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Comments Off on Middle School Math Teacher (2022-2023)

Middle School Math Teacher (2022-2023)

Posted by | May 27, 2022 |

Positions Report to: Instructional Leadership Team

Start/End Date: 2022 – 2023 School Year

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

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

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

FLSA Status: Exempt

 

Who We Are

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

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

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

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

About the Opportunity

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

For more details about the role, please click here.

What Qualifies You

  • You hold yourself to high professional and ethical standards
  • You enjoy and/or have experience working with diverse populations of students and communities
  • You believe that every student can and will learn when provided with a quality education
  • You have demonstrated success in raising the achievement levels of 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
  • You hold appropriate NYS certifications – preferred 

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
  • 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

For the safety of our students and staff, East Harlem Tutorial Program requires all staff members to be fully vaccinated against COVID-19. We do allow for medical and religious exemptions that adhere to our policy and CDC guidelines. If you have any questions and would like further information, please reach out to HR@ehtp.org.

Thank you for taking the time to submit an application.

Comments Off on Lead (LCSW) Social Worker – High School (2022-2023)

Lead (LCSW) Social Worker – High School (2022-2023)

Posted by | May 27, 2022 |

Positions Report to: Instructional Leadership Team

Start/End Date: 2022 – 2023 School Year

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

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

  • Masters: $68,735 – $120,619
  • PhD/DSW: $75,986 – $130,109

FLSA Status: Exempt

Who We Are

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

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

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

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

About the Opportunity

The role of the School Social Worker is to develop, coordinate, and deliver a range of youth and family centered interventions for students and families in a developmentally, socially, and culturally appropriate manner. The ultimate goal is to lead the school’s efforts to provide support students need to succeed academically, socially, and emotionally to support the school’s mission and vision. The School Social Worker will collaborate with students, parents, and members of the school staff and will be supervised and provided with weekly clinical supervision.

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 strong clinical skills and experience providing crisis intervention and short-term treatment to children and their families
  • You have a minimum of three-year’s experience in relevant educational positions
  • You have a Master’s Degree, or higher, and appropriate LCSW certification
  • Spanish-speaking proficiency a plus
  • Experience as a school Social Worker providing counseling and supervising LMSWs

Areas of Leadership

  • Clinical Direct Practice & Supervision
    • Implement a proactive counseling program by conducting individual and group counseling (both IEP and non-mandated sessions) that support the academic and behavioral philosophies of East Harlem Scholars Academies
    • Provide crisis intervention, when needed, to ensure the safety of all students
    • Conduct bio-psycho-social intakes and preliminary assessments and when appropriate, make referrals for psychological and psychiatric evaluations
    • Use evidence-based practices to effectively develop short-term and long-term treatment and intervention plans for students.
    • Provide counseling and support for families
    • Supervise LMSWs to develop and ensure appropriate and strong practice
  • Academic and Behavioral Support
    • Support students, families and faculty, when appropriate, in the creation, coordination and implementation of written behavioral intervention plans
    • Serve as a member of the special education team by attending IEP meetings and progress monitor counseling goals
    • Serves as Advisor to 10-15 students, motivating students across academic skill levels and cultivating students’ social-emotional awareness and well-being
  • School Support
    • Work closely with the Director of School Culture & Family Engagement to create and maintain a culture of excellence for all students.
    • Contribute to school and staff morale by organizing school-wide events
    • Maintain close collaborative relationships with teachers and staff in order to provide feedback and psycho-education on how to work with all students’ needs
    • Lead school workshops for students and families in order to support social and emotional development and proactively address issues
  • Engagement and Support
    • Work with the administration team to build positive relationships with families and engage them in their students’ education.
    • Cultivate new relationships with community partners and collaborate with existing partnerships in order to help support the school, students, and their families

Thank you for taking the time to submit an application.

Comments Off on High School Inclusive Learning Teacher (2022-2023)

High School Inclusive Learning Teacher (2022-2023)

Posted by | May 27, 2022 |

Positions Report to: Instructional Leadership Team

Start/End Date: 2022 – 2023 School Year

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

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

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

FLSA Status: Exempt

Who We Are

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

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

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

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

About the Opportunity 

As a 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 teaching ELA at the Secondary Schools level, within grades 6-12
  • You have a Bachelor’s Degree or higher
  • You 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

For the safety of our students and staff, East Harlem Tutorial Program requires all staff members to be fully vaccinated against COVID-19. We do allow for medical and religious exemptions that adhere to our policy and CDC guidelines. If you have any questions and would like further information, please reach out to HR@ehtp.org.

Comments Off on Dean, Workforce Learning & Development (2022-2023)

Dean, Workforce Learning & Development (2022-2023)

Posted by | May 27, 2022 |

Positions Report to: Instructional Leadership Team

Start/End Date: 2022 – 2023 School Year

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

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

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

FLSA Status: Exempt

Who We Are

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

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

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

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

 

About the Opportunity

As our organization prepares for its first graduating class of East Harlem Scholars Academy High School seniors in 2023, we are seeking a Dean, Workforce Learning & Development to develop a vision and strategic plan for the career learning, growth, and success of our East Harlem Scholars Academies students.

The Dean, Workforce Learning & Development oversees our internal internship program, Scholars Service Corps, community service opportunities, summer program placements, CDOS, and ACCES-VR process for our students in grades nine through twelve at Scholars Academy High School and in our Out-of-School-Time high school program.

 

What Qualifies You

  • You believe in EHTP’s mission, racial equity statement, and exemplify our Core Values (SCHOLAR: Service, Courage, Humility, Originality, Leadership, Achievement, Reflection)
  • You have 2-3 years of professional experience working directly with students and families, preferably in the CTE / Workforce field
  • You have a Bachelor’s Degree in education, counseling, youth development, or other related field
  • You have a strong understanding of the challenges and opportunities of working with First Generation, Black, Brown, and/or economically-vulnerable students
  • You have strong interpersonal, oral, and written communication skills
  • You experience working in a fast-moving, and entrepreneurial environment
  • You have experience facilitating workshops with high school students, families, and other staff members
  • You successfully build new employer partnerships while cultivating existing partners
  • You build key relationships with stakeholders to generate support for scholar workforce learning
  • You are open to giving and receiving constructive feedback and are consistently looking for  professional growth opportunities
  • You value teamwork and are able to work collaboratively with other instructional and support staff members in an effort to best serve your students
  • You are comfortable in communicating with students and caregivers in Spanish (preferred but not required)

 

Areas of Leadership

Strategic Planning & Visioning 20%

  • Own the vision and scope of workforce learning and career readiness for Scholars High School students by creating and executing on a multi-year strategic plan that supports students through workforce learning and is inclusive of school-year and summer career exposure opportunities and multiple pathways to postsecondary success (i.e. CTE/Vocational Programs)
  • Build institutional knowledge and teacher/staff development on workforce learning, career exploration, and industry exposure best practices and opportunities

Management, Data, and Operations 30%

  • Establish and implement systems to track students’ volunteer hours, internship or work-based learning hours; milestone achievements; and other related qualitative and quantitative data
  • Collaborate with the Registrar to analyze academic data and make recommendations for workforce learning activities
  • Maintain a database of student employment, volunteer, or internship opportunities
  • Support and manage a growing team of workforce learning professionals, including a Workforce Advisor (FY23)
  • Manage school-wide use of Thrively platform for workforce learning and collaborate with the postsecondary counselors on implementation

Scholar Work-Based Learning 40%

  • Oversee CDOS implementation, including tracking CTE hours and placement, and ensuring students are ready for the National Workforce Readiness exam
  • Manage Acces-VR process for qualifying seniors by creating a streamlined process to support students through the application process and serving as the primary liaison with Acces-VR office
  • Support all juniors and seniors in postsecondary seminar, and collaborate with the Assistant Principal, Culture and Instruction to create advisory lessons for freshmen and sophomores on career readiness
  • Manage Scholars Service Corps, EHTP’s internal internship program for scholars, including collaborating with the Public Engagement and Out-of-School Time teams on placements, performance management, and professional development cycles for interns
  • Develop and present workshops for students and caregivers at Scholars Academy High School and EHTP’s Out-of-School Time (OST) Program on 21st Century Skills, resumes, cover letters, internship searching, and other key professional development activities
  • Collaborate with the inclusive learning team

External Partnerships 10%

  • Build partnerships with internship and work-based learning organizations and sites for both the academic year and summer for students at Scholars Academy HS and OST
  • Network and create relationships with companies/organizations that support strategic organizational goals; and conduct site visits to observe scholars and maintain engagement with employer and internship partners

 

For the safety of our students and staff, East Harlem Tutorial Program requires all staff members to be fully vaccinated against COVID-19. We do allow for medical and religious exemptions that adhere to our policy and CDC guidelines. If you have any questions and would like further information, please reach out to HR@ehtp.org.

Comments Off on Upper Elementary 3rd-5th (22-23)

Upper Elementary 3rd-5th (22-23)

Posted by | May 27, 2022 |

Positions Report to: Instructional Leadership Team

Start/End Date: 2022 – 2023 School Year

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

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

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

FLSA Status: Exempt

Who We Are

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

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

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

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

About The Opportunity

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

For more details about the role, please click here.

What Qualifies You

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

Areas of Leadership

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

For the safety of our students and staff, East Harlem Tutorial Program requires all staff members to be fully vaccinated against COVID-19. We do allow for medical and religious exemptions that adhere to our policy and CDC guidelines. If you have any questions and would like further information, please reach out to HR@ehtp.org.

Thank you for taking the time to submit an application.

Comments Off on Pre-K Assistant Teacher (2022-2023)

Pre-K Assistant Teacher (2022-2023)

Posted by | May 27, 2022 |

Positions Report to: Instructional Leadership Team

Start/End Date: 2022 – 2023 school year

Hours: 7:40 am – 4:15 pm

Compensation: $55,000 – $66,000 (Please note that this is a general range – salaries are determined based on credentials & years of experience). East Harlem Scholars Academies also offers a comprehensive benefits package.

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

For more details about the role, please click here.

What Qualifies You

  • You hold yourself to high professional and ethical standards
  • You 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 fostering the artistic proficiency 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 (preferred)

Areas of Leadership

  • Fill in for any absent staff member on both a short-term and long-term basis
  • Provide instructional support as outlined by lead teachers when absent and collaborate with the grade level team to improve students’ success as needed
  • Reinforce classroom expectations through the use of positive behavior support
  • Support daily living skills
  • Guide and assist student(s) in instruction settings with class routines and in transitioning from one activity to the next
  • Assist students with ambulation within the school premises and on class trips, as needed
  • Collect and share data documenting student behavior to inform possible interventions
  • Support classroom communities that maintain East Harlem Scholars Academies’ high expectations and social expectations for students
  • Build relationships with families of East Harlem Scholars Academies’ students through frequent communication and students’ progress and ways that families can support their children’s learning
  • 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
  • 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

For the safety of our students and staff, East Harlem Tutorial Program requires all staff members to be fully vaccinated against COVID-19. We do allow for medical and religious exemptions that adhere to our policy and CDC guidelines. If you have any questions and would like further information, please reach out to HR@ehtp.org.

Comments Off on Director of Admissions

Director of Admissions

Posted by | May 26, 2022 |

Admissions Director (K-12)  

 

The Lang School is a progressive independent school located in lower Manhattan serving grades K-12. Our high potential and gifted learners also have learning challenges, such as ADHD, anxiety, EF difficulties, dyslexia, or high functioning autism. 

 

Twice-exceptional (“2e”) learners have a unique set of social-emotional and intellectual needs. We meet students where they are in both areas of strength and challenge, and we empower them to achieve their next levels of excellence with research-based supports, acceleration, and a robust Talent Development Program.

 

Our students are both unique and diverse, and we seek out and celebrate diversity in our community — in our identities (race, ethnicity, gender expression, socioeconomic status), as well as our backgrounds, experiences, and perspectives.

 

We are seeking an individual with training and experience in education or psychology who would define themselves as a social entrepreneur. This is a 12-month position. The ideal candidate will h

 

Role Description:

 

  • Lead and take part hands-on in the full admissions cycle (inquiry to enrollee);
  • Partner with school leadership, faculty, and therapy team in making admissions decisions consonant with the school’s mission and current practices;
  • Represent the school’s distinctive mission and program with professionalism and passion to prospects, peers, and the general public;
  • Heavy video conference and in-person outreach with prospective families and their child’s service providers (e.g., teachers, psychologists, psychiatrists, etc.);
  • Heavy video conference and in-person outreach to referring professionals and schools;
  • Ongoing communication about the status of the entire admissions pipeline with key stakeholders
  • Conduct and convey to school leadership and the board regular analyses of all data indicators of success and aspects of the admissions process to improve (including marketing);
  • Design and host recruitment-oriented events, such as Open Houses for parents and professionals(1 evening/month);

 

All Staff and Faculty at The Lang School:

 

  • Take personal responsibility for ensuring that each child is supported, feels embraced by the school community, and excels;
  • Enjoy working with children (especially those who present challenges) and like getting to know and “unravel” the mystery of 2e learners;
  • Proactively seek and integrate feedback.
  • Are intelligent, accomplished, exceptionally committed to their work,and profoundly curious;
  • Have deep knowledge in their area(s) of specialty – in this case, private school admissions trends nationally and locally, gifted and special education programs in NYC, and public and private tuition funding streams. 
  • Have exemplary communication skills, written and spoken;
  • Value diversity in all forms and understand that people learn and grow best in an environment rich in differences — different racial and socioeconomic backgrounds, experiences, cultures, abilities, genders, inclinations, interests, expertise, and perspectives;
  • Embrace inclusive practices and an inclusive mindset, extending that mindset to all staff, students, and their families;
  • Are committed to examining their work through an equity lens: looking at the intersections of their identities and the identities of students and colleagues, and reflecting on opportunities to learn and grow in that analysis.

Required Qualifications:

  • Master’s or doctoral degree in psychology, education, or school leadership;
  • Five or more years of experience in student recruitment and admissions (including at least three years at the leadership level);
  • Well versed in current best practices in education (general, special, and gifted) and developmental psychology;
  • Eager and able to quickly become conversant in the school’s mission, programs, practices, and unique characteristics as compared to competitor schools;
  • Driven to identify and enroll only good-fit students and families;
  • Fluent (or ready to become so) in the functions and use of CRM systems (e.g., Salesforce);
  • Fluent in using Google Suite.

COMPENSATION:

Compensation is competitive and based on credentials and experience. We offer a competitive benefits package, including fully paid health and life insurance, employer-matched 401K, and ample opportunities for paid professional development.

 

TO APPLY:

Please submit a resume and cover letter specific to our population and program to employment@thelangschool.org. All applicants follow the same process for submitting materials, and we review them using the same lens and rubrics.

 

Job Type: Full-time

Pay: $75,000.00 — $175,000.00 per year

The Lang School is an Equal Opportunity Employer. Lang does not discriminate on the basis of an applicant’s 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.

COVID-19 considerations:

Lang students and staff must get vaccinated (barring medical exclusion) as vaccines become available.

 

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Math Learning Specialist (Part-Time, school-based)

Posted by | May 26, 2022 |

Math Learning Specialist (Part-Time, school-based)

The Lang School (thelangschool.org) is a progressive independent school located in lower Manhattan serving grades K-12. Our high potential and gifted learners also have learning challenges, such as ADHD, anxiety, EF difficulties, dyslexia, or high functioning autism. These twice-exceptional (“2e”) learners have a unique set of social-emotional and intellectual needs. We meet students where they are and empower them to achieve their next levels of excellence with research-based supports & a robust Talent Development Program.

Our MISSION is to create a safe and engaging learning environment for students with an emphasis on creative thinking and assets-based approaches. Our students are both unique and diverse, and we seek out and celebrate diversity in our community — in our identities (race, ethnicity, gender expression, socioeconomic status), as well as our backgrounds, experiences, and perspectives.

We have an opening for a part-time Math Learning Specialist to support students 1:1 and in small groups (on a pull-out and push-in basis) in grades K-8 (two days weekly, hours flexible between 9 am until 3 pm), especially those who struggle with foundational mathematics (e.g., fluency and cardinality), recalling learned procedures, or math anxiety. These students may have a formal diagnosis of dyscalculia, and they tend simultaneously to be sophisticated conceptual math thinkers. The Math Learning Specialist must have targeted training and experience in remediating math challenges. At Lang, we want our students to see themselves as “math people,” as well as to see math as the stand-alone discipline and language it is.

 

REQUIREMENTS:

  • MA/MS in education psychology, education, mathematics, or a related field, including coursework on diverse learners
  • Training and experience in remediating math challenges, from a formal diagnosis of dyscalculia, to difficulties remembering processes, to remediating fluency issues, and addressing math anxiety
  • Understanding of neuropsychological evaluations
  • Genuine interest in special education, gifted, and/or 2e learners
  • US teaching certification (consideration may be made for candidates with significant full-time, lead-teaching of mathematics to grades K-8)
  • Minimum commitment of two years

 

RESPONSIBILITIES:

  • Work closely with colleagues to develop rigorous and engaging plans and projects for students on a push-in and pullout basis
  • Submit curricular materials for faculty and administrative review and reference
  • Maintain careful records of student progress
  • Provide regular feedback and updates to all interested parties
  • Proactively identify and work towards resolving student and learning challenges
  • Build and maintain strong relationships with students and colleagues
  • Participate wholeheartedly in all school and grade meetings, as well as opportunities for professional development
  • Be highly organized, with careful attention to detail
  • Write Progress Reports & take part in parent-teacher conferences twice each school year
  • The Math Learning Specialist is a part-time position

 

QUALIFICATIONS:

  • Authentic connection with The Lang School mission and population
  • Absolute tenacity — a “whatever it takes” attitude to student learning
  • Genuine appreciation for the perspectives of others
  • Adaptability, flexibility
  • Willingness to put a child and class’s needs about ego and inclinations
  • Exhaustive self-reflection
  • Exemplary time-management
  • Excellent classroom management
  • Facility in incorporating multi-sensory approaches
  • Commitment to Positive Behavioral Interventions and Supports (PBIS)
  • Dedication to Universal Design for Learning (UDL) principles and practices
  • Profound kindness and patience
  • Proficient with classroom technologies (e.g., SMARTBoard, Chromebooks, Google Suite) and eager to learn more

All Lang Therapeutic Staff & Faculty:

  • Take personal responsibility to ensure that each child is supported and feels good about themselves, their learning, and their school community;
  • Enjoy working with youngsters, especially those who present challenges; they like getting to know and “unraveling” the mystery of 2e learners;
  • Value diversity in all forms and understand that people learn and grow best in an environment rich in differences — different racial and socioeconomic backgrounds, experiences, cultures, abilities, genders, inclinations, interests, expertise, and perspectives;
  • Embrace inclusive practices and an inclusive mindset, extending that mindset to all staff, students, and their families;
  • Are committed to examining their work through an equity lens: looking at the intersections of their identities and the identities of their students and colleagues, and reflecting on opportunities to learn and grow in that analysis;
  • Are innovative outside-the-box thinkers — both in the way they approach content and topics and in the way they interact with students, colleagues, and families;
  • Work collaboratively to ensure that each child’s disparate needs are met, they are challenged, they achieve at a high level, and that they experience a sense of personal and academic achievement;
  • Have exemplary communication skills, written and spoken;
  • Are intelligent, accomplished, and profoundly curious;
  • Have deep knowledge in their area(s) of specialty;
  • Proactively seek, welcome, and integrate feedback.

 

COMPENSATION:

Compensation is competitive and based on credentials and experience. We offer a competitive benefits package, including fully paid health and life insurance, employer-matched 401K, and ample opportunities for paid professional development.

 

TO APPLY:

Please submit a resume and cover letter specific to our population and program to employment@thelangschool.org. All applicants follow the same process for submitting materials, and we review them using the same lens and rubrics.

Job Types: Part-time, Contract

Pay: $20,000.00 – $50,000.00 per year

The Lang School is an Equal Opportunity Employer. Lang does not discriminate on the basis of an applicant’s 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.

COVID-19 considerations:

Lang students and staff must get vaccinated (barring medical exclusion) as vaccines become available.

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​​School Psychologist 

Posted by | May 26, 2022 |

​​School Psychologist 

The Lang School is a progressive independent school located in lower Manhattan serving grades K-12. Our high potential and gifted learners also have learning challenges, such as ADHD, anxiety, EF difficulties, dyslexia, or high functioning autism. 

 

Twice-exceptional (“2e”) learners have a unique set of social-emotional and intellectual needs. We meet students where they are in both areas of strength and challenge, and we empower them to achieve their next levels of excellence with research-based supports, acceleration, and a robust Talent Development Program.

 

Our students are both unique and diverse, and we seek out and celebrate diversity in our community — in our identities (race, ethnicity, gender expression, socioeconomic status), as well as our backgrounds, experiences, and perspectives.

We are looking for an experienced Psychologist (Clinical, School, or dually licensed) to work collaboratively with our School Psychology, Therapy, and Education Teams, as well as with students, parents, and outside providers. This is a full-time position from 8 am until 4 pm weekdays beginning in late August 2022.

 

REQUIREMENTS:

  • Full NYS licensure as a Clinical or School Psychologist at the PsyD or PhD-level required. (ABD or master’s level Psychologists will not be considered.)
  • Five+ years of post-licensure experience working in or with schools required.  
  • Expertise and experience in best practices for working with ASD children and adolescents (with no intellectual disability) required.
  • Demonstrated alignment with our mission and core SEL & EF programs — CPS, PBIS, CBT, DBT, OST/OTMP, DRCs) are required. Summer 2022 training will be provided at the School’s expense.

RESPONSIBILITIES:

  • Conduct regular observations and collect/interpret data to identify the current developmental and cognitive needs of a small caseload of 17 students;
  • Based on all information and current evaluations, create/update Transition Plans and Learner Profiles;
  • Provide at least weekly 1:1 counseling onsite to student caseload, including crisis intervention & support;
  • Collaborate in compassionately but directly communicating student needs with all stakeholders and translating observations and data into best practices that demonstrably improve student wellbeing and success;
  • Communicate regularly with all parents and school leadership;
  • Participate in the Admissions process via student observations or 1:1 meetings, and feedback to Admissions Team;
  • Lead or co-lead weekly psychoeducational classes for small student groups;
  • Lead or co-lead periodic workshops for parents via Zoom.

 

QUALIFICATIONS:

  • Absolute tenacity — a “whatever it takes” attitude to student progress
  • A genuine appreciation for the perspectives of colleagues
  • Adaptability, flexibility, ability to improvise
  • Exemplary time-management skills
  • Strong classroom management skills

 

ALL THERAPEUTIC STAFF & FACULTY:

  • Value diversity in all forms and understand that people learn and grow best in an environment rich in differences – different racial and socioeconomic backgrounds, experiences, cultures, abilities, genders, inclinations, interests, expertise, and perspectives;
  • Embrace inclusive practices and an inclusive mindset, extending that mindset to all staff, students, and their families;
  • Are committed to examining their work through an equity lens: looking at the intersections of their identities and the identities of their students and colleagues, and reflecting on opportunities to learn and grow in that analysis;
  • Work collaboratively to make sure that each child’s set of needs is met, that they are challenged, that they achieve at a high level, and that they experience personal and academic achievement;
  • Have exemplary communication skills, written and spoken;

 

COMPENSATION:

Compensation is competitive and based on credentials and experience. We offer a competitive benefits package, including fully paid health and life insurance, employer-matched 401K, and ample opportunities for paid professional development.

 

TO APPLY:

Please submit a resume and cover letter specific to our population and program to employment@thelangschool.org. All applicants follow the same process for submitting materials, and we review them using the same lens and rubrics.

Job Type: Full-time

Pay: $90,000.00 — $150,000.00 per year

The Lang School is an Equal Opportunity Employer. Lang does not discriminate on the basis of an applicant’s 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.

COVID-19 considerations:

Lang students and staff must get vaccinated (barring medical exclusion) as vaccines become available.

 

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K/1 Special Education Teacher

Posted by | May 26, 2022 |

K/1 Special Education Teacher

The Lang School is a progressive independent school located in lower Manhattan serving grades K-12. Our high potential and gifted learners also have learning challenges, such as ADHD, anxiety, EF difficulties, dyslexia, or high functioning autism. 

Twice-exceptional (“2e”) learners have a unique set of social-emotional and intellectual needs. We meet students where they are in both areas of strength and challenge, and we empower them to achieve their next levels of excellence with research-based supports, acceleration, and a robust Talent Development Program.

Our students are both unique and diverse, and we seek out and celebrate diversity in our community — in our identities (race, ethnicity, gender expression, socioeconomic status), as well as our backgrounds, experiences, and perspectives.

We have an opening for a Kindergarten/1st Grade Co-Teacher to work in our bridge K/1 class. Though technically an early childhood position, teachers in this position must be prepared to deliver content at a high level due to the strengths of our precocious learners. The K/1 Co-Teacher must exhibit absolute patience and a genuine interest in helping young children explore and achieve success across content areas. The position has growth potential; strong performers will likely transition to lead teaching over time. The K/1 bridge class is co-taught and capped at 12 students. The position will start in August 2022.

All Faculty at The Lang School:

  • Take personal responsibility to ensure that each child is supported and feels good about themselves, their learning, and their school community;
  • Enjoy working with children, especially those who present challenges; they like getting to know and “unravel” the mystery of 2e learners;
  • Value diversity in all forms and understand that people learn and grow best in an environment rich in differences — different racial and socioeconomic backgrounds, experiences, cultures, abilities, genders, inclinations, interests, expertise, and perspectives;
  • Embrace inclusive practices and an inclusive mindset, extending that mindset to all staff, students, and their families;
  • Are committed to examining their work through an equity lens: looking at the intersections of their identities and the identities of their students and colleagues, and reflecting on opportunities to learn and grow in that analysis;
  • Are innovative outside-the-box thinkers — both in the way they approach content and topics and in the way they interact with students, colleagues, and families;
  • Work collaboratively to make sure that each child’s disparate needs are met, they are challenged, they achieve at a high level, and that they experience a sense of personal and academic achievement;
  • Have exemplary communication skills, written and spoken;
  • Are intelligent, accomplished, and profoundly curious;
  • Have deep knowledge in their area(s) of specialty;
  • Proactively seek and integrate feedback.

Teaching Position Responsibilities:

  • Work closely with others to develop rigorous and engaging plans and projects
  • Submit curricular materials for faculty and administrative review and reference
  • Maintain careful records of student progress
  • Provide regular feedback and updates to all interested parties
  • Proactively identify and work towards resolving student and learning challenges
  • Build and maintain strong relationships with students and colleagues
  • Participate wholeheartedly in all school and grade meetings, school functions, and opportunities for professional development
  • Be highly organized, with careful attention to detail

Qualifications — Mind & Skills:

  • Authentic connection with The Lang School mission and population
  • Excellent classroom management
  • Absolute tenacity — a “whatever it takes” attitude to student learning
  • Genuine appreciation for the perspectives of others
  • Adaptability, flexibility
  • Willingness to put a child and class’s needs about ego and inclinations
  • Exhaustive self-reflection
  • Exemplary time-management
  • Facility in incorporating multi-sensory approaches
  • Commitment to Positive Behavioral Interventions and Supports (PBIS)
  • Dedication to Universal Design for Learning (UDL) principles and practices
  • Absolute kindness and patience
  • Proficiency with classroom technologies (eg, SMARTBoard, Chromebooks, Google Suite)

Requirements — Education, Certification, & Work Experience:

  • MA/MS in education or a related field, including substantive coursework on diverse learners
  • Three+ years full-time lead-teaching experience
  • Special Education Degree, Certification, and/or extensive experience
  • Experience with Orton-Gillingham based reading remediation
  • Experience with TC Readers/Writers Workshop
  • Genuine interest in special education, gifted, and/or 2e learners
  • Willing to pursue to both OG certification and TCWRP training summer 2022 (school subsidized)
  • US teaching certification (consideration may be made for candidates with significant full-time lead-teaching in a K-2 classroom)
  • Minimum commitment of three years

COMPENSATION:

Compensation is competitive and based on credentials and experience. We offer a competitive benefits package, including fully paid health and life insurance, employer-matched 401K, and ample opportunities for paid professional development.

TO APPLY:

Please submit a resume and cover letter specific to our population and program to employment@thelangschool.org. All applicants follow the same process for submitting materials, and we review them using the same lens and rubrics.

 

Job Type: Full-time

Pay: $45,000.00 — $85,000.00 per year

The Lang School is an Equal Opportunity Employer. Lang does not discriminate on the basis of an applicant’s 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.

COVID-19 considerations:

Lang students and staff must get vaccinated (barring medical exclusion) as vaccines become available.

 

Comments Off on High School ELA Teacher

High School ELA Teacher

Posted by | May 26, 2022 |

The Lang School is a progressive independent school located in lower Manhattan serving grades K-12. Our high potential and gifted learners also have learning challenges, such as ADHD, anxiety, EF difficulties, dyslexia, or high functioning autism. These twice-exceptional (“2e”) learners have a unique set of social-emotional and intellectual needs. We meet students where they are and empower them to achieve their next levels of excellence with research-based support & a robust Talent Development Program.

Our students are both unique and diverse, and we seek out and celebrate diversity in our community — in our identities (race, ethnicity, gender expression, socioeconomic status), as well as our backgrounds, experiences, and perspectives.

We have a fall 2022 opening for a truly exceptional High School ELA teacher to lead-teach English Language Arts to our 8th through 12th grade students. The right candidate must be able to teach and differentiate for a group of students with unexpected sophistication in their thinking and, at times, significant challenges in executive functions and writing anxiety. Some of our high school students are brilliant at inference and higher level critical thinking, but are dyslexic, as well. We teach all of our students at their intellectual level, and we meet them where they are in terms of their need for supports.

At Lang, we prepare all of our students for a life of the mind that is guided by passion, ethics, hard work, and commitment. Our curricula, pedagogy, and research-driven academic and social-emotional supports all serve this mission in a way that is tailored to meet the needs of each of our twice-exceptional students in partnership with their parents.

All Faculty at The Lang School:

Are committed to examining their work through an equity lens: looking at the intersections of their identities and the identities of their students and colleagues, and reflecting on opportunities to learn and grow in that analysis;

Work collaboratively to ensure that each child’s unique needs are met, that they are challenged, that they are sufficiently supported so they can achieve at a high level, and that they reflect on their accomplishments with a growth mindset;

Have exemplary communication skills, written and spoken;

Have deep knowledge in and passion for their area(s) of specialty.

Requirements:

  • Completed MS.Ed.;
  • Undergraduate degree in English or Comparative Literature;
  • Three+ years of full-time, lead-teaching ELA experience;
  • Exceptional classroom management and classroom community-building skills;
  • Proficiency with classroom technologies (e.g., SMARTBoard, Google Suite);
  • Absolute tenacity — a “whatever it takes” attitude to individual student learning that is proximal (i.e., Vygotsky’s ZPD);
  • Genuine appreciation for the perspectives of students, colleagues, and leadership;
  • Adaptability, flexibility, and ability to improvise;
  • A genuine commitment to Positive Behavioral Interventions and Supports (PBIS);
  • Dedication to Universal Design for Learning (UDL) principles and practices.
  • Training or willingness to undertake training in research-based reading and writing programs to support learning challenges.

Responsibilities:

  • Collaborate with colleagues and staff developers to create rigorous and engaging unit/lesson plans and projects;
  • Submit all curricular materials for staff developer and leadership review upon request;
  • Maintain detailed records of curricular successes/failures/adjustments;
  • Maintain detailed records of student progress and other noticings;
  • Consistently provide students with feedback and opportunities to improve their work with research-based supports designed to be faded and adjusted over time;
  • Provide student updates to all interested parties on request;
  • Proactively identify and work toward resolving student learning challenges, including the integration of appropriate staff partners (doctoral-level school psychologists, reading & writing specialists, OT, SLP, college counselor, staff developers, dir. for education, school leadership);
  • Build and maintain strong, trusting relationships with students, colleagues, and parents;
  • Participate wholeheartedly in all school and grade meetings, and in opportunities for professional development;
  • Write twice-yearly progress reports (narrative & numerical) for all high school ELA students, and participate in twice-yearly parent-teacher conferences;
  • Advisory responsibilities for seven to eight students in a co-led homeroom class.

Compensation:

Compensation is competitive and based on credentials and experience. We offer a competitive benefits package, including fully paid health and life insurance, employer-matched 401K, ample PTO, and generous opportunities for paid professional development.

TO APPLY:

Please submit a resume and cover letter specific to our population and program. All applicants follow the same process for submitting materials, and we review them using the same lens and rubrics.

Job Types: Full-time, Contract

Pay: $75,000.00 – $150,000.00 per year

COVID-19 considerations:

All Lang students and staff are expected to get vaccinated and boosted timely (barring medical exclusion) as vaccines become available.

Comments Off on Multiple Roles

Multiple Roles

Posted by | May 19, 2022 |

Our Network Schools are hiring!  Please review the jobs listed below and apply directly to the schools you are interested in working with.

NYC Outward Bound Schools transforms schools and changes live by bringing our educational approach to NYC’s young people and their public schools, with a focus on students from educationally under-resourced communities.

Our uniquely powerful approach joins together demanding and engaging learning with an emphasis on community and character. We honor our students’ roots and dreams while preparing them for success in college, careers, and citizenship, and simultaneously working to redefine what educational excellence looks like in New York City’s public schools.

Brooklyn Collaborative Studies:

  • We are looking for interested candidates in the following licenses:
    • Math (with a desire to teach Computer Science)
      Special Education (with a desire to teach ICT Math/Science)
      Physical Education/Health
      TESOL/ENL and Spanish
      We welcome resumes for all candidates in any license area interested in working in our community.
    • Link to our posting/site

Leaders High School:

  • Special Education Teacher, ENL Teacher, and Parent Coordinator
  • Please send your information to  hiring@leaders6-12.org,  for more information about our school www.leadersschool.net and @LeadersHighSchool on Instagram.

MAELS:

  • Math, Social Studies, Science, ELA, Technology, Special Education, Paraprofessionals. (7-12 certifications preferred)
  • Please share a copy of your resume and cover letter with recruitment@maels.net.
  • Feel free to check out our school website for more information about our school culture and the application process!

MELS:

MS 839: 

  • We are currently accepting resumes in all license areas for consideration, especially those who are dually certified
  • For more information, please visit our website htt s://ms839.org/ to learn more about our community. Interested candidates, please email your resume and cover letter to hiring@ms839.org.

The James Baldwin School: 

  • We are currently accepting resumes in all license areas for consideration, especially dually certified ones.
  • For more information, please look at this info sheet and visit our website www.thejamesbaldwinschool.org to learn more about our community.  Interested candidates, please email your resume and cover letter to hiring@baldwinnyc.org.
Comments Off on Multiple Roles

Multiple Roles

Posted by | May 19, 2022 |

Our Network Schools are hiring. Please review the listed jobs below and apply if you are interested in joining our Crew!

NYC Outward Bound Schools transforms schools and changes live by bringing our educational approach to NYC’s young people and their public schools, with a focus on students from educationally under-resourced communities.

Our uniquely powerful approach joins together demanding and engaging learning with an emphasis on community and character. We honor our students’ roots and dreams while preparing them for success in college, careers, and citizenship, and simultaneously working to redefine what educational excellence looks like in New York City’s public schools.

Brooklyn Collaborative Studies:

    • We are looking for interested candidates in the following licenses:
      Math (with a desire to teach Computer Science)
      Special Education (with a desire to teach ICT Math/Science)
      Physical Education/Health
      TESOL/ENL and Spanish
      We welcome resumes for all candidates in any license area interested in working in our community.
    • Link to our posting/site 

Leaders High School:

    • Job titles: Special Education Teacher, ENL Teacher, and Parent Coordinator
    • Please send your information to  hiring@leaders6-12.org,  for more information about our school www.leadersschool.net and @LeadersHighSchool on Instagram. 

MAELS:

    • Job titles: Math, Social Studies, Science, ELA, Technology, Special Education, Paraprofessionals. (7-12 certifications preferred)
    • Please share a copy of your resume and cover letter with recruitment@maels.net.
    • Feel free to check out our school website for more information about our school culture and the application process! 

MELS:

MS 839: 

    • Job titles: We are currently accepting resumes in all license areas for consideration, especially those who are dually certified
    • For more information, please visit our website htt s://ms839.org/ to learn more about our community. Interested candidates, please email your resume and cover letter to hiring@ms839.org

The James Baldwin School: 

    • Job titles: We are currently accepting resumes in all license areas for consideration, especially dually certified ones.
    • For more information, please look at this info sheet and visit our website www.thejamesbaldwinschool.org to learn more about our community.  Interested candidates, please email your resume and cover letter to hiring@baldwinnyc.org.
Comments Off on Multiple Roles

Multiple Roles

Posted by | May 18, 2022 |

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Comments Off on Nagaslot138 Hiring Member

Nagaslot138 Hiring Member

Posted by | May 18, 2022 |

Nagaslot138 adalah situs resmi Judi Slot terbesar dan terpercaya di Indonesia serta menjadi tempat yang banyak dipilih oleh petaruh di dalam melakukan taruhan uang asli. Selain beragam pilihan permainan terlengkap hadiah jackpot yang ditawarkan oleh situs resmi ini cukup besar.

Comments Off on Humanities Teaching Position at The East Harlem School in 2022-23

Humanities Teaching Position at The East Harlem School in 2022-23

Posted by | May 17, 2022 |

Unique opportunity at a nationally acclaimed, small, independent middle school in East Harlem, New York!

The East Harlem School at Exodus House is seeking a dynamic and reflective Humanities teacher for the 2022-2023 school year.

Applicants must have a strong academic foundation, as well as a commitment to teaching students from East Harlem and the surrounding community. Humanities classes at The East Harlem School combine history, literature, and writing instruction. Qualified applicants will have at least a Bachelor of Arts (B.A.) Degree, strong written and oral communication skills and a desire to collaborate with colleagues. Applicants with English backgrounds preferred. The position offers a competitive compensation and benefits package with a minimum salary of $50,000 and maximum of $76,000. Salary is commensurate with experience and education level.

Candidates are not required to have a teaching certification. Candidates must attend Faculty Orientation August 29 through September 1, 2022.The school year will begin Tuesday, September 6, 2022.

About The East Harlem School:

Our mission: The East Harlem School challenges students to develop a balanced physical, moral, and intellectual strength that they will use to adapt to change – and for the final purpose of creating and sharing lives of deep meaning, dynamic actions, and transcendent joy. We are a middle school (grades 4-8) that recruits children from families with low income and the highest values, and we give preference to those who keep to the traditional belief that creative flight can only be sustained by grounded discipline.

Our history: Exodus House has been an anchoring and iconic institution in Harlem since its founding in 1963 by Reverend Dr. Lynn and Mrs. Leola Hageman as a drug rehabilitation center. Due to a heightened concern for the welfare and well-being of the community’s many underserved, at-risk children, Exodus House was converted in 1984 to an after-school and summer program facility. Then, in the fall of 1993, inspired by the steadfast commitment of the Hagemans to the East Harlem community, the couple’s sons, Hans and Ivan, opened an independent year-round middle school on the original Exodus House site to better address the critical needs of these children and their families. Today, EHS is chartered by the New York State Department of Education and accredited by the Middle States Association of Colleges and Schools. The East Harlem School is a 501(c)(3) nonprofit organization.

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Science Teaching Position at The East Harlem School in 2022-23

Posted by | May 17, 2022 |

Science Teaching Position at The East Harlem School in 2022-23

Unique opportunity at a nationally acclaimed, small, independent middle school in East Harlem, New York!

The East Harlem School at Exodus House is seeking a dynamic middle school science teacher for the 2022-2023 school year.

Applicants must have a strong academic foundation, as well as a commitment to teaching students from East Harlem and the surrounding community. Science classes at The East Harlem School are hands-on and combine biology, chemistry, and earth science. Teachers implement a curriculum appropriate to highly motivated middle-school students and assume one season of coaching responsibility within the school. Applicants who are able to coach soccer or lacrosse should note it in their application.

Qualified applicants will have at least a Bachelor of Arts (B.A.) Degree, strong written and oral communication skills, a desire to collaborate with colleagues, as well as experience working with youth. Applicants must have a passion for science, and applicants with science backgrounds are preferred, though a science major is not required for the position. The position offers a competitive compensation and benefits package. Salary: $50,000 – $76,000

Candidates are not required to have a teaching certification. Recent college graduates are encouraged to apply.

Candidates must be fully vaccinated and boosted against Covid-19.

About the East Harlem School

Our mission: The East Harlem School challenges students to develop a balanced physical, moral, and intellectual strength that they will use to adapt to change – and for the final purpose of creating and sharing lives of deep meaning, dynamic actions, and transcendent joy. We are a middle school (grades 4-8) that recruits children from families with low income and the highest values, and we give preference to those who keep to the traditional belief that creative flight can only be sustained by grounded discipline.

Our history: Exodus House has been an anchoring and iconic institution in Harlem since its founding in 1963 by Reverend Dr. Lynn and Mrs. Leola Hageman as a drug rehabilitation center. Due to a heightened concern for the welfare and well-being of the community’s many underserved, at-risk children, Exodus House was converted in 1984 to an after-school and summer program facility. Then, in the fall of 1993, inspired by the steadfast commitment of the Hagemans to the East Harlem community, the couple’s sons, Hans and Ivan, opened an independent year-round middle school on the original Exodus House site to better address the critical needs of these children and their families. Today, EHS is chartered by the New York State Department of Education and accredited by the Middle States Association of Colleges and Schools. The East Harlem School is a 501(c)(3) nonprofit organization.

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Executive Director

Posted by | May 12, 2022 |

Executive Director

Horizons at Saint David’s

New York, NY

 

About Horizons at Saint David’s

 

Horizons at Saint David’s was founded by Saint David’s School in 2012 as a commitment to the local community. The first Manhattan affiliate of the Horizons network, Horizons at Saint David’s works with boys from Harlem to close the opportunity gap and fuel curiosity, inspire a love of learning, build self-confidence, and expose boys to a variety of cultural experiences.

 

With the mission to prevent academic slide by providing a rich academic and cultural experience from kindergarten through 8th grade for boys from low-income, diverse families. Horizons provides a six-week summer academic program in which boys start as rising first graders and return each summer throughout their elementary school years, completing their final year of summer programming as rising ninth graders, with a full enrollment of 130 boys. The program provides structured lessons in reading, writing, and math and reinforces these fundamental skills through hands-on experiences in STEM, art, music, and other enrichment activities. Sports and swimming are a part of the weekly curriculum. In addition, teachers place a strong emphasis on the social and emotional development of each boy. Recently developed academic year-round programming provides opportunities for additional enrichment and support for boys, strategies for parents, and community-building with Horizons families. To learn more, please visit www.sdhorizons.org.

 

Horizons at Saint David’s is one of 60 Horizons programs that serve over 5,700 students across 19 states. The programs, run and hosted by private schools, colleges and universities, are part of a network supported by Horizons National. In contrast to the summer learning loss typically experienced by children from low-income families, Horizons students achieve consistent gains in reading and math each summer, have an increase in their attendance and self-confidence, and a high school graduation rate of 97%.

 

The Opportunity

 

The Executive Director role is an exciting leadership opportunity for an individual who is passionate about preventing summer learning loss and closing the opportunity and achievement gaps for students from low-income families. The Executive Director will work with a dedicated, talented team to guide an established, successful program to its next level. The Executive Director will lead Horizons at Saint David’s through effective partnership with a variety of stakeholders, including Horizons students and families, staff, Board, and donors; Saint David’s School’s leadership and broader community; our partner schools; and Horizons National and Horizons New York City. The Executive Director will continue to refine the summer program, expand year-round programming, develop a comprehensive process for maintaining contact with alums, and build the volunteer base. They will ensure the effectiveness of all of the program’s operations.

 

Key responsibilities:

 

Program Leadership:

  • Drive the continued evolution and refinement of our academic curriculum and program, with a particular focus on ensuring an engaging and rigorous experience for students in grades one through eight
  • Lead all aspects of our summer program, including:
  • Recruiting, training, and supervising teaching staff to deliver a high-quality academic program, working across this team to oversee curriculum, goals, and daily schedules and to maintain appropriate records on the academic, social, and emotional progress of each student
  • Overseeing volunteer coordination
  • Planning off-campus trips
  • Coordinating with Saint David’s School for use of facilities
  • Managing contracts and coordination with all vendors (including food service, swimming pool facilities, and bus companies)
  • Ensuring compliance with all regulatory and licensing requirements
  • Guide the continue development and delivery of our academic-year and alumni programs
  • Build strong partnerships with feeder schools in order to support recruitment of Horizons students and families
  • Build and maintain supportive relationships with Horizons students and families through effective and responsive communication and a deep understanding of their needs

 

Organizational Leadership:

  • Partner with the Board to establish and meet short-term goals and set the future strategic direction of the program
  • Report at board meetings, serve on all board committees, and ensure all members are engaged and supported effectively
  • Manage budgeting, financial controls, and reporting for the program, collaborating with Saint David’s School’s finance department to ensure accurate record keeping and approval of all revenue and expenses
  • Coordinate with Horizons National, fulfilling all Horizons National reporting requirements, implementing Horizons National best practices where applicable, and attending Horizons National conferences

 

Development and Communications:

  • Create and implement a sustainable fundraising strategy
  • Research and solicit new sources of funding, prepare grant proposals and reports, and build and maintain strong relationships with donors
  • Plan and oversee Horizons at Saint David’s fundraising events in collaboration with the Event Committee of the Board
  • Collaborate with the Saint David’s School’s development office to ensure effective donor management, appropriate development strategies, and accurate reporting and acknowledgment of all gifts
  • Create and execute an annual communications plan, including website, marketing videos, social media, email newsletters, and public relations activities, as well as effective communications with Horizons families

 

Candidate Profile

 

As the incoming Executive Director, you will possess many, though perhaps not all, of the following characteristics and qualifications:

  • You demonstrate a strong commitment to Horizons’ mission and a belief in the value of high-quality summer learning to help low-income students reach their full potential. Experience with students and families from East Harlem or similar communities is a strong benefit for this leader.
  • You come to this role with 7+ years of experience in education, with success in educational leadership or teaching and curriculum design positions.
  • You bring excellent interpersonal skills, with a demonstrated ability to build and support positive and respectful relationships, a strong sense of cultural competency, and experience working with a diverse range of stakeholders. You also offer the ability to act as a spokesperson for Horizons to a broad public audience.
  • You have experience with financial management, including budgeting, financial controls, and reporting, or you demonstrate an interest and aptitude for this area of responsibility.
  • You have experience with nonprofit fundraising or you demonstrate an interest and aptitude for this area of responsibility. In addition, you offer strong interpersonal and communication skills (oral and written).
  • You are a self-starter who demonstrates high levels of initiative, organization, and accountability. You are flexible and effective whether working independently, leading teams, or collaborating with peers.
  • You possess strong computer skills that allow you to comfortably navigate different platforms.
  • Spanish language skills are preferred.
  • Bachelor’s degree or equivalent experience is required.

 

Compensation & Benefits

 

The salary range for this position is $110,000 – $125,000, commensurate with experience and skills. A benefits package is provided. This position is full-time, with some flexibility of starting date in summer or fall 2022.

 

During the summer months, the Executive Director is required to be on-site full-time. At other times, the expectation is that the Executive Director will be on-site part-time each week, with the flexibility to balance time at the Horizons at Saint David’s office, located at Saint David’s School, with the ability to work from home. This is an excellent opportunity for a motivated candidate who prefers to set their own work schedule.

 

Equal Employment Opportunity

Horizons at Saint David’s is committed to equal employment opportunities for all individuals. The program will make all employment decisions for employees and applicants without unlawful discrimination as to race, color, religion, sex, sexual orientation, national origin, citizenship, disability, pregnancy, age, marital status, military or veteran status, gender identity and expression, creed, genetic predisposition, being the victim of domestic violence, stalking or sex offenses, or any other basis protected by law. This policy applies to all terms and conditions of employment, including but not limited to recruiting, hiring, compensation, training and development, benefits, promotion, demotion, transfer, discipline or termination. All employees of Horizons at Saint David’s, regardless of position, are expected to maintain and live up to the true meaning of non-discrimination.

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Director, Algebra Success

Posted by | May 12, 2022 |

Role Overview

The Urban Assembly (UA) is seeking an energetic and inspired Director of Algebra Success, who will lead the UA’s efforts to increase postsecondary opportunities for 8th and 9th graders by ensuring students are equipped with the content and opportunity to experience success in Algebra.

This is an opportunity to join an engaged, collaborative, mission-driven staff and to take part in the critical work of advancing the social and economic mobility of NYC students and students around the country. This position collaborates with and reports to the Managing Director, Programs, staff across the Program team, and involves onsite work with schools, days at Urban Assembly’s central office in Manhattan’s Financial District, and work from home.

The Urban Assembly

The Urban Assembly’s mission is to advance students’ social and economic mobility by improving public education. The UA provides schools and districts with innovative approaches to career and technical education, academics, social-emotional learning, and postsecondary readiness. The (UA) founded a network of unique, small public secondary schools throughout NYC. UA schools are open to all students, and our goal is to prepare 100% of UA graduates for success in the 21st-century economy.

The UA’s Commitment to Equity

The UA values the uniqueness that each student brings into our schools, and our work honors the various social and cultural contexts from which they come. We acknowledge the historical barriers created by education systems to perpetuate the social inequities that keep students of color from accessing postsecondary and career opportunities – and commit to dismantling these barriers.  

Role Description

The Algebra Success Director is deeply committed to UA’s mission and commitment to equity, and will lead the team responsible for high-impact implementation in schools, cultivate partnerships, and lead the expansion of our highly successful Algebra Success program. All of the Director’s work will be grounded in these key beliefs:

  • Students should be at the center of the classroom, and that every student must have access to rigorous mathematical content.
  • All students have opportunities to engage in the mathematical practices around meaningful mathematical ideas in ways that increase student voice and agency.

Responsibilities:

  • Cultivate and Sustain Partnerships Within and Outside of NYC
    • Engage and convene potential partners
    • Develop key collateral in collaboration with the Advancement team
    • Represent the UA at national and local conventions and conferences, with intentionality about engaging and cultivating new partnerships
    • Develop or maintain lead generation system and systems to track and cultivate partner engagement 
    • Negotiate value propositions with potential partners and funders, including cost, mutual benefit, and investments
  • Develop and Supervise a High-performing Team
    • Set vision for the team
    • Allocate resources, including time and fiscal resources
    • Design and facilitate onboarding, internal learning, and capacity building for team
    • Build strong working relationships and systems within and across teams at UA
    • Effectively supervise and develop your team towards program outcomes, and individual goals
  • Oversee High Quality Program Design and Implementation
    • Oversee codification, mid-course adjustments, end of year reflection and revision
    • Lead team in contextualizing/ adapting program content and models for local need and context
    • Maintain program fidelity (holding the non-negotiables and being clear about what is required for impact) and be able to contextualize/adapt programs for new partnerships 
    • Navigate and negotiate various constraints; have familiarity and comfort with educational systems and structures and policies, including bureaucracies
    • Innovate and creatively respond to evolving needs, identify and harness solutions already in the market, and create new solutions where needed
  • Lead a World-class Algebra Program
    • Maintain and refine a clear vision for the Algebra Success Program
    • Have Math expertise; prior experience teaching math, preferably algebra
    • Have Coaching expertise, and skill and ability to train and oversee a team of coaches

Preferred Qualifications: 

  • 3+ years of non profit/education leadership experience or similar, including experience managing a team
  • 5+ years of education experience, ideally including teaching experience and work coaching adults 
  • Content and pedagogy expertise in middle and/or high school mathematics, with specific focus and background in Algebra

We expect the work to be broad-ranging, requiring someone who can pivot into different roles at a moment’s notice. As a growing organization, we expect that the specific needs and job description will shift over time and other duties may be assigned by the Managing Director. A flexible and curious mindset will be essential for success.

Due to a non-compete clause, we are unable to hire staff directly out of DOE schools or central offices, but former DOE staff (out of the system for more than 1 year) are encouraged to apply. 

Please note that as contractors of the New York City Department of Education, all employees of the Urban Assembly are required to be vaccinated against COVID-19 or request a Religious or Medical Accommodation.

This is a full-time, exempt position. Salary range for this position is $100,000 – $110,000 and includes an excellent benefits package, including: employer-funded healthcare, monthly MetroCard reimbursement, phone stipend, financial support for professional development, and generous vacation time.

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Community Roots Charter School, K-5 Teaching Position 2022-2023

Posted by | May 11, 2022 |

About the Position:

We are looking for K-8 classroom teachers with certification in elementary school, secondary school content area certification (Art, Humanities, Math, Science, Performing Arts, Physical Education, and Spanish) and special education for the upcoming 2022-2023 school year. Community Roots offers Integrated Co-Taught (ICT) classes for all K-5 classrooms and all 6-8 grade core content areas.

 

About Us:

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

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

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

 

Benefits and Compensation:

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

 

Qualifications:

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

 

Community Roots seeks individuals who:

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

 

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Math Teachers for 6th-8th grade ICT Classrooms at Small Progressive Charter School

Posted by | May 11, 2022 |

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.

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Community Roots Charter School, Family Leave Teaching Position 7th/8th Grade Math, 2022-2023

Posted by | May 11, 2022 |

About the Position:

We are looking for a 7th/8th Grade Math teacher for the upcoming Fall 2022 semester. This position will be an Integrated Co-Taught (ICT) class for four 7th and 8th grade math 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:

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

 

Qualifications:

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

 

Community Roots seeks individuals who:

  • Believe that all children have the right to an exceptional education, understand that children learn in different ways, and work hard to provide/create the support each student needs
  • Believe that working and educating children in a diverse and inclusive environment is essential
  • Are committed to anti-bias/anti-racist education, professionally and personally
  • Are capable of building a safe, nurturing, supportive and high achieving school culture
  • Believe that communicating and building relationships with children’s families is essential
  • Believe that a combination of creativity and research generates engaging curriculum
  • Believe in and are capable of high levels of collaboration and communication
  • See themselves as active learners committed to ongoing professional development
  • Are reflective and embrace feedback 
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Community Roots Charter School, 6th-8th Grade Humanities, 2022-2023

Posted by | May 11, 2022 |

About the Position:

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

 

About Us:

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

 

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

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

 

Benefits and Compensation:

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

 

Qualifications:

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

 

Community Roots seeks individuals who:

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

 

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New York Educator

Posted by | May 11, 2022 |

The Institute for Curriculum Services (ICS) is a national nonprofit initiative based in San Francisco, CA, and founded in 2005. ICS is dedicated to improving the quality of U.S. K-12 education on Jews, Judaism, Jewish history and Israel. We do this by developing standards-aligned curricula and training teachers around the country.

Overview:

We seek an experienced educator who is excited about bringing ICS’s curricula and professional development opportunities to K-12 educators across the state of New York. In this role, you will build and cultivate partnerships, plan and execute in-person and online trainings, and increase ICS’s presence across the state as you deliver professional development presentations, workshops, and seminars about Jews, Judaism, Jewish history and Israel to K-12 educators throughout the year. You will also organize and facilitate an intensive Summer Institute to increase educators’ content knowledge, competency, and comfort in teaching about the Arab-Israeli conflict and peace process in a scholarly and standards-aligned manner. Serving as a point of contact for educators, school districts, and non-Jewish private schools, you will promote ICS professional development opportunities and curricular resources, and identify and create new opportunities to provide support and service to educators.

The ICS Deputy Director serves as the point of contact for this contract. The New York Educator will work in close collaboration with ICS’s Program Coordinator, the JCRC-NY’s Director of Education, and ICS regional educators.

We are:

  •  Passionate about our mission and work
  • A small collaborative team that is intellectually curious, warm, and upbeat
  • Creative, willing to experiment with new ideas, and proactive problem solvers
  • We celebrate and appreciate the contributions of all of our team members, and seek talented and personable individuals to be a part of our team.

Anticipated Start Date

ASAP

Key Responsibilities

  • Identify and build relationships with relevant stakeholders (school districts, conference organizations, independent private schools, and community partners) to deliver ICS’s professional development offerings and curricular resources.
  • Leverage network/relationships to set up professional development opportunities for schools/districts across New York.
  • Maintain calendar of key educator conferences, submit proposals for presentations in consultation with Deputy Director, prepare and deliver ICS presentations.
  • Recruit for and lead annual Summer Institutes.
  • Maintain a deep knowledge of ICS content and professional development program offerings.
  • Participate in conversations with ICS and New York teams.
  • This position involves travel around the state of New York and flexibility to work evenings/weekends for training events

Qualifications and Requirements

You are:

  • Passionate about accuracy in history education and about supporting teachers’ professional learning
  • Confident and enthusiastic about building relationships and promoting professional development opportunities
  • An engaging and adaptable public speaker
  • Tenacious and a proactive problem solver
  • Highly organized and can juggle multiple projects while meeting deadlines
  • Quick to think on your feet and respond to challenging questions in a productive and respectful manner
  • Able to work both independently and collaboratively

You have:

  • A bachelor’s degree or beyond in education or a related field
  • At least five years of relevant experience working with/training K-12 educators in-person and online
  • A solid understanding of current pedagogical theories and practices, as well as technological tools and resources to enhance learning
  • An awareness of the challenges and realities facing social studies teachers
  • Some knowledge of and experience teaching topics related to Jews, Judaism, Jewish history and Israel
  • Strong interpersonal skills in the context of developing and maintaining relationships with stakeholders, including educational administrators and teachers
  • Strong oral and written communication skills
  • A high level of competency using technology
  • Classroom experience teaching social studies to middle school or high school students (strongly preferred)

We are:

  • Passionate about the mission and the work that we do
  • A small collaborative team that is intellectually curious, warm, and upbeat
  • Creative, willing to experiment with new ideas, and proactive problem solvers
  • We celebrate and appreciate the contributions of all of our team members, encourage professional development, and seek talented and personable individuals to be part of our team.

Salary Range

$60,000

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New Visions Charter High School Assistant Principal

Posted by | May 10, 2022 |

Who We Are

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

 

Who You Are

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

 

What You’ll Do

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

 

Requirements

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

Why New Visions?

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

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New Visions Charter High School Principal

Posted by | May 10, 2022 |

New Vision is building a pool of experienced, passionate and highly successful organizational leaders to consider joining our network in the near future.  Ideal candidates will have demonstrated successful school leadership experience and alignment with the New Visions mission to empower young people by challenging them academically and providing them with the support they need to excel.  Candidates interested in learning more about leadership opportunities at New Visions should submit an application today.  Our Talent Acquisition Team will follow up with proposed next steps in our process as we build a pool of potential candidate candidates.

 

About the role

Principals at New Visions are ultimately responsible for ensuring that their school provides students with the skills, knowledge and experience necessary to successfully transition to an articulated post-secondary plan.  The principal must have the skills necessary to adeptly collaborate with faculty and staff including a deep understanding of adult learning; the ability to identify and use diagnostic and formative assessments in order to drive instructional improvement and programs; and the ability to engage in and support classroom as well as organizational level development. The principal is directly managed on a day-to-day basis by the New Visions Superintendent for Charter Schools and reports to the Board of Trustees. Principals must work closely with New Visions Charter Management Organization (CMO) and the network of schools to ensure that the school is aligned to the New Visions Charter model and the implementation of best practices in all instructional and operational areas.  

 

Core Responsibilities

  • Lead a challenge-based curriculum that has embedded, community learning opportunities for students
  • Deliver the academic preparation and requisite support for all students to be prepared to succeed in college and career
  • Create a professional community that focuses on instruction and assessment as the primary vehicles for improving student achievement and school culture
  • Motivate teachers to continue to develop their content knowledge and instructional repertoire, and to provide the resources needed for them to do so
  • Build a school culture that evidences high expectations for courtesy, respect, compassion and an intellectually-engaged environment for both students and adults
  • Ensure a safe, supportive and productive environment for students, staff and families
  • Collaborate with the Board of Trustees to ensure the academic and fiscal success of the school

 

Qualifications

  • Masters degree in Educational Leadership, Management, or Administration
  • School leadership training, certification, and/or experience that is consistent with the core concepts of the New Visions Charter School Model
  • Possession of the New York State School Building Leader certification
  • Teaching experience, preferably at the high school level, with a strong record of improving student achievement
  • Demonstrated leadership capabilities, including management, team-building and professional development skills
  • Experience implementing pedagogical strategies and developing rigorous curriculum practices aligned to the New Visions Charter School model including: challenge-based learning, data-driven decision making, student feedback protocols, classroom routines and structures, adolescent literacy strategies, differentiated instruction
  • Commitment to democratic governance and collaborative, data-based decision-making
  • Rigorous approach to problem-solving – collecting all relevant information, consulting diverse perspectives, and creating feedback systems
  • Recognition of self as a learner and reflective practitioner, able to identify areas for growth and commitment to working in these areas
  • Passion for developing a strong school community that supports the development and achievement of all students, particularly those underserved and at-risk in other school settings

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

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High School Math Teacher

Posted by | May 9, 2022 |

Job description

The School

The New York City Charter High School for Architecture, Engineering, and Construction Industries is a small 9-12 high school located in the South Bronx. AECI primarily serves an at-risk and in-need student population from The Bronx.

Our mission is to prepare students for post-secondary success while introducing them to architecture, engineering, and construction programs. Our small school environment and support structures for students have allowed our school to annually achieve a graduation rate of over 95% with many of our students going on to attend top universities.


The Position: Math Teacher, Grades 9-12

Instructional Responsibilities

  • Collaboratively plan with teachers, counselors, and support staff to meet the needs of our students
  • Provide a range of instructional, management, and assessment strategies to meet the different needs of students
  • Plan units and lessons for all classes that will develop skills aligned to the Common Core Standards and New York State Regents
  • Work with at-risk students as well as students with disabilities
  • Participate as part of Pupil Personnel Committee in develop intervention strategies (Kid Talk)
  • Review/grade student work and provide meaningful feedback in order to improve student skills
  • Incorporate literacy into all units of instruction
  • Develop relationships and consistently communicate with students’ families

 

Other Professional Responsibilities

  • Ensure the safety of students under your supervision
  • Continues to acquire professional knowledge and learn of current developments in the educational field by attending seminars, workshops or professional meetings, or by conducting research.
  • Assist with non-instructional supervision of students, as needed, such as hallway monitoring, substitute teaching, supervision of extracurricular activities and dismissal
  • Develop relationships and consistently communicate with students’ families
  • Assist in moving students to proper locations during fire drills, special assemblies and events
  • Collaborate as scheduled with other staff members (Common Planning Time)
  • Inspect equipment and field areas used to ensure they are in good and safe working order.
  • Keep accurate and organized records for student attendance and progress
  • Provide tutoring to small student groups as needed
  • Model the AECI Core Values of Perseverance, Achievement, Integrity and Respect at all times.
  • enhance and progress
  • Provide tutoring to small student groups as needed

Qualifications

  • Bachelor’s Degree (Master’s preferred)
  • High School experience preferred but not required
  • Urban teaching experience or other similar experience in a similar setting preferred
  • Desire to work in a teacher-driven, student-centered environment
  • Ability to collaborate well with colleagues
  • Ability to communicate effectively and often with parents and families
  • Belief that all students can learn and achieve at high levels

Compensation: Competitive and commensurate with experience and certification(s)

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High School Math Teacher

Posted by | May 9, 2022 |

Job description

The School

The New York City Charter High School for Architecture, Engineering, and Construction Industries is a small 9-12 high school located in the South Bronx. AECI primarily serves an at-risk and in-need student population from The Bronx.

Our mission is to prepare students for post-secondary success while introducing them to architecture, engineering, and construction programs. Our small school environment and support structures for students have allowed our school to annually achieve a graduation rate of over 95% with many of our students going on to attend top universities.


The Position: Math Teacher, Grades 9-12

Instructional Responsibilities

  • Collaboratively plan with teachers, counselors, and support staff to meet the needs of our students
  • Provide a range of instructional, management, and assessment strategies to meet the different needs of students
  • Plan units and lessons for all classes that will develop skills aligned to the Common Core Standards and New York State Regents
  • Work with at-risk students as well as students with disabilities
  • Participate as part of Pupil Personnel Committee in develop intervention strategies (Kid Talk)
  • Review/grade student work and provide meaningful feedback in order to improve student skills
  • Incorporate literacy into all units of instruction
  • Develop relationships and consistently communicate with students’ families

 

Other Professional Responsibilities

  • Ensure the safety of students under your supervision
  • Continues to acquire professional knowledge and learn of current developments in the educational field by attending seminars, workshops or professional meetings, or by conducting research.
  • Assist with non-instructional supervision of students, as needed, such as hallway monitoring, substitute teaching, supervision of extracurricular activities and dismissal
  • Develop relationships and consistently communicate with students’ families
  • Assist in moving students to proper locations during fire drills, special assemblies and events
  • Collaborate as scheduled with other staff members (Common Planning Time)
  • Inspect equipment and field areas used to ensure they are in good and safe working order.
  • Keep accurate and organized records for student attendance and progress
  • Provide tutoring to small student groups as needed
  • Model the AECI Core Values of Perseverance, Achievement, Integrity and Respect at all times.
  • enhance and progress
  • Provide tutoring to small student groups as needed

Qualifications

  • Bachelor’s Degree (Master’s preferred)
  • High School experience preferred but not required
  • Urban teaching experience or other similar experience in a similar setting preferred
  • Desire to work in a teacher-driven, student-centered environment
  • Ability to collaborate well with colleagues
  • Ability to communicate effectively and often with parents and families
  • Belief that all students can learn and achieve at high levels

Compensation: Competitive and commensurate with experience and certification(s)

Comments Off on Blogger

Blogger

Posted by | April 28, 2022 |

Avast gives auto-renewal mode on its exceptional plans. The auto-renewal model forestalls permit expiry. Avast gives a yearly membership permit to the client. When the permit terminates, you need to recharge it any other way you can’t utilize its exceptional devices. Be that as it may, when the client plan is under auto-renewal mode, it will automatically get restored and afterwards you can get to all the Avast apparatuses. In the event that you need to redesign your Avast plan, you really want to avast automatic renewal cancellation.

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Director, Educational Advancement and Partnerships

Posted by | April 27, 2022 |

Director, Educational Advancement and Partnerships (Full-Time)

 

About JCRC-NY 

 

The Jewish Community Relations Council of New York (JCRC-NY), a proud UJA-Federation of NY agency, serves as the primary community relations agency for the Jewish community in the metropolitan New York area.  As an active force in New York civic and communal life, JCRC-NY operates as a central coordinating and resource body to: (1) Be a common table to cultivate understanding and joint action amongst diverse groups within the Jewish community; (2) Cultivate deeper relationships with the broader New York community to address critical issues and engender a shared society; (3) Ensure the security of the Jewish community in the face of rising antisemitism; and (4) Foster increased understanding and appreciation for the Jewish community’s relationship with Israel among diverse groups of New Yorkers. 

 

New York Education Initiative

 

The New York Education Initiative is a joint initiative of the Jewish Community Relations Council of New York (JCRC-NY) and the Institute for Curriculum Services (ICS) launched in 2021 that utilizes community relations and academic approaches to dramatically increase professional development opportunities for social studies teachers in public and non-Jewish independent schools in order to provide them with a nuanced and holistic approach to understanding and teaching about Jews, Judaism, Jewish history, and Israel.  In addition to offering ICS Professional Development opportunities, JCRC-NY seeks to amplify the voice of the New York Jewish community in education coalitions, work with school and district leaders to promote an inclusive and safe K-12 school environment in public and independent non-Jewish schools and ensure accurate and inclusive social studies instruction related to Jews, Judaism, Jewish history and Israel.

 

The Director of Educational Advancement and Partnerships is responsible for creating and implementing strategies to amplify the Jewish community’s voice and support a safe and inclusive climate in K-12 schools in New York City, Westchester, and Long Island.  This individual will work closely, support and enhance the work of ICS New York Educator by helping to identify opportunities with school and district leaders to offer K-12 professional learning using ICS materials.

 

This position reports to the Director of Strategic Affairs, and must be based in the New York metropolitan area. The position is currently hybrid and will require being in the office periodically.

 

Responsibilities include:

 

  • Build relationships with school, district, city and state education leaders to advance JCRC-NY goals.
  • Look for  opportunities to advance ICS Professional Development offerings  for social studies teachers in downstate New York 
  • Create a well-organized infrastructure to mobilize groups of parents and other stakeholders to proactively engage in their children’s schools, and respond to education-related challenges that arise
  • Connect with existing Jewish organizations in the education arena to leverage preexisting relationships with legislators in Albany and New York City to mobilize around issues of common concern
  • Build and convene a coalition of Jewish organizations to share information, resources, and strategize on issues of key concern within the public and independent non-Jewish private schools
  • Participate/represent JCRC-NY in education coalitions in New York
  • In collaboration with JCRC-NY staff, form relationships with key local and NY state education officials and interest groups in public education, with an emphasis on marginalized communities and communities of color
  • Hold periodic events to engage Jewish community with on timely issues in the education arena and through public engagement with the City and State education departments, chairs, and committees
  • Monitor education legislation at the State and City levels
  • Engage ICS as an academic resource to review curricula and education policy 
  • Additional responsibilities as assigned by the Director of Strategic Affairs

 

Requirements

  • Deep understanding of the structure of the NYS Education Department and the NYC Department of Education, their structures, and their social studies core curriculum standards 
  • Excellent meeting and group facilitation skills
  • Understanding of the Jewish community including the challenges it faces around antisemitism and Israel, and a deep commitment to JCRC-NY’s mission
  • Proven outreach and organizing capabilities and ability to work with diverse audiences
  • Ability to work and thrive in fast paced environments and coalitions balancing time across a wide range of activities and prioritizing the most impactful work
  • Proven excellence in verbal and written communication
  • Self-starter with creativity and a collaborative approach to problem solving
  • Experience teaching social studies to diverse classes of middle or high school students a plus

 

Compensation

  • Competitive benefits package, paid vacation, personal/sick days
  • Salary Range: $75,000-$100,000
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Assistant Principal (SY22-23)

Posted by | April 25, 2022 |

Who We Are

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

Who You Are

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

What You’ll Do

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

Requirements

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

High School Principal

Posted by | April 19, 2022 |

High School Principal 22-23 SY

  • KIPP Albany Community Public Charter Schools, Albany, NY, United States
  • Full-time
  • Department: School Leadership
  • Grade Level: High
  • Start Date: Next year opening

Company Description

About KIPP

Together with families and communities, KIPP creates joyful, academically excellent schools that prepare students with the skills and confidence to pursue the paths they choose—college, career, and beyond—so they can lead fulfilling lives and build a more just world. KIPP is a national network of tuition-free, public charter schools open to all students. There are 255 college-preparatory KIPP schools in 20 states and the District of Columbia, serving more than 100,000 students. Nationally, KIPP students are graduating four-year colleges at three times the national average for low-income students.

About KIPP Albany Community Public Charter Schools

KIPP Albany Community Public Charter Schools (KIPP Albany) is a network of high-performing public schools that has been committed to creating joyful, academically excellent schools in Albany since 2005.  KIPP Albany is affiliated with KIPP (Knowledge is Power Program) Public Schools, a national network of over 10,000 educators serving 160,000 students and alumni. For the 2021-2022 school year, KIPP Albany schools will serve over 1,600 students in grades K-8 and will employ more than 225 staff.  We are committed to furthering anti-racism, equity, and racial justice in all our efforts, and expect all of our stakeholders to participate in this work so that we can create a future without limits for our students, together.

Further regional growth is on the horizon with the Troy Prep K-12 schools planning to join the KIPP Albany network (new name will be KIPP Capital) at the start of the 2022-23 school year. Serving over 2,500 students in grades K-12 at seven schools across the Capital Region will allow increased curriculum offerings for students, professional development for staff, and enhanced family and community partnerships.

ABOUT TROY PREP HIGH SCHOOL

Troy Prep currently manages three schools serving students in grades K through 12. Troy Prep High opened in 2017 and serves 9th-12th grade.  We believe in strong authentic relationships between teachers and students, supported by effective school systems and an engaging instructional model that enables students to flourish academically and personally. Troy Prep schools are consistently some of the city’s top-performing, with our graduates going on to attend top tier colleges and universities.

Job Description

The principal is the primary school leader responsible for driving academic and character outcomes for students with the main focus being on instructional leadership and development of school educators to improve their instruction and drive student achievement.  This role will be responsible for both leading the current high school while simultaneously being a key designer in the launch of an expanded co-ed high school.

 DUTIES & RESPONSIBILITIES

  • Oversee, lead, and communicate the vision that informs the school’s culture, goals, and behavior management.
  • Set ambitious school-wide vision and goals, aligned with the KIPP region, that lead students on a path to and through college.
  • Manage and develop a strong school leadership team (including Assistant Principals, Deans of Students, Instructional Coaches, Special Education Coordinators, and College Counselors) that supports teachers and staff to provide strong student outcomes.
  • Partner with the school’s Director of Operations to effectively co-lead the instructional and operational goals of the school.
  • Lead, problem-solve, and make determinations for school-wide issues in a solution-focused manner.
  • Plan and prioritize time and resources to meet and achieve goals timelines.
  • Model expectations for leaders, teachers, and students on school-wide practices for a positive learning culture, including pursuing challenging professional goals, open to receiving constructive feedback to develop and continually model a leadership style of excellence.
  • Cultivates and maintains collaborative relationships with internal and external business partners and stakeholders.
  • Establish and maintain an effective, collaborative team of people jointly responsible for the attainment of school goals and committed to achieving excellence.
  • Represent the district, region, or school in workgroups or projects as assigned.
  • Develop and implement an integrated plan of services that meets the academic, recreational, emotional, cultural, health, and spiritual needs of the employees, students, and families.
  • Responsible to manage and reduce risk in the area(s) of responsibility and reporting it if it is outside of the area(s) of responsibility or seeking assistance when needed to resolve the matter.
  • Assures health and safety risks are controlled or removed.
  • Responsible for building and cultivating a diverse, lasting, and sustainable organization by developing a high potential pipeline of future School Leaders and creating systems for the ongoing development of school staff by teaching and insisting that they are true owners of the work and coaching and assigning stretch activities.
  • Collaborate with Talent and HR, build systems, structures, and partnerships to recruit, hire, manage, grow and retain diverse and high achieving employees that adhere to organizational guidelines.
  • Coach, mentor and support employees to be accountable for performance expectations and follow through with organizational protocols and procedures
  • Develop own and school staff’s knowledge and expertise in effective instructional design and academic standards to provide rigorous and high-quality instruction.
  • Continually monitor progress on all measures of school and staff performance. Timely address employee’s performance expectations by holding team members accountable to the behavior and performance management system and school expectations.
  • Lead analysis of and develop teachers’ ability to analyze student data to identify strategies that will move students toward mastery. Document all feedback and observations within the schoolwide tracking system.
  • Regularly observe and coach instructional leaders to ensure they are providing high-impact, actionable and bite-sized feedback to teachers weekly.
  • Ensure teachers can collaborate, analyze their practice and their student data, and adjust instruction in content teams.
  • Manage whole-school professional development workshops that drive highest-impact improvements in teacher practice.
  • Build systems, structures, and relationships to create equitable, inclusive students, families, and employee environments that honor and support a diversity of backgrounds and perspectives through modeling and facilitating courageous conversations.
  • Complies with all federal, state, local laws and regulations
  • Adheres to organization policies and procedures; promotes and supports mission, vision, and values including developing and participating in internal surveys and data collection for continuous improvement initiatives.
  • Performs other duties as assigned.

CORE COMPETENCIES

  • Ability to set direction across an entire school and motivate others to action.
  • Proven ability to manage and implement change and continuous improvement initiatives.
  • Act as a positive role model and effectively manage emotions and demonstrate tolerance and empathy.
  • Demonstrate an understanding that changing behaviors and habits require repetition and practice.
  • Exhibit patience and flexibility with others and display a high level of social and emotional intelligence.
  • Possess excellent management and mentoring skills with a confirmed success in developing leadership capacity in an educational environment.
  • Decision making, organizational, and communication skills including attention to detail, oral and written communication skills, and listening and training skills.
  • Established computer literacy including but not limited to MS Office Suite and other database systems.
  • Facilitates opportunities to connect with students by being present and available during arrival and dismissal, by appearing at school functions, and by meeting with students.
  • Ability to handle confidential and sensitive information with extreme discretion.
  • Manage and implement change and continuous improvement initiatives.
  • Significantly demonstrated project management skills.
  • Outstanding communicator with the ability to resolve conflicts and issues.
  • Demonstrated student achievement results by managing and coaching teachers and leaders to excellence.
  • Belief that all students, regardless of background, can go to and through college or on to the career of their choosing.
  • Resilience, focus, and determination on student outcomes.
  • Exhibited commitment to the school’s unique community.
  • Adept at data analysis and ability to extract meaningful insights across school-wide data.
  • Advanced expertise in school-wide academic standards and state assessments required of students’ knowledge and skills to demonstrate mastery.
  • Ability to translate student mastery requirements into instructional plans and strategies.
  • Demonstrated passion for and a commitment to the mission and vision for high-quality public education and the character traits we value: Zest, Grit, Self-control, Hope, Love, Social Intelligence, Gratitude, and a Sense of Humor.
  • Deep understanding of appropriate application and differentiation of high-leverage instructional strategies
  • Command of instructional design and the benefits and tradeoffs of school design decisions in driving student achievement.
  • Demonstrated ability to create inclusive environments that honors and supports a diversity of backgrounds and perspectives.

 

Qualifications

ELIGIBILITY & REQUIEMENTS

  • Bachelor’s Degree required, Master’s preferred.
  • At least three (3) plus years of experience as a school principal, preferably in the high school environment, required.
  • At least ten (10) plus years in education, preferably in the high school environment, and with progressively increasing responsibilities, required
  • Proven ability to influence cross-functional teams in a rapidly changing environment.
  • Must be able to work a flexible schedule outside of regular business hours.
  • Ability to create and work within an inclusive environment that honors and supports a diversity of backgrounds and perspectives.

PHYSICAL REQUIREMENTS

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

  • Prolonged periods sitting at a desk and working on a computer.
  • Must be able to access and navigate all areas of the school and other facilities as needed.
  • Specific vision abilities required by the job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.
  • The employee needs to be able to read, write and speak English fluently.
  • While performing the duties of this job, the employee is required to stand, walk, sit, use fingers to type, handle or feel objects, tools or controls, reach with hands and arms, climb stairs, balance; stoop/bend and reach, kneel, crouch or crawl; talk, hear.
  • Dexterity to write and operate standard office machines such as computers, printers, copiers, fax machines, phones, and calculators is required.
  • Ability to occasionally lift and/or move up to 20 pounds.

 

Additional Information

Compensation Range is $114,000 – $126,000, commensurate with experience, and includes benefits.

KIPP Albany Community Public Charter Schools is an Equal Opportunity Employer and does not discriminate on the basis of race, color, religion, gender, sexual preference, national or ethnic origin, age, disability, pregnancy, or veteran status

Comments Off on Stewardship & Prospect Research Coordinator

Stewardship & Prospect Research Coordinator

Posted by | April 19, 2022 |

Nichols School is looking for a detailed oriented, energetic person to take on the full time role of Stewardship and Prospect Research Coordinator.  This person will be responsible for the oversight and implementation of a comprehensive stewardship program and the coordination of the School’s prospect research program.

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

Nichols School’s educational philosophy is guided and inspired by our mission to train minds, bodies and hearts for the work of life, and to carry into all we do the highest ideals of character and service.  We are 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.

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

Comments Off on Middle School Science

Middle School Science

Posted by | April 19, 2022 |

Nichols School is seeking a full time Middle School Science teacher for our 7th grade commencing with the upcoming 2022-2023 school year.  This experiential, hands-on, integrated science course has an emphasis on chemistry principles taught through the context of our relationship to Western New York’s environment and water resources. Applicants should have Middle School science teaching experience, be able to collaborate with colleagues, bring new ideas to the learning process and demonstrate a high level of technology proficiency.

Ideal candidates:

  • are committed to collaboration and innovation.
  • use inclusive and equitable practices to inform their approach to course design, instruction, and assessment.
  • can actively participate in a school-wide curriculum review using backward design.
  • create a student-centered classroom.
  • integrate technology into teaching and learning.
  • have a passion for teaching environmental science.
  • employ a variety of primary sources and perspectives in their courses.
  • possess a science degree or degree in a related field.
  • enjoy being part of the life of the school beyond the classroom.
  • can serve as an athletic coach or leader of student activities.

Nichols School’s educational philosophy is guided and inspired by our mission to train minds, bodies and hearts for the work of life, and to carry into all we do the highest ideals of character and service.  We are 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.

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

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 Budget Director

Budget Director

Posted by | April 19, 2022 |

Budget Director

Reporting to the Manhattan Youth Comptroller and working closely with the Executive Director, the Budget Director is responsible for executing $10 million in multiple NY City contracts through the Department of Youth and Community Development, to include budget creation for each contract and submission of budgets and ancillary documentation through the NYC HHS Accelerator and PASSPort online portals.

Pay: $75,000 – $90,000 /yearly

This is an in-house position reporting to our main office

Key Responsibilities

  • Working closely with the Executive director, Education Directors, After-School Site Directors, Comptroller and finance office personnel, the Budget Director is responsible for monitoring contract expenditures, adjusting and modifying budgets as necessary, projecting each contract’s expenditures through fiscal year end and advising spending modifications to achieve balanced contract budgets.
  • The Budget Director maintains and utilizes an internally developed system of Excel spreadsheets to monitor spending and project budget outcomes.
  • Working closely with the Comptroller, the Budget Director is responsible for the supervision of staff submitting PERS vouchers for reimbursement through HHS Accelerator on a monthly basis.
  • In addition to DYCD contracts, the Budget Director is responsible for executing NY State legislative and NY City Council discretionary funding contracts awarded to Manhattan Youth middle school programs.

Skills Knowledge and Expertise

  • Previous and extensive budgeting experience
  • High-level facility with the MS Excel programming environment.
  • Facility with NY City HHS Accelerator and PASSPort web portals.
  • High-level written and verbal communication skills, including emotional intelligence to communicate effectively with disparate constituencies.
  • High-level ability to keep track of, prioritize and schedule workflows.
  • Experience in and understanding of after school programs.
  • Experience with DYCD is a plus.
  • B.A. in accounting or similar field.

Benefits

  • Medical
  • Dental
  • Vision
  • Vacation
  • Friendly and supportive work environment

About Manhattan Youth

Fostering Joy, Success & Belonging through Early Childhood, After School, Adult & Senior programming throughout New York City.

Manhattan Youth Recreation and Resources, Inc. provides the highest quality childcare and After-School programs plus academic, recreational and cultural activities for children, families and individuals who live or work in Manhattan, regardless of income.  We respond to the needs of our community through programs that stimulate, challenge and strengthen children, teens, adults, seniors, and families.  We also engage in a number of civic issues that impact community life in Manhattan.
Why Join Us
At Manhattan Youth, we treat each other as we treat the children in our programs, with kindness, compassion and respect.  We provide a fun, collaborative and nurturing environment that focuses on personal well-being and professional development.  By joining our team, you are joining a group of people dedicated to improving the lives of the people in our community.  We are looking for people with the same commitment to our mission and a desire to become part of a passionate and motivated team that genuinely gets along and loves what they do.
Comments Off on Manager of Educational Parterships-NY

Manager of Educational Parterships-NY

Posted by | April 19, 2022 |

Manager of Educational Partnerships – New York

Center for the Collaborative Classroom is seeking a New York Manager of Educational Partnerships (MEP) to support our overall sales growth, market penetration, and implementation goals in the state of New York. The ideal candidate is an experienced New York educator who brings strong literacy expertise and a commitment to both our pedagogy and expanding Collaborative Classroom’s growth.  Reporting to the Regional Director, you will be responsible for developing a sales strategy that will enable you to meet an annual revenue goal for your assigned territory.

Who We Are: 

Founded in 1980, the Center for the Collaborative Classroom is a mission-driven, nonprofit organization committed to ensuring that all students have the opportunity to become highly literate critical thinkers who learn from, care for, and respect one another. Our research-based curricula help children appreciate the ideas and opinions of others, learn to agree and disagree respectfully, and think critically about big ideas. Our work currently impacts 40 thousand classrooms, 328 thousand teachers, and 8 million students daily across the country, raising student grades and test scores, while building relationships and bolstering student and teacher engagement.

Internally, our culture reflects our philosophy in the classrooms by creating a work environment that values teamwork, collaboration, and respect for all differences that each individual brings to our organization.

What You’ll Do:

The New York MEP will be part of a dynamic relationship-building sales team focused on making an impact in school districts across the country increasing the number of Collaborative Classroom implementations within the state of New York by:

  • Developing and nurturing relationships with New York school districts to meet or exceed assigned revenue goals.
  • Researching and understanding local district funding and initiatives, aligning Collaborative Classroom programs to support those needs, and assist schools and districts with quotes,  purchase orders, professional learning plans and pilots. 
  • Collaborating to organize online sales campaigns, planning and facilitating presale events at a territory, regional, and national level.
  • Partnering with current customers on implementation, professional learning support, and expanding Collaborative Classroom programs within the district.

Who You Are & Keys to Success: 

To be successful in this job, you will excel in four key areas:

    • Relationship-building: You develop and maintain strong, collaborative working relationships with a diverse network of stakeholders.  You have excellent interpersonal skills and experience interacting with educators and key decision-makers.
  • Networking:  You are well connected with New York educators and leaders and pay close attention to the educational influences within the state to understand the importance of making those connections.  
  • Drive to achieve results:  You are a self-starter and are goal-driven.  You have a track record of accomplishing ambitious goals and getting results even when there are obstacles. You set a high bar and meet it because you think three (or 30) steps ahead to anticipate hurdles and come up with pragmatic solutions. You plan backwards and involve stakeholders appropriately. 
  • Commitment to equity and inclusion:  You understand the importance of and prioritize the role of addressing systemic inequities in internal and external interactions and are committed to contributing to a culture that fosters equitable processes, practices, and experiences. 

Additional requirements include:

  • Must reside in New York
  • 5 years of experience in K-12 teaching, coaching, and/or administration 
  • Basic relationship-sales knowledge with ability to influence decision makers
  • Knowledge of K–8 pedagogy and best practices in literacy instruction 
  • Ability to travel throughout the assigned territory and occasionally nationally 
  • Strong written and oral communication skills 
  • Data savvy and able to prioritize, plan and execute sales strategies in assigned territory and in a fast-paced work environment        
  • Technology Skills: Facility with Google Suite, Mac OS and shared filing systems; Salesforce (preferred)  

Education, Certification: 

  • Bachelor’s degree or equivalent 
  • Teaching Credential (preferred) 
  • Administrative Credential (preferred) 
  • Master’s/Doctorate (preferred) 

Physical demands: 

  • Lift at least 25 pounds 
  • Car available 

What Else You Should Know: 

This is a full-time position working remotely in New York. Salary will be commensurate with experience. The benefits package provides a rich, comprehensive program that includes: Paid time off (sick, vacation, 10 holidays, disability), Healthcare (medical, dental, vision), disability, life insurance, and 403b retirement plan.   

Center for the Collaborative Classroom is an equal opportunity employer and is committed to racial equity and social justice. We believe that each of us has a responsibility to drive Equality in our communities and in our work environment and are committed to creating a workforce that reflects society through our inclusive programs.

Comments Off on [2022-2023] Science Teacher – High School

[2022-2023] Science Teacher – High School

Posted by | April 19, 2022 |

Company Description

KIPP NYC Public Schools is a non-profit network of free, public charter schools that prepares students for success in college and life. In 1995 we started our first middle school, KIPP Academy, in The Bronx.  Our goal was to graduate students with the strength of character and academic abilities needed to succeed in high school, college and beyond – and in so doing, to prove what is possible for all students.  Today, our New York City network is comprised of eight elementary schools, nine middle schools, one high school, and KIPP Forward, a comprehensive support program for our alumni. KIPP NYC Public Schools currently serves more than 9,350 students and alumni and has a staff of more than 850. KIPP NYC is continuing to grow and opened two new middle schools and an elementary school August 2021!

About KIPP NYC College Prep High School:

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

Job Description

KIPP NYC College Prep High School seeks experienced educators for the 2022-2023 school year. Teachers who join our team will be part of content-specific departments as KIPP NYC College Prep enters its 12th year. We are seeking teachers of all content areas.

General responsibilities include (but are not limited to):

  • Planning a college preparatory curriculum that combines the school’s standards, New York State Standards, and, most importantly, fosters critical thinking.
  • Executing thoughtful, rigorous daily college preparatory lessons.
  • Assessing student progress, and communicating results to students, families, and colleagues.
  • Providing individual and small group instruction until all students achieve mastery.
  • Modeling the school’s values in all communications with students, families, and staff.
  • Modeling a “whatever it takes” spirit to ensure that each student is successful.
  • Advising a small group of students to success through their four years of high school.

Qualifications

  • Strong interpersonal skills that contribute to a collegial working environment and a healthy measure of the character traits we value: zest, grit, hope, love, social intelligence, gratitude and a sense of humor.
  • At least two years of teaching experience strongly preferred
  • New York State teacher certification in the appropriate content area
  • Bachelor’s degree required
  • A passion for being part of a team-oriented, mission-driven school culture
  • A strong desire to become a better teacher by joining the KIPP NYC team and family
  • Demonstrated success in raising the achievement levels of students within our KIPP NYC communities

Additional Information

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

KIPP NYC LLC is an anti-racist organization that believes in the importance of being diverse, equitable, and inclusive. We are committed to creating a welcoming environment that includes employees with diverse backgrounds and experiences. We believe that enables us to better meet our mission and values while serving students and families throughout New York City. BIPOC, women, gender expansive, LGBTQIA+, veterans, and persons with disabilities are encouraged to apply.

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

Comments Off on [2022-2023] Special Education Math Teacher – Middle School

[2022-2023] Special Education Math Teacher – Middle School

Posted by | April 19, 2022 |

Company Description

KIPP NYC Public Schools is a non-profit network of free, public charter schools that prepares students for success in college and life. In 1995 we started our first middle school, KIPP Academy, in The Bronx.  Our goal was to graduate students with the strength of character and academic abilities needed to succeed in high school, college and beyond – and in so doing, to prove what is possible for all students.  Today, our New York City network is comprised of eight elementary schools, nine middle schools, one high school, and KIPP Forward, a comprehensive support program for our alumni. KIPP NYC Public Schools currently serves more than 9,350 students and alumni and has a staff of more than 850. KIPP NYC is continuing to grow and opened two new middle schools and an elementary school August 2021!

About KIPP NYC Middle Schools:

Job Description

KIPP NYC is currently looking for teachers in all subjects who combine the ability to motivate and educate, who develop academic as well as character skills, and who make college preparatory education relevant both now and for the future.

Duties and Responsibilities:

  • Teaching and planning a rigorous college preparatory curriculum which combines the school’s standards and the New York State standards
  • Teaching students in a high-quality, exciting way
  • Committing to constant professional and personal growth through working closely as part of a team of teachers
  • Using data to drive decisions
  • Constantly assessing student progress, and communicating results to families and colleagues
  • Providing individual or small group instruction for students who need additional assistance
  • Modeling a “whatever it takes” spirit to ensure that each student is successful.
  • Modeling the school’s values in all communications with students, families, and staff

Qualifications

  • Strong interpersonal skills that contribute to a collegial working environment and a healthy measure of the character traits we value: zest, grit, hope, love, social intelligence, gratitude and a sense of humor.
  • At least two years of teaching experience strongly preferred
  • New York State teacher certification in the appropriate content area
  • Bachelor’s degree required
  • A passion for being part of a team-oriented, mission-driven school culture
  • A strong desire to become a better teacher by joining the KIPP NYC team and family
  • Demonstrated success in raising the achievement levels of students from the communities KIPP NYC serves

Additional Information

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

KIPP NYC LLC is an anti-racist organization that believes in the importance of being diverse, equitable, and inclusive. We are committed to creating a welcoming environment that includes employees with diverse backgrounds and experiences. We believe that enables us to better meet our mission and values while serving students and families throughout New York City. BIPOC, women, gender expansive, LGBTQIA+, veterans, and persons with disabilities are encouraged to apply.

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

Comments Off on [2022-2023] Lead Teacher – Elementary School

[2022-2023] Lead Teacher – Elementary School

Posted by | April 19, 2022 |

Company Description

KIPP NYC Public Schools is a non-profit network of free, public charter schools that prepares students for success in college and life. In 1995 we started our first middle school, KIPP Academy, in The Bronx.  Our goal was to graduate students with the strength of character and academic abilities needed to succeed in high school, college and beyond – and in so doing, to prove what is possible for all students.  Today, our New York City network is comprised of eight elementary schools, nine middle schools, one high school, and KIPP Forward, a comprehensive support program for our alumni. KIPP NYC Public Schools currently serves more than 9,350 students and alumni and has a staff of more than 850. KIPP NYC is continuing to grow and opened two new middle schools and an elementary school August 2021!

All of the KIPP NYC elementary schools are adding a grade each year until they are fully grown schools with grades K-4.

Job Description

KIPP NYC is looking for teachers who combine the ability to motivate and educate, to develop academic as well as character skills, and to make a college preparatory education relevant both now and for the future.

General responsibilities include (but are not limited to):

  • Planning and implementing a rigorous college preparatory curriculum aligned with Common Core standards.
  • Bringing joy and hope to the classroom.
  • Committing to constant professional and personal growth through reflection, feedback, and collaboration.
  • Constantly assessing student progress, communicating results to families and colleagues, and adjusting instruction accordingly.
  • Modeling a “whatever it takes” spirit to ensure that each student is successful.
  • Modeling KIPP NYC’s character strengths in all interactions and communications with students, families, and staff.

Qualifications

  • Strong interpersonal skills that contribute to a collegial working environment and a healthy measure of the character traits we value: zest, grit, hope, love, social intelligence, gratitude and a sense of humor.
  • At least two years of teaching experience strongly preferred
  • New York State teacher certification in the appropriate content area
  • Bachelor’s degree required
  • A passion for being part of a team-oriented, mission-driven school culture
  • A strong desire to become a better teacher by joining the KIPP NYC team and family
  • Demonstrated success in raising the achievement levels of students from the communities KIPP NYC serves

Additional Information

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

KIPP NYC LLC is an anti-racist organization that believes in the importance of being diverse, equitable, and inclusive. We are committed to creating a welcoming environment that includes employees with diverse backgrounds and experiences. We believe that enables us to better meet our mission and values while serving students and families throughout New York City. BIPOC, women, gender expansive, LGBTQIA+, veterans, and persons with disabilities are encouraged to apply.

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

Comments Off on [2022-2023] ELA Teacher – High School

[2022-2023] ELA Teacher – High School

Posted by | April 17, 2022 |

Company Description

KIPP NYC Public Schools is a non-profit network of free, public charter schools that prepares students for success in college and life. In 1995 we started our first middle school, KIPP Academy, in The Bronx.  Our goal was to graduate students with the strength of character and academic abilities needed to succeed in high school, college and beyond – and in so doing, to prove what is possible for all students.  Today, our New York City network is comprised of eight elementary schools, nine middle schools, one high school, and KIPP Forward, a comprehensive support program for our alumni. KIPP NYC Public Schools currently serves more than 9,350 students and alumni and has a staff of more than 850. KIPP NYC is continuing to grow and opened two new middle schools and an elementary school August 2021!

About KIPP NYC College Prep High School:

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

 

Job Description

KIPP NYC College Prep High School seeks experienced educators for the 2022-2023 school year. Teachers who join our team will be part of content-specific departments as KIPP NYC College Prep enters its 12th year. We are seeking teachers of all content areas.

General responsibilities include (but are not limited to):

  • Planning a college preparatory curriculum that combines the school’s standards, New York State Standards, and, most importantly, fosters critical thinking.
  • Executing thoughtful, rigorous daily college preparatory lessons.
  • Assessing student progress, and communicating results to students, families, and colleagues.
  • Providing individual and small group instruction until all students achieve mastery.
  • Modeling the school’s values in all communications with students, families, and staff.
  • Modeling a “whatever it takes” spirit to ensure that each student is successful.
  • Advising a small group of students to success through their four years of high school.

Qualifications

  • Strong interpersonal skills that contribute to a collegial working environment and a healthy measure of the character traits we value: zest, grit, hope, love, social intelligence, gratitude and a sense of humor.
  • At least two years of teaching experience strongly preferred
  • New York State teacher certification in the appropriate content area
  • Bachelor’s degree required
  • A passion for being part of a team-oriented, mission-driven school culture
  • A strong desire to become a better teacher by joining the KIPP NYC team and family
  • Demonstrated success in raising the achievement levels of students within our KIPP NYC communities

Additional Information

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

KIPP NYC LLC is an anti-racist organization that believes in the importance of being diverse, equitable, and inclusive. We are committed to creating a welcoming environment that includes employees with diverse backgrounds and experiences. We believe that enables us to better meet our mission and values while serving students and families throughout New York City. BIPOC, women, gender expansive, LGBTQIA+, veterans, and persons with disabilities are encouraged to apply.

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

Comments Off on [2022-2023] Spanish Teacher – High School

[2022-2023] Spanish Teacher – High School

Posted by | April 17, 2022 |

Company Description

KIPP NYC Public Schools is a non-profit network of free, public charter schools that prepares students for success in college and life. In 1995 we started our first middle school, KIPP Academy, in The Bronx.  Our goal was to graduate students with the strength of character and academic abilities needed to succeed in high school, college and beyond – and in so doing, to prove what is possible for all students.  Today, our New York City network is comprised of eight elementary schools, nine middle schools, one high school, and KIPP Forward, a comprehensive support program for our alumni. KIPP NYC Public Schools currently serves more than 9,350 students and alumni and has a staff of more than 850. KIPP NYC is continuing to grow and opened two new middle schools and an elementary school August 2021!

About KIPP NYC College Prep High School:

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

Job Description

KIPP NYC College Prep High School seeks experienced educators for the 2022-2023 school year. Teachers who join our team will be part of content-specific departments as KIPP NYC College Prep enters its 12th year. We are seeking teachers of all content areas.

General responsibilities include (but are not limited to):

  • Planning a college preparatory curriculum that combines the school’s standards, New York State Standards, and, most importantly, fosters critical thinking.
  • Executing thoughtful, rigorous daily college preparatory lessons.
  • Assessing student progress, and communicating results to students, families, and colleagues.
  • Providing individual and small group instruction until all students achieve mastery.
  • Modeling the school’s values in all communications with students, families, and staff.
  • Modeling a “whatever it takes” spirit to ensure that each student is successful.
  • Advising a small group of students to success through their four years of high school.

Qualifications

  • Strong interpersonal skills that contribute to a collegial working environment and a healthy measure of the character traits we value: zest, grit, hope, love, social intelligence, gratitude and a sense of humor.
  • At least two years of teaching experience strongly preferred
  • New York State teacher certification in the appropriate content area
  • Bachelor’s degree required
  • A passion for being part of a team-oriented, mission-driven school culture
  • A strong desire to become a better teacher by joining the KIPP NYC team and family
  • Demonstrated success in raising the achievement levels of students within our KIPP NYC communities

Additional Information

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

KIPP NYC LLC is an anti-racist organization that believes in the importance of being diverse, equitable, and inclusive. We are committed to creating a welcoming environment that includes employees with diverse backgrounds and experiences. We believe that enables us to better meet our mission and values while serving students and families throughout New York City. BIPOC, women, gender expansive, LGBTQIA+, veterans, and persons with disabilities are encouraged to apply.

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

Comments Off on [2022-2023] Science Teacher – High School

[2022-2023] Science Teacher – High School

Posted by | April 17, 2022 |

Company Description

KIPP NYC Public Schools is a non-profit network of free, public charter schools that prepares students for success in college and life. In 1995 we started our first middle school, KIPP Academy, in The Bronx.  Our goal was to graduate students with the strength of character and academic abilities needed to succeed in high school, college and beyond – and in so doing, to prove what is possible for all students.  Today, our New York City network is comprised of eight elementary schools, nine middle schools, one high school, and KIPP Forward, a comprehensive support program for our alumni. KIPP NYC Public Schools currently serves more than 9,350 students and alumni and has a staff of more than 850. KIPP NYC is continuing to grow and opened two new middle schools and an elementary school August 2021!

About KIPP NYC College Prep High School:

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

Job Description

KIPP NYC College Prep High School seeks experienced educators for the 2022-2023 school year. Teachers who join our team will be part of content-specific departments as KIPP NYC College Prep enters its 12th year. We are seeking teachers of all content areas.

General responsibilities include (but are not limited to):

  • Planning a college preparatory curriculum that combines the school’s standards, New York State Standards, and, most importantly, fosters critical thinking.
  • Executing thoughtful, rigorous daily college preparatory lessons.
  • Assessing student progress, and communicating results to students, families, and colleagues.
  • Providing individual and small group instruction until all students achieve mastery.
  • Modeling the school’s values in all communications with students, families, and staff.
  • Modeling a “whatever it takes” spirit to ensure that each student is successful.
  • Advising a small group of students to success through their four years of high school.

Qualifications

  • Strong interpersonal skills that contribute to a collegial working environment and a healthy measure of the character traits we value: zest, grit, hope, love, social intelligence, gratitude and a sense of humor.
  • At least two years of teaching experience strongly preferred
  • New York State teacher certification in the appropriate content area
  • Bachelor’s degree required
  • A passion for being part of a team-oriented, mission-driven school culture
  • A strong desire to become a better teacher by joining the KIPP NYC team and family
  • Demonstrated success in raising the achievement levels of students within our KIPP NYC communities

Additional Information

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

KIPP NYC LLC is an anti-racist organization that believes in the importance of being diverse, equitable, and inclusive. We are committed to creating a welcoming environment that includes employees with diverse backgrounds and experiences. We believe that enables us to better meet our mission and values while serving students and families throughout New York City. BIPOC, women, gender expansive, LGBTQIA+, veterans, and persons with disabilities are encouraged to apply.

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

Comments Off on Academic Lead Teacher, Newcomer Youth Summer Academy

Academic Lead Teacher, Newcomer Youth Summer Academy

Posted by | April 14, 2022 |

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

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

At the Lower School levels (K-1st, 2-3rd, and 4-5th) the NYSA Academic Lead Teachers will teach a self-contained classroom, teaching Phonics, Literacy, and Math. At the Upper School levels (6-8th, 9-10th, and 11-12th) Academic Lead Teachers will be responsible for specialized content instruction in one of three specific subjects: English Language Arts, Math, or Social Studies.  Exact grade level groupings are subject to change based on student enrollment demographics.

Each Academic Lead Teacher is expected to drive collaboration with the Dean of Instruction to design pre- and post-assessments.  Academic Lead Teachers are responsible for creating and submitting culturally relevant daily lesson plans and associated slide decks and materials for a class of approximately 15-25 students. Given the varied English language acquisition levels, life, and formal education experiences of the student body, the Academic Lead Teacher must consistently plan for differentiated, trauma-informed instruction and utilize a sheltered instructional approach for teaching English Language Learners. Throughout their classroom activities, Academic Lead Teachers will be expected to contribute to the Program’s goals of fostering students’ social-emotional development and building a strong sense of community among the students and staff. 

Position term:         July 6th – August 19th, 2022 

Hours:            

·         Training: July 6th , 7th , 8th: Up to 24 hours of training, 9:00AM – 5:00PM 

o    Foundational online training modules to be completed independently ahead of synchronous staff training dates 

·         Main Program: July 11th – August 19th, 2022: 4.5 hours per day plus 1 evening of parent/teacher conferences.  Expect 2-3 hours per week of additional external planning, grading, and data analysis.  

Major Responsibilities:

  • Participate in the mandatory Teachers Meet & Greet (tentatively scheduled for June 23, 2022), instructional planning sessions, pre-program All Staff trainings, and all program meetings and staff development activities, thereafter

·         Plan 6 weeks of culturally responsive, trauma-informed lesson plans for a class of approximately 15-25 students, utilizing the sheltered instructional model (SIOP) for teaching Multilingual Language Learners

·         Submit detailed, daily lesson plans, slide decks, and associated materials utilizing the NYSA lesson planning format, weekly, in advance of date of instruction

·         Administer pre-, formative, and summative assessments and record all data, including content area pre-assessments of students to inform curriculum and lesson design

·         Complete all staff program evaluations

·         Regularly review student progress and maintain bodies of evidence for each student including work samples

·         Supervise students in cafeteria during lunch in the event of an in-person program

·         Engage in instructional coaching cycles with the Dean of Instruction and/or the Dean of Student Support, as needed

·         Complete all required reporting on time. Comply with all IRC policies and protocols

·         Effectively plan for and incorporate Classroom Culture Lead Teacher(s) and volunteer Peer Mentors into classroom instruction

·         Participate in 1-2 Caregiver/Teacher Conferences throughout the Academy

·         Complete weekly progress reports and final report cards for each student

Key Working Relationships:

Position Reports to:  Youth Education Coordinator

Position directly supervises:  N/A

Indirect Reporting: N/A
Other Internal and/or external contacts: 
The Academic Lead Teacher actively collaborates with the Classroom Culture Lead Teacher(s) and will provide assessment data to the Education & Learning Manager

Job Requirements:

·         Master’s degree in education or related field

·         New York State teaching certification

·         A minimum of three years teaching in the New York City Department of Education (or other accredited school system)

·         Proven success planning and delivering culturally responsive, trauma-informed, sheltered-instructional curricula for classes of diverse beginner to intermediate ELLs/multilingual learners

·         Strong cultural competency

·         Ability to work independently and as part of a team

·         Fluency in written and spoken English required. Second language proficiency in relevant language highly desirable (including Spanish, French, Dari, Farsi, Pashto, Arabic, Mandingo, Bambara, Wolof, Fulani, Tibetan, Russian, Urdu, Bengali, Haitian Creole, Burmese and Nepali)

·         Certification or commensurate experience in Responsive Classrooms or Classroom Mindfulness, desirable

Working Environment:  In the event of an in-person program, NYSA takes place in a centrally located public school (TBD) in New York City. In the event of a virtual program, NYSA will take place primarily on Zoom.  All applicants must be willing to relocate to New York City for the entirety of the Academy in the event of an in-person program.

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

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

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

Comments Off on Classroom Culture Lead Teacher, Newcomer Youth Summer Academy

Classroom Culture Lead Teacher, Newcomer Youth Summer Academy

Posted by | April 14, 2022 |

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

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

Classroom Culture Lead Teachers play an important, highly visible role in the Newcomer Youth Summer Academy. Classroom Culture Lead Teachers work with a single class level throughout the program (K-1st, 2nd-3rd, 4th-5th, 6th-8th, 9th-10th, or 11th-12th grades) providing support and continuity for their class throughout the day, week, and program. Grade level groupings are subject to change based on student enrollment demographics. Classroom Culture Lead Teachers are responsible for planning and leading daily mindfulness, facilitating small-group instruction as per the Academic Lead Teacher’s plans, working with students one-on-one, providing additional sheltered instruction support for multilingual learning, and for setting the bar and leading classroom culture, rituals, and routines.

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

In addition, Classroom Culture Lead Teachers are responsible for observing, assessing, recording, and monitoring students’ individual progress on the IRC’s School Readiness goals.  This requires understanding of the IRC School Readiness indicators, gathering input from other staff to accurately assess individual students’ school readiness assets and needs, and fostering School Readiness growth through implementation of IRC’s Multi-Tiered Systems of Support (MTSS), Response to Intervention (RTI), and School Readiness Strategies.

Hours: 

·         Training: July 6th , 7th , 8th : Up to 24 hours of training, 9:00AM – 5:00PM 

o    Foundational online training modules to be completed independently ahead of synchronous staff training dates 

·         Main Program: July 11th – August 19th, 2022: 7.5 hours per day plus 1 evening of parent/teacher conferences.  Expect 2-3 hours per week of additional external planning, grading, and assessment analysis. 

Major Responsibilities:

  • Participate in the mandatory Teachers Meet & Greet (tentatively scheduled for June 23, 2022), planning sessions, pre-program All Staff trainings, and all program meetings and staff development activities, thereafter

·         Plan and lead (30 minutes x2 – x3, daily) whole-group mindfulness lessons

·         Lead weekly family-communication plan for all students in assigned class

·         With input from IRC Staff and the Academic Lead Teacher, assist in the implementation of a 6 week curriculum

·         Complete on pre- and post-School Readiness observational assessments for each student in assigned class

·         Collaborate with Academic Lead Teacher(s) in planning, coordinating classroom activities, and reviewing student progress

·         Lead classroom climate and culture in accordance with Academy philosophy and protocols

·         Drive management of volunteer Peer Mentors, young people who model effective student behavior and support students in the classroom

·         Manage dismissal protocols

·         Supervise students in cafeteria during breakfast in the event of an in-person program

·         Engage in instructional coaching cycles with the Dean of Instruction and/or the Dean of Student Support, as needed

·         Participate in weekly Classroom Culture Lead Teacher meetings lead by the Dean of Instruction, as well as all weekly whole-school events

·         Complete weekly progress reports and all required reporting on time. Comply with all IRC policies and protocols.

Key Working Relationships:

Position Reports to:  Youth Education Coordinator

Position directly supervises:  N/A

Indirect Reporting: N/A
Other Internal and/or external contacts: 
The Classroom Culture Lead Teacher drives guidance of Peer Mentors and will provide assessment data to the Education & Learning Manager.

Job Requirements:

·         Bachelor’s degree in Education or related field required; candidate for Master’s degree preferred

·         2+ years of classroom teaching experience, required

·         Experience teaching English Language Learners/multilingual learners is required

·         Experience teaching in New York City public schools is highly desirable

·         Strong classroom management skills and prior professional

·         Experience teaching social emotional learning, highly desirable

·         Experience working with refugee and/or immigrant populations, highly desirable

·         Ability to work independently and as part of a team

·         Highly organized, dependable, responsive, and collaborative work style

·         Fluency in written and spoken English required. Second language proficiency in relevant language highly desirable (including Spanish, French, Dari, Farsi, Pashto, Arabic, Mandingo, Bambara, Wolof, Fulani, Tibetan, Russian, Urdu, Bengali, Haitian Creole, Burmese and Nepali)

·         Strength in cultural competency-building

·         Certification/experience with Responsive Classrooms or Classroom Mindfulness, highly desirable

Working Environment:  In the event of an in-person program, NYSA takes place in a centrally located public school (TBD) in New York City. In the event of a virtual program, NYSA will take place primarily on Zoom.  All applicants must be willing to relocate to New York City for the entirety of the Academy in the event of an in-person program.

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

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

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

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Teaching Fellowship

Posted by | April 13, 2022 |

Position Overview:

The LAB Corps Fellowship is an 11-month education fellowship that provides practical teaching experience in small-group settings. During a year of service, Fellows work with middle school students at Brooklyn Lab Charter School to provide personalized academic instruction and support students’ social emotional needs. Each year, we look to develop a diverse cohort of fellows who invest their time and energy in the academic success of low-income youth. The LAB Corps is an excellent experience for anyone interested in careers in education, social justice, policy, or those who plan to pursue graduate degrees in medicine, policy, business, or law.

At the end of their Fellowship year, Fellows have an opportunity to be invited to participate in the Brooklyn Lab Charter School Teacher Residency program. Participants complete their Master’s degree in Education—simultaneously apprenticing under the mentorship of Brooklyn Lab master teachers or affiliates at NYU or Relay Graduate School. Learn more about the vision for the LAB Corps Fellowship and Brooklyn Lab Teacher Residency here.

Responsibilities:

  • Provide small group instruction and classroom support to middle school students in-person in either math or reading/literacy, and work to help students develop competencies that are critical to success in college and professional life.
  • Serve as a “success coach” or mentor, helping students navigate complex life and learning transitions students continue to face due to the pandemic.
  • Assist teachers with behavior management, attendance, homework collection, and other tasks in daily homeroom/advisory periods.
  • Support school staff by taking on operational duties such as proctoring student tests, supervising lunch or recess, and supporting arrival and dismissal procedures.
  • Coordinate with teachers and school leadership to monitor student progress and update families.
  • Intellectually prepare to deliver tutoring sessions, with curriculum, lesson plans, and support provided by the school.
  • Participate in intensive training during the summer and both professional development sessions and structured coaching from supervisors throughout the school year.

Qualifications:

  • Bachelor’s degree required (all majors welcome, teaching certificate not required). We are looking for candidates with diverse interests and skills.
  • Commitment to InnovateEDU’s mission to close educational opportunity gaps and Brooklyn Lab’s mission to prepare all students for success in college and careers.
  • Experience working with low-income children/youth, children/youth with disabilities, and children/youth learning English.
  • Experience in tutoring, mentoring, coaching, and teaching.
  • Willingness to receive and strategically implement feedback.
  • Strong communication skills and interpersonal skills.
  • Strong writing and/or math skills.
  • Skill at both working independently and as part of a team.
  • Demonstrated entrepreneurial mindset, including the ability to adapt quickly to change and handle multiple tasks simultaneously.
  • Proficiency in speaking Spanish, Arabic, or Haitian Creole is helpful but not required.

Work Location:

Fellows work in person from Brooklyn Lab’s campuses in downtown Brooklyn.

Application Process:

We’re accepting applications for an August 8, 2022 start date. Candidates will be interviewed and selected on a rolling basis. Select applicants will be invited to an initial phone interview, followed by a Zoom video interview during which we ask candidates to deliver a five-minute tutorial lesson on a specific math or literacy topic.

Compensation:

Fellows receive an hourly wage of $15 an hour for approximately 36.5 hours of work per week.

COVID-19 Vaccination Policy:

Effective September 27, 2021, All InnovateEDU employees who work in person in a school building must provide proof of COVID-19 vaccination (at least one dose) prior to beginning work. Employees must be fully vaccinated against COVID-19, or have received the first dose of a two-dose vaccine prior to beginning work. Employees must also prove that they have received the second dose of that vaccine within 45 days after receiving the first dose.

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New Visions Science Teacher

Posted by | April 12, 2022 |

Who We Are

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

Who You Are

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

What You’ll Do

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

Why New Visions?

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

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New Visions Mathematics Teacher

Posted by | April 12, 2022 |

Who We Are

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

Who You Are

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

What You’ll Do

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

Why New Visions?

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

 

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New Visions Special Education Teacher

Posted by | April 12, 2022 |

Why Teach With Us?

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

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

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

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

Who We Are

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

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

Equal Employment Opportunity

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

 

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

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

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Hiring High School Teachers (All Content Areas)!

Posted by | April 12, 2022 |

Why Teach With Us?

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

 

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

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

 

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

 

Join Us!

If you have the qualities, credentials, and experience listed above, join our team!  Apply today at:

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

 

Who We Are

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

 

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

 

Equal Employment Opportunity

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

 

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

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

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Senior Associate Vice President, Bank Street Education Center

Posted by | April 11, 2022 |

Summary Position: Bank Street Education Center (the Ed Center), a division within Bank Street College of Education (the College) created to support the College’s work with school districts, is currently seeking a Senior Associate Vice President (Senior AVP) to lead the work of two teams, School Systems Partnerships & Programs (SSPP) and the Center on Culture, Race & Equity (CCRE). The Ed Center partners with school systems (districts, state education departments, charter management organizations, etc.) to foster instructional improvement efforts at scale through strategic and project planning guidance, professional learning design and implementation, leveraging or creating relevant tools and resources, and building capacity through the system to sustain these improvements. Partner engagements vary in scope and size, depending on the needs of the school system. Accordingly, the Senior AVP will support, guide, and lead the work of SSPP and CCRE to positively impact the quality of work in alignment to the Ed Center and the College.

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Early Childhood Education Program Director

Posted by | April 8, 2022 |

Program Overview:

Our Early Childhood Education offers full day, full year childcare and school to qualifying two-, three-, and four-year olds with small class sizes, dual language teachers, and an on-site kitchen, gymnasium, and playground.

Salary Range: 80k-95k depending on experience

Qualifications:

  • Master’s Degree in Early Childhood Education and NYS Certification in Early Childhood Education required.
  • Minimum of three (3) or more years of experience working in an early childhood program as a teacher and/or director/supervisor/manager.
  • Experience working with the Department of Education (DOE) and Universal Pre-Kindergarten (UPK) initiatives in a community-based setting and knowledge of DOE Birth to Five, 3K for all, and UPK instructional expectations, and program requirements.
  • Ability to supervise, coach, inspire and collaborate with staff.
  • Familiarity with Early Childhood Education licensure process and Department of Health and Mental Hygiene (DOHMH) rules and regulations.
  • Proficiency with diverse early childhood education curricula and frameworks including the Creative Curriculum and Reggio Emilia.
  • Experience with the Classroom Assessment Scoring System (CLASS), the Early Childhood Environment Rating Scale (ECER-S), and the Infant/Toddler Environment Rating Scale-Revised Edition (ITER-S).
  • Experience with managing a unionized workforce, including kitchen and custodial staff.
  • Must meet standards for licensing requirements (fingerprinting, child abuse check, etc.).

 Responsibilities:

  • Responsible for the strategic implementation of administrative procedures, programmatic oversight and organizational compliance with the Birth to Five DOE-funded early childhood education center located at 301 Henry Street.
  • Direct all aspects of the program administration, operations, and compliance with standards and regulations for the Department of Early Childhood Education (DECE) and DOHMH.
  • Supervises the teaching staff, Administrative Assistant, Family Assistant, and kitchen staff.
  • Provide leadership to ensure the delivery of high quality early childhood educational services that are consistent with developmentally appropriate rigors determined by the DOE .
  • Review educational plans/curricula in conjunction with teaching staff and ensure that they are properly trained on an annual basis.
  • Liaise with an array of stakeholders including but not limited to the Administration for Children’s Services (ACS), Department of Health and Mental Hygiene (DOHMH), NYC Department of Education (DOE), Day Care Council of New York (DCCNY), the Parent Center, Abrons Art Center, Jump Start, and Committee on Preschool Special Education (CPSE).
  • Prepare annual budget, monitor finances, oversee department purchasing.
  • Establish educational staff schedules, including approval of time off requests and coordination of classroom substitute teachers to ensure appropriate classroom coverage.
  • Responsible for opening center at the beginning of the day, welcoming families and closing in the evening a few times each week and overseeing a rotation schedule with the administrative team.
  • Oversee marketing and structure and administer recruitment efforts to help maintain full program enrollment.
  • Ensure that required classroom observations and lesson plan reviews occur.
  • Provide new employees and staff with an orientation that includes: Review of job description, discussion/review of regulations applicable to the program, etc.
  • Review evacuation and emergency procedures annually and ensure proper implementation of monthly fire drills and shelter in drills.
  • Maintain timely and high quality written documentation of classroom activities/planning, including, individual goal setting, curriculum planning and attendance.
  • Manage the safe, responsible, FERPA, and HIPAA compliant maintenance of all client records and data.

 

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Social Development Consultant

Posted by | April 8, 2022 |

Position

Social Development Consultant

About the ASD Nest Support Project

The mission of the ASD Nest Support Project is to partner with public schools and institutions to establish inclusive cultures and advance the development and implementation of educational practices for autistic learners. The Project primarily provides on-site and remote consultation, training, and professional development for teachers, therapists, and administrators working in ASD Nest program schools in the New York City Department of Education.

Our ASD Nest model is grounded in a commitment to true inclusion. It takes a developmental approach to student learning and social development, and honors the experiences and perspectives of autistic self advocates .

Description & Qualifications

The ASD Nest Support Project is looking for an experienced speech-language pathologist to join our dynamic multi-disciplinary team that values inclusion, strengths, and celebration of difference. We are seeking candidates who have substantial experience working with autistic students and knowledge of effective developmental interventions to support social communication.  This professional will have expertise supporting educators in the public school system and must be able to work collaboratively with project colleagues, as well as with school-based therapists, educators, and administrators. New hires will receive training on the ASD Nest Model, and specifically Social Development Intervention during onboarding.

 

Qualifications: MA/MS in speech-language pathology or a related field, CCC-SLP, a minimum five years’ experience providing speech therapy/social support to autistic youth with specific experience supporting students in the area of pragmatic language; experience working with diverse teams and in diverse communities or schools, and experience facilitating professional development activities.

 

Our Social Development Consultants:

  • Travel to public schools across the five boroughs to provide on-site and remote consultation to speech therapists delivering the ASD Nest model’s specialized social therapeutic intervention (Social Development Intervention, SDI)
  • Independently manage their time and schedules and tailor their consultation supports to the individual needs of each therapist and school
  • Use creativity and thoughtful compassion to support the delivery of workshops that promote understanding and respect for the strengths and challenges of autistic learners
  • Use leadership skills to galvanize school teams to create optimal, inclusive environments

 

Responsibilities include

The primary responsibilities of the Social Development Consultant are to collaborate with the ASD Nest Support team to implement the ASD Nest model, specifically Social Development Intervention (SDI), across New York City Department of Education schools, and beyond, to create inclusive school communities for autistic students. SDI is a social therapeutic intervention focusing on developing social engagement and social cognition, led by speech therapists in all ASD Nest schools.

 

Social Development Consultants are expected to accomplish the following specific duties:

  1. Consult in Nest schools:
    • Provide remote and in-person consultation in ASD Nest schools serving autistic students  from kindergarten through 12th grade. Consultation includes observations of SDI sessions; meeting with—and providing feedback to—therapists and administrators regarding relevant student supports; and providing in-the-moment professional development
    • Attend Nest Team Meetings to coach speech therapists and assist with support of conducting collaborative, transdisciplinary discussions
    • Elevate anti-ableist and anti-racist perspective and support teams as they plan and implement inclusive programming

 

  1. Support delivery of professional development:
    • Participate in the design and delivery of regular full-day seminars for Nest speech therapists as part of the ASD Nest Support Project professional development offerings
    • Support practitioners and school teams to apply content delivered in PD and training into their practice
  2. Collaborate with ASD Nest Support Project team:
    • Help facilitate regular meetings among members of the ASD Nest Support Project SDI consulting team
    • Co-plan and facilitate Support Team Meetings
    • Represent the SDI therapeutic approach and the SDI team on the core full-time team of the Support Project
    • Share in the administrative work of the team
    • Collaborate with fellow organizations at the Metropolitan Center for Research on Equity and the Transformation of Schools

Valued Competencies

Initiative, organization, creativity, collaboration, respect, reliability, thoughtfulness, responsibility, confidence & humility, and self-awareness

Salary

Initial salary commensurate with qualifications and experience

About the ASD Nest Support Project

For more information about the NYU ASD Nest Support Project, please visit our website: http://steinhardt.nyu.edu/asdnest/

 

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Instructional Support Specialist

Posted by | April 8, 2022 |

Position

Instructional Support Specialist

About the ASD Nest Support Project:

The mission of the ASD Nest Support Project is to partner with public schools and institutions to establish inclusive cultures and advance the development and implementation of educational practices for autistic learners. The Project primarily provides on-site and remote consultation, training, and professional development for teachers, therapists, and administrators working in ASD Nest program schools in the New York City Department of Education.

Our ASD Nest model is grounded in a commitment to true inclusion. It takes a developmental approach to student learning and social development, and honors the experiences and perspectives of autistic self advocates.

 

Description & Qualifications

The ASD Nest Support Project is looking for an experienced autism educator to join our dynamic multi-disciplinary team that values inclusion, strengths, and celebration of difference. The position includes providing onsite and remote consultation in ASD Nest schools to support true inclusion, facilitating professional development workshops, and participating in ongoing program development.  New hires will receive training on the ASD Nest Model during onboarding.

Qualifications: MA or MS in education, special education, social work, speech language pathology or a related field, a minimum of five years’ teaching or therapeutic experience with autistic youth, experience working with diverse teams and in diverse communities or schools, and experience facilitating professional development activities.

 

Our Instructional Support Specialists:

  • Observe and provide feedback to educators working in ASD Nest schools, via on-site and remote consultation.
  • Independently manage their time and schedules and tailor their consultation supports to the individual needs of each school
  • Participate in the facilitation of  workshops that promote understanding and respect for the strengths and challenges of learners with ASD
  • Use leadership skills to galvanize school teams to create optimal, inclusive environments.

 

Responsibilities include:

Instructional Support Specialists are expected to accomplish the following specific duties:

1. Consult in Nest schools:

  • Provide consultation to ASD Nest schools serving autistic learners in either K-5th, or 6th-12th grades. Consultation includes classroom observations; meeting with—and providing feedback to—educators and administrators regarding appropriate student supports; and providing in-the-moment professional development
  • Attend Nest Team Meetings to coach teams on how to conduct collaborative, transdisciplinary discussions
  • Voice anti-ableist and anti-racist perspective and support teams as they plan and implement inclusive programming

 

2. Participate in professional development:

  • Facilitate established full-day “Nest Practices” workshops for teachers as part of the ASD Nest Support Project professional development offerings
  • Build on the perspectives and experiences of autistic self-advocates and incorporate anit-racist and anti-ableist lens into content
  • Lead workshops for educators working outside the ASD Nest Program

 

3. Collaborate with ASD Nest Support Project team:

  • Participate in our continuous work developing the ASD Nest model
  • Co-plan and co-facilitate Support Team Meetings
  • Share in the administrative work of the team
  • Collaborate with fellow organizations at the Metropolitan Center for Research on Equity and the Transformation of Schools

Valued Competencies

Initiative, organization, creativity, collaboration, respect, reliability, thoughtfulness, professionalism, responsibility, confidence & humility, and self-awareness

Salary

Initial salary commensurate with qualifications and experience

About the ASD Nest Support Project

For more information about the NYU ASD Nest Support Project, please visit our website: http://steinhardt.nyu.edu/asdnest/

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Faculty BEAM Summer Away (Residential)

Posted by | April 7, 2022 |

This summer, change the lives of underserved students with exceptional potential in math.

Bridge to Enter Advanced Mathematics (BEAM), a project of the Art of Problem Solving Initiative, Inc., is seeking instructors for a month-long residential summer camp that gives underserved students a chance to excel in mathematics. Faculty teach their own courses to bright middle school students from low-income and historically marginalized communities. Ideal Faculty candidates include college or university professors with strong teaching backgrounds, and middle or high school teachers with strong mathematics backgrounds. Junior faculty positions are also available for graduate students and early career teachers, and we encourage applications from other professionals with an interest in math education.

Courses at BEAM Summer Away can be:

  • Pure math such as number theory, combinatorics, graph theory, or logic;
  • Applied math such as circuit design, programming, astrophysics, or genetics; or
  • Problem solving, either Math Team Strategies or Solving Big Problems.

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

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

Location: Faculty live on a college campus near NYC or LA with the students, counselors, and other program staff for the duration of the program.

Covid-19 Note:  While our intention is to hold our programs in person, we reserve the right to hold our programs virtually for the Summer of 2022 depending on community spread of COVID-19. We will continue to monitor the situation and give updates as needed. All BEAM employees that work in-person must be fully vaccinated against COVID-19 prior to their first day of work  as a term and condition of employment at BEAM.  In addition to being fully vaccinated, BEAM requires all eligible employees to receive a booster. Proof of vaccination will be required.

Beyond being vaccinated, this role will require weekly COVID testing and that you meet the program’s masking and other safety requirements, which are laid out in BEAM’s 2022 Safety Policies. Broadly speaking, you can expect to wear a mask at all times indoors, unless you are actively eating or drinking.

Program dates:

The CA dates (for our LA students) will be June 23 to July 20, 2022.

The NY dates (for our NYC students) will be July 6 – August 2, 2022.

Compensation: $5,000 for Faculty for the time that the program runs. We will also provide room, board, and a transportation stipend.  We do have a Senior Faculty position with $7,000 compensation for candidates who have grown with us over multiple summers or are exceptionally strong fits for the role. Eligibility for the Senior Faculty position will be assessed during the Faculty hiring process.  For candidates graduate students or candidates with less experience teaching, check out our Junior Faculty BEAM Summer Away postings!

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

This is a unique opportunity to influence the lives of young students. Our students have tremendous potential and a strong ability for abstract reasoning, but they often don’t have the same access to opportunities as their more affluent peers. As a result, they risk missing out on enrichment opportunities that favor successful STEM careers and, more broadly, deepen their relationship with math in a supportive community. They are devoted, doing many hours of math each day (and loving it). We hope that you will join us (and them)!

We are still accepting applications! Applications will be reviewed on a rolling basis until roles are filled.

For more information and the application, contact us at emily@beammath.org or visit our website at https://www.beammath.org/summer-roles-at-beam . For information on working at our non-residential summer day camps, check out our BEAM Discovery postings!

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Leadership Support Specialist

Posted by | April 7, 2022 |

Position:

Leadership Support Specialist

About the ASD Nest Support Project:

The mission of the ASD Nest Support Project is to partner with public schools and institutions to establish inclusive cultures and advance the development and implementation of educational practices for autistic learners. The Project – provides on-site and remote consultation, training, and professional development for teachers, therapists, and administrators working in ASD Nest program schools in the New York City Department of Education.

Our ASD Nest model is grounded in a commitment to true inclusion, it takes a developmental approach to student learning and social development, and honors the experiences and perspectives of autistic self advocates .

Description & Qualifications

The ASD Nest Support Project is looking for an experienced school administrator to join our dynamic multi-disciplinary team who values inclusion, working with students’ strengths, and celebrating differences.

The part time position includes providing on-site and remote consultation to school administrators to support inclusion of autistic children in community schools.  Leadership specialists meet with school administrators and NYC DoE central team members to support fidelity of implementation of the ASD Nest Model. They conduct walk-throughs and provide feedback on practice, organization and inclusivity of school settings. Leadership specialists independently manage their time and schedules. New hires will receive training on the ASD Nest Model during onboarding.

Qualifications: MA or MS in education, special education, social work, speech language pathology or a related field; administrative license; minimum of five years as a school administrator; experience working with diverse teams, in diverse schools and in inclusive educational settings, specifically  those for autistic students.

 

Responsibilities include:

Leadership Consultants are expected to accomplish the following:

  1. Consult in Nest schools:
  • Liaise with partners at the NYCDOE to coordinate support to ASD Nest Program schools serving autistic learners from Kindergarten through 12th grade.
  • Partner with administrators to embed the Nest program within their school community in alignment with their school’s mission, culture, and leadership vision. 
  • Meet with, and provide feedback to, administrators to support fidelity of implementation with regard to Nest structures, budgeting, planning, establishment of an inclusive culture, and creation of cohesive transdisciplinary Nest teams.
  • Solicit input from, and liaise with administration to ensure that Nest consultation aligns with their leadership vision and school needs.
  • Elevate anti-ableist and anti-racist perspectives; support teams as they plan and implement inclusive programming.
  1. Work collaboratively with ASD Nest Support Project colleagues to:
  • Create comprehensive support plans reflective of school need and elevate consultant recommendations at school leadership meetings
  • Participate in continuous improvement of the ASD Nest model
  • Engage in monthly meetings to refine our leadership consultation work and to foster cohesive and consistent support across all Nest schools
  • Share in the administrative work of the team, including scheduling and planning meetings, follow up activities, including preparing and submitting meeting notes, and participation in annual seminars for Nest administrators

Valued Competencies:

Initiative, organization, creativity, collaboration, respect, reliability, thoughtfulness, professionalism, responsibility, confidence, humility, and self-awareness

Compensation:

Hourly rate commensurate with qualifications and experience

 

For more information about the NYU ASD Nest Support Project, please visit our website: http://steinhardt.nyu.edu/asdnest/

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Faculty NYC BEAM Discovery (Day Camp)

Posted by | April 7, 2022 |

This summer, change the lives of underserved students with exceptional potential in math.

Bridge to Enter Advanced Mathematics (BEAM), a project of the Art of Problem Solving Initiative, Inc., is seeking instructors for a summer day camp that gives underserved students a chance to excel in mathematics. Faculty teach their own courses to bright middle school students from low-income and historically marginalized communities. Ideal Faculty candidates include college or university professors with strong teaching backgrounds, and middle or high school teachers with strong mathematics backgrounds. Junior faculty positions to teach pre-packaged courses are also available for graduate students and early career teachers, and we encourage applications from other professionals with an interest in math education.

BEAM Discovery Faculty will teach two classes for all 5 weeks of the program. For each of them, Faculty create their own curriculum for a class in one of the following categories:

  • Logical Reasoning introduces logical reasoning including deductive logic, case analysis, working methodically, and proof by contradiction.
  • Math Fundamentals leads students to understand mathematics from school on a deeper, more conceptual level.
  • Math Team Strategies exposes students to problems that require creativity, primarily through math contest problems.
  • Applied Math introduces students to different areas of work related to mathematics. Examples include programming, astronomy, mathematical biology (such as predator and prey models, or genetics), or estimation and Fermi problems.

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

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

Covid-19 Note: While our intention is to hold our programs in person, we reserve the right to hold our programs virtually for the Summer of 2022 depending on community spread of COVID-19. We will continue to monitor the situation and give updates as needed. All BEAM employees that work in-person must be fully vaccinated against COVID-19 prior to their first day of work  as a term and condition of employment at BEAM.  In addition to being fully vaccinated, BEAM requires all eligible employees to receive a booster. Proof of vaccination will be required.

Beyond being vaccinated, this role will require weekly COVID testing and that you meet the program’s masking and other safety requirements, which are laid out in BEAM’s 2022 Safety Policies. Broadly speaking, you can expect to wear a mask at all times indoors, unless you are actively eating or drinking.

Location: BEAM Discovery NYC runs on two campuses; one Uptown (located in West Harlem) and one Downtown (located on the Lower East Side). The exact names of the campus locations will be provided later.

Dates:  July 6 to August 16, 2022.

Compensation: $5,400 for Faculty for the time that the program runs. Part time positions are available with $3200 compensation. We do have a Senior Faculty position with $7,000 compensation for candidates who have grown with us over multiple summers or are exceptionally strong fits for the role. Eligibility for the Senior Faculty position will be assessed during the Faculty hiring process. For candidates with less experience, check out our Junior Faculty BEAM Discovery postings!

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

This is a unique opportunity to influence the lives of young students. Our students have tremendous potential and a strong ability for abstract reasoning, but because of their schools and backgrounds they often have not had the same training as more affluent peers. They are devoted, doing many hours of math each day (and loving it). We hope that you will join us (and them)!

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

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Senior Editor

Posted by | April 7, 2022 |

Position Title: Senior Editor, YouthComm Magazine

About the role

Youth Communication is looking for an experienced writer and editor to help teenagers—most of them New York City public high school students of color—write true stories about their experiences. The stories are designed to engage and inspire their peers and inform the work adults do with young people in schools and other youth-centered settings. Our writers write about everything from experiencing homelessness to mending a relationship with a friend and from the loss of a pet to advocating for racial and gender justice in their schools. The editor must have deep compassion for young people, especially those from communities whose stories have been systemically silenced. They must share our strong belief in the power of storytelling to effect change for the writer and their readers.

The Senior Editor will work closely with writers on memoir-style stories and occasional reported essays and interviews. The editor listens closely to each writer to help identify the story they want to write. Then, the editor helps the teen as they write multiple drafts, often over several weeks or even months, in pursuit of a true story that will move and inform YC’s national audiences, which include middle and high school students, educators, decision-makers, and others who are interested in young people, culturally responsive education, antiracism in youth spaces, and social justice.

The stories appear in two digital magazines, our general high school publication, YouthComm Magazine, and Represent, which is written by youth in foster care. Though all Youth Communication editors work with writers from both magazines, this editor will have principal responsibility for working with writers for our high school magazine. The stories also appear in our social and emotional learning curricula used by schools and afterschool organizations across the nation, as well as professional development for educators on culturally responsive education.

A strong candidate will have excellent developmental, structural, and copyediting skills, as well as the ability to lead adolescent writers through a process of reflection, writing, and rewriting until each teen completes a story that meets the writer’s goals. The role also requires the ability to build and maintain strong and productive relationships with several teen writers of diverse backgrounds and life experiences. When we ask teens what makes a good editor, among other qualifications, they say that an editor should be a good listener, understanding, and humble.

We have two writing programs: (1) the summer writing workshop, which is a 6-week, cohort-based writing workshop where the writers engage in field trips, group activities, and one-on-one work with their editor, and (2) the school year program, where writers come to the office to work one-on-one with their editor two days a week for two hours each day.

The Senior Editor will collaborate heavily with peer editors, program staff, and others inside and outside the organization. They will be joining a team of writers, editors, and educators committed to learning and self-reflection, creating healing spaces for young people of color, maintaining rewarding work-life balance, and being a part of a community at work.

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.

Key responsibilities include, but are not limited to:

  • Work one-on-one with six to eight teen writers at a time to complete true, personal stories that are accurate and well-reasoned, as well as occasional reported essays and interviews throughout the year (Editors on average work with 20 teens, producing about 30 stories per year).
  • Build relationships based on trust and understanding with teen writers from a variety of backgrounds and experiences.
  • Lead and encourage writers through writing multiple drafts of their stories until they write a story that they feel reflects their experience and meets their goals.
  • Work collaboratively with fellow editors to problem solve, discuss writer challenges, advise on strategies to elicit authentic stories, determine when a story is finished, and otherwise support fellow writers.
  • Co-lead the six-week summer writing workshop, which includes:
    • creating and teaching lessons that help engage the teen writers
    • assisting fellow editors in day-to-day workshop management, such as reading and selecting applications, scheduling, and arranging visits from guests
    • working with up to 5 writers to produce one or two stories each by the end of the workshop
  • Cultivate and maintain relationships with schools and agencies that frequently refer writers to our program.
  • Identify new opportunities and sources for recruiting writers to the program.
  • Collaborate with other editors and staff on writer application and selection process.
  • Teach relevant writing lessons to teen writers individually and in small or large groups, including lessons on writing descriptively, structuring stories, using active voice, and developing a theme.
  • Use organizational structures and tools (e.g., story database, project management systems) to track and manage the story process from conception to publication.
  • Engage in ongoing reading, learning, and professional development to keep abreast of issues facing teens, including the experiences of vulnerable populations and those from communities with whom the editor is unfamiliar.
  • Post completed stories on the website and other possibly related tasks, to be determined.
  • Working hours are typically Monday through Friday, 10 a.m. to 6 p.m., with some weeknight evenings and Saturdays. 

Other responsibilities include:

  • Provide teens support and referrals to experts for issues that arise in the teens’ lives, such as college admissions, scholarship opportunities, legal issues, etc.
  • Respond sensitively to teens’ mental health concerns and make referrals when appropriate.
  • Identify the needs of publishing partners such as Chalkbeat, The Imprint, and The Nation to propose stories they might reprint.
  • Perform other editorial duties from time to time, such as maintaining an organizational style sheet, making updates to the editor’s manual, and proofreading YC documents and publications.
  • Collaborate across teams and departments to use teen stories to meet organizational goals, representing the writers’ interests and protecting the integrity of their stories

Qualifications:

  • 3+ years of writing and editing experience, with published writing samples.
  • Demonstrated ability to edit personal narratives and/or other texts on multiple levels—developmental, structural, line editing, and proofreading, as well as fact checking.
  • Significant experience building relationships with teens from a variety of racial and gender identities, sexual orientations, nationalities and who have different abilities and disabilities, immigration stories, and special circumstances (e.g., in foster care, experiencing homelessness).
  • Excellent written and oral communication skills.
  • Experience using style guides (e.g., AP, in-house style guides) to edit written text.
  • 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-racism and creating sustainable and inclusive communities for all adolescents

Salary range: $60,000-70,000

Benefits: Youth Communication offers competitive benefits that include medical insurance, dental and vision coverage, flex spending, and a 403(b) retirement plan.  Employees contribute 15% toward their medical coverage. We offer a generous vacation package of 15 days along with 11 paid holidays.

COVID

The office has been operating on a hybrid model with a mix of work-from-home/in-person.

Equal Employment Opportunities

YC’s mission is to elevate the voices and center the experiences of NYC teens. Through cultivating and disseminating their stories in magazines, curriculum and professional development, we engender more supportive environments for young people who are most disconnected from opportunity, develop their own sense of agency, and cultivate more belonging among youth-centered communities. Furthermore, our direct and indirect youth development work primarily impacts young people of color. We are much better able to serve those young people when our staff reflects their experiences and identities.
With this in mind, Youth Communication recognizes the importance of diversity and strives to recruit, retain, and develop the talents of a team that reflects the rich diversity of the young people we serve.

 

At Youth Communication, diversity encompasses not only race, ethnicity, gender, and sexual orientation, but also age, educational background, class, and cultural and political perspectives. Youth Communication is an equal opportunity employer. Candidates and applications will receive consideration without regard to race, color, religion, sex, national origin, age, disability, sexual orientation, veteran status, or any other characteristic protected by applicable federal, state, or local law. YC is committed to a culture of inclusivity on every level of the organization. We welcome a diversity of backgrounds, experiences, and viewpoints; encourage initiative; and recognize the contributions of all our employees.

Read more about what to expect during the hiring process on our website:

https://youthcomm.org/wp-content/uploads/Hiring-Process.pdf

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Program Associate, New York

Posted by | April 5, 2022 |

Position: Program Associate, New York

Reports to: Program Director, New York

Location: New York, NY (hybrid option available)

Status: Full Time, Exempt

Start Date: July 1, 2022

Facing History and Ourselves is a global education non-profit organization that challenges teachers and students to use lessons of history to stand up to bigotry and hate. Facing History’s educational content is informed by a unique pedagogical model that helps students explore questions of identity, human behavior, prejudice, and civic responsibility, and make the essential connection between history and the moral choices they confront in their own lives today. We currently apply this model to explore case studies of pivotal historical moments such as the Holocaust and the Reconstruction Era following the American Civil War, as well as rich works of literature such as Brown Girl Dreaming.  Facing History increasingly works with whole schools and districts to spur transformation in adult mindset,  pedagogical practices, and school culture, building on the pillars of Social Emotional Learning, Equity, and Civic Engagement.

The Program Associate will facilitate professional development workshops and seminars in person and online, cultivate and document relationships and communications with educators, educational leaders and key constituencies. The position is also expected to help seed, recruit new schools and districts to implement Facing History and Ourselves, and give special attention to educational trends and factors specific to New York, manage events or initiatives on a case-by-case basis. While all New York area Program Associates are expected, as needed, to travel to schools and events throughout the New York region, this position will be focused mostly on supporting educators, schools, and districts virtually and in-person in Westchester, the Bronx, and Manhattan.  In addition, the program associate will work across Facing History’s regions and teams to support organization-wide projects and initiatives, including outreach to schools and districts. Some travel may be required to assist with regional or national initiatives.

Who we are: We are passionate educators and care deeply about our community. Innovative and entrepreneurial, we constantly look for better ways to serve our teachers, our schools, and their students. We have sought and continue to prioritize building a team that represents the diversity of our region. We work closely together and depend on clear communication, commitment to each other as a team, and a positive energy.

Who you are: You share our passion for education, youth, and the community, with a demonstrated commitment to diversity, equity and inclusion. You bring your experience and unique perspective to make us stronger together. You thrive in a team environment, bringing both strong collaboration skills and independent initiative. You have a constant curiosity, and an appreciation for all of Facing History’s core case studies.  You are confident facilitating workshops and conversations that explore identity, racism, antisemitism and other challenging topics in diverse settings.  You demonstrate the ability to build community, support and coach teachers, both in person and in digital spaces, and you seek to be part of a team which is making a positive impact in the New York region.

Essential Skills/Qualities

Facing History understands that restrictive job requirements may exclude historically marginalized groups from applying to jobs for which they are qualified. We take an equitable and holistic screening approach. If you feel you have demonstrated experience and expertise relevant to perform this role, please don’t hesitate to apply!

  • BA/BS; MA strongly preferred.
  • Demonstrates effective communication and facilitation skills.
  • Secondary classroom (grades 7-12) teaching experience required.
  • Familiarity with social-emotional learning, school culture and civic education.
  • Experience with culturally responsive teaching, equity and justice initiatives required.
  • Knowledge of European and United States history required
  • Experience with literacy, writing/English/language arts/humanities.
  • Experience with designing and facilitating technology-enabled in-person, hybrid and online professional learning experiences leveraging digital tools (i.e., GSuite, Google Jamboard, Padlet, Mentimeter, Mural).
  • Entrepreneurial and collegial style; ability to work independently and collaboratively in a team environment.
  • Growth mindset in approaching new challenges and reflecting on past efforts; a desire to deepen knowledge in Facing History content areas and strategies.
  • Ability to organize and execute tasks in a non-profit context.
  • Interest in, and ability to articulate the mission of Facing History.
  • Occasional evening and weekend work is required.
  • Some regional travel required.

Preferred

  • Experience leading professional development and/or adult coaching in educational settings
  • Experience with whole school reform or district change management.
  • Experience teaching the Holocaust and other examples of collective violence, the Civil Rights Movement and the history of race in America.
  • Comfort with or willingness to learn how to use digital platforms for professional learning (i.e., Zoom Meeting, Zoom Webinar, Google Classroom, Canvas LMS).
  • Familiarity with or willingness to learn how to use databases and/or CRMs (i.e., Salesforce) to support engagement with educators, schools and district leaders is preferred.
  • Fluency in online digital media literacy skills and comfort with integrating web-based and social media technologies for support of a global network of teachers and students.

Benefits Summary: In addition to meaningful and rewarding work, Facing History provides an excellent and competitive compensation and benefits package including medical with a health reimbursement account, dental, vision, life & AD&D, long-term & short-term disability insurance, 403(B) retirement plan with a discretionary organizational contribution, generous paid time off, an employee assistance program, travel assistance plan, pre-tax commuter spending accounts, flexible spending accounts, voluntary Colonial Life group plans, robust wellness programs through Welnys TV, aHealthyMe & weekly virtual yoga and meditation, WellCents 403(B) advisement, and a friendly work environment.

Facing History values a diverse workforce and an inclusive culture. We encourage applications from all qualified individuals without regard to race, color, religion, gender, sexual orientation, gender identity or expression, age, national origin, marital status, citizenship, disability, veteran status and record of arrest or conviction, or any other characteristic protected by applicable law. We are an Equal Employment Opportunity Employer.

Facing History’s Commitment to Diversity, Equity and Inclusion. At Facing History, we honor and value the uniqueness of each and every human being. Our strength as an organization that provides and distributes educational content and pedagogy to teachers across the globe is directly tied to our diversity of staff, leadership, educators, students, scholars, and volunteers. Our commitment is to treat individuals with dignity and to build and maintain a community of full participation, inclusive of the voices, needs, and contributions of all. As an organization, we are deeply aware of the legacies of injustices that persist in society and in the workplace, and we value and promote diversity, equity, and inclusion in their association with excellence.

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Program Director

Posted by | April 4, 2022 |

About The Thompson Family Foundation

Since 2009, the Thompson Family Foundation has supported Arts, Culture & Public Space, Medical Research, and Community Service. Its founders, Wade and  Angela Thompson, were passionate about New York and determined to make lasting contributions to its civic life. The hallmark of our grantmaking has been significant and transformative investments. In addition to funding large capital and endowment grants, Thompson has provided both general operating and project support. We concentrate on institutions that strengthen the city, but also make grants nationally and occasionally internationally. Thompson has been instrumental in revitalizing the Park Avenue Armory and developing innovations in cancer treatment. 

 

Position Overview 

Thompson is planning an expansion into new program areas over the next three years. We will double our commitments to $30 million annually across three major categories: 1.) new responses to critical issues; 2.) capital and endowment investments; and 3.) core support to current partners.  The Program Director will be charged with building out the strategy and execution of the new responses portfolio. We will begin in three initial areas – criminal justice, college/career access, and the environment – and will dedicate $10-20 million to each over a five-year period. In addition, the Program Director will assist in surfacing, vetting, and selecting new areas in the future.  

The Program Director will develop and execute the grantmaking program and refine Thompson’s approach to research, selection, grant design, and evaluation. The role requires both strategy and operations, as well as an ability to facilitate decision-making across a small and invested team. The Program Director will work in close partnership with the executive director and board president and will supervise a program associate. This is an exciting opportunity for someone who is passionate about building a new model that will allocate dollars effectively while providing our partners with the diverse and flexible support they need to accomplish their goals.  

 

Responsibilities

The Program Director’s Primary Responsibilities include:
Grantmaking (85%) 

  • Research new focus areas and develop a landscape analysis, defining funding opportunities  and developing strategies in response 
  • Prioritize investment ideas, articulating the roads not taken and rationale 
  • Develop new grants, defining grant objective, structure, reporting, and measures of success 
  • Monitor and evaluate grant progress, providing feedback and recommendations for  extension, adjustment, and completion 
  • Partner with grant recipients, respond to opportunities and challenges, and provide deep organizational support 

Administration (15%) 

  • Draft documents for board, organization, and grant recipients that drive progress, alignment, and accountability
  • Design and build reporting capabilities via Salesforce and Excel to track portfolio strategy, progress, and results 
  • In partnership with Program Associate, ensure an organized and complete record of the grantmaking process and grantee accomplishments 

 

Who You Are

This position provides an excellent opportunity for an entrepreneur who is passionate about building a highly impactful and efficient foundation while working in service to and partnership with the organizations we fund.  

  • Strong Track Record. Fifteen plus years of accomplishment in relevant fields including grantmaking, nonprofit strategy, operations, or management consulting
  • Strategic and Operational. You are gifted at both defining the strategy to accomplish goals and developing and managing the operational plans to ensure success
  • Creative and Driven. You generate ideas and see them through, seeking excellence and sweating the details. You take the initiative and lead alongside
  • Analytical and Compelling. You are rigorous and data-driven. You’re persuasive, with excellent written and oral presentation skills
  • Curious and Collaborative. You listen carefully and you learn from others. You derive joy from surfacing the great ideas, designing something better, and improving it ongoing
  • Kind, Humble and Humorous. You take your work seriously, but not yourself

 

Compensation, Benefits & Flexibility

Thompson offers an extremely competitive salary and a generous benefits package while encouraging a strong work-life balance. The Program Director will be a part of a small hybrid team and will be required to work from the New York City office in Midtown three to four days a week.

 

Relevant Policies 

The Thompson Family Foundation provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws. Applicants from diverse backgrounds are encouraged to apply.

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Saturday Programs Manager

Posted by | April 4, 2022 |

Bridge to Enter Advanced Mathematics (BEAM), a project of the Art of Problem Solving Initiative, Inc., is seeking a Saturday Programs Manager to lead our ongoing support for students through Saturday programming in New York City. This includes pre-semester hiring and logistics setup, overseeing Saturday staff during classes, helping shape Saturday class curricula, and leading change to improve and scale Saturday programs. This role will also be an integral part of our core summer programs by training for and serving as a (co-)Site Director. You’ll be part of a close-knit team that makes sure our programs run smoothly and are helping kids reach their full potential.

COVID-19 Note: BEAM programming is currently being offered online, and all staff are working remotely. We are planning on our Summer 2022 programs to run in-person, as well as student events starting in the fall. When our office does reopen for in-person work, it will open with a vaccine requirement in place (and may have other safety precautions, including social distancing and/or a masking requirement depending on the progression of the pandemic). Proof of vaccination (and a booster shot when eligible) will be required before working in-person at the office or BEAM events/programming.

 

About BEAM

The mission of BEAM is to help students from low-income and historically marginalized communities with talent in math enter a realistic pathway towards becoming scientists, mathematicians, engineers, and programmers. Led by staff with these same technical backgrounds, BEAM believes that pathways to STEM careers are created through access to advanced work that typically lies outside most school curricula. Hence, we work to transition our students to the same enrichment programs as more affluent students typically access.

BEAM’s model provides continuous support from middle school through college graduation, including intense academic summer programs for middle school students (after 6th and 7th grade), weekend classes and mentoring, and STEM-focused support to enrolled college students. Our program includes not just access to learning advanced math but also support finding and applying to other opportunities, including college admissions and financial aid. In addition to our academic content, bringing students into an intellectual community is a key part of our mission and all of our work is designed around that goal.

BEAM has grown from a small summer program serving 17 students in the summer of 2011 to a year-round, national program, serving 420+ students in summer 2021 at six program sites and 600+ students in year-round programming in New York City and Los Angeles this school year. In addition, our BEAM National pilot program is working with schools across the country to make our programs available to students everywhere and begin providing services in elementary school. BEAM’s work has been featured in the New York Times and the Atlantic. The Times article, in particular, is a good description of the experience for students. You may also find it helpful to view our most recent annual report.

 

Your Role

The Saturday Programs Manager is a unique opportunity to not just run a program but also help to shape it and develop its vision. You will be involved in creating curriculum, shaping how students interact with the program, and co-developing the vision with other BEAM staff. At scale, two full-time staff members will report to the Saturday Programs Manager, and this role will also hire and supervise seasonal part-time staff who teach and TA the Saturday classes.

As the Saturday Programs Manager, your responsibilities will include:

Pre-fall semester work (April–August):

  • Saturday program setup logistics, including securing a space for Saturday classes and overseeing advertising / sign-up for students,
  • Manage hiring and onboarding for part-time Saturday teaching staff.

Fall and Spring semester work:

  • Keep track of Saturday program operations and manage the staff who execute operational / logistical tasks, as well as the instructors and TAs,
  • Overseeing training for (full-time and part-time) staff working in Saturday programs; observe and evaluate Saturday part-time staff,
  • Evaluate space and staffing needs throughout the year, and adjust as needed,
  • Ensuring adherence to COVID-19 policies and procedures in Saturday classes,
  • Oversee proper data collection, storage, and transfer to year-leads.

Summer program work (July–August):

  • Act as a (co-)Site Director for BEAM Discovery, our five week day program for rising 7th graders. An experienced staff member will be on site during your first summer to ensure you are thoroughly trained.
  • Supervise the program leadership team, implement all aspects of program procedures, and troubleshoot the program to ensure it runs smoothly,
  • Guide messaging to students, families, and staff through presenting info session before camp, presiding over assemblies and staff meetings, phone call home to families, and more,
  • Lead with empathy and mediate conflicts at the site with a foundation of restorative justice.

Ongoing / year-round work:

  • Collaborate with the Executive Director, NY Programs and other staff to recommend and implement updates for the Saturday curriculum,
  • Propose process and / or policy improvements for Saturday program design and operations, and manage the Saturday programs team to implement improvements after approval.

This position reports to BEAM’s Executive Director, NY Programs.

 

Qualifications

Above all, we’re looking for people who believe in the importance of the work we do, have the ability to dive into details while still looking for high-level process improvements, and love supporting youth. Given the managerial nature of the work, we expect you to work well independently and supervise team members to enable them to work as well.

We also have some technical qualifications in mind. We expect that if you are ready for this role, you will have:

  • At least 5 years of relevant work experience, with some project management experience, or comprable,
  • Experience developing curriculum or lesson plans, instructional design, or comprable,
  • An ability to keep track of many operational and logistical details, think through multi-stakeholder eventualities and implications, and plan ahead,
  • Strong organization skills with attention to detail,
  • Ability to provide guidance to staff as needed to address and support student needs,
  • A strong connection to the “why” of our work for both you and the team you will lead,
  • Demonstrated commitment to BEAM’s mission and values.

Significant pluses may include:

  • Experience with youth from historically marginalized and/or low-income communities,
  • Experience guiding students in developing skills for success in high school (e.g. time management, organizational skills, etc.),
  • Tangible experience (e.g., former work as a teacher) or formal exposure (e.g., specific education) in high school math education,
  • Experience with math enrichment or advanced math,
  • Work at a summer camp, especially in a position of leadership,
  • Prior managerial experience,
  • Fluency in a language spoken by our families, such as Spanish, Mandarin, or Cantonese,
  • Mediation training and/or experience,
  • Restorative justice training and/or experience.

 

Salary, Benefits, and Other Details

The salary range for this role is $60,000-$75,000 depending on experience. BEAM provides a number of benefits, including health, dental, and vision; pre-tax commuter benefits; educational loan repayment assistance; and discounted health club membership. We provide 12 paid holidays/office closures, 7 dedicated sick days, and an additional 15 days of paid time off. Paid time off will increase by one day for each year worked for your first five years of employment.

One unique aspect of our organization is our highly-flexible work policies. Time off is very flexible and it is easy to work from home (both before and beyond COVID-19) so long as you are keeping up with your responsibilities (some of which, of course, will eventually have to be done in person). Many of us shift our work times (doing work earlier or later in the day) to gain flexibility during the day to take extra time for appointments or errands. However, please be aware that this position will require regular Saturday work based on BEAM’s weekend class schedules. Most staff choose a Tuesday-Saturday schedule to allow for two consecutive days off, but there is flexibility in deciding your weekly schedule. In general, we are all very dedicated but also very relaxed, and we care deeply that the work environment is pleasant for everyone.

As an organization, we are dedicated to the growth of our staff members. We will pay for training to supplement your skills when appropriate, and we encourage all of our staff to learn from each other. (We are, after all, an education organization!)

We would like this position to start by June 15, 2022. For someone leaving a teaching and/or school administration position, we would also be amenable to a start date later in June to accommodate the school year calendar.

 

Application Process

The initial application is to submit your resumé and application via our online portal. When your application is complete, we will follow up with next steps.

Next steps in our process may include a short 30-minute phone interview and/or sample projects so you can show us your work. We believe in the importance of demonstrated ability and work samples and give candidates opportunities to demonstrate relevant skills for the role throughout our process.

The final step of our process is a final interview with the team. We recognize the time you put into the process and we won’t load you down with any unnecessary bureaucracy.

For accommodation requests related to the job application process, please contact Human Resources Coordinator Emily New-Cruse at emily@beammath.org.

This role has a priority application deadline of April 15, 2022, but we will review applications on a rolling basis until the position is filled.

 

Finally

We believe strongly in communication and collaboration. In the spirit of that collaborative atmosphere, we strongly encourage you to ask questions about the position! You can contact the hiring manager, Ruthi Hortsch, at ruthi@beammath.org.

We’re very excited that you’re interested in the program. Thank you for applying to BEAM.

Sincerely,

Ruthi Hortsch, Executive Director, NY Programs

And the Entire Staff at BEAM

Comments Off on Upper School History

Upper School History

Posted by | March 29, 2022 |

Nichols School is seeking a full time Upper School History teacher commencing with the upcoming 2022-2023 school year.  This position will teach four sections of AP World History to 10th grade students.  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.

Ideal candidates:

  • are committed to collaboration and innovation.
  • use inclusive and equitable practices to inform their approach to course design, instruction, and assessment.
  • can actively participate in a school-wide curriculum review using backward design.
  • create a student-centered classroom.
  • integrate technology into teaching and learning.
  • have a passion for teaching historical thinking, research, and writing.
  • employ a variety of primary sources and perspectives in their courses.
  • possess a history degree or degree in a related field.
  • enjoy being part of the life of the school beyond the classroom.

can serve as an athletic coach or leader of student activities

Nichols School’s educational philosophy is guided and inspired by our mission to train minds, bodies and hearts for the work of life, and to carry into all we do the highest ideals of character and service.  We are 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.

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 K-8 Teaching Position, 2022-2023 School Year

K-8 Teaching Position, 2022-2023 School Year

Posted by | March 29, 2022 |

About the Position:

We are looking for K-8 classroom teachers with certification in elementary school, secondary school content area certification (Art, Humanities, Math, Science, Performing Arts, Physical Education, and Spanish) and special education for the upcoming 2022-2023 school year. Community Roots offers Integrated Co-Taught (ICT) classes for all K-5 classrooms and all 6-8 grade core content areas.

 

About Us:

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

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

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

 

Benefits and Compensation:

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

Qualifications:

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

Community Roots seeks individuals who:

  • Believe that all children have the right to an exceptional education, understand that children learn in different ways, and work hard to provide/create the support each student needs
  • Believe that working and educating children in a diverse and inclusive environment is essential
  • Are committed to anti-bias/anti-racist education, professionally and personally
  • Are capable of building a safe, nurturing, supportive and high achieving school culture
  • Believe that communicating and building relationships with children’s families is essential
  • Believe that a combination of creativity and research generates engaging curriculum
  • Believe in and are capable of high levels of collaboration and communication
  • See themselves as active learners committed to ongoing professional development
  • Are reflective and embrace feedback
Comments Off on Middle School Spanish Teaching Position 2022-2023

Middle School Spanish Teaching Position 2022-2023

Posted by | March 29, 2022 |

About the Position:

We are looking for a Spanish teacher for our middle school 7th and 8th Spanish classes for the upcoming 2022-2023 school year.

 

About Us:

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

 

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

 

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

 

Benefits and Compensation:

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

Qualifications:

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

 

Community Roots seeks individuals who:

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

Marketing and Communications Coordinator

Posted by | March 25, 2022 |

The Marketing and Communications Coordinator is a highly-motivated self-starter with experience generating compelling written content for a variety of audiences. The Marketing and Communications Coordinator will report to the Director of Marketing and Communications and will help communicate the vision and brand of Nichols School through writing and storytelling in written publications, the school website, digital and print platforms, newsletters and social media.

Nichols School’s educational philosophy is guided and inspired by our mission to train minds, bodies and hearts for the work of life, and to carry into all we do the highest ideals of character and service.  We are 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.

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

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 Director, Postsecondary Readiness Project (PReP)

Director, Postsecondary Readiness Project (PReP)

Posted by | March 25, 2022 |

Advocates for Children of New York, Inc. (AFC) seeks an attorney to lead our Coalition for Multiple Pathways to a Diploma (“Diploma Coalition”) and direct our Postsecondary Readiness Project (PReP), which advocates for older students to receive the educational support they need to successfully prepare for college and careers and ensure access to meaningful pathways to graduation and effective transition services. The Project Director will partner with the over 80 advocacy organizations, educators, and families across New York State who make up the Diploma Coalition, which fights for more meaningful and equitable pathways to a diploma that do not rely on high-stakes tests.

The Project Director supervises the PReP team, which includes the Social Work Manager and Transition Specialist and a Staff Attorney. The Project Director also trains parents, professionals, and youth on the education rights of older students in New York City; secures critical education services for students through school-based advocacy and IDEA litigation; and leads AFC’s policy advocacy to improve educational opportunities and outcomes for youth transitioning out of high school, particularly overage, undercredited youth, older students with disabilities, and students who require an alternative high school setting.

AFC is a not-for-profit social justice organization that strives to ensure a high-quality education for all New York City students, 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.

 

Job Responsibilities:

The  Project Director will direct PReP’s work and manage the Diploma Coalition while supporting the overall work of Advocates for Children. Key responsibilities include:

  • Supervising staff on AFC’s Postsecondary Readiness Project
  • Working with Project staff to set annual goals and measure and report back on the Project’s progress
  • Writing grant reports and proposals pertaining to the Project
  • Scheduling, planning, and running Coalition meetings, drafting Coalition advocacy materials, and corresponding with Coalition members
  • Advocating on behalf of students and families experiencing school-related difficulties involving special education, school discipline, enrollment, or other issues; representing students at administrative hearings and mediation when necessary
  • Developing resources and conducting trainings for parents, students, and professionals who work with older youth
  • Leading AFC’s policy reform advocacy to address systemic barriers to a high school diploma, transition supports, and programming for overage, under-credited students.

 

Qualifications:

  • D. degree required; admission to the NYS bar preferred
  • At least eight years of advocacy experience, preferably in education or a related field
  • Knowledge of relevant education, disability or civil rights laws strongly preferred
  • Strong supervisory skills
  • Excellent written and oral communication skills, including experience presenting to groups
  • Strong interpersonal skills; the ability to negotiate effectively in collaborative and adversarial contexts and manage relationships with a diverse group of stakeholders
  • The ability to set priorities, meet deadlines, and work independently and as a member of a team
  • A commitment and ability to empower the families that are the focus of AFC’s mission
  • Spanish language fluency preferred, but not required

Compensation:

The salary for this position ranges from $83,416 – $90,361, depending on experience. AFC’s current compensation package includes full payment of medical plan premiums for a Platinum medical plan for staff and their qualified dependents; dental coverage; coverage of the premium cost of life insurance and long- and short-term disability insurance; a 403(b) plan with a fully vested employer match; 12 weeks of paid parental leave after one year of employment; and generous time-off policies, including 15 vacation days and an additional 15 paid time off days in the first year of employment.

 

AFC is an affirmative action employer that actively seeks to recruit and retain a diverse staff and encourages applications from a broad spectrum of people, including people of color, with disabilities, and of diverse religions, national origins, gender identities, sexual orientations, and socioeconomic backgrounds. AFC is committed to providing access, equal opportunity, and reasonable accommodation when requested by a qualified applicant or employee with a disability or other protected characteristic. The policy regarding requests for reasonable accommodation applies to all aspects of employment, including the application process. For more information and to request an accommodation, contact Human Resources at HR@advocatesforchildren.org. For more information on AFC, see www.advocatesforchildren.org.

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Founding High School Principal

Posted by | March 25, 2022 |

Who We Are:

School in the Square (S2) is a fast-growing charter school currently serving elementary and middle school students, with plans to serve families from Pre-K – 12 with the opening of a high school with 9th grade in Fall, 2023.  S2 engages, educates and empowers its students to respond mindfully and creatively to life’s opportunities and challenges. Drawing its name from the concept of the public square or “la placita”, our mantra is “Relationships First”. S2 is where communities come together to solve problems and celebrate successes. Here, students, families and educators are seen, heard, and inspired. S2 students build the academic foundations, social-emotional intelligence, and the leadership skills necessary to excel in college and professional life. Our community is grounded in principles of justice, equity, diversity and inclusivity (JEDI), enacting a culturally responsive and sustaining lens to our pedagogical practice and consistently examining the ways we can continue to walk firmly in the pursuit of social justice and against injustice of any kind. We take seriously our obligation as an anchor institution in our community. We understand that our students’ ability to learn is directly impacted by their access to basic needs. Through our Family Support Program, we support over 200 families every month with bimonthly food pantries and other essential services, including internet hotspots and rent relief.

Our High School:

Our high school expands on S2’s vision of our dual language elementary school (Dos Amigos) and middle school. Our high school will be culturally responsive, have a rigorous academic program with adequate scaffolding and support for all students to be successful, and have a focus on students developing their voices and sense of agency that they will use to forge their own futures and help their communities.

Student Inquiry will be at the heart of the culturally responsive curriculum, in which students will see themselves reflected while serving as well as a window to a wider world. All students will graduate with at least a Regents diploma and the opportunity to achieve a Regents Bilingual Seal.

Students will also have the opportunity to participate in a variety of community service and service learning experiences through grade level and discipline based projects. Students will have the opportunity to participate in external internships with community-based organizations, governmental agencies and in the financial services sector and early college experiences.

Our Bilingual Founding High School Principal 

School in the Square Charter School is seeking a dynamic, experienced, and transformative founding High School Principal to lead S2 through its next stage of development.  The High School Principal is responsible for the overall performance, management and operations of the S2 High School in Washington Heights.  The High School Principal is responsible for ensuring the S2 mission is fulfilled daily on behalf of the students and families.  The High School Principal reports to the Executive Director of S2 and supports and coordinates with the Executive Director’s ongoing efforts in policy design and implementation. Specifically, the High School Principal is responsible for the following:

Responsibilities of the Founding Principal: 

The Principal will drive rigorous instruction and create a culture of academic ownership by:

  • Ensuring that high quality curriculum and pedagogy is implemented across subject, content areas and tutorial settings. Ensure effective inclusion of diverse learner populations;
  • Overseeing use of daily, weekly and monthly assessment systems throughout the school aligned to state standards and designed to accelerate student outcomes and their passion for learning.  Work with administrators, staff, students and families to utilize the information to improve learning and teaching;
  • Coordinating instructional, assessment, curricular, culture support with the Executive Director for the school;
  • Developing and implementing an effective high school strategy that enlists staff, families and students in a common effort for student college and career readiness.  
  • Supporting S2’s commitment to fostering strong relationships with families, students, and staff to ensure collective investment in student success. 

The Principal will empower and develop teachers and leaders by:

  • Ensuring that systems are implemented effectively to develop, support, coach and supervise teachers in a way that builds teacher knowledge, inspires and enlists them, and holds them accountable for student learning;
  • Lead, facilitate, and develop mid-level leaders to facilitate robust school-based professional development that helps staff master the fundamentals of classroom management, backward-design planning relationship-building, communication with students and families, data-driven action planning, and implementation of schoolwide cultural, academic, operational, and extracurricular systems and initiatives; and
  • Creating a culture where all staff give and receive feedback fluidly – both positive and constructive – as part of daily practice 

The Principal will lead the school’s continued excellence by:

  • Supporting the Executive Director in increasing student enrollment to grow the high school from grades 9-12;
  • Ensuring the implementation of effective youth culture systems that build off strengths-based leadership development research and enlist staff and students to establishing an effective and caring culture in the school;
  • Establishing effective and regular ongoing systems of communication with teachers, students and parents within the High School.  Supporting the Executive Director in communication to the Board and State Education Department; this includes the following:
    • All members of the school community are fully engaged and can bring their whole selves to the school
    • A warm, caring, and strengths-based culture is built, deeply committed to student learning and success, that values openness, hard work, and achievement
    • Ongoing work on diversity, equity and inclusion for staff, students, and families;
  • Demonstrating commitment to personal and professional continued growth as is being fostered among the staff.  

Who You Are:

  • Experienced as a full-time effective, impactful school administrator with a minimum of three years of high school leadership with demonstrated success improving student outcomes in a leadership capacity. Skilled in current teaching methods and educational pedagogy, with knowledge of co-teaching strategies and differentiation to meet individual student needs
  • A strategic, solutions-focused thinker with strong communication and planning skills
  • A strong relationship builder, you get personal fulfillment by teaching, coaching and collaborating with students and colleagues 
  • Able to lead restorative practices, a strong believer in anti racism education, culturally responsive and sustaining pedagogy, trauma informed practices
  • Skilled and analytical with the ability to gather and analyze data extracting insights and reporting
  • A graduate of a M.A., Ed.M or Master’s degree in Educational Leadership and/or Educational Administration, preferred
  • Certified as a New York State School Administrator
  • Fluent in Spanish, biliterate in Spanish preferred

 

What You Can Expect From Us:

At S2 we take as much care of our staff as we do of our students.  S2 is committed to supporting our leaders by helping them build sustainable, rewarding careers that center on each educator’s passions and multi-disciplinary interests.  All of our faculty and staff are valued professionals and we are proud to provide extended planning time, team-building and collaboration, comfortable and friendly working conditions, and more to ensure our team members all have the tools they need to succeed.

In addition to meaningful and rewarding work, S2 provides ultra competitive salaries, an excellent benefits package with employer paid life insurance, a 401K program with a 6% organizational match, longevity bonus, generous paid time off, access to a federal student loan debt reduction program and a friendly work environment

Anyone who joins our team must be fully vaccinated against COVID-19.

School in the Square proudly values diversity. We are an Equal Employment Opportunity Employer.

Comments Off on Program Officer, Innovative Schools

Program Officer, Innovative Schools

Posted by | March 24, 2022 |

About Overdeck Family Foundation

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

 

The Program Officer, Innovative Schools Position

The Innovative Schools portfolio within the Foundation focuses on expanding access to tech-enabled, student-centered K-9 learning environments, intentionally designed for any student to thrive.

The Foundation is seeking a full-time Program Officer to lead the Innovative Schools portfolio. Reporting to the Associate Program Director (Melanie Dukes), and managing one Program Analyst (Paula Longoria), the Program Officer will refine and clarify the investment strategy for the portfolio, build and nurture relationships across the innovative schools (specifically K-9 edtech) ecosystem, and use a scientific method approach to hypothesize and sharpen an approach to support early stage and growth stage ventures to help them succeed.

Visit www.overdeck.org for more information. To learn more about our Innovative Schools portfolio, visit the websites of some of our partner organizations: Saga Education, Zearn, and ST Math.

 

What You’ll Help Us Do: 

  • Design, monitor, and evolve a portfolio strategy: 
    • Lead the development of a coherent strategy centered on ambitious impact and ecosystem targets and grounded in analysis of the education and philanthropic landscape as well as evolving market opportunities, trends, and gaps
    • Define a clear and differentiated position for Overdeck Family Foundation within the innovative schools space that is grounded in evidence, research, and efficiency of investment
    • Over time, evaluate and capture lessons from investments to inform strategy iteration and to build strong pattern recognition for how to best provide strategic support to portfolio investments to achieve stated goals
  • Propose investments in early and growth stage organizations: 
    • Identify organizations aligned to the portfolio strategy and conduct rigorous diligence on prospective investments that are grounded in the foundation’s investment criteria
    • Build a balanced portfolio of investments grounded in the potential of each organization to spur innovation, to build evidence, and grow to deliver impact while also ensuring that the overall portfolio realizes ecosystem-level impact with minimized risk
  • Provide strategic support to grantees: 
    • Establish yourself as a credible and valuable partner for grantee organizations, and strategically connect them with supports in four key focus areas: 1) revenue models, 2) cost analysis, 3) impact evaluation, and 4) growth channels
    • Manage and prioritize allocation of strategic supports to grantees in service of grantee and portfolio goals, grounded in an understanding of the holistic needs of individual grantees and the portfolio, including direct supports, third-party supports, and portfolio-wide learning experiences 
  • Influence the field: 
    • Build momentum for positive change related to the portfolio strategy by proactively developing relationships with influential stakeholders
    • Develop and maintain an extensive and diverse network of partnerships across non-profit, philanthropic, public, and private sectors to advance the mission and goals of the portfolio grantees
    • Partner effectively with peer funders to build awareness of OFF’s strategy, identify ways to support each other, and elevate promising grantees to attract additional funding
    • Develop and implement a plan for public engagement and thought leadership that builds awareness of the portfolio strategy and learnings while elevating and amplifying high-performing grantees, including speaking at conferences, hosting and participating in key meetings, and engaging in thought leadership writing 
  • Manage and Coach Program Analyst: 
    • Support Program Analyst to identify a pipeline of prospective investment opportunities and conduct due diligence of those opportunities against Foundation investment criteria
    • Set and regularly revisit progress on OKRs and grantmaking targets to ensure Program Analyst has a clear path to recognize and expand their strengths, while also addressing opportunities to improve
    • Support Program Analyst to navigate obstacles using effective problem solving, as well as discussing and identifying connections, networks and / or opportunities to advance portfolio or grantee goals
    • Engage in joint decision-making around grantmaking, including measurement, reporting, and monitoring targets

 

Who You Are:

A strategist who is able to pursue the right research to arrive at an evidence-based approach to making investments and supporting grantees. You are analytically natured, curious and learning oriented. You leverage the scientific method to produce data and evidence that drives strategic decisions around investments and portfolio support. You are also comfortable with ambiguity—confidently exploring your hypotheses without knowing the answer while seeing failure with learning as a path to success.

 

A strong operator who is able to efficiently make grants and deliver non monetary support to ventures. You have experience with early stage and growth stage organizations and understand the challenges they face as they clarify and scale their models. You can build deep relationships across grantees, surface their challenges, observe patterns of need, and build and nurture meaningful and efficient supports to help them succeed.

 

An authentic professional who builds deep and candid relationships with ease. You possess a strong presence and gravitas, knowing how to build a strong narrative when communicating a concept or approach with the right level of specificity to meet the audience. You build trusting relationships internally and externally because you are authentically you and you value candor and kindness in your interactions.

 

Someone who understands innovative school practices. You understand the edtech sector ecosystem and have developed relationships within that ecosystem. You are familiar with best in class edtech products and understand product market fit, business/revenue models, and scale and distribution channels. You are able to evaluate solutions to understand how cost effective, scalable, impactful, and sustainable they are. You believe in personalized, competency-based learning driven by advanced AI and you value products grounded in teacher and student needs and experience.

 

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

 

A values-driven and empathetic leader who will find success in our context. You operate with a high level of self-awareness, humility, and emotional intelligence and you value the same in your colleagues. You engage in conflict confidently and with kindness. You are excited about working in an environment where complex problems are being considered. You are able to articulate and navigate tensions with an orientation towards understanding and valuing multiple perspectives. You don’t shy away from holding two opposing ideas at once and you are comfortable with not knowing or not agreeing and committing.

 

What You’ve Done:

Required experience:

  • Bachelor’s degree
  • Minimum of 10 years of work experience including time spent leading teams in or adjacent to early and/or growth stage organizations
  • Direct experience and content expertise in innovation, school design, education, nonprofit, edtech, personalized learning, and/or socioemotional learning
  • Demonstrated experience formulating and executing strategy, identifying challenges, and implementing solutions
  • Demonstrated management experience, focused on staff development and growth

 

Preferred experience:

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

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

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

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

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Elementary School Music Teacher

Posted by | March 24, 2022 |

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

 

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

 

What makes VOICE different?

 

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

 

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

 

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

 

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

 

All Staff at VOICE:

  • Love and nurture all of our students as they become deeply caring and responsible individuals;
  • Take personal responsibility and work collaboratively to ensure that all students achieve and grow, understanding that the performance and progress of our students is directly under our control;
  • Ask questions and empower students to exercise curiosity and wonder about the world around them;
  • Hold themselves to the highest standards;
  • Push and support themselves, their students, and their colleagues;

 

  • Proactively seek and incorporate feedback;
  • Help each individual child gain the opportunity to choose what his or her future will be.

________________________________________________________________________

 

Position Responsibilities:

The Elementary School Music Teacher works with a least one grade of students (K-5) teaching a variety of classes from general music to choir to instrument-based courses. S/he collaborates with both other music teachers and classroom teachers to ensure that opportunities for deep learning occur throughout the curriculum. S/he provides students with a rigorous level of music education while fostering the innate joy that accompanies making music with a community. 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
  • Supervise out of classroom settings such as arrival, transitions, lunch, recess, dismissal, and field trips

 

Position Qualifications:

 

Attitude and Focus

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

 

Skills and Knowledge

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

 

Educational Background and Work Experience

  • Bachelor’s degree from an accredited college or university required
  • Bachelor’s or Master’s degree in music education required
  • New York State teaching certification in Music 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.
  • Voice is primary instrument or main concentration during studies required
  • Mastery of primary instrument and proper voice production and intonation required
  • Experience conducting an ensemble required
  • Beginning piano skills required
  • Experience co-teaching or working in a close collaborative environment required
  • Experience with and interest in working with high needs students preferred
  • Experience with curriculum development preferred
  • Accompaniment skills (piano, guitar) preferred

 

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

 

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

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Human Resources Director

Posted by | March 22, 2022 |

Our Mission:

Academy of the City fosters community, supports families, welcomes children of all backgrounds, celebrates diversity and promotes social justice. With our challenging, hands-on liberal arts experience we strive to develop joyful, creative, independent, and successful lifelong learners.

Our Vision:

Every child in our diverse community reaches academic, social and personal excellence.

Current Date: March 2022

POSITION: Director of Human Resources

About the Position:

Academy of the City Charter School is inviting applications for the Director of Human Resources, a role that is critical to the organization’s growth and sustainability. The person in this position will lead the development, implementation, and oversight of programs and practices relative to Human Resources throughout the organization. The Director of Human Resources will be responsible for overseeing the day-to-day HR operations (benefits, onboarding, employee relations, and compliance). Success in this role requires that the new Director master strategic planning, stakeholder relations, and HR operations and systems, preferably in education. As a champion of AoC’s mission, culture and values, this individual partners with the organization’s leaders to help them lead their teams, navigate and resolve employee relations issues, and support programs that develop best-in-class people.

The Opportunity

The Director of Human Resources (HR) will join Academy of the City’s leadership team during an exciting phase of growth. This role is responsible for developing and managing an exceptional Human Resources function to serve the needs of a 100 person organization across two schools. Therefore, this individual will embrace continuous improvement and innovation, is able to hold a short-, mid-, and long-term lens as needed, can flex between hands-on work and getting results through others when suited to best support the team and relishes the challenge of finding ways to provide better, more efficient support to our team and family. The Director of HR will report to the Chief Operations Officer and manage one direct report with opportunity to grow this, providing leadership for the vision, goals, and strategy, while establishing clear expectations, promoting exemplary team member support, and fostering a culture of excellence. This person will also work closely and collaboratively with school leadership and the broader operations team.

The ideal candidate for this position deeply understands the value of people –and how to make people feel valued – in an entrepreneurial, mission-driven organization. They have expertise in Human Resources, a strong track record of effective people management and team leadership, risk, compliance and employee relations management, systems implementations, and impeccable judgment. This is a unique opportunity for a mission and self-driven individual to enhance and develop HR and tools, systems, and processes to help a vibrant charter management organization develop stronger HR systems for sustainability and growth.

Qualifications

  • Bachelor’s degree required, master’s degree preferred
  • Minimum 7 years of relevant HR experience
  • Strong technical understanding of HR functions, including but not limited to compensation, performance management, employment law, and leadership development
  • Passionate about people
  • Entrepreneurial mindset; committed to preserving a bold, can-do culture that sustains the organization’s values of integrity, curiosity, community, empowerment, growth, daring, and excellence
  • A steward of ethical behavior who actively supports a diverse, inclusive, and welcoming workplace culture
  • Incisive thinker with strong analytic capacity
  • Ability to passionately align with AoC’s educational and workplace philosophies
  • Ability to develop others through coaching, feedback, and professional development
  • Ability to build trusting relationships and influence at all levels of the organization without direct authority
  • Ability to analyze complex, sometimes ambiguous information and acquire data from multiple sources when solving problems
  • Strong written, verbal, and presentation skills, with a sharp attention to detail
  • Superb organizational, project management, and process-building skills
  • HR professional certification(s) preferred
  • HR experience of a charter school preferred
  • Proof of Covid-19 vaccination is required

Responsibilities Include:

Lead and manage human resources function

  • Provide management and oversight to team members to ensure strong results through goal-setting, accountability, and professional development
  • Manage recruitment of open positions; work closely with school leadership to develop clear job descriptions that align with overall school mission and policies
  • Collaborate with interim COO to set strategic vision and build out human resources function, including but not limited to human resources policies, employee relations, employee engagement, performance management, compensation, benefits, onboarding, and offboarding
  • Ensure job descriptions are current for staff members and ensure staff members adhere to their job descriptions

Employee engagement: satisfaction, retention, and recognition

  • Collaborate closely with AoC leadership to drive staff satisfaction and retention through the integration and alignment of onboarding, performance management, response to staff satisfaction surveys, and exit interviews
  • Strengthen the connection that district team members have to the organization and mission; promote a district culture that ensures high retention
  • Build an exceptional culture by overseeing staff meetings, celebrations, response to satisfaction data and feedback, and the performance management cycle
  • Nurture a culture of diversity, equity, inclusion, and anti-racism
  • Work integrally with the executive team on creating and reinforcing a culture that supports our mission, values, and guiding principles
  • Develop systems to improve employee retention, particularly at the school level, through analyzing data, surveys, exit interviews, and other tools to devise strategies to increase retention
  • Collaborate closely with AoC leadership to ensure the compliance with Federal, State, Local of various Human Resources regulations.

Performance management

  • Ensure that a strong performance management model is in place, including planning organizational and individual goals, assessing performance, developing professional skills, and recognizing contributions that advance AoC’s mission
  • Collaborate across schools and departments to ensure the successful implementation of performance management systems as well as a consistent replication of AoC’s culture and core values across sites and teams
  • Professional growth and leadership development
  • Partner with AoC leadership to provide management training and professional development opportunities for leadership and operations team members

Employee relations and HR compliance

  • Act as a trusted advisor, coach, and consultant to senior leaders to improve their leadership capability, team effectiveness, and performance.
  • Working with legal counsel, develop and manage workplace protocols, complaint procedures, and policies governing employee grievances and separations; resolve employee relations matters
  • Coach supervisors in carrying out their responsibilities for employee relations matters
  • Establish, communicate, and interpret HR policies and procedures, and ensure compliance
  • Make recommendations for improvement of the school’s employee policies, procedures, and practices
  • Advise on performance management issues and lead investigations and remediation
  • Maintain knowledge of industry trends and employment legislation, and ensure compliance with federal, state, and local law and regulation

Compensation, benefits, and human resources information system (HRIS)

  • Lead the development and administration of compensation strategies aligned with our philosophy and talent strategy
  • Partner with the finance team in the selection, management, and administration of health and welfare benefit programs and retirement funds and manage relationships with vendors
  • Oversee HRIS system to streamline people processes and enable sophisticated analyses of AoC’s workforce
  • Work closely with payroll to ensure timely and accurate processing of people management transactions via the HRIS

Reporting structure

The managing director of human resources reports directly to the Chief Operating Officer and directly manages one HR operations employee.

Compensation

Academy of the City offers a competitive salary and comprehensive benefits package.

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

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Upper School Physics

Posted by | March 22, 2022 |

Nichols School is seeking a full time Upper School Physics teacher commencing with the upcoming 2022-2023 school year.  Candidates should have experience with Physics First Programs and should be comfortable with student-centered classrooms, using best practices outlined by the ASU Physics Modeling Program and supported by pedagogical techniques such as Visible Thinking.  An additional certification in Chemistry of Earth Science would be desirable.

Nichols School’s educational philosophy is guided and inspired by our mission to train minds, bodies and hearts for the work of life, and to carry into all we do the highest ideals of character and service.  We are 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.

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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Education Advocate

Posted by | March 17, 2022 |

Advocates for Children of New York (AFC) seeks a full-time Education Advocate to assist families at school disciplinary meetings or hearings, IEP meetings, and mediation of special education cases, as appropriate, and to provide training and outreach to students, families and professionals on the education rights of New York City students and parents.  The Advocate will work at the intersection of disability and racial justice and help families, including families of students with disabilities, protect their children’s rights and obtain services and support for their children, with an emphasis on issues pertaining to social, emotional, and behavioral support for students and school discipline. This position will report to the Director of AFC’s Parent Center and will be supervised on school discipline cases by AFC’s School Justice Project staff.

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

Responsibilities include but are not limited to the following:

  • Participates in activities and initiatives of AFC’s federally funded Parent Training and Information Center (“PTIC”) and at times, represents AFC in national, state, regional, and city convenings to promote and support engagement and empowerment of families with children with disabilities.
  • Advocates for families at in-person suspension hearings; investigates school discipline cases; makes case recommendations; prepares cases for hearing, including subpoenaing witnesses, drafting opening and closing statements, preparing direct and cross examination questions, and helping families prepare a disposition packet; follows up to obtain dispositions and decisions; and assists families with student reentry to school.
  • Advocates for families of students with disabilities facing school discipline at Manifestation Determination Reviews to determine whether the student must be allowed in school.
  • Advocates on behalf of families in other school discipline-related or special education matters, including, for example, advocating for alternatives to suspension, such as restorative justice practices; accompanying a parent to an IEP meeting; or assisting a parent in a mediation to obtain special education support or services.
  • Helps draft appeals of school discipline cases, when necessary.
  • Provides outreach, training, clinics, and technical assistance to families, students, and professionals on a variety of education-related topics, such as the rights of students and families with respect to special education, bullying, and school discipline.
  • Participates in community education/outreach events.
  • Develops collaborative relationships with professionals and other organizations to better serve families that need assistance.
  • Maintains contemporaneous and accurate record keeping in our database.

Qualifications:

  • BA/BS degree required.
  • Fluency in Spanish required.
  • Ability to work occasional evenings and weekends
  • Experience working on issues related to public education, particularly school discipline or special education, preferred.
  • Commitment and ability to empower families that are the focus of AFC’s mission.
  • Strong interpersonal and oral communication skills, including ability to think clearly on your feet and make clear presentations and arguments without extensive preparation.
  • Ability to write clearly and effectively.
  • Ability to multi-task, continually re-prioritize, and self-manage deadlines.
  • Self-starter who can work both independently and collaboratively with a variety of people and within multiple teams.
  • Strong organizational skills, flexibility, initiative, maturity, and cooperative attitude.
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Director of Communications

Posted by | March 16, 2022 |

The Center for Public Research and Leadership (CPRL) seeks a full-time Director of Communications to develop and implement CPRL’s visibility strategy. This position is located in New York City.

ABOUT THE CENTER FOR PUBLIC RESEARCH AND LEADERSHIP

The Center for Public Research and Leadership (CPRL) is a partnership of professional schools that prepares students for leadership positions in public education organizations committed to improving the life chances of all children, particularly those of color, from low-income households, or otherwise traditionally underserved. The program brings together upper-level graduate students in business, education, law, and policy from universities across the nation to study and engage in research and consulting projects serving public- and social-sector organizations in the U.S. and Brazil that are undertaking and supporting transformational change in P-12 education and in the public sector as a whole. The program offers graduate students the rigorous, multi-disciplinary, academic, and experiential preparation they need to flourish in exciting leadership, management, and professional positions in those same organizations while simultaneously offering the organizations high-quality, low-cost research and consulting support.


Responsibilities

Co-create CPRL’s visibility strategy

  • Work with CPRL leadership to:
    • Develop a strategy for increasing CPRL’s visibility in P-12 public education ecosystem (i.e., school systems, nonprofits, philanthropy), research and policy circles, and the Columbia University community and the communities of CPRL’s professional school partners
    • Create an evaluation system to assess the implementation and impact of the visibility strategy
    • Evaluate the impact of the visibility strategy
  • Update the following items, using the visibility strategy:
    • Refine CPRL’s branding and communications style
    • Refine the current process for identifying content for public dissemination
    • Refine processes for preparing content for public dissemination
  • Plan and conduct market research, as needed 

Create and manage digital, video, and print content 

  • Maintain CPRL’s website, including event briefs, news summaries, and content descriptions
  • Write and post content to CPRL’s social media platforms
  • Collaborate with freelancers and independent consultants to develop videos and features
  • Write press releases and respond to press inquires
  • Ensure the quality of all CPRL publications and communications, including consistent branding and style
  • Prepare staff for press interviews and media events
  • Summarize CPRL accomplishments and achievements in end of semester memos and communications to stakeholders, including CPRL’s advisory council

Expand and manage CPRL’s online presence

  • Research opportunities for CPRL to expand its online presence, including social media platforms
  • Improve the search engine optimization of CPRL’s website
  • Generate quarterly content calendar for CPRL’s website and social media
  • Engage with followers and prospective followers on social media
  • Cultivate partnership with like-minded organizations to cross-promote content

Minimum Qualifications

  • BA required; MA preferred
  • 4-6 years of previous work experience in communications and/or marketing
  • Demonstrated commitment to CPRL’s mission to revitalize public education in order to improve the life chances of all children, particularly those of color, from low-income households, or otherwise traditionally underserved
  • Excellent written, verbal, and digital communication skills across diverse audiences and platforms
  • Strong analytical skills to solve problems and clearly convey CPRL ideas, events, and publications
  • Creativity to present CPRL deliverables in a manner that is far-reaching and impactful
  • Organizational skills to manage multiple projects and viewpoints, meet deadlines, and flexibility to respond to unplanned visibility opportunities
  • Ability to respond to and integrate feedback from both peers and supervisors; ability to communicate feedback to individuals and teams in a clear and productive manner.
  • Fluency with digital platforms on both web and mobile devices
  • Intellectual capacity to think strategically in a fast-paced environment; understand multiple perspectives; learn about new topics; problem solve and develop responsive solutions under changing circumstances
  • Experience with Drupal or other content management system preferred
  • Must be able to work with diverse constituencies and support an inclusive work environment

When applying, please include your resume, cover letter, and a work sample as described here:

Select a representation of your best work that specifically showcases your readiness for this role. Include a brief description (~3 bullets) about why you chose this work product, who the product’s audience was, what your contribution was (if it was a team product), and anything other relevant information for understanding your submission.

We understand that many work products may contain confidential or proprietary information and will be redacted accordingly before submission.


Equal Opportunity Employer / Disability / Veteran

Columbia University is committed to the hiring of qualified local residents.

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Middle School Dean of Inclusive Learning (also known as Special Education) (Immediate Start)

Posted by | March 13, 2022 |

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: The salary range for this role is $75,000-$85,000. 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.

What Sets Us Apart

EHTP aims 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. Furthermore, 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. To read EHTP’s Racial Equity Statement, please click here.

The Work and Why it Matters

East Harlem Scholars Academy is deeply dedicated to creating inclusive learning environments that support the development of all students. The Dean of Special Education (referred to as Inclusive Learning) at East Harlem Scholars Academy Middle School will oversee special education and academic intervention programs at the school. This person will be responsible for ensuring that students are receiving the services and supports they need and are entitled to by law. He or she will be the school’s liaison with the Committee on Special Education and will ensure the school’s compliance with special education regulations and policies.

Who You Are

  • You have a Bachelor’s Degree or higher and hold appropriate NYS Special Education Certification
  • You have a minimum of three years of experience in relevant educational positions
  • 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

What Success Looks Like

  • Manage the execution of all aspects of student 504 plans and Individualized Education Programs (IEPs,) including: coordinating all related services, testing accommodations, assistive technology, academic goal tracking, quarterly progress reporting, and holding all annual and re-evaluation meetings
  • Perform education assessments of students, including observations, review of educational history, conferences with teachers and an evaluation and analysis of student academic performance and learning characteristics
  • Manage all special education needs of students including initial referrals and Special Education Itinerant Teacher (SEIT) management
  • Collaborate with the Behavior Support Team to complete Functional Behavior Assessments and Behavior Intervention Plans of students with IEPs or students in the Initial Referral process
  • Manage all aspects of the Initial Referral process to assess student eligibility for Special Education Services, including the coordination of evaluations, family communication and collaboration with the Committee of Special Education
  • Secure, schedule and manage service providers for all necessary IEP mandates, including crisis paraprofessionals
  • Lead the Student Support Team in the coordination of all Academic Intervention Services using a data-driven referral process and authentic Response to Intervention model
  • Oversee professional development opportunities for all staff as it relates to inclusive education, academic and behavioral intervention

Thank you for taking the time to submit your application.

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Dean, Workforce Learning & Development (2022-2023)

Posted by | March 13, 2022 |

Position: Dean, Workforce Learning & Development at East Harlem Tutorial Program

Position Reports to: Director, Postsecondary Access

Core Relationships: Principal; Assistant Principal(s), Culture & Instruction; Postsecondary Pathways Dean; Director, Postsecondary Success; Dean, Inclusive Learning

Start Date: Immediate in preparation for the 2022-2023 school year (This role requires in-person availability)

Compensation: The salary range for this role is $80,000-$90,000. EHTP also offers 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 our organization prepares for its first graduating class of East Harlem Scholars Academy High School seniors in 2023, we are seeking a Dean, Workforce Learning & Development to develop a vision and strategic plan for the career learning, growth, and success of our East Harlem Scholars Academies students.

The Dean, Workforce Learning & Development oversees our internal internship program, Scholars Service Corps, community service opportunities, summer program placements, CDOS, and ACCES-VR process for our students in grades nine through twelve at Scholars Academy High School and in our Out-of-School-Time high school program.

What Qualifies You

  • You believe in EHTP’s mission, racial equity statement, and exemplify our Core Values (SCHOLAR: Service, Courage, Humility, Originality, Leadership, Achievement, Reflection)
  • You have 2-3 years of professional experience working directly with students and families, preferably in the CTE / Workforce field
  • You have a Bachelor’s Degree in education, counseling, youth development, or other related field
  • You have a strong understanding of the challenges and opportunities of working with First Generation, Black, Brown, and/or economically-vulnerable students
  • You have strong interpersonal, oral, and written communication skills
  • You experience working in a fast-moving, and entrepreneurial environment
  • You have experience facilitating workshops with high school students, families, and other staff members
  • You successfully build new employer partnerships while cultivating existing partners
  • You build key relationships with stakeholders to generate support for scholar workforce learning
  • You are open to giving and receiving constructive feedback and are consistently looking for  professional growth opportunities
  • You value teamwork and are able to work collaboratively with other instructional and support staff members in an effort to best serve your students
  • You are comfortable in communicating with students and caregivers in Spanish (preferred but not required)

Areas of Leadership

Strategic Planning & Visioning 20%

  • Own the vision and scope of workforce learning and career readiness for Scholars High School students by creating and executing on a multi-year strategic plan that supports students through workforce learning and is inclusive of school-year and summer career exposure opportunities and multiple pathways to postsecondary success (i.e. CTE/Vocational Programs)
  • Build institutional knowledge and teacher/staff development on workforce learning, career exploration, and industry exposure best practices and opportunities

Management, Data, and Operations 30%

  • Establish and implement systems to track students’ volunteer hours, internship or work-based learning hours; milestone achievements; and other related qualitative and quantitative data
  • Collaborate with the Registrar to analyze academic data and make recommendations for workforce learning activities
  • Maintain a database of student employment, volunteer, or internship opportunities
  • Support and manage a growing team of workforce learning professionals, including a Workforce Advisor (FY23)
  • Manage school-wide use of Thrively platform for workforce learning and collaborate with the postsecondary counselors on implementation

Scholar Work-Based Learning 40%

  • Oversee CDOS implementation, including tracking CTE hours and placement, and ensuring students are ready for the National Workforce Readiness exam
  • Manage Acces-VR process for qualifying seniors by creating a streamlined process to support students through the application process and serving as the primary liaison with Acces-VR office
  • Support all juniors and seniors in postsecondary seminar, and collaborate with the Assistant Principal, Culture and Instruction to create advisory lessons for freshmen and sophomores on career readiness
  • Manage Scholars Service Corps, EHTP’s internal internship program for scholars, including collaborating with the Public Engagement and Out-of-School Time teams on placements, performance management, and professional development cycles for interns
  • Develop and present workshops for students and caregivers at Scholars Academy High School and EHTP’s Out-of-School Time (OST) Program on 21st Century Skills, resumes, cover letters, internship searching, and other key professional development activities
  • Collaborate with the inclusive learning team

External Partnerships 10%

  • Build partnerships with internship and work-based learning organizations and sites for both the academic year and summer for students at Scholars Academy HS and OST
  • Network and create relationships with companies/organizations that support strategic organizational goals; and conduct site visits to observe scholars and maintain engagement with employer and internship partners

For the safety of our students and staff, East Harlem Tutorial Program requires all staff members to be fully vaccinated against COVID-19. We do allow for medical and religious exemptions that adhere to our policy and CDC guidelines. If you have any questions and would like further information, please reach out to HR@ehtp.org.

Thank you for taking the time to submit an application.

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High School Social Worker (Immediate Start)

Posted by | March 13, 2022 |

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: The salary range for this role is $55,000-$75,000. In addition, 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

The role of the School Social Worker is to develop, coordinate, and deliver a range of youth and family centered interventions for students and families in a developmentally, socially, and culturally appropriate manner. The ultimate goal is to lead the school’s efforts to provide support students need to succeed academically, socially, and emotionally to support the school’s mission and vision. The School Social Worker will collaborate with students, parents, and members of the school staff and will be supervised and provided with weekly clinical supervision.

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 strong clinical skills and experience providing crisis intervention and short-term treatment to children and their families
  • You have a minimum of two-year’s experience in relevant educational positions
  • You have a Master’s Degree, or higher, and appropriate LMSW certification
  • Strongly Preferred: Experience as a school Social Worker providing counseling

Areas of Leadership

  • Clinical Direct Practice
    • Implement a proactive counseling program by conducting individual and group counseling (both IEP and non-mandated sessions) that support the academic and behavioral philosophies of East Harlem Scholars Academy High School
    • Provide crisis intervention, when needed, to ensure the safety of all students
    • Conduct bio-psycho-social intakes and preliminary assessments and when appropriate, make referrals for psychological and psychiatric evaluations
    • Use evidence-based practices to effectively develop short-term and long-term treatment and intervention plans for students.
    • Provide counseling and support for families
  • Academic and Behavioral Support
    • Support students, families and faculty, when appropriate, in the creation, coordination and implementation of written behavioral intervention plans
    • Serve as a member of the special education team by attending IEP meetings and progress monitor counseling goals
    • Serves as Advisor to 10-15 students, motivating students across academic skill levels and cultivating students’ social-emotional awareness and well-being
  • School Support
    • Work closely with the Director of School Culture & Family Engagement to create and maintain a culture of excellence for all students.
    • Contribute to school and staff morale by organizing school-wide events
    • Maintain close collaborative relationships with teachers and staff in order to provide feedback and psycho-education on how to work with all students’ needs
    • Lead school workshops for students and families in order to support social and emotional development and proactively address issues
  • Engagement and Support
    • Work with the administration team to build positive relationships with families and engage them in their students’ education.
    • Cultivate new relationships with community partners and collaborate with existing partnerships in order to help support the school, students, and their families

For the safety of our students and staff, East Harlem Tutorial Program requires all staff members to be fully vaccinated against COVID-19. We do allow for medical and religious exemptions that adhere to our policy and CDC guidelines. If you have any questions and would like further information, please reach out to HR@ehtp.org.

Thank you for taking the time to submit an application.

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Middle School Social Worker (OST)

Posted by | March 13, 2022 |

Positions Report to: Director, Social Services

Start Date: Immediate

Hours: 9:00am – 6:00pm + some out of school time responsibilities

Compensation: The salary range for this role is $58,000-$65,000. In addition, East Harlem Tutorial Program offers 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.

What Sets Us Apart 

EHTP aims 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. Furthermore, 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. To read EHTP’s racial equity statement, please click here.

The Work and Why it Matters 

The Out of School Time team at EHTP is seeking a Social Worker to support students in our middle school program. Utilizing a strengths-based approach and restorative practices aligned to EHTP’s anti-racism work, you will deliver a wide range of clinical services and interventions to EHTP students and families in a developmentally, socially, and culturally aligned manner. This includes providing individual counseling to elementary or middle school students, leading weekly group sessions, and providing additional support to families as needed. You will also provide guidance to the Middle School Program Manager(s) especially with any crises that may arise. You have an LMSW and 1-2 years of experience working with middle school students, ideally in the East Harlem community. Spanish fluency is strongly preferred but not required.

What qualifies you

  • You believe in EHTP’s mission, core values, and racial equity statement
  • You have an LMSW
  • You have 1-2 years of social work experience with elementary or middle students
  • You are fluent in Spanish (strongly preferred)
  • You develop genuine and authentic relationships and work from a strengths-based approach
  • You have experience leading group counseling and restorative justice practices
  • You have a track record of exercising good judgment, particularly under pressure
  • You are flexible and thrive in ambiguity
  • You can maintain confidentiality with highly sensitive information
  • You are comfortable working independently and managing multiple priorities
  • You are a self-starter and take a proactive approach to your work
  • You are a critical thinker with the ability to analyze a situation and respond accordingly

Areas of Leadership

  • Build strong relationships with elementary students, families, and staff that are rooted in trust and a strengths-based approach
  • Provide one-on-one counseling sessions to students in EHTP’s out of school time elementary or middle school program, utilizing restorative practices aligned to EHTP’s values and anti-racism work
  • Plan and lead weekly groups for elementary students on topics such as identity, self esteem, and social skills
  • Support Elementary Program Manager and with behavioral issues or crises as needed
  • Make referrals to appropriate agencies and community resources and provide case management services, as needed
  • Support the Director of Social Services with monthly Family Council meetings and other family engagement events
  • Complete bio-psycho-social assessments and preliminary intakes with students and guardians
  • Use evidenced-based practices to effectively develop short-term treatment and intervention plans
  • Participate in bi-monthly case conferences and monthly collaboration meetings with Social Work staff across the organization
  • Meet monthly with East Harlem Teaching Residents and other part time staff members, who serve as Lead Teachers in elementary out of school time classrooms, to provide guidance and support
  • Engage in weekly, clinical supervision and accrue hours that will count towards an LCSW.

For the safety of our students and staff, East Harlem Tutorial Program requires all staff members to be fully vaccinated against COVID-19. We do allow for medical and religious exemptions that adhere to our policy and CDC guidelines. If you have any questions and would like further information, please reach out to HR@ehtp.org.

Thank you in advance for taking the time to apply to East Harlem Tutorial Program.

Comments Off on Special Assistant, Chief Development & External Affairs Officer

Special Assistant, Chief Development & External Affairs Officer

Posted by | March 13, 2022 |

Position Reports to: Chief Development & External Affairs Officer

Start Date: Immediate

Compensation: $55,000-$60,000 (EHTP offers a competitive salary commensurate with experience and a comprehensive benefits package)

FLSA Status: Exempt or Non-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

As Special Assistant to the Chief Development and External Affairs Officer (CDEAO) you will join a growing team at an ambitious, equity-focused nonprofit with deep roots in the East Harlem community. The CDEAO is a member of the senior management team and oversees EHTP’s Development, Communications, and Public Engagement teams, including all press relations, marketing, and issue outreach. You will provide administrative support to ensure the CDEAO’s office runs efficiently and collaboratively.

You will manage the CDEAO’s calendar and maintain a master calendar tracking the office’s activities, deadlines, and events. You will schedule meetings and appointments, facilitate  timely communications to and from the CDEAO, and create and maintain filing systems. You will support the Chief of Staff, team directors, and the Digital Media Specialist in expediting timely internal and external communications — including newsletters, blasts, announcements, social media posting, and internal memos — and assist in preparing for programming and fundraising events and activities.

You should be a skillful and friendly communicator with excellent organizational skills and judgment, and an attention to detail. You are an energetic team-player who is able to prioritize demands in real-time in a fast-paced environment. You are also committed to antiracist values.

The Scope of Your Role 

  • Provide administrative support to the Chief Development and External Affairs Officer
  • Facilitate timely communications to and from the CDEAO and across the office’s Communications, Development, and Public Engagement teams
  • Researches and prepares materials such as memos, presentations for internal and external audiences
  • Coordinates with special assistant to the CEO on specific projects and assignments
  • Process and organizes credit card receipts for CDEAO, Communication, Development and Public Engagement teams
  • Support team directors and Digital Media Specialists with projects and social media
  • Create and maintain filing systems for easy search and access in support of the CDEAO’s goals and agenda
  • Assist as needed in preparing for programming and fundraising events and activities
  • 2-3 days a week of in-person work may be required for this position based on projects and tasks
  • Performs other tasks as assigned by the CDEAO

What You’ll Accomplish

  • Manage the Chief Development and External Affairs Officer’s calendar
  • Schedule and facilitate internal and external meetings and appointments
  • Schedule and facilitate intra-office meetings among team leaders and staff
  • Facilitate CDEAO communications with team directors, EHTP Senior Management, the Board of Trustees, and external contacts, partners, and contractors
  • Assist the CDEAO in preparing reports, presentations, and other assignments
  • Manage a master calendar tracking the office’s events, deadlines, and activities
  • Assist the Chief of Staff, team leaders, and the Digital Media Specialist to expedite external communications, including newsletters, blasts, announcements, social media postings
  • Provide other administrative duties, such as maintaining contact lists, arranging travel, and ordering supplies

What Qualifies You

  • You have excellent organizational skills, a keen attention to detail, and the ability to prioritize multiple tasks in real-time.
  • You are a strong communicator and teammate who thrives in a fast-paced, mission-driven environment
  • You have knowledge of social media use and support with postings
  • You are committed to EHTP’s core values and goals
  • You are proficient with Microsoft and Google products

Your Background and Work Experience

  • Bachelor’s degree earned from an accredited college or university OR four years of experience in administrative position in non-profit organization, public or private sector supporting an executive level position or team.
  • Excellent oral and written communication skills
  • Ability to work independently, strong organizational skills, excellent problem solving and respect for confidential information
  • Project management experience is necessary and ability to meet deadlines
  • Strong customer services orientation
  • Bilingual skill is helpful but not required

For the safety of our students and staff, East Harlem Tutorial Program requires all staff members to be fully vaccinated against COVID-19. We do allow for medical and religious exemptions that adhere to our policy and CDC guidelines. If you have any questions and would like further information, please reach out to HR@ehtp.org.

Thank you for taking the time to submit your application.

Comments Off on Director of Early Childhood Professional Development

Director of Early Childhood Professional Development

Posted by | March 11, 2022 |


MISSION

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


GENERAL DESCRIPTION

The Director of Early Childhood leads the Institute’s projects that require an expertise in direct service to children and the workforce. The Director will manage coaching and induction initiatives for educators and providers and their supervisors, the design and implementation of professional development for teachers and leaders serving young children, supervise a team of screening and assessment specialists, and other special projects as they arise. Equipped with a wide range of experience in the field, the ideal candidates will have experience in a leadership position, an intimate knowledge of early childhood teacher preparation and a deep understanding of the professional development needs of the early childhood workforce. They will have had experience creating and providing high quality professional development, including coaching; supervising a staff; and building partnerships with agencies, funders, and institutions of higher education.

DUTIES AND RESPONSIBILITIES

Leadership and System Development 

  • Lead the Institute’s professional development initiatives, including design of professional development, coaching, and induction initiatives
  • Consider and test innovative strategies to solve challenges facing the field of early childhood education, and build the sector portfolio
  • Establish trusting and productive relationships with the City and State agencies, early childhood programs and providers, and other external partners.
  • Lead systems and policy change to advance equitable best practices in early childhood
  • Serve on the Institute’s leadership team and work with strategic partners
  • Collaborate with other Institute program leaders to design effective initiatives that utilize relevant Institute and CUNY resources
  • Write papers and other resource materials.

Team Supervision 

  • Support and supervise a team of early childhood coaches and create and manage relationships with fee-for-service partners
  • Support and supervise a team of professional development trainers, manage training requests with the team
  • Support and supervise a team of screening and assessment specialists and liaise with funder and agency partners

Project Management, Data and Reporting

  • Work with the Web and Database Administrator to refine the coaching database for tracking and reporting input data and outcomes, as well as user feedback surveys and other data-centered applications
  • Work with executive leadership in support of writing grant and funding proposals
  • Manage projects, collect data and prepare funding and project reports as needed for individual projects

Other Duties

  • Attend staff meetings and trainings as required.
  • Perform special projects and other duties as assigned.
Minimum Qualifications

  • Master’s degree in Early Childhood Education or related area.
  • 8+ years in leadership positions in early childhood-related positions (government, schools, nonprofit, and/or community-based organizations).
  • At least 6 years of experience in early childhood education, as a teacher or instructional leader.
  • At least 2 years of experience in coaching and professional development including curriculum design and implementation.
  • Strong knowledge base in both child and adult development.
  • Demonstrated understanding of and passion for the early childhood policy landscape at the local, state, and national levels; strategic and effective leadership advancing a policy agenda
  • Experience related to social justice and racial equity and/or anti-bias education, including a demonstrated understanding of how systems impact the lives of young children and adults
  • Philosophy toward early childhood that contains a deep understanding of emergent curricula and diverse, research-proven learning approaches, intentionality, the importance of play, and the protection of early childhood
  • Exceptional interpersonal skills and ability to listen and create positive work spaces that are open to new ideas
  • Comfort with ambiguity and a creative approach to problem solving
  • Ability to develop and sustain successful collaborative partnerships with early childhood educators, programs, funders, government agencies, and partner organizations
  • Excellent oral and written communication skills
  • Ability to attend in-person meetings across the state and country for events as needed

Preferred Qualifications

  • NYS TTAP Coaching and/or Professional Development Trainer Credential
  • Understanding of the current fundraising landscape and future opportunities, and experience with successful grant writing and fundraising
  • Familiarity and training with various early childhood screening and assessment tools
  • Familiarity with the Aspire Registry
  • Spanish speaking

Physical Requirements

  • This position is currently hybrid, and will soon move to be 100% in the office. This role routinely uses standard office equipment such as personal computers, laptops, tablets, smart phone, photocopiers, filing cabinets and a range of presentation equipment.
  • While performing these duties, the employee is required to perform physical activities such as, but not limited to, lifting items (up to 20 pounds), bending, reaching, sitting for prolonged periods of time. Reasonable accommodations will be made for employees with disabilities or other needs per RFCUNY policies.
  • Ability to travel to other locations as needed.
Comments Off on Community Engagement Manager

Community Engagement Manager

Posted by | March 10, 2022 |

Organization Profile:
Founded in 1999, BUILD’s mission is to use entrepreneurship to ignite the potential of youth in under-resourced communities and equip them for high school, college and career success. BUILD’s unique program offers students a four-year entrepreneurship experience designed to develop 21st Century Skills and motivate student engagement in school.  Starting in 9th grade, BUILD students work with their peers and community mentors to develop business ideas, pitch to funders and launch real businesses. As students journey through high school and continue to grow their businesses, BUILD helps them explore college and career options, and assists students with the college application process. Entrepreneurship is the hook – college, career, and life success are the goals.

BUILD currently serves approximately 2,000 high school students annually at programs located in the San Francisco Bay Area, Washington DC, New York City and Boston.

Our Culture:
BUILD believes in the potential of every student and is dedicated to breaking down the educational, economic and social barriers that stand in the way of their long-term success.  The remarkable young men and women whom we serve are at the center of everything we do. We are intentional about our culture so that we can best support them. Our culture thrives by embracing diversity, equity and inclusion, including cross-cultural understanding. We work in a collaborative environment where flexibility, creativity and an entrepreneurial spirit are encouraged and celebrated.  Kindness, empathy and respect are at the forefront of the way we treat each other, our students, our teachers and our supporters.

Position Summary:
Reporting to the New York City Program Director, the Community Engagement Manager (CEM) sets NYC’s strategy and implementation best practices for our mentor program and ensures excellence in execution. Mentoring students and providing them with access to social capital is at the core of our program and theory of change. The CEM therefore plays an important role in building a critically needed diverse, inclusive, healthy and high performing volunteer workforce of caring adults in service to our students.

The CEM is responsible for volunteer mentor recruitment, training, stewardship and retention. They develop and implement research-based training, tools, and interventions for mentors used by the NYC region and shared with other regions as best practices. The CEM will closely collaborate with regional and national program and development teams to ensure that BUILD NYC is meeting its mentor and partnership goals.

The CEM should care deeply about the students we serve and be able to speak compellingly with broad external audiences, including business and community leaders, about the value of mentorship to students, mentors, and organizations/companies. The ideal candidate has experience in DEI (diversity, equity, and inclusion) work and in non-profit and youth development. This position requires the ability and desire to operate in a high-energy, entrepreneurial environment where innovation, collaboration and creativity are valued and expected.

Position Responsibilities:

Volunteer Recruitment, Retention & Training

  • Utilizing a youth development lens, develop the strategy for and oversee the organizational mentor life cycle including recruitment, training, safety protocols, placement, performance, support, and engagement; share best practices with national cohort of community engagement colleagues

 

  • Recruit volunteers, garner support and build awareness for the BUILD program at information sessions, fairs and other community events; delegate attendance to other regional staff as needed

 

  • Build a diverse, equitable and inclusive mentor community that supports our students in their BUILD journey from 9th-grade through post-secondary

 

  • Manage volunteer applications via BUILD’s Salesforce platform and a robust screening process; support placement of volunteers and transition of relationships to program staff

 

  • Develop the training and tools needed for BUILD mentors to successfully support our students; implement support practices to provide mentors with feedback and opportunities for them to develop their skills in service to our students

 

  • Collaborate with Program staff to design and execute region-wide orientations, trainings, appreciation events, and evaluation systems to ensure accountability and a high-quality volunteer experience

 

  • Ensure accurate volunteer data entry and tracking in Salesforce database; utilize data to articulate volunteer impacts, and refine recruitment and engagement strategies

 

  • Lead the vision and implementation for creating a robust mentor base through scalable systems; present the BUILD mentor opportunity at corporate, funder and community based organizations

Internship Development

  • Conduct and maintain a community resource review to identify and grow student  internship and community engagement prospects

 

  • Coordinate with community organizations, public agencies, the Local Advisory Board and others to develop an internship/community engagement pipeline

 

  • Partner with the Director of Strategic Partnerships to identify and connect students with robust experiential learning opportunities

Skills and Qualifications:

  • Bachelor’s degree required, or transferable life experience; 5+ years professional experience
  • Direct experience working in organizations serving young people with similar BUILD student backgrounds
  • 5+ years’ professional experience in successfully developing and implementing adult volunteer programs serving high school students of BUILD students’ background, or transferrable experience
  • Ability to effectively communicate to and gain buy-in from a broad and diverse set of external constituents, including corporate employees and executives and community-based organization leaders
  • Familiarity with Salesforce or other CRM databases a plus

Successful candidates will demonstrate the following 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:

  • Customer Service Orientation—anticipate and respond promptly and professionally to requests and needs from all key stakeholders and set clear expectations while taking other perspectives into account.
  • Leadership: Influence, inspire, guide, and direct a project or group of people towards a defined vision or goal.
  • Project Management—identifies and thinks through all necessary steps of a project, sets appropriate deadlines, moves seamlessly between prioritized tasks, identifies required participants and holds self and others accountable to outcomes and deadlines
  • Quantitative and Qualitative Analysis—reviews quantitative and/or qualitative data sets in order to recognize patterns, identifies additional information or data needed, and draws conclusions
  • Strategic Thinking—takes into account and analyzes various points of view and data to form a perspective appropriate to a particular context; includes identifying or anticipating problems and implementing solutions

Position Details:

  • Status: Full Time/Exempt
  • Location: New York, NYC
  • Travel: Ability to travel in NYC area; periodic travel to other locations in the country for all organizational retreats
  • Evening and weekend hours periodically required

Compensation:
This position is budgeted for $62-65K.  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, 11 paid holidays per year, a flexible work environment, and performance bonuses.

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Vice President of Program & Learning

Posted by | March 10, 2022 |

ALL OUR KIN 

Position Title: Vice President of Program and Learning 

Reports to: Chief Learning Officer 

Position Status: Full-Time/Exempt 

Location: Remote, preferred to be based in CT or NY; Regular travel is required.

Salary: $120,000 – $140,000, pay commensurate with experience 

Target Start Date: TBD 

About All Our Kin 

All Our Kin is a nationally recognized nonprofit organization that trains, supports, and sustains family child care educators to ensure that children and families have the foundations they need to succeed in school and in life. At All Our Kin, we support family child care educators at every stage of their development – from parents and caregivers to professional educators and business owners – using a strength-based, high-touch approach. Through our programs, family child care providers succeed as early childhood educators and small business owners; parents have access to high-quality, affordable child care, making it possible for them to enter into and remain within the workforce; and infants and toddlers gain enriching experiences that prepare them to succeed in school and in life. All Our Kin is recognized as a national model and has been proven through studies to raise the quality, availability, and sustainability of family child care. 

All Our Kin first opened its doors in a housing development in New Haven, Connecticut, in 1999. Today, we serve over 850 family child care educators with networks representing five Connecticut cities and New York City, in addition to the surrounding communities. 

All Our Kin recognizes that diversity and opportunity are fundamental to children’s lives and our work, and we seek to build a team that reflects the diversity we celebrate in our nation and community. We welcome and encourage all qualified applicants who share our vision, as we want to engage all those who can contribute to our work and this mission. We encourage individuals of all backgrounds to apply for this position, and we do not discriminate on any basis prohibited by applicable law. 

What You Will Do 

All Our Kin seeks a strategic leader to support program development, learning, implementation, and alignment across our work. The Vice President of Program and Learning will report to the Chief Learning Officer and work closely with the Evaluation, Technical Assistance, and Professional Learning teams as well as our site teams. The Vice President of Program and Learning will supervise and support a small team working in three major areas: 

  1. Develop and maintain AOK’s Model and Curriculum: The Vice President, along with the Program & Learning, Direct Site, and Technical Assistance teams, will hold and infuse excellence in AOK’s Model and Curriculum for our core programs. As AOK has grown, we have had both the need and the opportunity to adapt our model. The Vice President will work closely with our leadership team, directors, field staff, and family child care educators to identify the core innovations within the model and to share learnings and practices across sites.
  • Ensure consistency with All Our Kin’s values, guiding principles, and core model
  • Revise existing programs and design new initiatives based on evidence-based and promising practices in the field, to continuously improve our model
  • Work with, learn from, and include AOK’s staff and family child care educators in the strategy and design of programming.
  • Develop, supervise, and support a Program and Learning team of curriculum, content, and functional experts
  • Support collaboration and learning across the organization, especially with the learning, evaluation, professional development, education, and technical assistance teams
  • Work with the Professional Development and Talent Development & Equity teams, support the ongoing development of staff to implement the model, and continuously grow and develop.
  • Develop and support the onboarding of new staff members in their role
  • Review and provide input into programmatic partnerships to ensure they are consistent with AOK’s model and values
  1. Document program model to share internally and externally: All Our Kin has a 20-year plus record of bringing extensive and tailored support to family child care educators both in their educational and business practices. The Vice President will lead our efforts to document all aspects of our model to deepen our work in our direct sites, as well as share our model with others in the field through materials, training, and technical assistance. The Vice President will design the strategy, plan, processes, and systems to:
  2. Organize and systematize all key elements of All Our Kin’s model by collaborating with staff and FCC educators to understand the most effective practices and approaches

Create a robust system to develop, update, and share materials to support All Our Kin internal programs and external technical assistance projects. 

  • Regularly update materials and resources and include educator input and feedback.
  1. Support Implementation: The Vice President will lead our efforts to develop valuable resources to ensure consistency to the elements of our model that produce the highest quality and greatest impact.
  • Work with the Evaluation and Learning team to ensure continuous quality improvement so that learnings from internal and external projects and evaluations continue to shape and reinforce program design.
  • Develop materials to ensure consistency in program implementation and technical assistance offerings across different sites and geographies and uphold All Our Kin’s core values developing materials for diverse audiences, including various types of adult learning, experience levels, cultural and linguistic backgrounds, etc.
  • Identify areas for alignment and learning across programs
  • Support cross-site program team learning

Who You Are 

You hold deep beliefs in and commitments to: 

  • Making high-quality early care and education available to all children 
  • Combating systemic racism and injustice 
  • All Our Kin’s model, especially investing and valuing the unique strengths of family child care educators. 

Experienced and able to: 

  • Value and build relationships with stakeholders from different educational levels, and respect myriad values, backgrounds, and experiences 
  • Solve tricky problems and make decisions well 
  • Offer, receive, and respond to regular feedback 
  • Conduct evaluation, measurement, and have demonstrated success developing and evaluating early childhood education projects and programming 
  • Set strategic goals and priorities and manage multiple, multifaceted projects simultaneously in a fast-paced, entrepreneurial, deadline-driven environment
  • Facilitate adult learning and coach adults 
  • Research, design, create and iterate on models 
  • Recognize and analyze trends, identify opportunities; adapt to changing priorities and new information. 
  • Work collaboratively and build long-term, strength-based relationships with diverse stakeholders, including family child care educators. 
  • Work sensitively with staff representing all areas of diversity, including race, ethnicity, gender, ability, age, sexual orientation, and religious beliefs/faith practices. 
  • Manage and develop team members 
  • Balance accountability with emotional intelligence when interacting with staff at all levels
  • Operate various software and computer systems, learn to use new technology, and explore how technology can enhance our programming and impact 
  • Travel to All Our Kin sites, technical assistance locations, and national conferences and forums regularly, when applicable and safe to do so 

Possesses strong: 

  • Knowledge of family child care and family child care networks and can articulate the unique benefits of home-based child care to a variety of stakeholders
  • Understanding of the most pressing challenges and opportunities in early care and education, especially as they relate to family child care
  • Understanding of early childhood education and care, coaching in early childhood, reflective supervision, and practice
  • Interpersonal and facilitation skills, and has experience building strength-based relationships with stakeholders of diverse backgrounds and experiences (including in a virtual format)
  • Written and verbal communication skills, including the ability to clearly communicate complex information and to tailor communication for different audiences
  • Organizational skills, and can set priorities and manage multiple projects
  • Strategic, problem solving, and analytical skills

You are eager to build on: 

  • Minimum of 8 years of experience in program development, curriculum development, program documentation, and adult learning and development 
  • Deep program design, evaluation, child development, and adult development knowledge, and experience
  • Experience with team management, employee development, and supervision
  • Bachelor’s degree in early childhood education or other relevant fields; master’s degree preferred 

What You Can Expect 

All Our Kin is an innovative, high-impact organization that empowers a growing number of family child care educators, children, and families to succeed. As we scale All Our Kin’s reach, we strive to maintain the collaborative, values-centered environment that is our hallmark and to continually invest in the backbone of our organization. 

All Our Kin is an equal opportunity employer and recognizes that diversity and opportunity are fundamental to children’s lives and our work. We offer competitive salaries and benefits, a flexible schedule, and the opportunity to work with a team of skilled, motivated, and committed professionals

Some of the benefits we offer to our staff members include, but are not limited to:

Competitive salary commensurate with experience 

  • Medical, Dental, and Vision Insurance 
  • Paid Time Off: Three weeks paid annual vacation as well as federal holidays and a December holiday break (typically December 24 – January 1) 
  • Retirement Plan: All Our Kin offers a 403(b) plan 
  • Flexible work schedule 

Check out All Our Kin’s careers page https://allourkin.org/ 

CT Policy 

AOK complies with all CDC, OEC, and ADA COVID guidelines and recommendations for educators, children, families, and employees. Masks are required at All Our Kin’s worksites. COVID 19 Vaccination or approved exemption and exemption protocol is required for all new hires before starting. Please feel free to contact the People Development and Equity Department at hr@allourkin.org if you have any questions. 

NY Policy 

AOK complies with all CDC, OEC, and ADA COVID guidelines and recommendations for educators, children, families, and employees. Masks are required at All Our Kin’s worksites. Proof of COVID 19 Vaccination is required for all new hires before starting. Please feel free to contact the People Development and Equity Department at hr@allourkin.org if you have any questions. 

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Creative Content Coordinator

Posted by | March 8, 2022 |

Nichols School has an opening for a motivated and highly skilled Creative Content Coordinator to join its Marketing Department.  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 be responsible to generating compelling visual and written content for a variety of audiences within our community. Advanced knowledge of post-production techniques required.  Ability to manage multiple projects, meet deadlines and stay calm under pressure a must.

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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Instructional and Support Opportunities for the 2022-2023 School Year

Posted by | March 7, 2022 |

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

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

What makes VOICE different? 

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

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

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

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

All Staff at VOICE: 

Love and nurture all of our students as they become deeply caring and responsible individuals; Take personal responsibility and work collaboratively to ensure that all students achieve and grow, understanding that the performance and progress of our students is directly under our control; Ask questions and empower students to exercise curiosity and wonder about the world around them; Hold themselves to the highest standards; 

Push and support themselves, their students, and their colleagues; 

Proactively seek and incorporate feedback; 

Help each individual child gain the opportunity to choose what his or her future will be.

____________________________________________________________ 

We are actively hiring for the following positions for the 2021-2022 School Year and would love to have the opportunity to speak with you about your qualifications and experiences: 

  • Elementary Special Education Coordinator and Teacher
  • Middle School Operations Specialist
  • Classroom Assistants (All Divisions) 
  • Recruitment Specialist ( Hiring Faculty/Staff Education)
  • Elementary Assistant (Receptionist)
  • Elementary Art Teacher Leave replacement ( March 2022-June 2022)
  • Elementary Science Teacher 

For the 2022-2023 School Year, we are accepting applications for the following positions: 

Director of Operations

Elementary Intervention Teacher/SETSS Teacher 

Elementary Music Teacher 

Elementary Physical Education Teacher 

Elementary Science Teacher 

Elementary Art Teacher 

ELL/ENL Teacher (Grades 3-5) 

Lower Elementary (Kindergarten-2nd Grade) Teacher 

Lower Elementary (Kindergarten-2nd Grade) ICT Teacher 

Upper Elementary (Grades 3-5) Teacher

Upper Elementary (Grades 3-5) ICT Teacher

Middle School Art Teacher (6-8) 

Middle School ELA Teacher (6-8) 

Middle School Social Studies Teacher (6-8) 

Middle School Intervention Teacher (6-8) 

Middle School ICT Teacher (6-8) 

Middle School Physical Education Teacher (6-8) 

Middle School Math Teacher (6-8) 

Middle School Dean

Classroom Assistants (All Divisions) 

Social Worker 

If you’re interested in applying for a position that is not currently listed or if you’re unavailable this upcoming school year but may available during future school years, please reach out to us at 

opportunities@voicecharterschool.org — timing shouldn’t ruin a great match! 

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

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Chief Executive Officer

Posted by | March 6, 2022 |

About Breakthrough Collaborative 

Breakthrough Collaborative is a national leader in educational equity. The Breakthrough model provides college preparation support for students from under-resourced communities – starting in the critical middle school years – and prepares the next generation of diverse leaders with training to advance in the field of education. 

With over 40 years of experience and a network of over 40,000 alumni, Breakthrough operates in 24 communities across the country and serves 10,000 students and 1,200 Teaching Fellows annually. For more information about Breakthrough, including recent initiatives and impact, please visit our website.

Educational equity is central to Breakthrough’s mission, and equity is one of our organization’s core values. We are committed to intentionally creating diverse communities and work to ensure that all identities – particularly Black, Indigenous, People of Color, and those that have been historically marginalized – are represented and supported. As a collective of community-based organizations, we strive to see the identities of the communities we serve reflected across all levels of the organization.

 

The Opportunity 

Breakthrough Collaborative, founded as Summerbridge in San Francisco in 1978, is uniquely suited to address the nation’s current challenges in educational equity. We grew up as a network of independently operating affiliates, each meeting the needs of underserved students through a scalable, evidence based, and adaptable near-peer program model. In 2018-2019, all 24 affiliates united around a collaborative strategic plan and cohesive set of program standards that 1) more effectively leverage the National Office’s capacity-building and fundraising efforts and 2) respect and elevate the learning and best practices generated by affiliate leaders and innovators. This new national approach to Collaborative-wide governance, firmly grounded in Breakthrough’s shared values, is intentionally designed to strengthen the network’s overall financial health, to foster sustainable growth, and to create the culture and infrastructure necessary to ensure our staff and fellows are more reflective of the backgrounds of our students and have the tools they need to holistically support students and their families.

We are eager to find an experienced, strategic leader to serve as the Chief Executive Officer (CEO) of the National Office and lead its team. The right person will be a strategic thinker who values the real-time innovation and contribution of on-the-ground leaders, and someone who believes in the power and potential of our unique and collaborative approach to national impact for students and aspiring teachers. 

The role of the National Office is to serve the affiliate sites by leading efforts on program development, professional development, teacher recruitment, fundraising, and expansion. Leading the National staff, the CEO supports the continued strengthening of the Collaborative while honoring autonomy of the network’s affiliates. This individual will set high standards for the Collaborative and increase the impact of the national organization by completing the execution of the current strategic plan and development of the next one. Reporting directly to the Board of Trustees, the CEO will be a people-centered leader who inspires all stakeholders who work in support of Breakthough’s mission. 

 

This is a full-time position that can be remote or based in our San Francisco Bay Area Office. The CEO will lead a team of 20+, including four direct reports. 

 

Responsibilities 

Strategic Vision and Leadership  

  • Collaboratively define and build out national strategy and related resources for the next stage of Breakthrough’s growth, to include serving more students/teachers as well as evolving the national Breakthrough business model for long-term sustainability  
  • Anticipate and mitigate the risks of a changing funding landscape for out-of-school services and teacher preparation  
  • Champion and foster a data-driven culture to elevate effective practices across the Collaborative  
  • Complete foundational capacity-building already underway  
  • Create leverage by building, adapting, and distributing National Office operational systems and universal resources for affiliates, with a goal of optimizing/amplifying the local capacity available to serve students, teachers, and families 

Resource Development  

  • Lead fundraising efforts across the organization and communicate effectively across all stakeholders including donors, partners, affiliates, staff, and board members 
  • Work to diversify and deepen funding sources; develop and cultivate high-level relationships with major individual, corporate, and foundation donors that benefit both the national office and affiliates  
  • Partner with Development and Communications teams to advance our program goals through fundraising and/or partnerships  
  • Oversee financial stability by ensuring the diligent management of Breakthrough’s budget and developing budgets that align to organizational priorities

Brand Management and Partnerships  

  • Amplify the brand by acting as the key spokesperson, positioning Breakthrough as the premier educational program tackling the opportunity gap and new teacher training in the nation; raising the national profile of the organization  
  • Assure the organization and its mission, programs, and services are consistently presented in a strong, positive image to key constituents (e.g., employees, students, teachers, volunteers, donors, education leaders, and legislators) 

Team Management and Development  

  • Align, motivate, and inspire the Collaborative; support stakeholders at all levels of the organization; nurture relationships between and among the local affiliate sites and the National staff 
  • Oversee operations and implement plans across the network; ensure the attraction, motivation, and retention of talent at National  
  • Lead the conversation and discourse that is underway to evolve the National organization to live the values of diversity, equity, and inclusion more fully and to support our affiliates to do so  
  • Lead and manage in a way that encourages organizational characteristics, routines, and cultures that are anti-racist  
  • Drive the team towards achieving individual and broader goals and hold everyone accountable to both collective and individual goals  
  • Elevate and amplify the Collaborative-wide talent pipeline by creating and stewarding ongoing professional development strategies for high-functioning National and affiliate staff

 

Qualifications 

Members of our team bring relevant experience, knowledge, and skills, as well as a commitment to our shared values and norms. While no one individual will possess all of the desired qualifications, we are looking for a candidate who possesses the appropriate and necessary blend of the following: 

 

Educational & Work Experience 

  • Advanced degree preferred  
  • Experienced education or non-profit leader with a proven ability to develop and inspire a high performing and mission-oriented team  
  • Demonstrated success partnering with development to fundraise for a national organization  
  • Deep knowledge of education and its role in changing the lives of underserved middle and high school students; preferable to have teaching experience  
  • Comfortable working with the Board of Trustees and able to balance their interests with the needs of staff and affiliates  
  • Demonstrated ability to effectively partner and communicate with wide range of stakeholders including National staff, affiliate Executive Directors, Trustees, partners, and funders 
  • Deep commitment to educational equity and desire to lead an organization that is seeking to live the values of diversity, equity, and inclusion  
  • Experience leading, managing and working as a member of a remote and geographically dispersed team preferred  
  • Experience in managing an affiliate organization with a distributed leadership model a plus  
  • Experience in strategic growth initiatives a plus  
  • Experience with government funding a plus 

 

Skills  

  • Leadership – natural and proven leader who inspires the board, staff, affiliates, and partners with energy, a sense of humor, and a willingness to use every possible opportunity to further Breakthrough’s mission; comfortable being an influencer to the sites while providing strong support in all phases of their operations and supporting their autonomy  
  • Fundraising – proven cultivator and closer with individual, corporate, foundation, and government funders; understanding of fundraising process for national organization and demonstrated success in building a sustainable development plan  
  • Champion and model leading with diversity, equity, and inclusion – demonstrated record of inclusively working across diverse cultures and backgrounds; unwavering believer in our students’ ability to reach the highest levels of academic achievement when given support and preparation; ability to hold all internal constituents (students, teachers, directors, and program staff) to high expectations; understands unique needs of our constituents 
  • Communication – poised communicator and motivator, able to write and speak persuasively and to build and empower staff; able to effectively communicate with a wide-range of stakeholders including national staff, affiliate executive directors and their local boards, national trustees, and major partners  
  • Administration – skilled in finance, human resources, and strategic planning; able to juggle multiple priorities, projects, and deadlines under pressure 

 

Our Team 

The National Office is located in the Bay Area, California. Our team has been largely remote for several years, and staff are located throughout the continental U.S. and team convenes in-person several times per year. 

 

Compensation & Benefits 

The salary range for this position is commensurate with experience and expertise. We offer competitive health benefits, a 401k retirement contribution, and a generous paid-time-off policy. Most importantly, we offer the opportunity to work with and learn from an amazing group of mission-driven professionals! 

 

 

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Director of Early Childhood Professional Development

Posted by | March 4, 2022 |

MISSION
Children excel when they spend their most critical years with dedicated, educated, trained, and well-compensated individuals in order to thrive. The New York Early Childhood Professional Development Institute leads the work to establish and implement an early childhood workforce system to ensure funding, standards and competencies, career development resources, qualifications and credentials, professional development (training and strengths-based coaching), and program quality assurance and improvement for individuals who work with young children throughout New York. Housed at the City University of New York, the Institute is a fast-paced, dynamic public/private partnership that is committed to the early childhood workforce across New York State.
GENERAL DESCRIPTION
The Director of Early Childhood leads the Institute’s projects that require an expertise in direct service to children and the workforce. The Director will manage coaching and induction initiatives for educators and providers and their supervisors, the design and implementation of professional development for teachers and leaders serving young children, supervise a team of screening and assessment specialists, and other special projects as they arise. Equipped with a wide range of experience in the field, the ideal candidates will have experience in a leadership position, an intimate knowledge of early childhood teacher preparation and a deep understanding of the professional development needs of the early childhood workforce. They will have had experience creating and providing high quality professional development, including coaching; supervising a staff; and building partnerships with agencies, funders, and institutions of higher education.DUTIES AND RESPONSIBILITIES

Leadership and System Development 

  • Lead the Institute’s professional development initiatives, including design of professional development, coaching, and induction initiatives
  • Consider and test innovative strategies to solve challenges facing the field of early childhood education, and build the sector portfolio
  • Establish trusting and productive relationships with the City and State agencies, early childhood programs and providers, and other external partners.
  • Lead systems and policy change to advance equitable best practices in early childhood
  • Serve on the Institute’s leadership team and work with strategic partners
  • Collaborate with other Institute program leaders to design effective initiatives that utilize relevant Institute and CUNY resources
  • Write papers and other resource materials.

Team Supervision 

  • Support and supervise a team of early childhood coaches and create and manage relationships with fee-for-service partners
  • Support and supervise a team of professional development trainers, manage training requests with the team
  • Support and supervise a team of screening and assessment specialists and liaise with funder and agency partners

Project Management, Data and Reporting

  • Work with the Web and Database Administrator to refine the coaching database for tracking and reporting input data and outcomes, as well as user feedback surveys and other data-centered applications
  • Work with executive leadership in support of writing grant and funding proposals
  • Manage projects, collect data and prepare funding and project reports as needed for individual projects

Other Duties

  • Attend staff meetings and trainings as required.
  • Perform special projects and other duties as assigned.
Minimum Qualifications

  • Master’s degree in Early Childhood Education or related area.
  • 8+ years in leadership positions in early childhood-related positions (government, schools, nonprofit, and/or community-based organizations).
  • At least 6 years of experience in early childhood education, as a teacher or instructional leader.
  • At least 2 years of experience in coaching and professional development including curriculum design and implementation.
  • Strong knowledge base in both child and adult development.
  • Demonstrated understanding of and passion for the early childhood policy landscape at the local, state, and national levels; strategic and effective leadership advancing a policy agenda
  • Experience related to social justice and racial equity and/or anti-bias education, including a demonstrated understanding of how systems impact the lives of young children and adults
  • Philosophy toward early childhood that contains a deep understanding of emergent curricula and diverse, research-proven learning approaches, intentionality, the importance of play, and the protection of early childhood
  • Exceptional interpersonal skills and ability to listen and create positive work spaces that are open to new ideas
  • Comfort with ambiguity and a creative approach to problem solving
  • Ability to develop and sustain successful collaborative partnerships with early childhood educators, programs, funders, government agencies, and partner organizations
  • Excellent oral and written communication skills
  • Ability to attend in-person meetings across the state and country for events as needed

Preferred Qualifications

  • NYS TTAP Coaching and/or Professional Development Trainer Credential
  • Understanding of the current fundraising landscape and future opportunities, and experience with successful grant writing and fundraising
  • Familiarity and training with various early childhood screening and assessment tools
  • Familiarity with the Aspire Registry
  • Spanish speaking

Physical Requirements

  • This position is currently hybrid, and will soon move to be 100% in the office. This role routinely uses standard office equipment such as personal computers, laptops, tablets, smart phone, photocopiers, filing cabinets and a range of presentation equipment.
  • While performing these duties, the employee is required to perform physical activities such as, but not limited to, lifting items (up to 20 pounds), bending, reaching, sitting for prolonged periods of time. Reasonable accommodations will be made for employees with disabilities or other needs per RFCUNY policies.
  • Ability to travel to other locations as needed.
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Communications Director

Posted by | March 4, 2022 |

ExpandED is dedicated to ensuring that all young people have access to enriching learning opportunities that affirm their identities, teach them valuable skills, and spark new possibilities. Through program development, capacity-building, research and advocacy, we work toward our vision of a vibrant and stable publicly-funded system of school-community partnership so that all New York City children thrive.

Established in 1998, the organization today works with more than 119,000 children and 900 programs throughout New York City to ensure that students in under-served communities have access to innovative, engaging ways of learning to enable them to reach their full potential. Over the last two decades, ExpandED Schools’ efforts and strategic outreach have led to increased recognition of the academic, social, and emotional benefits of afterschool, increased funding, and new models for school-community partnership.

The pandemic further highlighted the importance of afterschool and ExpandED’s vital function. Afterschool provides opportunities for caregivers to work, keeps kids safe, and builds strong and equitable communities. The organization and its partners brought stability to working families during a period of ongoing turmoil. Its programs served as nurturing centers for kids to work on projects that build their academic and social skills, talk to mentors who help them process their feelings, think about their next steps and careers, and connect with friends.

Position Summary:

The Director of Communications is the creator and protector of ExpandED Schools’ voice, messaging, content and visual presentation across all media, leading a comprehensive marketing and communications strategy that supports ExpandED Schools in meeting its goals and mission. Reporting to the Vice President of Institutional Advancement, the Director of Communications will collaborate to design and drive the organization’s communications and marketing strategy.

Key Responsibilities:

  • Lead development and refinement of an organization-wide communications plan, balancing multiple priorities with available capacity and desire for a constant drumbeat of external-facing activities
  • Work with the advancement team, executive teams and all program teams to ensure our communications function is an inspiring and collaborative team sport
  • Support writing, design and production of all content that supports publications and events to meet fundraising and programmatic goals
  • Share leadership of event planning and production for multiple audiences, including press, policy and individual and institutional donors
  • Oversee writing and editing of a variety of short pieces that include blog posts, advocacy alerts, articles, Ops Eds and social media content
  • Maintain content, look and flow of website and consistent organizational image for ExpandED Schools across the web.
  • Manage ExpandED Schools’ social media channels (Twitter, Facebook, Instagram and LinkedIn).
  • Evaluate new and existing channels for reaching ExpandED Schools’ key audiences;
  • Design and distribute e-newsletters and specialized email communications;
  • Deploy online tools for advocacy campaigns, marketing, fundraising and targeted communications.
  • Shoot, edit and produce video for ExpandED website and staff presentations.
  • Perform other work as assigned.

Qualifications:

  • Bachelor’s degree or equivalent work experience and at least 5-7 years of experience in public relations, media, marketing or nonprofit communications
  • Strong cultural competence with respect for and knowledge of the cultures of the various stakeholders we work with and the communities we serve
  • Interpersonal skills that inspire team members and colleagues with a commitment to excellence in communications
  • Ability to manage multiple projects in a fast-paced environment and work as part of a team
  • Experience in producing outstanding communications and marketing materials in all media including print, web, social media, animated and live-action video
  • Experience producing communications for successful fundraising campaigns and events
  • Deep commitment and passion for educational equity
  • Flexibility, adaptability, and comfort with complexity and change
  • Exceeding organization, motivation, and detail-orientation.
  • Strong computer skills, including Microsoft Office suite and communications platforms
  • Willingness and ability to travel within New York City frequently and occasional overnight trips.

Benefits:
ExpandED Schools offers competitive salaries commensurate with experience and a comprehensive benefits package.  Our benefits package 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
  • Paid time off package which includes 24 vacation days, 8 sick days, and 12 paid holidays
  • 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 training and coaching

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.

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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Robin Hood Project – Staff Attorney

Posted by | March 4, 2022 |

Advocates for Children of New York, Inc. (AFC) seeks a Staff Attorney to join AFC’s Robin Hood Project to provide direct representation at special education hearings, advocacy, and technical assistance on a variety of education issues, and community outreach/training to improve access to educational services for students ages 0-21 from low-income backgrounds in New York City. Currently, New York City families have a crucial need for legal assistance to navigate the education system as the pandemic has strained resources and disrupted learning, leaving the education of students in a precarious position.

AFC’s Robin Hood Project partners with roughly 20 other Robin Hood-funded organizations (such as domestic violence shelters, hospitals, tutoring agencies, and social service providers) to help their staff assist clients who encounter barriers to education, including problems relating to literacy, learning disabilities, emotional and behavioral needs, English-language learner (ELL) supports, and inappropriate school services, supports, and placements as well as barriers to accessing educational services for families in temporary housing.

The Project, which also includes another staff attorney, an advocate, and a project director, works directly with families served by these organizations, providing legal representation and advocacy. Legal representation for families consists primarily of special education hearings and conferences pursuant to the Individuals with Disabilities Education Act (IDEA). Additionally, the Project builds the capacity of these organizations through training and technical assistance so they can better address the educational needs of current and future clients. This attorney will use the Project’s integrated strategies to advocate for the educational needs of students involved with the various partner agencies and assist agency staff in supporting the educational needs of their clients.

AFC is a not-for-profit 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 encountering obstacles to accessing quality education due to poverty, race, ethnicity, disability, homelessness, immigration status/limited English proficiency, or involvement in the child welfare or juvenile/criminal justice systems. We use uniquely integrated strategies to advance systemic reform, empower families and communities, and advocate for the educational rights of individual students.

Responsibilities include, but are not limited to:

  • Providing legal representation and advocacy on behalf of families experiencing school-related difficulties such as inappropriate special education placements and services, enrollment issues, or suspensions. This includes conducting client interviews, helping clients assess their options and goals, advocating for students at special education meetings or suspension hearings, requesting and interpreting evaluations, advocating with the New York City Department of Education to resolve problems, and representing clients at impartial administrative hearings related to special education under the IDEA.
  • Providing trainings and workshops to parents and staff at partnering agencies on a variety of education-related topics, including, for example, the educational rights of students in temporary housing and special education rights.
  • Providing on-going technical assistance to staff at partnering agencies with the aim of building the capacity of these organizations to better address educational issues their families may be facing.
  • Serving as a liaison to partner organizations, helping to identify shared goals and fielding inquiries and concerns.
  • Tracking and recording project statistics using Salesforce database and preparing data for grant reports.

Qualifications:

  • D. degree required.
  • Fluency in Spanish is required.
  • Experience in education advocacy or a related field is strongly preferred.
  • Knowledge of relevant education, disability or civil rights laws or practices is strongly preferred.
  • Commitment and ability to empower the families that are the focus of AFC’s mission.
  • Strength in oral and written communication skills.
  • Ability to identify, analyze and creatively resolve layered and complex problems.
  • Ability to set priorities, meet deadlines, and work both independently and as a member of a team.
  • Ability to negotiate effectively in both adversarial and collaborative contexts.
  • Experience presenting to groups is preferred.

Compensation:

Salary is commensurate with experience and includes generous benefits.

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

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Founding Staff at Beginning with Children’s Community High School

Posted by | March 4, 2022 |

About us

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

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

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

Our Schools

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

Community High School

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

Open Positions:

  • Founding High School Staff 2022 – 2023 School Year

Responsibilities:

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

Qualifications:

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

Personal Characteristics:

The successful candidate will be:

  • Passionate about providing high quality education to students in an underserved urban community.
  • Relentless in his/her drive to improve the minds and lives of the students in and out of school.
  • Humble, reflective and willing to continually improve.
  • A teacher with maturity, confidence, wisdom and collaborative skills necessary to garner the trust and confidence of board members, faculty, staff, students, parents, and others within the school community.
  • An individual with a high level of integrity and work ethic who can inspire through example.
  • An individual who promotes consistent standards of excellence in teaching and learning throughout the school.
  • Experience teaching Advanced Placement or college-level courses
  • Experience teaching/leading in a project-based or portfolio-oriented school.

Job Type: Full-time

Pay: $63,000.00 – $100,000.00 per year

COVID-19 considerations:
Weekly COVID-19 testing for students and staff.

Comments Off on Director of Marketing

Director of Marketing

Posted by | March 3, 2022 |

Integration Charter Schools (ICS), the premier charter school network on Staten Island, is seeking a qualified candidate for the position of Director of Marketing. ICS is a unique group of four charter schools with a mission to provide diverse options for school choice and school experience across Staten Island. ICS provides innovative pathways to college, fully integrating students living with emotional challenges and special needs.

Integration Charter Schools is a family, and has carefully selected core values, behaviors and beliefs that define our working community.

The ideal candidate is goal-oriented, results-driven, creative, and passionate, with 5 or more years of experience in marketing. Direct experience within the field of education or higher education is a plus.

This exciting, new position for ICS provides a unique opportunity to initially develop and then grow the marketing division of ICS by creating a foundation with the goal of increasing brand awareness and school enrollment throughout the Staten Island community, and beyond.

Internal goals of the position will heavily focus on strengthening both student and teacher recruitment. External goals will involve brand-building for each entity, creation of dynamic digital and print ads and building and maintaining relationships with local organizations.

Responsibilities will also include, but not be limited to creating and implementing strategic marketing plans for each school and the ICS organization, monitoring progress/goal setting for student recruitment efforts, and working collaboratively with the Communications Department.

ICS is an Equal Opportunity Employer and is committed to diversity, equity, inclusion and in elevating underrepresented groups. Black, Indigenous and People of Color (BIPOC), immigrants, women and LGBTQ candidates are strongly encouraged to apply.

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Classroom Program Facilitator

Posted by | March 2, 2022 |

When you join the Behind the Book team, you have the opportunity to work in a creative, innovative, and supportive environment. Share your passion for literacy, kids, and making a difference.

About Behind the Book:
Behind the Book is a literacy non-profit that serves students in Title l NYC public schools.  Working with classrooms from Pre-K-12, BtB identifies books that reflect the lives of our students and partners with teachers to create immersive curriculum units. Through a series of workshops, authors discuss their book and teach a genre of writing, encouraging students to see themselves as readers and writers and ultimately guiding them in the creation and publication of their own original writing.

Program Facilitator Description:
Behind the Book seeks a Facilitator to run innovative reading and writing programs in schools. Our goals include engaging students in reading, increasing writing skills, and self-efficacy. Every program is built around a book and its author and is designed in partnership with the author and the classroom teacher. The facilitator brings the curriculum plan to the classroom and coordinates all aspects of the workshops.  Facilitator must be vaccinated to enter classrooms, per government mandate.

The program facilitator will be responsible to:

  • Conduct classroom workshops to engage students with the BTB program
  • Collaborate with the Curriculum Developer to identify the needs of each classroom
  • Coordinate logistics for all assigned programs, including field trips, author visits, and volunteer workshops
  • Schedule workshop times for all programs
  • Collaborate with Behind the Book teaching artists to implement art and drama workshops
  • Collaborate with Curriculum team to research and identify books that reflect the demographic and reading level for programs
  • Order book sets for classroom programs
  • Manage collection of forms for programs, such as student photo releases, teacher agreements, surveys, etc.
  • Document and reflect on program successes and challenges as part of our ongoing performance measurement system

Qualifications:

  • Bachelor’s Degree in education or related field
  • Meticulous attention to accuracy and detail, the ability to multi‐task, prioritize and meet deadlines
  • Proficient in G Suite, PowerPoint, Word, Zoom, Microsoft Teams, and able to adapt to technology quickly
  • Excellent writing and communication skills
  • Ability to engage students with positivity and enthusiasm
  • Passion for literacy, reading, and books
  • Spanish Speaking (Preferred)

 

Flexible schedule during school hours excluding the weekly team meeting. 20-25 hours a week.

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Partnership Manager, Math (NY)

Posted by | February 28, 2022 |

Type of Vacancy: Salaried, full-time
Start date: April 2022
Location: Remote/home office anywhere in the United States, with monthly travel in NYC
Report to: Director, Design & Partnerships (Math)
Supervise: None
Compensation: Starting salary is $80,000, with comprehensive benefits. Salary is commensurate with experience.
Teaching Lab is an equal-opportunity employer committed to reflecting the diversity of the students we serve. We pursue equity as both a means and an end and enthusiastically welcome candidates of all backgrounds to apply for this role.
SUMMARY OF POSITION
The Partnership Manager manages the implementation of Teaching Lab’s partner portfolio projects in mathematics and leads high-quality, professional learning and instructional coaching experiences for teachers in schools which have adopted high-quality instructional materials (HQIM) such as EngageNY/Eureka, Illustrative Mathematics, or Zearn.
As a rapidly growing nonprofit, we seek driven and proactive individuals who have a high level of personal accountability, team players who see the interconnectedness between their role and the organization’s mission, and have the ability to “manage up” when needed to get complex work done. Eligible candidates for the role of Partnership Manager: Math (NYC) must have school-based education experience in math in the New York City public school system, strong project management skills, experience working with customers or clients, as well as knowledge of the math Common Core or similar College- and Career-Ready state standards. Ideal candidates will also have strong expertise in relationship and partnership development, can create and follow through on project plans, have the ability to effectively pivot their own work or reprioritize in times of ambiguity, demonstrate effective critical thinking and problem solving, and the ability to manage workflows with and without formal authority. Above all, this candidate must have a demonstrated commitment to racial and educational equity. This position has high potential for both large-scale impact and career growth.
WHO WE ARE
Teaching Lab is a nonprofit organization with a mission to fundamentally shift the paradigm of teacher professional learning to achieve educational equity. We envision a world where teachers and students thrive together in communities that enable life-long learning and meaningful lives. Using our Head, Heart, and Habits model of professional learning, we transform professional learning from the ground up to dramatically improve student outcomes. We also work with school, district, and state leaders to create the instructional systems necessary to support these changes. To learn more about Teaching Lab, explore our website at www.teachinglab.org.
ESSENTIAL DUTIES AND RESPONSIBILITIES
  • Engage with the leadership in partner school systems to build their knowledge of research-based professional learning practices, and high-quality curriculum in early childhood literacy
  • Manage partnerships with clients, including effectively lead external and internal communications such as 1:1, small and large group settings, virtual meetings, and presentations
  • Gain a deep understanding of the state’s, district’s, school’s, or philanthropic partner’s context in order to inform the scope and implementation of the work
  • Support business development with current partners by crafting scopes of work that extend partner relationships over time
  • Communicate effectively with partners, and execute logistics to support onsite professional learning and instructional coaching
  • Effectively lead professional learning sessions for educators that deepen pedagogical content knowledge of the high-quality curriculum through Teaching Lab’s model for professional learning
  • Lead through a lens of racial equity to coach, support, and develop a cohort of part-time facilitators or instructional coaches to ensure that all facilitators and instructional coaches are prepared and staffed to onsite projects in a timely manner, and professional learning materials are contextualized for the partner and up to date
  • Collect, reflect on, and apply data from participant feedback surveys to improve facilitation, coaching, relationships, and knowledge-building at each site
  • Lead high-level project management across Teaching Lab’s portfolio of high-quality curriculum projects, including working with the Director of Design & Partnership to staff sites, and Director of Facilitator Development to develop facilitators and instructional coaches’ knowledge and skills

QUALIFICATIONS

  • Bachelor’s degree
  • Minimum five years experience working in PK-12 education
  • Minimum of 2 years teaching experience with PK-12 students from traditionally underserved backgrounds with demonstrated evidence of impact
  • Deep knowledge and experience with Math Common Core or College- and Career-Ready content and practice standards
  • Deep knowledge and experience with math HQIM such as EngageNY/Eureka, Illustrative Mathematics, or Zearn
  • Experience leading relationships with clients and stakeholders
  • Experience managing projects with clients and stakeholders
  • Experience facilitating impactful professional learning for educators

Values, Skills, and Competencies

  • Deep commitment to Teaching Lab’s organizational mission and values, racial equity, and educational equity for traditionally underserved students 
  • Demonstrate proficiencies in Teaching Lab competencies
  • Excellent interpersonal skills, able to build rapport quickly and drive collaboration
  • Outstanding communication (verbal and written)
  • Outstanding organizational skills
  • Effective critical thinking and creative problem-solving capabilities, including a self-starting entrepreneurial approach to difficult problems
  • Ability to form credible and lasting relationships with the facilitators, teachers, school leaders, and district leaders
WORKING AT TEACHING LAB
All roles at Teaching Lab are contingent on business needs.
Teaching Lab offers a comprehensive benefits package for full-time salaried employees, including: medical, dental, and vision; a 401(k) program with a 4% employer match; short-term life, long-term life, disability, and worker’s compensation insurance; flexible health spending accounts; technology equipment; monthly technology reimbursement; and generous time off and leave policies.
This position is eligible for remote work anywhere in the continental United States, and may require some travel (a few times a month) within New York City.
All employees must be fully vaccinated against COVID-19 as a term and condition of employment at Teaching Lab.
Comments Off on Schools Organizer

Schools Organizer

Posted by | February 24, 2022 |

Reports to: Senior Organizer
Salary: $60k/year

Transportation Alternatives (TA), New York City’s advocate for walking, bicycling, and public transportation, is launching a new role to support street safety for children, their families and caretakers, and school community members.

We seek an organizer to lead our campaigns and work with, among others: schools (pre-K through 12th grade), Parent Associations/Parent Teacher Associations (PA/PTAs), Community Education Councils (CECs), parents groups, and students, including youth activists.  The right candidate is a seasoned organizer and self-starter who can build a new program, create and implement campaign strategy, build consensus within a group, and wants to ensure that children can safely walk, bike and take public transportation to and from school activities and around New York City.

Position Overview

Reporting to the Senior Organizer, the School Organizer is a new role and will work closely with schools, school districts, CECs, PA/PTAs, the Panel for Educational Policy, parent groups and students across the five boroughs to develop and advance campaigns that aim to make both schools and the pathways to them safe for children and their families. In partnership with TA’s senior team, you will build out and launch five programs in schools and neighborhoods to launch this new area of work. You will manage a group of local activists which requires thinking about “big picture” strategy and managing the day-to-day needs of each campaign. The right candidate will center equity, approach the work in both a qualitative and quantitative way, elevating local volunteers and partners as needed while also identifying new opportunities.

Areas of responsibility will include:

Campaign Management

  • Lead and manage five major campaigns, as well as new campaigns as opportunities arise, in collaboration with the Senior Organizer
  • Create and implement campaign strategy, from top-level goals to day-to-day campaign management
  • Organize and implement tactics per campaign strategy
  • Track qualitative and quantitative goals for campaigns, as well as providing monthly reports

Activist Development

  • Facilitate monthly Activist Committee meetings, and find and invite in new members
  • Develop leadership among existing volunteer activists, including leadership structures within each of the three committee campaigns and one-on-one meetings with key activists
  • Manage Activist Committee’s Google Group, Slack, and Facebook page

Community Support and Recruitment

  • Conduct outreach to recruit volunteers for TA campaigns through attending and hosting public meetings, canvassing, phone/text banking, social media, and other methods
  • Develop and maintain relationships with key political and opinion leaders, as well as allied organizations
  • Represent TA in coalitions, meetings, and events

 

This position is located in New York City. TA is a fast-paced and collaborative work environment. Occasional evening and weekend engagements, and, given the 24-hour news cycle, late nights and early mornings may be part of this position.

 

Qualified candidates will bring with them:

  • At least two years experience in organizing or campaigning, with a strong background in advocacy, education, working with students, parents, and teachers, and/or grassroots organizing
  • Excellent organizational and time management skills with the ability to meet goals and deadlines while working independently
  • Excellent interpersonal skills; ability to build trust and maintain relationships with community partners and fellow staff members
  • Strong communication skills, including writing and public speaking
  • Ability to work in a fast-paced, frequently changing environment, including the ability to “manage up”
  • Able to develop and execute campaign strategy and build consensus within different stakeholders
  • Ability to manage dozens of activists involved across five campaigns
  • Ability to manage, from start to finish, large scale events with up to hundreds of participants

Exceptional candidates will also bring with them:

  • Familiarity and interest in TA’s work and advocacy areas
  • Experience working with New York City Department of Education, schools, PA/PTAs, CECs, parent groups, and/or students Bilingual, with a strong preference for a Spanish speaker
  • Experience with using social media platforms for organizing, such as Twitter, Facebook, and Instagram
  • Familiarity with online platforms such as Phone2Action, Salesforce, and Canva, or similar
  • Experience working G Suite tools

 

This position is included in the bargaining unit of TA employees represented by the Technical, Office and Professional Union, T.O.P. Local 2110 UAW.

Transportation Alternatives is committed to workplace diversity and inclusion. We are an equal opportunity employer and do not discriminate on the basis of race, ethnicity, age, religion, gender, gender identity, marital status, sexual orientation, disability, veteran status, political orientation or any other characteristic protected by federal state or local law. We value having diverse staff in gender, ethnicity, background and modal preference. BIPOC and LGBTQIA+ candidates are strongly encouraged to apply.

Comments Off on [2022-2023] Middle School Learning Specialist

[2022-2023] Middle School Learning Specialist

Posted by | February 24, 2022 |

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

Reporting to the Academic Dean, the Learning Specialist will be responsible for providing tailored support to students with special education needs, through integrated co-teaching, in small group settings, or a combination of both. This is an exciting opportunity for a seasoned educator who is passionate about ensuring all students succeed and thrive in school.

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;
  • Special education certification 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.

DREAM’s VACCINATION POLICY

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

OUR COMMITMENT TO DIVERSITY, EQUITY, AND INCLUSION 

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

 

DREAM MAXIMS

All Kids Can. This Kid Can.
DREAM is Family.
Fun is a Serious Value.
Teamwork Makes the DREAM Work.
Fail. Persist. Exceed.
DREAM Big.

Comments Off on [2022-2023] Middle School Art Teacher

[2022-2023] Middle School Art Teacher

Posted by | February 24, 2022 |

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

Reporting to the Academic Dean, the Middle School Art 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.

DREAM’s VACCINATION POLICY

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

 

OUR COMMITMENT TO DIVERSITY, EQUITY, AND INCLUSION 

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

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

Come dream with us.

 

DREAM MAXIMS

All Kids Can. This Kid Can.
DREAM is Family.
Fun is a Serious Value.
Teamwork Makes the DREAM Work.
Fail. Persist. Exceed.
DREAM Big.

Comments Off on Assistant Director of College Counseling

Assistant Director of College Counseling

Posted by | February 18, 2022 |

Nichols School has an immediate opening for a motivated and highly skilled Assistant 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 Assistant Director will cultivate relationships with our Upper School students to emphasize a values-driven college process while working to mitigate the anxiety and stress related to this process..

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 [2022-2023] Middle School Learning Specialist

[2022-2023] Middle School Learning Specialist

Posted by | February 3, 2022 |

Originally founded in 1991 as Harlem RBI, DREAM has grown to annually serve more than 2,500 youth across East Harlem and the South Bronx through a network of six PreK-12, extended-day, extended-year DREAM Charter Schools and community sports-based youth development programs. Through our commitment to rigorous academics, social-emotional learning, deep family and community engagement, and health and wellness, we create lifelong learners who are equipped to fulfill their vision of success in and out of the classroom. We dream big, as well, with an aggressive five-year plan to expand to serve 3,500 students across seven schools—growing our organization’s impact and leveling the playing field for all children. To learn more, visit wearedream.org.
Reporting to the Academic Dean, the Learning Specialist will be responsible for providing tailored support to students with special education needs, through integrated co-teaching, in small group settings, or a combination of both. This is an exciting opportunity for a seasoned educator who is passionate about ensuring all students succeed and thrive in school.

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;
    • Special education certification 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.
DREAM’s VACCINATION POLICY
DREAM requires vaccination against COVID-19 for all employees, including a booster dose.  Reasonable Accommodations based on a qualifying disability or sincerely held religious belief are being considered in accordance with applicable law.
OUR COMMITMENT TO DIVERSITY, EQUITY, AND INCLUSION 
At DREAM, diversity, equity, and inclusion are a matter of mission.
From our schools to our playing fields, DREAM is committed to building a team where each individual can bring their full identity and experience to work because representation matters—it enriches our team culture, enhances our ability to innovate, and strengthens our impact in and out of the classroom. DREAM engages staff that represent and appreciate the diversity of our majority Black and Hispanic student body, while working to ensure that our practices are equitable, welcoming, and productive. We are dedicated to creating a world where youth, especially youth of color, have permission to dream—along with the tools and opportunities to make their dreams reality.
Come dream with us.
DREAM MAXIMS
All Kids Can. This Kid Can.
DREAM is Family.
Fun is a Serious Value.
Teamwork Makes the DREAM Work.
Fail. Persist. Exceed.
DREAM Big.
Comments Off on [2022-2023] Middle School Art Teacher

[2022-2023] Middle School Art Teacher

Posted by | February 3, 2022 |

Originally founded in 1991 as Harlem RBI, DREAM has grown to annually serve more than 2,500 youth across East Harlem and the South Bronx through a network of six PreK-12, extended-day, extended-year DREAM Charter Schools and community sports-based youth development programs. Through our commitment to rigorous academics, social-emotional learning, deep family and community engagement, and health and wellness, we create lifelong learners who are equipped to fulfill their vision of success in and out of the classroom. We dream big, as well, with an aggressive five-year plan to expand to serve 3,500 students across seven schools—growing our organization’s impact and leveling the playing field for all children. To learn more, visit wearedream.org.
Reporting to the Academic Dean, the Middle School Art 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.
DREAM’s VACCINATION POLICY
DREAM requires vaccination against COVID-19 for all employees, including a booster dose.  Reasonable Accommodations based on a qualifying disability or sincerely held religious belief are being considered in accordance with applicable law.
OUR COMMITMENT TO DIVERSITY, EQUITY, AND INCLUSION 
At DREAM, diversity, equity, and inclusion are a matter of mission.
From our schools to our playing fields, DREAM is committed to building a team where each individual can bring their full identity and experience to work because representation matters—it enriches our team culture, enhances our ability to innovate, and strengthens our impact in and out of the classroom. DREAM engages staff that represent and appreciate the diversity of our majority Black and Hispanic student body, while working to ensure that our practices are equitable, welcoming, and productive. We are dedicated to creating a world where youth, especially youth of color, have permission to dream—along with the tools and opportunities to make their dreams reality.
Come dream with us.
DREAM MAXIMS
All Kids Can. This Kid Can.
DREAM is Family.
Fun is a Serious Value.
Teamwork Makes the DREAM Work.
Fail. Persist. Exceed.
DREAM Big.
Comments Off on Site Lead – Summer Immersion Program

Site Lead – Summer Immersion Program

Posted by | February 2, 2022 |

Girls Who Code is seeking enthusiastic Site Leads for our 2022 Virtual Summer Immersion Program. Our curriculum is designed to educate, inspire, and equip high school girls with the skills and resources to pursue academics and careers in the technology and engineering sectors, as well as build bravery and confidence.  Our virtual program is unique in its approach by offering students across the country to participate in a 2-week virtual class that includes synchronous and asynchronous instruction alongside college and career exploration opportunities. In total there will be three rounds of our 2-week programs throughout the summer, with 1-week between rounds for Teaching staff and Site Leads to prepare.
We believe all girls have the interest and ability to code. Our Virtual Summer Immersion Program Site Leads work with our Instructors and Teaching Assistants to encourage, nurture and mentor girls through our program. Site Leads do this by conducting virtual classroom observations, facilitating virtual check-ins with Teaching Teams, providing coaching and support, and acting as a communication liaison between classrooms and GWC central office. In addition, Site Leads will help manage the relationship with Summer Immersion Program partners with guidance from Girls Who Code’s Curriculum and Program Operations teams. Find out more about our Summer Immersion Program on our website or watch A Day in the Life of a SIP Site Lead.
Responsibilities:
Instructor/TA Coaching & Development
– Regularly observe each virtual classroom and Teaching Team in order to provide feedback and actionable suggestions around instructional practice and classroom culture (on a weekly basis).
– Facilitate weekly virtual check-in meetings with the Teaching Team to review observation feedback, share updates from GWC central office, review student progress and classroom concerns.
– Brainstorm solutions and approaches to classroom management issues.
– Encourage Teaching Teams to implement instructional best practices such as promoting engagement with breakout rooms, constructing structured checks for understanding, scaffolding the lesson, etc.
– Encourage and act as a thought partner with teachers and TAs on ways to adapt lessons to their classroom’s interests and strengths.
– Ensure classroom responsibilities and tasks are divided fairly amongst Teaching Team members.
– Provide coaching for any communication issues within the Teaching Team.
– Work through any challenging projects or concepts with the Teaching Team.
– Communicate about Instructor and TA development, classroom progress, issues or concerns regularly with your manager during weekly check-ins.
Partner Engagement and Relationship Management
– Assist Teaching Teams in maintaining a professional and responsive relationship with the partner/host point-of-contact according to guidance provided by GWC central staff.
– Clarify and remind the teaching staff of details for virtual engagement opportunities throughout the summer.
– Escalate any issues with the partner according to the established GWC reporting process.
– Communicate lesson feedback to the GWC Curriculum Team on a regular basis through weekly surveys, and other communication channels (Slack, email, etc.) as needed.
Student Emergencies and Issues
– Help teachers and TAs address and escalate to GWC central offices of urgent needs, such as illness or absences.
– Follow established escalation procedures for any student or family issues that arise during the program.

Specific Duties:

    • Respond to slack messages, calls, and emails related to the responsibilities listed above in a timely fashion.
    • Conduct virtual weekly classroom observations and provide feedback to the teaching staff and GWC management.
    • Lead virtual weekly check-ins with assigned classroom teaching teams.
    • Report and log any classroom issues related to responsibilities listed above with GWC through the appropriate channels.
    • Participate in a virtual weekly check-in with your manager to communicate learnings and share updates from Teaching Teams.
    • Review and approve timesheets submitted by teachers and TAs.
    • Represent Girls Who Code externally in meetings and engagements with GWC partners.
    • Submit performance feedback for assigned Instructors and TAs once the summer program concludes.

Qualifications:

    • Bachelor’s degree required; Bachelor of Education strongly preferred.
    • 4+ years teaching, administration, or other in-school experience.
    • Experience leading and managing an effective and supportive classroom environment for students.
    • Demonstrated poise, professionalism, and exceptional communication skills, both verbal and written.
    • Ability to comfortably engage with a variety of program stakeholders ranging from corporate partners, funders, members of the press, and/or technology executives.
    • Consistently maintains a positive attitude and builds strong relationships with the Teaching Teams, students, and partners.
    • Timeliness and dependability in attendance throughout the program, including all training sessions prior to program start and post-program reporting requirements.
    • Commitment to Girls Who Code’s mission.

Preferred Qualifications:

    • Experience teaching in an academically and culturally diverse classroom.
    • Prior experience coaching and developing teachers.
    • Experience with facilitating virtual zoom meetings and navigating online learning platforms.
    • Prior experience with Girls Who Code.

Requirements (Please read carefully)

      • Must be able to commit to at least two consecutive rounds of teacher support, plus the week of preparation time (“Week Zero”).
      • Ability to work all 3 rounds strongly preferred.
      • All classrooms will be operating on a universal schedule.
      • Synchronous class and partner engagement time is generally from 12:00 PM-4:00 PM EDT, but there are other synchronous duties during the program.
      • Staff should be available for synchronous duties and meetings for a period of 6-7 hours a day. Teaching Teams have some flexibility around scheduling non-student meetings and duties (i.e. team meetings and prep can be scheduled prior to the 12:00 PM Eastern start time).
The dates for each round are listed below and are inclusive of Week Zero and program dates.
      • Round 1 starting Monday, June 13th through Friday, July 1st, 2022
      • Round 2 starting Tuesday, July 5th through Friday, July 22nd, 2022
      • Round 3 starting Monday, July 25th through Friday, August 12th, 2022
Additionally, candidates must be able for mandatory, multi-day Virtual Teacher Training sessions prior to the program’s start date. Teachers are paid for attending the training and completing all deliverables.
    • Summer Program Staff Training: June 10 (in the evening) – June 13th
    • Ability to commit to the following hour requirements:  Week Zero Prep Time ~ 20 hours per week; In Program Work Time ~ 35 hours per week
Girls Who Code is committed to building a truly diverse and inclusive organization with a focus on valuing, serving, and understanding our target constituents, while challenging all stakeholders to think inclusively for the betterment of our programs.
Girls Who Code is an equal opportunity employer committed to a policy of equal treatment and opportunity in every aspect of its hiring and promotion process without regard to race, color, creed, religion, sexual orientation, partnership status, gender and/or gender identity or expression, marital, parental or familial status, national origin, ethnicity, veteran or military status, age, disability, or any other legally protected basis. Racial and ethnic minorities and men are encouraged to apply for vacant positions at all levels.  GWC is not able to sponsor employment visas.
Comments Off on Workforce Programs Associate

Workforce Programs Associate

Posted by | February 2, 2022 |

Girls Who Code is an international non-profit organization working to close the gender gap in technology. Through our Workforce Programs, we are providing college-aged students and early career professionals with the skills to explore and pursue careers in technology fields. Girls Who Code is searching for a Workforce Programs associate to assist with the planning and execution of key workforce programs, including Work Prep, Virtual Mentoring and Technical Interview Prep.
The Associate will work closely with our Senior Manager of Workforce Programs to implement workforce programs that help participants explore various roles and careers in the tech sector and/or help them prepare to apply for these positions. This work will include assisting with program design, drafting outreach communications, data management, logistics management, and in-program support of participants.
The ideal candidate has at least one (1) year of demonstrated experience working on professional development programs or student-facing initiatives, or supporting large virtual events or programs, with a preference for work in higher education, career services, or job readiness programs. They bring experience working with diverse populations and a passion for connecting students and young professionals with high quality, free, meaningful professional development opportunities. They thrive in a fast-paced innovative environment and can balance multiple projects while prioritizing attention to detail and constituent support.
New York City Based – temporarily remote through February 2022, then moving to hybrid.
This is a full-time position to start as soon as possible.

RESPONSIBILITIES:

    • Support the Senior Manager of Workforce Programs on two programming streams, Career Exploration and Career Readiness, which include programs like Virtual Mentoring, Work Prep, and new pilot initiatives.
    • Draft all communications for program recruitment and in-program operations. Collaborate with team members to deploy communications and track progress.
    • Provide participant support while programs are in-session via Zendesk, email, and/or individual meetings.
    • Manage and track logistical details for all programs, including educational content management, learning management systems, and event platforms such as Zoom, Hopin, etc.
    • Research tools, trends, and opportunities and contribute to the creation of new program materials
    • Collaborate with the overall College & Career Programs team to improve the efficiency of team’s systems, processes, and strategies to help the team achieve its goals

QUALIFICATIONS:

    • Bachelor’s degree or equivalent work experience
    • 1+ years prior experience in higher education, job-readiness or workforce programs
    • Demonstrated experience working on multiple projects simultaneously and balancing competing priorities
    • Excellent communication skills, especially written and verbal
    • Highly organized with an orientation towards customer service that prioritizes timely, clear, thoughtful, respectful responses to stakeholders from all backgrounds
    • Thrives in a fast-paced, dynamic, and innovative environment; comfortable working effectively under pressure to meet tight deadlines and goals
    • Data-driven: the ability to track outcomes through set goals
    • Desire to learn and grow; team player with a flexible, creative, and analytical approach to problem-solving
    • Knowledge of and/or interest in computer science, technology, and/or education (preferred)
    • Experience with management or assisting in virtual programs, events, or classes using online video conferencing tools (preferred).
    • Commitment to Girls Who Code’s mission and the values of diversity, equity, and inclusion
Girls Who Code is committed to building a truly diverse and inclusive organization with a focus on valuing, serving, and understanding our target constituents, while challenging all stakeholders to think inclusively for the betterment of our programs.
Girls Who Code is an equal opportunity employer committed to a policy of equal treatment and opportunity in every aspect of its hiring and promotion process without regard to race, color, creed, religion, sexual orientation, partnership status, gender and/or gender identity or expression, marital, parental or familial status, national origin, ethnicity, veteran or military status, age, disability, or any other legally protected basis. Racial and ethnic minorities and men are encouraged to apply for vacant positions at all levels.  GWC is not able to sponsor employment visas.
Comments Off on Older Adults Data Manager (Flatbush YMCA)

Older Adults Data Manager (Flatbush YMCA)

Posted by | February 1, 2022 |

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

The Flatbush YMCA of Greater New York is seeking an Older Adults Data Manager. The Older Adults Manager is responsible for supporting data strategy, collection, inputting, reporting, and contract data fidelity, to support and demonstrate the quality and impact of the Older Adults programs and services.

Key Responsibilities:

Administrative

  • Effectively manage data in various databases, including Stars, Peer Place, Salesforce and others as assigned, and use databases to prepare program reports for internal, city and state use.
  • Maintain internal case files and ensure timely data entry into databases assigned to the branch, including but not limited to intake, progress notes, daily attendance, and interactions, and ensuring that all files are kept current, up to date and in compliance with funder regulations.
  • Coordinate the process of reporting to government and private funders; tracking and reporting participant data, program outcomes and qualitative or quantitative data as requested.
  • Organize and implement data collection policies and methods
  • Train and develop team members in policies and methods.

Additional Responsibilities:

  • Model the best practices of hospitality and positive culture.
  • This position supports all aspects of programming, including but not limited to community outreach, recruitment, and participant outreach.
  • Work enthusiastically as part of a team.
  • Actively participate in training sessions, designated meetings, and special events.
  • Other activities and duties as needed that address the ongoing health and well-being of our staff and members.
  • Maintain sanitary habits in accordance with CDC guidelines

Desired Skills & Experience:

  • A Bachelor’s degree in data management analysis, computer science, computer engineering, statistics, or other IT-related field or equivalent work experience.
  • Experience working in a health and fitness environment.
  • Minimum of 2 (two) years of active employment managing program data.
  • Minimum of 2 (two) years of experience with data management and/or administration.
  • Current CPR / First Aid / AED certifications.
  • Knowledge of principles and practices related to adult literacy and civic education, immigration legal services and case management, preferred.
  • Knowledge of Microsoft Office including Excel and working knowledge of Microsoft Suite.
  • Must have good analytic skills (including data evaluation/analysis using relevant computer application)
  • Display good research and organizational abilities.
  • Must be a self-starter, highly organized, patient and able to work well with others.

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

How to Apply

If you would like to be a member of our dynamic team, please complete our online application and submit your résumé and a thoughtful cover letter that explains your interest in the role and our organization.

If you are a current YMCA employee, please submit your application through the Internal Career Site in Cornerstone.

** New Requirement**
All potential YMCA of Greater New York employees are required to show proof of COVID-19 vaccination. Please use the “Additional Attachment” section on the online application to upload your proof of COVID-19 vaccination.

 

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

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

Comments Off on High School Science Teacher

High School Science Teacher

Posted by | January 31, 2022 |

Who We Are

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

Who You Are

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

What You’ll Do

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

Why New Visions?

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

Comments Off on High School Math Teacher

High School Math Teacher

Posted by | January 31, 2022 |

Who We Are

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

Who You Are

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

What You’ll Do

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

Why New Visions?

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

Comments Off on High School Teachers – All Content Areas

High School Teachers – All Content Areas

Posted by | January 31, 2022 |

Why Teach With Us?

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

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

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

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
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Special Education Teacher

Posted by | January 31, 2022 |

Who We Are

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

Who You Are

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

What You’ll Do

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

Why New Visions?

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

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Program Manager

Posted by | January 28, 2022 |

In 1995, PENCIL was founded with the goal of raising awareness about public education by inviting civic and business leaders into New York City public schools. From those early days to our work today implementing hands-on, immersive programs that open eyes, open minds, and open doors, PENCIL realizes its mission “to connect students to success.” PENCIL makes it easy for business professionals, educators, and students to work together – in schools and the workplace. Our programs, including virtual and in-school partnerships, mentoring, internships, and immersive experiences like Principal for a Day®, create targeted opportunities to make a real difference in the classroom and beyond. As an organization, we strive to provide students with access to the relationships, skills, and opportunities that support their success.

PENCIL is committed to creating a workplace that respects and values diversity, and to creating an inclusive environment for all employees. We strongly encourage candidates who represent the communities we serve to apply. PENCIL is an Equal Opportunity Employer and will make employment decisions without unlawful discrimination on the basis of race, color, religion, sex, sexual orientation, national origin, age, disability, veteran status, or any other status protected by law. All employment is decided on the basis of qualifications, merit, and business need.

The Program Manager supports programming at PENCIL, a New York City-based non-profit working to connect students to success. An integral part of the PENCIL team, the Program Manager works both independently and collaboratively to effectively support an assigned network of School Partnerships, the PENCIL Internship Programs and other programmatic initiatives. The Program Manager also works across the organization on cross-functional projects, including representing and advocating for the organization and its mission in diverse settings. The role entails significant time in “the field” working with assigned schools and businesses located across New York City’s five boroughs. The position reports to the Associate Director of Programs.

RESPONSIBILITIES

The ideal candidate will have experience in public education and possess strong facilitation and relationship management skills.

Primary responsibilities include:

  • Creating strategic, goal-driven partnerships that address school needs while leveraging business partner
  • Directing school leaders and business partners through the process of designing and implementing their partnership activities by assisting them with goal setting, developing and executing aligned activities, sharing best practices, and aiding in general
  • Facilitating student-facing sessions using college and career readiness curriculum
  • Conducting regular site visits to both schools and corporate offices to provide direct support for business partners, school leaders, and
  • Regularly collecting data to monitor the implementation and impact of PENCIL programming
  • Maintaining detailed documentation of partnership goals and activities to help build program best practices and knowledge
  • Participate in implementation of the PENCIL Internship program including executing a student recruitment strategy, leading student training and job preparedness sessions, matching students to internships, conducting site visits, and providing supports to individual students as
  • Supporting other programmatic activities throughout the school year and summer, including workshops, network events and the PENCIL Principal for a Day®

The Program Manager will be expected to support cross-departmental work and engage the PENCIL Network by:

  • Providing regular reports and status updates on PENCIL partners and partnerships
  • Working closely with colleagues to recognize and engage partners to assist the organization’s recruitment and development efforts.
  • Contributing to cultivation and relationship management work as it pertains to the Partnership and Internship
  • Creating opportunities to make connections and build a sense of community across networks
  • Serve as an ambassador to the broader community of PENCIL partners and donors and attend events such as fundraisers, happy hours, external workshops, and networking events for school and business partners
  • Other special projects as needed

QUALIFICATIONS AND COMPETENCIES

  • Facilitation skills: interact effectively with various constituents, including school principals, staff and students as well as business leaders and
  • Cross-Team Collaboration: a desire and willingness to collaborate with others across the organization.
  • Relationship Building: Demonstrated expertise in developing successful collaborations between diverse
  • High standards of excellence and a willingness to do what it takes to get the job
  • Organizational, time and project management
  • Exceptional verbal and written communication
  • Demonstrated competency to work with diverse populations
  • Commitment to PENCIL’s mission and public education
  • Adaptability to complete a high volume of varied responsibilities and thrive in a fast-paced setting, while working both independently and collaboratively
  • Experience in a non-profit or public-sector environment with education or youth development preferred
  • Bachelor’s degree or combination of education and experience in a similar capacity

COVID-19 Vaccination is required for hire.

COMPENSATION

Salary range for this position is $60,000 – $63,000. PENCIL also provides a generous benefit package which includes:

  • Medical, prescription, dental and vision insurance for you, your spouse/domestic partner and dependents
  • A retirement plan with employer matching
  • Commuter benefit and flexible spending plans
  • Professional development stipend
  • Annual paid time off for holidays, vacation and sick
  • Short and long-term disability and paid family leave.

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Continuous Improvement Coach

Posted by | January 27, 2022 |

Who We Are

New Visions for Public Schools is the leading non-profit organization dedicated to the improvement of public education in New York City.  Today, we support 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 leaders.  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 school leaders to help 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!

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21-22 ENL Teacher

Posted by | January 26, 2022 |

About Inwood Academy for Leadership

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

All staff must be willing to commit to our mission: Inwood Academy for Leadership Charter School will empower students in Inwood and Washington Heights to become agents for change through community-focused leadership, character development and college preparedness. Our staff regard our student leaders as burgeoning assets to their community and help them develop the tools they need to be successful in college and beyond. IAL is committed to providing a well-rounded educational experience for all students we serve. We are looking for candidates who are hardworking, flexible, and innovative as well as able to embody the IAL traits of leadership in their daily work (honesty, integrity, responsibility, caring and restraint).

Reports to:                                                                                                       

Assistant Principal

Qualifications: 

  • Bachelor’s degree required, Master’s Degree preferred
  • Valid NYS Teaching Certificate Preferred
  • 3-5 years experience in classroom instruction, especially in the areas of working with special education or English language learners
  • Experience with the NYSESLAT and/or NYSITELL exams
  • Experience with integrating technology into classroom instruction
  • Experience with curriculum design
  • Background in urban education serving a broad range of students
  • Experience in delivering Common Core aligned instruction
  • Spanish proficiency is preferred but not required

Duties & Responsibilities:

  • Work in a collaborative team teaching environment or individual classroom setting
  • Engage students in active learning
  • Integrate technology into core classroom instruction
  • Use assessment to modify lessons
  • Plan administration of and administer NYSITELL and NYSESLAT exams
  • Utilize online student system to track student progress through competencies and keep up to date assignments for students
  • Contribute to program design and implementation
  • Create individualized plans for students with special requirements (e.g. learning disabilities)
  • Research new teaching methods for teaching English as a second language
  • Create a supportive and positive classroom environment
  • Participate in all staff programs and academic planning, implementation, and evaluation
  • Communicating with the Department Head or Principal, as needed.
  • Maintaining standardized guidelines.
  • Work collaboratively with other staff and teachers daily
  • Enforce and uphold school policies and culture
  • Communicate effectively and maintain consistent relationships with students, colleagues, and families
  • Other duties as assigned by Administration

Compensation: 

IAL offers a competitive compensation package including medical, dental and vision insurance, a 403B retirement plan with 5% match. In addition to extensive professional development, our teachers are equipped with all necessary instructional supplies and technology.

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21-22 ELA Teacher

Posted by | January 26, 2022 |

About Inwood Academy for Leadership

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

All staff must be willing to commit to our mission: Inwood Academy for Leadership Charter School will empower students in Inwood and Washington Heights to become agents for change through community-focused leadership, character development and college preparedness. Our staff regard our student leaders as burgeoning assets to their community and help them develop the tools they need to be successful in college and beyond. IAL is committed to proving a well-rounded educational experience for all students we serve. We are looking for candidates who are hardworking, flexible, and innovative as well as able to embody the IAL traits of leadership in their daily work (honesty, integrity, responsibility, caring and restraint).

Reports to: 

Assistant Principal

Qualifications: 

  • Expert in subject area; ELA
  • At least one year of teaching in an urban environment
  • Bachelor’s degree required, Master’s Degree preferred
  • Valid NYS Teaching Certificate Preferred
  • Receptiveness to ongoing coaching and evaluation
  • Energetic, motivated, innovative, prepared
  • Ambitious, entrepreneurial mindset committed to helping develop the components and culture of the school environment
  • Wide-ranging intellectual and educational interests
  • Excellent communication skills
  • Team player, the ability to work collaboratively
  • Spanish proficiency preferred but not required

Duties & Responsibilities:

  • Work in a collaborative team teaching environment or individual classroom setting
  • Engage students in active learning
  • Integrate technology into core classroom instruction
  • Use assessment data to modify and improve student learning
  • Utilize online student system to track student progress through competencies and keep up to date assignments for students
  • Contribute to program design and implementation
  • Participate in all staff programs and academic planning, implementation, and evaluation
  • Work collaboratively with other staff and teachers daily
  • Enforce and uphold school policies and culture
  • Communicate effectively and maintain consistent relationships with students, colleagues, and families
  • Any additional responsibilities assigned by Administration

Compensation:

IAL offers a competitive compensation package including medical, dental and vision insurance, a 403B retirement plan with 5% match. In addition to extensive professional development, our teachers are equipped with all necessary instructional supplies and technology.

*COVID-19 VACCINATION POLICY*

To prioritize the well-being, health, and safety of our school community, Inwood Academy for Leadership Charter School will require all staff members to have completed their full COVID-19 vaccination prior to their start date. In compliance with federal and state laws, we will be offering exemptions to employees who, for medical or strongly held religious reasons, are not able to be vaccinated.

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Impact Manager (Whole School Whole Child Manager)

Posted by | January 26, 2022 |

Position Overview

City Year New York is seeking an Impact Manager (IM) who will lead and develop a team of AmeriCorps members (ACMs) as idealistic, emerging leaders and practitioners focused on strengthening schools and supporting students to improve performance. Reporting to an Impact Director and working from a partner school(s), the IM plays a critical role in implementing City Year’s school-based Whole School Whole Child (WSWC) service model, mission, and practices. The IM is also an effective talent developer who will support AmeriCorps members through a challenging and rewarding year of service.

This may be the job for you if:

• You are passionate about City Year’s mission and values.
• You are an educator that is excited to use your knowledge and experience to support AmeriCorps Members and their work in schools.
• You thrive when collaborating with others, but are also a self-motivated problem solver.
• You are a natural relationship builder; you feel equally comfortable communicating and connecting with a 10-year-old in your classroom, the parent of a student, and a peer educator.
• You are highly organized and driven.
• You thrive in a fast-paced, multitasking environment; if every day of work was exactly the same, you would be bored.
• You are a clear and confident presenter; you feel comfortable designing and delivering trainings that are tailored to the audience’s learning styles.

 

Job Description

AmeriCorps Member Experience

  • Manage, coach, and develop up to 20 AmeriCorps members through a personally rewarding year of service in New York City public school, where they achieve service performance and standards requirements while reaching their leadership development potential.
  • Model leadership that is fueled by City Year’s culture and values.
  • Facilitate ongoing dialogues that empower AmeriCorps members to relate to our culture and values in personally meaningful ways.

 

Build Conditions for Success in our Schools

  • Build and cultivate strong partnerships with teachers, principals, school officials, and other key decision makers and stakeholders.
  • Manage implementation of partnership agreement between the school and City Year New York.
  • Ensure the necessary conditions and resources are in place for their team of AmeriCorps members to deliver attendance, behavior, and course performance interventions for students.

 

Service Delivery & Impact

  • Implement City Year’s WSWC model with a high degree of quality to a targeted group of students at the right time, at assigned schoolhouse(s).
  • Make data-informed decisions to ensure tutoring, classroom support, afterschool programs, and school-wide initiatives align with the shared goals of the school/City Year partnership.

 

Local and National Organizational Initiatives

  • Conduct interviews for incoming AmeriCorps Members
  • Assist with Martin Luther King, Jr. Day service projects, Opening Day, Annual Gala and other side-wide designated events.
  • Participate in ongoing conversations about race and equity that are focused on the individual or self-reflection and the students and communities we serve.
  • Attend overnight events including Summer Charger (a conference for all City Year Impact staff held in Boston for one week in the summer), and other local and national events.

 

What does a typical day look like?

  • Start of day centering meeting with team
  • Observe and share feedback with AmeriCorps members providing interventions for students
  • Review Student Achievement data
  • Review AmeriCorps Member event plans, student engagement data and offer feedback
  • Individual Meetings with AmeriCorps Members
  • Coach AmeriCorps Members through communication challenges and conflict resolution
  • Connect with school administration to review upcoming initiatives and mutual expectations
  • Meet with Impact Director for your own support
  • Host City Year’s potential and current funding partners on a school tour and roundtable
  • Attend and support After School Programs
  • End of day centering meeting with team

 

Benefits

Full time employees will be eligible for all benefits including vacation and sick days and organization holidays. You may participate in all benefit programs that City Year establishes and makes available to eligible employees, under (and subject to all provisions of) the plan documents that govern those programs. Currently, City Year offers medical, dental and vision, life, accidental death and dismemberment and disability coverage, Flexible Spending Accounts (FSA), other benefits including 401(k) plan(s) pursuant to the terms and conditions of company policy and the 401(k) plan document. For more information, click here.

Employment at City Year is at-will.

City Year does not sponsor work authorization visas.

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Community School Director

Posted by | January 26, 2022 |

Position Overview

Community Schools align resources in a school building with vision and purpose, resulting in improved student learning, stronger families and healthier communities. This model is a holistic approach to improving academic performance driven by strong, collaborative partnerships among principals, parents, teachers and Community-Based Organizations (CBOs). In Community Schools, parents are active partners in their children’s education, the school climate is joyful and positive, and expanded learning opportunities are abundant.

Core outcomes are two-fold. At the student-level, Community Schools aim for increased attendance and student engagement; connectedness to adults; development of social and emotional skills; and improved academic performance. At the school-level, Community Schools aim for improved school culture; more actively engaged families; and seamless service delivery with partner organizations.

The Community School Director will focus on aligning existing resources within the school and will work to bring in new resources that address areas of community need.

 

Job Description

Who You Are / About You
• You are passionate about City Year’s mission and values.
• You are motivated to explore how City Year’s work supports the Community School model.
• You thrive when collaborating with others, but are also a self-motivated problem solver.
• You are a natural relationship builder; you feel equally comfortable communicating and connecting with a 10-year-old in your classroom, the parent of a student, and a peer educator.
• You are highly organized and driven.
• You thrive in a fast-paced environment that requires multitasking; if every day of work was the same, you would be bored.
City Year is an Equal Opportunity Employer, committed to a diverse workforce. Individuals from all backgrounds are encouraged to
apply, including persons with disabilities and veterans.
• You are a clear and confident presenter; you feel comfortable designing and delivering trainings that are tailored to the various learning styles of the audience.

 

What You’ll Do Here

 

Build School Partnerships:
• Serve as an advisor to the principal; leading coordination of the work of different partners (i.e. other nonprofit organizations, volunteers, etc.) within the school and aligning the work of these partners with the school’s mission and school faculty strategies
▪ Work with school leadership to track progress with a focus on results
▪ Develop strong relationships with parents, students, and teachers, and ensure that all stakeholders understand the role of a community school and how it supports student achievement

 

Manage Community School Vision and Implementation:
• Organize and lead a Community School Team, comprised of school leadership, teachers, staff, parents, CBOs, and other community members
• Engage school community in collaborative vision setting and needs assessments
• Administer and implement results from program survey for school administration, teacher, student, and parent voices, ensuring that regular feedback is incorporated into planning and implementation of the Community School model
• Manage action plans, oversee implementation of school community initiatives, and monitor program quality
• Serve as point person for new partnerships and relationships, ensuring new partner services align with the needs of the school community

 

Deliver Service & Ensure Impact:
▪ Implement City Year’s Whole School Whole Child (WSWC) model with a high degree of quality to a targeted group of students
▪ Make data-informed decisions to ensure tutoring, classroom support, afterschool programs, and school-wide initiatives align with the shared goals of the school/City Year partnership
▪ Ensure City Year goals are met with fidelity and quality, including attendance, behavior, and course performance interventions
▪ Conduct consistent formal observations of AmeriCorps Member service, and provide asset-based coaching and mentorship
▪ Provide professional development support for AmeriCorps Members, connecting AmeriCorps Members to leadership opportunities within Community School initiatives, and facilitating formal trainings as appropriate
▪ Attend City Year staff meetings and school-based City Year team meetings
Lead Expanded Learning Time (ELT):
▪ Work with School Leadership Team (SLT), teachers, and partner agencies to integrate expanded learning and enrichment activities before, during, or after the school day
▪ Build relationships and mechanisms to effectively link the school day to expanded learning activities
▪ Assist the school in identifying outside providers for ELT as necessary
▪ Monitor quality of afterschool programing, troubleshooting where appropriate
▪ Manage structures and procedures to ensure alignment, quality, and safety

 

Focus on Attendance Improvement:
▪ Serve as key member on school’s attendance team, including (but not limited to) using the New Visions data tools for tracking and coordinating student interventions.
▪ Assist with data collection and research, and prepare relevant data to bring to meetings
▪ Organize and oversee assets and needs assessments and seek input from teachers, school staff, parents and students to determine ongoing needs of students and families.
City Year is an Equal Opportunity Employer, committed to a diverse workforce. Individuals from all backgrounds are encouraged to
apply, including persons with disabilities and veterans.
▪ Identify high-need students, coordinate with teachers to target interventions, and track and monitor impact of interventions

 

Family Engagement Support:
▪ Work with Principal, School Leadership Team, and Parent Coordinator to implement a transformative model of family engagement that creates strong school-to-home partnerships for learning
▪ Support special events that promote family engagement
▪ Manage effective communication strategies to ensure families are connected to school resources
Data System Oversight
▪ Ensure systems are in place to meet reporting requirements for City Year and grant funding
▪ Work with school and community partners to create and implement data collection and review processes to ensure data-informed decision making
▪ Ensure all student attendance and data is submitted accurately and in a timely manner
▪ Analyze reports to determine progress toward goals

 

Qualifications
• Experience building and growing complex professional relationships with a diverse group of internal and external stakeholders
• Demonstrated ability to translate a complex vision into manageable action steps
• Self-motivated with a proven track record of meeting and exceeding deadlines
• Experience parsing large projects into small, achievable deadlines
• Strong attention to detail and ability to create high integrity documents • Experience troubleshooting and supporting others • Patience to explain processes and systems many times to many different audiences
• Experience with peer management, managing up, and managing across
• Proficiency in Microsoft Office

 

Bonus If You Have
• Served at City Year, Teach for America, or another AmeriCorps program
• Bilingual or Multilingual skills
• Experience working in school-based settings, with knowledge about tenants of community organizing, student support services, and youth development theories
• New York Department of Education fingerprinting and background clearances

 

Benefits

Full time employees will be eligible for all benefits including vacation and sick days and organization holidays. You may participate in all benefit programs that City Year establishes and makes available to eligible employees, under (and subject to all provisions of) the plan documents that govern those programs. Currently, City Year offers medical, dental and vision, life, accidental death and dismemberment and disability coverage, Flexible Spending Accounts (FSA), other benefits including 401(k) plan(s) pursuant to the terms and conditions of company policy and the 401(k) plan document. For more information, click here.

 

Employment at City Year is at-will.

City Year does not sponsor work authorization visas.

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Education Finance Lead

Posted by | January 25, 2022 |

Maycomb Capital
Maycomb Capital is a pioneering impact investing platform. We provide financing across asset classes to fund strategies and enterprises that transform communities. At Maycomb, we know that the world’s problems demand patience, creativity, and an appreciation for complexity. We drive capital toward effective solutions for underserved communities, using data and rigorous analysis to guide our decisions. We identify scalable and sustainable paths to positive change, tackling entrenched social and economic challenges. By harnessing the scale, expertise and risk tolerance of the private sector in service of the public good, we’re demonstrating what’s possible with mission-focused, flexible capital.

We’re named for Maycomb County, the setting of Harper Lee’s classic novel To Kill a Mockingbird. Lee used Maycomb, a fictional district in Depression-era Alabama, as a backdrop for her universal story of the pursuit of justice. Her story sparked conversations about equity that still resonate today. Maycomb seeks to continue this dialogue, bringing innovative ideas to light through action.

Educational Resources Impact Fund
The Educational Resources Impact Fund (ERIF) is one of Maycomb’s Custom Strategies, a $15 million demonstration fund that aims to support nonprofit developers and providers of high quality instructional materials, particularly those offered as open educational resources (OER).  The fund’s investment strategy is to provide flexible debt financing to these organizations to diversify their capital sources and enable future growth.

The fund’s mission is to a) support the growth and sustainability of these nonprofit organizations so that more students, particularly those who are Black, Latino, English learners, or affected by poverty, gain access to these high quality instructional materials; and b) test this investment strategy in the market to determine if these organizations can successfully repay debt financing and if this strategy can crowd in additional investment capital in the future.

The fund received anchor commitments from the Bill and Melinda Gates Foundation, the W.K. Kellogg Foundation, the Charles and Lynn Schusterman Family Philanthropies, and the William and Flora Hewlett Foundation.

Position
The Education Finance Lead will have the responsibility for supporting multiple aspects of ERIF.  This individual will assist the team with business development efforts, underwriting loans that balance financial return and impact, and managing investor relations to ensure that updates, feedback and lessons learned are successfully communicated back to the funder group and other advisors.  The ideal candidate will have foundational experience in educational resources and finance/investments with a curiosity to grow his or her career across new skill sets.

Note that this position is for a two-year initial engagement only.  The position may be extended if the ERIF raises a second fund.

Responsibilities include:

  • Lead business development and sourcing efforts to identify quality investment opportunities for the fund that align with business selection criteria and the funders’ charitable purpose.
  • Work with the team to underwrite, approve and close loans to eligible borrowers.
  • Manage the overall portfolio, including monitoring individual loan/organization performance, providing technical assistance to borrowers, analyzing ongoing financial and impact reporting received from borrowers, and modifying/restructuring loans as needed.
  • Manage relationships with the funder group, the advisory committee and other governance bodies, including creating the agenda, preparing collateral materials, and follow-up as needed.
  • Develop impact collateral, including tracking impact metrics across the portfolio, drafting qualitative case studies, and sharing lessons learned from this pilot fund to be shared both with the funder group and publicly.

Qualifications
The ideal candidate will possess the following:

  • Strong domain expertise in the educational resources market, including market dynamics around the creation and sales cycle of instructional materials and best practices around quality standards and cultural responsiveness.
  • Familiarity with or experience in finance or investments, with a preference for direct lending experience to nonprofit organizations.
  • Some prior knowledge of fund structures, investment processes, and operations.
  • 5-10 years of relevant work experience across the above areas.
  • Strong interpersonal skills and a team player with the ability to represent Maycomb and the ERIF to multiple stakeholder groups.

Location

  • Flexible

Benefits

  • Competitive benefits
  • Salary will be competitive and commensurate with experience
Comments Off on Deputy Director of Alumni Success

Deputy Director of Alumni Success

Posted by | January 24, 2022 |

Role Description:

UA is seeking a Deputy Director of Alumni Success to co-lead the pursuit of innovative, creative tools for monitoring and measuring impact regarding postsecondary success and student engagement.  The Deputy Director should be a forward-looking, data-driven innovator whose eye for cutting edge technology and user-friendly dashboards helps the Alumni Success team solve problems of practice and scalability.  This individual should be an early adopter whose curiosity propels them to redefine efforts to engage young people, to spur them to advocate for themselves and others in alignment with the UA mission, and ultimately, to determine how that engagement and advocacy can be measured.

 

The Deputy will be responsible for creating, maintaining and assessing equitable and culturally sensitive feedback loop models that align with the goals of the team’s Bridge, Bridge+, and Engagement programming, the latter of which primarily focuses on text messaging.  In order to promote the UA’s strategic priority of “scaling what works,” this individual will work with the director to communicate said models and overall strategy / vision to stakeholders, including those in the larger field of higher education with the goal of creating a more equitable playing field.  This individual will develop a clear plan of action in this pursuit.  The Deputy Director is a team player who seeks out opportunities to collaborate so that the UA identity can continue to form and be forged not only inside UA schools but also all public school and higher education spaces. 

 

Responsibilities

  • Create and maintain Tableau dashboards
  • Create, monitor, and measure efficacy of bi-annual alumni surveys
  • Assist the Director of Alumni Success with the development, implementation, and success measurement of postsecondary success trainings and webinars
  • Generate reports on postsecondary outcomes
  • Research new and innovative tools for supporting alumni and for measuring success, in particular, with regards to career pathways and social economic mobility

 

Desired Qualifications

  • 5+ years experience working in data-informed environments to produce postsecondary outcomes with advanced proficiency in data maintenance, management, and visualization
  • 3+ years experience creating and delivering trainings and workshops, in-person and virtually
  • Experience with text message engagement success metrics 
  • Experience creating innovative, scalable student engagement practices and tools, targeting ages 17-24
  • Deep commitment to public education

Salary is commensurate with experience and includes an excellent benefits package, including: employer-funded healthcare, a monthly metrocard, phone stipend, financial support for professional development, and generous vacation time.

Unfortunately, due to a non-compete clause, we are unable to hire staff directly out of DOE schools or central offices, but former DOE staff (out of the system for more than 1 year) are encouraged to apply.

Our target start date for the Deputy Director of Alumni Success is March 1, 2022. This position will remain open until filled.

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Various Lead Teacher Opportunities

Posted by | January 22, 2022 |

An Invitation to Apply for Various Instructional Lead Teacher Positions

Bronx, NY & New York, NY

 

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)

 

What Sets Us Apart

In addition to the academic work, Public Prep emphasizes social-emotional learning as critical to supporting the whole child.  Relationship-building is the lever that moves adults to move students and that moves families to invest time and energy in schools. Each school has a committed leadership team and staff that strives to work collaboratively to build a warm, joyful culture of rigor.  Public Prep is committed to investing in our adult learning culture.  As a team member at Public Prep you can anticipate a learning environment where growth mindset, humility and data informed decision making is evident through professional development that takes place within coaching cycles, observation and feedback, and targeted professional development opportunities within the network and from outside providers.  

 

In 2020, all of our campuses were recognized by NYS as Recognition Schools for their high academic achievement and strong progress. Board of Regents Chancellor Betty Rosa described them as “exemplary public schools that demonstrate that all students can achieve at high levels with the right supports and resources.”  This honor has been bestowed upon the top 15% of schools in New York State. 

 

We offer a competitive salary, retirement packages, comprehensive health and wellness benefits and other employment perks. We offer ongoing professional development and leadership training programs to support long-term career growth and trajectory. For more details about our benefits package, visit our website at www.publicprep.org/careers.

 

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.

 

Classroom Instructional Opportunities – Upcoming 2022-23 School Year

Classroom Instructional Opportunities *Available Immediately*

Elementary School (Available Immediately)

Middle School (Available Immediately)

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Network Leadership Opportunities

Posted by | January 22, 2022 |

An Invitation to Apply for Various Network Leadership Positions

Bronx, NY & New York, NY

 

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)

 

What Sets Us Apart

In addition to the academic work, Public Prep emphasizes social-emotional learning as critical to supporting the whole child.  Relationship-building is the lever that moves adults to move students and that moves families to invest time and energy in schools. Each school has a committed leadership team and staff that strives to work collaboratively to build a warm, joyful culture of rigor.  Public Prep is committed to investing in our adult learning culture.  As a team member at Public Prep you can anticipate a learning environment where growth mindset, humility and data informed decision making is evident through professional development that takes place within coaching cycles, observation and feedback, and targeted professional development opportunities within the network and from outside providers.  

 

In 2020, all of our campuses were recognized by NYS as Recognition Schools for their high academic achievement and strong progress. Board of Regents Chancellor Betty Rosa described them as “exemplary public schools that demonstrate that all students can achieve at high levels with the right support and resources.”  This honor has been bestowed upon the top 15% of schools in New York State. 

 

We offer a competitive salary, retirement packages, comprehensive health and wellness benefits and other employment perks. We offer ongoing professional development and leadership training programs to support long-term career growth and trajectory. For more details about our benefits package, visit our website at www.publicprep.org/careers.

 

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.

 

Leadership Opportunities – Available Immediately

(click links below for job details and qualifications)

 

Leadership Opportunities – 2022-23 School Year

(click link below for job details and qualifications)

*Apply Now for Immediate Consideration*

 

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Senior Reporter

Posted by | January 13, 2022 |

The United Federation of Teachers seeks a reporter with experience in both the print and digital realms to write news stories, editorials and feature stories for the union’s bimonthly newspaper and to cover breaking news stories on deadline for the union website and social media. The reporter will also write for the retiree section of the UFT newspaper and the union’s various digital platforms. The candidate should have a working knowledge of New York City politics and public policy and should understand labor unions and their role in public education.

Responsibilities

  • Live-tweet and file accurate, succinct and well-crafted news stories on deadline following a union press conference or event. Write a series of Twitter posts off the story as well.
  • Write clear and well-researched informational articles, editorials and feature stories for in-service and retired members.
  • Cover union events, including live tweeting.
  • Write data-driven articles that include infographics or charts
  • Write obituaries for the UFT Honors site.
  • Write content for digital newsletters and email blasts, produce union resolutions and complete other writing tasks as needed.
  • Participate in late-night lockup for the bimonthly newspaper six times a year.
  • Work outside regular work hours as assignments demand.

 

Required experience and qualifications

  • A minimum of five years’ experience as a reporter for a daily newspaper or news website.
  • Experience writing stories on tight deadlines.
  • A related college or advanced degree.

Preference will be given to candidates who:

  • Have in-depth knowledge of the New York City public school system and city politics.
  • Have experience proofreading and copy
  • Have experience making videos or podcasts.
  • Have professional experience posting to Twitter and/or writing Instagram stories.
  • Have experience covering budgets and other data-driven stories.
  • Have experience ghost-writing columns and messages for organization leaders.

Salary commensurate with experience. A defined-benefit pension and other excellent benefits. Equal opportunity employer.

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Student and Teacher Support (Paternity Leave Coverage): 3 Month Position (Mid January-April 2022)

Posted by | January 12, 2022 |

About Community Roots:

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

 

Currently, Community Roots has 475 students in grades K-8. Our first 8th grade class graduated in June 2015. Please visit our website for more information about our school: www.communityroots.org

 

Community Roots is hiring:

We are currently looking for an Academic Operations Associate who will work to be both innovative and inspiring in the pursuit of meeting the needs of all students in grades K-5.  This position will report to the Elementary School Director of Operations.

 

Community Roots Charter School seeks individuals who:

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

 

Required Qualifications:

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

 

Preferred Qualifications:

  • Prior experience within a school environment
  • Bilingual in Spanish, Mandarin or Cantonese
  • Excellent verbal and written communication skills (in English)
  • Proficiency in Google Suite, MAC

 

Main responsibilities will include:

  • Supervise  students during non-instructional periods, such as breakfast, lunch, and recess 
  • Support teachers in classrooms  
  • Work with students on a one on one basis as needed 
  • Assist in supervising morning arrival and afternoon dismissal of students 
  • Receive deliveries and distribute materials to classrooms as needed
  • Support all functions of the main office of the school
  • Distribute materials to classrooms as needed

 

Salary and Benefits:

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

 

How to apply:

Please email resume to dforsythe@communityroots.org with the subject line: Student/Teacher Support Paternity Leave Coverage.

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IT Support Specialist

Posted by | January 10, 2022 |

Nichols School is seeking applications for a full-time IT Support Specialist.  Our 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 assist our faculty, staff and students in achieving their educational and operational goals within a collegial and dynamic environment.  As a valued member of the IT Team, this person should have experience with level 1 and 2 tech support, have a strong database background and be able to understand how to compile data in useful ways.  Additional experience with the installation and troubleshooting of a broad range of hardware and software, including computers, IP cameras and classroom technology is a plus.  Previous experience with training employees on the use of technology and writing of policies, procedures and instructional material a definite plus.

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.

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Upper School Math Teacher

Posted by | January 10, 2022 |

Nichols School is seeking a full time Upper School Algebra/Geometry teacher commencing with the upcoming 2022-2023 school year.  Candidates will be required to deliver lessons that develop students’ theoretical and applied mathematical skills and be able to establish and maintain open lines of communication with students and parents.  Qualified candidates should have experience teaching math to high school students.

Nichols School’s educational philosophy is guided and inspired by our mission to train minds, bodies and hearts for the work of life, and to carry into all we do the highest ideals of character and service.  We are 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.

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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High School Math Teachers, We’re Hiring at AMS IV!

Posted by | January 7, 2022 |

Who We Are

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

Who You Are

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

What You’ll Do

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

Why New Visions?

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

Apply Now!

To apply and read the comprehensive job description, check out our careers site: https://grnh.se/18de69561us

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

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Writing Instructor

Posted by | January 7, 2022 |

Leadership Enterprise for a Diverse America (LEDA) empowers a community of exceptional young leaders from under-resourced backgrounds. We support their aspirations for higher education and professional success in order to create a more inclusive and equitable country. LEDA believes that selective colleges are not only a gateway to opportunity but a nexus for the development of leadership in every field. By helping talented students from under-resourced backgrounds access these institutions and providing them with the tools necessary to succeed, LEDA seeks to ensure that this country’s leadership is truly reflective of its citizenry. LEDA’s vision is to build an inclusive and equitable America where leadership reflects, celebrates, and supports diverse perspectives.

 

Each year, LEDA’s Summer Institute serves 100 high-achieving high school juniors from low-income families, recruited from across the nation to become LEDA Scholars. Throughout the intensive five-week program, Scholars participate in a rigorous seminar-style course called Aspects of Leadership , as well as receiving college guidance, writing instruction, and standardized test preparation while experiencing a supervised version of collegiate residential life.

 

Position Overview:

LEDA is seeking experienced and dedicated Writing Instructors to teach during the 2022 Aspects of Leadership Summer Institute at Princeton University and to provide writing support to Scholars throughout the 2022-23 college application season.

 

LEDA’s writing curriculum prepares Scholars to write at the level expected at selective colleges and universities, emphasizing academic argument, clarity of style and structure, research, and revision. Writing Instructors teach 2 -3 classes per week during the Summer Institute; syllabi, assignments, and instructional plans are provided. Writing Instructors also hold weekly one-on-one conferences with each of their assigned Scholars to address their individual writing challenges; sections are limited to 13 Scholars.

 

During late summer through January, Writing Instructors support Scholars during the college application process by providing several rounds of feedback on all college and scholarship application essays. This work is performed remotely, via the internet and phone.

 

The 2022 Aspects of Leadership Summer Institute is scheduled to take place on the Princeton campus from June 25-July 30. Writing Instructors are required to arrive in Princeton one week prior to the Summer Institute for training and to spend the summer in residence. Campus room and board are provided. 

 

Key Responsibilities:

  • Teach writing classes (2 class meetings/week) following instructional plans;
  • Schedule and conduct weekly one-on-one conferences lasting approximately forty-five minutes in the late-afternoons and evenings with each student;
  • Grade and provide written feedback for writing assignments according to provided rubric;
  • Attend weekly meetings and check-ins with the department head to discuss curriculum implementation and track student progress;
  • Meet and communicate with LEDA College Guidance and Residential Life staff as needed to ensure holistic support for students;
  • Complete a narrative evaluation of each student to be provided to the department head no later than one week after the end of Summer Institute;
  • Continue working with previously assigned Scholars on college essays from late-August through January, abiding by the timeline set forth by the department head;
  • Maintain timely and thorough communication with LEDA Scholars and College Guidance staff throughout the college application season.

 

Qualifications:

  • A Master’s degree (completed or in-process) in English, Composition, Creative Writing, or related field
  • At least two years of experience teaching academic writing at the college level
  • Experience as a writing center consultant is preferred
  • A passion for helping students to achieve their full academic and personal potential
  • Excellent classroom management skills
  • Fluency on issues related to sexuality, gender, race, socioeconomic status, and identity
  • Ability to teach a diverse student cohort
  • Clarity, enthusiasm, dedication, and professionalism
  • Demonstrated belief in LEDA’s Mission and Core Values

 

Compensation:

This position is a seasonal and temporary appointment and will be compensated $6000 for the term of this engagement (5 weeks of Summer Institute + 1 week of training). Writing consulting for Scholars’ college applications will continue from the end of summer institute through January 15, 2023, and this position will be contracted at a rate of $34 per hour. Specific deliverables and timelines (subject to student needs) will be outlined via a signed agreement at the inception of services.

 

Travel expenses to and from Princeton University are the responsibility of the employee. 

 

Please note that due to the ongoing Covid-19 pandemic, the location of Summer Institute 2022 is subject to change. If an in-person Summer Institute is not possible due to COVID-19, positions will be adjusted to full-time remote positions with comparable responsibilities and compensation. 

 

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Aspects of Leadership Facilitator

Posted by | January 7, 2022 |

Organizational Overview:

Leadership Enterprise for a Diverse America (LEDA) empowers a community of exceptional young leaders from under-resourced backgrounds. We support their aspirations for higher education and professional success in order to create a more inclusive and equitable country. LEDA believes that selective colleges are not only a gateway to opportunity but a nexus for the development of leadership in every field. By helping talented students from under-resourced backgrounds access these institutions and providing them with the tools necessary to succeed, LEDA seeks to ensure that this country’s leadership is truly reflective of its citizenry. LEDA’s vision is to build an inclusive and equitable America where leadership reflects, celebrates, and supports diverse perspectives.

 

Each year, LEDA’s Summer Institute serves 100 high-achieving high school juniors from low-income families, recruited from across the nation to become LEDA Scholars. Throughout the intensive five-week program, Scholars participate in a rigorous seminar-style course called Aspects of Leadership, as well as receiving college guidance, writing instruction, and standardized test preparation while experiencing a supervised version of collegiate residential life.

 

Position Overview:

LEDA is seeking dynamic and dedicated instructors to teach the Aspects of Leadership course during LEDA’s 2022 Aspects of Leadership Summer Institute at Princeton University.

 

The Aspects of Leadership course is a core component of each Scholar’s summer experience. The Aspects of Leadership curriculum has three goals: 1) to help scholars practice and develop academic skills they will need to succeed at selective colleges, 2) to expose them to social issues that impact members of the LEDA community, 3) to introduce Scholars to leadership skills that are transferable across many leadership situations. Through challenging reading assignments, class discussions, collaborative activities, and multi-modal projects, Scholars reach these goals, while building a strong and lasting community. The role of the facilitator is to implement the curriculum, while helping Scholars to build that community. 

 

Facilitators will instruct approximately 15 students at a time, receiving a new group of students periodically so that Scholars have the opportunity to have class with as many Scholars as possible. Classes meet 3-4 days per week for 3 hour blocks. 

 

The 2022 Aspects of Leadership Summer Institute will take place on the Princeton campus from June 25-July 30. Facilitators are required to arrive in Princeton one week prior to the Summer Institute for training and to spend the summer in residence. Campus room and board are provided. 

 

Key Responsibilities:

  • Effectively implement the Aspects of Leadership curriculum;
  • Provide seven weeks of instruction from mid-June through early August;
  • Hold two office hours once per week on a weekday evening;
  • Complete evaluations & assessments for Scholars according to the guidelines shared during training;
  • Participate in departmental meetings biweekly and interdepartmental meetings as assigned;
  • Seamlessly include LEDA visitors (e.g. staff, board members, funders) in the classroom during site visits, as needed;
  • Participate in the larger LEDA community by attending key community events and collaborating with LEDA staff to provide holistic student support.

 

Qualifications:

  • Master’s Degree required, preference given to candidates with a strong background in political science, history, studies in race and ethnicity, philosophy, sociology, education, or a related field;
  • Minimum two years of teaching experience required, preference given to candidates

who have taught high-achieving students and/or discussion-based courses

  • An engaging and dynamic teaching style, including the ability to facilitate student discussion and critical thinking regarding controversial subject matter
  • Experience and competence with classroom discussions on issues related to sexuality, gender, race, socioeconomic status, and identity
  • A passion for helping students achieve their full potential academically and personally
  • Demonstrated leadership experience (e.g. strategic/project planning, management, budgeting, goal and vision setting, organizing, etc.) a plus
  • Willingness to work with a highly collaborative staff and faculty and to provide support to the administration of the Summer Institute  if called upon. 

 

Compensation:

This position is a seasonal and temporary appointment and will be compensated $6000 for the term of this engagement (5 weeks of Summer Institute + 1 week of training). 

 

Travel expenses to and from Princeton University are the responsibility of the employee. 

 

Please note that due to the ongoing Covid-19 pandemic, the location of Summer Institute 2022 is subject to change. If an in-person Summer Institute is not possible due to COVID-19, positions will be adjusted to full-time remote positions with comparable responsibilities and compensation. 

 

 

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Program Coordinator (Part-Time)

Posted by | January 5, 2022 |

Start date: ASAP

 

Commitment: Approximately 29 hours/week 

 

Hours: 

  • Monday 9am-12:30pm; 3pm-5:30pm
  • Tuesday 9am-12:30pm; 3pm-5:30pm
  • Wednesday 9am-12:30pm; 2pm-5:30pm
  • Thursday 9am-12:30pm; 3pm-5:30pm
  • Friday 9am-1pm

 

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 in 2020. 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. Our program remains fully virtual for the  2021-22 school year, but we anticipate transitioning to a hybrid model in the future.

 

With the development of our new virtual program, and anti-racism and anti-oppression commitments (https://readahead.org/anti-oppression-commitments-oct2020/), Read Ahead has an opportunity to deepen our impact for students. We are committed to ongoing improvement as an organization, and are eager to take bold new steps to create better outcomes for the students, families, and schools we serve.

 

Read Ahead expects each staff member to be an active and engaged collaborator in Read Ahead’s organization-wide efforts to advance DEIB goals including, but not limited to, participating in team meetings and ensuring that all project plans and outcomes are aligned with DEIB goals.

 

Read Ahead’s Anti-Racism and Anti-Oppression Commitments are outlined here

 

Read Ahead provides equal employment opportunities (EEO) to all employees and applicants without regard to race, color, ethnicity, religion, sex, sexual orientation, gender identity, national origin, age, disability, 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.

 

Expectations for Remote and In-Person Work

 

Read Ahead continues to closely monitor health and safety guidelines in New York City. At this time, the Program Coordinator role is primarily remote with some in-person expectations. Expectations for remote vs. in-person work may be adjusted as health and safety guidelines change.

 

We are partnered with nine NYC public elementary schools. Our program currently takes place virtually, however most participants log in from school or afterschool sites, and we expect staff members to conduct periodic school site visits during the school year. For the Program Coordinator, necessary in-person visits will include some meetings with school or afterschool staff and support during certain program sessions. Periodic additional in person work may include other meetings with stakeholders as deemed necessary for program success and / or support for organization-wide events. 

 

Read Ahead has an office located at 50 Broad Street. We are preparing to reopen our office space in January as an optional resource for staff members, but do not have an in-office work requirement at this time and are currently conducting our team meetings remotely. Staff will be notified in advance of any changes to these policies.

 

Vaccination Policy

 

As of September 27, 2021, all New York City Department of Education employees, contractors, and visitors are required to show proof of COVID-19 vaccination before entering any school buildings. Additionally, the city recently announced new vaccination requirements for workplaces. Read Ahead is finalizing our own vaccination and COVID safety policy—which will be aligned with current school guidelines, and compliant with city requirements—and expect to implement it in January.  

 

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. 

 

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 & Impact

 

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

 

Summary of Compensation and Benefits

 

Pay Rate: $25/hour 

Paid Time Off (PTO) & Benefits

  • All federal holidays 
  • Juneteenth
  • Wednesday – Friday of Thanksgiving Week
  • Christmas Eve – New Year’s Day 
  • Sick days 
  • Accrued vacation days 
  • 403(b) with up to a 3% match by Read Ahead for all employees who are employed on the last day of the calendar year (e.g. 12/31/2022)
  • Professional development/wellness stipend 
  • TransitChek
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Head Teacher – Early Childhood

Posted by | January 5, 2022 |

GENERAL DESCRIPTION:

The Head Teacher is responsible for the academic, instructional, remedial, behavioral, and adaptive needs of all their children in an assigned age level classroom, as part of LSSNY’s early childhood program. The teacher must have strong management skills and techniques that can foster the pre-school classroom instructional process and will supervise the Assistant Teachers and Volunteers working in the classroom. The teacher must have a functional understanding and ability to meet all reporting mandates as determined by various governmental agencies. The teacher must work cooperatively with fellow staff, parents, guardians, outside agencies, and the funders to better serve our children.

MAJOR DUTIES AND RESPONSIBILITIES:

  • Oversee and provide classroom activities and instruction tailored to meet the children’s overall developmental goals.
  • Develop curricula and enrichment activities that will encourage student interest and participation
  • Provide enrichment activities for the parents and guardians of our children at specially designated events that may be outside the regular center hours or on non-center days
  • Make suggestions to the Director of Preschool to further enrich the center’s offerings
  • Assist in other duties as assigned by the Center Director, including assisting with food service, if needed

QUALIFICATIONS

EDUCATION:

+ Minimum of a Bachelor’s degree in Early Childhood Education.

EXPERIENCE:

+ Minimum of 2 years experience in a child care setting

SKILLS & ABILITIES:

+ Demonstrated ability to provide instruction for the Early Childhood age level population

+ Demonstrated ability to provide effective management skills and techniques for an Early Childhood age level population

+ Demonstrated ability to effectively communicate with the site director administration, fellow teachers, service staff, parents, and guardians

+ Demonstrated ability to write appropriate and targeted student progress reports

+ Demonstrated ability to adapt your area of expertise to meet student learning needs

+ Demonstrated ability to work with parents and other community members to meet student learning needs

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Education Policy Analyst

Posted by | January 4, 2022 |

Education Policy Analyst

The NYC Independent Budget Office (IBO), a nonpartisan city agency, is seeking an experienced and self-motivated policy analyst to join our public education team. The City Charter and state education law direct IBO to provide analyses and issue public reports on city educational policy and to enhance official and public understanding of such matters. This position offers a unique opportunity to study and impact public policy.

A successful candidate for this position will evidence a commitment to critical and rigorous analysis of public policy questions, a deep understanding of public policy analysis, and an interest in urban public education policy. They will also possess knowledge and experience applying complex research designs to large data bases of individual and school level data. The successful candidate will also be able to generate new and interesting lines of inquiry for our research agenda.

Qualifications

Candidates should be analytic, able to demonstrate skills in quantitative research and policy analysis, and have the ability to write clearly about complicated research and data for a wide audience interested in the issues and challenges confronting our city’s schools.

Candidates should have experience using SAS to conduct quantitative analyses as well as solid grounding in statistics and research methodology, including experience with survey data. Prior teaching experience is a definite plus. Commitment to impartial and independent research is essential. Ability to take initiative, juggle multiple projects at once, and meet deadlines is critical.

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

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

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

Other Information:

All new hires must be vaccinated against the COVID-19 virus by the date of hire, unless a reasonable accommodation for exemption is received and approved by IBO.

Alternative work schedules may be possible.

IBO is an equal opportunity employer.

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Visual Arts Teacher, 6-12

Posted by | December 27, 2021 |

What do we want you to help us create and build?

We have a Visual Arts program known for preparing students to successfully enter outstanding colleges and universities that lead them to their desired career. Our young adults are self-aware, self-directed, collaborative and become compassionate contributors to society. We forge a safe place to explore new techniques and concepts and develop new ideas. Our students will be able to utilize their visual communications arts skills towards their career or personal purposes and enjoyment. We want to continue developing our program where students create original works of art using the studio skills taught throughout their coursework. Our students apply critical thinking and analysis skills studying a variety of art movements, artists, and works of art. They communicate their ideas about works of art in verbal and written form. Students are encouraged to consider art in a personal context and open to learning about art created by multiple cultures.

 

Course Curriculum (Learning Outcomes Based on NYC DOE Blueprint for Teaching & Learning in the Visual Arts)

Introduction to Drawing & 3D Forms          9th Grade – Fall

Figure /Portrait Drawing & 3D Forms         9th Grade– Spring

Landscape Explorations                            10th Grade – Fall

Printmaking & Digital Design                    10th Grade – Fall

Visual Communication Design                   10th Grade – Spring

Human Figures (drawn, painted, sculpted)    10th Grade – Spring

3D Visual Design and Sculpture                 11th Grade – Spring

Portfolio Development & 3D Design           12th Grade – Fall

Visual Arts Capstone                               12th Grade– Spring

 

What does student excellence look like?

Excellence is achieved over time through the perpetual development of visual skills and techniques which allow artists to fully express their artistic vision. Excellence is not only an end product- it’s the process. A journey. It takes commitment, persistence, open-mindedness, reflective, fearlessness and pure and simple hard work. Excellence in a visual communication arts program is to expose students to the highest standards globally through museums, web, and print. Students strive for contests, exhibitions and internships and takes additional courses after-school, Saturday or summer programs at reputable sites/institutions. Students take the NYC Commencement Arts Exam in their Senior year.

 

Visual Arts Program Use of Our Rooftop Garden

  • Students use the garden plants from our rooftop garden space to create their designs from life.
  • Students can draw the buildings around our school in perspective using the rooftop garden.
  • Exhibition of work from the semester -Work is viewed as a gallery walk in our new outdoor garden space.
  • Students take their sketchbooks outside on sunny days in our rooftop garden space to record how sunshine casts shadows and hits a subject.
  • Students use the new rooftop garden as inspiration and plein air.
  • Plein air drawings completed from the rooftop space emphasize the urban landscape surrounding our school.
  • Trees and gardens are great subjects for artists with students creating nature inspired drawings.
  • A good opportunity to view the urban landscape from our rooftop space in different atmospheric conditions to observe atmospheric perspective.
  • Floral drawings are created observing flowers and plants grown in the rooftop garden space.
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Director, Program & Impact

Posted by | December 22, 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 in 2020. 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. Our program remains fully virtual for the  2021-22 school year, but we anticipate transitioning to a hybrid model in the future.

With the development of our new virtual program, and anti-racism and anti-oppression commitments (https://readahead.org/anti-oppression-commitments-oct2020/), Read Ahead has an opportunity to deepen our impact for students. We are committed to ongoing improvement as an organization, and are eager to take bold new steps to create better outcomes for the students, families, and schools we serve.

Read Ahead expects each staff member to be an active and engaged collaborator in Read Ahead’s organization-wide efforts to advance DEIB goals including, but not limited to, participating in team meetings and ensuring that all project plans and outcomes are aligned with DEIB goals.

Read Ahead’s Anti-Racism and Anti-Oppression Commitments are outlined here.

Read Ahead provides equal employment opportunities (EEO) to all employees and applicants without regard to race, color, ethnicity, religion, sex, sexual orientation, gender identity, national origin, age, disability, 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.

Expectations for Remote and In-Person Work

Read Ahead continues to closely monitor health and safety guidelines in New York City. At this time, the Director role is primarily remote with some in-person expectations. Expectations for remote vs. in-person work may be adjusted as health and safety guidelines change.

We are partnered with nine NYC public elementary schools. Our program currently takes place virtually, however most participants log in from school or afterschool sites, and we expect staff members to conduct periodic school site visits during the school year. For the Director, necessary in-person visits will include some meetings with school or afterschool staff, support during certain program sessions, and quality review visits to ensure program fidelity. The frequency of visits may vary according to specific school or site needs, and we can share more information about what this currently looks like during the interview process. Periodic additional in person work may include other meetings with stakeholders as deemed necessary for program success and / or support for organization-wide events.

Read Ahead has an office located at 50 Broad Street. We are preparing to reopen our office space in January as an optional resource for staff members, but do not have an in-office work requirement at this time and are currently conducting our team meetings remotely. Staff will be notified in advance of any changes to these policies.

Vaccination Policy

As of September 27, 2021, all New York City Department of Education employees, contractors, and visitors are required to show proof of COVID-19 vaccination before entering any school buildings. Additionally, the city recently announced new vaccination requirements for workplaces. Read Ahead is finalizing our own vaccination and COVID safety policy—which will be aligned with current school guidelines, and compliant with city requirements—and expect to implement it in January.

Position Overview

The Director, Program & Impact directly reports to the Senior Director, Program & Impact. The Director will supervise six direct reports including one full time Senior Program Coordinator and five part-time Program Coordinators (PCs). Key responsibilities include ensuring program fidelity, supervising direct reports, managing school relationships and leading program evaluation.

The Director will work closely with the Senior Director, Program & Impact to ensure that an equity-centered sensibility and approach is interwoven into Read Ahead’s program, partnerships and team dynamics. The Director executes all responsibilities with an anti-racist lens that centers student voices, culturally responsive family engagement strategies, and program quality and evaluation processes.

Responsibilities

Program Management 

  • Ensures that Read Ahead continues to deliver a high-quality mentoring program that is executed with a high degree of impact and fidelity across six of our school partners
  • Works in partnership with Senior Director, Program & Impact to regularly evaluate culturally responsive approaches to program sessions within school portfolio
  • Monitors successful implementation of Read Ahead platforms in program sessions including the implementation of Epic, BookNook, and social emotional learning activities
  • Reports family engagement progress and milestones directly to Senior Director, Program & Impact ensuring that PCs regularly check in with family members each month via email, text or calls

Supervision

  • Leads weekly meetings with each Program Coordinator in school portfolio to share progress on program implementation and supports team with interventions as needed
  • Holds direct reports accountable for tracking attendance on a weekly basis
  • Ensures that PCs regularly provide program highlights on a quarterly basis during the school year for external communication purposes
  • Leads annual performance reviews of direct reports
  • Conducts quarterly mentor communication audits with each Program Coordinator
  • Serves as an expert of Read Ahead’s policies and procedures to ensure that all Program Coordinators consistently communicate organization-wide expectations
  • Ensures that PCs regularly provide program highlights on a quarterly basis during the school year for external communication purposes
  • Supports the design of monthly cross-team management meetings in collaboration with staff members across the organization

School Relationships

  • Leads monthly meetings with school partners and after school programs (i.e. Principal, Community School Director, Assistant Principal, After School Coordinator etc.)
  • Acts as Read Ahead’s primary representative with portfolio of schools including all communications to school partners
  • Hold schools accountable to the partnership agreement, or Memorandum of Understanding (MOU) signed before the start of the school year (i.e. requesting student demographics, monthly meetings, and any other expectations per school)
  • Ensures that the Read Ahead program at each school site has everything needed to be set up for success, including confirming program schedules and logistics with school team
  • Plans teacher appreciation initiatives with portfolio schools and leverages PCs as needed during the school year

Program Quality and Evaluation

  • Schedules periodic site visits at partner schools to conduct observations and provides feedback to Program Coordinators
  • Monitors and analyzes attendance at each school and supports PCs with brainstorming interventions accordingly
  • Manages and execute program evaluation efforts including, but not limited to, stakeholder surveys, attendance reports and share information with senior leadership team for external reporting purposes
  • Performs annual and ongoing system maintenance and updates (ex: pulling reports at the end of the year, updating profile information, conducting database audits, etc.
  • Drives success in the mentor and mentee onboarding process (including mentor-mentee matching) by creating detailed project plans, delegating tasks, tracking and monitoring progress, leading mentor screening process, communicating regular dashboard updates internally, troubleshooting issues, and acting as a strategic advisor to leadership and other team members

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.
  • Highly self-aware and reflective with the ability to give and receive feedback.
  • Proactive problem-solver
  • Enjoys working collaboratively with others but can lead projects independently
  • Seasoned manager and understands how to lead, coach and support staff to grow professionally
  • Excellent organizational skills and attention to detail
  • Strong analytical skills and can draw helpful data-driven conclusions
  • 5+ years of experience working with youth-based organizations
  • Excellent facilitation skills and experience leading group meetings
  • Very strong interpersonal skills and the ability to build relationships with external stakeholders including school leaders, after school liaisons, and volunteers
  • Practices a growth mindset, along with a deep commitment to genuine learning and self-improvement for themself and others.
  • Familiarity, comfort, and ability to thrive within a small, dynamic team.

Salary / Benefits

$75,000 – $80,000 annual salary. 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

Application Deadline: Friday, January 21, 2022

Start Date: ASAP

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Senior People Experience Director, Equity and Learning

Posted by | December 21, 2021 |

Position Overview

The Senior People Experience Director, Equity & Learning role offers a unique opportunity to be a change agent who drives the diversity, belonging, inclusion, and equity (DBIE) work at City Year New York (CYNY) and reports directly to the Managing Director, People & Operations. They will partner with each department to co-develop learning, policies, and engagement practices that enhance the quality of services delivered to external stakeholders and students. This role requires strategic collaboration across the organization and externally in order to execute CYNY’s comprehensive strategy towards anti-racism. This strategy includes aligning CYNY’s service model with culturally responsive and restorative practices; ensuring that diverse members of our community experience a sense of belonging and ownership of the organization; and leveraging Community Schools to promote greater equity in the NYC school system.

In close partnership with CYNY’s Senior Leadership Team, People team, and the Learning & Instruction team, the Senior People Experience Director will: continually monitor and assess CYNY’s progress towards DBIE goals; identify existing barriers to engagement in DBIE work; and align all CYNY specific efforts with City Year’s national DBIE initiatives. Recognizing that this work will be multi-year and may evolve over time, a successful candidate will work to set manageable annual priorities that steer the site towards becoming an anti-racist organization.

Job Description

 

Responsibilities

Coaching, Facilitation & Capacity Building (40%)

You will cultivate restorative spaces for CYNY staff and AmeriCorps members and build their capacity to address equity challenges through coaching and facilitation of DBIE learning spaces. 

  • Facilitate trainings, affinity groups, and stakeholder meetings (virtual and in-person) utilizing a DBIE lens, incorporating DBIE values into agenda design, materials, tools, and resources
  • Lead all aspects of the CYNY DBIE Committee including member recruitment, selection, goal setting, and execution
  • Support department heads and staff cohorts in creating and upholding their individual commitments to serve as change agents who enact role-specific actions in pursuit of anti-racism
  • Work closely with cohorts of staff who manage AmeriCorps members to operationalize and implement DBIE learning into day-to-day work

 

Content Curation & Thought Partnership (15%)

You will identify, develop, and curate responsive content that contributes to an overall organizational learning culture that prioritizes relationships among team members, enables collaboration, and creates a sense of belonging. 

  • Stay informed of the latest research, news, and best practices around race equity in the sector and integrate any new findings into the perspectives that the team shares with stakeholders, partners, and clients
  • Secure external facilitators to foster dialogue (cultural competence, social justice, identity work, etc.) among staff and corps to amplify learning and support
  • Provide resources for directors, managers and team members related to DBIE issues, helping find solutions that benefit the staff and organization
  • Lead ongoing curation and organization of core content that is aligned with each element of CYNY’s anti-racism strategy
  • Recommend annual DBIE goals that will further CYNYs’ progress on our journey to become an anti-racist organization

 

Data & Project Management (25%)

 

You will rigorously track and analyze data, design program/project evaluation metrics, and make strategic shifts in response to stakeholder needs.

  • Create, leverage and drive data and metrics (such as Culture Amp Staff & AmeriCorps Member Engagement Survey results) to inform CYNY’s approach to DBIE, hold leaders accountable and communicate priorities
  • Work closely and align with Learning and Instruction team to evaluate trainings and corps programming through a DBIE lens

 

Network Engagement & Partnership Development (10%)

 

You will identify and nurture opportunities to connect with diverse organizations, thought partners, and stakeholders to achieve collective impact.

  • Attend national meetings and conferences to represent CYNY and maintain connected with other leaders in the field (e.g., professional association and educational groups, and professional development efforts)
  • Form and cultivate relationships with key strategic partners, external allies, and community leaders
  • Participate in cross-organizational networks to align CYNY’s equity work with peer community-based organizations and to support sector-wide accountability to equity and anti-racism commitments
  • Support and collaborate with the CYNY Senior Leadership Team and City Year’s national Office of Equity in the development of protocols for reporting of bias-related incidents
  • Seek opportunities to collaborate with headquarters staff to align site-based goals and Office of Equity efforts

 

Organizational Initiatives and Site-Support (10%)

 

Serve as a site-level leader by supporting cross-departmental collaboration and contributing to the achievement of Site Operating Goals

  • Model leading at City Year New York with equity mindsets and adhering to all community expectations set for the staff and corps
  • Partner with City Year New York’s departments and staff to ensure that site-wide goals are met, including, but not limited to, the AmeriCorps member applicant interview process, confirmed member engagement, stakeholder engagement, event and service day participation, and cross-departmental committees
  • Attend overnight conferences as well as participate in additional engagement and training activities throughout the year

 

This role is a fit if you…

  • Have designed programs in a highly collaborative environment to support the needs of individuals and teams on an equity learning journey
  • Have a successful record of influence, community building, networking, and deploying effective programs for diversity, equity, and inclusion
  • Are unwavering about the critical and impactful role that anti-racism plays in the learning and development of all students
  • Expertly design effective, interactive, accessible, and inclusive race and equity trainings with clear learning outcomes for adult learners or young adults
  • Are experienced in translating data and analytics to develop insights, tell stories, drive decisions, and measure overall impact
  • Can effectively employ data analysis and have the ability to see where diversity & inclusion issues and initiatives intersect with other company practices
  • Skillfully communicate and present ideas with clarity, credibility, humility, and tact; lead with “the why”; incorporate vision into messaging; and tailor messaging to audience
  • Can navigate gray areas and thrive in ambiguity and change and are energized by capacity building projects driven by the collective effort of peers
  • Are comfortable in a variety of circumstances and do not shy away from difficult topics or honest conversations
  • Are accomplished at handling complex people relations issues with discretion and guiding successful conflict resolution across all levels of an organization
  • Consistently anticipate and plan for questions, listen carefully, provide constructive feedback, and remain open and responsive to feedback from others
  • Usually take initiative and operate in a proactive and solution-oriented manner, identify the information needed to solve a problem, link decisions to potential consequences and know when to escalate or seek guidance
  • Are connected to the values of servant leadership, belief in the power of young people, social justice, empathy, teamwork, and excellence

Benefits

Full time employees will be eligible for all benefits including vacation and sick days and organization holidays. You may participate in all benefit programs that City Year establishes and makes available to eligible employees, under (and subject to all provisions of) the plan documents that govern those programs. Currently, City Year offers medical, dental and vision, life, accidental death and dismemberment and disability coverage, Flexible Spending Accounts (FSA), other benefits including 401(k) plan(s) pursuant to the terms and conditions of company policy and the 401(k) plan document. For more information, click here.

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Principal

Posted by | December 21, 2021 |

The Harbor Science and Arts Charter School, founded in 2000, is the second oldest charter school in New York.  HSACS is located in the Upper East Side of Harlem in New York City and serves students in kindergarten through 8th grade.  The school is committed to providing children who may be underserved in local public schools with a challenging, rigorous, standards-based curriculum. By drawing upon the most successful practices in education, students at Harbor Science and Arts Charter School are prepared for success in higher level institutions and to make a positive contribution to society.
One of Harbor’s cornerstone characteristics is its long-standing solid commitment to community for students, staff, and families.  Harbor is now seeking a K-8 principal to lead our school of 250 students to the next level of academic success and community standing.
 
QUALIFICATIONS
 
Education:
  • Bachelor’s degree required, master’s degree or higher preferred
Experience:
  • Hands-on teaching experience (3-5 years at minimum) required
  • Supervisor and / or leadership experience (3 years minimum) required
  • K-8 experience required
  • Special education experience required
  • Experience working in underserved community preferred
 
Skills:
  • Demonstrated ability to elevate performance
  • Demonstrated ability to motivate administrative and teaching staff
  • Demonstrated people skills in dealing with students, staff and parents
  • Passion for and ability to create a sense of community
  • Passion for and ability to lead and inspire teachers in a K-8 setting
  • Proven interpersonal skills and ability to lead reform
  • Proven ability to manage projects and provide financial oversight
  • Proven ability to be collaborative, build teams and solve problems
  • Commitment to instituting positive change while maintaining the community feeling of the school
Harbor Science and Arts Charter School offers competitive salaries, commensurate with expertise. Incentive and bonus considerations may be negotiated.
Comments Off on Director of Equity and Impact

Director of Equity and Impact

Posted by | December 21, 2021 |

The Director of Equity & Impact is a new position that will expand Advocates for Children of New York’s four-person Executive Team and bring additional leadership and management capacity to the organization.  Reporting directly to the Executive Director and working closely with her and the rest of the Executive Team, this individual will drive the organization’s systemic efforts to increase equity and impact across the organization, including fostering talent, spearheading anti-racism and diversity initiatives, and leading project evaluation across the agency. They will collaborate with staff across projects to identify priority change initiatives and manage the implementation of those initiatives, involving staff throughout the organization all along the way.

 

This position will play a critical role as an organizational leader as well as a strategic thought partner to the Executive Director and the rest of the Executive Team. The individual must be both a strategist and an implementer.  The ideal candidate is a high performer who is excited by the opportunity to shape a new position and also has a passion for AFC’s mission; excellent project management, interpersonal, and collaboration skills; strong strategic and analytical thinking; demonstrated commitment to promoting anti-racist practices and diversity, equity, and inclusion in the workplace; and an interest in nonprofit management. 8 years of work experience required.

 

Advocates for Children of New York, Inc. (AFC) is a non-profit organization working to ensure a high-quality education for New York students who face barriers to academic success. As New York’s leading education advocacy organization, AFC supports children and youth who face discrimination or other obstacles to education 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. We currently have 53 staff members and all work together out of one location.

 

Responsibilities include:

 

  • Serves on the organization’s five-person Executive Team and helps to catalyze the overall success of the organization.
  • Partners with leadership and staff across AFC’s projects and departments to manage organizational change initiatives that examine outcomes and advance equity through internal policies and practices as well as program work.
  • Participates in meetings of the Board of Directors, including development of strategic plans and discussion of implementation and outcomes.
  • Leads talent development for the organization, including leadership development. Chairs internal Leadership Development Committee.
  • Leads internal anti-racism and diversity, equity, and inclusion initiatives and supports staff-led diversity committee and affinity groups; manages consultants and trainers supporting this work.
  • Oversees project evaluation across the organization, including systems and protocols for data entry and reporting, and develops data-informed, continuous improvement processes with an equity lens; provides supervision to database manager and Salesforce consultants.
  • Establishes annual goals for initiatives to increase equity and impact and reports on progress twice a year. Reports to Board of Directors annually.
  • Represents the organization on designated committees and/or at designated community events, as needed.
  • Leads or participates in committees and collaborative efforts to benefit the office, as appropriate.

Qualifications:

  • Bachelor’s degree required.
  • At least 8 years of relevant work experience; at least 2 years of managerial experience, preferably in nonprofit organizations.
  • Experience with furthering anti-racist practices and diversity, equity, and inclusion in the workplace;
  • Strong interpersonal and “people management” skills and a talent for teamwork and team building.
  • Ability to work across teams to incorporate diverse perspectives and manage projects that lead to successful outcomes.
  • Ability to engage in difficult conversations with individuals and groups around race, diversity, equity, and inclusion.
  • Strong strategic thinking.
  • Strong project management skills and a track record of successful project design and management.
  • Strong analytical and problem-solving skills. Must have the skills to identify and implement solutions that have impact.
  • Experience with program evaluation.
  • Comfort and experience with data and technology and with overseeing projects that involve databases or other technology.
  • Exceptional judgment, professionalism, and discretion in handling confidential and sensitive information and situations.
  • Excellent written and verbal communication skills
  • Attention to detail, flexibility, dependability.
  • Experience with organizations like AFC (e.g., nonprofits of similar size that provide services to low-income communities, legal organizations, education advocacy organizations) a plus.

Compensation:

The salary range for this new position is $95,779 – $115,000, depending on experience, and includes generous benefits,including health, dental, PTO, professional development, etc.

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

For more information on AFC, visit our website at www.advocatesforchildren.org.

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Data and Programming Coordinator

Posted by | December 20, 2021 |

The Data Programming Coordinator/Specialist, is responsible for turning data into actionable insights that will help to improve the school’s performance. This role is instrumental in helping the school community achieve its powerful mission to transform opportunities by being a lateral source for assessment and data expertise to drive lateral organizational change. The ideal candidate will effectively delegate and step in and step back on projects in order to develop capacity for internal stakeholders to develop data fluency to drive outcomes in their functional area.

Essential Job Functions:

Testing Administration – Ensure school successfully administers all assessments required from state and local agencies, as well as network methods of testing to track student growth and progress.

  • With the assistance of the New Visions CMO, ensure that the school completes all required Federal, State and Local compliance activities on time and completely.
  • Create detailed plans for administering all assessments throughout the year. This includes but is not limited to: 
    • January, June, and August New York State Regents exams.
    • SAT, ACT, AP, and other college preparatory exams.
    • Performance Series, ACT Aspire…
    • NYSESLAT 
    • Regents Field Testing
    • Mock Regents and Final Exams
    • CDOS
  • Handling all materials related to assessment. 
  • Develop proctoring schedules and plans that allow fair time and preparation for teachers in order to support student ability to succeed and teacher capacity. 
  • Work with ADSPED/IEP coordinator/SpEd Manager to ensure compliance with student with disabilities accommodations plans, as well as Section 504 plans. This includes applying for accommodation requests for national exams.
  • Attend training and professional developments around proper administration of various tests offered by school. 
  • Run professional development training for teachers, operations staff, and administrators around proctoring rules, returning of materials, and maintaining testing integrity. 
  • Work collaboratively across stakeholders (Administration, Counselors, Teachers, NV staff) to determine which students should take each exam. 

Programming – Ensure school schedules and programs are reflective of vision and in compliance with state, city, and network mandates for minute counts. 

  • Establish an annual process to create a school schedule, reflect on schedule/program efficacy across multiple stakeholders, and use this data to inform collaborative decision making for the next school year. 
  • Create a comprehensive school schedule that gives all students routes to have success and promotes teacher stability and retention. School schedules will need to meet all local, state, and federal requirements (i.e. minutes) for credit. 
  • Oversee and manage our Online Credit Recovery Program 
  • Adjust schedule accordingly when situations arise or circumstances at student, teacher, school, or network level change. 
  • Facilitate a collective decision making model to ensure all students are programmed in classes to earn credits leading to graduation. These decisions should be made with input across stakeholders.
  • Work on Strategic Data Check in teams to identify credit gaps, Regents needs, and various other circumstances and adjust student schedules accordingly. 
  • Work with the school’s IEP coordinator/SpEd manager/ADSPED to ensure all students with disabilities are properly programmed and have the best possible route to a successful education. 
  • Work with the school’s ELL coordinator/team to ensure all ELL students are properly programmed and have the best possible route to a successful education. 
  • Work with related service providers to create schedules that have the least possible interference with student learning. 
  • Work with family engagement team in entering correct family contact information into PowerSchool 
  • Work with counselors to ensure test scores, updated transcripts, and schedules are done correctly in PowerSchool. 
  • Utilize ATS and other data systems to ensure proper information is stored in PowerSchool. 
  • Work with network staff to identify and develop reports that support student growth. 
  • Support teachers in creating GradeBook categories, assignments, and taking attendance in PowerTeacher. 
  • Attend professional development opportunities around development of schedules and different methods of supporting students through programming. 
  • Conduct professional development around use of PowerSchool, PowerTeacher, and other data systems related to programming of students. 

Data Analysis & Support – Provide all parties involved with developing student success with relevant data, trends, and support necessary to ensure all students succeed. 

  • Collect and store all data from different testing administrators, such as state Regents exams, College Board exams, Performance series data, and sharing with network level support staff. 
  • Analyze and disseminate results from exams and support school leaders in identifying trends. 
  • Develop methods of presentation of successes and failures of instruction and initiatives, crafting multiple ways to showcase the information to multiple audiences, such as teachers, students, families, and others.
  • Participate in Strategic Data Check Ins, providing credit accumulation data, Regents and other test scores, and other demographic information to inform instruction and development of curriculum and school vision, as well as identify gaps.

Secondary Job Functions:

  • Support with school events, including fire drills, scanning, sports, events and emergencies
  • Additional responsibilities as needed consistent with the general nature of the position

 

Required Knowledge and Skills:

  • Strong organizational and time management skills
  • Excellent interpersonal and communication skills
  • Excellent computer skills including proficiency with Google docs and Microsoft Office Suite, particularly Word, and Excel
Comments Off on NYS Board of Regents Vacancy

NYS Board of Regents Vacancy

Posted by | December 17, 2021 |

NYS BOARD OF REGENTS VACANCY

Board of Regents of the University of the State of New York, effective April 1, 2022, for one representative from New York County; one representative from Broome, Chemung, Chenango, Cortland, Delaware, Madison, Otsego, Schuyler, Tioga, or Tompkins County; and one representative from Cayuga, Livingston, Monroe, Ontario, Seneca, Steuben, Wayne, or Yates County. Five-year term.  Positions are non-paid. A public interview process is required.  The applicant must be a resident of New York State and one of the above-listed counties.

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New York Educator

Posted by | December 17, 2021 |

The Institute for Curriculum Services (ICS) is a national nonprofit initiative based in San Francisco, CA, and founded in 2005. ICS is dedicated to improving the quality of U.S. K-12 education on Jews, Judaism, Jewish history and Israel. We do this by developing standards-aligned curricula and training teachers around the country.

Overview:

We seek an experienced educator who is excited about bringing ICS’s curricula and professional development opportunities to K-12 educators across the state of New York. In this role, you will build and cultivate partnerships, plan and execute in-person and online trainings, and increase ICS’s presence across the state as you deliver professional development presentations, workshops, and seminars about Jews, Judaism, Jewish history and Israel to K-12 educators throughout the year. You will also organize and facilitate an intensive Summer Institute to increase educators’ content knowledge, competency, and comfort in teaching about the Arab-Israeli conflict and peace process in a scholarly and standards-aligned manner. Serving as a point of contact for educators, school districts, and non-Jewish private schools, you will promote ICS professional development opportunities and curricular resources, and identify and create new opportunities to provide support and service to educators.

The ICS Deputy Director serves as the point of contact for this contract. The New York Educator will work in close collaboration with ICS’s Program Coordinator, the JCRC-NY’s Director of Education, and ICS regional educators.

We are:

  •  Passionate about our mission and work
  • A small collaborative team that is intellectually curious, warm, and upbeat
  • Creative, willing to experiment with new ideas, and proactive problem solvers
  • We celebrate and appreciate the contributions of all of our team members, and seek talented and personable individuals to be a part of our team.

Anticipated Start Date: ASAP

Key Responsibilities

  • Identify and build relationships with relevant stakeholders (school districts, conference organizations, independent private schools, and community partners) to deliver ICS’s professional development offerings and curricular resources.
  • Leverage network/relationships to set up professional development opportunities for schools/districts across New York.
  • Maintain calendar of key educator conferences, submit proposals for presentations in consultation with Deputy Director, prepare and deliver ICS presentations.
  • Recruit for and lead annual Summer Institutes.
  • Maintain a deep knowledge of ICS content and professional development program offerings.
  • Participate in conversations with ICS and New York teams.
  • This position involves travel around the state of New York and flexibility to work evenings/weekends for training events

Qualifications and Requirements

You are:

  • Passionate about accuracy in history education and about supporting teachers’ professional learning
  • Confident and enthusiastic about building relationships and promoting professional development opportunities
  • An engaging and adaptable public speaker
  • Tenacious and a proactive problem solver
  • Highly organized and can juggle multiple projects while meeting deadlines
  • Quick to think on your feet and respond to challenging questions in a productive and respectful manner
  • Able to work both independently and collaboratively

You have:

  • A bachelor’s degree or beyond in education or a related field
  • At least five years of relevant experience working with/training K-12 educators in-person and online
  • A solid understanding of current pedagogical theories and practices, as well as technological tools and resources to enhance learning
  • An awareness of the challenges and realities facing social studies teachers
  • Some knowledge of and experience teaching topics related to Jews, Judaism, Jewish history and Israel
  • Strong interpersonal skills in the context of developing and maintaining relationships with stakeholders, including educational administrators and teachers
  • Strong oral and written communication skills
  • A high level of competency using technology
  • Classroom experience teaching social studies to middle school or high school students (strongly preferred)

We are:

  • Passionate about the mission and the work that we do
  • A small collaborative team that is intellectually curious, warm, and upbeat
  • Creative, willing to experiment with new ideas, and proactive problem solvers
  • We celebrate and appreciate the contributions of all of our team members, encourage professional development, and seek talented and personable individuals to be part of our team.
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Middle School Dean – Family Leave Replacement Position

Posted by | December 13, 2021 |

About the Position: 

We are currently looking for a Dean of Students to fill an upcoming Family Leave vacancy that runs from February 2022 – April 2022. The Dean of Students will work to maintain and enhance the school culture using Restorative Practices. The Dean of Students is also responsible for monitoring the attendance of all students in grades 6-8. This position will report to the Middle School Co-Directors.

 

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

 

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:

 

School Culture

  • Effectively respond to student behaviors in a timely manner
  • Seek opportunities to proactively engage high risk students in positive ways.
  • Collaborate with the Restorative Practices Team
  • Promote a positive school culture by consistently maintaining clear, supportive communication with all stakeholders
  • When appropriate, provide direct preventive behavioral and relationship-centered support to students 
  • Maintain consistent communication with school Social Workers to support students, prioritizing high volume/high impact behaviors.
  • Assist in supervising morning arrival and afternoon dismissal of students
  • Assist in supervising the cafeteria/recess yard during breakfast and lunch
  • Monitor hallways during transitions
  • Collaborate with school staff to design, lead and implement school-wide activities to celebrate students, build school spirit and enhance school culture
  • Identify schoolwide areas of concern in connection to student behavior and make recommendations for improvement

Student Data Management System

  • Manage the PowerSchool system to document behavioral incidents, staff response(s), family communication and track student data (behavioral & attendance)
  • Review individual student, and group, behavior data to identify behavioral trends and proactively work to positively impact negative trends
  • Maintain accurate records for Dean-to-Family communication
  • Communicate PowerSchool intervention assignments resulting from behavioral incident with families in a timely manner

Attendance

  • Communicate daily attendance incidents to all affected families
  • Maintain accurate records for Dean-to-Family communication
  • Collaborate with Attendance Team to develop and implement corrective action plans for students in need of improvement

 

Qualifications:

  • Belief in CRCS mission and philosophy
  • Strong belief in and ability to collaborate
  • Ability to problem solve 
  • Ability maintain a nurturing and encouraging school environment
  • Exhibits organizational skills, outstanding communication skills, and willingness to collaborate
  • Bachelor’s Degree or higher preferred
Comments Off on BEST PARTY DRESSES & ROMPERS COLLECTION BY JURLLYSHE

BEST PARTY DRESSES & ROMPERS COLLECTION BY JURLLYSHE

Posted by | December 10, 2021 |

All in all, you’ve heard “romper” coasting around the design world, however, would you say you are entirely certain about what it is? Does any sort of one-piece qualify as a romper? What might be said about the pieces with long legs or long sleeves? Is it true that they are rompers, as well? Possibly these seem like senseless inquiries, yet they’re reasonable things to ponder about as you construct your spring closet and shop online.

Regardless of whether you are a fashionista or just searching for a low-effort, in-Jurllyshe outfit, the romper may be an incredible expansion to your current closet. Here are a few answers to the most often posed inquiries about sexy rompers and jumpsuits that will assist you with figuring out what they are and in the event that they’re a solid match for your way of life.

Most importantly – What is a Romper? 

Subsequent to seeing an image of a romper, you might be comfortable with the overall thought of a romper, however, what is a romper, authoritatively? It is somewhat simple to characterize a romper – it is essentially a shirt that is joined to shorts or pants as a one-piece suit, normally worn by kids. In any case, the meaning of romper has grown drastically, as they are currently a notable style thing among women. Indeed, even men have gotten the pattern together with the popular #romphim development in 2016.

Are rompers garments things meant for kids? 

Albeit the first idea of a one-piece of clothing was normally applied to youngsters’ dress, the possibility of a romper has since advanced into something beyond a perky outfit. Rompers can be comfortable, elegant, jurllyshe, exemplary, or even antiquated, contingent upon the style you take a gander at, and every one of them is appropriate for women of different ages.

Must rompers have shorts? 

Albeit this answer may differ contingent upon where you reside and what design circles you run in, commonly the answer is yes. A one-piece that has legs that come past the knee is commonly alluded to as “jumpsuits,” and despite the fact that they are fundamentally the same as the customary idea of a romper, they will in general cover more skin.

Can Rompers Only Be Worn in the Summer? 

In spite of the fact that the romper is customarily a late spring garment, rompers can really be adjusted into a jurllyshe fall or winter style. Pair rompers with leggings or tights to keep your legs warm on cooler days and layer a coordinating with sweater or coat over the top. To give your style an additional edge, add a coordinating with scarf and beanie to the outfit!

Do overalls consider rompers? 

In fact, yes! Overalls are only a denim adaptation of the dearest romper, particularly on the off chance that they stop over the knee. Still somewhat confounded? Look at this article where we separate the contrast between jumpers, jumpsuits, and rompers.

PARTY DRESS

The crop peak as a garment does not want any kind of scorching donation, the manner that pleated crop covers have grown to be a favorite to put on party dresses says it serious about quick pleated garb. Now whilst we outline the crop covers, there is no described kind of shape for it.

They may be worn in summers and layoffs and in addition they do now no longer fall on the road as both formal or formal. Party dresses may be sleeveless, / 2 of sleeve, or complete sleeve, truly due to the fact the crop meridian get dressed is your kind of custom garb, which you layout yourself.

In summers, light colors are always in trend, but this time, there are neon colors. People prefer different styles of clothes in these intriguing and authentic colors. When you walk on the thoroughfares by carrying it along, also it’ll drive people’s attention to you. However, also you can prefer this trend, If you want to punctuate yourself or look like a celebrity. You can wear stinky shoes or any footwear along with it to look further voguish.

Baby Doll Outfit

Shirtdresses no way go out of fashion in summers. In 2020, these dresses are in huge trend, and everyone will praise you when you come out with instigative and trending clothing. However, also these dresses are relatively comfortable, and you can wear them all day on any occasion, If we talk about comfort. It can be made up of any fabric, but you can prefer it in linen to keep your body incredibly stimulating, light, and breezy.

Still, also you can wear bralettes in this summer, if you want to carry commodity sexy and bold. It’s a road and celebrity- style dress, which you can carry in any occasion. There are colorful types, and you can prefer that suits you. It’s possible to wear it under a cardigan, blazer, t-shirt, etc. You can prefer wearing them at weekends so that you get swish at every party.

Wrapping up

Now you could get a concept of the latest trendsetters from Jurllyshe. Their merchandise is becoming an increasing number of acceptances. They offer such a lot of warm sales, bargain coupons, and promo codes for his or her customers, simply to assist them to present a strive for the goods and thereby experience that self-belief. Providing self-belief with the aid of using supporting them to give themselves higher is their vision. So cross test their internet site and take hold of the high-quality for you earlier than the quilt of the deal

 

Comments Off on Science Teaching Position at The East Harlem School in 2022

Science Teaching Position at The East Harlem School in 2022

Posted by | December 8, 2021 |

Unique opportunity at a nationally acclaimed, small, independent middle school in East Harlem, New York!

The East Harlem School at Exodus House is seeking a dynamic middle school science teacher for the 2021-2022 school year.

Applicants must have a strong academic foundation, as well as a commitment to teaching students from East Harlem and the surrounding community. Science classes at The East Harlem School are hands-on and combine biology, chemistry, and earth science. Teachers implement a curriculum appropriate to highly motivated middle-school students and assume one season of coaching responsibility within the school. Applicants who are able to coach soccer or lacrosse should note it in their application.

Qualified applicants will have at least a Bachelor of Arts (B.A.) Degree, strong written and oral communication skills, a desire to collaborate with colleagues, as well as experience working with youth. Applicants must have a passion for science, and applicants with science backgrounds are preferred, though a science major is not required for the position. The position offers a competitive compensation and benefits package.

Candidates are not required to have a teaching certification. Recent college graduates are encouraged to apply.

 

About the East Harlem School

Our mission: The East Harlem School challenges students to develop a balanced physical, moral, and intellectual strength that they will use to adapt to change – and for the final purpose of creating and sharing lives of deep meaning, dynamic actions, and transcendent joy. We are a middle school (grades 4-8) that recruits children from families with low income and the highest values, and we give preference to those who keep to the traditional belief that creative flight can only be sustained by grounded discipline.

Our history: Exodus House has been an anchoring and iconic institution in Harlem since its founding in 1963 by Reverend Dr. Lynn and Mrs. Leola Hageman as a drug rehabilitation center. Due to a heightened concern for the welfare and well-being of the community’s many underserved, at-risk children, Exodus House was converted in 1984 to an after-school and summer program facility. Then, in the fall of 1993, inspired by the steadfast commitment of the Hagemans to the East Harlem community, the couple’s sons, Hans and Ivan, opened an independent year-round middle school on the original Exodus House site to better address the critical needs of these children and their families. Today, EHS is chartered by the New York State Department of Education and accredited by the Middle States Association of Colleges and Schools. The East Harlem School is a 501(c)(3) nonprofit organization.

Comments Off on Elementary Teacher – 2022- 2023 – Immediate Opening

Elementary Teacher – 2022- 2023 – Immediate Opening

Posted by | December 8, 2021 |

Who we are
Meeting Street Schools (MSS), a network of four South Carolina schools, was founded on the belief that all students can learn and deserve the opportunity to receive a high-quality education, regardless of their socio-economic background. It is our belief that a student’s zip code should not determine a student’s access to education. At MSS, we believe in a holistic approach to education and work to provide any and all resources that facilitate student success in the classroom and beyond.
Who we’re looking for
We are looking for passionate people who are clear in their thinking about what is possible for students and who have an unyielding work ethic, hunger to learn, and a sense of optimism.  We are searching for people with a strong mission fit and tight alignment to our belief that all students — regardless of life circumstances– can and will succeed. We seek people who have the motivation, drive, compassion, and commitment to ensure that all students reach their full potential. High-performing people who desire to join us in our mission to change the status quo of education in South Carolina and prove that higher learning is not only possible but expected for ALL students are encouraged to apply.
Before you apply
At Meeting Street Schools we want new team members to be set up for success, so we ask that you carefully consider the job description, responsibilities, and qualifications before applying. If you are interested in multiple opportunities, you do not need to apply more than once. Our talent team will review your qualifications/experience, and you will be considered for all open roles for which you qualify.
The Role of a Teacher at Meeting Street Schools:
We are looking for certified educators that believe that ALL students can learn and ALL students deserve an excellent education. This person will be someone with high expectations who believes in working hard and creating joy for students. MSS teachers combine the ability to motivate and educate, to develop academic as well as character skills, and to make a college preparatory education relevant both now and for the future. MSS teachers have a growth mindset and participate in rigorous professional development throughout the year, including:  Responsive Classroom training, Eureka MathWit and WisdomWilson Fundations, collaborative planning sessions, whole and small group school-wide focus professional development, team analysis of performance data and other personalized opportunities for teachers to grow. MSS teachers also have the opportunity to visit other high-performing elementary schools and universities to strengthen their practice as educators.

Responsibilities of Meeting Street Schools teachers will include, but are not limited to:

    • Support outstanding academic achievement and student character development
    • Create a positive, achievement-oriented and structured learning environment that excites and invests students as they reach their full potential
    • Build classroom community and relationships with families, participating in a powerful team that ensures all students make outstanding academic progress
    • Support students through direct and small group instruction
    • Plans and supervises purposeful support and development for Teaching Fellows and/or teacher assistants
    • Creates innovative and common core aligned lesson plans
    •  Adapts teaching for the benefit of each student and collaborates with other educators for support and ideas
    • Assesses student learning on a consistent basis and adjusts instruction to meet individual student needs
    • Commits to constant professional and personal growth through reflection, feedback, and collaboration
    • Models MSS’ Path to Success skills and supports the development of those skills in students and peers
    • Performs all other duties as assigned by supervisor

Skills and Characteristics

    • A commitment to the mission of Meeting Street Schools, deep love of content, and an unwavering belief that all students can and will succeed
    • Strong instructional and classroom management skills
    • High level of personal organization and planning
    • Team player: maturity, humility, strong work ethic, follow-through, high EQ, willingness to respond positively to feedback and a “whatever it takes” attitude
    • Desire to master content and enthusiasm for subject matter
    • Excellent communication skills, both written and verbal
    • Ability to inspire, motivate and engage children
    • Proven leadership skills
    • Ability to kneel, sit, stand for long periods of time

Educational Background and Work Experience

    • Bachelor’s degree required, Master’s preferred
    • Active SC teaching certification, strongly preferred
    • Minimum two years of successful experience teaching under-served students
Salary for this position is competitive and commensurate with experience, typically salaries are offered at 105% of the district salary schedule. Additionally, Meeting Street Schools offers a comprehensive benefits package. Meeting Street Schools is an equal opportunity employer and an organization that values diversity. People from all diverse backgrounds are strongly encouraged to apply.
At Meeting Street Schools we are committed to building a talented team that reflects the diverse backgrounds and experiences of our 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.
Comments Off on Math Coach

Math Coach

Posted by | December 6, 2021 |

The Urban Assembly

The Urban Assembly (UA) is a non-profit provider of school support solutions that boost school and student performance. Under the mission of advancing students’ social and economic mobility by improving public education, the UA provides schools and districts with innovative data-driven, student-centered approaches to academics, social-emotional learning, and postsecondary readiness. The (UA) founded a network of unique, small public secondary schools throughout NYC. UA schools are open to all students, and our goal is to prepare 100% of UA graduates for success in the 21st century economy.

 

The UA’s Commitment to Equity

The UA values the uniqueness that each student brings into our schools, and our work honors the various social and cultural contexts from which they come. We acknowledge the historical barriers created by education systems to perpetuate the social inequities that keep students of color from accessing postsecondary and career opportunities – and commit to dismantling these barriers.

 

Role Description

The Math Coach is a person deeply committed to UA’s mission and commitment to equity. The Math Coach will execute the expansion of our highly successful Algebra Success program by coaching and leading professional learning to a cohort of new schools joining the program. The ideal candidate is excellent at building relationships, highly organized, a talented coach, and is relentless in improving student outcomes through data-driven analysis. This role calls for an agile contributor, who can split their time coaching at school sites, leading professional development (virtually and in person), and collaborating with teammates at our central office in downtown Manhattan and remotely.

Responsibilities:

  • Lead a professional learning community that creates buy-in and community around the Algebra Success model 
  • Establish and maintain relationships across a portfolio of schools
  • Coach teachers in the Algebra Success model
  • Maintain excellent records on coaching and follow up with schools in a timely fashion
  • Collect and analyze data to determine the impact of coaching and professional learning
  • Work with schools to coordinate the administration of benchmark assessments for Algebra and support teachers to analyze the results to inform classroom practice
  • Manage projects and responsibilities with independence
  • Monitor the impact of work through network metrics and adjust programmatic inputs based on data and feedback
  • Collaborate with the UA team to ensure alignment with organizational goals

 

Qualifications:

  • 2+ years of coaching experience, and/or equivalent adult development work
  • Content and pedagogy expertise in middle and high school mathematics, with specific focus and background in Algebra
  • Strong fluency with using data to support decision making
  • Familiarity with a large urban school system preferred

 

Due to a non-compete clause, we are unable to hire staff directly out of DOE schools or central offices, but former DOE staff (out of the system for more than 1 year) are encouraged to apply. 

Please note that as contractors of the New York City Department of Education, all employees of the Urban Assembly are required to be vaccinated against COVID-19 or request a Religious or Medical Accommodation.

Salary is commensurate with experience and includes an excellent benefits package, including: employer-funded healthcare, a monthly metrocard, phone stipend, financial support for professional development, and generous vacation time.

 

TO APPLY:

Interested applicants, please email a resume and cover letter with “Math Coach” in the subject line to jobs-instruction@urbanassembly.org

Our target start date is January 31st, 2021. This position will remain open until filled.

Comments Off on We’re Hiring a Technology Specialist [Immediate Opening]

We’re Hiring a Technology Specialist [Immediate Opening]

Posted by | November 30, 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.

Summary of Position

The Technology Specialist plays a central role in maintaining the school’s administrative systems and routines.  This individual 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 a variety of endpoint solutions including Kaseya, Jamf, and MAAS360.  The Technology Specialist shall also contribute to the procurement of technology, creation of standards and driving software and services pilot programs and implementations.

Essential Job Functions

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
  • Organize and maintain staff and student accountability systems related to technology;
  • Manage all aspects of the technology asset lifecycle including, but not limited to provisioning, configuration, maintenance, updates, deprovisioning and retirement/replacement in accordance with established standards and guidelines;
  • Collaborate with school-level teams to manage school’s social media channels

Technology Procurement and Asset Management

  • Together with School Leadership, coordinate selection and procurement of technology, including hardware, software and services;
  • Ensure that the school’s technology spending remains in line with budget and accounts remain in good standing;
  • Maintain and monitor the inventory of technology assets, including licenses, to ensure accuracy and reflect assignment to or collection from individuals, devices or physical spaces;

Knowledge Management

  • Prepare and maintain system, administrator and user documentation;
  • Establish, develop and maintain school-level processes such as Technology requests and signout;
  • Identify, plan and deliver all new user orientation and systems training, coordinating with vendors when needed;
  • Share knowledge across the network of New Visions Charter High Schools using established practices and guidelines;

Support Management

  • Serve as the primary point of contact for technology support at school site
  • 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 performance;
  • Effectively support and coordinate with the NYCDOE to support the use of related systems such as ATS

Communication and Client Management

  • Identify and implement additional technology services and supports to help align technology with teaching and learning;
  • Ensure timely communication is provided to key staff on issue statuses;
  • Coordinate with other school-based Technology staff to ensure adequate coverage of support and effective handover of in-progress work;
  • Plan, implement and support school-level projects and initiatives; Support technical implementation, communication to school users, continued training and support for school users of New Visions projects;
  • Regularly meet with key staff to ensure technology alignment with school needs;

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.

Secondary Job Functions

  • Assist with lunch duty, hallway duties, classroom transitions, and dismissal; Monitor halls, cafeteria, bathroom access, locker room access and other such spaces as needed
  • Willingness to work non-standard hours as needed
  • Additional responsibilities as needed to meet the needs of the organization

Required Knowledge and Skills

  • 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.)
  • Customer service oriented and ability to work with staff at all levels of the organization
  • Effective written and verbal communication skills
  • Ability to maintain current and up-to-date expertise in a wide range of hardware, software, services and Operating Systems
  • Ability to learn quickly prioritize and correct problems in a fast-paced environment
  • Experience with Windows OS, Mac OS, Chrome OS and Google Apps desirable
  • Experience with remote desktop management systems helpful

Qualifications

  • BA/BS or equivalent credentials ; MA preferred
  • At least  5 years of  desktop support or help desk experience in an urban school setting preferred
  • Experience with ITIL®  or other Service Management frameworks helpful

Physical Requirements

  • Frequently moves Audio/Visual equipment across campus for various classrooms and events needs.
  • Ability to work reasonably outdoor weather conditions such as in fire drills, emergencies, scanning, sports, events.

Apply to join our team: https://grnh.se/27c6f3391us

Comments Off on K-5 Art Teacher Maternity Leave Position

K-5 Art Teacher Maternity Leave Position

Posted by | November 30, 2021 |

 

Art Teacher Needed: January 18th-May 6th 2022:

 Maternity Leave in Co-Taught Classroom at Small Progressive Charter School

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

Community Roots is hiring:

A leave replacement teacher for K-5th Grade Art. This is a co-taught classroom where all children have art two times per week.

Community Roots seeks individuals who:

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

Qualifications:

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

How to apply: Please email cover letter and resume to akeil@communityroots.org

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Principal of The New LIFE School

Posted by | November 29, 2021 |

The New LIFE School located in the Melrose community of the Bronx is an NYS-approved non-public day school serving students ages (8 –21) whose educational and emotional needs require a specialized environment. The ideal leader will inspire students, put excellence ahead of convenience, and project urgency to provide the very best education. LSSNY leaders make decisions, conduct difficult conversations, and build highly collaborative teams that shape a vibrant learning community. The Principal nurtures a school culture that is academically supportive and joyful. The Principal of The New LIFE School is responsible to the Chief Program Officer. The Principal manages the school’s daily operations, current and future planning opportunities, supervision of school staff and students, and providing all needed and required services presented by Federal, State, local government mandates the NYC Department of Education contract.

EXPECTATIONS OVERVIEW:

Instructional Leadership

  • Provide exemplary leadership to all school community members to achieve outstanding performance in preparing each student for graduation, college, or vocational opportunities.
  • Demonstrate a relentless commitment to improve the minds and wellbeing of students in and out of school.

Teacher Coaching & Evaluation

  • Foster commitment among staff to the development and fulfillment of the school’s mission and objectives;
  • Hold teachers accountable for meeting student performance requirements and accommodations for special education and IEP modifications in partnership with the Committee on Special Education

School Culture

  • Build a joyful and rigorous school culture;
  • Foster consistency in academic and behavioral expectations;

Family Engagement

  • Communicate regularly with families, ensuring they are kept involved with and held accountable for their children’s performance, and correspond about school policies, trips, and events;
  • Respond to family concerns promptly and effectively

SUPERVISES:

All staff of the New LIFE School including instructional, related services, clerical, maintenance, behavioral, and facilities staff full and part-time employees

EDUCATION QUALIFICATIONS:

+          Master’s Degree program in Education or a related field

+          NYS Education Department requirements for Certification as a School Supervisor and Administrator

+          Minimum of 3 years previous educational administrative experience, one year in the area of special education

+          Experience as an Assistant Principal, Dean or equivalent leadership role highly preferred;

+          Strong data analysis skills

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Senior Director of Operations and Finance

Posted by | November 23, 2021 |

 

About Morningside Center for Teaching Social Responsibility

We envision a society where people are active participants in creating a culture of liberation, healing, and deep connection to their communities, natural environments, and the world. Our mission is to facilitate transformative experiences for members of the school community to co-create joyful, equitable, and rigorous learning environments.

 

Since our founding in 1982, we have developed an array of programs, grounded in restorative practices and an anti-racist framework, to engage young people in learning essential social and emotional skills and to support educators in making their schools productive, supportive, and inclusive. Our programs provide sustained support for students and educators in New York City schools and in various other schools and districts throughout the country. We are part of a nationwide movement to make high quality, research-validated social and emotional learning (SEL) an integral part of every child’s education.

 

Through our engaging, research-based programs, tens of thousands of educators in hundreds of schools have brought transformative change to their classrooms, schools, and students’ lives. Major scientific studies have shown that our school-based programs have a positive impact on students’ well-being and behavior, their academic performance, and the classroom climate.

 

Our impact is possible because of our diverse, skilled, and frie