  • Experience working with immigrant and indigenous speaking families a major plus
  • Familiarity with SalesForce a plus

 Physical demands:

  • This position is in-person at Masa’s office, and may require local travel to other settings at times (e.g. schools, Masa community events, etc.)
  • Light to moderate carrying of program materials is required
  • Work schedule will include evenings and occasional weekends. Academic year program includes programming which ends at 8pm typically 4 times/week
  • Strict adherence to hand washing, mask-wearing and other COVID-19 safety protocols, including any CDC recommendations, is required
Comments Off on Director of Marketing

Director of Marketing

Posted by | April 22, 2021 |

Nichols School has an immediate opening for an ambitious and highly skilled Director of Marketing to join its dynamic staff.  Our educational philosophy is grounded in equity of process and outcomes, and inspired by our mission to train minds, bodies, and hearts for the work of life.

This person will work closely with the Head of School, Admissions and Advancement in the development and implementation of marketing strategies and policies which aligns with the School’s core values and unique brand.  Qualified candidates must be able to analyze the demographics of the Buffalo area and help introduce the School to new markets within Western New York.

Please visit our website at www.nicholsschool.org/careers for a detailed job description.

Our educational philosophy is grounded in equity of process and outcomes, and inspired by our mission to train minds, bodies, and hearts for the work of life.

Nichols School is an equal opportunity employer and all applicants will be considered for employment without attention to race, color, religion, sex, sexual orientation, gender identity, national origin, veteran or disability status.  We are committed to growing a more diverse school community and cultivating a climate where every employee, student and family can safely and authentically be themselves.

Nichols School offers a competitive benefit package including medical, dental, group term life, retirement, tuition remission, summer hours and ample time off.

 

Comments Off on Chief People Officer

Chief People Officer

Posted by | April 19, 2021 |

About the Organization – 100Kin10

To solve the world’s most pressing problems, we need all of tomorrow’s problem-solvers to be equipped with STEM knowledge, skills, and inspiration. And tomorrow’s problem-solvers need excellent STEM teachers today to guide them. 100Kin10 unites the nation’s top academic institutions, nonprofits, foundations, companies, and government agencies to prepare 100,000 new STEM teachers for classrooms around the country by 2021. To do this, we have built a new type of networked-impact effort that rethinks how organizations collaborate, learn from one another, and together identify and tackle challenges that none could successfully address on its own. On target to meet our ambitious 100Kin10 goal this year, we are launching a massive and participatory unCommission to identify goals for the future of the STEM education field, focused on the experiences and opportunities of students of color. One of these goals will become our next moonshot, continuing our decades-long effort to address the underlying reasons for the STEM teacher shortage.

About the Role – Chief People Officer

As 100Kin10 prepares to embark on its second decade, we are seeking an exceptional talent leader to help us continue becoming a workplace where everyone on our team feels a sense of true belonging and inclusivity. In particular, we are intentionally striving to challenge cultures, routines and practices from a racial justice lens and build a workplace that supports every individual to thrive and contribute to their fullest to our shared mission. We aspire to create a team where we can accomplish things together we could never achieve on our own.

The Chief People Officer is a newly created role at 100Kin10. This position reports to the Executive Director and will sit on the management team which sets the strategic direction of the organization. This person will lead our work hiring, onboarding, and supporting the growth of our staff in a way that centers racial justice. The primary focus of this role will include:

  • Leading an existing and ongoing staff-wide conversation around racial justice, DEI, organizational values, and individual values in service of challenging oppressive workplace culture, aspiring towards an antiracist and inclusive culture, and creating a sense of belonging for our staff 
  • Setting an overall talent strategy to ensure that we are hiring, onboarding, and supporting the growth of our staff in a way that is centered on inclusivity, belonging, happiness, and pursuing audacious impact

Much of this work has previously lived with the Executive Director with support from the management team and an internal cross-functional values team. We are a fiscally sponsored organization, which will allow the Chief People Officer to focus on staff experience without requiring them to manage compliance and people operations work. The Chief People Officer will be primarily focused internally to our team but, once established, would have the opportunity to offer their talents to support our programmatic team in their work.

This role requires a broad range of skills including depth of knowledge of talent management best practices (gained through leading teams and/or managing a talent function), professional and personal maturity, a deep love for other humans, patience for the human experience, and an unyielding commitment to racial justice and challenging oppression at every level.

The person who fills this role can be based anywhere geographically but will, post-COVID, likely need to be present for team retreats every 4-8 weeks, most likely held in the New York City region. There is also likely a modicum of travel in 2022 and beyond for core work obligations, pending the return of safe air travel (as determined by each staff person for themselves). In addition, we are open to hiring a phenomenal candidate who is looking to work 60-80% of full time. Anyone working 20 hours or more would be eligible for benefits.

Your responsibilities include:

  • Leading our organization to center racial justice and the values of diversity, equity, and inclusion:
    • Assume leadership of the existing and ongoing staff conversation around racial justice, DEI, our organization’s values and individual values with the aim of:
      • creating bonds grounded in trust between team members and as a whole team
      • helping our staff individually and as a team thrive and experience a sense of belonging
      • growing the capacity for courageous and caring conversations
    • Create and champion learning opportunities that build staff knowledge and skills for embedding equity and inclusion throughout our internal practices, organizational culture, and programmatic work
    • Co-lead the design and incorporation of equity core competencies into job descriptions, strategic growth and professional development, and organizational values
    • Support the team to reflect in an ongoing way on the impact of our routines, culture, policies and practices (e.g. culture and pulse surveys) from a racial-justice lens to help us to better know ourselves and identify opportunities for improvement
  • Developing and maintaining a coherent talent strategy:
    • Lead 100Kin10 in maintaining and developing best practices across all areas of talent management and culture, including recruitment, hiring, strategic growth and professional development, staff management, promotion pathways, and team member retention plans
    • Lead management team to anticipate hiring needs, including both added roles and departures, and develop strong plans of action to clarify roles, identify and recruit qualified applicants, and select candidates using competency-driven, actively inclusive processes 
    • Manage periodic compensation analyses to ensure staff are compensated competitively and equitable
  • Direct management of one staff member (the Administrative Coordinator), indirect management of staff, and external vendors identified:
    • Serve as the manager on record, mentor, and coach for the Administrative Assistant whose responsibilities include supporting the Executive Director and the management team and will add capacity to this role’s work
    • Create opportunities for other staff to play a meaningful role in culture and racial equity work in the organization and indirectly manage, mentor, and coach them to ensure their successful involvement and professional growth
    • Identify and pursue vendors to supplement capacity in service of talent work, ensuring that you are holding onto strategy while accessing the capacity necessary to realize that strategy

The Chief People Officer will possess the following skills and competencies:

Skills:

  • Strategic Thinking: The ability to interpret, summarize and synthesize information to create better understanding. The ability to select a path forward and/or develop appropriate solutions and take action that is consistent with available facts, constraints, opportunities, goals, and probable consequences
  • Project Management: The ability to initiate, plan, execute, monitor, evaluate and close the work of a team to achieve specific goals and meet specific success criteria within a specified time
  • Talent Leadership: A depth of knowledge and experience around talent acquisition, employee onboarding, employee development, manager coaching, and staff experience acquired through either talent roles or management of teams
  • Racial Justice and DEI Leadership: The ability to imagine, lead, and evolve ongoing staff conversations and experiences around racial justice and DEI through skilled facilitation and  the ability to navigate the tension between believing in the capacity of others to learn and grow while holding others accountable to understand their impact
  • Verbal Communications: The ability to conduct and lead exceptional conversations and trainings with individuals, small groups and larger audiences 
  • Organizational Leadership: The ability to hold and act upon the organization’s full set of priorities and needs

Mindsets:

  • Growth Mindset: The ability to identify new areas for learning; regularly create and take advantage of learning opportunities; use newly gained knowledge and skill on the job and learning through their application
  • Host not Hero: The perspective of being a network entrepreneur, facilitating and enabling change, not dictating it
  • Self-motivation: The drive to proactively take the initiative, identifying problems and opportunities across your portfolio, developing recommendations, and taking action on those recommendations.
  • Adaptability: The ability to thrive in an ambiguous environment where you have autonomy to drive your work.
  • Developing Others: The ability to plan and support the development of individuals’ skills and abilities so that they can fulfill current or future job/role responsibilities more effectively
  • Passion for Social Change: The drive and desire to contribute to making change in our society, in education and beyond, with interest in social change theories and putting those theories into practice. 

Your experience:

12+ years of overall professional experience in a role that includes:

  • One or more of the following:
    • Leader of a talent function with work centering on racial justice and DEI
    • Leader of a talent vertical in a larger organization with work centering on racial justice and DEI
    • Leader of a 10+ person team that thrived and was centered on DEI, with an interest in moving into a talent leadership role in a context like ours
  • One or more of the following:
    • Experience in education, a related social sector, or policy advocacy
    • Experience in another setting where racial justice is centered

Working at 100Kin10

People who thrive at 100Kin10 are team-oriented, open-minded, creative, and flexible and possess a strong desire to learn and grow in a feedback-rich environment. Our culture embraces colleagues with genuine warmth, a curiosity to learn, a drive toward excellence, the ability to laugh at themselves, an eagerness for feedback to spur growth and impact, and an interest in co-workers as colleagues and as human beings.

We believe in community. We believe that diverse perspectives and backgrounds create a rich work environment that is essential to our work. We are committed to building an organization with raised consciousness in order to impact how we collaborate with our partners, support our network, and work together as a team. We aim to build each other up, empower each other, and give each other what we need to grow and thrive. We hope you will join us as we continue to build a diverse organization that fosters a work environment where people from all backgrounds are welcomed, valued, and supported.

The salary band for leadership roles at 100Kin10 is $125,000 – $185,000. This role will pay in that band, commensurate to the experience of the individual who is hired. Benefits are highly competitive including four weeks of paid time off, ten paid holidays, a week of paid time off at the end of the calendar year, 5% match for retirement contribution, and highly competitive health benefits.

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Chief External Relations Officer

Posted by | April 19, 2021 |

About the Organization – 100Kin10 

To solve the world’s most pressing problems, we need all of tomorrow’s problem-solvers to be equipped with STEM knowledge, skills, and inspiration. And tomorrow’s problem-solvers need excellent STEM teachers today to guide them. 100Kin10 unites the nation’s top academic institutions, nonprofits, foundations, companies, and government agencies to prepare 100,000 new STEM teachers for classrooms around the country by 2021. To do this, we have built a new type of networked-impact effort that rethinks how organizations collaborate, learn from one another, and together identify and tackle challenges that none could successfully address on its own. On target to meet our ambitious 100Kin10 goal this year, we are launching a massive and participatory unCommission to identify goals for the future of the STEM education field, focused on the experiences and opportunities of students of color. One of these goals will become our next moonshot, continuing our decades-long effort to address the underlying reasons for the STEM teacher shortage.

About the Role – Chief External Relations Officer
As 100Kin10 prepares to embark on its second decade, we are seeking an exceptional relationship builder who will drive our fundraising and strategic partnerships to ensure we meet a new set of audacious goals. 

The Chief External Relations Officer is a newly created role at 100Kin10. This position reports to the Executive Director and will sit on the management team which sets the strategic direction of the organization. This person will lead our work developing and maintaining relationships with key constituents outside of the organization. Specific responsibilities include:

  • Leading our development function, 
  • Overseeing our external Strategic Advisory group, 
  • Building and growing relationships with strategic external allies, including:
    • The US Department of Education and the White House
    • Leaders of other major STEM or education organizations
    • Change-makers and leaders in other sectors 
  • Managing our communications work in partnership with our program team and external vendors

The Chief External Relations Officer will manage a full time operations manager who will support the external relations work and will manage the organization’s budget. Much of this work has previously lived with the Executive Director with support from the management team. This person will also sit on 100Kin10’s Management Team and thus play an important role in organizational decisions and direction.

Our total budget in years prior to the COVID-19 pandemic was ~4.4mm and our total budget in 2021 is ~3.5mm, largely reflecting decreases in expenses related to travel, convening, and rent. Our budget will likely return to pre-COVID levels over the next 6-18 months. Our current funders are primarily grantmaking and corporate institutions. 

This role requires a broad range of skills including depth of knowledge of fundraising best practices, nuanced external relationship development and management, strategy development and implementation, strategic communications, and multi-stakeholder coordination. 

The person who fills this role can be based anywhere geographically but will, post-COVID, likely need to be present for team retreats every 4-8 weeks, most likely held in the New York City region. There is also likely some travel in 2022 and beyond for core work obligations, pending the return of safe air travel. In addition, we are open to hiring a phenomenal candidate who is looking to work 60-80% of full time. In the event that a candidate is hired at less than full time, we will work in partnership with them to adjust the job description accordingly.  Anyone working 20 hours or more would be eligible for benefits.

Your responsibilities include:

  • Creating and Executing on Fundraising and Development Strategy:
    • Telling the story of 100Kin10 – our impact, goals, and direction – to excite new funders and recommit and deepen existing funders’ support for the next moonshot
    • Growing our development pipeline
    • Managing relationships and communication with donors and funders
    • Overseeing grant proposal preparation, with external support as needed 
    • Managing grant budgeting and reporting
    • Reporting progress against grant requirements to senior management and funders
  • Developing, Growing, and Managing High-Stakes Relationships:
    • Overseeing our Strategic Advisory Group, which includes a range of external experts in the field who are charged with workshopping our most pressing strategic questions over the course of the year
    • Nurturing partnerships with the US Department of Education and The White House with a focus on creating new relationships with the current administration and reengaging networks from previous administrations
  • Ensuring our organization has a coherent and effective communications strategy
    • Partner with 100Kin10’s programmatic team to build a coherent and clear external communications strategy, develop messaging
    • Manage an external vendor to execute our social media strategy
    • Identify and pursue any other internal or external capacity necessary to deliver strong communications outcomes
  • Managing the day-to-day work and professional growth of a fundraising and finance operations staff member whose responsibilities include:
    • Development operations including supporting grant reporting, acknowledgements, and administrative support for fundraising activities
    • Managing financial operations and compliance requirements in partnership with our fiscal sponsor
    • Preparing periodic budget reports to track budgets month to month

The Chief External Relations Officer will possess the following competencies:

Skills:

    • Strategic Thinking: The ability to interpret, summarize and synthesize information to create better understanding. The ability to select a path forward and/or develop appropriate solutions and take action that is consistent with available facts, constraints, opportunities, goals, and probable consequences
    • Project Management: The ability to initiate, plan, execute, monitor, evaluate and close the work of a team to achieve specific goals and meet specific success criteria within a specified time
    • External Relationship Development and Management: The ability to navigate complex political and fundraising networks in order to nurture, build, and maintain relationships in service of 100Kin10’s goals and objectives
    • Written and Verbal Communications: The ability to independently create original public content and deliver verbal presentations in multiple settings, with excellent written and verbal communication skills 
  • Organizational Leadership: The ability to hold and act upon the organization’s full set of priorities and needs

Mindsets:

  • Growth Mindset: The ability to identify new areas for learning; regularly create and take advantage of learning opportunities; use newly gained knowledge and skill on the job and learning through their application
  • Host not Hero: The perspective of being a network entrepreneur, facilitating and enabling change, not dictating it
  • Self-motivation: The drive to proactively take the initiative, identifying problems and opportunities across your portfolio, developing recommendations, and taking action on those recommendations
  • Adaptability: The ability to thrive in an ambiguous environment where you have autonomy to drive your work
  • Developing Others: The ability to plan and support the development of individuals’ skills and abilities so that they can fulfill current or future job/role responsibilities more effectively
  • Passion for Social Change: The drive and desire to contribute to making change in our society, in education and beyond, with interest in social change theories and putting those theories into practice
  • Racial Justice and DEI Leadership: The ability to lead in a way that is centered on racial justice and DEI with a focus on both the experience of our staff and challenging the way fundraising is done

Your experience:

12+ years of overall professional experience in a role that includes:

  • Crafting a compelling narrative that invests an audience and spurs them to action
  • One or more of the following:
    • Leading development and fundraising strategy in a nonprofit setting
    • Directing a philanthropic portfolio within a grantmaking institution or corporation
  • Managing and nurturing high-stakes relationships with external constituents
  • Proactively identifying and addressing opportunities for growth, expansion, and coherence and potential roadblocks
  • Distilling and drawing connections across complex ideas into strategies, approaches, or clear analyses
  • Communicating persuasively using multiple verbal and written formats (e.g., PowerPoint, memos, emails)
  • Experience in education, a related social sector, or policy advocacy

Working at 100Kin10

People who thrive at 100Kin10 are team-oriented, open-minded, creative, and flexible and possess a strong desire to learn and grow in a feedback-rich environment. Our culture embraces colleagues with genuine warmth, a curiosity to learn, a drive toward excellence, the ability to laugh at themselves, an eagerness for feedback to spur growth and impact, and an interest in co-workers as colleagues and as human beings.

We believe in community. We believe that diverse perspectives and background create a rich work environment that is essential to our work. We are committed to building an organization with raised consciousness in order to impact how we collaborate with our partners, support our network, and work together as a team. We aim to build each other up, empower each other, and give each other what we need to grow and thrive. We hope you will join us as we continue to build a diverse organization that fosters a work environment where people from all backgrounds are welcomed, valued, and supported.

The salary band for leadership roles at 100Kin10 is $125,000 – $185,000. This role will pay in that band, commensurate to the experience of the individual who is hired. Benefits are highly competitive including four weeks of paid time off, ten paid holidays, a week of paid time off at the end of the calendar year, 5% match for retirement contribution, and highly competitive health benefits.

Comments Off on Elementary School Teacher

Elementary School Teacher

Posted by | April 19, 2021 |

We gladly accept resumes from qualified candidates for consideration. All applicants must be familiar with, and commit themselves to, our pedagogical approach, the subordination of teaching to learning*.

Applicants must have or be eligible for appropriate NY teaching certification. We look for demonstrated academic success, creativity in instructional planning, excellent communication skills, a willingness to explore an instructional approach that respects each student’s potential, and a strong commitment to connecting with student learning.  Salary commensurate with experience.

Comments Off on Health and Nutrition Specialist

Health and Nutrition Specialist

Posted by | April 15, 2021 |

POSITION:                   

Health and Nutrition Specialist

 

DEPARTMENT:            

Early Childhood

 

REPORTS TO:              

Head Start and EHS Director

 

SALARY:     $40,000-45,000 (Annually)

 

JOB SUMMARY:  

Manages overall health and nutrition/food service activities of the organization; including supervision of heath roles, reporting and maintaining information regarding child health and nutrition events as well as records, monitoring, tracking, overseeing and assuring confidentiality of health and nutrition records; working with  nutritionist consultant  to review individual child and family nutrition data and individual nutrition plans; confers with staff and parents about nutrition related issues. May oversee food service operations, including food safety and sanitation checks.

 

EDUCATION, EXPERIENCE AND SKILL REQUIREMENTS:

  • Bachelor’s Degree in Social Services, Health Care Management, Health Care Administration or related field
  • Excellent computer skills including strong working knowledge of Microsoft Word and Excel; ability to accurately enter and analyze health data to maintain health and safety requirements of all participants
  • Knowledge of community resource and skills to link families with appropriate agencies and services, preferred
  • Good understanding of prenatal, new born, infant, toddler and preschool age health
  • Experience working with infants/ toddlers and preschool age  preferred
  • Medication Administration certificate preferred
  • Bilingual English/ Chinese or Spanish strongly preferred

 

ESSENTIAL DUTIES AND RESPONSIBILITIES:

Under the direct supervision of the Head Start/ EHS Director, the Health & Nutrition Specialist shall be responsible for:

  • Coordinate ,and work with Health/ Nutrition Coordinator to manage, and enhance all Grand Street Early Childhood Programs’ health and nutrition policies and procedures in compliance with the Head Start Performance Standards, DOHMH Article 47 and other applicable regulations
  • Serve as a resource to staff and families with immediate and ongoing health questions and concerns
  • Supervise Health Specialist in implementing and monitoring Health and Nutrition Services for all programs
  • Collaborate with Family Advocates and Home Visitors with the tracking of all children and family health care needs and services, including medical, dental, vision and      hearing/screening examinations as specified by the NYC Department of Health and Head Start Performance Standards.
  • Provide guidance and oversight to Family Services staff and Home Visitors in the tracking and follow-up of all child and family health and nutritional needs and services
  • Collaborate with cooking staff in accurate record keeping and ensuring compliance with Head Start nutrition Performance Standards and Department of Health regulations
  • On an ongoing basis,  review all children and family health records, seeking to eliminate gaps in services and detecting and following up on any abnormal findings/ areas of concern
  • Develop systems to ensure the confidentiality of family records and information
  • Participant in Self- Assessment, PIR, grant renewal and updates, program monitoring, reviews and other programmatic compliance requirements
  • Ensure appropriate staff is informed of any special health needs of a child in the program, and monitor compliance health recommendations
  • Collaborate with Disabilities Coordinator to meet all the special health needs of children with disabilities
  • Coordinates with Nutrition Consultant services for children, pregnant woman and food services
  • Participate in staff meetings, trainings as needed and multi-disciplinary case conferences with staff and parents
  • Meet with families at times of parent preference for both immediate and ongoing health questions and concerns
  • Make postnatal home visits with Home Visitor after birth of child, as per Head Start Performance Standards
  • Coordinate and serve on Heath Advisory Group
  • Develop and disseminate health/nutrition curriculum for home and center based programs
  • Provide guidance and support to all staff on children’s health issues
  • Coordinate and implement training related to health and nutrition for all staff
  • Provide training and support to parents, both individually and in groups on health issues
  • Intervene in the prevention of child abuse and neglect, as mandated by federal and state law
  • Conduct health checks  and provide health and safety education during home visits and in the classroom as needed
  • Report immediate concerns regarding trends in illnesses, accidents or health related issues to the Director
  • Network in the Lower East Side Community and all Brooklyn service areas to develop health/nutrition collaboration in services of our children and families
  • Actively participate in Citywide health-related coalitions
  • Identify and use local, state, and national resources to improve the health of our children
  • Remain current in best practices for health and nutrition services for child care settings
  • Other duties may apply

 

New job Responsibilities

  •  Brooklyn Health Advisory -Works along with Health Coordinator 

 

PRE- EMPLOYMENT REQUIREMENTS:

  • Clearance through DOI Fingerprint Screening, NYS Central Registry, Sex Offender Registry clearance, 3 reference checks, physical examination with updated TB test, varicella, tdap, MMR (fees may apply)
  • Obtain Mandated Reporter training certificate (every 2 years) and comply with agency’s policy and procedure regarding identification and reporting of child abuse and neglect
Comments Off on [2021-2022] 8 grade Algebra Teacher

[2021-2022] 8 grade Algebra Teacher

Posted by | April 15, 2021 |

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 8th Grade Math 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

    • Work with co-teacher to 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

    • Bachelor’s degree required;
    • Master’s degree or higher 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.
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 Program Assistant

Program Assistant

Posted by | April 15, 2021 |

DEPARTMENT:           

Early Childhood

 

REPORTS TO:            

Center Director

 

SALARY:

$35,000-$40,000 (Annually)

 

SCHEDULE:

Full-time (Monday-Friday; 8am-4pm, 9am-5pm, or 10am-6pm)

DATE:

April 15, 2021

 

JOB SUMMARY:  

Responsible for administrative and program support services for the Early Childhood Programs.  This position includes eligibility, recruitment, selection and attendance efforts to maintain full funded enrollment for all program options.

 

 EDUCATION, EXPERIENCE AND SKILL REQUIREMENTS:

  • High School Diploma or Equivalent required; business courses or AA or AAS Degree preferred
  • Excellent oral & written communication skills, some administrative experience preferred
  • Able to work independently and collaboratively
  • Well-developed organizational skills including the ability to multi-task and manage time effectively
  • Able to create, maintain and manage internal record-keeping on an ongoing basis
  • Experience working with and knowledge of community resources, preferred
  • Ability to foster and maintain positive, professional relationships with participating families
  • Ability to use public transportation and travel independently
  • Proficient computer skills including strong working knowledge of Microsoft Word and Excel
  • Bilingual English/Spanish or English/Chinese preferred
  • Clearance through DOI Fingerprint Screening, NYS Central Registry, Sex Offender Registry clearance, three (3) reference checks, physical examination with updated TB test, varicella, Tdap, MMR (fees may apply)
  • Obtain Mandated Reporter training certificate (every 2 years) and comply with agency’s policy and procedure regarding identification and reporting of child abuse and neglect
  • Obtain First Aid/CPR and Preventive Infectious Diseases certificate within the first year of employment.
  • Meet all employee health requirements in Article 47 (DOHMH) and Head Start Performance Standards.

 

ESSENTIAL DUTIES AND RESPONSIBILITIES:

Under the direct supervision of the Center Director, the Program Assistant shall be responsible for:

  • Maintain ongoing communication with current families and facilitate intake for new families
  • Maintain budget functions in partnership with fiscal department and delegate sites; program supply and office supply ordering – follow up with vendors, inventory and tracking, travel and expense reports, prepare check requisitions, CACFP reports, parent fees and summary report if applicable, track volunteer time, and coordinate staff access to ADP timecards for submission to payroll
  • Assist teachers with classroom related administrative responsibilities and assist in classrooms and socializations as needed; duties may include translating for home visits and assist with handling children transported by bus services
  • Assist with all clerical functions for the program, including document preparations for meetings and reporting for all staff members; answering phones, translating for teachers and parents, check mail daily and distribute accordingly, file documents into master binders and child files, greet parents when they come in and assist them when needed
  • Responsible for tracking attendance, unexpected absence call log, enrollment, volunteers and in-kind in data systems (Excel, COPA, WES or DOE vendor portal) also help support staff with meeting 97% of enrollment at all times.
  • Process required staff and volunteer forms/documents
  • Record monthly fire drills according to DOHMH requirements
  • Maintain inventories for janitorial, office and kitchen supplies
  • Maintain waitlist database and lead year-round program recruitment plan including recruitment activities, post materials, attend community outreach events, coordinate open houses and other related functions
  • Strategize recruitment methods utilize program data sources, (i.e. Community assessment, data and events, social service partners and any other resources such as social media) to development and implement annual outreach plan to increase Head Start/ EHS visibility and enrollment
  • Develop partnerships in Lower East Side and Brooklyn community
  • Ensures programs maintain funded enrollment level and waiting list, assist to fill vacancies as needed at individual sites and analyze enrollment data to inform the planning process
  • Participate in annual self-assessment, community assessment, & ongoing monitoring
  • Perform other center related duties around enrollment, scheduling, & parent communication
  • Liaison for Cool Culture participation & manage required paperwork/communication with families
  • Support program compliance by obtaining F-01, F-07, and S-95 certificates as second means of certificate holder on site
  • Other duties as assigned
Comments Off on Quality Assurance Specialist

Quality Assurance Specialist

Posted by | April 15, 2021 |

Department:

Early Childhood Services

 

Reports to:

Director of Evaluation and Compliance

 

Salary Range:    

$50,000 (Annually)

 

Date:

April 2021

 

Job Summary: 

The goal of the position is to assist the Director of Evaluation and Compliance (DEC) design and implement monitoring and evaluation activities to ensure compliance with contracts and demonstrate impact of services.  The Quality Assurance Specialist (QAS) will help analyze program data to allow Grand Street Settlement (GSS) to more efficiently quantify program outcomes and develop benchmarks by which program performance can be evaluated. The focus of the QAS will be on GSS’s early childhood programs, senior services with varying involvement in other GSS departments.

 

Qualifications 

  • Associate or Bachelor degree or equivalent work experience required.
  • Good interpersonal skills and strong relationship building with stakeholders/program managers
  • Interest in data systems including the collection & monitoring process and technical tools, the data visualizations and continuous quality improvement.
  • Interest in human services.
  • Good organization skills and detail-oriented.
  • Ability to take initiative, maintain confidentiality, and meet deadlines.
  • Excellent written and verbal skills.
  • Capacity to work independently and as part of a team.
  • Proficiency in word processing and Microsoft Excel.
  • Knowledge of databases, evaluation, research methodology, and statistical analysis a plus.

 

Essential Duties and Responsibilities 

Program Evaluation

  • Manage participant databases and produce reports.
  • Conduct outreach to staff with respect to data integrity.
  • Support staff with database trainings and respond to staff questions relating to databases.
  • Assist DEC with developing monitoring and evaluation procedures.
  • Design, implement, and analyze surveys for programmatic assessment.
  • Other projects as needed.

Quality Improvement/Data Analysis

  • Assist with coordination and collection of data for various reports such as monthly monitoring reports, quarterly outcome trends, and departmental annual reports.
  • Train users on forms, software, and procedures.
  • Work with the managers and DEC to ensure that mandated service delivery is documented.
  • Assist with documentation, assessments, and improvement of data collection and reporting methodology across GSS programs.
  • Assist with report writing.
  • Support DEC with analysis and formulating recommendations for agency wide planning and Development initiatives.

New Projects/Contract Support

  • Assist DEC with managing preliminary planning for new projects/contracts.
  • Formulate tools and protocols for reporting.

Administrative Responsibilities

  • Oversee administrative tasks related to contracts and contract reporting and record keeping. Train staff on these tasks on an as-needed basis, and act as task supervisor.
  • Manually enter data from hardcopy surveys and record keeping into database.
Comments Off on Bilingual Social Worker/Mental Health Counselor

Bilingual Social Worker/Mental Health Counselor

Posted by | April 15, 2021 |

TITLE: 

Bilingual Social Worker/Mental Health Counselor

DEPARTMENT:

Youth and Community Development Services

LOCATION:

Williamsburg, Brooklyn

PROGRAM:

Community Schools Initiative

REPORTS TO:

Community School Director

SALARY:         

Commensurate with experience; benefits include health and dental insurance, a 401k retirement plan, and 24 paid vacation days per year

DATE:

February 2021; summer location and duties may vary

SCHEDULE:

Monday – Friday, 8am – 4pm (Full-time); some Saturdays and evenings

JOB SUMMARY:  

Grand Street Settlement is seeking a creative LMSW or LMHC with a can-do attitude to join its Community School Team at Juan Morel Campos Secondary School. Social workers/mental health counselors on the Community School Team take on diverse portfolios of work that include individual and group counseling, supporting school-wide community-building and restorative practices, crisis intervention, and facilitating linkages to other service providers. The social worker or mental health counselor will also work closely with other members of the Community School Team (director, case managers, tutors, and expanded learning time staff) to provide other supports that will enhance the Community School.

EDUCATION, EXPERIENCE AND SKILL REQUIREMENTS:

  • New York State LMSW or LMHC from an accredited school of social work (may consider candidates with a provisional license); SIFI certification preferred
  • Bilingual (Spanish) required
  • At least one year’s experience in a school setting; three or more years’ experience working with youth and families in underserved communities preferred
  • Strong experience facilitating counseling groups, providing clinical services, and/or serving as a case manager for youth and families
  • Demonstrated ability to work in a fast-paced environment, to communicate and collaborate with diverse stakeholders, to prioritize multiple competing tasks, and to take initiative on new projects
  • Strong organizational and computer skills
  • Must be able to pass criminal background check and clearance by NYC Department of Education

ESSENTIAL DUTIES AND RESPONSIBILITIES (REMOTE and IN-PERSON):

  • Provide individual counseling and case management
  • Facilitate group counseling (individually or with co-facilitator)
  • Conduct home visits and other outreach to engage parents in the provision of services to their children and, more broadly, in the school community
  • Collaborate with school staff to meet the needs of students, families, and the school community
  • Support the development of a positive school culture by helping to develop and implement school-wide and targeted initiatives
  • Support the implementation of the Peer Group Connection peer leadership program and/or Middle School Advisory program; co-teach a daily or weekly   classes with a licensed teacher; attend related professional development, including overnight retreats
  • Provide crisis intervention and continued follow-up for youth and families; conduct screenings for suicidality and self-harm
  • Maintain confidential records including assessments, service plans, and case notes
  • Develop and maintain relationships with other community resources to which the Community School Team can refer students and families
  • Supervise one social work intern
  • Perform other duties as assigned
Comments Off on Program Supervisor

Program Supervisor

Posted by | April 15, 2021 |

DEPARTMENT:               

Youth Services and Community Development

 

PROGRAM:                     

Brooklyn Youth Services Programs

 

REPORTS TO:                  

Deputy Director of Brooklyn & Managing Director of Youth and Community

 

LOCATION:                   

Brooklyn, NY (multiple locations)

 

WORK SCHEDULE: 

School-Year: Monday-Friday, 11 am- 7 pm, some Saturdays

Summer: Monday-Friday, 10:30 am – 6:30 pm, at least three (3) days of the week, and 1 pm-9 pm two (2) days of the week; Saturdays (various); as a non-exempt employee, working hours will include non-standard hours.

 

SALARY RANGE: 

$73,000 (Annually); commensurate with professional work-related experience, program work- scope, funding, and job performance

 

 DATE:                            

April 15, 2021

 

Job Summary

The Program Supervisor will oversee after-school programs, summer day camps, and Cornerstones in efforts to promote the development and success of youth through the services provided. In collaboration with the Deputy Director of Brooklyn (DD), the Managing Director of Youth and Community Development will serve to stabilize and strengthen existing programs and will drive initiatives to expand services at after-school and center-based sites.

 

EDUCATION, EXPERIENCE, AND SKILL REQUIREMENTS:

  • Bachelor’s Degree is a must
  • At least 10+ years of youth experience and five years of supervision and program management
  • Experience supervising after school program(s) in a youth development framework
  • High level of proficiency in administrative work
  • Capacity to thrive under pressure while working on multiple tasks and projects
  • Knowledge of the public education system, NYC public housing Community Centers, and positive youth development best practices
  • Persuasive public speaking, writing and organizational skills
  • Must be able to develop and monitor budgets
  • Must have proven track record developing new procedures, protocols, and programming
  • Must be able to attend outside community meetings and work extended hours as needed
  • A team player with a demonstrated commitment to working with urban youth and young adults from an asset-based perspective
  • The ideal candidate is personable, energetic, and enthusiastic
  • Ability to set-up and maintain work environments that challenge gender stereotypes and is LGBTQIA+ friendly
  • A background in partnering with the Department of Education and local community-based organizations to support programs
  • Must have successfully supervised multiple sites
  • Must be able to build and maintain positive work relationships with key stakeholders.
  • Must be flexible, cooperative and willing to work in a team environment
  • Proficiency in Microsoft Office suite
  • Proficiency in a variety of internet research and communication functions
  • Experienced in DYCD programming regulations and DYCD Connect
  • Candidate must complete the following: NYSDOH Fingerprinting Screening; New York State Clearance Review Background Check; three (3) Reference Check; Physical w/updated TB Test (Fees may apply). If offered the position must submit $25 fee for NY State Clearance Review
  • Valid CPR/AED Pro or First Aid/RTE certification through recognized accrediting body preferred.

 

ESSENTIAL DUTIES AND RESPONSIBILITIES:

  • Directly supervise program director(s) and supervisors: Develop supervisors and staff through feedback, training, and learning opportunities;
  • Train supervisors and staff in the principles of youth development; the skills of solution-focused counseling and the advocacy strategies needed for school-based work.
  • Conceive, develop, and implement new programming in collaboration with the DD.
  • Administer contracts, monitor compliance, and meet contractual requirements for each program.
  • Develop and monitor program budgets in conjunction with the Finance team.
  • Review, analyze and respond to appropriate public Requests for Proposals (RFPs)
  • Assist in the development and implementation of quality improvement mechanisms and procedures.
  • Participate in youth, education, and workforce development efforts.
  • Participate in agency workgroups and Senior Leadership Groups.
  • Represent GSS at community development meetings and contract agency meetings.
  • Utilize technology as a management tool.
  • Utilize outcome data in program management.
  • Maintain up-to-date knowledge in relevant practice areas.
  • Act as liaison to the broader community as appropriate, including membership on relevant committees, representation, and/or participation in community, city, state, and federal meetings and committees.
  • Collaborate with GSS support departments to ensure program excellence.
  • Perform other duties as assigned.

EOE

 

Comments Off on Managing Director of Schools

Managing Director of Schools

Posted by | April 13, 2021 |

Reporting to the Chief Education Officer, the Managing Director of Schools will be responsible for developing and leading the school principals, principals-in-residence, network curriculum leaders, and the network director of special education in order to drive exceptional outcomes for students, families, and staff. This is an exciting opportunity for an individual who has a track record of driving results, developing senior leaders, launching and seeing through ambitious initiatives, and interacting with fundraisers and external partners.

Responsibilities 

PRINCIPAL MANAGEMENT AND COACHING

  • Directs and coaches school principals on school management, including planning, staffing, program, culture, curriculum, instruction, and assessments
  • Leads the schools in continuous improvement of programs and systems, including the development of school plans and key performance indicators, and sets high expectations and standards for quality teaching and learning that align with mission and organizational culture
  • Defines and monitors key metrics to determine success of school network and foster data-driven continuous improvement
  • Fosters a collaborative and results-driven culture across the network of schools
  • Plans and executes professional development for principals that deepens their leadership capacity 

DESIGN AND DEVELOPMENT OF THE ACADEMIC PROGRAM

  • Works with the curriculum team to create a strategic vision for the network academic model; incorporates evidence-based best practices, aligns curriculum, instruction, and assessments, meets state and college/career requirements, and meets the needs of all students 
  • With input from and collaboration with key stakeholders, develops network strategy for implementation of the academic and SEL model and resource allocation to achieve desired student outcomes
  • Ensures that academic model includes high expectations and an effective tiered system of supports to meet the needs of all students, including special populations (e.g. Special Education, English Language Learners)
  • Ensures and is ultimately responsible for continuous improvement of student outcomes
  • Promotes educational equity (equitable outcomes and processes) as a guiding principle across the entire school network, and ensures it is reflected in curriculum, instruction, and assessment systems
  • Supports school leaders in creating coherence in instructional practice/routines and optimizing student learning outcomes within schools

PROFESSIONAL LEARNING AND DEVELOPMENT OF INSTRUCTIONAL STAFF

  • Continually aligns and refines academic model, professional development, and coaching systems to drive improvement and achieve desired student outcomes across school network
  • Creates data-driven culture throughout academics team and network of schools
  • Ensures academic team efforts are effectively building the capacity of teachers and leaders across the system to meet the needs of all students and create conditions for students to thrive
  • Develops a vision and strategy for building and launching a Principal-in-Residence program, a school leader development program that prepares aspiring school leaders to succeed or found DREAM schools

SENIOR LEADERSHIP TEAM MEMBER

  • Collaborates with the senior leadership team to establish and accomplish organizational goals, objectives and strategic plans
  • Collaborates closely with other senior leaders in the organization to optimize the partnership between the schools, DREAM’s programs, and shared services.  

 

QUALIFICATIONS

  • Masters Degree in Education and/or School Administration, preferred  
  • Extensive teaching and leadership experience with a record of achievement for ALL children  
  • Deep knowledge of best practices in educational leadership and school health  
  • Willingness to be hands-on and do whatever it takes to develop and maintain an excellent system of schools and programs  
  • A drive to succeed and achieve great results on behalf of students, especially those furthest from opportunity
  • Expert knowledge, understanding and experience in developing curriculum, instruction, and assessment systems
  • Supervisory and leadership development experience with school leaders, instructional staff, and teacher leaders  
  • A successful record leading effective teams and individuals, managing organizational change and initiating key innovations  
  • A strong analytic, performance management, accountability, and systems-thinking orientation necessary to inform strategy development and execution
  • An ability to connect with a diverse group of people and build strong relationships grounded in listening and high levels of challenge and support
  • Excellent written and verbal communication skills, including ability to convey complex information to a variety of audiences 
  • 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.

 

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 Physics, AP Biology, Environmental Science, Spanish and Special Education

Physics, AP Biology, Environmental Science, Spanish and Special Education

Posted by | April 9, 2021 |

School of the Future is hiring! We are looking for two high school science teachers to teach Physics, AP Biology, Environmental Science, as well as a senior science elective. We are also looking for a Computer Science teacher, a Special Education teacher with a focus on math and history, and a Spanish teacher.

School of the Future is a small, innovative public sixth through twelfth grade school within District 2. We are located in the Gramercy Park neighborhood at 22nd Street and Lexington Avenue with a student population of seven hundred and thirty.  We aim to have a rigorous, supportive and Antiracist environment.  Half of our classes are co-taught and we have a very strong and integrated Special Education Program.  Students at School of the Future graduate by portfolio and exhibitions. Portfolios in the Middle School are a collection of the students’ best works and exhibitions in the High School are extensively researched papers and oral presentations whereby students demonstrate they have mastered the challenging standards of research: construct and answer an interesting essential question, demonstrate critical thinking skills, and adhere to conventions of writing. The high school uses this form of assessment instead of Regents Exams. In general, our staff uses a range of alternative assessments to inform their daily practice and objectives for individual students. Our approach is to be nurturing yet academically demanding and provide personally and politically engaging curricula. We are a project-based school as we believe the workshop approach fits with our philosophy of apprenticeship and students as worker, teacher as coach. Please check out our website at sof.edu.

 

Comments Off on Middle School Math Specialist for Grades 6-8 at Small Progressive Charter School 2021-2022

Middle School Math Specialist for Grades 6-8 at Small Progressive Charter School 2021-2022

Posted by | April 9, 2021 |

Community Roots is hiring:

A Math Specialist for 6th-8th grades. 

 

About Community Roots:

Community Roots Charter School is a rigorous learning community where learning is embedded in meaningful real world context, where children are deliberately taught to see the connections between school and the world. CRCS students will meet or exceed the Common Core standards and be prepared to excel in the 21st century by being taught to be independent thinkers and to work productively within a diverse group of learners. At CRCS students will learn to combine curiosity with appropriate application, which will lead to deep understanding and the confidence to take on challenges to become who they want to be.  Currently, Community Roots has 460 students in grades K-8. Our first 8th grade class graduated in June 2015. Please visit our website for more information about our school: www.communityroots.org.

 

Compensation:

  • Salary scale based on years of experience and level of education
  • 403b with employer match 
  • Single and family dental, vision, and health care

Responsibilities

  • Implement targeted, research-based math interventions to individual students and small groups of students in the least restrictive setting
  • Collect and use student data to set goals and monitor progress toward instructional outcomes
  • Collaborate with classroom teachers to administer and review assessment data e.g. school based assessments, math assessments, proctor state tests
  • Collaborate with classroom teachers to develop and monitor student intervention plans, including classroom based interventions 
  • Hold family conferences to review individual student’s progress at least twice a year and arrange more frequent, regular conferences as needed
  • Provide families with written narratives to report on individual student’s progress at a minimum of twice a year, in accordance with the schoolwide progress report schedule  
  • Provide push in/pull out Special Education Teacher Support Services (SETSS) 
  • Manage IEP caseload 
    • Remain in frequent communication with families
    • Attend IEP pre-meetings and meetings and contribute relevant information 
    • Report three times a year on IEP goals 
    • Facilitate and/or participate in student centered research and meetings (e.g. Child Study Team, Functional Behavioral Assessments and Behavior Intervention Plans)
  • Co-facilitate a “crew”, our school’s advisory structure 

 

Qualifications

  • Special education certification 
  • Demonstrated success in implementing math intervention and/or instruction 
  • Belief in CRCS mission and philosophy

Community Roots seeks individuals who:

  • Believe in and are capable of high levels of collaboration and communication
  • Believe that communicating and building relationships with children’s families is essential
  • See themselves as active learners committed to ongoing professional development
  • Always start from a child’s strengths 
  • Understand that children learn in different ways
  • Are capable of building a safe, nurturing, supportive and high achieving school culture
  • Believe that working and educating children in a diverse environment is essential
  • Enjoy their work

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

Comments Off on Associate Special Education Teacher

Associate Special Education Teacher

Posted by | April 8, 2021 |

Associate Teacher Job Description

 

West End Day School (WEDS) is an independent, elementary school dedicated to offering a social-emotional approach to learning.  Our mission centers on creating a safe haven for learning and fostering the development of resilience in children to build a strong foundation for their lifelong success.  The foundation of our school highlights that all behavior has meaning, and how children feel impacts how they learn.  At the core of our guiding principles is the notion that ‘relationships matter” and having positive relationships with one’s teachers and peers at school makes all the difference when it comes to learning.  We are looking for candidates who share our relationship based, team-based approach, and who have an interest in understanding a child’s behavior to help them make meaningful changes. 

 

West End Day School is striving to diversify its faculty and student body. We encourage people of color and members of other underrepresented groups to apply and join our community as we continue to grow and learn.  We are deeply committed to equity, inclusion, social justice, compassion, and non-violence; and seek candidates who share this commitment and strive to join us in celebrating and honoring differences. This loving school does not tolerate discrimination on the basis of race, color, religion, gender, ethnic origin, age, socio-economic status, physical disability or sexual orientation in any form. This is true for all hiring practices, privileges, administration of our education policies, admissions policies, and other school-related programming. 

 

Responsibilities including but not limited to:

 

  • Create and deliver lessons to small groups of students in core academic areas.
  • Help to prepare classroom materials and help plan whole group lessons and activities.
  • Support Head Teacher during whole group lessons.
  • Assist Head Teacher with evaluation of students as well as writing reports for bi-annual report cards.

 

Requirements:

 

  • Must be a certified teacher with some experience in Special Education.
  • Strong communication skills – ability to work collaboratively with clinical and professional staff.

 

How to Apply:

 

Resumes should be sent to Katy Jenkins or Jessica Chambers, Co-Education Heads

Email: resumes@westenddayschool.org

Comments Off on Finance Manager

Finance Manager

Posted by | April 8, 2021 |

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

We provide professional development to allow teachers, paraprofessionals, and other school community members to utilize our signature literacy intervention program, Reading Rescue. We strive to build sustainable intervention models that eventually become a core component of the school’s literacy ecosystem. Literacy Trust is currently partnering with more than 140 New York City schools, reaching over 1000 educators and 1000 students, throughout the five boroughs.

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

About the Finance Manager:

Our dynamic, growing organization seeks a Finance Manager to join our team in order to manage our daily accounting and financial transactions. Reporting to the Director of Talent, Operations, and Culture, the successful candidate will be a strategic and analytical thinker, a problem solver, and possess a strong attention to detail. The Finance Manager will perform key transactional, analytical, supervisory, and managerial functions supporting the agency with an annual budget of approximately $3M. The Finance Manager will be responsible for ensuring that our day-to-day accounting and finance operations run smoothly, enabling the long-term success of the organization. Key areas of oversight include grant and fund accounting, contract billing, budgeting, banking, preparation of reports, and maintenance of records.

(Note: responsibilities listed below define our standard work in a pre-Covid environment when schools are operating normally; we have been constantly shifting how we support schools and how we operate internally in order to meet the needs of distance learning.)

Key Responsibilities:

  • Accounting & Reporting
    • Oversee the general accounting, including journal entries, cash disbursements, accounts payable, cash receipts, accounts receivable, reconciliation of bank accounts, and adjusting journal entries, among other things.
    • Ensure that all financial activities involving funds awarded (federal and non-federal) are accounted for in compliance with rules and GAAP, grantor and/or agency-specific requirements, and Literacy Trust’s accounting policies and procedures, and proactively stay up to date on changes to regulations.
    • Direct and manage the documentation of accounting policies and procedures.
    • Prepare monthly, quarterly, and annual financial reports for departmental directors, and Board of Directors.
    • Prepare short- and long-term cash flow analysis, monitor cash flow.
    • Provide financial reports to funders and partners as requested.
    • Prepare and oversee the annual audit and preparation of federal filings including IRS Form 990 ensuring timely filing.
  • Budget Management
    • Co-lead the drafting of the organizational budget, ensuring that organizational strategic priorities are properly funded.
    • Provide grant budgets, and strategic support in fundraising efforts to optimize revenue.
  • Financial Supervision
    • Design and implement internal controls; ensure checks and balances.
    • Oversee the physical & electronic filing, safekeeping, archival, retrieval of financial documents.
    • Respond to inquiries from vendors, funders, partners, and internal staff re: financial matters.

Core Competencies:

  • Financial analytical skills
  • Long-term financial planning
  • Strong pursuit of accuracy
  • Efficiency and optimization
  • Project-based cost accounting

Requirements

  • Bachelor’s degree in Accounting or Finance. Certified Public Accountant (CPA) or Master of Business Administration (MBA) a plus.
  • 5+ years of experience in nonprofit accounting, with strong knowledge and understanding of Nonprofit GAAP.
  • Outstanding budget drafting/management, analytical, writing, and organization skills with capacity to manage projects and successfully prioritize among multiple tasks.
  • Experience handling numerous government contracts for various government agencies, including federal, state and city such as the Department of Youth and Community Development’s (DYCD) and the Department of Education (DOE).
  • Experience with Quickbooks. (Expensify, Bill.com, Salesforce experience is a plus.)
  • Proficient in Microsoft Office products, including expertise in Excel.
  • Ability to maintain highest confidentiality when dealing with sensitive or private information.
  • Passion for Literacy Trust’s mission, impact, and interest in investing external
    stakeholders in the work.
  • Must be authorized to work in the U.S.

Benefits

  • Salary: $70,000
  • Excellent benefits package: We provide employees with 100% coverage for medical, dental, vision, and life insurance, in addition to partial coverage for family members. We also provide retirement accounts with an employer match.
  • Professional development: We provide employees with a professional development budget after your first year of service because we want to see you grow in a way that’s meaningful to you.
  • Vacation: We offer employees 15 vacation days. Additionally, employees have the Department of Education winter break and the first week of July as paid time off.
  • Work-life balance: In case the vacation time or summer Fridays didn’t make it clear, we pride ourselves in supporting staff to have a healthy work-life balance, including occasional days to work remotely when appropriate.
  • Fun work environment: We love to celebrate accomplishments, birthdays and more.
Comments Off on Analyst, Policy & Impact

Analyst, Policy & Impact

Posted by | April 8, 2021 |

About HERE to HERE:

HERE to HERE enhances paths to rewarding careers for young people by uniting employers, educators and community-based organizations in the Bronx and across New York City. Our vision is a thriving, inclusive economy, in the Bronx and elsewhere, driven by meaningful partnerships between young people and employers.  We work closely with high schools, postsecondary programs (and particularly CUNY and its Bronx campuses), community-based organizations, public officials, and employers.

 

Our goal is to build partnerships and policies that help employers identify the talent they need to thrive and ensure every student develops the passion, experience, and professional network to succeed in a career of their choice.

 

Reports to: 

Vice President, Policy & Impact

 

To Apply: 

To apply online via the H2H’s career page,  by April 30, 2021. Please be sure to include a cover letter and resume. We will request writing samples during the interview process.  We will be reviewing candidates until we find the right person for the role.

Position Summary:

The Analyst, Policy and Impact will provide staff support to the Vice President of Policy and Impact, as well as the Director, Research and Analytics, for a range of initiatives, with a focus on three main tasks that are critical to our organization: 

  1. Produce supporting research for  the expansion of braided pathways, which combines education and employment to benefit students, employers, and educators; 
  2. Provide direct advocacy efforts to  support expanded and enhanced work-based learning and career pathways in New York City’s public high schools, CUNY’s postsecondary programs, and among employers; and
  3. Manage how HERE to HERE collects, analyzes, and presents data about our progress to elevate and expand the organization’s mission.

These areas of work will require a candidate with the skills, experience, and desire to connect with individuals and organizations external to HERE to HERE, learn about their interests and motivations, and support their engagement with our organization.

For more background on our work, please read materials such as these.

 

We are looking for someone who is passionate about our mission and will thrive in a high energy, dynamic team like ours. And we mean TEAM. We collaborate, engage in healthy debate, jump in wherever our skills are needed, we all lead and follow. We are a group of unique individuals who truly believe in this work.

Position duties will include:

  • Support a variety of ongoing efforts in the Policy and Impact team, including research and advocacy connecting work and education for students in New York City public high schools and at CUNY as well as tracking and analysis of the organization’s impact metrics.
  • Coordinate meetings with external stakeholders by setting agendas and logistical arrangements, preparing pertinent background materials, preparing pre-meeting materials, attending and documenting meetings, ensuring follow up and action items are complete. 
  • Support the development and stewardship of external partnerships. Represent HERE  to HERE in meetings with external partners, including community groups, students, employers, and members of the public. 
  • Partner with colleagues across the organization to identify and share best practices, lessons learned, and policy recommendations.

 

Qualifications & Experience

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

  • Strong writing, verbal communication and analytical skills; demonstrated ability to proof and edit written documents; Conversational Spanish language skills highly preferred.
  • Comfort with qualitative and quantitative data analysis, and experience or willingness to learn how to conduct labor market data analysis using the American Community Survey, Burning Glass, and publicly-available education data. 
  • Comfort and desire connecting to and developing relationships with a wide range of individuals and organizations external to HERE to HERE, as we build a movement for change.
  • Fluency in Microsoft Office Suite (especially in Powerpoint and Excel) and Google Suite (especially Calendar and Drive) required; familiarity with Salesforce a plus; willingness to learn and utilize Zoom, Slack, and other technologies.
  • 2+ years of relevant experience working in a fast-paced environment. Relevant experience includes: managing multiple projects simultaneously; working with senior staff and/or clients; experience working in advocacy, including creating convincing materials, pitching legislators and public officials, convening partners and coalition/network members.
  • Strong organization, project, and time management skills, and attention to detail; track record in meeting deadlines and working both independently and collaboratively.
  • Passion for youth development and curiosity about a wide range of 21st century career trajectories and building bridges across sometimes divergent stakeholder groups
  • Unwavering commitment to service and social justice; willing to engage with and support colleagues and partners in addressing systemic barriers to youth success and the root causes of racial inequity.
  • Ideally, a connection to and experience working in The Bronx

 

Compensation and Benefits:

This is a full-time overtime-exempt position. HERE to HERE staff have worked remotely since March 2020. When the office opens, this role will be based out of the HERE to HERE office, located in The Bronx and will travel throughout NYC via public transportation to meetings and events.

HERE to HERE offers generous benefits including medical (including sponsored dependent and family plans), dental and vision insurance, Employee Assistance Program, 401K match, generous paid time off (currently 20 days PTO and 13 paid holidays), and paid parental leave.

 

 

HERE to HERE is an Equal Opportunity Employer and Prohibits Discrimination and Harassment of Any Kind: HERE to HERE is committed to the principle of equal employment opportunity for all employees and to providing employees with a work environment free of discrimination and harassment. All employment decisions at HERE to HERE are based on business needs, job requirements and individual qualifications, without regard to race, color, religion or belief, national, social or ethnic origin, sex (including pregnancy), age, physical, mental or sensory disability, HIV Status, sexual orientation, gender identity and/or expression, marital, civil union or domestic partnership status, past or present military service, family medical history or genetic information, family or parental status, or any other status protected by the laws or regulations in the locations where we operate. HERE to HERE will not tolerate discrimination or harassment based on any of these characteristics. HERE to HERE encourages applicants of all ages. HERE to HERE is committed to building a diverse staff and encourages applications from people of color.

Comments Off on Associate Director, Talent Acquisition

Associate Director, Talent Acquisition

Posted by | April 6, 2021 |

THE WORK CULTURE

You know we do not have a simply captioned culture, because you know culture is not that simple. What we have is an ensemble of 300 scholarly, entrepreneurial, creative, analytical, collaborative, independent, results-driven, mission-driven people. We’re academic and career advisors, program designers and managers, business development and operations professionals, industry specialists, curriculum designers, and DEIB thinkers and leaders. It’s fast, changing, and never boring.

THE TEAM   

The new People + Culture team is taking shape and we’ll need your help to build it. We’re building people capabilities to scale for organizational growth; continuing to guide and ground a focus in performance, learning, inclusion, and collaboration across the organization.

THE ROLE

  • TALENT ACQUISITION. You have a successful track record developing talent acquisition strategies. You’re exceedingly good at growing talent pipelines, identifying diverse and qualified professionals, and skilled at cultivating business relationships. You know how to assess jobs and the corresponding managers, teams, candidates, and jobs markets. You know how to attract top talent and how to hire the people best suited for the open roles. You’ll partner with our people analytics lead to evaluate and improve the impact of recruitment, onboarding, employer branding and DEI activities. And your expertise will help inform workforce planning.

  • ONBOARDING (is not just for new hires). You keep a growing wish list of all the ways companies could transform the new-gig-experience for the new person. You’ll partner with the performance lead to design and implement a new program that will help newly hired employees, newly promoted employees, and their managers, define and meet the key year-one goals.

  • EMPLOYER BRANDING. Our mission is inspiring and the work we do is impactful. In this role you’ll partner with the Marketing & Communications team to tell that story for and share our mission with prospective talent. You’ll develop the organization’s employee value proposition, identify and optimize channels to promote our employer brand, and develop employer branding content.

  • Is that all? No. Sometimes it will make sense to include you in other workstreams. You know that’s the nature of small and growing teams, and you’re an able and pro pinch hitter.

COMPETENCIES YOU HAVE

  • Talent Acquisition Strategy + Recruiting Tech and other tools
  • Program Design, Implementation + Measurement
  • Interviewing Methods + Skills Assessment
  • Candidate Experience + Relationship Management
  • Listening (You study, hone and see the magic created when we listen well)
  • Employer Branding + Brand Storytelling
  • Negotiation
  • Workforce Planning 

EXPERIENCE YOU BRING 

  • +/- 7 years in comparable roles, developing the competencies described.
  • Successful talent acquisition strategist and recruiter.
  • Experienced managing and coaching hiring managers on interviewing and selection.
  • Experienced building careers marketing campaigns.

 

We encourage candidates from diverse backgrounds to apply!

SEO is proud to be an equal opportunity and affirmative action employer. We’re committed to equal employment opportunity regardless of race, color, ancestry, religion, sex, national origin, sexual orientation, age, citizenship, marital status, disability, gender identity or any other legally protected status. Visually and hearing impaired candidates can contact us for assistance at: jobinfo@seo-usa.org.

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Associate Director, People Operations + Analytics

Posted by | April 6, 2021 |

THE WORK CULTURE

You know we do not have a simply captioned culture, because you know culture is not that simple. What we have is an ensemble of 300 scholarly, entrepreneurial, creative, analytical, collaborative, independent, results-driven, mission-driven people. We’re academic and career advisors, program designers and managers, business development and operations professionals, industry specialists, curriculum designers, and DEIB thinkers and leaders. It’s fast, changing, and never boring.

THE TEAM   

The new People + Culture team is taking shape and we’ll need your help to build it. We’re building people capabilities to scale for organizational growth; continuing to guide and ground a focus in performance, learning, inclusion, and collaboration across the organization.

THE ROLE

  • Business Process Management. You have mapped, analyzed, and optimized people processes. You know that working on business process improvement and governance before selecting or rolling out a new system, is a good way to prevent big setbacks. You’ve seen big setbacks and you love to fix things. You know how to stress-test business processes to answer yes to all three questions: Does it add operational value? Is it as simple as possible? Is it worth the time it takes?
  • Workforce Technology. You’re an early adopter, plugged into emerging HR/talent tech trends. You have managed good to great HR and talent management tools; from discovery, selection and implementation, to change management and execution. You know how to guide the team from system use case to business use case. You’ve configured, integrated, and managed workforce tech to meet the business needs, and understand the various training, communications, and iteration steps required to get to successful user adoption/ROI. You invest the attention required for successful vendor relationships.
  • Data, Metrics + Analytics. You understand data structure. You have analyzed the factors impacting data integrity and can surface operational risks and opportunities. You look for and see contextually relevant workforce trends. You have used data tools and can deliver the metrics and analytics to inform decision-making and improve outcomes related to performance, diversity, workforce planning, talent acquisition, etc.
  • Project Management. You’re an interpreter and connector and aim to transform the way people work. You understand the moving parts that impact project success (the “Strategic Execution Framework”) and you know how to reconcile and align competing stakeholder interests. You curate methods of project planning, change management and reporting to suit the organization, drive decision-making and meet goals. You love PM tools (not spreadsheets) and have used these to drive transparency, collaboration, and accountability.

COMPETENCIES YOU HAVE

  • Business Process Management, Improvement, and Governance (BPM)
  • People Data Structure and Analysis
  • HCM, ATS, CRM, payroll administration and integrations
  • Employee Experience + Adoption
  • Stakeholder + Vendor Management
  • Business Case Communications
  • Cross-Team Collaboration
  • Listening (You study, hone and see the magic created when we listen well)
  • Contract Negotiation
  • Project Management
  • Change Management

EXPERIENCE YOU BRING

  • +/- 7 years in comparable roles, developing the competencies described.
  • Hands-on experienced with evolving HR tech stack and related BPM.
  • Experienced in metrics and data analytics.
  • Experienced in project management methods.

We encourage candidates from diverse backgrounds to apply!

SEO is proud to be an equal opportunity and affirmative action employer. We’re committed to equal employment opportunity regardless of race, color, ancestry, religion, sex, national origin, sexual orientation, age, citizenship, marital status, disability, gender identity or any other legally protected status. Visually and hearing impaired candidates can contact us for assistance at: jobinfo@seo-usa.org.

Comments Off on Associate Director, People + Culture

Associate Director, People + Culture

Posted by | April 6, 2021 |

THE WORK CULTURE

You know we do not have a simply captioned culture, because you know culture is not that simple. What we have is an ensemble of 300 scholarly, entrepreneurial, creative, analytical, collaborative, independent, results-driven, mission-driven people. We’re academic and career advisors, program designers and managers, business development and operations professionals, industry specialists, curriculum designers, and DEIB thinkers and leaders. It’s fast, changing, and never boring.

THE TEAM   

The new People + Culture team is taking shape and we’ll need your help to build it. We’re building people capabilities to scale for organizational growth; continuing to guide and ground a focus in performance, learning, inclusion and collaboration across the organization.

THE ROLE

  • PERFORMANCE. You have designed and implemented new performance development capabilities before. You know how to translate organizational strategies into team and individual goals; and you know how to use objective, real-time feedback and tools to develop team and individual strengths. You know how to coach employees and managers on these skills. You know this is a lifelong class, and you’re a confident student and teacher.
  • LEARNING. You’ve been following businesses’ and managers’ return to self-directed learning (SDL) since the first MOOC. (Perhaps you registered for Sebastian Thrun’s AI class then dropped it, in the process grasping something of the model’s challenges.) You clearly see the SDL applications for organizations and employee development. You’ve conducted competency gap assessments, manager and team training, and have the program management skills to implement SDL methods and tools where these are suited to have the best impact for the organization, team and individual.
  • SEO is a DEIB leader, which creates an introspective lens on its internal culture. You’ve led DEI initiatives from strategy, to implementation, and you are well versed in the measures of the work’s progress and success. The highest goal will be to identify and deliver practical, tangible ways to advance DEI in the areas of recruitment, management, employee development, compensation, communications and collaboration.
  • Since you’re so attuned to the performance, learning and DEI pulse of the organization, you’re beautifully positioned to advise on current employee relations and future workforce planning; and wonderfully positioned to help identify organizational competency gaps, which will help direct workforce planning. On these pieces, the organization’s head of talent acquisition will be your closest partner. Together you’ll help department heads develop the workforce plans to implement their strategies.

Is that all? No. We have much to do. And since you’re well rounded, it will make sense to include you in other workstreams. You know that’s the nature of small and growing teams, and you’re an able and pro pinch-hitter.

COMPETENCIES YOU HAVE

  • Performance Development, Learning and DEI Strategies + Tools
  • Program Design, Implementation + Measurement
  • Employee Experience
  • Motivational Leadership
  • Management Development
  • Stakeholder Management
  • Cross-Team Collaboration
  • Listening (You study, hone and see the magic created when we listen well)
  • Employee Relations + Communications
  • Workforce Planning

EXPERIENCE YOU BRING

  • +/- 10 years in comparable roles, developing the competencies described.
  • Experience in performance development, learning and DEIB.
  • Knowledge of employee relations and workforce planning.
  • Experienced, adaptive, attentive people manager.

We encourage candidates from diverse backgrounds to apply!

SEO is proud to be an equal opportunity and affirmative action employer. We’re committed to equal employment opportunity regardless of race, color, ancestry, religion, sex, national origin, sexual orientation, age, citizenship, marital status, disability, gender identity or any other legally protected status. Visually and hearing impaired candidates can contact us for assistance at: jobinfo@seo-usa.org.

Comments Off on Associate Director, Total Rewards

Associate Director, Total Rewards

Posted by | April 6, 2021 |

THE WORK CULTURE

You know we do not have a simply captioned culture, because you know culture is not that simple. What we have is an ensemble of 300 scholarly, entrepreneurial, creative, analytical, collaborative, independent, results-driven, mission-driven people. We’re academic and career advisors, program designers and managers, business development and operations professionals, industry specialists, curriculum designers, and DEIB thinkers and leaders. It’s fast, changing, and never boring.

THE TEAM  

The new People + Culture team is taking shape and we’ll need your help to build it. We’re building people capabilities to scale for organizational growth; continuing to guide and ground a focus in performance, learning, inclusion, and collaboration across the organization.

THE ROLE

  • COMPENSATION. Evolve compensation programs and tools across U.S. regions, to support the organizational expansion strategy. Develop forward-looking practices for job analysis, market benchmarking, compensation structure, LTIs and STIs, and compensation review. Advise on compensation budgeting and forecasting. Collaborate with operations and analytics to streamline compensation workflows and conduct regression analyses of compensation strategies and components.
  • BENEFITS. Develop health, wellness and retirement benefits strategy and programs to enhance the employee experience. Partner with plan carriers, brokers and other vendors on plan design, implementation and measurement, and renewals. Guide vendors and organization toward innovative employee education and communications that support all enrollment activities and meet the needs of our workforce. Analyze and advise on changing benefits costs, cost-savings, and ROI. Help develop the employee value proposition for a diverse workforce.
  • COMPLIANCE. Track evolving, applicable regulatory requirements, working with auditors, legal counsel, and internal and external vendors, to ensure organizational compliance. Plan and execute compliance activities, audits, and reporting obligations according to the necessary specifications and deadlines (i.e., COBRA, DOL, ERISA, FLSA, FMLA, HIPAA, OSHA, etc.). Train HR staff to support related processes.

COMPETENCIES YOU HAVE

  • Compensation + Benefits Strategies
  • Program Design, Implementation + Measurement
  • Employee Experience + Communications
  • ROI + Regression Analysis
  • Stakeholder + Vendor Management
  • Employment law and HR compliance fluency
  • Listening (You study, hone and see the magic created when we listen well)

EXPERIENCE YOU BRING

  • +/- 10 years in comparable roles, developing the competencies described.
  • Proven compensation, benefits, and compliance SME.
  • Experienced transforming and/or creating total rewards capabilities for a growing organization.
  • Track record directing changing external partnerships to significantly improve outcomes.

We encourage candidates from diverse backgrounds to apply!

SEO is proud to be an equal opportunity and affirmative action employer. We’re committed to equal employment opportunity regardless of race, color, ancestry, religion, sex, national origin, sexual orientation, age, citizenship, marital status, disability, gender identity or any other legally protected status. Visually and hearing impaired candidates can contact us for assistance at: jobinfo@seo-usa.org.

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STEM Teacher and Special Educator

Posted by | April 5, 2021 |

Harvest Collegiate Seeking STEM Educator and Special Educator

Every student is an intellectual, we believe, at Harvest Collegiate High School, our small, highly diverse public high school near Union Square in Manhattan, founded in 2012. We are in the Consortium, meaning we emphasize challenging, meaningful and authentic student work over standardized tests. We invite you to apply to join our outstanding faculty committed to creating a transformative learning community for all in our building. At Harvest, teachers are empowered to design their own courses that focus on developing students’ core ways of being and thinking in the world–their curiosity, use of evidence, understanding of perspective and connection, responsibility and voice – what we call their Habits of Mind and Heart. We are looking for a wonderful STEM educator and special educator who share our commitment to uplifting every child to join our strong and experienced staff. The collaborative work of our school has been recognized for its positive results as a Blackboard Awardee for Rising Star School of Excellence, a New York Post “Hidden Gem” and UFT Team Award for Excellence through Collaboration. For more information about us, please see this short NY1 video about us or visit our website at harvestcollegiate.org.

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Education Director

Posted by | April 2, 2021 |

Position Summary: 

Children’s Aid Early Childhood Division is founded on the belief that strong communities are built by children and families who have the access and skills and choice to create pathways to their success.

The site’s Education Director will ensure that all children reach developmentally appropriate milestones through the implementation of evidence-based curricula, individualized support and high quality learning environments.  By leading the Educational Support at their site, the Education Director will focus on making sure that all the children and families will be ready to be successful in Kindergarten and in life, while ensuring that all Head Start Performance Standards and site-specific funding regulations are met or exceeded.

Responsibilities: 

With the support of the Deputy Director of Early Childhood and Central EC Leadership Team, each Early Childhood Education Director is responsible for the following at his/her site:

Curriculum and Instruction

  • Promote high-quality teaching and learning in the classroom through full implementation of CAS Early Childhood curriculum, assessment, policies/procedures and tools that lead to children’s school readiness.
  • Develop and maintain a high-quality, safe and nurturing environment in which children develop trusting and accepting relationships with adults and peers that foster growth and development.
  • Execute a developmentally appropriate and integrated curriculum which provides opportunities for children’s meaningful exploration.
  • Work with teachers to implement the child assessment system reliably, including understanding child outcomes data and using them to plan and individualize.

 Leadership & Governance

  • Provide leadership and supervision for all teaching staff.  Directly supervise Lead Teacher’s, Assistant Teacher’s and Teacher’s Aide’s.  Leadership may be provided through the following:  supporting teachers with lesson plans and curriculum implementation, scheduling in-service training, providing staff development workshops and holding parent meetings related to educational supports.
  • Observe, coach and work with teachers to implement program curriculum with fidelity.
  • Meet regularly with staff and parents.

Family Engagement

  • Build and foster trusting partnerships with families; serve as a role model for these types of relationships for staff.
  • Facilitate meetings with families when there are outstanding developmental or behavioral needs with children.

Record Maintenance, Screening and Assessment

  • Monitor and review developmental screens to ensure all are completed within 45 days of a child’s first day of service with the program, and make recommendations for re-screen, referral, and individualized planning
  • Monitor child observations through an on-line database.
  • Observe students as part of the internal referral process to determine interim plans and service referral  needs
  • Utilize the Internal Referral form to document interim plans and to request for central office support
  • Continuously review and update COPA as applicable

Program Design, Management and Supervision

  • Coordinate programmatic supports for all children with an IEP/IFSP and those children with suspected disabilities
  • Responsibly manage training and classroom supply budgets

Professional Development

  • Collaborate with the Program Director and Central Support staff in planning, coordinating, and implementing a wide range of diverse, applicable, and creative professional development opportunities for all staff.
  • Participate in all agency offered trainings, workshops, in-service days, and/or all-staff conferences.
    • Including becoming Pre-K CLASS certified within one year of on-boarding, and Infant/Toddler certification as applicable to program. Maintain CLASS certification annually.
  • Maintain certification requirements and proof of attendance in professional activities.
  • Support the growth of the center including participating in program-wide goal setting and individual and program self-assessment.
  • Participate in all DOHMH Required Trainings.
  • Maintain active membership with Aspire and “Registered” status with TEACH Account, both linked to CA.

Health and Safety

  • Adhere to all state and city licensing requirements, teacher child/ratios, CPR/first aid certification, Child Abuse Mandate, Infectious Control and Mental Health First Aid.
  • Maintain a safe and healthy environment for children, families and staff.

Qualifications: 

  • Must have at least one of the following New York State Teaching Certifications:  Early Childhood (Birth – Grade 2); Nursery, Kindergarten and Grades 1-6; Prekindergarten – Grade 6 certification; or Students with Disabilities (Birth – Grade 2); if the Certification is Initial and not Permanent, a Study Plan will be set-up at point of hire with a timeline towards obtaining Permanent Certification
  • BA required, Master’s preferred.  Degree(s) must be in a specific field of Education (Early Childhood, Elementary, Special Education, etc.)
  • Must have 2-5 years of teaching experience
  • Must hold  Pre-K CLASS ”Reliability” Certificate or obtain “Reliability” within 1 year of employment
  • 1-2 years of supervisory experience preferred
  • Bilingual preferred
  • At least 2 year’s experience working with infants, toddlers, preschoolers and children with Special Needs
  • Strong administrative skills are required
  • Excellent communication and computer skills
  • Excellent organizational and time management skills
  • Commitment to professional development for themselves and their staff
  • Obtain certifications in CPR, First Aid and Mental Health and pass all background clearances

A review and final determination of credentials and qualifications are reserved for the Central EC Leadership Team.

Comments Off on Math Teachers for 6th-8th grade ICT Classrooms at Small Progressive Charter School

Math Teachers for 6th-8th grade ICT Classrooms at Small Progressive Charter School

Posted by | March 30, 2021 |

Community Roots is hiring:

Math teachers with content area certification and/or Special Education certification for our middle school classrooms. Community Roots offers Integrated Co-Taught (ICT) classes for all middle school core content areas.

Compensation:

  • Salary scale based on years of experience and level of education
  • 403b with employer match 
  • Single and family dental, vision, and health care

Qualifications:

  • Preference for New York State Teacher Certification
  • Prior teaching experience with demonstrated success
  • Demonstrated ability to collaborate
  • Demonstrated ability to prioritize student achievement while creating a nurturing and encouraging school environment
  • Preference for dual certification in Math and Teaching Students with Disabilities (Special Education)

Community Roots seeks individuals who:

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

About Community Roots:

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

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

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

Comments Off on Director, Recruitment

Director, Recruitment

Posted by | March 26, 2021 |

Positions Report to: Managing Director, Talent

Start Date: Immediate

Compensation: EHTP offer a comprehensive benefits package

FLSA Status: Exempt

Who We Are:

East Harlem Tutorial Program (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.

About The Opportunity:

We are seeking a Director, Recruitment to drive the strategic visioning, implementation, and assessment of recruitment and selection for the growing EHTP network. The Director, Recruitment will build an effective recruitment strategy and impactful campaign to attract, recruit, and retain top talent that is aligned with our anti-racism work. As a natural relationship-builder who upholds our commitment to providing an equitable and transparent recruitment process, the Director, Recruitment will embody a culture of continuous learning that meaningfully and humanely improves the team’s effectiveness and workflow. Reporting to the Managing Director, Talent, the Director, Recruitment will manage a team of four and oversees recruitment and retention for the entire EHTP organization, which consists of East Harlem Scholars Academies (a network of five schools), Out-of-School Time (OST) program, Teaching Residency, and Central Office. This individual will play a critical role in fueling the growth of EHTP and the magnitude of the organization’s impact in East Harlem by working closely with our senior leadership team, deputy superintendents, and principals.

What You will Accomplish:

  • Partner with the MD, Talent and Superintendent/CAO to develop and implement phased, multi-year talent recruitment. hiring, and on-boarding strategy, reflecting organizational capacity and growth over the next 3 years
  • Build out the data, systems, team, and processes to realize a best in class recruitment and selection function
  • Partner with the senior management team to develop and manage and monitor progress toward a radically-human, anti-racist hiring process for all roles within the organization
  • Partner with the senior management team and hiring managers on team design, job requirements, and creating job descriptions; and provide quality-assurance systems and management for all candidate sourcing, pre-screens, and interviewing procedures and protocols and scoring, and overall candidate experience
  • Lead the recruitment team in researching, designing, and implementing the most equitable and best-in-class retention initiatives
  • Lead and implement the continuing professional development for the recruitment team members
  • In partnership with the recruitment team, marketing and communications, design and oversee external events, e.g. open houses, happy hours, webinars, and other targeted events, to increase brand awareness of EHTP, leading to stronger pipelines of potential candidates

What Qualifies You:

  • You have 5+ years of recruitment and/or talent strategy experience, preferably with a school network or mission-driven nonprofit organization
  • You have 2-3 years of management experience of adults with varying levels of experience
  • You have experience building, implementing and refining effective systems for finding, hiring, and onboarding staff, and ensuring high engagement and retention of top performers
  • You have a track record for being a great assessor of potential hires, having diverse networks that help you recruit the best people, and serving as a trusted advisor to ensure hiring decisions are equitable, radically human, rooted in data, and that bias is mitigated
  • You are highly organized and possess excellent project management skills
  • You are a self-starter who can move complex projects forward without heavy oversight
  • You have a strong customer service-based approach to recruiting and relationship-building
  • You have a race and equity lens that guides your work and efforts to help others build their capacity to consider the impact of their identities and actions in their work
  • You understand schools and teaching and learning, either through direct instructional experience or close partnership with educators
  • You have experience building strategies from the ground up that are clear, efficient, and aligned to organizational goals
  • You hold yourself to high professional and ethical standards
  • You believe deeply in EHTP’s mission, core values, and racial equity work

Thank you for taking the time to submit your application.

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Director, Program

Posted by | March 26, 2021 |

(Temporarily Remote)

About Read Ahead

Since 1991, Read Ahead has connected public elementary school students with caring mentors from leading corporate and community partners. During weekly Read Ahead sessions, our volunteer mentors form meaningful relationships with their mentees, and help children to grow their literacy skills, confidence, love of reading, and other skills essential for success. Over 98% of teachers would recommend Read Ahead to a colleague, and our program impacts the lives of over 750 children each year.

The need for Read Ahead is especially urgent in the wake of COVID-19. To meet this moment, Read Ahead has developed a completely virtual program for the 2020-21 school year. 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 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, genetics, or veteran status. We seek to build a diverse staff representative of the communities we serve. All qualified applicants are strongly encouraged to apply.

Position Overview

As Read Ahead adapts to a post-COVID landscape, the Director, Program will play a pivotal role among senior leadership at Read Ahead during a time of transformational change. The Director, Program will drive all aspects of Read Ahead’s virtual program, which focuses on building students’ literacy skills with the support of caring and trusted mentors.

This role provides the right individual with a unique opportunity to work collaboratively with colleagues across the organization as we evolve our program model to have a greater impact on students and advance Read Ahead’s pro-diversity, anti-racism, and anti-oppression goals. The Director will also be instrumental in expanding Read Ahead’s program offerings beyond our current volunteer model, to include staff-led programming as well.

As a member of Read Ahead’s Senior Leadership Team, the Director will be a driving force in furthering Read Ahead’s work to become the type of anti-racist, anti-oppression organization we strive to be. The successful candidate should be excited to collaborate with a mission-driven team to build out a host of inclusive and equitable practices throughout the organization.

The Director, Program will report to the Executive Director.

Responsibilities

  • Champion the high degree of talent and diversity that exists among members of the Program Team.
  • Lead the Program Team members in delivering Read Ahead’s virtual literacy and mentoring programming to 750+ elementary school students across 8 partner schools.
  • Achieve high levels of program satisfaction among all stakeholders including school leaders, mentors, mentees, families, and partner companies.
  • Lead, train, manage, and professionally guide 3 full-time program staff and 10 part-time program staff members.
  • Serve as a key voice and trusted colleague on Read Ahead’s Senior Leadership Team, along with the Executive Director and the Senior Director, Development and Communications. The Senior Leadership Team sets and advances org-wide priorities and goals.
    • Play a key role in the next strategic planning process to revise Read Ahead’s mission, vision, values, in line with our commitment to pro-diversity, anti-racism and anti-oppression.
    • Ensure that the next iteration of Read Ahead’s program model effectively focuses on both literacy and supportive relationship-building.
  • Oversee program development, implementation, and quality control with a focus on training, facilitation, and student/mentor recruitment and retention.
  • Collaborate with the Senior Leadership and Program Teams to define key metrics, set benchmarks, and collect data to ensure program success.
    • Ensure that program success metrics (quantitative and qualitative data) are well-captured so that Read Ahead can successfully report on program outcomes and share with funders.
    • Support the Program Team in developing a shared understanding of program goals and outcomes, and ensure that program narratives are communicated to staff across the organization.
  • Serve as an effective organizational ambassador across stakeholder groups, with the ability to listen, understand, empathize, and take action.
  • Partner with staff to create and maintain an even greater culture of diversity, inclusion and belonging within the organization.

Qualifications

  • Passion for Read Ahead’s mission.
  • Experience working with New York City public schools, families, and communities.
  • Experience with and committed allyship to communities and students of color.
  • 8+ years of experience implementing direct service youth programs in the nonprofit and/or public sector.
  • 3+ years leading and managing high-performing team members with a range of backgrounds/experience levels.
  • Passion to lead, coach, and support staff to grow professionally.
  • Ability to think strategically, to collaborate effectively with internal and external stakeholders, and to implement vision.
  • Ease with engaging in open, productive disagreements with colleagues, with a firm commitment to a decision once made.
  • Highly organized administrator with flexibility, strong attention to detail, the ability to both create and improve processes and systems, project-management skills, and a love of problem-solving.
  • Practices a growth mindset, along with a deep commitment to genuine learning and self-improvement for themself and others.
  • Highly self-aware and reflective with the ability to give and receive feedback.
  • Familiarity, comfort, and ability to thrive within a small, dynamic team.
  • Experience working with elementary-age youth preferred, but not required.
  • Experience with youth literacy and/or mentoring programs preferred, but not required.

Application Deadline: Friday, April 30

Start Date: ASAP

Salary/Benefits: Competitive salary commensurate with organizational budget and competitive benefits package. Read Ahead is committed to equitable hiring practices and will review the salary and benefits package in first round interviews.

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Director of Development

Posted by | March 26, 2021 |

ABOUT CODE NATION

Code Nation is a community of teenagers, technologists, teachers, business leaders, and other champions. A movement spanning cities, cultures, and industries, our community builds bridges across social and economic divides and unites people with the power to change each others’ lives.

Code Nation equips students with the skills, experiences, and connections that together create access to careers in technology. With a volunteer teaching cohort of over 300 professional web and software developers and a network of school and company partners, we provide coding courses and work-based learning programs to students who attend under-resourced high schools. Our industry-aligned curriculum and vast network of supporters provide students with the tech skills and social capital they need to break into the tech workforce.

During the 2019-2020 school year, Code Nation pivoted to reach 1,630 students in 72 programs across the Bay Area, Chicago, and New York City, 100% virtually. Software developers collectively volunteered more than 45,000 hours to provide in-person and remote learning in support of Code Nation’s mission in the San Francisco Bay Area, Chicago, and New York City.

Code Nation is committed to being an inclusive, pro-Black, and anti-racist organization. Ideal candidates are committed to educational and tech equity and working against institutional inequities. We believe that anyone can learn to code, and everyone should have access to careers in the thriving tech workforce. Check out our latest commitment with CS for All to provide coding courses, workplace experiences, and industry mentorship with a focus on equity and representation for 1,200 students across New York City, Chicago, and the Bay Area by Summer 2021.

 

THE ROLE

The salary range for this position is $85,000 – 140,000. This range is wide because Code Nation is eager to meet candidates who have fully mastered all aspects of this role as well as candidates who would be learning some aspects for the first time.

Code Nation seeks a Development Director to lead our development work nationally and to support each of our regional leaders to strategize and execute in service of local fundraising goals. Our CEO loves fundraising and our board and Bay Area regional leadership council are highly engaged in fundraising. Our regional leaders have mixed experience with fundraising and we are still forming leadership councils in New York and Chicago. The Development Director will be a master strategist and project manager who will enjoy managing multiple solicitors in support of their successful fundraising outcomes, including regional leaders, board members, leadership council members, and other Code Nation champions. A successful Development Director will meet people where they are, diagnose opportunities to provide content expertise, and will lead Code Nation’s leadership on their journey towards fundraising success.

In the first ~six months, this Development Director will help us to close out our FY21 fundraising goal of approximately $5.9mm while learning all about what we think is a special program that is meeting the needs of our students. This amount represents the total of each region’s fundraising goals ($1.8mm in the Bay Area, $722K in Chicago, $1.4 mm in NYC, and $2mm for the National region). We had a strong fundraising year in FY20 and closed the year having raised approximately $5.3mm. A successful Development Director will support the Bay Area and NYC regions achieve slightly higher fundraising goals from last year ($1.6mm and $1.2 mm respectively) and assist Chicago with fundraising an approximate 70% increase from FY20 to FY21. Over the first two years in the role, the Development Director will help us to expand our fundraising primarily through increasing the number of individuals providing major gifts and developing and executing against a robust corporate partnerships strategy, which we are uniquely positioned to pursue given our role in workforce development.

Code Nation is committed to being an inclusive, pro-Black, and anti-racist organization; ideal candidates are committed to educational and tech equity and working against institutional inequities.

 

RESPONSIBILITIES

The primary responsibilities will include, but are not limited to:

Development strategy, execution and tracking

  • Refine and support execution of Code Nation’s organization-wide fundraising strategy at the national and local level in pursuit of our annual fundraising goal (Code Nation’s FY21 fundraising goal is $5.9mm and will likely increase in support of programmatic growth)
  • Develop and implement a plan to increase the racial diversity of Code Nation’s funders
  • Create a cadence of support to the CEO and three regional leaders to offer strategic guidance, build capacity, and monitor progress
  • Lead periodic (e.g. quarterly) stepbacks to assess overall progress to goal against development goals
  • Lead organizational leaders and development team members through an annual development planning process to set realistic goals around fundraising and help to tether overall organizational planning to realistic revenue targets

Build strategy and drive execution to achieve national fundraising goal

  • Support and eventually own board engagement towards fundraising outcomes including fundraising sessions at board meetings and individualized communication outside of board meetings
  • Function as a “development Chief of Staff” for the CEO as primary solicitor including helping her set strategy, project manage donor engagement, and build capacity around donor materials and communications
  • Set vision for and project manage fundraising events

Partnering with regional leaders (Bay Area, Chicago and NYC) to drive fundraising at the regional level

  • Provide meaningful and differentiated strategic, operational, and development skill coaching to regional leaders in service of their learning and success
  • Create meeting and routine structures to help regional leaders to successfully plan and execute actions to deliver fundraising outcomes
  • Supporting the Bay Area regional team with substantial support to engage their regional leadership council to drive towards fundraising outcomes
  • Supporting the creation of regional leadership councils in Chicago and New York

Lead and manage the development and communications team

  • Hire, manage, coach, and retain a small team including three development and one communications staff members
  • Create a division of responsibility across the team that ensures that:
  • Data integrity is consistently upheld in service of strong project management and accurate forecasting
  • Team is executing on actions in support of the CEO and regional leaders both to drive efficiencies and help focus solicitor time on donor facing activities
  • Grant requirements are managed tightly without errors
  • Managing organizational communications with the primary goal of supporting fundraising and the secondary goal of communicating to Code Nation’s other key audiences (a vision for communications has recently been established by a communications consultant)

Donor program development

  • Lead organizational leadership to think expansively about opportunities to build donor facing programs including but not limited to:
  • Creation of “sponsor a student’ or “sponsor a cohort” donor programs or giving circles
  • Identifying and acting on opportunities to engage our volunteers who have means to donate
  • Development of a robust corporate partnerships program in pursuit of both volunteer hours and donations, likely with the assistance of a consultant expert, which will be largely driven by regional partnerships managers who will hold a dotted line relationship to the Development Director

 

SKILLS AND QUALIFICATIONS

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

What you’ve accomplished (required):

  • Demonstrated ability to create and lead the execution of a development strategy that met or beat its objectives for either an entire organization of comparable size or for a region of a larger, geographically matrixed organization
  • Experience engaging board members towards fundraising outcomes
  • Successfully managed a small team in support of development work
  • Experience managing forecasting including regular progress to goals meetings and tightly managing data integrity to ensure accuracy

Other things you might have accomplished (preferred) or would be excited to learn here:

  • Managing institutional relationships including the full lifecycle of foundation grants
  • Setting vision for and executing towards a robust set of corporate partnerships resulting in donation of both time and money
  • Facilitating conversations across the organization to educate other staff about our donors and fundraising strategies while helping to sharpen thinking around living out our values in our fundraising (including recognizing, honoring, and reconciling any potential tensions)
  • Owning a vision for communications at the organizational level including management of a junior level communications staff member
  • Supporting organizational leaders to successfully engage and solicit high wealth individuals
  • An understanding of tech education and youth development programs

Skills you have developed and knowledge you have acquired:

  • Ability to organize and keep track of many projects, deadlines and priorities at the same time, specifically in the context of matrixed fundraising
  • Ability to organize and manage the actions of others who don’t report into you
  • Ability to manage a small team including both strong work outputs and facilitating an experience of fulfillment and belonging
  • Ability to manage self while leveraging manager for strategic support rather than accountability
  • Strong orientation towards customer service in a shared services context with a focus on meeting the needs of others without being asked
  • Ability to communicate verbally and in writing in clear, concise, and linear ways
  • High level of self-awareness, humility, interpersonal skills and emotional intelligence
  • A baseline comfortability with tech concepts and terminology

How you work and what you value:

  • Deep commitment to diversity, equity, and inclusion
  • Comfortability with ambiguity while finding responsibility in driving towards and/or creating clarity
  • Enjoys iterative work
  • Self starter and entrepreneurial. Comfortable with failure as a path towards progress
  • Enjoys working on a team and operates in a way that will build trust with teammates (e.g. curiosity, integrity, consideration, etc.)
  • Driven by results
  • Enjoys fundraising
  • Sees themselves in our core values

 

WHAT YOU CAN EXPECT

Code Nation has a high-performing culture characterized by our desire to provide our staff members with the support, resources, and information they need to be successful in our organization and in the non-profit field in general.  If you take on this position, you can expect to be offered a compensation package, including salary and benefits, that will be commensurate with your experience and competitive within the non-profit sector. Some of the benefits we offer to our staff members include, but are not limited to:

  • Medical, Dental and Vision Insurance and a Flex spending account for out of pocket medical costs
  • Generous Time Off policy-15 days of paid time off & 14 paid holidays/office closures
  • 401k Retirement Plan

 

TO APPLY

Code Nation is partnering with RCG Talent Solutions to find our next Development Director. Please submit a resume and cover letter to jobs@rcgtalent.com with the phrase “Code Nation Development Director” in the subject line. We ask that when writing your cover letter, you focus on naming both what interests you about Code Nation’s work and how your experience would lend itself to successfully leading our development function.

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Director of School Operations

Posted by | March 26, 2021 |

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 Principal, the Director of School Operations will serve as a building leader, supporting the Principal with all non-instructional school needs.  They will be responsible for leading all aspects of school operations, including facilities, food and transportation services, student recruitment, school schedules, rosters, student information database, visitors, payroll, and benefits.
This is an exciting opportunity for a team player who enjoys thinking strategically and systematically to lead and continuously improve school operations in a fast-paced environment dedicated to driving excellent student outcomes.
Responsibilities:
  • Manage/liaise with food services, IT, facilities, maintenance, nursing & emergency procedures, and security;
  • Manage COVID protocols and on-site compliance;
  • Oversee student recruitment, enrollment and lottery processes;
  • Manage the School Operations team to support in executing operational excellence;
  • Liaise with network office staff to effectively oversee assessment, attendance, and school compliance;
  • Build and support school systems and routines, including arrival, late pickup, lunch and recess, and processes supporting instruction;
  • Support with planning and implementation of team-wide events, including but not limited to professional development sessions, team-building events, and org-wide occasions.
  • Collaborate with Directors of School Operations across the organization to build org-wide school operations procedures and practices.

Qualifications:

  • Bachelor’s degree required;
  • Minimum three years of school operations experience, preferably with people-management responsibilities;
  • Demonstrated project management experience;
  • Demonstrated ability to operate with a do-what-it-takes, flexible attitude;
  • Exceptional attention to detail and accuracy;
  • Excellent written and verbal communication skills, including the ability to communicate effectively with a variety of audiences (including colleagues, students, and families);
  • Ability to lead with a learning and solutions-oriented mindset, and demonstrated ability to persevere through challenges;
  • 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.
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Education Specialist, Helpline

Posted by | March 24, 2021 |

Advocates for Children of New York, Inc. (AFC) seeks an Education Specialist for its Jill Chaifetz Education Helpline determined to make a difference for NYC families struggling to gain educational services for their children in the country’s largest school district during an unparalleled time of difficulty for low-income families.

The Education Specialist gathers and analyzes information from callers, identifies issues and provides guidance, information, and assistance regarding a wide variety of issues facing students and families in the New York City school system.  The Education Specialist also works with AFC staff to identify trends and emerging policy issues in NYC public schools. Please see below for a more detailed description of the job responsibilities.

The Education Specialist is one of five full-time staff on the Helpline and reports to the Helpline Supervisor. The Helpline team works collaboratively with each other and with other AFC advocates and attorneys.  This position is open immediately and would start remotely until such time as AFC returns to in-person work.

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

Major Duties and Responsibilities:

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

Qualifications:

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

Compensation:

The salary depends on experience and includes generous benefits.

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[2021-2022] Middle School Youth Development Specialist

Posted by | March 23, 2021 |