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

AFC is expanding the work of its Post-Secondary Readiness Project (PReP) and is looking for an experienced Project Director to build out the project and lead the team going forward. As expanded, PReP will advocate for students in New York City, with an emphasis on students with disabilities, to access the full range of post-secondary opportunities and will develop and coordinate a network of organizations to help students with disabilities succeed. The project has the following goals:

• Advocate for individual students to obtain the support they need to graduate from high
school and transition successfully to college or other post-secondary programs.
• Partner with other organizations to create a collaborative, or network, of support for
students with disabilities and their families bridging the transition from high school to
post-secondary opportunities.
• Build capacity within AFC and our partner organizations to support students and their
families in this transition.
• Use what we learn in working with students on the ground to advocate for changes in
policies, programs, and practices on a systemic level.

The Project Director will spend a substantial amount of time in year 1 creating the collaborative – identifying potential partners and working with them to build an effective structure – and then will coordinate the collaborative’s activities in subsequent years. This position also will supervise PReP staff, which currently consists of a Staff Attorney and the Social Work Manager/Transition Specialist. Due to anticipated funding, AFC expects to add .5 FTE of an Administrative Assistant to the project in year 2 and another Staff Attorney in year 2 or 3. The Project Director will report to AFC’s Supervising Attorney.

Duties and Responsibilities:
• Responsible for supervision and direction of AFC’s Post-Secondary Readiness Project
(PReP).
• Responsible for creating, developing, and managing an NYC-based collaborative of
agencies and organizations supporting students with disabilities and their families in the
transition from high school to post-secondary opportunities.
• With support of Development staff, manages subgrants and relationships with subgrantees pertaining to this project.
• Works with PReP staff to set annual goals, monitor their progress, and provide reports as
needed.
• Provides, and collaborates with others to provide, training and technical assistance to
parents, youth, and professionals inside and outside AFC who serve students and their
families in the transition from high school to post-secondary opportunities.
• In collaboration with AFC’s Policy Director and with support from Policy staff, leads AFC’s
policy reform advocacy to address systemic barriers to successful transition of NYC
students to post-secondary opportunities, and helps inform the advocacy of the statewide
Coalition for Multiple Pathways to a Diploma, which is coordinated by AFC.
• Drafts and updates informational materials for parents, professionals, and youth as
needed.
• Provides one-on-one legal representation and/or non-legal advocacy to a small caseload
of transition-age students and their families who are experiencing school-related
difficulties, such as inappropriate special education placements and services, enrollment
issues, or school discipline.
• Writes grant reports and proposals relating to the project.
• Responds to the media, the local and national education community, and the public
concerning requests for information related to the work and focus of the project.
• Records contemporaneous and accurate entries in Salesforce database and uses Salesforce to manage and report on PReP activities.

Minimum Qualifications:
• Understanding of and alignment with AFC’s mission. Please review AFC’s work at www.advocatesforchildren.org.
• 6+ years of experience as a supervisor/manager that includes supervision of staff and project design and management.
• Experience with advocacy in education or a related field.
• Knowledge (personal and/or professional) of the needs of students with disabilities transitioning to adulthood and familiarity with the governmental and non-governmental agencies and organizations that play a role in supporting these students in New York City.
• Ability to lead the design and management of projects, including tracking, prioritizing, and meeting deadlines
• Experience with leadership in a coalition or collaborative context.
• Ability to supervise the team’s education advocacy case work and training activities
• Capacity to manage difficult conversations and problem solve challenges while sustaining
relationships with key stakeholders and moving AFC’s work forward.
• Ability to effectively engage across cultures, identities, and ethnicities and with both students and families.
• Desire to learn, both as an individual and as part of an organization, and apply diversity, equity, inclusion, and anti-racism principles.
• Strong presentation skills and comfort with presenting or speaking publicly to a variety of audiences, including youth with disabilities, parents, community partners, and public officials.
• Organized, detail oriented, and able to work independently on tasks and deliverables.
• Strong writing ability.
• Strong meeting facilitation skills
• Bachelor’s degree required; JD or Master’s degree in a relevant field a plus.

Fluency in Spanish and ability to converse with students/families whose first language is Spanish
is a plus.

Why Teach With Us?

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

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

Advantages of teaching at a New Visions school include:

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

Each of our 10 Charter Schools offer a unique blend of mission, academic programs, extracurricular activities, and community and scholarly partnerships to ensure that students are thoroughly prepared to excel academically, professionally, and personally.   We recommend that candidates explore our extraordinary school communities prior to application to discover the school that best aligns with your career goals and passions.

Who You Are

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

What You’ll Do

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

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

What We’re Looking For

• Bachelor’s degree from an accredited college or university is required; Master’s degree is preferred
• A valid New York State SWD Certification 
  • There are limited opportunities for qualified teachers who do not possess a NY State certification to work in one of our Charter High Schools
  • To learn more about NYS Certifications, visit:  http://eservices.nysed.gov/teach/certhelp/CertRequirementHelp.do
• Proven track record for planning lessons with clear learning objectives and a means for assessing whether those objectives have been met
• Strong organizational and communication skills
• Demonstrated content knowledge and familiarity with Common Core State Standards
• Demonstrated success in tailoring instruction to the needs of diverse learners
• Ability to work collaboratively with others to achieve common goals
• Experience working with educational technology

Additional Information 

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

Pay Range

$65,291 minimum to $128,549 maximum

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

Why Teach With Us?

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

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

Advantages of teaching at a New Visions school include:

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

Each of our 10 Charter Schools offer a unique blend of mission, academic programs, extracurricular activities, and community and scholarly partnerships to ensure that students are thoroughly prepared to excel academically, professionally, and personally.   We recommend that candidates explore our extraordinary school communities prior to application to discover the school that best aligns with your career goals and passions.

Who You Are

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

What You’ll Do

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

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

What We’re Looking For

• Bachelor’s degree from an accredited college or university is required; Master’s degree is preferred
• A valid New York State SWD Certification 
  • There are limited opportunities for qualified teachers who do not possess a NY State certification to work in one of our Charter High Schools
  • To learn more about NYS Certifications, visit:  http://eservices.nysed.gov/teach/certhelp/CertRequirementHelp.do
• Proven track record for planning lessons with clear learning objectives and a means for assessing whether those objectives have been met
• Strong organizational and communication skills
• Demonstrated content knowledge and familiarity with Common Core State Standards
• Demonstrated success in tailoring instruction to the needs of diverse learners
• Ability to work collaboratively with others to achieve common goals
• Experience working with educational technology

Additional Information 

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

Pay Range

$65,291 minimum to $128,549 maximum

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

Why Teach With Us?

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

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

Advantages of teaching at a New Visions school include:

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

Each of our 10 Charter Schools offer a unique blend of mission, academic programs, extracurricular activities, and community and scholarly partnerships to ensure that students are thoroughly prepared to excel academically, professionally, and personally.   We recommend that candidates explore our extraordinary school communities prior to application to discover the school that best aligns with your career goals and passions.

Who You Are

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

What You’ll Do

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

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

What We’re Looking For

• Bachelor’s degree from an accredited college or university is required; Master’s degree is preferred
• A valid New York State SWD Certification 
  • There are limited opportunities for qualified teachers who do not possess a NY State certification to work in one of our Charter High Schools
  • To learn more about NYS Certifications, visit:  http://eservices.nysed.gov/teach/certhelp/CertRequirementHelp.do
• Proven track record for planning lessons with clear learning objectives and a means for assessing whether those objectives have been met
• Strong organizational and communication skills
• Demonstrated content knowledge and familiarity with Common Core State Standards
• Demonstrated success in tailoring instruction to the needs of diverse learners
• Ability to work collaboratively with others to achieve common goals
• Experience working with educational technology

Additional Information 

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

Pay Range

$65,291 minimum to $128,549 maximum

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

About Inwood Academy for Leadership

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

All staff must be willing to commit to our mission: Inwood Academy for Leadership Charter School will empower students in Inwood and Washington Heights to become agents for change through community-focused leadership, character development and college preparedness. Our staff regard our student leaders as burgeoning assets to their community and help them develop the tools they need to be successful in college and beyond. IAL is committed to proving a well-rounded educational experience for all students we serve. We are looking for candidates who are hardworking, flexible, and innovative as well as able to embody the IAL traits of leadership in their daily work (honesty, integrity, responsibility, caring and restraint).

Qualifications: 

• Master’s degree required
• Valid NYS Speech Language Pathology license and Certificate of Clinical Competency
• A minimum of three years teaching experience
• Must adhere to all speech therapy rules and regulations set forth by the NYS Department of Professional Regulations
• An ability to work collaboratively
• Spanish proficiency, preferred

Duties & Responsibilities:

• Makes initial and periodic evaluations of the students’ speech and language and rehabilitation needs
• Provides speech therapy to students in a school setting
• Administer speech and language therapy treatments to clients using modalities and techniques appropriate for each individual students
• Sets long and short term goals in measurable terms and adjusts treatment plans/IEP accordingly
• Instruct students and their parents/caretakers in activities which can be carried out by them between treatment visits
• Submits necessary documentation for services provided
• Makes recommendations for referrals to other disciplines when appropriate
• Consult with other therapists, teachers and Director of Academic Intervention Services when providing services to the students in order to make joint decisions regarding continuation of, or dismissal from therapy when the need for speech therapy treatment is no longer necessary
• Attend Parent-Teacher Conferences prepared to discuss students’ academic growth
• Other duties as assigned by Administration

About Inwood Academy for Leadership

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

All staff must be willing to commit to our mission: Inwood Academy for Leadership Charter School will empower students in Inwood and Washington Heights to become agents for change through community-focused leadership, character development and college preparedness. Our staff regard our student leaders as burgeoning assets to their community and help them develop the tools they need to be successful in college and beyond. IAL is committed to proving a well-rounded educational experience for all students we serve. We are looking for candidates who are hardworking, flexible, and innovative as well as able to embody the IAL traits of leadership in their daily work (honesty, integrity, responsibility, caring and restraint).

Reports to: 

Assistant Director

Qualifications: 

• Expert in subject area; Spanish
• At least one year of teaching in an urban environment
• Bachelor’s degree required, Master’s Degree preferred
• Valid NYS Teaching Certificate Preferred
• Receptiveness to ongoing coaching and evaluation
• Energetic, motivated, innovative, prepared
• Ambitious, entrepreneurial mindset committed to helping develop the components and culture of the school environment
• Excellent communication skills
• Team player, the ability to work collaboratively
• Spanish proficiency preferred but not required

 Duties & Responsibilities:

• Work in a collaborative team teaching environment or individual classroom setting
• Engage students in active learning
• Integrate technology into core classroom instruction
• Use assessment data to modify and improve student learning
• Utilize online student system to track student progress through competencies and keep up to date assignments for students
• Contribute to program design and implementation
• Participate in all staff programs and academic planning, implementation, and evaluation
• Work collaboratively with other staff and teachers daily
• Enforce and uphold school policies and culture
• Communicate effectively and maintain consistent relationships with students, colleagues, and families
• Any additional responsibilities assigned by Administration

Location: Remote 

Status: Full-time; Exempt 

What We Do 

In the United States, too few students have access to effective, high-performing public schools. At City Fund (CF – a 501c3) and City Fund Action (501c4), we work to increase educational opportunities for students and families by partnering with city and state leaders to create innovative public school systems. We believe that public schools do best when educators have the power to make decisions that meet the diverse needs of their students, families are provided the information and access to choose the best schools for their children, and schools are held accountable for helping all students succeed. 

City Fund provides financial support and expertise to local leaders seeking to improve educational opportunities in their cities. We support 18 cities across the country and hope to eventually reach most American cities. We focus on supporting: 

• High quality, innovative schools with nonprofit governing structures and diverse leadership 
• City leaders, including civic leaders and nonprofits that are working to build innovative public education systems 
•  Advocacy organizations that build the political power of families to shape education in ways that work for them 

Our Commitment to Diversity, Equity, and Inclusion 

We believe that the work in cities will only succeed if it is led by leaders who reflect the students and families they serve. We are investing in diverse leaders to increase the number of Black and LatinX leaders who hold roles as superintendents, non-profit executives, and other city-level positions. 

What You’ll Do 

As Director of Grants, you will play an essential role in overseeing one of City Fund’s core functions: assessing, administering and managing over $100M in grants to our partners each year. This position is responsible for ensuring that the grants process at City Fund is efficient, seamless and values-aligned from start to finish, including overseeing grants execution and maintenance, coaching and supporting the team to engage in the process with excellence, and leading efforts to optimize our systems and structures for the grant process. In the near term, you will work with the team to conduct a redesign of the grants process, including updating structures and workflows within our grants management system, Fluxx. Key ongoing areas of responsibility for this position will include: 

Grants Processing & Maintenance 

• Oversee the full life cycle of all City Fund grants, including grant requests, review and approval, grant agreements, midterm reporting, payments, maintenance, and closing, as well as agreements and payments for our vendors and consultants 
• Manage grant-related administrative tasks and requests with strong judgment, organization, detail orientation and prioritization skills 
• Work with City Fund’s and City Fund Action’s Legal Counsel to ensure legal and tax compliance across all aspects of the grant process, including political compliance filings and lobbying disclosure reporting.
• Maintain an exceptional customer service orientation that anticipates and centers the needs of internal and external stakeholders 

Process & System Optimization 

• Work with City Fund colleagues to update grants processes to better streamline, simplify, increase efficiency and reflect the team’s values 
• Create templates, guides, workflows and other materials as needed to support clarity and ease of use for the team 
• Orient toward ‘process with a purpose’, designing processes that achieve necessary cohesion and uniformity while enabling individual discretion and flexibility for the team 
•  Become the resident expert in our grants management system, Fluxx, and optimize its functionality to best suit City Fund’s needs 

Data & Reporting 

• Manage data storage practices for our grants, including upholding high standards of confidentiality and security, ensuring consistency, and optimizing data entry and storage to enable reporting 
• Design reporting infrastructure, templates, and dashboards to capture key data to inform grant process oversight and decision-making, from identifying upcoming or past due submissions to assessing the breakdown of grant dollars (by organization type, geography, etc.) 
• Work with City Fund Legal counsel on regular political and lobbying compliance and reporting 
• Maintain a focus on ethics and equity values in the design, execution and use of data 

Stakeholder Relationships, Coaching & Management 

• Build and maintain trusted relationships across a wide variety of internal and external stakeholders, including grantee organizations of various types, vendors and consultants, operations and finance team colleagues, and City Fund partners 
• Lead coaching and training efforts that empower staff across the organization to execute on the grant process with due diligence, values alignment and ease 
• Coordinate and align differing styles and perspectives among the team to achieve broader grant process goals, including managing up with skill and efficacy 
• Oversee the hiring, onboarding and development of a Grants Manager to support day to day administration, coordination and data management 

What We’re Looking For 

To be successful in this role, you will need: 

• A belief in educational equity, innovative school models and the power of parents to choose schools that work best for their children 
• Senior level experience and a track record of success in an operational role, including experience effectively overseeing a high volume of time-sensitive operational tasks, managing laterally across a variety of internal and external stakeholder groups, facilitating change management efforts to optimize process, and leveraging reporting/analytics to enable data-driven decisions
• Familiarity with grant funding and grants management software; experience with Fluxx a plus 
• An aptitude for both strategy and execution, bringing thoughtful leadership and oversight, sound judgment, as well as timely and high quality work output day to day 
• Exceptional communication, trust building, and influence across a wide array of stakeholders, including experience effectively managing direct reports and managing up to achieve goals
• A demonstrated commitment to community-driven change, advancing racial equity, and centering the perspectives of those most impacted in decision-making, including experience working directly with people from diverse racial, ethnic, and socioeconomic backgrounds 
•  A self-starting, entrepreneurial, adaptable and actionable orientation, with experience in a startup-like environment 

What We Offer 

The salary range for this position is $175,000-$200,000, commensurate with experience. City Fund provides a comprehensive benefits package. 

FACULTY VACANCY ANNOUNCEMENT

In support of the campus mission, strategic plans and values, Queens College seeks to fill one Clinical Professor vacancy in the Department of Secondary Education and Youth Services (SEYS). Review of applications will begin after 30 days and continue until the position is filled.

This position is teacher-oriented with service requirements, but no research expectations. Candidates for this position should be experienced teacher educators who are knowledgeable of field placement for a range of secondary certification programs. The Department of Secondary Education and Youth Services offers teacher certification programs (K-12 Art, 7-12 Bilingual education, English, Mathematics, Science, Social Studies, World Languages, and 5-12 Literacy). Teacher candidates are offered coursework and clinical experiences in middle and high school settings through these New York State accredited programs on the undergraduate and graduate levels. Responsibilities for the Clinical Faculty position include (1) the placement of secondary education student teachers for their 7-12 field experiences in teaching, (2) tracking the mentoring effectiveness of the cooperating teachers, (3) developing and maintaining partnerships with schools, particularly in Queens and Nassau County, (4) establishing and maintaining a weekly visitation schedule to schools, (5) meeting with school administrators, (6) assisting the program directors with the selection of field supervisors, (7) monitoring New York State requirements for field practice and suggesting adjustments to meet the requirements to the Secondary Education Department, and (8) solving conflict issues when they occur between the student teacher and the school personnel. Service expectations will include serving on committees, working closely with program directors, and contributing to projects and programs, particularly those related to teaching and learning. Our department has a long-standing commitment to teacher education for students from underserved and minority populations.

QUALIFICATIONS

Bachelor’s degree and a record of achievement in the teacher education field with expertise related to teaching and administrative assignments. Also required is the ability to cooperate with others for the good of the institution.

PREFERRED/OTHER QUALIFICATIONS

Preference will be given to the candidate who provides evidence of the following:

• Master’s degree in Education, Educational Administration, or a related field as well as certification in School Building Leader
• Doctorate training in secondary education, teacher supervision, educational administration, or a related field, ranging from coursework to all but the doctorate (ABD) or doctorate
• Candidates should have 5-10 year’s working in public schools including administrative and teaching roles.
• Willingness to regularly travel to field placements
• Broad knowledge of the New York City School system
• Have in depth experience of mentoring as professional development
• Experience working with students of diverse racial, ethnic, linguistic, and educational backgrounds
• Experience with clinical placement in higher education
• Proficiency in technology
• Membership and participation in educational professional organizations

VACCINE REQUIREMENT

Candidates will be required to provide proof of being fully vaccinated against COVID-19 upon commencing employment. Being fully vaccinated is defined for this purpose as being at least two weeks past their final dose of an authorized COVID-19 vaccine regimen. Final candidates must be fully vaccinated as of their first day of employment.

COMPENSATION

Salary is commensurate with academic accomplishments and experience within the range of $75,000.00 to $90,000.00 .

CUNY offers faculty a competitive compensation and benefits package covering health insurance, pension and retirement benefits, paid parental leave, and savings programs. We also provide mentoring and support for research, scholarship, and publication as part of our commitment to ongoing faculty professional development.

EQUAL EMPLOYMENT OPPORTUNITY

CUNY encourages people with disabilities, minorities, veterans and women to apply. At CUNY, Italian Americans are also included among our protected groups. Applicants and employees will not be discriminated against on the basis of any legally protected category, including sexual orientation or gender identity. EEO/AA/Vet/Disability Employer.

The Office of Manhattan Borough President Mark Levine seeks a Policy Analyst to assist in developing and implementing the public policy solutions that will support the needs of new Yorkers and advance the goals and values of the Manhattan Borough President’s Office, specifically in Education. The Policy Analyst reports to the Borough President’s Director of Policy/Advisor to the BP and will join a team of colleagues within the Policy Unit.

The position requires the ability to quickly analyze complex legislative and policy matters and to identify their significance within New York City. Successful applicants can translate the policy goals and interests of the Borough
President on complicated issues into language that communicates effectively with the people and communities of Manhattan. We are seeking someone with knowledge of the public education system in New York City and/or experience in the field of education/education policy, who can recognize ways the MBPO can help ensure all Manhattan schools are inclusive and exceptional, and school communities are strong, healthy environments.

We are also looking for an individual with a mix of skills, including with New York City public policy, organizational skills, strong research and writing skills, in addition to superior communication skills.

The office’s policy agenda focuses heavily on preserving the affordability and accessibility of the City for people of all backgrounds and income levels. The office is also deeply invested in issues concerning equity, public health, resiliency and sustainability, economic development and job growth, small business, technology, housing, and quality of life, among other issues.

Responsibilities will include but are not limited to:
• Self-directed research of policy matters using original source material, primary documents, news media, and the city’s key policy and budget documents.
• Writing in-depth policy reports based on original, empirical research, and maintaining command and awareness of City and State education policy.
• Regularly communicating with school principals, staff, and the community, learning their ongoing issues and needs while providing them with resources and information.
• Attending Community Education Council (CEC) meetings, the Panel for Education Priorities (PEP) meetings, and regularly communicating with CEC appointees, members and the MBPO Panel for Educational Priority appointee.
• Organizing and implementing special projects related to the office’s policy interests.
• Building and maintaining a working network of relationships with external stakeholders, including public interest advocates and government colleagues, for the purpose of forming policy research ideas and recommendations.
• Answering questions on breaking developments in City and State government and preparing written briefing documents.
• Identifying emerging issues and policy trends consistent with the office’s policy agenda.
• Making presentations to the Borough President and senior staff of the office for the purpose of initiating new policy investigations and research projects. Organizing and leading working groups.
• Attending meetings and events on behalf of the Manhattan Borough President and staffing the Manhattan Borough President when necessary.

MINIMUM QUALIFICATIONS

1. A baccalaureate degree from an accredited college and two years of experience in community work or community centered activities in an area related to the duties described above; or

2. High school graduation or equivalent and six years of experience in community work or community centered activities in an area related to the duties as described above; or

3. Education and/or experience which is equivalent to “1” or “2” above. However, all candidates must have at least one year of experience as described in “1” above.

PREFERRED QUALIFICATIONS

• A minimum of three (3) years of experience in government, a public policy non-profit organization, or relevant investigative, analytical, and writing experience.
• Knowledge of experience in the field of education/education policy.
• Exceptional writing skills.
• Demonstrated ability to explain complex policy matters in simple language (i.e., written reports or policy briefs).
• A track record of working successfully with government officials (including staff) or public policy advocates.
• Familiarity with the current policy issues most relevant to New York City.
• Being comfortable with a flexible schedule and occasional long work hours.
• The ability to work well under pressure in a fast-paced government office.
• An eagerness to be supportive of colleagues and to work collaboratively.
• Strong interest in current events and in the everyday concerns of the people of New York City.

We invite candidates to apply to provide on-site coordination support for a Museum of
Tolerance interactive classroom workshop, Combat Hate, to grades 6th – 12th in schools
in New York City.

Museum of Tolerance (MOT) is continuing to offer a dynamic, classroom-based workshop that engages students in critical thinking for decoding and rejecting online hate. This is an online safety curriculum aligned with ISTE digital citizenship standards and based on foundational media literacy skills. Using real life examples compiled by the Simon Wiesenthal Center (SWC)’s Research Department, students are challenged to interpret the hateful messages, understand their impact, and commit to action steps.

Learn more: www.museumoftolerance.com/combathate

Candidates should have experience with:
 Coordination of educational programs/workshops
 Working with a team of presenters/facilitators
 Basic computer technology in a classroom setting
 Being responsible for technical and administrative support on Zoom.

This is a flexible role which may require: coordination of programs on-site, technical administration of virtual programs, and the ability to present the Combat Hate workshop as needed. Candidates are required to travel to school sites in New York City. Candidates with problem-solving skills who are comfortable in a school environment are encouraged to apply.

If you’re looking for a job that allows you to work flexibly and use your math knowledge to help current students, then a role as a Middle School Math Presenter might be for you!

We’re an Australian, venture-backed edtech startup with global ambitions and an overarching mission to improve education. Our in-house content production, tech, sales and support functions are unified in supporting high school and elementary school students and teachers to achieve outstanding learning outcomes with our innovative educational resources. In 2022, we’re looking forward to expanding our reach even further and are therefore looking for exceptional talent to support our growth!

About the role

Edrolo is searching for enthusiastic and passionate Grade 7 Maths presenter to help create the best possible resource for students. We are looking for current or past maths teachers based in New York City.

You’ll work as part of a close-knit team led by subject experts and will be given ongoing training and support to translate your knowledge and passion into high-quality content.

Key responsibilities

• Record high-quality maths content for Grade 7 students
  • Explanations
  • Questions and answers
• Review content 

About you

Does the following sound like you?

• You are able to work 20+ hours per week, the majority from our New York City co-working office

• You have experience tutoring or teaching, ideally of upper elementary or middle school levels in NYC
• You love breaking down and explaining maths concepts to people
• You have a growth mindset and enjoy working out how to do things better
• You’re a strong team player and love collaborating with others
• You have a keen eye for detail
• You have strong written and verbal communication skills
• You have a passion for our vision to improve education

About the offer

We’re looking forward to a great new Edroller joining our team and want to empower them to achieve great things with us. In return, we’re offering the opportunity to:

• Be part of a growing startup organization that genuinely believes in its mission to improve education
• Make a meaningful contribution to our student users and teams 
• See the tangible difference you’re making each and every day
• Have flexible working hours, work location and casual dress
• Work alongside talented, passionate and fun colleagues
• Attend plenty of team events – we’re an inclusive, collaborative and close-knit team and we’re looking forward to welcoming some new team members

Please include your teaching or tutoring experience in your application.

About the GO Project 

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

Position Description

The GO Project is seeking exceptional K-8  teachers with at least two years of demonstrated success as a head teacher for our GO School elementary and middle school weekend programs from October 2022 to May 2023. GO Head Teachers are master teachers with a proven ability to raise student achievement when students are struggling academically or socially.  

Who we are:

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

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

What you’ll be doing:

Staffing

Support the Director of HR and Talent in developing and implementing a comprehensive recruitment and selection program that attracts top talent and reflects VOICE’s values, mission and vision

Develop and execute annual plan for the collection, analysis, and distribution of candidate and staffing data; provide data-driven recommendations and consultation

Compile and deliver weekly, monthly, and yearly reports on recruitment and selection strategy

Initiate research and recommendations for changes to recruitment and selection processes

Recruitment

Develop and implement the full recruiting cycle, including but not limited to providing consultation to managers and staff around the hiring process, developing and implementing a marketing strategy, serving as point-person for candidates

Collaborate on job descriptions and candidate-facing benefits materials; develop and maintain external facing job postings on various job recruitment sites, education job sites, and VOICE’s online platform(s)

Perform outreach to and develop relationships with colleges, universities, professors and organizations yielding strong candidate prospects

Reach out to prospective candidates regarding job opportunities

Coordinate VOICE’s presence at career fairs, including but not limited to researching opportunities, training VOICE ambassadors, scheduling staff, attending career fairs

Selection

Conducting candidate interviews and reference checks, extending job offers, and serving as point-person for candidates and new hires

Develop and update selection materials, providing trainings, consultations, and coaching to hiring managers

Research and make recommendations regarding applicant tracking system

Oversee interview events for all positions, which may include but is not limited to coordinating logistics with interviewers, meeting spaces, and students

Support in implementing an org-wide On-Boarding program, ensuring every new employee is on-boarded and set-up for success, which may include but is not limited to coordinating on-boarding tasks, sessions, and communications

Model warm, collegial relationships with staff across all levels of the organization

Diversity and Inclusion

Support the org-wide strategic plan(s) around Diversity & Inclusion by identifying external trends and best practices to attract and retain a diverse employee population

Staff-Wide Professional Expectations

Embrace and be an ambassador of VOICE’s mission, vision and values

Collaborate, communicate, and maintain effective and professional relationships as members of an interdisciplinary team of educators, support staff, and administrators

Participate in required meetings and events, which may include student events, school concerts, parent-teacher conferences, on- and off-site conferences and trainings, others.

Meet expectations related to punctuality and professionalism including but not limited to reporting to work on time, following the appropriate call-out and lateness procedures, timely responding to emails, consistently meeting deadlines and communicating appropriately on progress on projects and goals.

About you:

Deep belief in VOICE’s mission, vision, and values

Open to collaborating with and learning from colleagues who have a variety of backgrounds, experiences, strengths, and talents

Successfully able to handle multiple projects concurrently in a fast-paced environment, and ability to be self-directed and take initiative

Attentive to detail

Value and are committed to diversity in the workplace and classroom

Effective skills in self-management including but not limited to meeting deadlines, effective prioritization of tasks, self-organization, managing up, and efficient time and task management

Knowledge of Recruitment platforms

Familiarity with educational terms, curriculum, and teaching methodology

Familiarity with manipulating Data in Microsoft Excel

Qualifications:

Bachelor’s degree from an accredited college or university

2-3 years working in recruitment

Preferred: Master’s degree from an accredited college or university in content area

Preferred: Experience working within a nonprofit organization or school

Why Teach With Us?

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

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

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

Each of our 10 Charter Schools offer a unique blend of mission, academic programs, extracurricular activities, and community and scholarly partnerships to ensure that students are thoroughly prepared to excel academically, professionally, and personally.   We recommend that candidates explore our extraordinary school communities prior to application to discover the school that best aligns with your career goals and passions.

Who You Are

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

What You’ll Do

Mathematics teachers at New Visions schools work with a diverse range of students to develop math content knowledge and skills, primarily through collaborative classroom work around rich, authentic math tasks. Mathematics teachers at New Visions schools will:

• Help pupils develop critical-thinking abilities by gaining an understanding of mathematics concepts and practices
• All teachers use both formal and informal assessment data about student thinking to inform instruction
• Core mathematics teachers (Algebra I, Geometry, and Algebra II) are also responsible for using an inquiry-driven approach to support student success on mathematics Regents examinations
• Teachers may attend professional development workshops and meet with colleagues to collaboratively analyze data and plan an instructional response

What We’re Looking For

• Bachelor’s degree from an accredited college or university is required; Master’s degree is preferred
• A valid New York State Mathematics Certification 
  • There are limited opportunities for qualified teachers who do not possess a NY State certification to work in one of our Charter High Schools
  • To learn more about NYS Certifications, visit:  http://eservices.nysed.gov/teach/certhelp/CertRequirementHelp.do
• Proven track record for planning lessons with clear learning objectives and a means for assessing whether those objectives have been met
• Strong organizational and communication skills
• Demonstrated content knowledge and familiarity with Common Core State Standards
• Demonstrated success in tailoring instruction to the needs of diverse learners
• Ability to work collaboratively with others to achieve common goals
• Experience working with educational technology

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

The Brotherhood Sister Sol Job Description:

ASTEP Facilitator – Part-Time

About The Brotherhood Sister Sol (BroSis):

The Brotherhood Sister Sol is a social justice youth development organization that since 1995 has been a place where Black and Latinx youth claim the power of their history, identity and community to build the future they want to see. By educating, organizing and training, we are challenging inequity and creating opportunity for all. BroSis provides holistic and long-term support services to youth who range in age from eight to twenty-two. BroSis offers wrap around evidence-based programming such as four-six year rites of passage programming, thorough five day a week after school care, school and home counseling, summer camps, job training, college preparation, employment opportunities, community organizing training, and month long international study programs to Africa and Latin America.

Based in Harlem, NY but with a national reach, we publish assorted curricula and collections of our members’ writings; train educators from throughout the nation on our approach; and organize and advocate for social change. BroSis has earned national recognition for our evidence-based model, receiving an array of awards and funding from a host of national foundations, including Novo Foundation, Doris Duke Foundation, Marlene Nathan Meyerson Foundation, Charles Hayden Foundation, The William R. Kenan Charitable Trust, New York Community Trust, Comic Relief/Red Nose Day, William Stamps Farish Foundation, and more. The organization has over 50 full-time staff, serves thousands throughout New York City, and has a $9.5 million dollar operating budget. In addition, we have just moved into our new building – a $23 million, 22,000 square foot state-of-the-art beacon for youth development. It is an exciting period of organizational growth and increased impact in our community and beyond.

POSITION SUMMARY

The ASTEP part-time facilitator will be responsible for supporting curriculum development, workshop facilitation for middle school teens in areas such as performing arts (theater, dance, etc.), writing, photography/media/graphic design, visual/creative arts or leadership. Supports members with arts enrichment, tutoring, recreation, and one-on-one mentorship and guidance. This position reports to the ASTEP Coordinator.

RESPONSIBILITIES

● Co -plan and implement weekly workshops related to BroSis curricular focus areas

● Co-Create a workshop environment conducive for learning and mastery.

● Co-lead project-based activities and prepare participants for presentations, showcases, and performances.

● Support Lead facilitator to produce program reports based on participant’s achievements as requested.

● Prepare the learning environment and necessary materials for activities

● Co-Plan and facilitate parent meetings and communications as needed.

● Work collaboratively with all program staff

● Provide members with holistic support

● Work a minimum of 20 hours per week

● Additional duties as assigned

● Prepared to make at least a 2-year commitment

EXPERIENCE & PERSONAL REQUIREMENTS & SKILL SETS

● Bachelor’s Degree preferred; at minimum three years’ experience working in a youth development program.

● Excellent communication skills

● Established experience in curriculum, program & youth development

● Demonstrated ability to perform multiple tasks effectively in a fast-paced, challenging, and constantly changing environment.

● Mature attitude, creativity, resourcefulness, and a positive role model for youth.

● Understanding and appreciation of racially/ethnically diverse populations

● Knowledge of our curricular “Focus Issues”: Pan African & Latinx History, Dismantling Sexism & Misogyny, Drugs & Substance Abuse, Conflict Resolution & Violence Prevention, Leadership Development, Academic Achievement, Mind, Body & Spirit, Sexual Education and Responsibility, Political Education, Financial Literacy, LGBTQ Justice, Environmental Justice.

As The Brotherhood Sister Sol is a youth development organization that works in close quarters with young people and children, and as the safety of our children and their families and our community is paramount – we have instituted a policy that all staff must be fully vaccinated by the start date of this position. If there is a medical or religious reason for an exemption from vaccination this can be presented and will be considered.

The Brotherhood Sister Sol Job Description

After School Program Elementary Senior Facilitator

About The Brotherhood Sister Sol (BroSis):

The Brotherhood Sister Sol is a social justice youth development organization that since 1995 has been a place where Black and Latinx youth claim the power of their history, identity and community to build the future they want to see. By educating, organizing and training, we are challenging inequity and creating opportunity for all. BroSis provides holistic and long-term support services to youth who range in age from eight to twenty-two. BroSis offers wrap around evidence-based programming such as four-six year rites of passage programming, thorough five day a week after school care, school and home counseling, summer camps, job training, college preparation, employment opportunities, community organizing training, and month long international study programs to Africa and Latin America.

Based in Harlem, NY but with a national reach, we publish assorted curricula and collections of our members’ writings; train educators from throughout the nation on our approach; and organize and advocate for social change. BroSis has earned national recognition for our evidence-based model, receiving an array of awards and funding from a host of national foundations, including Novo Foundation, Doris Duke Foundation, Marlene Nathan Meyerson Foundation, Charles Hayden Foundation, The William R. Kenan Charitable Trust, New York Community Trust, Comic Relief/Red Nose Day, William Stamps Farish Foundation, and more.

The organization has over 50 full-time staff, serves thousands throughout New York City, and has a $9.5 million dollar operating budget. In addition, we have just moved into our new building – a $23 million, 22,000 square foot state-of-the-art beacon for youth development. It is an exciting period of organizational growth and increased impact in our community and beyond.

POSITION SUMMARY

The ASPE Senior Facilitator will be responsible for curriculum development and workshop facilitation. Support our members with arts enrichment, tutoring, recreation, and one-on-one mentorship and guidance. The ideal candidate will be a dynamic leader of children’s programming and have experience creating and running culturally relevant and enriching experiences. This position reports to the Director of Programming.

RESPONSIBILITIES

● Plan, prepare, implement, and evaluate activities for elementary school age youth.

● Ensure the safety of participants by providing adequate supervision of all elementary youth.

● Lead the set-up, cleanup, and organization of rooms and activity centers for the program each day.

● Create and maintain a welcoming and supportive classroom environment. Rotate activities regularly.

● Model positive behavior, clear expectations and holding members accountable to the culture of the program and the larger community.

● Encourage positive self esteem; promote and reinforce BroSis themes of, Community, knowledge, Positivity and Future

● Be sensitive to issues members face, and work with the team to identify needs and solutions for situations as they arise.

● Prepare and serve nutritious snacks and meals; lead youth in clean up

● Develop strong positive relationships with youth and their families.

● Help create and distribute program materials to families, notices of program activities/events, and registration forms. Promote all events with youth and families.

● Support regular communication with parents and caregivers about needs and progress of program participants. Identify and address issues with parents and create support plans.

● Lead cooperative work with community partners and volunteers to facilitate activities and special events.

● Coordinate afterschool and summer program enrollment. Support families in completing required registration materials.

● Monitor daily attendance, follow tracking procedures, and maintain weekly records

● Co-Facilitate annual Summer Day Camp

● Prepared to make at least a 3-year commitment

EXPERIENCE & PERSONAL REQUIREMENTS & SKILL SETS

● Bachelor’s Degree preferred; at minimum three years’ experience working in an elementary aged youth development program.

● Excellent communication skills

● Demonstrated ability to perform multiple tasks effectively in a fast-paced, challenging, and constantly changing environment.

● Knowledge of and experience with behavior guidance and restorative justice language and techniques.

● Mature attitude, creativity, resourcefulness, and a positive role model for youth.

● Understanding and appreciation of racially/ethnically diverse populations.

● Excellent communication skills.

BENEFITS

At the Brotherhood Sister Sol, we offer competitive salaries with a comprehensive benefits package including, health, dental, vision and life insurance, 3% employer contribution to 403(b) retirement account. As well as four weeks’ vacation in addition to personal days, paid holidays and office closure during Winter Break.

As The Brotherhood Sister Sol is a youth development organization that works in close quarters with young people and children, and as the safety of our children and their families and our community is paramount – we have instituted a policy that all staff must be fully vaccinated by the start date of this position. If there is a medical or religious reason for an exemption from vaccination this can be presented and will be considered.

About Read Ahead

Read Ahead is dedicated to helping New York City youth strengthen the literacy and social-emotional skills they need to thrive in school and beyond. 

Since 1991, Read Ahead has connected public elementary school students with caring mentors from leading corporate and community partners. During weekly sessions, mentors and mentees read together, discuss books and their lives, and engage in fun and educational games and activities. Read Ahead sessions are designed to help children grow their confidence, love of reading, literacy skills, and other skills essential for success. 

In 2020, Read Ahead developed a completely virtual program to provide essential support during a challenging year of remote and hybrid learning. Combining our 30 years of experience with new technology platforms and an educator-designed curriculum, Read Ahead continues to match children with supportive mentors for fun, live program sessions that build connection, confidence, literacy skills, and more. 

With the development of our new virtual program, and anti-racism and anti-oppression commitments (https://readahead.org/anti-oppression-commitments-oct2020/), Read Ahead has an opportunity to deepen our impact for students. We are committed to ongoing improvement as an organization, and are eager to take bold new steps to create better outcomes for the students, families, and schools we serve.

Read Ahead expects each staff member to be an active and engaged collaborator in Read Ahead’s organization-wide efforts to advance DEIB (Diversity, Equity, Inclusion & Belonging)  goals including, but not limited to, participating in team meetings and ensuring that all project plans and outcomes are aligned with DEIB goals.

Read Ahead’s Anti-Racism and Anti-Oppression Commitments are outlined here. 

Read Ahead provides equal employment opportunities (EEO) to all employees and applicants without regard to race, color, ethnicity, religion, sex, sexual orientation, gender identity, national origin, age, disability, genetic information, veteran status or any other protected characteristic as established by applicable law. We seek to build a diverse staff representative of the communities we serve. All qualified applicants are strongly encouraged to apply.

Hybrid Work Policy

As an organization that partners with New York City public schools, afterschool service providers, families, corporate partners, and other stakeholders, Read Ahead recognizes that in-person work is required to achieve our mission moving forward. We have adopted a hybrid work policy to allow us to continue our work with students and schools as safely as possible.

The Program Coordinator will typically work up to 4 days/week in-person to perform essential job responsibilities, with a schedule determined by program needs and approved by their manager. Essential in-person responsibilities for this role include, but are not limited to:

• Meetings with Read Ahead staff and external stakeholders (e.g. bi-weekly staff meetings, bi-weekly program team meetings, quarterly school leadership and after school partner meetings, etc.)
• School recruitment and engagement events (e.g. Annual family nights at partner schools, PTA meetings or caregiver orientation workshops)
• Lead in-person weekly program sessions working in partnership with key school and/or after school staff to ensure technology is set up for virtual program
• Fundraising and donor cultivation events and event preparation (e.g. Read Ahead’s annual gala)
• Program, operations, and event support during key times of the year

In addition to the essential in-person job responsibilities described above, this role also includes other essential functions which may be performed remotely. A list of responsibilities is included below, and are subject to change based on organizational need.

Position Overview

As a part of an effective and dedicated program team, the Program Coordinator is responsible for the management of Read Ahead at their assigned school(s)/program(s). They act as an ambassador of Read Ahead and engage regularly with mentees, parents and caregivers, volunteer mentors, and school staff. The Program Coordinator  is responsible for ensuring that the program runs smoothly, that mentors and mentees are supported throughout their mentoring experience, and that program goals are met. The Program Coordinator  is responsible for critical administrative and logistical tasks, including scheduling, tracking attendance, and database entry. 

As part of a dynamic and evolving program team, the Program Coordinator will support with building out an improved literacy program that engages even more deeply with students, caregivers, schools, and mentors. As we focus on deepening the impact of our literacy engagement with students, Read Ahead may expand its current program offerings beyond our current volunteer model. Program Coordinators will participate in initiatives that further deepen the impact of Read Ahead’s unique approach to using literacy as a means of social change.

This position reports to the Director, Program & Impact on the Read Ahead program team. 

The ideal candidate is a flexible, proactive problem-solver with excellent relationship-building (especially with families), organizational, and communication skills. The role is a great fit for an individual who has an understanding of the New York City public school system and the communities we serve. This is a great opportunity for someone who is passionate about children, mentoring, reading, and/or volunteerism. Experience with using technology and a comfort and interest in learning new technology is a plus. Completion of a satisfactory criminal background check and DOE fingerprinting is required. 

The Program Coordinator schedule will be based on the program sessions of each school partner and the schedule will remain consistent for the duration of the school year. At P.S. 67, the regular PC schedule will be a Monday – Friday schedule when the program is in session during the school year. 

School Partner: P.S. 67 The Charles A. Dorsey Community School

Responsibilities

Program Facilitation 

• Facilitate, coordinate, and monitor 10-15 weekly in-person Read Ahead sessions on Zoom with up to 25 participants 
• Communicate effectively and regularly with key stakeholders, including parents/caregivers, volunteer mentors, and teachers/school staff
• Manage program technology and provide in-person assistance to participants (i.e., Zoom and online reading platforms)
• Manage and support ~160 – 200 volunteer mentors, including ongoing communication 
• Support ~100 mentees in grades 1-5 in their mentoring experience
• Provide ongoing support to mentors and mentees, including formal check-ins 
• Facilitate additional BookNook small group sessions for a target group of mentees during the school year

Program Quality Management 

• Conduct tasks that ensure a high-quality program, including attendance data tracking and entering program status updates on Read Ahead’s Live Impact database
• Review and approve mentor applications and support mentors through onboarding process
• Support the creation of session materials for programs, as well as supporting curriculum development, improvements, and redesigns by the Program Team
• Engage with school staff and families to share information about 2022-23 program and encourage student enrollment, including communicating with school leadership and liaisons, answering caregiver questions, supporting with completion of permission forms
• Conduct site visits to support stakeholders including teachers, after school providers, students and families

Family Engagement

• Support and execute new family engagement initiatives to build relationships with families
• Lead in-person family orientations at school site to ensure family engagement is prioritized during the mentee onboarding process
• Conduct a bi-monthly check-in call with caregivers to provide support and update on progress of Read Ahead program including mentee attendance, reading progress, and general mentor-mentee relationship updates
• Support all other initiatives that foster greater engagement of parents and caregivers, as determined by the Senior Director, Program & Impact

Administrative Tasks and Other Stakeholder Engagement

• Enter and track daily program data in Read Ahead’s database in a timely manner with attention to detail/accuracy
• Coordinate the scheduling of and reminders for mentors and mentees for your program sessions
• Support with distribution of annual stakeholder surveys including school surveys, mentor surveys and caregiver surveys
• Support organization-wide communications by periodically contributing to Read Ahead’s general newsletter, social media, blog, or other stakeholder engagement initiatives

Organizational Culture

• Actively participate in team meetings, learning initiatives, and professional development
• Ensure the inclusion of DEIB initiatives into mentor onboarding, training, and ongoing management 
• Support all key DEIB initiatives and new team culture practices

Qualifications

• Passion for Read Ahead’s mission 
• Demonstrated understanding of the connection between literacy, child development, and social justice
• A demonstrated commitment to an anti-racism and equity lens in their work and communications (internal and external)
• Experience working with kids and their parents/caregivers, and a positive, growth-mindset approach to supporting children
• Experience with, or a strong interest in, volunteer management 
• Strong organizational skills, including the ability to manage time and deadlines effectively 
• Excellent verbal and written communication skills
• Experience with technology, and an openness to learning and using new tools (e.g., email, video conferencing, cloud-based file management, and project management tools)
• High level of attention to detail 
• Team player and contributor 
• Ability to work and adapt in a fast-paced environment 
• Interest in hybrid  work with the ability to lead and monitor weekly mentoring sessions 

Summary of Compensation and Benefits

Salary & Benefits 

$60,000/year. Competitive benefits package includes:

• 90% health and 100% dental care coverage
• $3,000 annual employer-funded HRA
• Eligibility to contribute to 403(b) with up to a 3% match by Read Ahead for all employees who are employed on the last day of the calendar year (e.g. 12/31/2022)
• Eligibility to participate in pre-tax My Commuter Plan program
• Pre-tax FSA and Vision Plans offered
• Vacation day accrual based upon employment anniversary date; during the first year employees accrue 15 days per year and after the first year accrue 20 days per year
• 10 sick days and 3 personal days per year
• The Read Ahead office is closed between Christmas Eve and New Year’s Day each year, and for all federal holidays

About Inwood Academy for Leadership

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

All staff must be willing to commit to our mission: Inwood Academy for Leadership Charter School will empower students in Inwood and Washington Heights to become agents for change through community-focused leadership, character development and college preparedness. Our staff regard our student leaders as burgeoning assets to their community and help them develop the tools they need to be successful in college and beyond. IAL is committed to proving a well-rounded educational experience for all students we serve. We are looking for candidates who are hardworking, flexible, and innovative as well as able to embody the IAL traits of leadership in their daily work (honesty, integrity, responsibility, caring and restraint).

Reports to: Assistant Principal

Qualifications: 

• Expert in subject area; Science
• At least one year of teaching in an urban environment
• Bachelor’s degree required, Master’s Degree preferred
• Valid NYS Teaching Certificate Preferred
• Receptiveness to ongoing coaching and evaluation
• Energetic, motivated, innovative, prepared
• Ambitious, entrepreneurial mindset committed to helping develop the components and culture of the school environment
• Wide-ranging intellectual and educational interests
• Excellent communication skills
• Team player, the ability to work collaboratively
• Spanish proficiency preferred but not required

Duties & Responsibilities:

• Work in a collaborative team teaching environment or individual classroom setting
• Engage students in active learning
• Integrate technology into core classroom instruction
• Use assessment data to modify and improve student learning
• Utilize online student system to track student progress through competencies and keep up to date assignments for students
• Contribute to program design and implementation
• Participate in all staff programs and academic planning, implementation, and evaluation
• Work collaboratively with other staff and teachers daily
• Enforce and uphold school policies and culture
• Communicate effectively and maintain consistent relationships with students, colleagues, and families
• Any additional responsibilities assigned by Administration

Compensation:

 IAL offers a competitive compensation package including medical, dental and vision insurance, a 403B retirement plan with 5% match. In addition to extensive professional development, our teachers are equipped with all necessary instructional supplies and technology.

2022-2023 Salary Scale

AoC’s Vision: Every child in our diverse community reaches academic, social and personal excellence.

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

Academy of the City Charter School 

DATE: September, 2022

POSITION: Art Teacher, Middle School 

QUALIFICATIONS 

1. Bachelor’s degree in Education or similar required (Master’s degree preferred) 
2. New York State Certification required 
3. Three years of teaching experience preferred 
4. Ability to work collaboratively and an interest in an interdisciplinary approach to education
5. Proof of covid-19 vaccination is required

FUNCTIONS AND RESPONSIBILITIES: 

The Art Teacher’s duties include but are not limited to the following:

General Responsibilities: 

• Teach full Art classes of children on site at the school.
• Meets regularly with the Assistant Principal/Principal
• Participates in weekly staff  meetings after school. 
• Provides classroom coverages and support 1-2 times daily and as needed. 
• Works with staff members to develop lesson plans and provide supporting materials.
• Attends to the social/emotional, physical and intellectual development of children.
• Willingness and adaptability to work with English Language learners and children with special education needs. 
• Supports (with adaptive technology) needs for individual students as needed in the general  education classroom and through the general education curriculum in K-4. 

Work with Environment, Materials, and Curriculum: 

• Design, organize, and maintain an interactive and material-rich library classroom with the support  of the Instructional Coach.
• Ensure all art supplies, equipment, and classroom material are maintained and circulated.
• Develop and implement an Art curriculum based on the New York State standards, with a  multicultural understanding reflected. 
• Create and prepare materials to support the general education curriculum while also aligning to  grade level needs and standards.  
• Knowledge of Google Apps for Education required. 

SALARY: Commensurate with experience 

STARTING DATE: Immediately

ENDING DATE: June 30, 2023

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

AoC’s Vision: Every child in our diverse community reaches academic, social and personal excellence.

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

DATE: September 2022

POSITION: SETSS Provider (2022-2023 school year)

QUALIFICATIONS

1. Bachelor’s degree required
2. Master’s degree preferred
3. New York State Certification in Special Education or Students w/ Disabilities required
4. Three years teaching experience preferred
5. Ability to work collaboratively and an interest in an interdisciplinary approach to education
6. Must be vaccinated against Covid-19

FUNCTIONS AND RESPONSIBILITIES

• The Special Education Teacher will provide consultation with and support to teachers in addressing the needs of their students with IEPs in the general education classrooms as well as providing resource room instruction for children whose IEP requires instructional time outside of an inclusion setting. 
• Responsibilities include:
  • Providing small group instruction to students whose IEPs require instructional time outside of the general education classroom 
  • Taking daily attendance on SESIS for your groups
  • Assisting teachers in adapting curriculum for special needs students, and providing modified curriculum and resources as needed by classroom teacher 
  • Assisting teachers with developing daily reports, behavioral schedules and social skills curriculum for special needs students in general education classrooms 
• Modeling teaching strategies and techniques for teachers regarding special needs students in general education classrooms 
• Providing consultation and support for parents of special needs students in general education classrooms and help to facilitate positive collaboration between parents and teachers 
• Conferring frequently with the district of residence special education support staff and administrators to provide needed services regarding inclusive education practices

• Attending IEPs and staff/parent meetings of students with special needs in general education classrooms, as requested 

Expected Qualifications and Training: 

• Understanding of and commitment to the mission, goals, educational philosophy, and activities of the Academy of the City Charter School, as described in the School’s charter
• Knowledge of special education laws and requirements 
• Knowledge of the principles, practices and trends impacting programs; organization, planning and program evaluation strategies; techniques and procedures regarding curriculum and instruction design and delivery systems for both special education and core curriculum; human relationships, conflict resolution strategies and procedures; and team building methods and techniques
• Demonstrated capacity to plan, organize, and coordinate full inclusion program; supervise the development of strategies for curriculum modifications; develop and present training for teachers in best practices regarding full inclusion; evaluate and analyze complex problems, issues, and concerns; recommend appropriate alternative solutions; and communicate effectively in oral and written form to a variety of audiences 

SALARY: Commensurate with experience 

STARTING DATE: September 2022

ENDING DATE: June 30, 2023

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

EVC Program Manager_External/Professional Development Programs

The Educational Video Center (www.evc.org) is seeking an exceptional full time fixed-term Program Manager_External/Professional Development Programs for the 2022-23 school year. EVC is an award-winning non-profit youth media and social justice organization dedicated to teaching documentary video as a means to develop the artistic, critical literacy, and career skills of young people, while nurturing their idealism and commitment to social change.

The Manager of External/Professional Development Programs (PDP Manager) is a core staff position at EVC, responsible for integrating our educational model in schools and afterschool programs.  The PDP Manager will report to the Deputy Director, Programs and will supervise freelance media coaches and instructors.  The PDP Manager will work at EVC’s offices in the West Village and partner school sites across NYC.  

RESPONSIBILITIES:

Develop, manage, and evaluate a strong team of media coaches and instructors

• Recruit, onboard and support media coaches and instructors; 
• Model EVC values and best practices for PDP team;
• Observe coaches in classes, provide feedback on their work and support them in setting their own professional development goals;
• Provide coaches and instructors curricular resources and support to strengthen their work with teachers and in after-school settings;
• Collect program updates from coaches regularly and provide feedback and support based on the needs of each site;

Lead and manage in-school EVC coaching activities: 

• Ensure EVC fulfillment of contract obligations including coaching/instruction sessions, workshops, etc.;
• Communicate with school leaders and teachers regularly regarding program progress;
• Visit each site regularly to observe classes and meet with EVC coach/instructor and teachers to discuss practices and problem solve as needed; 
• Collect teaching materials from coaches for each session completed; 
• Track sessions and materials for each contract and submit documentation for invoices;
• Submit bi-weekly coach/ instructor timesheets to EVC administration for payroll processing;
• Supervise completion and submission of final video projects;
• Ensure proper care, maintenance and inventory of EVC production and post-production equipment used by PDP 
• Write reports for work in schools for school leaders and funders;
• Collect program feedback from students, teachers and media coaches. 
• Assist in the management of Accounts Receivables for each project 

Recruit new schools to PDP:

• Disseminate EVC’s PDP promotional materials at local conferences and networking events;
• Co-facilitate informational workshops for school principals and teachers;
• Develop contracts for schools in collaboration with EVC Deputy Director, Executive Director, school principals and teachers;
• Provide coordination and oversight of grant and project contracts with the New York City Department of Education and other city agencies and funders as determined by contracts;
• Ensure that program revenue meets budget projections

Facilitate EVC Professional Development workshops:

• Assist in planning, co-facilitating and conducting outreach for EVC’s Summer Teacher Institute and Youth & Community Voices Workshops;
• Assist with the submission of proposals and required materials to NYC Department of Education’s Afterschool Professional Development Program for professional development courses;
• Assist in planning and facilitating customized professional development workshops as required by contracts and grants.

Coordinate EVC’s Annual Youth Powered Video Film Festival and other project specific festivals:

• Schedule the festival in consultation with principals and site leaders;
• Secure theater in which to hold the festival;
• Collect film submissions for festival and create a reel of all films;
• Conduct tech-check at theater to ensure all media plays properly and communicate with the theater manager re: all other event logistics; 
• Help create outreach materials to generate enthusiasm for the event and create festival program;
• Coordinate materials, food, beverages, and all activities the day of the event.

Additional responsibilities:

• Provide program update reports for organizational leadership, and information as needed to assist the Development & Communications Department by providing information needed for the writing of grant proposals and final reports in support of PDP.
• Attend and contribute to EVC study groups and weekly staff meetings
• Advocate and promote EVC and its mission 
• Other responsibilities as assigned. 

QUALIFICATIONS:

Required:

• At least five years experience working directly with youth to lead instruction in a school setting;
• Demonstrated understanding of the principles of positive youth development and the strength based approach;
• Creative problem solver who possess the patience and perseverance to accomplish exciting work in challenging and complicated settings;
• Experience and enthusiasm for developing and managing per-diem staff;
• Strong, clear communicator on all fronts: writing, speaking and listening;
• Commitment to and track record of building and maintaining relationships;
• Knowledge of the filmmaking process and professional experience with pre-production, production or post-production;
• Demonstrated project management and curriculum development skills
• A can-do attitude and willingness and eagerness to lead in an entrepreneurial environment; 

Preferred:

• Familiarity with the use of and value of protocols
• Experience in education, nonprofit management or related field
• Teaching certification 
• Bilingual, English and Spanish

CULTURE AND VALUES:

• Demonstrates commitment to EVC’s educational philosophy rooted in Frierian and Popular education
• Establishes and leads a culture that results in a love of learning, student agency, and full range of student learning and growth
• Operates in an assets-based framework for working with youth, adults and families from diverse cultural backgrounds 
• Has an anti-racism and social justice lens, and an ability to talk fearlessly about race, class, gender, sexuality, migration, ability, and structural injustices
• Creates and sustains a race equity culture, including skill building and leading self and others through awareness, growth, and development towards a more just and equitable world
• Deeply committed to supporting youth, staff, and other stakeholders to adopt humanizing, healing-centered restorative practices
• Demonstrates self-awareness, humility,van accurate idea of one’s own strengths and weaknesses, and an ability to treat all stakeholders with respect
• Flexibility, resourcefulness and a sense of humor

COMPENSATION:

This full time fixed-term position begins September, 2022 and ends August, 2023 with an option for renewal. This position is a 5-day per week position eligible for EVC’s health, vacation, and other benefits, compensated at an annual salary of $65,000. The PDP Manager reports to, and is supported and evaluated by the Deputy Director, Programs. 

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 co-CEOs, the Chief of Staff will be responsible for facilitating the execution of complex, organization-wide initiatives and projects in close partnership with leaders across the organization. They will oversee the management of the executive office, ensuring that the co-CEOs’ time is consistently focused on the highest priority areas and planned strategically. This is an exciting opportunity for a highly organized and strategic leader to drive the development of a growing organization through multi-faceted projects in service of its unique mission and model.

Role and Responsibilities:

• Ensure timely communication and consistent flow of information to and from the co-CEOs office;
• Monitor key metrics, indicators, and milestones and support the executives’ analysis of overall progress and organizational health;
• Create systems to ensure the co-CEOs have a diverse set of input and data to make informed decisions;
• Guide the operational cadence for the senior leadership team, including mapping out leadership team meetings led by co-CEOs and creating and driving the execution of the annual calendar for the leadership team to achieve deliverables;
• Plan effective internal and external leadership team meetings that drive outcomes aligned with strategic priorities and provide clarity of progress toward goals, and ensure airtight systems for follow-up and follow-through;
• Facilitate the annual organization-wide planning process and support the leadership team in scoping, planning and execution of strategic initiatives; ensure regular check-ins and report-outs of progress towards goals;
• Design and lead the project management of organization-wide retreats, conferences, and other special events in collaboration with cross-functional teams;
• Oversee large, often cross-functional, organization-wide projects or initiatives, including bringing together important stakeholders and helping to drive decisions;
• Directly manage administrative professionals who are part of the executives’ offices to ensure the co-CEOs’ involvement in projects or decision-making processes takes place at key times, where their input and authority are most needed;
• Ensure the strategic management of the co-CEOs’ time so it’s aligned with the highest priorities;
• Support the onboarding and assimilation of direct reports to the co-CEOs by supporting the drafting of 90-day plans and assimilation activities internally and externally;
• Build meaningful and trusting relationships with staff, scholars and families to facilitate positive scholar outcomes and contribute to a high-performing organizational culture;
• Support executive communications efforts led by the Communications & Brand team by ensuring they have the necessary information and context at hand;
• Perform additional duties as assigned.

Qualifications:

• Bachelor’s degree required;
• Advanced training, experience or degree in business administration or similar fields, preferred;
• Extensive leadership experience with a track record of successful management and collaboration;
• Deep knowledge of best practices in organizational development and project management;
• Excellent communication and collaboration skills;
• Action-oriented, versatile, and efficient;
• Proven ability to support and interact with senior management;
  Excellent verbal, written and interpersonal communication skills, with a solutions
• oriented attitude;
• A strong work ethic, supported by commitment and airtight follow-up and follow-through;
• Ability to manage multiple projects while working in a fast-paced environment;
• Organized, proactive and detail-oriented with superior time management and troubleshooting skills;
• Impeccable integrity, including the ability to maintain a high level of confidentiality and discretion;
• A strong belief in the mission and values of DREAM, including the belief that all students can succeed, and a deep desire to make a difference in the lives of our students, families, and community.

DREAM’s VACCINATION POLICY

DREAM requires vaccination against COVID-19 for all employees, including a booster dose. Part-time staff hired for the summer season only, are exempt from the booster dose, however they must have received a 2-dose series or a single-dose COVID-19 vaccine. 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.

About Read Ahead

Read Ahead is dedicated to helping New York City youth strengthen the literacy and social-emotional skills they need to thrive in school and beyond. 

Since 1991, Read Ahead has connected public elementary school students with caring mentors from leading corporate and community partners. During weekly sessions, mentors and mentees read together, discuss books and their lives, and engage in fun and educational games and activities. Read Ahead sessions are designed to help children grow their confidence, love of reading, literacy skills, and other skills essential for success. 

In 2020, Read Ahead developed a completely virtual program to provide essential support during a challenging year of remote and hybrid learning. Combining our 30 years of experience with new technology platforms and an educator-designed curriculum, Read Ahead continues to match children with supportive mentors for fun, live program sessions that build connection, confidence, literacy skills, and more. 

With the development of our new virtual program, and anti-racism and anti-oppression commitments (https://readahead.org/anti-oppression-commitments-oct2020/), Read Ahead has an opportunity to deepen our impact for students. We are committed to ongoing improvement as an organization, and are eager to take bold new steps to create better outcomes for the students, families, and schools we serve.

Read Ahead expects each staff member to be an active and engaged collaborator in Read Ahead’s organization-wide efforts to advance DEIB 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 provides equal employment opportunities (EEO) to all employees and applicants without regard to race, color, ethnicity, religion, sex, sexual orientation, gender identity, national origin, age, disability, genetic information, veteran status or any other protected characteristic as established by applicable law. We seek to build a diverse staff representative of the communities we serve. All qualified applicants are strongly encouraged to apply.

Hybrid Work Policy

As an organization that partners with New York City public schools, afterschool service providers, families, corporate partners, and other stakeholders, Read Ahead recognizes that in-person work is required to achieve our mission moving forward. We have adopted a hybrid work policy to allow us to continue our work with students and schools as safely as possible.

The Senior Manager, Program & Impact will typically work approximately 2-3 days/week in-person to perform essential job responsibilities, with a schedule determined by program needs and approved by the Senior Director, Program & Impact. Essential in-person responsibilities for this role include, but are not limited to:

• Meetings with Read Ahead staff and external stakeholders (e.g. bi-weekly staff meetings, bi-weekly program team meetings, quarterly school leadership and after school partner meetings, etc.)
• Support for Program Coordinators leading sessions on-site on a needs-basis 
• School recruitment and engagement events (e.g. Annual family nights at partner schools, PTA meetings or caregiver orientation workshops)
• Fundraising and donor cultivation events and event preparation (e.g. Read Ahead’s annual gala)
• School site visits to conduct program observations during the school year and additional stakeholder support as identified by the Senior Director, Program & Impact
• Program, operations, and event support during key times of the year 

In addition to the essential in-person job responsibilities described above, this role also includes other essential functions which may be performed remotely. A list of responsibilities is included below, and are subject to change based on organizational need.

Position Overview 

The Senior Manager, Program & Impact directly reports to the Senior Director, Program & Impact. The Senior Manager will supervise three full time Program Coordinators overseeing a portfolio of four school partners. Key responsibilities include ensuring program fidelity, supervising direct reports, managing school relationships, and leading program evaluation.

Program Management 

• Leads program management at three key Read Ahead school partners
• Meets weekly with each Program Coordinator in school portfolio to share progress on program implementation and supports team with interventions if needed
• Hold PC cohort team accountable for tracking attendance on a weekly basis 
• Reports family engagement progress and milestones directly to Senior Director of Program & Impact ensuring that PCs are regularly checking in with family members each month via email, text or calls
• Ensures program at partner schools is implemented with fidelity and supports PCs with troubleshooting any issues between mentor-mentee matches and school site
• Works in partnership with the Senior Director, Program & Impact to regularly evaluate culturally responsive approaches to program sessions within school portfolio

Supervision

• Coordinates the professional development of Program Coordinators based on interest, availability, and Read Ahead goals
• Supports PCs in troubleshooting frontline issues between mentor-mentee matches, school communication, and program logistics
• Ensures that PCs regularly provide program highlights on a quarterly basis during the school year for external communication purposes
• Leads annual performance reviews of PCs in portfolio
• Conducts quarterly mentor communication audits with each PC 
• Serves as expert of Read Ahead’s policies and procedures to ensure that all Program Coordinators consistently communicate organization-wide expectations 
• On a quarterly basis, work a Tuesday – Saturday schedule to ensure Program Coordinators are supported with their direct managers during Saturday sessions

School Relationships

• Leads monthly meetings with school partners with key liaison at school (i.e. Principal, Community School Director, Assistant Principal, Parent 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 of schools and leverage PCs as needed

Program Quality and Evaluation

• Schedules in-person site visits at partner schools to conduct observations and provide feedback to Program Coordinators 
• Monitors and analyzes attendance at each school and supports PCs with brainstorming interventions accordingly 
  • Analyzes attendance data based on subgroups. Examples of attendance indicators include the following: race, ethnicity, gender, disability (IEP), Multilingual Learners (MLL), grade, geographic location etc. 
• Monitors successful implementation of Read Ahead platforms in program sessions including Epic and BookNook

Data & Evaluation 

• Serves as a leader in designing and implementing data tracking systems to monitor progress on program delivery for all school partners
• Leads the implementation of annual end-of-year surveys to all stakeholders including caregivers, mentors, school leaders, and after school providers
• Facilitates data-focused workshops to internal staff members on a quarterly basis
• Builds capacity within program team to better understand the use of data and evaluation in ensuring program quality 
• Supports in gathering monthly literacy data including BookNook and Epic usage for all matches and helps troubleshoot issues related to both platforms
• Works with Senior Director, Program & Impact to gather monthly program data and supports in designing external program reports as needed 

General Responsibilities

• Be an active and engaged collaborator in Read Ahead’s organization-wide efforts to advance our DEIB goals. This will include, but is not limited to, participating in team meetings and / or working groups, and ensuring that all project plans and outcomes are aligned with DEIB goals.
• Executes all responsibilities with an anti-racist lens that centers student voices, culturally responsive family engagement strategies, and program quality and evaluation
• Drives organization-wide family engagement strategy including, but not limited to, outreach strategy during school year, Read Ahead open houses for prospective families, and marketing initiatives to promote Read Ahead programming
• Works closely with Senior Director of Program & Impact to align DEIB goals to program implementation at each school partner
• Spearhead a BookNook program pilot working group with Senior Program Coordinators during school year in efforts to assess program launch and impact 

Qualifications 

Read Ahead General Qualifications 

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

Position-specific Qualifications

• Team player, proactive approach to program work and interest in leading innovative strategic projects
• Skilled manager, with the ability to understand diverse perspectives and tailor support accordingly
• 5-6 years in nonprofit and/or education sector serving New York City public schools, families and communities or youth literacy/mentoring programs strongly preferred
• Passion to lead, coach and support staff to grow professionally 
• Enthusiasm for staying up-to-date with education and mission-related news 

Salary & Benefits 

$70,000 – $75,000. 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 My Commuter Check 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

How to Apply

Please submit a resume and cover letter to Evelyn Canela (Senior Director, Program & Impact) at www.readahead.org/join-our-team. In your cover letter, include why you are interested in working for Read Ahead, why the Senior Manager, Program & Impact role is a good fit for you, and why you are interested in the Data & Evaluation specialty component of the position.

Applications will be reviewed on a rolling basis until the position is filled. No phone calls please.

About Code Nation

Code Nation is a community of high school students, technologists, teachers, business leaders, and other champions. A movement spanning cities, cultures, and industries, our community builds bridges across social and economic divides and unites people with the power to change each others’ lives.

Code Nation equips students with the skills, experiences, and connections that together create access to careers in technology. With a volunteer teaching cohort of over 300 professional web and software developers and a network of school and company partners, we provide coding courses and work-based learning programs to students who attend under-resourced high schools. Our industry-aligned curriculum and vast network of supporters provide students with the tech skills and social capital they need to break into the tech workforce.

During the 2021-22 school year Code Nation served more than 1,200 students in more than 50 schools and through 77 programs across the Bay Area, Chicago, and New York City. Nearly 250 software developers volunteered to provide in-person and remote learning in support of Code Nation’s mission across all of our communities.

Code Nation is committed to becoming an inclusive, pro-Black, and anti-racist organization. Ideal candidates are committed to educational and tech equity and working against institutional inequities. We believe that anyone can learn to code, and everyone should have access to careers in the thriving tech workforce.

The Role

Code Nation is a growing national nonprofit aiming to continue increasing and diversifying its revenue. In the upcoming fiscal year, Code Nation is projected to raise approximately $6 million total with almost half coming from national fundraising. At the national level, there are less than 75 donors and 5 partners giving $1M+. Historically Code Nation has been very successful with major investments from foundations and in the years ahead is looking to maintain this revenue stream while also establishing a major giving program for individuals and securing more major corporate donations with the ultimate goal of significantly expanding our donor base.

Code Nation is seeking a Senior Manager, Development and is eager to identify a professional who is passionate about the work we are doing to challenge structural inequities in the tech sector, and who has the skills necessary to strategically and effectively manage a portfolio of national donor and prospect relationships including foundations, companies and individuals. The Senior Manager, Development will be responsible for tracking & managing progress against national fundraising goals; ensuring excellent donor interactions, events and communications; and capturing important donor information for institutional knowledge. They will report to the Managing Director, Development and partner closely with the CEO to strategically and efficiently manage all national funding relationships in ways that grow the investments of existing donors and aims to diversify and expand the national donor base.

In the first year, the Senior Manager, Development will partner closely with the Managing Director, Development to maintain strong national donor relationships while the organization navigates a CEO transition and the onboarding of a new CEO and will also work as part of a team to identify a robust list of prospects to pursue. Ultimately, a candidate who assumes this position will be successful if they prioritize building strong and mutually beneficial relationships, enjoys working as part of a highly collaborative team, and is able to effectively communicate and manage up to senior leaders to take action.

The salary range for this position is $72,000 – 90,000.

Location is remote friendly, but must be within reasonable commuting distance to one of the regional offices for monthly or quarterly meetings.

Responsibilities

The primary responsibilities will include, but are not limited to:

Development Planning & Monitoring Progress

• Work closely with the Managing Director, Development and CEO to create the fundraising strategy and operational plans in order to reach annual and long-term fundraising goals
• Manage the implementation of the fundraising strategy and execute in alignment with the operational plans
• Monitor and assess progress to fundraising goals, communicate gaps and areas to adjust course to the Managing Director, Development and CEO as necessary
• Partner with the Managing Director, Development and CEO to develop strong prospecting and new donor cultivation practices to grow the number of national donors

Donor Relationship Management

• Work closely with the Managing Director, Development and CEO to create donor and prospect engagement plans in order to build and maintain strong relationships with funders
• Manage the execution of donor and prospect engagement plans
• Prioritize key actions for Managing Director, Development and/or CEO to take in cultivating, soliciting, and stewarding donors and prospects
• Prepare and support Managing Director, Development and/or CEO for donor interactions including: preparing meeting briefs, drafting correspondence, gathering stories and data points, creating donor-specific materials, and joining in on meetings to take notes or offer additional perspective
• Prepare and support national board members for donor interactions if/when needed
• Participate in donor and prospect interactions with the Managing Director, Development and/or CEO as needed
• Serve as the secondary point of contact for national donors and prospects as needed which includes participating in donor and prospect interaction with the Managing Director, Development and/or CEO and taking lead on some of the regular communication
• As the national portfolio of donors grows, serve as relationship lead for a portfolio of donors at smaller giving levels which includes being the primary point of contact, cultivating and soliciting the donor for a gift, and ensuring effective and consistent touch points are occurring
• Set and manage a calendar of mass communications to keep national donors regularly informed on progress, highlights and impact; taking the lead on drafting updates for the CEO and/or Managing Director, Development and managing the listserv
• Plan and coordinate excellent donor/prospect events
• Coordinate with regional and national program staff to identify local events that might be of interest to invite national donors to
• Partner with other development staff on the planning and execution of the end of year giving campaign & other online giving campaigns as needed

Case For Investment

• Gather new stories of impact, data points and other information to keep national case for investment & key talking points current & compelling

Grants Management

• Delegate to Development Associate to ensure all grants deadlines are accurately tracked so that no deadlines are missed, delegating
• Take lead on the writing of proposals and reports and/or partner with external Grant Writer to compile, draft and prepare grant submissions

Development Operations

• Delegate to Development Associate to keep donor and gift information accurate and up to date in Salesforce and other information systems
• Oversee Development Associate’s work to identify, research and vet new prospects
• Ensure adherence to all organizational fundraising policies, systems and processes
• Provide input and feedback on creation and revision of organizational fundraising policies, systems and processes

Skills and Qualifications

Success in this position will require, but not be limited to, the following proven experiences and competencies:

What you’ve accomplished (required):

• Managed a portfolio of donors and prioritized key actions and information for senior leaders
• What you’ve either done or would be excited to learn here:
• Grant writing
• Executed or supported strong grants management
• Executed or supported with individual giving campaigns
• Skills you have developed and knowledge you have acquired:
• Ability to break down goals and strategies into actionable steps, leverage manager for strategic support rather than execution accountability, and to organize and keep track of many projects, deadlines, and priorities
• Ability to work collaboratively within and across functions
• Ability to effectively manage up actions and information for senior leaders to act on
• Demonstrated ability to meet deadlines, and handle and prioritize simultaneous requests
• Must demonstrate ability to communicate effectively verbally and in writing with external stakeholders
• Strategic thinker who uses data to assess progress and adjust course as needed
• Proficiency with Google Suite, familiarity with Salesforce a plus

How you work and what you value:

• Prioritizes building strong and mutually beneficial relationships
• Deep commitment to tech equity
• Deep commitment to diversity, equity and inclusion
• Enjoys working collaboratively and as part of a team driving together towards outcomes
• Enjoy iterative work
• Ability to drive results
• Thorough and detail-oriented
• Proactive, resourceful and flexible
• Possesses a true growth orientation and is keenly aware of their own skills and learning needs

What You Can Expect

Code Nation has a high-performing culture characterized by our desire to provide our staff members with the support, resources, and information they need to be successful in our organization and in the non-profit field in general. If you take on this position, you can expect to be offered a compensation package, including salary and benefits, that will be commensurate with your experience and competitive within the non-profit sector. Some of the benefits we offer to our staff members include, but are not limited to:

• Medical, Dental and Vision Insurance and a Flex spending account for out of pocket medical costs
• Generous Time Off policy-15 days of paid time off & 14 paid holidays/office closures
• 401k Retirement Plan

Code Nation employees must be fully vaccinated for COVID-19, and, if hired, present proof of vaccination by start date.

Description

The Special Education Teacher will be responsible for planning and implementing developmentally appropriate classroom activities in an innovative educational setting based on established performance standards and best practices.

ESSENTIAL FUNCTION

Serve as a collaborative leader of the classroom team providing instruction in a variety of settings, uses effective instructional techniques customized to individual student’s goals and objectives; provides appropriate instruction to other classroom staff.

Effectively organizes classroom environment, instructional materials, and schedule to match and maximize learning, including maintaining clean and organized work and common areas.

Utilize appropriate assessment tools and ongoing data collection to (a) to develop and implement goals and objectives for each child, (b) to measure and communicate present level of performance, and (c) to make referrals as necessary.

Adhere to the school philosophy regarding behavior management and implements all relevant techniques appropriately.

Understand his/her role in language and communication facilitation and appropriately utilizes techniques for each child.

Conducts or participates in all activities and meetings relevant to the position or required by supervisor (e.g., Initial and Annual Reviews; Parent/Teacher Conferences, Open School Night, Home Visits, Parent Center meetings; Team, Department and Classroom Meetings, etc.).

Complies with regulatory requirements and school policy and procedures in all areas, and completes and submits within designated timeframes all necessary documentation for regulatory and funding agencies.

Maintains appropriate and effective interpersonal relationships with team and department members, parents, other staff, supervisors, administrators, and outside agencies. Demonstrates:

• Open communication, flexibility and the ability to learn and utilize team building strategies
• The ability to self-evaluate, to utilize supervision and problem solve
• The ability to both offer and accept assistance to/from others

Performs all other duties as assigned.

Qualifications

Competency Statement(s)

Communication, Oral – Ability to communicate effectively with others using the spoken word.

Conceptual Thinking – Ability to think in terms of abstract ideas.

Interpersonal – Ability to get along well with a variety of personalities and individuals.

Relationship Building – Ability to effectively build relationships with customers and co-workers.

Reliability – The trait of being dependable and trustworthy.

Responsible – Ability to be held accountable or answerable for one’s conduct. including

Team Building – Ability to convince a group of people to work toward a goal.

Tolerance – Ability to work successfully with a variety of people without making judgments.

Education

BA or Master’s Degree.

Experience

Experience working with special needs school age students, preferred, 10-21 years old.

SKILLS & ABILITIES

Certificates & Licenses

New York State Certification in Special Education for Students with Disabilities, Grades 1-6 or 7-12, Initial or Professional.

Willing to consider an individual with a BA who is currently enrolled in a Special Education Master’s Program leading to Teacher Certification.

Other Requirements: Trained or willing to be in CPR/First Aid, SCIP, CPI, Choking Prevention

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:

Consistent with our diversity, equity, and inclusion statement we strive to address systemic gaps in pay often present in our larger society as a result of gender, identity, or sexual orientation. All candidates are pay scaled by an independent third-party service or application which calculates the market rate for the applicant based on skills and qualifications, job duties, market conditions within the location of applicant, education and experience. Fellows receive an hourly wage of $18 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.

Advocates for Children of New York (“AFC”) seeks a full-time Education Advocate to assist AFC families with 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 (“SJP”) 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/criminal legal systems. We use uniquely integrated strategies to advance systemic reform, empower families and communities, and advocate for the educational rights of individual students.

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.
• Investigates school discipline cases for families of students facing suspension, assists with hearing preparation (e.g., obtaining the suspension packet and disposition packet, analyzing documents, drafting disposition letters) and works with SJP attorneys to advocate for families at in-person suspension hearings; follows up to obtain dispositions, decisions, and transcripts; and assists families with student reentry to school.
• Works with SJP attorneys to advocate 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
• 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, behavior supports, bullying, and school
• Participates in community education/outreach
• Develops collaborative relationships with professionals and other organizations to better serve families that need assistance.
• Maintains contemporaneous and accurate record keeping in our

Qualifications

• BA/BS degree
• Fluency in Spanish
• Ability to work occasional evenings and
• 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
• Strong interpersonal and oral communication skills, including ability to think clearly on your feet, exercise wise judgment, and make clear presentations and arguments without extensive preparation.
• Ability to write clearly and
• Ability to multi-task, continually re-prioritize, and self-manage
• Self-starter who can work both independently and collaboratively with a variety of people and within multiple teams.
• Strong organizational skills, attention to detail, flexibility, initiative, maturity, and cooperative attitude.

How to apply

Send an email with “Education Advocate” in the subject line with a cover letter, resume, and writing sample to Educationadvocate@advocatesforchildren.org. Candidates should highlight any personal or professional experience that demonstrates their connection to the populations that AFC serves. Only candidates being scheduled for interviews will be contacted. The position is available immediately, and resumes will be considered on a rolling basis. For more information on AFC, see www.advocatesforchildren.org.

Compensation

The salary range for this position is $54,000 – $63,528, depending on experience, and includes generous benefits, including health, dental, PTO, professional development, etc.

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’s office is located by Penn Station in Manhattan, and we use a hybrid approach. Currently, this position is expected to work two days a week in the office and remotely on the remaining days, though may on occasion need to work in person on additional days if needed to perform the duties of their job.

COVID vaccination required.

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

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

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 a seasoned career readiness specialist looking to transfer your skills to a mission-driven organization.  You’ve demonstrated success in building career readiness programs and employer partnerships.  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.  

Requirements:

• B.A. required; Master’s degree preferred
• 5+ years experience in supporting career readiness, preferably in NYC with workforce development organizations, CTE high schools, employers, intermediaries, training programs and/or high schools
• Experience creating and leading professional learning experiences (such as professional development workshops/series, coaching colleagues or leading professional learning communities) for seasoned professionals in the field 
• Knowledge of youth development, college and career readiness, and K-12 public education 
• Expertise in working with partners (ie; other non-profits, schools or employers) to identify mutual goals and ways of working to achieve successful outcomes

What You’ll Do

You’ll design and facilitate coaching, structures, and processes for career readiness.   You’ll develop systems and support strategies to integrate career readiness with postsecondary planning at our schools.  You’ll engage key partners in the field including employers, workforce development organizations, corporate partners, colleges, and more. You’ll use technology and data to increase efficiency and create dynamic and continuously improving school organizations. All of this work will be to achieve our visions that every New Visions school in our core network will support students and their caregivers to explore college and careers so that students graduate high school with a postsecondary plan that includes best fit education, training or employment and the skills and experience to succeed in that plan.  

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!

Click HERE to Apply Now!

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. 

Middle School Teacher

Various subject areas available:  ELA, Math or Science

Hebrew Public issued a COVID Vaccine mandate for all staff. This will require all staff to receive the COVID Vaccination.

Start Date: Summer 2022

Various locations: Harlem Hebrew (147 St. Nicholas Avenue, New York, NY 10026) and Hebrew Language Academy (2186 Mill Ave, Brooklyn, NY 11234)

CMO Website: www.hebrewpublic.org

Contact: jobs@hebrewpublic.org 

About the Organization:

Hebrew Public Charter Schools for Global Citizens

Hebrew Public a national network of diverse-by-design public charter schools that teach children of all backgrounds to become productive global citizens. Our schools are models of racial and economic integration, academic excellence, and foreign language learning.

About the Position:

Join an exciting community of educators and social change-makers who are passionate about global education and are committed to improved student learning and outcomes. We select individuals who share our vision and are willing to put in the hard work to achieve it. We are seeking a driven Middle School Teacher for the 2022-2023 school year that operates with a high sense of urgency and possesses a strong work ethic. Candidates for this position do NOT need to speak Hebrew. The School is fully committed to a culturally diverse faculty and student body. The school is eager to consider applications from traditionally underrepresented groups.

Job Requirements:

• Build a classroom culture in which students love ELA
• Provide clear and consistently high-quality ELA instruction for all students
• Create instructional lesson plans and classroom activities that contribute to a climate where students are actively engaged in a meaningful learning experience
• Manage and support an organized and professional classroom that is conducive to learning.
• Implement instructional strategies and resources that are aligned with the rigor of the Common Core to meet the needs of all students, including those with varying backgrounds, learning styles and special needs
• Motivate students to think critically and take ownership over their own learning
• Drive academic outcomes by analyzing student work and studying data, and implementing high-leverage instructional moves to ensure dramatic gains for all students
• Support student and school needs in preparing to be successful on the NYS State Exam
• Develop strong relationships with parents and students to create investment in school culture and academics
• Maintain effective and efficient data gathering procedures
• Meet professional obligations through efficient work habits such as: meeting deadlines, honoring schedules and collaborating effectively with co-teachers and colleagues
• A person who believes in the critical importance of diversity in the life of a school

Minimum Requirements:

• Bachelor’s degree from an accredited institution is required; Masters degree preferred
• Elementary and/or Middle School teaching experience preferred
• Hold NYS certification in content area or working towards certification is preferred
• Excellent oral and written communication skills
• Legally authorized to work in the USA

COMPENSATION AND BENEFITS:

Salary and benefits will be highly competitive, equitable, and commensurate with experience. Starting salaries range from $55,000-$90,000 based on experience.

Potential benefits* include:

• Medical
• Dental
• Employer-Paid Vision
• Prescription Drug Coverage
• Paid Holidays
• Retirement Savings and Employer Matching Programs
• Paid Parental Leave
• Short-Term and Long-Term Disability Coverage
• Employee Assistance and Wellness Programs
• Health Care and Dependent Care Flexible Spending Accounts
• Employer-Paid and Voluntary Life Insurance
• Global Travel Experiences

*Benefits packages vary depending on the role.

Elementary School Teacher

Bronx Community Charter School

Bronx Community Charter School (BxC) is seeking an elementary teacher in the upper elementary grades.

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

BxC is located in the Norwood neighborhood of the Bronx and serves children and families from throughout Community School District 10.  85% of students qualify for free or reduced-price lunch, 21% receive special education services, and 22% are classified as English Language Learners.

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

Our progressive curriculum includes:

• All-school studies of our neighborhood, the Bronx River, our building, and more.
• Interdisciplinary curriculum with many opportunities for deep and materials-rich studies
• Balanced literacy supported by extensive classroom libraries
• Math curriculum that balances depth of mathematical knowledge and practices
• Daily arts and tech electives that include dance, drumming, visual art, and technology
• A strong emphasis on social and emotional learning

We are seeking teachers who:

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

BxC offers:

• Co-taught classes with 24-26 students per class
• A highly collaborative environment where teachers’ voices and opinions really matter
• Coaches who collaborate closely with classroom teachers to design curriculum and support students
• Structures for collaboration and professional development supported by the schedule, including grade team meetings, lab sites, 2 hour professional development sessions each week, and regular meetings with co-directors.
• High levels of staff retention and a unionized staff

Qualifications for Teachers:

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

Preferred:

• • Special education or ENL certification or experience

• Proficiency in Spanish

Interested candidates should send a thoughtful cover letter and resume to hiring@bronxcommunity.org

For additional information, check out www.bronxcommunity.org

Statement of Non-Discrimination

BxC is committed to a policy of equal treatment for individuals applying to the school and does not discriminate on the basis of race, gender, disability, age, religion, sexual orientation, or national or ethnic origin.

Workshop Facilitator

Continuing Professional Studies, Bank Street College of Education

Job Description:

Bilingual (Mandarin-English) educator with an early childhood background needed to collaborate on the design and implementation of workshops for 10-20 family childcare and informal childcare staff in Brooklyn, NY. Workshops are expected to be held onsite and online through Zoom.us. Workshops will be facilitated in Mandarin.

These workshops will build on the strengths of the caretakers with a goal of empowering and engaging this community in the importance of their role in caring for young children and supporting curriculum development utilizing a play-based approach. Topics include, but are not limited to:
1) Child development and developmental variations
2) Supporting executive function and self-regulation

3) Foundations of special education
4) Understanding cognitive development in early childhood
5) Inclusive and culturally responsive practice
6) Building community with families to enhance children’s social and emotional development.

Start Date: various days Fall 2022 – Spring 2023

We are looking for someone to facilitate workshops and community building activities on 4 Saturdays from 12-3pm, and 8-10 sessions over the school year on weekday evenings from 6-8pm. The schedule is flexible within these time frames and workshops will be held at mutually scheduled times.

Compensation

• $4,000-$4,500
• Compensation includes periodic planning meetings, program development, implementation, and meetings to debrief with program leadership.

Qualifications

Required:

• Proficiency in English and Mandarin. Workshops will be held in Mandarin
• Successful teaching or social work experience in early childhood settings
• Experience in facilitating group discussions and/or professional development
• Experience in a progressive education setting
• Master(s) degree in education, Social Work or related field

Preferred:

• Leadership experience in early childhood
• Experience working with classroom teachers and/or families

Elementary Science Teacher 

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:

Curriculum and Planning

• In collaboration with colleagues, develop daily and long-term curriculum plans that are purposeful, rigorous, engaging, and aligned to standards; update plans as appropriate to meet students’ needs
• Create documents to support daily and long-term curriculum plans, including but not limited to scope and sequence, curriculum maps, lesson plans, reteach plans, intellectual preparation documents
• Utilize student IEPs to inform instructional assessments that provide meaningful measurements of students’ growth toward the goals
• Maintain records of student progress toward academic goals; meet deadlines for submitting student records to other departments
• Keep families well-informed of student performance and progress through appropriate and professional communication methods

In the Classroom

• Maintain a productive, safe, and disciplined learning environment
• Uphold all school policies within the classroom
• Integrate feedback and goal-setting into lesson delivery
• Provide the differentiation and accommodations needed for the growth and success of all students
• Model strong written and verbal communication 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
• Collaborate with and provide feedback to classroom assistants in order to maintain a productive, safe and nurturing classroom for students
• As needed: May supervise out-of-classroom settings including but not limited to field trips, arrival/dismissal, transitions, lunch, and others.

Content-Specific

• Develop and coordinate learning opportunities outside of the classroom, including but not limited to the science electives and field trips (virtual and/or in person) to science museums/institutions
• Anticipate and identify equipment or other material needs, work with support staff to procure items, and may transport materials/supplies to/from classrooms

Staff-Wide Professional Expectations

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

Position Qualifications:

Educational Background and Work Experience

•  Bachelor’s degree from an accredited college or university
•   New York State teaching certification
•   Teaching or student teaching experience in a school
•   Preferred: Experience with and interest in working with high needs students
•    Content Specific

Knowledge, Skills and Abilities

• VOICE’s mission, vision, values and culture
• Effective skills in self-management including but not limited to meeting deadlines, effective prioritization of tasks, self-organization, managing up, and efficient time and task management
• Ability to gather and analyze data using defined and differentiated processes
• Tact and sensitivity, including but not limited to adhering to confidentiality obligations such as mandated reporting as part of child protection
• Ability to build strong and effective collegial relationships as part of an interdisciplinary team of educators and administrators
• Ability to build warm individual relationships with students
• Ability to communicate and build relationships effectively and appropriately with diverse range of individuals, including but not limited to current and prospective children and families, colleagues, and external partners
• Teaching and classroom

o   VOICE Teaching Framework

o   Common Core and other content area standards

o   Curriculum design principles

o   Child learning theory and behavioral approaches, teacher techniques

o   Differentiation strategies (conferencing; small group work); basic understanding of English as a Second Language and SpEd approaches and procedures

o   Elements of effective classroom environment and management

•     Building effective sequential long-term plans and mastery-oriented short term plans
•     Maintaining high academic expectations through purposeful building of thinking skills, standards-aligned independent practice, questioning and discussion techniques, high standards for language and evidence, and structured support for students

Behavioral Characteristics

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

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

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

Elementary School Dean (Grades 3-5)

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

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

What makes VOICE different?

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

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

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

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

All Staff at VOICE:

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

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

Major Responsibilities:

1. Instructional Support, Coaching, and Supervision
   1. Observe and provide feedback to teachers
   2. Develop and implement coaching plans that are measurable and goal-driven
   3. Model instructional strategies as needed
   4. Coordinate internal and external professional development activities for teachers
   5. Design and implement teacher professional development based on identified needs
   6. Trains supports and coaches faculty in the area of special education, ENL instruction and at-risk student services, ensuring that all teachers know, understand and implement all classroom accommodations and modifications required by IEPs.

1. Curriculum Implementation
2. Designs curricula and differentiating instruction to best serve all students including those are in need of special education, ENL and at-risk services.
3. Provide feedback and support for the development of curriculum maps and lesson plans
4. Analyze data to plan reteaches with teachers and help improve curriculum
5. Facilitate selected team meetings to model and strengthen intellectual preparation
6. Lead specific curriculum initiatives to improve lesson delivery school-wide to ensure that our students’ diverse learning needs are being met.
7. Coordinate vertical alignment across grade levels in content areas
8. Conduct instructional walk-throughs and follow-up support for particular initiatives

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

1. Divisional Leadership
2. In collaboration with the School Director, evaluate the effectiveness of delivery of services and curriculum implementation of the division’s education staff to meet the needs of all students.
3. Inspire and rally behind a shared vision and high standards of excellence, including but not limited to fostering staff culture and relationships across teams and divisions
4. Creates and implements programs to support the families of students in need of special education, ENL instruction and at-risk student services.
5. Ensuring compliance with special education requirements and the maintenance of accurate special education records and reports in accordance with state and federal law.
6. As member of the leadership team, contribute to the development and implementation of school-wide policies and procedures, which may involve but is not limited to engaging in other teams’ and divisions’ priorities, goals, and activities
7. Oversees the division based special education efforts in the following areas:
   • Reviewing the results of diagnostic assessments of new students to identify students in need of special education, ENL instruction and at-risk services.
   • Coordinating pre-referral and referral processes for special education, ENL instruction and at-risk services.
   • Coordinating classroom observations and testing as needed using service providers when necessary.
   • Participating in the development and maintenance of IEPs, managing the provision of direct services by the school
8. Exercise external awareness; serve as liaison for other teams, departments and partners.

1. Staff-Wide Professional Expectations
   1. Partnering with the Special Education teams in the Lower Elementary and Middle School divisions, develop policies and procedures that ensure VOICE (schoolwide) is providing the academic, emotional and physical services for students who require additional support to thrive within the school’s core academic programs.
   2. Embrace and be an ambassador of VOICE’s mission, vision and values
   3. Collaborate communicate and maintain effective and professional relationships as member of an interdisciplinary team of educators, support staff, and administrators
   4. Participate in required meetings and events, which may include student events, school concerts, parent-teacher conferences, on- and off-site conferences and trainings, others.
   5. Meet expectations related to punctuality and professionalism including but not limited to reporting to work on time, following the appropriate call-out and lateness procedures, timely responding to emails, consistently meeting deadlines and communicating appropriately on progress on projects and goals.
   6. Proactively and appropriately seek assistance and/or guidance when faced with challenges appropriately provide and receive feedback to/from students, parents, faculty, classroom assistants, support staff, and administration
   7. Reflect on professional practice through self-reflection and engagement in informal and formal feedback processes

Position Qualifications:

Educational Background and Work Experience

• Bachelor’s degree from accredited college or university
• Preferred: Master’s degree from an accredited college or university
• Preferred: NY State teaching certification in Students with Disabilities and or TESOL/ELL
• Preferred: 3+ years of classroom teaching experience
• Preferred: 2+ years of leadership experience (e.g. instructional coach, team leader)
• Preferred: Experience working in an urban school setting

Knowledge, Skills and Abilities

• VOICE’s mission, vision, values and culture
• Effective skills in self-management including but not limited to meeting deadlines, effective prioritization of tasks, self-organization, managing up, and efficient time and task management
• Ability to gather and analyze data using defined and differentiated processes
• Tact and sensitivity, including but not limited to adhering to confidentiality obligations such as mandated reporting as part of child protection
• Ability to build strong and effective collegial relationships as part of an interdisciplinary team of educators and administrators
• Ability to build warm individual relationships with students
• Ability to communicate and build relationships effectively and appropriately with diverse range of individuals, including but not limited to current and prospective children and families, colleagues, and external partners
• Teaching and classroom
  • VOICE Teaching Framework
  • Common Core and other content area standards
  • Curriculum design principles
  • Child learning theory and behavioral approaches, teacher techniques
  • Differentiation strategies (conferencing; small group work); basic understanding of English as a Second Language and Special Education approaches and procedures
  • Elements of effective classroom environment and management
• Building effective sequential long-term plans and mastery-oriented short term plans
• Maintaining high academic expectations through purposeful building of thinking skills, standards-aligned independent practice, questioning and discussion techniques, high standards for language and evidence, and structured support for students
• Content-Specific:
  • Proficiency in MS Office, Google calendar, Salesforce and other software and apps
  • Deep understanding of and ability to write and deliver curriculum in classroom
  • Deep understanding of classroom management strategies, including but not limited to Love & Logic language, proactive procedures, transitions, recovery, restorative justice
  • Adult learning theory/best practices for Professional Development

Behavioral Characteristics

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

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

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

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

PRIMARY FUNCTIONS AND POSITION OVERVIEW

As part of the GCCS academic team, the Dean of Students ensures that high behavioral expectations are consistently communicated and maintained throughout the school. The Dean of Students will establish a strong achievement centered culture; ensure the functionality of school-wide systems that support student achievement, safety, efficiency and the International Baccalaureate Learner Profile; and ensure that the high expectations we have for our scholars are maintained in each classroom and by all teachers at GCCS. 

ESSENTIAL FUNCTIONS

• Create a school culture of high behavioral expectations that enables a consistent focus on academic results
• Model, promote and embody the International Baccalaureate learner profile to create a cohesive school culture of academic and personal success 
• Uphold explicit and high behavioral expectations through logical consequences aligned with the Responsive Classroom philosophy and emphasize the IB Learner Profile
• Establish and reinforce clearly-defined school-wide systems and procedures that enable a structured school environment, including procedures for arrival and dismissal, lunch and recess, and hallway transitions between classrooms and to the restroom facilities
• Proactively circulates throughout classrooms and hallways during the day, to gain valuable context on student behavior and help support positive school culture 
• Collaborate with the school leadership team to ensure the physical environment of the school is conducive to a safe and supportive learning environment.
• Serve as the point person for discipline/culture issues; supervise and manage in-house suspensions
• Teach and practice conflict resolution with students
• Counsel students individually and in small groups around individual behavior goals to manage expectations and develop social skills and character
• Maintain and monitor records of student discipline, conflict and mediation, suspensions and family communication 
• Conduct formal investigations in accordance with the GCCS code of conduct based on student, parent and adult inquiries related to school culture, discipline and incidents. Complete a written summary of the investigation with recommended action steps in a timely manner
• Acts as a resource for teachers in their instructional practice, especially as it relates to issues of discipline, relationships with students and families, classroom and behavior management, and school culture
• Supervises breakfast, lunch, in-between class transitions, enrichment, and dismissal, making sure students are always where they are supposed to be and ensuring a professional school culture at these times
• Support initiatives that establish families as partners including the PAT and PAPA meetings, student and family conferences, and classroom and school-wide family events during and after school; Lead parent workshops as needed
• Connect families with internal resources such as the counselor and external resources in the community
• Participate in the Student Holistic Team Meetings
• Evaluate student behavior and discipline through detailed data analysis of student performance on a wide variety of metrics; Utilize student data collected to drive intervention and supports
• Teach the school-wide character development curriculum (RULER)
• Supporting the school as directed by the Principal

COMPREHENSIVE BENEFITS PACKAGE

• Highly Competitive Salary
• Options for 100% Employer paid; Medical, Dental, Vision FSA/HSA/PPO plans
• Dependent care FSA & Pre-tax commuter benefits
• 100 % Employer paid Term life and disability insurance
• Tuition reimbursement options
• Gym reimbursement
• PTO, Paid Parental Leave Child care leave, and other leave benefits
• 403B with GCCS match
• Employee Assistance Program
• Health stipend if covered on a partner/spouse’s plan

QUALIFICATIONS

• Strong commitment to an inclusion model of education; experience with and/or understanding of the urban learning environment.
• A track record of strong quantitative student achievement results
• At least 2 years of demonstrated success as a classroom teacher
• Previous experience as a Dean or School Leader
• Ability to build strong elementary school culture and positive relationships
• Good judgment and ability to navigate challenging situations
• Incredibly high expectations for all aspects of school and ownership over results
• Strong work ethic, is reflective and continually seeks to learn and improve
• Be a team player – a desire to work in a team-oriented environment and collaborate effectively with colleagues
• Dedication to GCCS’ mission

Advocates for Children of New York, Inc. (AFC) seeks a Staff Attorney to join AFC’s Robin Hood Project, which partners with organizations fighting poverty throughout New York City to provide education advocacy to low-income families.   The Staff Attorney will provide direct legal representation and advocacy to families, technical assistance to staff at partner organizations, and training for parents, students, and professionals to ensure meaningful access to educational services for children from low-income backgrounds in New York City’s schools. AFC’s Robin Hood Project partners with roughly 20 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. 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 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

Direct Representation:

The attorney will work alongside another staff attorney, advocate and project director to provide legal representation and advocacy to families served by partner organizations who are encountering school-related discrimination such as inappropriate special education placements and services, enrollment issues, or suspensions. As part of this advocacy, the attorney will conduct client interviews, advocate for families at special education meetings or suspension hearings, request and interpret evaluations, collaborate with agency staff, advocate with the New York City Department of Education to resolve problems, and represent clients at impartial administrative hearings related to special education under the IDEA and on appeals.  

Community Outreach and Training

The attorney will do outreach to, collaborate with, and provide capacity-building trainings and resources to professionals at partner organizations so they can better address and support the educational needs of their communities.  The attorney will conduct trainings for professionals, parents and students on subjects such as how to navigate special education in NYC and the rights of students in temporary housing.  The attorney will serve as a liaison to partner agencies to develop shared goals around capacity building as well as helpful tools for agency staff to use when addressing education matters for their clients.

Technical Assistance

In an effort to build capacity at partner agencies, the attorney will provide ongoing and in-depth technical assistance to agency staff on a variety of education-related issues such as transportation for students in temporary housing, appropriate school disciplinary practices, access to early childhood programs and special education. The attorney, along with project staff, will work to identify patterns in technical assistance requests from partner agencies to further develop outreach and training goals.

Minimum Qualifications:

• Commitment and ability to empower the families that are the focus of AFC’s mission.
• D. degree required.
• Fluency in Spanish is required.
• Experience in education advocacy or a related field that can include a combination of employment, community organizing, internships, student leadership and/ or volunteer experience.
• Experience working with communities with low income, communities of color, and/or

communities with disabilities.

• Strong interpersonal, verbal and written communication skills.
• Ability to identify, analyze and creatively resolve layered and complex problems.
• Highly collaborative and willing to work as part of an interdisciplinary team
• 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.
• Desire to learn, both as an individual and as part of an organization, and apply diversity, equity, inclusion, and/or anti-racism principles.
• Basic data collection abilities
• Proficiency in Microsoft Office products, Zoom, and Adobe Acrobat and willingness to learn new technology and/or platforms

Preferred Qualifications:

• Knowledge of relevant education, disability or civil rights laws or practices
• Experience in litigation that can include a combination of employment, internships and externships
• Experience conducting trainings and engaging with a variety of audiences that include community partners and families
• Experience managing partnerships and/or coordinating large groups
• Experience or familiarity with Salesforce databases

How to apply:

Please send an email with “Robin Hood Staff Attorney” in the subject line with a resume and cover letter to rhstaffattorney@advocatesforchildren.org.  Candidates should highlight any personal or professional experience that demonstrates their connection to the populations that AFC serves. No phone calls, please. Only candidates being scheduled for interviews will be contacted. Applications will be considered on a rolling basis. This position is available starting immediately, and candidates are encouraged to apply as quickly as possible.

Expected Start Date:

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

Compensation and Benefits:

The salary range for this position is $73,000 – $81,000, 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’s office is located by Penn Station in Manhattan, and we use a hybrid approach. Currently, this position is expected to work two days a week in the office and remotely on the remaining days, though may on occasion need to work in person on additional days if needed to perform the duties of their job.

COVID vaccination required.

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

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.

PRIMARY FUNCTIONS AND POSITION OVERVIEW

Global Community Charter School (GCCS) is a Harlem-based International Baccalaureate (IB) World School that is innovative, inquiry-based, culturally competent, and provides students with a comprehensive and rigorous curriculum that encourages critical and creative thinking. 

The Instructional Coach, with both content and instructional expertise, will work as a colleague with classroom teachers to improve student achievement and teacher practice. This position is responsible for providing coaching, co-teaching, and professional development will focus on individual and group learning. In order to meet this purpose, the Instructional Coach will provide personalized, one-on-one support based on the identified needs of individual teachers to develop strategies to support struggling students.

ESSENTIAL FUNCTIONS

• Performs lesson observations and provides specific and actionable feedback for improvement
• Helps develop and review lesson plans and provides other curricular guidance as needed
• Models instructional excellence through classroom lesson planning and delivery as appropriate that aligns curriculum and assessment best practices
• Assists with the development, review and implementation of curriculum, instruction, and assessments
• Assists teachers and academic team members with analysis of reading, writing, math and other types of assessment results
• Reviews students’ data with teachers to create actionable steps for classroom instruction
• Works with the Academic Leaders, Special Education Coordinator, Interventionists and classroom teachers to determine the most appropriate intervention for at-risk students
• Creates and delivers professional development to teachers and staff on an as needed basis throughout the course of the year, at least one half day each month
• Creates individualized improvement plans for struggling teachers and monitoring progress towards clear goals
• Evaluate academic achievement and progress towards school wide goals through detailed data analysis of student performance on a wide variety of metrics; Lead and support  teachers in using the student data collected to drive instruction and intervention
• Serves as a coach to individual and teams to determine intervention strategies as appropriate.
• Works with the Academic Leaders to identify professional development (PD) activities and training that is related to academic goals and school improvement plans
• Facilitates and/or present professional development activities with staff and teachers as needed
• Assists in the planning of professional development activities and other in-service program training to help raise the level of instructional performance
• Collaborates with teachers to find real solutions to challenges faced in the classroom, using data to drive decision making
• Provides recommendations for school-wide professional development based on the instructional needs of teachers
• Maintains open communication and positive relationships with staff, teachers and academic leadership team members.
• The Coach does not evaluate teachers but will work with them to build upon their strengths in improving instruction.
• Model, promote and embody the International Baccalaureate learner profile to create a cohesive school culture of academic success and family

COMPREHENSIVE BENEFITS PACKAGE

• Highly Competitive Salary
• Options for 100% Employer paid; Medical, Dental, Vision FSA/HSA/PPO plans
• Dependent care FSA & Pre-tax commuter benefits
• 100 % Employer paid Term life and disability insurance
• Tuition reimbursement options
• Gym reimbursement
• PTO, Paid Parental Leave Child care leave, and other leave benefits
• 403B with GCCS match
• Employee Assistance Program
• Health stipend if covered on a partner/spouse’s plan

QUALIFICATIONS

• A Bachelor’s degree from an accredited college or university is a must.
• A M.A., Ed.M or Master’s degree in education preferred.
• New York State Certification for relevant grades or demonstrated process towards obtaining certification
• A minimum of 5 years of demonstrated success as a full-time elementary classroom teacher.
• Excellent communication, presentation, facilitation and interpersonal skills and the ability to establish and maintain effective and collaborative working relationships with a diverse staff
• Demonstrated success working in a high-performing, urban school setting preferred.
• Evidence of excellence in teaching through continuous learning and data analysis
• Strong knowledge of IB-PYP curriculum preferred
• Formal experience mentoring teachers in effective literacy and math instruction and assessment strategies
• Knowledge of reading, writing, and math curriculum, subject matter and development
• Ability to connect and build positive relationships with teachers and staff
• Be a team player – a desire to work in a team-oriented environment and collaborate effectively with colleagues
• Dedication to GCCS’ mission

PRIMARY FUNCTIONS AND POSITION OVERVIEW

Global Community Charter School (GCCS) is a Harlem-based International Baccalaureate (IB) World School that is innovative, inquiry-based, culturally competent, and provides students with a comprehensive and rigorous curriculum that encourages critical and creative thinking. The ELA Teacher is responsible for establishing and maintaining a classroom where whole group and small group instruction, discussion, projects and cooperative work engage students, keeps focused, and infuse a lasting desire to learn in all.

ESSENTIAL FUNCTIONS

• Coordinating knowledge of students, instructional content and curricular resources to design differentiated units and lesson plans aligned to the ELA Common Core standards
• Differentiates instruction for students as integral aspect of planning and teaching and understands Workshop Model in design of instruction
• Evaluate academic achievement and progress towards learning objectives through detailed data analysis of student performance on a wide variety of metrics; Utilize student data collected to drive instruction and intervention
• Design and implement assessments that measure progress towards academic standards
• Be accountable for students’ mastery of academic standards
• Engaging in coaching cycles and implementing research-based strategies that maximize their own performance and that of their students
• Reflecting on their own progress as educators and seeking out professional resources to continuously improve their practice
• Managing student behavior and classroom routines to maximize learning time and create a positive classroom environment
• Attending IEP meetings and ensuring appropriate accommodations are given to students during assessments
• Compile and organize documentation for IEP meetings
• Actively participating in professional development workshops as laid out in the school and professional development calendars
• Celebrating student achievement and progress in class and during school wide IB PYP assemblies
• Foster meaningful relationships with students and parents that drive students to invest in their learning and make academic gains
• Lead a student advisory group with a focus on academic and social-emotional learning
• Model, promote and embody the International Baccalaureate learner profile to create a cohesive school culture of academic and personal success
• Supporting the school as directed by the Chief Academic Officer and Assistant Chief Academic Officers

QUALIFICATIONS

• Bachelor’s degree from an accredited college or university a must; M.A., Ed.M or Master’s degree in education preferred
• Demonstrating solid knowledge and understanding of the content matter
• New York State Certification for relevant grades or demonstrated process towards obtaining certification
• A minimum of 2 years of demonstrated success as a full-time middle school ELA teacher preferred
• Demonstrated success working in a high-performing, urban school setting preferred.
• Evidence of excellence in teaching through continuous learning and data analysis
• Be a team player – a desire to work in a team-oriented environment and collaborate effectively with colleagues
• Dedication to GCCS’ mission

COMPREHENSIVE BENEFITS PACKAGE

• Highly Competitive Salary
• Options for 100% Employer paid; Medical, Dental, Vision FSA/HSA/PPO plans
• Dependent care FSA & Pre-tax commuter benefits
• 100 % Employer paid Term life and disability insurance
• Tuition reimbursement options
• Gym reimbursement
• PTO, Paid Parental Leave Child care leave, and other leave benefits
• 403B with GCCS match
• Employee Assistance Program
• Health stipend if covered on a partner/spouse’s plan

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

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

What makes VOICE different?

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

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

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

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

All Staff at VOICE:

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

________________________________________________________________________

Position Responsibilities:

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

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
• Develop purposeful, rigorous, and engaging daily and long-term plans aligned to standards, and regularly revisit 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
• Consult with departmental colleagues on curriculum support materials and planning to support intellectual preparation and classroom instruction

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 and middle school specific policies (including but not limited to: student attendance, reporting of absence and lateness within a period, independent student transitions, assigned seats) 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, across grade bands, and across departments, coordinating all instructional activities with teachers, assistants, and instructional leaders; collaborate with other staff to envision and execute projects
• Collaborate with colleagues to develop systems for student accountability and academic ownership
• Consult with events department to develop experiences for middle school students
• Serve as Advisory Leader for students in grade 7-8
• Proactively seek assistance or advice when faced with challenging teaching situations;
• Maintain positive relationships with and support the learning of all staff members
• Appropriately give and receive feedback to/from students, parents, faculty, staff, and administration
• Keep families well-informed of student performance and progress
• Provide feedback and guidance to classroom assistants

Professionalism and Work Day Expectations

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

Position Qualifications:

Attitude and Focus

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

Skills and Knowledge

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

Educational Background and Work Experience

• Bachelor’s degree from an accredited college or university required
• New York State teaching certification required. VOICE will consider only candidates that are either (a) already fully certified at time of application, or (b) on track to become fully certified by the first day of employment.
• Significant experience working with and/or teaching children in middle school grades required
• Experience with and interest in working with high needs students preferred
• New York State teaching certification in Middle Childhood Education: Generalist or Mathematics 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!

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

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

What makes VOICE different?

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

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

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

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

All Staff at VOICE:

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

Position Responsibilities: 

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

Curriculum and Planning

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

In the Classroom

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

Communication and Collaboration

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

Professionalism and Work Day Expectations

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

Position Qualifications:

Attitude and Focus

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

Skills and Knowledge

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

Educational Background and Work Experience

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

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

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

Nichols School seeks a full-time Middle School Math-Science teacher for a one-year placement.  This person will be responsible for teaching 7^th graders an accelerated math curriculum along with Environmental Science.   Applicants should possess content flexibility in order to teach across all grade levels.  Nichols faculty also serve as advisors to a group of Middle School students.

Ideal candidates:

• are committed to collaboration and innovation.
• use inclusive and equitable practices to inform their approach to course design, instruction, and assessment.
• have a passion for student-centered instruction that centers on guiding students toward becoming competent thinkers, researchers, and writers.
• employ a variety of types of texts and perspectives in their courses.
• integrate technology into teaching and learning.
• possess a Math/Science degree or degree in a related field.
• experience teaching Pre-Algebra; Physics or Earth Science to Middle Schoolers
• enjoy being part of the life of the school beyond the classroom.
• can serve as an athletic coach or leader of student activities.
• are committed to continually strengthening and reflecting on their teaching practice through work with other faculty and a growth coach.

Nichols School commits to being a courageous community, grounded in equity of process and outcomes, where we can all safely and authentically be ourselves and therefore accept the challenge of our collective growth.  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.  Candidates from underrepresented groups are encouraged to apply.

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.  

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

Start Date: Immediate

Hybrid Role: Full-time (2 days remote, 3 days in-person)

Location: New York City – You must be able to travel weekly in all five (5) boroughs

WHO WE ARE

The Collaborative for Inclusive Education, previously the NYC Special Education Collaborative, is an initiative of the New York City Charter School Center. Founded in 2011, the Collaborative is a nonprofit membership organization committed to supporting quality education programs for historically underserved students. A result of the merger between four independent borough-based special education co-operatives, the Collaborative currently serves more than 200 of NYC’s charter schools. We provide professional development, resources, on-the-ground coaching, virtual supports, and technical assistance to schools so that they can build and maintain the capacity to meet the needs of a diverse student population. Ultimately, we empower schools to develop high quality, inclusive educational programs that ensure equity and access for all.

Position Overview

We are seeking an Inclusive Education Specialist to coordinate and deliver supports for NYC charter schools, ultimately ensuring that they have the tools, resources, technical assistance, training, and collaboration necessary to successfully serve their school communities. The Specialist reports directly to and works closely with the Director of The Collaborative for Inclusive Education. The individual who joins the Collaborative will have the opportunity to work with an exceptional team of highly collaborative colleagues committed to systems change and helping charter schools build their capacities to serve their communities inclusively and equitably.

Core Responsibilities

Responsibilities include, but are not limited to:

• Providing school-based feedback and support through classroom observations, modeling, coaching, and strategic planning with a portfolio of school teams across all five boroughs
• Developing and delivering trainings, organizing central professional development opportunities, and curating resources for schools on various special education topics
• Providing expert technical assistance for school teams on operating in compliance with national, state, and local special education and charter regulations
• Monitoring local, state, and national special education policy to advocate on behalf of charter school students with disabilities.
  

  Required Skills

In order to be successful in this role, an ideal candidate should demonstrate the following:

• Expertise in best instructional practices for students with disabilities, including specially designed instruction, Universal Design for Learning, culturally responsive-sustaining teaching, intervention techniques, modified curriculum, and IEP writing
• Expertise in special education compliance, including 504s, IEPs, SDI, MDRs, CSEs, etc.
• Exemplary written and verbal communication skills, strong presentation delivery, and public speaking experience
• Ability to create strong and authentic relationships and to drive results with school leaders, special education leads, and teachers who support a diverse population of students
• Capacity to implement efficient systems and resources for supporting a large portfolio of schools that span all five boroughs
• Strong strategic-thinking skills: curiosity to solve complex problems and ability to think boldly to maximize new supports for individual schools and to scale practices for the charter sector at large.

 Experience and Educational Background

• Minimum of 4-5 years of experience as a special educator and at least 2 years as a special education lead working in an urban school, preferably in a NYC charter school
• A proven track record of exemplary gains with diverse student populations
• Experience observing instruction and providing feedback to create more inclusive environments
• Experience facilitating professional development and public speaking.

What We Offer

The NYC Charter School Center offers a comprehensive benefits package, including medical and dental insurance and a matching 401(K) plan.

Salary

Salary for this position is competitive and is based on prior experience and qualifications.

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

2022 – 2023

Community Roots is hiring:

A Physical Education teacher for our 6th-8th grade classes. 

About Us:

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

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

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

Benefits and Compensation:

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

Qualifications:

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

Community Roots seeks individuals who:

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

Main responsibilities will include:

• Teaching 6th-8th grade Physical Education classes, which includes designing and implementing lessons and units based on CRMS Physical Education Scope and Sequence
• Teaching 8th grade Fitness elective classes, which includes designing and implementing lessons and units
• Co-teaching a Sexual Health class, which includes designing and implementing lessons and units based on CRMS Sexual Health Scope and Sequence
• Co-leading a “Crew”, our school’s advisory structure, which includes serving as the academic advisor to a small group of students and acting as a liaison between the school and their families

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

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 Program Associate for the 2022-2023 school year. Applicants must have a strong academic foundation, as well as a commitment to working with students from East Harlem and the surrounding community. 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. The position offers a competitive compensation and benefits package. An idea candidate for this position will be extremely organized and able to manage many different task and projects at once.

The Program Associate helps the Program Director with the following:

• Creating schedules for students and faculty
• Covering book clubs and math labs
• Organizing summer camps and the yearly Summer Semester
• Organize student directories, forms, and other paperwork
• Coordinate and communicate with volunteers
• Organize and manage a small but comprehensive internal school library
• Perform other duties as assigned

Required Knowledge and Skills:

• Highly organized, thoughtful, and detail-oriented
• Excellent written and verbal communication skills
• A commitment to maintaining accurate and confidential donor records
• Strong project management skills with an ability to prioritize multiple tasks and meet deadlines

Qualifications:

• Bachelor’s degree
• Proficiency in Microsoft Office Suite (primarily Excel, Word and PowerPoint)
• Interest in working with and on behalf of middle school aged students from low-income families
• A sense of humor and desire to share your outside interests and passions with our community of students, teachers, and administrators

Candidates are not required to have a teaching certification and recent college graduates are encouraged to apply. Applicants who are able to coach soccer, wrestling, lacrosse, or track should note it in their resume or cover letter. Applicants who speak Spanish should note it in their resume or cover letter.

How To Apply

Interested candidates should email a cover letter and resume to hiring@eastharlemschool.org. Please include “Program Associate Application” in the subject line of your email. Qualified candidates will be contacted for a phone and/or Zoom interview if they are being considered for the position.

About the East Harlem School

Founded in 1993 by two African-American Ivy-League graduates from East Harlem, The East Harlem School is an independent middle school that serves 150 students and over 180 alumni. EHS seeks to develop in its students a sense of themselves as creative, self-reliant and responsible members of their communities. EHS fosters intellectual, moral, athletic and emotional development through a rigorous, multi-faceted curriculum, individual tutorials, a comprehensive physical education and arts program, as well as numerous travel opportunities. Students graduate from EHS and go on to top independent, public, and parochial schools.

Flushing International High School, located in Flushing, Queens, is one of the 15 International High Schools in NYC that serve recent immigrants who are also Multi-lingual learners. We are now accepting resumes for an anticipated opening for a Living Environment Teacher in September:

We use a collaborative, project-based approach to teaching English through content, so every teacher is a language teacher regardless of the content area. Our approach to teaching is student-centered and project-based, so our heterogeneous students can meet and exceed the requirements of traditional high schools in their new language. 

Teachers in our school demonstrate the following abilities:

• Design and teach curricula to heterogeneous classes of multilingual learners of many academic levels, languages, and cultures.
• Link subject area curricula to the school’s themes and other content areas, incorporating discussion of current events, hands-on experiences in the community, and meaningful connection to students’ interests and experiences.
• Create project-based curricula and performance-based assessment tasks.
• Use an inquiry-based approach to teach classes.
• Work in a close-knit team of 5-6 teachers of various disciplines to plan content and language instruction and create a supportive community for our diverse students.  Also, work collaboratively with other teachers to design curricula and assessments and support each other in improving teaching practices.
• Teach an advisory class that includes community building, identity development, reflective writing, and interest exploration.
• Participate in developing and implementing new ideas in the school.

• Develop a curriculum that uses the resources of NYC and helps students to apply their learning in a real-world setting.

Strong applicants will have some experience and/or interest in developing in themselves the items listed above.

Preferred qualifications: 

• Representative of diverse identities and cultures of our student population
• Dual certification in ESL or Special Education
• At least a basic proficiency in a second language
• Knowledge of mastery-based grading assessment practices
• Knowledge of restorative justice approaches

About Read Ahead

Read Ahead is dedicated to helping New York City youth strengthen the literacy and social-emotional skills they need to thrive in school and beyond. 

Since 1991, Read Ahead has connected public elementary school students with caring mentors from leading corporate and community partners. During weekly sessions, mentors and mentees read together, discuss books and their lives, and engage in fun and educational games and activities. Read Ahead sessions are designed to help children grow their confidence, love of reading, literacy skills, and other skills essential for success. 

In 2020, Read Ahead developed a completely virtual program to provide essential support during a challenging year of remote and hybrid learning. Combining our 30 years of experience with new technology platforms and an educator-designed curriculum, Read Ahead continues to match children with supportive mentors for fun, live program sessions that build connection, confidence, literacy skills, and more. 

With the development of our new virtual program, and anti-racism and anti-oppression commitments (https://readahead.org/anti-oppression-commitments-oct2020/), Read Ahead has an opportunity to deepen our impact for students. We are committed to ongoing improvement as an organization, and are eager to take bold new steps to create better outcomes for the students, families, and schools we serve.

Read Ahead expects each staff member to be an active and engaged collaborator in Read Ahead’s organization-wide efforts to advance DEIB (Diversity, Equity, Inclusion & Belonging) goals including, but not limited to, participating in team meetings and ensuring that all project plans and outcomes are aligned with DEIB goals.

Read Ahead’s Anti-Racism and Anti-Oppression Commitments are outlined here. 

Read Ahead provides equal employment opportunities (EEO) to all employees and applicants without regard to race, color, ethnicity, religion, sex, sexual orientation, gender identity, national origin, age, disability, genetic information, veteran status or any other protected characteristic as established by applicable law. We seek to build a diverse staff representative of the communities we serve. All qualified applicants are strongly encouraged to apply.

Hybrid Work Policy

As an organization that partners with New York City public schools, afterschool service providers, families, corporate partners, and other stakeholders, Read Ahead recognizes that in-person work is required to achieve our mission moving forward. We have adopted a hybrid work policy to allow us to continue our work with students and schools as safely as possible.

The Program Coordinator will typically work approximately 2-3 days/week in-person to perform essential job responsibilities, with a schedule determined by program needs and approved by their manager. Essential in-person responsibilities for this role include, but are not limited to: