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.

Portfolio Schools: P.S. 33, P.S. 51, P.S. 111, P.S. 130

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

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

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

Positions by School:

• West End Secondary School
  • Anticipated openings in all subject areas.
• The Metropolitan Expeditionary Learning School
  • Spanish
• Brooklyn Collaborative
  • Mathematics
  • Special Education
• Leaders
  • English as a Second Language (ESL)
  • Mathematics
  • Science
  • Special Education
  • Guidance Counselor or Social Worker
• WHEELS
  • Lower Grades Positions:
    • Early Elementary Bilingual Certification
    • Early Elementary (English and Spanish speakers)
  • Middle and Upper Grades Positions:
    • Middle Grades ELA
    • Middle Grades Social Studies
    • Spanish
    • Computer Science
    • Physical Education
• Kurt Hahn
  • ELA
  • Art
  • Special Education
• Launch
  • Various Positions (grades 6-8)
• Channel View School for Research
  • Spanish – grades 7-12
  • Robotics/Technology – grades 7-12
  • ELA Teacher – grade 9
  • Special Ed/Humanities

Our schools will be operating in-person for all staff and students for the current school year. Our schools are co-located in DOE buildings and will be following NYC protocols, which include mandated vaccinations. Our protocols will be updated as necessary based on changes in NYC protocols or additional CDC directives.

New Visions Charter High Schools (NVCHS) provide all students, regardless of their previous academic history, the highest quality education in an atmosphere of respect, responsibility and rigor. We ensure that our students have the skills and knowledge to graduate ready for college, pursue a career, and engage with the 21st century economy. We develop learning experiences that allow risk-taking, cultivate students’ imaginative and creative abilities, and celebrate achievement.

The Director of Instruction shall serve as the instructional leader and resource person for assigned content areas, promoting rigorous curriculum alignment, inquiry, and coaching and evaluation support to assigned teachers. The DI provides leadership in the school staff development activities, common assessments, and use of highly effective instructional strategies that most appropriately meets the needs of all students. The DI supports the Assistant Principal and Principal in ensuring the school provides students with the skills, knowledge and experience necessary to succeed academically and socially.

Responsibilities:

• Demonstrates expert knowledge of content area and approved curriculum
• Observes teachers in the assigned departments around classroom management, development of lessons, pacing, and other areas related to instructional practice
• Conferences with teachers to provide constructive feedback and developmental goals
• Serves as the formal supervisor of teachers in the assigned departments, responsible for performing informal and formal observations and conducting performance evaluations in accordance with the teacher rubric
• Responsible for testing, assessment design, Mock Regents and Regents administrations, grading and data review for the department and utilizes New Visions data tools, including the Data Portal, to monitor student progress
• Development and implementation of common assessments and challenge-based and project-based learning for the assigned content areas
• Manages the department in a manner that promotes positive and productive relationships between colleagues, students, parents and community
• Demonstrates a willingness to examine and implement change necessary to produce efficient and effective systems and increase student achievement
• Follows and facilitates compliance with New Visions, federal and state policies and administrative rules and regulations
• Teaches one to two classes and with an open classroom to serve as a model for other teachers
• Prepares and manages the departmental development plans in alignment with the School Plan
• Selects, uses, and interprets evaluation data, through inquiry to drive decisions and actions in support of student needs and school goals
• Cultivates and forges strong relations with students, families and key constituents
• Communicates with families regarding student progress and performance
• Is available to parents, students, administration, and colleagues outside the school day as needed
• Develops and utilizes community and professional resources to perform on-going Professional Development for team members including attending New Visions Professional Development with teachers and stays up to date on NV instructional supports for teachers
• Provides leadership to department committees for new text adoptions, and recommends supplementary materials for content tean
• Recommends outside training programs as appropriate for content team
• Serves as a coach and mentor to assigned teachers
• Monitors the curriculum-unit plans that is being taught in the classroom by the department members and utilizes New Visions core curriculum
• Creates a safe and inclusive learning environment
• Ensure a safe, supportive and productive environment for students, staff and families.
• Model effective instructional practices in staff meetings, professional development sessions and team meetings.

Secondary Job Functions:

• Stays knowledgeable and up to date on latest trends and developments within departmental content area, and recommends pilot or experimental programs for consideration
• Assists new teachers in methodology, techniques, materials, or any other function needed to enhance the new teacher’s ability to be successful
• Selects team members for any advisory committees necessary for department; makes sure that the advisory committees meet when necessary, if applicable
• Completes or assists with all surveys, forms, and state reports that are required of department by administrators or New Visions
• Makes recommendations for master schedule

Supervisory Reports:

Multiple content area teachers including one in area of expertise

Interacts with:

Entire school staff, New Visions network staff, student families and key school partners and constituents

Required Education and Experience:

• Master’s degree
• NY State or equivalent teacher certification in one of content areas being supervised
• At least 5 years as a teacher of at least one of the content areas being supervised, preferably at an urban high school, with a history of improving student achievement
• School leadership training, certification, and/or experience that is consistent with the core concepts of the New Visions Charter School Model
• Have served as a Lead Teacher or held equivalent responsibilities in coaching or mentoring teachers and in facilitating PD for teachers
• Prior supervisory experience required
• School Building Leader (SBL) certification

Required Knowledge and Skills:

• Experience teaching using alternative pedagogy and implementing pedagogical strategies and relevant to NV model including challenge based curriculum and evidence based decision making.
• Demonstrated ability to identify and use diagnostic and formative assessments
• Able to engage in and support classroom and organizational level inquiry to inform decision making
• Experience supporting a strong and positive school culture and climate
• Highly skilled in supporting teacher learning and professional development across all areas of the teacher rubric and in knowledge and skills listed herein
• Approach learning via growth mindset
• Be reflective, seek feedback, learn from those around them, and effectively apply feedback
• Demonstrate strong content knowledge
• Have a proven track record for planning lessons with clear learning objectives and a means for assessing whether those objectives have been met
• Have a proven track record for engaging students in their own learning
• Have strong organizational and communication skills
• Have demonstrated success in tailoring instruction to the needs of diverse learners
• Be committed to serving all students and respect children from all backgrounds
• Demonstrate ability to work collaboratively with others to achieve common goals
• Make informed decisions, based on evidence and data, about their lesson planning
• Passion for creating a school community that supports the development and achievement of all students, particularly those underserved and at risk in other school settings.

Who We Are

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

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

Equal Employment Opportunity Statement

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

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

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

About Us

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

Position Summary

The principal is the instructional leader and leads all aspects of instruction and oversees budget and community engagement in the New Visions Charter High Schools opening in the summer of 2015. At full growth, each school will comprise over 60 staff and close to 600 students. The principal reports directly to the Board of Trustees, and, on a day-to-day basis, to the New Visions Vice President, Charter Initiative. The principal is ultimately responsible for ensuring that the school provides students with the skills, knowledge and experience necessary to succeed academically and socially.  The principal must have: the skills needed to adeptly facilitate and collaborate with faculty and staff; experience teaching using alternative pedagogy; ability to identify and use diagnostic and formative assessments; and ability to engage in and support classroom and organizational level inquiry to inform decision-making.

The ideal candidate will have demonstrated leadership experience.  Preference will be given to candidates who have participated on an established Inquiry Team in a NYC school or graduated from a recognized leadership certification program.  NVCHSs use a challenge-based approach to engage students in learning and foster the use of imaginative capacities for problem-solving.  Winning candidate will have demonstrated alignment with the New Visions mission to empower young people by challenging them academically and providing them with the support they need to excel.

The principal must work closely with the school’s Director of School Operations (DSO) and the New Visions Charter Management Organization (CMO) to ensure that the school embodies the New Visions Charter High School model and implements best practices in all instructional and operational areas.

Core Duties and Responsibilities

Curriculum, Instruction and Assessment

• Lead a challenge-based curriculum that has community learning opportunities for students embedded within it.
• Deliver the academic preparation and requisite support for all students to be prepared to succeed in college and career.
• Reinforce and institutionalize the implementation of New Visions Charter School practices. Foster connections between academic learning, the community, and students’ daily lives.

Staff Supervision and Development

• Hire and support the development of all school staff.
• Create a professional community that focuses on instruction and assessment as the primary vehicles for improving student achievement and school culture.
• Provide on-going observation, coaching and evaluation.
• Motivate teachers to continue to develop their content knowledge and instructional repertoire, and to provide the resources needed for them to do so.

School Culture

• Build a school culture that evidences high expectations for courtesy, respect, compassion and an intellectually-engaged environment for both students and adults.
• Ensure a safe, supportive and productive environment for students, staff and families.
• Model effective instructional practices in staff meetings, professional development sessions and team meetings.

Community Engagement

• Prepare for and attend regular Board Meetings.
• Collaborate with the Board of Trustees and the Community Advisory Board to cultivate strong partnerships with community organizations and regional and national partners.
• Initiate and implement community support and advisory groups.
• Leverage community relationships to strengthen and support the school’s instructional and operational programs.

Accountability

• Understand accountability metrics and annual reporting required of charter schools and oversee the submission of all accountability metrics.
• Collaborate with the Board of Trustees to ensure the academic and fiscal success of the school.
• Develop and implement the school’s budget along with the New Visions CMO and the school’s DSO.

Development

• Collaborate with the Board of Trustees and the New Visions CMO to support development efforts to expand instructional and operational capacities of the school.

Education and Experience

• Masters degree in Administration/Management
• School leadership training, certification, and/or experience that is consistent with the core concepts of the New Visions Charter School Model.
• Possession of or in the process of obtaining the New York State School Building Leader certification.
• Teaching experience, preferably at the high school level, with a history of improving student achievement.
• Demonstrated leadership capabilities, including management and team-building skills.
• Experience working in an urban school setting.
• Experience with supervising, evaluating and professional development of teachers and teachers-in-training.
• Experience implementing pedagogical strategies and developing curriculum relevant to the New Visions Charter School model including, but not limited to:  challenge-based curriculum, inquiry, data-based decision making, analysis of student performance on an ongoing basis, alternative use of time through scheduling and programming, systems of adult learning.
• Experience developing schedules and budgets.
• Experience working in a shared DOE space, a plus.

Required Skill Sets and Knowledge Base

• Demonstrated commitment to the school vision and mission.
• Commitment to democratic governance and collaborative, data-based decision-making.
• Rigorous approach to problem-solving – collecting all relevant information, consulting diverse perspectives, and creating feedback systems.
• Recognition of self as a learner and reflective practitioner, able to identify areas for growth and commitment to working in these areas.
• Experience and zeal for working in an entrepreneurial environment.
• Excellent interpersonal and communication skills.
• Passion for creating a school community that supports the development and achievement of all students, particularly those underserved and at risk in other school settings.

POSITION:                              8th GRADE TEACHER – The New LIFE School

REPORTS TO:                         Principal of The New LIFE School

CLASSIFICATION:                  Full Time

EXEMPT/NONEXEMPT:         Exempt

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GENERAL DESCRIPTION:

The New LIFE School provides an intensive educational and therapeutic environment for students with special needs in the 8th grade.  The Teacher addresses the academic, instructional, remedial, behavioral and adaptive needs of our students.  With expertise in the content area of instruction, the Teacher must also possess strong behavioral management skills and techniques that promote the classroom instructional process.  The Teacher must also understand and meet all reporting mandates of various governmental agencies.  The Teacher works cooperatively with fellow staff, parents, guardians, outside agencies and the Committee on Special Education (CSE) to better serve our students.

MAJOR DUTIES AND RESPONSIBILITIES:

1. Plan and implement appropriate and adapted classroom instruction for students in accordance with the mandates of each student’s Individualized Education Plan (IEP).
2. Prepare and implement short-term objectives to meet each student’s annual IEP goals.
3. Handle clerical tasks related to the IEP in accordance with school procedures.
4. Prepare daily lesson plans for all instructional periods in a format developed in collaboration with the school administration.
5. Keep accurate records of individual student progress throughout the school year.
6. Provide students and parents with feedback on student progress on at least a quarterly basis.
7. Communicate on a regular basis with Related Services staff regarding each student’s social-emotional development in school and in the community.
8. Maintain an appropriate physical environment in classroom and work areas.
9. Effectively integrate the Teacher Assistant into all classroom activities.
10. Develop curricula throughout the school year suitable for the class profile.
11. Actively participate in regular student progress conference sessions.
12. Assist and supervise students as required throughout the school day, including arrival and dismissal processes.
13. Participate in the intake screening process as requested for potential new enrollees.
14. Become familiar with each student’s initial case record review.
15. Communicate on a regular basis with the parents and guardians of each student.
16. Attend staff meetings before and after regular school hours and at other required meeting times and places.

SUPERVISES:

+          Teacher Assistants

EDUCATION:

+          Bachelor’s Degree required, preferably in content area; Master’s Degree preferred.

+          Dual NYS Certification in Special Education and content specialty preferred; candidates actively working towards teacher certification may be considered.

EXPERIENCE:

+          Minimum of 2 years’ classroom experience teaching students with special needs or related experience working with children and adolescents

SKILLS & ABILITIES:

+          Demonstrated ability to understand and implement NYS Learning Standards through the instructional classroom process

+          Demonstrated ability to provide effective classroom management skills and techniques for 8th grade special needs student population

+          Demonstrated ability to effectively communicate with school administration, fellow teachers, Related Services staff, parents and guardians

+          Demonstrated ability to implement the mandates of each student’s IEP

+          Demonstrated ability to write appropriate and targeted student progress reports

+          Demonstrated ability to provide critical analysis of each student’s progress to CSE representatives, outside agencies, prescribing doctors, parents and guardians

+          Demonstrated ability to provide a safe and orderly classroom haven for our special needs students

+          Demonstrated ability to implement the school’s policies and procedures regarding Child Abuse identification and reporting

This position description contains the major responsibilities required to perform this job.  These responsibilities may change at any time to meet the needs of our students or agency.

*MUST BE FULLY VACCINATED

Admissions/Exmissions Assistant Position

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

The East Harlem School is seeking an organized, detail-oriented, and self-motivated individual to assist with admissions and exmissions at The East Harlem School for the 2022-2023 school year. In addition to admissions and high school placement, the Admissions/Exmissions Assistant will also be responsible for many elements of reenrollment and programmatic logistics. The Admissions/Exmissions Assistant will work closely with students, families, and faculty and will have the opportunity to take an active role in daily school life by running computer labs, coaching sports, substituting, and chaperoning field trips.

 Responsibilities include:

• Assisting in all aspects of the admissions process for prospective students. This includes scheduling and carrying out Open Houses, managing applications and paperwork, coordinating student visit days, and scheduling interviews with families and the Head of School.
• Assisting with the high school placement of 8^th graders at public, parochial, private, and boarding schools by managing applications, financial aid forms, and other paperwork. Depending on boarding school’s policies regarding visitors during the Covid-19 pandemic, the position will likely require traveling with students to visit boarding school campuses throughout New England.
• Communicating with student and parents about all matters related to admissions and high school placement.
• Advocating on behalf of EHS students.
• Keeping detailed and highly organized records of all matters related to admissions and high school placement.
• Managing all reenrollment paperwork for all students.
• Assisting Program Director with academic program including covering book clubs, computer labs, math groups, coaching sports, chaperoning field trips, covering study hall, tutoring, substituting, and more.

 Qualifications

Qualified applicants should have:

• A Bachelor of Arts/Science Degree
• Spanish fluency
• Outstanding organization skills and systems
• Excellent verbal and written communication skills
• Ability to work on multiple projects simultaneously
• Interest in working with and on behalf of middle school students from low income families
• Be fully vaccinated and boosted against Covid-19

Salary: $50,000 min, $50,000 max 

About EHS

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

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

Role Overview

The Urban Assembly (UA) is seeking an energetic and inspired Algebra Success Program Manager, who will contribute to the UA’s efforts to increase postsecondary opportunities for 8th and 9th graders by ensuring students are equipped with the content and opportunity to experience success in Algebra. This is an opportunity to join an engaged, collaborative, mission-driven staff and to take part in the critical work of advancing the social and economic mobility of NYC students and students around the country. This position reports to the Director of Algebra Success, collaborates with staff across the Program team, and involves on-site work with schools (in the Bronx, Manhattan and Brooklyn; with the majority of schools for this role likely located in the Bronx), days at Urban Assembly’s office in Manhattan’s Financial District, and work from home.

The Urban Assembly

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

The UA’s Commitment to Equity

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

Role Description:

The Algebra Success Program Manager is deeply committed to UA’s mission and commitment to equity. The Program Manager will execute the expansion of our highly successful Algebra Success program by coaching and leading professional learning. All of the Program Manager’s work will be grounded in these key beliefs:

• We believe that students should be at the center of the classroom, and that every student must have access to rigorous mathematical content.
• We support pedagogical practices which give all students opportunities to engage in the mathematical practices around meaningful mathematical ideas in ways that increase student voice and agency.

The ideal candidate is excellent at building relationships, highly organized, a talented coach, and is relentless in improving student outcomes through supporting planning, pedagogy, and analysis of formative student work. This role calls for an agile contributor, who can split their time coaching at school sites, leading professional development (virtually and in person), and collaborating with teammates at our central office in downtown Manhattan and remotely.

Responsibilities:

• Lead a professional learning community that creates buy-in and community around the Algebra Success model
• Establish and maintain relationships across a portfolio of 8-10 schools
• Coach teachers in the Algebra Success model
• Liaise with school and district leaders to ensure programming is aligned with other priorities
• Maintain excellent records on coaching and follow up with schools in a timely fashion
• Collect and analyze data to determine the impact of coaching and professional learning
• Work with schools to coordinate the administration of benchmark assessments for Algebra and support teachers to analyze the results to inform classroom practice
• Manage projects and responsibilities with independence
• Monitor the impact of work through network metrics and adjust programmatic inputs based on data and feedback
• Adjust and refine Algebra Success curriculum, as needed
• Collaborate with the UA team to ensure alignment with organizational goals

Qualifications:

• 5+ years of teaching experience preferred
• 2+ years of coaching experience, and/or equivalent adult development work prefered
• Content and pedagogy expertise in middle and/or high school mathematics, with specific focus and background in Algebra
• Fluency with using data to support decision making

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

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

This is a full-time, exempt position. Salary range for this position is $78,000 – $88,000 and includes an excellent benefits package, including: employer-funded healthcare, monthly MetroCard reimbursement, phone stipend, financial support for professional development, and generous vacation time.

Positions Report to: Instructional Leadership Team

Start/End Date: 2022 – 2023 School Year

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

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

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

FLSA Status: Exempt

Who We Are

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

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

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

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

About the Opportunity

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

For more details about the role, please click here.

What Qualifies You

• You hold yourself to high professional and ethical standards
• You enjoy and/or have experience working with diverse populations of students and communities
• You believe that every student can and will learn when provided with a quality education
• You have demonstrated success in raising the achievement levels of students who historically have not had equitable access to education opportunities
• You are willing to be flexible in your role and adapt to school and student needs
• You are committed to continuous improvement and learning through professional development
• You have a minimum of two-year’s experience in relevant educational positions
• You have a Bachelor’s Degree, or higher
• You hold appropriate NYS certifications – preferred 

Areas of Leadership

• Embodiment and effective modeling of our core values for students to exhibit and practice them
• Sets ambitious goals based on backwards planning, demonstrating locus of control, and aligned with an overall vision for student success, content to be learned, personal knowledge of students, and overall instructional context
• Demonstrates deep knowledge of content and effective pedagogy, evidenced by clear and objective-driven instruction and meaningful student engagement through active learning practices
• Staff member sets clear expectations and institutes routines so as to establish and maintains a purposeful, supportive, and fun environment for learning, in which students feel safe, valued, and respected by adults and their peers
• Builds a classroom community where restorative practices are actively modeled and used to navigate student and community challenges
• Serves as Advisor to 10-15 students, motivating students across academic skill levels and cultivating students’ social-emotional awareness and well-being
• Demonstrates a Team First mindset, through proactive contributions to the community, and advances his/her practice through reflection, development opportunities, participation in the professional community, and actively engaging families and community members

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

Thank you for taking the time to submit an application.

Positions Report to: Instructional Leadership Team

Start/End Date: 2022 – 2023 School Year

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

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

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

FLSA Status: Exempt

Who We Are

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

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

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

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

About the Opportunity 

As a Special Education (Inclusive Learning) teacher with Scholars Academies, you will be student facing the majority of the day. You will work closely with your grade team and the instructional leadership team to internalize, and in some cases develop curriculum; provide high-quality instruction; track and measure student progress; create a positive classroom and school culture, and to engage in reflection and continuous improvement. You will also be asked to act as a class advisor for our community of students, providing mentor and support during their secondary school career. As a team we will work together to prepare students with the skills, strength of character and emotional well-being to excel academically, lead in their communities, and realize their best possible selves.

For more details about the role, please click here.

What Qualifies You

• You have expertise teaching ELA at the Secondary Schools level, within grades 6-12
• You have a Bachelor’s Degree or higher
• You hold or are in the process of attaining a NYS Special Education Certification, ideally in both ICT and SETTS
• You hold yourself to high professional and ethical standards
• You have experience with or are excited about researching best practices in anti-racist pedagogy
• You enjoy and/or have experience working with diverse populations of students and communities
• You believe that every student can and will learn when provided with a quality education
• You have demonstrated success in raising the achievement levels of students who historically have not had equitable access to education opportunities
• You are willing to be flexible in your role and adapt to school and student needs
• You are committed to continuous improvement and learning through professional development
• You have a minimum of two-year’s experience in relevant educational positions

Areas of Leadership

• Demonstrate successful partnership with classroom or subject area co-teacher and utilize multiple co-teaching models in the classroom.
• Manage students’ academic IEP goals and IEP programming. Develop data driven IEP teacher reports that include detailed IEP goals.
• Embodiment and effective modeling of our core values for students to exhibit and practice them
• Sets ambitious goals based on backward planning, demonstrating locus of control, and aligned with an overall vision for student success, content to be learned, personal knowledge of students, and overall instructional context
• Demonstrates deep knowledge of content and effective pedagogy, evidenced by clear and objective-driven instruction and meaningful student engagement through active learning practices
• Staff member sets clear expectations and institutes routines so as to establish and maintains a purposeful, supportive, and fun environment for learning, in which students feel safe, valued, and respected by adults and their peers
• Builds a classroom community where restorative practices are actively modeled and used to navigate student and community challenges
• Serves as Advisor to 10-15 students, motivating students across academic skill levels and cultivating students’ social-emotional awareness and well-being
• Thoughtfully modifies and differentiates instruction to meet the needs of the individual learners
• Demonstrates a Team First mindset, through proactive contributions to the community, and advances his/her practice through reflection, development opportunities, participation in the professional community, and actively engaging families and community members

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

Positions Report to: Instructional Leadership Team

Start/End Date: 2022 – 2023 School Year

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

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

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

FLSA Status: Exempt

Who We Are

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

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

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

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

About The Opportunity

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

For more details about the role, please click here.

What Qualifies You

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

Areas of Leadership

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

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

Thank you for taking the time to submit an application.

Admissions Director (K-12)  

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

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

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

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

Role Description:

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

All Staff and Faculty at The Lang School:

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

Required Qualifications:

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

COMPENSATION:

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

TO APPLY:

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

Job Type: Full-time

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

​

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

​

COVID-19 considerations:

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

​​School Psychologist 

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

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

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

​

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

REQUIREMENTS:

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

​

RESPONSIBILITIES:

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

• Lead or co-lead weekly psychoeducational classes for small student groups;
• Lead or co-lead periodic workshops for parents via Zoom.

QUALIFICATIONS:

• Absolute tenacity — a “whatever it takes” attitude to student progress
• A genuine appreciation for the perspectives of colleagues
• Adaptability, flexibility, ability to improvise

• Exemplary time-management skills
• Strong classroom management skills

ALL THERAPEUTIC STAFF & FACULTY:

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

COMPENSATION:

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

TO APPLY:

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

​

Job Type: Full-time

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

​

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

​

COVID-19 considerations:

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

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

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

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

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

All Faculty at The Lang School:

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

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

Have exemplary communication skills, written and spoken;

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

Requirements:

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

Responsibilities:

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

Compensation:

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

TO APPLY:

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

Job Types: Full-time, Contract

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

COVID-19 considerations:

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

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

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

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

Brooklyn Collaborative Studies:

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

Leaders High School:

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

MAELS:

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

MELS:

1. • Job titles: We are looking for candidates in all content areas for various 6-12 positions.  
   • Interested candidates should check out our school website (www.met politanels.com)  and this teacher advertisement. Resumes and cover letters should be sent to metropolitanels@gmail.com.  

MS 839: 

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

The James Baldwin School: 

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

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

Executive Director

Horizons at Saint David’s

New York, NY

About Horizons at Saint David’s

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

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

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

The Opportunity

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

Key responsibilities:

Program Leadership:

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

Organizational Leadership:

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

Development and Communications:

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

Candidate Profile

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

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

Compensation & Benefits

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

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

Equal Employment Opportunity

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

About the Position:

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

About Us:

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

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

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

Benefits and Compensation:

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

Qualifications:

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

Community Roots seeks individuals who:

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

About the Position:

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

About Us:

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

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

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

Benefits and Compensation:

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

Qualifications:

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

Community Roots seeks individuals who:

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

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

Overview:

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

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

We are:

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

Anticipated Start Date

ASAP

Key Responsibilities

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

Qualifications and Requirements

You are:

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

You have:

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

We are:

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

Salary Range

$60,000

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

About the role

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

Core Responsibilities

• Lead a challenge-based curriculum that has embedded, community learning opportunities for students
• Deliver the academic preparation and requisite support for all students to be prepared to succeed in college and career

• Create a professional community that focuses on instruction and assessment as the primary vehicles for improving student achievement and school culture
• Motivate teachers to continue to develop their content knowledge and instructional repertoire, and to provide the resources needed for them to do so

• Build a school culture that evidences high expectations for courtesy, respect, compassion and an intellectually-engaged environment for both students and adults
• Ensure a safe, supportive and productive environment for students, staff and families

• Collaborate with the Board of Trustees to ensure the academic and fiscal success of the school

Qualifications

• Masters degree in Educational Leadership, Management, or Administration
• School leadership training, certification, and/or experience that is consistent with the core concepts of the New Visions Charter School Model
• Possession of the New York State School Building Leader certification
• Teaching experience, preferably at the high school level, with a strong record of improving student achievement
• Demonstrated leadership capabilities, including management, team-building and professional development skills
• Experience implementing pedagogical strategies and developing rigorous curriculum practices aligned to the New Visions Charter School model including: challenge-based learning, data-driven decision making, student feedback protocols, classroom routines and structures, adolescent literacy strategies, differentiated instruction

• Commitment to democratic governance and collaborative, data-based decision-making
• Rigorous approach to problem-solving – collecting all relevant information, consulting diverse perspectives, and creating feedback systems
• Recognition of self as a learner and reflective practitioner, able to identify areas for growth and commitment to working in these areas
• Passion for developing a strong school community that supports the development and achievement of all students, particularly those underserved and at-risk in other school settings

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

Job description

The School

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

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

The Position: Math Teacher, Grades 9-12

Instructional Responsibilities

• Collaboratively plan with teachers, counselors, and support staff to meet the needs of our students

• Provide a range of instructional, management, and assessment strategies to meet the different needs of students

• Plan units and lessons for all classes that will develop skills aligned to the Common Core Standards and New York State Regents

• Work with at-risk students as well as students with disabilities

• Participate as part of Pupil Personnel Committee in develop intervention strategies (Kid Talk)

• Review/grade student work and provide meaningful feedback in order to improve student skills

• Incorporate literacy into all units of instruction

• Develop relationships and consistently communicate with students’ families

Other Professional Responsibilities

• Ensure the safety of students under your supervision

• Continues to acquire professional knowledge and learn of current developments in the educational field by attending seminars, workshops or professional meetings, or by conducting research.

• Assist with non-instructional supervision of students, as needed, such as hallway monitoring, substitute teaching, supervision of extracurricular activities and dismissal

• Develop relationships and consistently communicate with students’ families

• Assist in moving students to proper locations during fire drills, special assemblies and events

• Collaborate as scheduled with other staff members (Common Planning Time)

• Inspect equipment and field areas used to ensure they are in good and safe working order.

• Keep accurate and organized records for student attendance and progress

• Provide tutoring to small student groups as needed

• Model the AECI Core Values of Perseverance, Achievement, Integrity and Respect at all times.

• enhance and progress

• Provide tutoring to small student groups as needed

Qualifications

• Bachelor’s Degree (Master’s preferred)

• High School experience preferred but not required

• Urban teaching experience or other similar experience in a similar setting preferred

• Desire to work in a teacher-driven, student-centered environment

• Ability to collaborate well with colleagues

• Ability to communicate effectively and often with parents and families

• Belief that all students can learn and achieve at high levels

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

Director, Educational Advancement and Partnerships (Full-Time)

About JCRC-NY 

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

New York Education Initiative

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

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

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

Responsibilities include:

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

Requirements

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

Compensation

• Competitive benefits package, paid vacation, personal/sick days
• Salary Range: $75,000-$100,000

High School Principal 22-23 SY

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

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

Ideal candidates:

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

Nichols School’s educational philosophy is guided and inspired by our mission to train minds, bodies and hearts for the work of life, and to carry into all we do the highest ideals of character and service.  We are an equal opportunity employer and all applicants will be considered for employment without attention to race, color, religion, sex, sexual orientation, gender identity, national origin, veteran or disability status.

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

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

Manager of Educational Partnerships – New York

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

Who We Are: 

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

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

What You’ll Do:

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

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

Who You Are & Keys to Success: 

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

• • Relationship-building: You develop and maintain strong, collaborative working relationships with a diverse network of stakeholders.  You have excellent interpersonal skills and experience interacting with educators and key decision-makers.

• Networking:  You are well connected with New York educators and leaders and pay close attention to the educational influences within the state to understand the importance of making those connections.  

• Drive to achieve results:  You are a self-starter and are goal-driven.  You have a track record of accomplishing ambitious goals and getting results even when there are obstacles. You set a high bar and meet it because you think three (or 30) steps ahead to anticipate hurdles and come up with pragmatic solutions. You plan backwards and involve stakeholders appropriately. 

• Commitment to equity and inclusion:  You understand the importance of and prioritize the role of addressing systemic inequities in internal and external interactions and are committed to contributing to a culture that fosters equitable processes, practices, and experiences. 

Additional requirements include:

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

Education, Certification: 

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

Physical demands: 

• Lift at least 25 pounds 
• Car available 

What Else You Should Know: 

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

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

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

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

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

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

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

Hours: 

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

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

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

Major Responsibilities:

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

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

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

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

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

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

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

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

·         Manage dismissal protocols

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

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

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

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

Key Working Relationships:

Position Reports to:  Youth Education Coordinator

Position directly supervises:  N/A

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

Job Requirements:

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

·         2+ years of classroom teaching experience, required

·         Experience teaching English Language Learners/multilingual learners is required

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

·         Strong classroom management skills and prior professional

·         Experience teaching social emotional learning, highly desirable

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

·         Ability to work independently and as part of a team

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

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

·         Strength in cultural competency-building

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

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

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

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

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

Who We Are

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

Who You Are

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

What You’ll Do

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

Why New Visions?

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

Why Teach With Us?

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

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

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

Who You Are

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

What You’ll Do

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

• Develop relevant and accessible content-based curriculum 
• Assess student growth through both formal and informal assessment data
• Build students’ academic and socio-emotional skills
• Advocate to ensure that students receive appropriate supports
• Support plans for post-high school transition to ensure quality of life after high school

What We’re Looking For

• Bachelor’s degree from an accredited college or university is required; Master’s degree is preferred
• A valid New York State Certification 
  • 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

Who We Are

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

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

Equal Employment Opportunity

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

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

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

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

Position

Social Development Consultant

About the ASD Nest Support Project

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

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

Description & Qualifications

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

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

Our Social Development Consultants:

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

Responsibilities include

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

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

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

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

Valued Competencies

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

Salary

Initial salary commensurate with qualifications and experience

About the ASD Nest Support Project

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

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

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

Courses at BEAM Summer Away can be:

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

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

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

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

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

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

Program dates:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Dates:  July 6 to August 16, 2022.

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

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

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

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

Position: Program Associate, New York

Reports to: Program Director, New York

Location: New York, NY (hybrid option available)

Status: Full Time, Exempt

Start Date: July 1, 2022

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

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

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

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

Essential Skills/Qualities

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

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

Preferred

• Experience leading professional development and/or adult coaching in educational settings

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

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

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

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

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

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

About BEAM

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

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

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

Your Role

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

As the Saturday Programs Manager, your responsibilities will include:

Pre-fall semester work (April–August):

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

Fall and Spring semester work:

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

Summer program work (July–August):

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

Ongoing / year-round work:

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

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

Qualifications

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

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

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

Significant pluses may include:

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

Salary, Benefits, and Other Details

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

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

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

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

Application Process

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

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

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

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

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

Finally

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

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

Sincerely,

Ruthi Hortsch, Executive Director, NY Programs

And the Entire Staff at BEAM

About the Position:

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

About Us:

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

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

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

Benefits and Compensation:

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

Qualifications:

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

Community Roots seeks individuals who:

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

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

Nichols School’s educational philosophy is guided and inspired by our mission to train minds, bodies and hearts for the work of life, and to carry into all we do the highest ideals of character and service.  We are an equal opportunity employer and all applicants will be considered for employment without attention to race, color, religion, sex, sexual orientation, gender identity, national origin, veteran or disability status.

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

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

Who We Are:

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

Our High School:

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

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

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

Our Bilingual Founding High School Principal 

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

Responsibilities of the Founding Principal: 

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

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

The Principal will empower and develop teachers and leaders by:

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

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

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

Who You Are:

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

What You Can Expect From Us:

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

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

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

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

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

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

What makes VOICE different?

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

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

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

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

All Staff at VOICE:

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

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

________________________________________________________________________

Position Responsibilities:

The Elementary School Music Teacher works with a least one grade of students (K-5) teaching a variety of classes from general music to choir to instrument-based courses. S/he collaborates with both other music teachers and classroom teachers to ensure that opportunities for deep learning occur throughout the curriculum. S/he provides students with a rigorous level of music education while fostering the innate joy that accompanies making music with a community. S/he provides students with a safe and healthy learning environment that will nurture, motivate and challenge all children to achieve the highest level of academic excellence and to develop into mindful, responsible, contributing participants in their education and communities.

Curriculum and Planning

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

In the Classroom

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

Communication and Collaboration

• Fully embrace VOICE’s mission and values and promote them to students, parents, and colleagues
• Collaborate as part of an interdisciplinary team coordinating all instructional activities with teachers, assistants, and instructional leaders
• Proactively seek assistance or advice when faced with challenging teaching situations;
• Maintain positive relationships with and support the learning of all staff members
• Appropriately give and receive feedback to/from students, parents, faculty, staff, and administration
• Keep families well-informed of student performance and progress
• Provide feedback and guidance to classroom assistants

Professionalism and Work Day Expectations

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

Position Qualifications:

Attitude and Focus

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

Skills and Knowledge

• Deep belief in VOICE’s mission, vision, and values
• Basic principles of curriculum design
• Child learning theory and behavioral approaches
• Differentiation strategies (conferencing; small group work); basic understanding of English as a Second Language and Special Education approaches and procedures
• Elements of effective classroom environment and management

• Analyzing data using defined but different processes in order to inform student progress

• Ability to adapt to changing work priorities
• Ability to maintain confidentiality; exhibit tact and patience
• Building strong and effective collegial relationships as part of a team, including but not limited to co-teachers and grade teams; be able to effectively manage an assistant
• Building individual relationships with students and maintaining a kind, firm voice and body language

• Building effective sequential long-term lesson plans and mastery-oriented short term lesson plans

• Maintaining high academic expectations through purposeful building of thinking skills, standards-aligned independent practice, questioning and discussion techniques, high standards for language and evidence, and structured support for students
• Communicating effectively and frequently with families
• Reflecting on own practice and implementing action steps; embodying VOICE values in everyday interactions and work products
• Using time efficiently; prioritizing tasks appropriately; meeting deadlines
• Familiarity with Kodály, Orff, Dalcroze, and/or the Gordon approaches to music education.
• Familiarity with state and national music standards
• A repertoire of music appropriate for elementary and middle school singers
• Knowledge of influential figures in music history and their compositions

Educational Background and Work Experience

• Bachelor’s degree from an accredited college or university required
• Bachelor’s or Master’s degree in music education required
• New York State teaching certification in Music required. VOICE will consider only candidates that are either (a) already fully certified at time of application, or (b) on track to become fully certified by the first day of employment.
• Voice is primary instrument or main concentration during studies required
• Mastery of primary instrument and proper voice production and intonation required
• Experience conducting an ensemble required
• Beginning piano skills required
• Experience co-teaching or working in a close collaborative environment required
• Experience with and interest in working with high needs students preferred
• Experience with curriculum development preferred
• Accompaniment skills (piano, guitar) preferred

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

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

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

Nichols School’s educational philosophy is guided and inspired by our mission to train minds, bodies and hearts for the work of life, and to carry into all we do the highest ideals of character and service.  We are an equal opportunity employer and all applicants will be considered for employment without attention to race, color, religion, sex, sexual orientation, gender identity, national origin, veteran or disability status.

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

Positions Report to: Instructional Leadership Team

Start/End Date: 2021-2022 School Year

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

Compensation: The salary range for this role is $75,000-$85,000. East Harlem Scholars Academies offer a comprehensive benefits package.

FLSA Status: Exempt

Who We Are

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

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

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

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

What Sets Us Apart

EHTP aims to serve as an agent of change and thoughtfully contribute to the national fight for racial equity. Through our organization-wide commitment to anti-racism work, we prepare our scholars to effect change, challenge the status quo, and thrive in the world around them. Furthermore, as staff members we face our own racial identities and conscious and unconscious biases. With this in mind, all of our professional development, curriculum, organizational materials and processes are designed with a goal of racial justice. To read EHTP’s Racial Equity Statement, please click here.

The Work and Why it Matters

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

Who You Are

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

What Success Looks Like

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

Thank you for taking the time to submit your application.

Positions Report to: Instructional Leadership Team

Start/End Date: 2021 – 2022 School Year

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

Compensation: The salary range for this role is $55,000-$75,000. In addition, East Harlem Scholars Academies offer a comprehensive benefits package.

FLSA Status: Exempt

Who We Are

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

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

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

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

About the Opportunity

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

What Qualifies You

• You hold yourself to high professional and ethical standards.
• You enjoy and/or have experience working with diverse populations of students and communities
• You believe that every student can and will learn when provided with a quality education
• You have demonstrated success in raising the achievement levels of traditionally at-risk students
• You are willing to be flexible in your role and adapt to school and student needs
• You are committed to continuous improvement and learning through professional development
• You have strong clinical skills and experience providing crisis intervention and short-term treatment to children and their families
• You have a minimum of two-year’s experience in relevant educational positions
• You have a Master’s Degree, or higher, and appropriate LMSW certification
• Strongly Preferred: Experience as a school Social Worker providing counseling

Areas of Leadership

• Clinical Direct Practice
  • Implement a proactive counseling program by conducting individual and group counseling (both IEP and non-mandated sessions) that support the academic and behavioral philosophies of East Harlem Scholars Academy High School
  • Provide crisis intervention, when needed, to ensure the safety of all students
  • Conduct bio-psycho-social intakes and preliminary assessments and when appropriate, make referrals for psychological and psychiatric evaluations
  • Use evidence-based practices to effectively develop short-term and long-term treatment and intervention plans for students.
  • Provide counseling and support for families

• Academic and Behavioral Support
  • Support students, families and faculty, when appropriate, in the creation, coordination and implementation of written behavioral intervention plans
  • Serve as a member of the special education team by attending IEP meetings and progress monitor counseling goals
  • Serves as Advisor to 10-15 students, motivating students across academic skill levels and cultivating students’ social-emotional awareness and well-being

• School Support
  • Work closely with the Director of School Culture & Family Engagement to create and maintain a culture of excellence for all students.
  • Contribute to school and staff morale by organizing school-wide events
  • Maintain close collaborative relationships with teachers and staff in order to provide feedback and psycho-education on how to work with all students’ needs
  • Lead school workshops for students and families in order to support social and emotional development and proactively address issues

• Engagement and Support
  • Work with the administration team to build positive relationships with families and engage them in their students’ education.
  • Cultivate new relationships with community partners and collaborate with existing partnerships in order to help support the school, students, and their families

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

Thank you for taking the time to submit an application.

Position Reports to: Chief Development & External Affairs Officer

Start Date: Immediate

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

FLSA Status: Exempt or Non-exempt

Who We Are

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

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

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

About The Opportunity

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

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

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

The Scope of Your Role 

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

What You’ll Accomplish

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

What Qualifies You

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

Your Background and Work Experience

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

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

Thank you for taking the time to submit your application.

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

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

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

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

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

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

Position Responsibilities:

Volunteer Recruitment, Retention & Training

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

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

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

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

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

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

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

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

Internship Development

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

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

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

Skills and Qualifications:

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

Successful candidates will demonstrate the following competencies through a combination of previous education/work experiences:

BUILD’s Core Values:

• Keep Students at the Center – As BUILDers, we hold an unwavering passionate commitment and belief in the power and potential of youth. Our organization exists to serve students. We seize each opportunity to contribute to the foundation of knowledge, skills, and networks from which students can build extraordinary lives. Our operating principles and decisions focus on what is in the best interest of our students.
• Bring the Spark – As BUILDers, we excel in the entrepreneurial Spark Skills that we teach our students – Communication, Collaboration, Problem Solving, Innovation, Grit and Self-Management. We communicate through transparent and honest dialogue. We cherish teamwork, tenacity, and thinking outside the box. We demonstrate a relentless pursuit of excellence and approach work with a positive can do attitude. When we bring the spark we achieve great things together, and we model the way for our students.

• Bridge Communities – As BUILDers, we develop and foster relationships in service of creating access and opportunities for our students, staff, and stakeholders. We value all who come to the table as partners to maximize our collective impact. By connecting the communities in which we work, we build empathy, equity, and social capital.
• Promote Diversity and Social Action – As BUILDers, we understand that Diversity, Equity and Inclusion matters, but what matters even more is Action. We strive to create equity of voice, access, influence and power across lines of difference – both in and beyond BUILD, specifically for groups that have been historically denied social and economic justice. If we are not part of the solution, then we are part of the problem. We welcome, celebrate, and embrace the unique expressions and contributions of us all – our backgrounds, race, ethnicity, gender, language, sexual orientation, and social class.

Role Specific Competencies:

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

Position Details:

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

Compensation:
This position is budgeted for $62-65K.  BUILD offers a competitive compensation & benefits package for eligible employees.  This includes medical, dental & vision coverage, flexible spending accounts, life insurance, and a 403(b) plan with employer match.  In addition, BUILD employees are eligible for generous paid vacation, sick time, 11 paid holidays per year, a flexible work environment, and performance bonuses.

Nichols School has an opening for a motivated and highly skilled Creative Content Coordinator to join its Marketing Department.  Our educational philosophy is grounded in equity of process and outcomes, and inspired by our mission to train minds, bodies, and hearts for the work of life.

This person will be responsible to generating compelling visual and written content for a variety of audiences within our community. Advanced knowledge of post-production techniques required.  Ability to manage multiple projects, meet deadlines and stay calm under pressure a must.

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

Our educational philosophy is grounded in equity of process and outcomes, and inspired by our mission to train minds, bodies, and hearts for the work of life.

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

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

About Breakthrough Collaborative 

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

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

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

The Opportunity 

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

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

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

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

Responsibilities 

Strategic Vision and Leadership  

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