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

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

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

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

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

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: 4.5 hours per day plus 1 evening of parent/teacher conferences.  Expect 2-3 hours per week of additional external planning, grading, and data analysis.  

Major Responsibilities:

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

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

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

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

·         Complete all staff program evaluations

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

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

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

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

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

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

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

Key Working Relationships:

Position Reports to:  Youth Education Coordinator

Position directly supervises:  N/A

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

Job Requirements:

·         Master’s degree in education or related field

·         New York State teaching certification

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

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

·         Strong cultural competency

·         Ability to work independently and as part of a team

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

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

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

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

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

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

Position Overview:

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

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

Responsibilities:

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

Qualifications:

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

Work Location:

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

Application Process:

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

Compensation:

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

COVID-19 Vaccination Policy:

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

Who We Are

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

Who You Are

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

What You’ll Do

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

Why New Visions?

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

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

Join Us!

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

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

Who We Are

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

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

Equal Employment Opportunity

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

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

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

Program Overview:

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

Salary Range: 80k-95k depending on experience

Qualifications:

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

 Responsibilities:

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

Position

Instructional Support Specialist

About the ASD Nest Support Project:

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

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

Description & Qualifications

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

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

Our Instructional Support Specialists:

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

Responsibilities include:

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

1. Consult in Nest schools:

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

2. Participate in professional development:

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

3. Collaborate with ASD Nest Support Project team:

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

Valued Competencies

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

Salary

Initial salary commensurate with qualifications and experience

About the ASD Nest Support Project

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

Position:

Leadership Support Specialist

About the ASD Nest Support Project:

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

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

Description & Qualifications

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

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

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

Responsibilities include:

Leadership Consultants are expected to accomplish the following:

1. Consult in Nest schools:

• Liaise with partners at the NYCDOE to coordinate support to ASD Nest Program schools serving autistic learners from Kindergarten through 12th grade.

• Partner with administrators to embed the Nest program within their school community in alignment with their school’s mission, culture, and leadership vision. 
• Meet with, and provide feedback to, administrators to support fidelity of implementation with regard to Nest structures, budgeting, planning, establishment of an inclusive culture, and creation of cohesive transdisciplinary Nest teams.
• Solicit input from, and liaise with administration to ensure that Nest consultation aligns with their leadership vision and school needs.
• Elevate anti-ableist and anti-racist perspectives; support teams as they plan and implement inclusive programming.

1. Work collaboratively with ASD Nest Support Project colleagues to:

• Create comprehensive support plans reflective of school need and elevate consultant recommendations at school leadership meetings
• Participate in continuous improvement of the ASD Nest model
• Engage in monthly meetings to refine our leadership consultation work and to foster cohesive and consistent support across all Nest schools
• Share in the administrative work of the team, including scheduling and planning meetings, follow up activities, including preparing and submitting meeting notes, and participation in annual seminars for Nest administrators

Valued Competencies:

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

Compensation:

Hourly rate commensurate with qualifications and experience

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

Position Title: Senior Editor, YouthComm Magazine

About the role

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

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

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

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

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

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

About Youth Communication

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

Key responsibilities include, but are not limited to:

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

Other responsibilities include:

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

Qualifications:

• 3+ years of writing and editing experience, with published writing samples.
• Demonstrated ability to edit personal narratives and/or other texts on multiple levels—developmental, structural, line editing, and proofreading, as well as fact checking.
• Significant experience building relationships with teens from a variety of racial and gender identities, sexual orientations, nationalities and who have different abilities and disabilities, immigration stories, and special circumstances (e.g., in foster care, experiencing homelessness).
• Excellent written and oral communication skills.
• Experience using style guides (e.g., AP, in-house style guides) to edit written text.
• Strong computer skills, including fluency operating a variety of videoconferencing platforms, navigating databases, and using the collaborative function of word processing and other documents.
• Demonstrated ability to work on a highly collaborative team to meet departmental and organizational goals.
• Desire to learn and grow in an organization that is expanding its reach and impact.
• A commitment to anti-racism and creating sustainable and inclusive communities for all adolescents

Salary range: $60,000-70,000

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

COVID

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

Equal Employment Opportunities

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

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

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

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

About The Thompson Family Foundation

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

Position Overview 

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

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

Responsibilities

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

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

Administration (15%) 

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

Who You Are

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

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

Compensation, Benefits & Flexibility

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

Relevant Policies 

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

Nichols School is seeking a full time Upper School History teacher commencing with the upcoming 2022-2023 school year.  This position will teach four sections of AP World History to 10^th grade students.  Applicants must have AP and advanced level teaching experience, be able to collaborate with colleagues, bring new ideas to the learning process and demonstrate a high level of technology proficiency.

Ideal candidates:

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

can serve as an athletic coach or leader of student activities

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

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

About the Position:

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

About Us:

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

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

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

Benefits and Compensation:

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

Qualifications:

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

Community Roots seeks individuals who:

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

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

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

AFC is a not-for-profit social justice organization that strives to ensure a high-quality education for all New York City students, focusing on students from low-income backgrounds. AFC works on behalf of children and youth who are at greatest risk of academic failure due to poverty, race, ethnicity, disability, homelessness, immigration status, limited English proficiency, or involvement in the child welfare or juvenile justice systems. We use uniquely integrated strategies to advance systemic reform, empower families and communities, and advocate for the educational rights of individual students.

Job Responsibilities:

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

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

Qualifications:

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

Compensation:

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

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

About Overdeck Family Foundation

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

The Program Officer, Innovative Schools Position

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

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

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

What You’ll Help Us Do: 

• Design, monitor, and evolve a portfolio strategy: 

• • Lead the development of a coherent strategy centered on ambitious impact and ecosystem targets and grounded in analysis of the education and philanthropic landscape as well as evolving market opportunities, trends, and gaps
  • Define a clear and differentiated position for Overdeck Family Foundation within the innovative schools space that is grounded in evidence, research, and efficiency of investment
  • Over time, evaluate and capture lessons from investments to inform strategy iteration and to build strong pattern recognition for how to best provide strategic support to portfolio investments to achieve stated goals

• Propose investments in early and growth stage organizations: 

• • Identify organizations aligned to the portfolio strategy and conduct rigorous diligence on prospective investments that are grounded in the foundation’s investment criteria
  • Build a balanced portfolio of investments grounded in the potential of each organization to spur innovation, to build evidence, and grow to deliver impact while also ensuring that the overall portfolio realizes ecosystem-level impact with minimized risk

• Provide strategic support to grantees: 

• • Establish yourself as a credible and valuable partner for grantee organizations, and strategically connect them with supports in four key focus areas: 1) revenue models, 2) cost analysis, 3) impact evaluation, and 4) growth channels
  • Manage and prioritize allocation of strategic supports to grantees in service of grantee and portfolio goals, grounded in an understanding of the holistic needs of individual grantees and the portfolio, including direct supports, third-party supports, and portfolio-wide learning experiences 

• Influence the field: 
  • Build momentum for positive change related to the portfolio strategy by proactively developing relationships with influential stakeholders
  • Develop and maintain an extensive and diverse network of partnerships across non-profit, philanthropic, public, and private sectors to advance the mission and goals of the portfolio grantees
  • Partner effectively with peer funders to build awareness of OFF’s strategy, identify ways to support each other, and elevate promising grantees to attract additional funding
  • Develop and implement a plan for public engagement and thought leadership that builds awareness of the portfolio strategy and learnings while elevating and amplifying high-performing grantees, including speaking at conferences, hosting and participating in key meetings, and engaging in thought leadership writing 

• Manage and Coach Program Analyst: 
  • Support Program Analyst to identify a pipeline of prospective investment opportunities and conduct due diligence of those opportunities against Foundation investment criteria
  • Set and regularly revisit progress on OKRs and grantmaking targets to ensure Program Analyst has a clear path to recognize and expand their strengths, while also addressing opportunities to improve
  • Support Program Analyst to navigate obstacles using effective problem solving, as well as discussing and identifying connections, networks and / or opportunities to advance portfolio or grantee goals
  • Engage in joint decision-making around grantmaking, including measurement, reporting, and monitoring targets

Who You Are:

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

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

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

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

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

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

What You’ve Done:

Required experience:

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

Preferred experience:

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

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

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

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

Our Mission:

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

Our Vision:

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

Current Date: March 2022

POSITION: Director of Human Resources

About the Position:

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

The Opportunity

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

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

Qualifications

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

Responsibilities Include:

Lead and manage human resources function

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

Employee engagement: satisfaction, retention, and recognition

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

Performance management

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

Employee relations and HR compliance

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

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

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

Reporting structure

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

Compensation

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

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

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

ABOUT THE CENTER FOR PUBLIC RESEARCH AND LEADERSHIP

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

Responsibilities

Co-create CPRL’s visibility strategy

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

Create and manage digital, video, and print content 

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

Expand and manage CPRL’s online presence

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

Minimum Qualifications

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

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

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

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

Equal Opportunity Employer / Disability / Veteran

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

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

Position Reports to: Director, Postsecondary Access

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

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

Compensation: The salary range for this role is $80,000-$90,000. EHTP also offers a comprehensive benefits package.

FLSA Status: Exempt

Who We Are

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

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

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

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

About the Opportunity

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

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

What Qualifies You

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

Areas of Leadership

Strategic Planning & Visioning 20%

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

Management, Data, and Operations 30%

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

Scholar Work-Based Learning 40%

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

External Partnerships 10%

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

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

Thank you for taking the time to submit an application.

Positions Report to: Director, Social Services

Start Date: Immediate

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

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

FLSA Status: Exempt

Who We Are 

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

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

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

What Sets Us Apart 

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

The Work and Why it Matters 

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

What qualifies you

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

Areas of Leadership

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

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

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

ALL OUR KIN 

Position Title: Vice President of Program and Learning 

Reports to: Chief Learning Officer 

Position Status: Full-Time/Exempt 

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

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

Target Start Date: TBD 

About All Our Kin 

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

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

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

What You Will Do 

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

1. Develop and maintain AOK’s Model and Curriculum: The Vice President, along with the Program & Learning, Direct Site, and Technical Assistance teams, will hold and infuse excellence in AOK’s Model and Curriculum for our core programs. As AOK has grown, we have had both the need and the opportunity to adapt our model. The Vice President will work closely with our leadership team, directors, field staff, and family child care educators to identify the core innovations within the model and to share learnings and practices across sites.

• Ensure consistency with All Our Kin’s values, guiding principles, and core model
• Revise existing programs and design new initiatives based on evidence-based and promising practices in the field, to continuously improve our model
• Work with, learn from, and include AOK’s staff and family child care educators in the strategy and design of programming.
• Develop, supervise, and support a Program and Learning team of curriculum, content, and functional experts
• Support collaboration and learning across the organization, especially with the learning, evaluation, professional development, education, and technical assistance teams
• Work with the Professional Development and Talent Development & Equity teams, support the ongoing development of staff to implement the model, and continuously grow and develop.
• Develop and support the onboarding of new staff members in their role
• Review and provide input into programmatic partnerships to ensure they are consistent with AOK’s model and values

2. Document program model to share internally and externally: All Our Kin has a 20-year plus record of bringing extensive and tailored support to family child care educators both in their educational and business practices. The Vice President will lead our efforts to document all aspects of our model to deepen our work in our direct sites, as well as share our model with others in the field through materials, training, and technical assistance. The Vice President will design the strategy, plan, processes, and systems to:
3. Organize and systematize all key elements of All Our Kin’s model by collaborating with staff and FCC educators to understand the most effective practices and approaches

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

• Regularly update materials and resources and include educator input and feedback.

3. Support Implementation: The Vice President will lead our efforts to develop valuable resources to ensure consistency to the elements of our model that produce the highest quality and greatest impact.

• Work with the Evaluation and Learning team to ensure continuous quality improvement so that learnings from internal and external projects and evaluations continue to shape and reinforce program design.
• Develop materials to ensure consistency in program implementation and technical assistance offerings across different sites and geographies and uphold All Our Kin’s core values developing materials for diverse audiences, including various types of adult learning, experience levels, cultural and linguistic backgrounds, etc.
• Identify areas for alignment and learning across programs
• Support cross-site program team learning

Who You Are 

You hold deep beliefs in and commitments to: 

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

Experienced and able to: 

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

Possesses strong: 

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

You are eager to build on: 

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

What You Can Expect 

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

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

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

● Competitive salary commensurate with experience 

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

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

CT Policy 

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

NY Policy 

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

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

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

What makes VOICE different? 

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

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

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

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

All Staff at VOICE: 

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

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

∙ Proactively seek and incorporate feedback; 

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

____________________________________________________________ 

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

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

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

Director of Operations

Elementary Intervention Teacher/SETSS Teacher 

Elementary Music Teacher 

Elementary Physical Education Teacher 

Elementary Science Teacher 

Elementary Art Teacher 

ELL/ENL Teacher (Grades 3-5) 

Lower Elementary (Kindergarten-2nd Grade) Teacher 

Lower Elementary (Kindergarten-2nd Grade) ICT Teacher 

Upper Elementary (Grades 3-5) Teacher

Upper Elementary (Grades 3-5) ICT Teacher

Middle School Art Teacher (6-8) 

Middle School ELA Teacher (6-8) 

Middle School Social Studies Teacher (6-8) 

Middle School Intervention Teacher (6-8) 

Middle School ICT Teacher (6-8) 

Middle School Physical Education Teacher (6-8) 

Middle School Math Teacher (6-8) 

Middle School Dean

Classroom Assistants (All Divisions) 

Social Worker 

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

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

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

About us

Beginning with Children (BwC) is a Brooklyn based school management organization founded by school reform leaders Joe and Carol Reich over 20 years ago on a deep belief in the power of education. BwC supports two New York City Public Charter Schools and an alumni and college success program that provides education and academic supports for students from Pre-K to college.

Our schools, Beginning with Children Charter School 2, Community Partnership Charter School, and Community High School are located in Bedford Stuyvesant, Clinton Hill, Williamsburg, and downtown Brooklyn, where approximately 90% of our families qualify for free/reduced lunch. Our hard-working families, face high rates of low-wage employment, and find it increasingly difficult to break the cycle of poverty and continuing injustice which plague these neighborhoods. At BwC we know that academic success and college completion have proven to be the most effective way to promote social and economic mobility. We are committed to creating strong centers of learning that transform the lives of students and families and revitalize communities.

Beginning with Children continues to post-secondary and college success through its alumni program, the Legacy Network. The success of BwC Scholars is the product of caring, committed and talented educators who work collaboratively with families to meet the needs of our students. As we continue to develop our Professional Learning Community we invite talented and innovative educators to join us in our mission to provide quality instruction to every child in every classroom.

Our Schools

Beginning with Children schools empower scholars to meet high academic standards throughout their education and embrace a set of core values that are essential to success in life. Our graduates will be independent thinkers who are committed to succeeding in college preparatory programs and becoming active and engaged citizens in their communities.

Community High School

Beginning with Children’s Community High School will open in fall 2022 and will provide a robust year-round academic and enrichment program that will teach students to creatively solve complex problems and explore and develop their own special talents through learning opportunities in and outside of the classroom. We are a school whose intent is to create a learning environment – shaped and supported by the living lab that is our city – that will give our students the tools that they need to reach their goals and have successful, rich lives. Our program will include comprehensive college and career advisory services that will help our students succeed in top performing colleges and professional careers.

Open Positions:

• Founding High School Staff 2022 – 2023 School Year

Responsibilities:

• With the support of leadership team, will design and lead year-long core courses, aligned to Regents standards, in teacher’s academic discipline
• Will design courses, utilizing a blend of in-person and remote modes, to provide students with rich opportunities for practice and application of the subject-area knowledge they acquire
• Will work with students at the start of the academic school year to compile a robust assessment portfolio to set goals, measure progress and customize learning experiences
• Support students’ academic and socio-emotional development
• Will hold regular office hours for students and will collaborate with other instructional team members to provide additional support to students with special education or language needs.
• Collaborate with leadership to implement the School’s mission and goals
• Participate in the implementation of systems to assess student achievement.
• Model the school’s mission, values and standards for professional behavior.
• Perform other related duties as required and assigned

Qualifications:

• New York State certification (preferred)
• Strong writing, presentation and communication skills
• Strong interpersonal skills.
• Ability to communicate effectively with diverse constituencies, including students, parents, trustees, BwC representatives, community members, and donors.
• Understand the nuances of urban school environments and school culture.
• Experience teaching high school (preferred)
• Master’s degree (preferred)
• Minimum 1 year teaching experience.
• Experience teaching English as a Second Language or Speech is a plus
• Bilingual (Spanish) a plus.

Personal Characteristics:

The successful candidate will be:

• Passionate about providing high quality education to students in an underserved urban community.
• Relentless in his/her drive to improve the minds and lives of the students in and out of school.
• Humble, reflective and willing to continually improve.
• A teacher with maturity, confidence, wisdom and collaborative skills necessary to garner the trust and confidence of board members, faculty, staff, students, parents, and others within the school community.
• An individual with a high level of integrity and work ethic who can inspire through example.
• An individual who promotes consistent standards of excellence in teaching and learning throughout the school.
• Experience teaching Advanced Placement or college-level courses
• Experience teaching/leading in a project-based or portfolio-oriented school.

Job Type: Full-time

Pay: $63,000.00 – $100,000.00 per year

COVID-19 considerations:
Weekly COVID-19 testing for students and staff.

When you join the Behind the Book team, you have the opportunity to work in a creative, innovative, and supportive environment. Share your passion for literacy, kids, and making a difference.

About Behind the Book:
Behind the Book is a literacy non-profit that serves students in Title l NYC public schools.  Working with classrooms from Pre-K-12, BtB identifies books that reflect the lives of our students and partners with teachers to create immersive curriculum units. Through a series of workshops, authors discuss their book and teach a genre of writing, encouraging students to see themselves as readers and writers and ultimately guiding them in the creation and publication of their own original writing.

Program Facilitator Description:
Behind the Book seeks a Facilitator to run innovative reading and writing programs in schools. Our goals include engaging students in reading, increasing writing skills, and self-efficacy. Every program is built around a book and its author and is designed in partnership with the author and the classroom teacher. The facilitator brings the curriculum plan to the classroom and coordinates all aspects of the workshops.  Facilitator must be vaccinated to enter classrooms, per government mandate.

The program facilitator will be responsible to:

• Conduct classroom workshops to engage students with the BTB program
• Collaborate with the Curriculum Developer to identify the needs of each classroom

• Coordinate logistics for all assigned programs, including field trips, author visits, and volunteer workshops
• Schedule workshop times for all programs
• Collaborate with Behind the Book teaching artists to implement art and drama workshops
• Collaborate with Curriculum team to research and identify books that reflect the demographic and reading level for programs
• Order book sets for classroom programs
• Manage collection of forms for programs, such as student photo releases, teacher agreements, surveys, etc.
• Document and reflect on program successes and challenges as part of our ongoing performance measurement system

Qualifications:

• Bachelor’s Degree in education or related field
• Meticulous attention to accuracy and detail, the ability to multi‐task, prioritize and meet deadlines
• Proficient in G Suite, PowerPoint, Word, Zoom, Microsoft Teams, and able to adapt to technology quickly
• Excellent writing and communication skills

• Ability to engage students with positivity and enthusiasm
• Passion for literacy, reading, and books
• Spanish Speaking (Preferred)

Flexible schedule during school hours excluding the weekly team meeting. 20-25 hours a week.

DREAM’s VACCINATION POLICY

DREAM requires vaccination against COVID-19 for all employees, including a booster dose.  Reasonable Accommodations based on a qualifying disability or sincerely held religious belief are being considered in accordance with applicable law.

OUR COMMITMENT TO DIVERSITY, EQUITY, AND INCLUSION 

At DREAM, diversity, equity, and inclusion are a matter of mission.

From our schools to our playing fields, DREAM is committed to building a team where each individual can bring their full identity and experience to work because representation matters—it enriches our team culture, enhances our ability to innovate, and strengthens our impact in and out of the classroom. DREAM engages staff that represent and appreciate the diversity of our majority Black and Hispanic student body, while working to ensure that our practices are equitable, welcoming, and productive. We are dedicated to creating a world where youth, especially youth of color, have permission to dream—along with the tools and opportunities to make their dreams reality.

Come dream with us.

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

The Flatbush YMCA of Greater New York is seeking an Older Adults Data Manager. The Older Adults Manager is responsible for supporting data strategy, collection, inputting, reporting, and contract data fidelity, to support and demonstrate the quality and impact of the Older Adults programs and services.

Key Responsibilities:

Administrative

• Effectively manage data in various databases, including Stars, Peer Place, Salesforce and others as assigned, and use databases to prepare program reports for internal, city and state use.
• Maintain internal case files and ensure timely data entry into databases assigned to the branch, including but not limited to intake, progress notes, daily attendance, and interactions, and ensuring that all files are kept current, up to date and in compliance with funder regulations.
• Coordinate the process of reporting to government and private funders; tracking and reporting participant data, program outcomes and qualitative or quantitative data as requested.
• Organize and implement data collection policies and methods
• Train and develop team members in policies and methods.

Additional Responsibilities:

• Model the best practices of hospitality and positive culture.
• This position supports all aspects of programming, including but not limited to community outreach, recruitment, and participant outreach.
• Work enthusiastically as part of a team.
• Actively participate in training sessions, designated meetings, and special events.
• Other activities and duties as needed that address the ongoing health and well-being of our staff and members.
• Maintain sanitary habits in accordance with CDC guidelines

Desired Skills & Experience:

• A Bachelor’s degree in data management analysis, computer science, computer engineering, statistics, or other IT-related field or equivalent work experience.
• Experience working in a health and fitness environment.
• Minimum of 2 (two) years of active employment managing program data.
• Minimum of 2 (two) years of experience with data management and/or administration.
• Current CPR / First Aid / AED certifications.
• Knowledge of principles and practices related to adult literacy and civic education, immigration legal services and case management, preferred.
• Knowledge of Microsoft Office including Excel and working knowledge of Microsoft Suite.
• Must have good analytic skills (including data evaluation/analysis using relevant computer application)
• Display good research and organizational abilities.
• Must be a self-starter, highly organized, patient and able to work well with others.

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

How to Apply

If you would like to be a member of our dynamic team, please complete our online application and submit your résumé and a thoughtful cover letter that explains your interest in the role and our organization.

If you are a current YMCA employee, please submit your application through the Internal Career Site in Cornerstone.

** New Requirement**
All potential YMCA of Greater New York employees are required to show proof of COVID-19 vaccination. Please use the “Additional Attachment” section on the online application to upload your proof of COVID-19 vaccination.

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

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

Who We Are

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

Who You Are

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

What You’ll Do

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

Why New Visions?

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

Who We Are

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

Who You Are

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

What You’ll Do

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

Why New Visions?

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

Who We Are

New Visions for Public Schools is the leading non-profit organization dedicated to the improvement of public education in New York City.  Today, we support over 700 public schools and thousands of teachers, serving 450,000 students, in their most critical work: deciding what and how to teach, helping keep students on track to graduation, and preparing students for success beyond high school.  New Visions directly manages a network of 10 charter high schools across the Bronx, Brooklyn and Queens. 

Who You Are

You’re a seasoned educational leader looking to transfer your skills to a mission-driven organization.  You’ve demonstrated success in addressing complex school challenges and coaching educational leaders.  You’re passionate, entrepreneurial and motivated by data and results.  You’re a creative problem solver and open to experimentation to accomplish goals.  You know how to build relationships with people of all backgrounds and connect them to a common goal.  You believe in our mission to provide best-in-class education to all students and won’t let anything stand in your way of making that a reality.  

What You’ll Do

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

Why New Visions?

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

About Inwood Academy for Leadership

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

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

Reports to: 

Assistant Principal

Qualifications: 

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

Duties & Responsibilities:

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

Compensation:

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

*COVID-19 VACCINATION POLICY*

To prioritize the well-being, health, and safety of our school community, Inwood Academy for Leadership Charter School will require all staff members to have completed their full COVID-19 vaccination prior to their start date. In compliance with federal and state laws, we will be offering exemptions to employees who, for medical or strongly held religious reasons, are not able to be vaccinated.

Position Overview

Community Schools align resources in a school building with vision and purpose, resulting in improved student learning, stronger families and healthier communities. This model is a holistic approach to improving academic performance driven by strong, collaborative partnerships among principals, parents, teachers and Community-Based Organizations (CBOs). In Community Schools, parents are active partners in their children’s education, the school climate is joyful and positive, and expanded learning opportunities are abundant.

Core outcomes are two-fold. At the student-level, Community Schools aim for increased attendance and student engagement; connectedness to adults; development of social and emotional skills; and improved academic performance. At the school-level, Community Schools aim for improved school culture; more actively engaged families; and seamless service delivery with partner organizations.

The Community School Director will focus on aligning existing resources within the school and will work to bring in new resources that address areas of community need.

Job Description

Who You Are / About You
• You are passionate about City Year’s mission and values.
• You are motivated to explore how City Year’s work supports the Community School model.
• You thrive when collaborating with others, but are also a self-motivated problem solver.
• You are a natural relationship builder; you feel equally comfortable communicating and connecting with a 10-year-old in your classroom, the parent of a student, and a peer educator.
• You are highly organized and driven.
• You thrive in a fast-paced environment that requires multitasking; if every day of work was the same, you would be bored.
City Year is an Equal Opportunity Employer, committed to a diverse workforce. Individuals from all backgrounds are encouraged to
apply, including persons with disabilities and veterans.
• You are a clear and confident presenter; you feel comfortable designing and delivering trainings that are tailored to the various learning styles of the audience.

What You’ll Do Here

Build School Partnerships:
• Serve as an advisor to the principal; leading coordination of the work of different partners (i.e. other nonprofit organizations, volunteers, etc.) within the school and aligning the work of these partners with the school’s mission and school faculty strategies
▪ Work with school leadership to track progress with a focus on results
▪ Develop strong relationships with parents, students, and teachers, and ensure that all stakeholders understand the role of a community school and how it supports student achievement

Manage Community School Vision and Implementation:
• Organize and lead a Community School Team, comprised of school leadership, teachers, staff, parents, CBOs, and other community members
• Engage school community in collaborative vision setting and needs assessments
• Administer and implement results from program survey for school administration, teacher, student, and parent voices, ensuring that regular feedback is incorporated into planning and implementation of the Community School model
• Manage action plans, oversee implementation of school community initiatives, and monitor program quality
• Serve as point person for new partnerships and relationships, ensuring new partner services align with the needs of the school community

Deliver Service & Ensure Impact:
▪ Implement City Year’s Whole School Whole Child (WSWC) model with a high degree of quality to a targeted group of students
▪ Make data-informed decisions to ensure tutoring, classroom support, afterschool programs, and school-wide initiatives align with the shared goals of the school/City Year partnership
▪ Ensure City Year goals are met with fidelity and quality, including attendance, behavior, and course performance interventions
▪ Conduct consistent formal observations of AmeriCorps Member service, and provide asset-based coaching and mentorship
▪ Provide professional development support for AmeriCorps Members, connecting AmeriCorps Members to leadership opportunities within Community School initiatives, and facilitating formal trainings as appropriate
▪ Attend City Year staff meetings and school-based City Year team meetings
Lead Expanded Learning Time (ELT):
▪ Work with School Leadership Team (SLT), teachers, and partner agencies to integrate expanded learning and enrichment activities before, during, or after the school day
▪ Build relationships and mechanisms to effectively link the school day to expanded learning activities
▪ Assist the school in identifying outside providers for ELT as necessary
▪ Monitor quality of afterschool programing, troubleshooting where appropriate
▪ Manage structures and procedures to ensure alignment, quality, and safety

Focus on Attendance Improvement:
▪ Serve as key member on school’s attendance team, including (but not limited to) using the New Visions data tools for tracking and coordinating student interventions.
▪ Assist with data collection and research, and prepare relevant data to bring to meetings
▪ Organize and oversee assets and needs assessments and seek input from teachers, school staff, parents and students to determine ongoing needs of students and families.
City Year is an Equal Opportunity Employer, committed to a diverse workforce. Individuals from all backgrounds are encouraged to
apply, including persons with disabilities and veterans.
▪ Identify high-need students, coordinate with teachers to target interventions, and track and monitor impact of interventions

Family Engagement Support:
▪ Work with Principal, School Leadership Team, and Parent Coordinator to implement a transformative model of family engagement that creates strong school-to-home partnerships for learning
▪ Support special events that promote family engagement
▪ Manage effective communication strategies to ensure families are connected to school resources
Data System Oversight
▪ Ensure systems are in place to meet reporting requirements for City Year and grant funding
▪ Work with school and community partners to create and implement data collection and review processes to ensure data-informed decision making
▪ Ensure all student attendance and data is submitted accurately and in a timely manner
▪ Analyze reports to determine progress toward goals

Qualifications
• Experience building and growing complex professional relationships with a diverse group of internal and external stakeholders
• Demonstrated ability to translate a complex vision into manageable action steps
• Self-motivated with a proven track record of meeting and exceeding deadlines
• Experience parsing large projects into small, achievable deadlines
• Strong attention to detail and ability to create high integrity documents • Experience troubleshooting and supporting others • Patience to explain processes and systems many times to many different audiences
• Experience with peer management, managing up, and managing across
• Proficiency in Microsoft Office

Bonus If You Have
• Served at City Year, Teach for America, or another AmeriCorps program
• Bilingual or Multilingual skills
• Experience working in school-based settings, with knowledge about tenants of community organizing, student support services, and youth development theories
• New York Department of Education fingerprinting and background clearances

Benefits

Role Description:

UA is seeking a Deputy Director of Alumni Success to co-lead the pursuit of innovative, creative tools for monitoring and measuring impact regarding postsecondary success and student engagement.  The Deputy Director should be a forward-looking, data-driven innovator whose eye for cutting edge technology and user-friendly dashboards helps the Alumni Success team solve problems of practice and scalability.  This individual should be an early adopter whose curiosity propels them to redefine efforts to engage young people, to spur them to advocate for themselves and others in alignment with the UA mission, and ultimately, to determine how that engagement and advocacy can be measured.

The Deputy will be responsible for creating, maintaining and assessing equitable and culturally sensitive feedback loop models that align with the goals of the team’s Bridge, Bridge+, and Engagement programming, the latter of which primarily focuses on text messaging.  In order to promote the UA’s strategic priority of “scaling what works,” this individual will work with the director to communicate said models and overall strategy / vision to stakeholders, including those in the larger field of higher education with the goal of creating a more equitable playing field.  This individual will develop a clear plan of action in this pursuit.  The Deputy Director is a team player who seeks out opportunities to collaborate so that the UA identity can continue to form and be forged not only inside UA schools but also all public school and higher education spaces. 

Responsibilities

• Create and maintain Tableau dashboards
• Create, monitor, and measure efficacy of bi-annual alumni surveys
• Assist the Director of Alumni Success with the development, implementation, and success measurement of postsecondary success trainings and webinars
• Generate reports on postsecondary outcomes
• Research new and innovative tools for supporting alumni and for measuring success, in particular, with regards to career pathways and social economic mobility

Desired Qualifications

• 5+ years experience working in data-informed environments to produce postsecondary outcomes with advanced proficiency in data maintenance, management, and visualization
• 3+ years experience creating and delivering trainings and workshops, in-person and virtually
• Experience with text message engagement success metrics 
• Experience creating innovative, scalable student engagement practices and tools, targeting ages 17-24
• Deep commitment to public education

Salary is commensurate with experience and includes an excellent benefits package, including: employer-funded healthcare, a monthly metrocard, phone stipend, financial support for professional development, and generous vacation time.

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

Our target start date for the Deputy Director of Alumni Success is March 1, 2022. This position will remain open until filled.

An Invitation to Apply for Various Network Leadership Positions

Bronx, NY & New York, NY

About Public Prep

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

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

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

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

Girls Prep Bronx Middle School (Grades 6-8)

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

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

Boys Prep Bronx (Grades K-8)

What Sets Us Apart

In addition to the academic work, Public Prep emphasizes social-emotional learning as critical to supporting the whole child.  Relationship-building is the lever that moves adults to move students and that moves families to invest time and energy in schools. Each school has a committed leadership team and staff that strives to work collaboratively to build a warm, joyful culture of rigor.  Public Prep is committed to investing in our adult learning culture.  As a team member at Public Prep you can anticipate a learning environment where growth mindset, humility and data informed decision making is evident through professional development that takes place within coaching cycles, observation and feedback, and targeted professional development opportunities within the network and from outside providers.  

In 2020, all of our campuses were recognized by NYS as Recognition Schools for their high academic achievement and strong progress. Board of Regents Chancellor Betty Rosa described them as “exemplary public schools that demonstrate that all students can achieve at high levels with the right support and resources.”  This honor has been bestowed upon the top 15% of schools in New York State. 

We offer a competitive salary, retirement packages, comprehensive health and wellness benefits and other employment perks. We offer ongoing professional development and leadership training programs to support long-term career growth and trajectory. For more details about our benefits package, visit our website at www.publicprep.org/careers.

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

Leadership Opportunities – Available Immediately

(click links below for job details and qualifications)

• Assistant Director of Arts & Partnerships (Available Immediately)
• Director of Special Projects (Available Immediately)
• Managing Director of Advancement (Available Immediately)
• Managing Director of Data & Technology (Available Immediately)
• Network Director of Student Support (Available Immediately)

Leadership Opportunities – 2022-23 School Year

(click link below for job details and qualifications)

• Principal (2022-2023 School Year) – Multiple Locations

*Apply Now for Immediate Consideration*

About Community Roots:

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

Currently, Community Roots has 475 students in grades K-8. Our first 8th grade class graduated in June 2015. Please visit our website for more information about our school: www.communityroots.org

Community Roots is hiring:

We are currently looking for an Academic Operations Associate who will work to be both innovative and inspiring in the pursuit of meeting the needs of all students in grades K-5.  This position will report to the Elementary School Director of Operations.

Community Roots Charter School seeks individuals who:

• Believe in and are capable of high levels of collaboration and communication
• Believe that communicating and building relationships with children’s families is essential
• See themselves as active learners committed to ongoing professional development
• Believe that all children have the right to an exceptional education
• Understand that children learn in different ways
• Are committed to ensure academic, emotional and social growth in every child
• Are capable of building a safe, nurturing, supportive and high achieving school culture
• Believe that working and educating children in a diverse environment is essential
• Enjoy their work

Required Qualifications:

• High School Diploma or higher
• Flexibility to work outside of job description parameters, when needed
• Experience working with diverse teams and individuals 
• Belief in CRCS mission and philosophy
• Strong belief in and ability to collaborate
• Demonstrated ability to prioritize and problem solve independently

Preferred Qualifications:

• Prior experience within a school environment
• Bilingual in Spanish, Mandarin or Cantonese
• Excellent verbal and written communication skills (in English)
• Proficiency in Google Suite, MAC

Main responsibilities will include:

• Supervise  students during non-instructional periods, such as breakfast, lunch, and recess 
• Support teachers in classrooms  
• Work with students on a one on one basis as needed 
• Assist in supervising morning arrival and afternoon dismissal of students 
• Receive deliveries and distribute materials to classrooms as needed
• Support all functions of the main office of the school
• Distribute materials to classrooms as needed

Salary and Benefits:

Community Roots offers a competitive benefits package. Salary commensurate with experience.

How to apply:

Please email resume to dforsythe@communityroots.org with the subject line: Student/Teacher Support Paternity Leave Coverage.

Nichols School is seeking a full time Upper School Algebra/Geometry teacher commencing with the upcoming 2022-2023 school year.  Candidates will be required to deliver lessons that develop students’ theoretical and applied mathematical skills and be able to establish and maintain open lines of communication with students and parents.  Qualified candidates should have experience teaching math to high school students.

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

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

Leadership Enterprise for a Diverse America (LEDA) empowers a community of exceptional young leaders from under-resourced backgrounds. We support their aspirations for higher education and professional success in order to create a more inclusive and equitable country. LEDA believes that selective colleges are not only a gateway to opportunity but a nexus for the development of leadership in every field. By helping talented students from under-resourced backgrounds access these institutions and providing them with the tools necessary to succeed, LEDA seeks to ensure that this country’s leadership is truly reflective of its citizenry. LEDA’s vision is to build an inclusive and equitable America where leadership reflects, celebrates, and supports diverse perspectives.

Each year, LEDA’s Summer Institute serves 100 high-achieving high school juniors from low-income families, recruited from across the nation to become LEDA Scholars. Throughout the intensive five-week program, Scholars participate in a rigorous seminar-style course called Aspects of Leadership , as well as receiving college guidance, writing instruction, and standardized test preparation while experiencing a supervised version of collegiate residential life.

Position Overview:

LEDA is seeking experienced and dedicated Writing Instructors to teach during the 2022 Aspects of Leadership Summer Institute at Princeton University and to provide writing support to Scholars throughout the 2022-23 college application season.

LEDA’s writing curriculum prepares Scholars to write at the level expected at selective colleges and universities, emphasizing academic argument, clarity of style and structure, research, and revision. Writing Instructors teach 2 -3 classes per week during the Summer Institute; syllabi, assignments, and instructional plans are provided. Writing Instructors also hold weekly one-on-one conferences with each of their assigned Scholars to address their individual writing challenges; sections are limited to 13 Scholars.

During late summer through January, Writing Instructors support Scholars during the college application process by providing several rounds of feedback on all college and scholarship application essays. This work is performed remotely, via the internet and phone.

The 2022 Aspects of Leadership Summer Institute is scheduled to take place on the Princeton campus from June 25-July 30. Writing Instructors are required to arrive in Princeton one week prior to the Summer Institute for training and to spend the summer in residence. Campus room and board are provided. 

Key Responsibilities:

• Teach writing classes (2 class meetings/week) following instructional plans;
• Schedule and conduct weekly one-on-one conferences lasting approximately forty-five minutes in the late-afternoons and evenings with each student;
• Grade and provide written feedback for writing assignments according to provided rubric;
• Attend weekly meetings and check-ins with the department head to discuss curriculum implementation and track student progress;
• Meet and communicate with LEDA College Guidance and Residential Life staff as needed to ensure holistic support for students;
• Complete a narrative evaluation of each student to be provided to the department head no later than one week after the end of Summer Institute;
• Continue working with previously assigned Scholars on college essays from late-August through January, abiding by the timeline set forth by the department head;
• Maintain timely and thorough communication with LEDA Scholars and College Guidance staff throughout the college application season.

Qualifications:

• A Master’s degree (completed or in-process) in English, Composition, Creative Writing, or related field
• At least two years of experience teaching academic writing at the college level
• Experience as a writing center consultant is preferred
• A passion for helping students to achieve their full academic and personal potential
• Excellent classroom management skills
• Fluency on issues related to sexuality, gender, race, socioeconomic status, and identity
• Ability to teach a diverse student cohort
• Clarity, enthusiasm, dedication, and professionalism
• Demonstrated belief in LEDA’s Mission and Core Values

Compensation:

This position is a seasonal and temporary appointment and will be compensated $6000 for the term of this engagement (5 weeks of Summer Institute + 1 week of training). Writing consulting for Scholars’ college applications will continue from the end of summer institute through January 15, 2023, and this position will be contracted at a rate of $34 per hour. Specific deliverables and timelines (subject to student needs) will be outlined via a signed agreement at the inception of services.

Travel expenses to and from Princeton University are the responsibility of the employee. 

Please note that due to the ongoing Covid-19 pandemic, the location of Summer Institute 2022 is subject to change. If an in-person Summer Institute is not possible due to COVID-19, positions will be adjusted to full-time remote positions with comparable responsibilities and compensation. 

Start date: ASAP

Commitment: Approximately 29 hours/week 

Hours: 

• Monday 9am-12:30pm; 3pm-5:30pm
• Tuesday 9am-12:30pm; 3pm-5:30pm
• Wednesday 9am-12:30pm; 2pm-5:30pm
• Thursday 9am-12:30pm; 3pm-5:30pm
• Friday 9am-1pm

About Read Ahead

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

The need for Read Ahead is especially urgent in the wake of COVID-19. To meet this moment, Read Ahead developed a completely virtual program in 2020. Combining our 30 years of experience with new technology platforms and an educator-designed curriculum, Read Ahead continues to match children with supportive mentors for fun, live program sessions that build connection, confidence, literacy skills, and more. Our program remains fully virtual for the  2021-22 school year, but we anticipate transitioning to a hybrid model in the future.

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

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

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

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

Expectations for Remote and In-Person Work

Read Ahead continues to closely monitor health and safety guidelines in New York City. At this time, the Program Coordinator role is primarily remote with some in-person expectations. Expectations for remote vs. in-person work may be adjusted as health and safety guidelines change.

We are partnered with nine NYC public elementary schools. Our program currently takes place virtually, however most participants log in from school or afterschool sites, and we expect staff members to conduct periodic school site visits during the school year. For the Program Coordinator, necessary in-person visits will include some meetings with school or afterschool staff and support during certain program sessions. Periodic additional in person work may include other meetings with stakeholders as deemed necessary for program success and / or support for organization-wide events. 

Read Ahead has an office located at 50 Broad Street. We are preparing to reopen our office space in January as an optional resource for staff members, but do not have an in-office work requirement at this time and are currently conducting our team meetings remotely. Staff will be notified in advance of any changes to these policies.

Vaccination Policy

As of September 27, 2021, all New York City Department of Education employees, contractors, and visitors are required to show proof of COVID-19 vaccination before entering any school buildings. Additionally, the city recently announced new vaccination requirements for workplaces. Read Ahead is finalizing our own vaccination and COVID safety policy—which will be aligned with current school guidelines, and compliant with city requirements—and expect to implement it in January.  

Position Overview

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

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

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

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

Responsibilities

Program Facilitation (subject to change based on program models)

• Facilitate, coordinate, and monitor 10-15 weekly Read Ahead sessions on Zoom with up to 25 participants 
• Communicate effectively and regularly with key stakeholders, including parents/caregivers, volunteer mentors, and teachers/school staff
• Manage program technology and provide assistance to participants (i.e., Zoom and online reading platforms)
• Manage and support ~150 volunteer mentors, including ongoing communication 
• Support ~100 mentees in grades 1-5 in their mentoring experience
• Provide ongoing support to mentors and mentees, including formal check-ins 

Program Quality Management (subject to change)

• Conduct tasks that ensure a high-quality program, including data tracking, supporting mentor training
• Review and approve mentor applications and support mentors through onboarding process
• Collaborate on content and possibly delivery of mentor training
• Support the creation of session materials for programs, as well as supporting curriculum development, improvements, and redesigns by the Program Team
• Engage with school staff and families to share information about 2021-22 program and encourage student enrollment, including communicating with school leadership and liaisons, answering caregiver questions, supporting with completion of permission forms
• Collaborate in a pilot of summer RA staff-led programming with students and/or lead or collaborate in a continuation of mentor-mentee programming

Family Engagement

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

Administrative Tasks

• Enter and track program data in Read Ahead’s database in a timely manner with attention to detail/accuracy
• Coordinate the scheduling of and reminders for mentors and mentees for your program sessions

Organizational Culture

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

Qualifications

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

Summary of Compensation and Benefits

Pay Rate: $25/hour 

Paid Time Off (PTO) & Benefits

• All federal holidays 
• Juneteenth
• Wednesday – Friday of Thanksgiving Week
• Christmas Eve – New Year’s Day 
• Sick days 
• Accrued vacation days 
• 403(b) with up to a 3% match by Read Ahead for all employees who are employed on the last day of the calendar year (e.g. 12/31/2022)
• Professional development/wellness stipend 
• TransitChek

Education Policy Analyst

The NYC Independent Budget Office (IBO), a nonpartisan city agency, is seeking an experienced and self-motivated policy analyst to join our public education team. The City Charter and state education law direct IBO to provide analyses and issue public reports on city educational policy and to enhance official and public understanding of such matters. This position offers a unique opportunity to study and impact public policy.

A successful candidate for this position will evidence a commitment to critical and rigorous analysis of public policy questions, a deep understanding of public policy analysis, and an interest in urban public education policy. They will also possess knowledge and experience applying complex research designs to large data bases of individual and school level data. The successful candidate will also be able to generate new and interesting lines of inquiry for our research agenda.

Qualifications

Candidates should be analytic, able to demonstrate skills in quantitative research and policy analysis, and have the ability to write clearly about complicated research and data for a wide audience interested in the issues and challenges confronting our city’s schools.

Candidates should have experience using SAS to conduct quantitative analyses as well as solid grounding in statistics and research methodology, including experience with survey data. Prior teaching experience is a definite plus. Commitment to impartial and independent research is essential. Ability to take initiative, juggle multiple projects at once, and meet deadlines is critical.

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

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

New York City residency must be established within 90 days of appointment and is required for the first two years of city service, after which employees may reside in Nassau, Orange, Putnam, Rockland, Suffolk or Westchester Counties. Foreign nationals must have a valid permanent resident card (“green card”) or renewable work permit.

Other Information:

All new hires must be vaccinated against the COVID-19 virus by the date of hire, unless a reasonable accommodation for exemption is received and approved by IBO.

Alternative work schedules may be possible.

IBO is an equal opportunity employer.

About Read Ahead

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

The need for Read Ahead is especially urgent in the wake of COVID-19. To meet this moment, Read Ahead developed a completely virtual program in 2020. Combining our 30 years of experience with new technology platforms and an educator-designed curriculum, Read Ahead continues to match children with supportive mentors for fun, live program sessions that build connection, confidence, literacy skills, and more. Our program remains fully virtual for the  2021-22 school year, but we anticipate transitioning to a hybrid model in the future.

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

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

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

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

Expectations for Remote and In-Person Work

Read Ahead continues to closely monitor health and safety guidelines in New York City. At this time, the Director role is primarily remote with some in-person expectations. Expectations for remote vs. in-person work may be adjusted as health and safety guidelines change.

We are partnered with nine NYC public elementary schools. Our program currently takes place virtually, however most participants log in from school or afterschool sites, and we expect staff members to conduct periodic school site visits during the school year. For the Director, necessary in-person visits will include some meetings with school or afterschool staff, support during certain program sessions, and quality review visits to ensure program fidelity. The frequency of visits may vary according to specific school or site needs, and we can share more information about what this currently looks like during the interview process. Periodic additional in person work may include other meetings with stakeholders as deemed necessary for program success and / or support for organization-wide events.

Read Ahead has an office located at 50 Broad Street. We are preparing to reopen our office space in January as an optional resource for staff members, but do not have an in-office work requirement at this time and are currently conducting our team meetings remotely. Staff will be notified in advance of any changes to these policies.

Vaccination Policy

As of September 27, 2021, all New York City Department of Education employees, contractors, and visitors are required to show proof of COVID-19 vaccination before entering any school buildings. Additionally, the city recently announced new vaccination requirements for workplaces. Read Ahead is finalizing our own vaccination and COVID safety policy—which will be aligned with current school guidelines, and compliant with city requirements—and expect to implement it in January.

Position Overview

The Director, Program & Impact directly reports to the Senior Director, Program & Impact. The Director will supervise six direct reports including one full time Senior Program Coordinator and five part-time Program Coordinators (PCs). Key responsibilities include ensuring program fidelity, supervising direct reports, managing school relationships and leading program evaluation.

The Director will work closely with the Senior Director, Program & Impact to ensure that an equity-centered sensibility and approach is interwoven into Read Ahead’s program, partnerships and team dynamics. The Director executes all responsibilities with an anti-racist lens that centers student voices, culturally responsive family engagement strategies, and program quality and evaluation processes.

Responsibilities

Program Management 

• Ensures that Read Ahead continues to deliver a high-quality mentoring program that is executed with a high degree of impact and fidelity across six of our school partners
• Works in partnership with Senior Director, Program & Impact to regularly evaluate culturally responsive approaches to program sessions within school portfolio
• Monitors successful implementation of Read Ahead platforms in program sessions including the implementation of Epic, BookNook, and social emotional learning activities
• Reports family engagement progress and milestones directly to Senior Director, Program & Impact ensuring that PCs regularly check in with family members each month via email, text or calls

Supervision

• Leads weekly meetings with each Program Coordinator in school portfolio to share progress on program implementation and supports team with interventions as needed
• Holds direct reports accountable for tracking attendance on a weekly basis
• Ensures that PCs regularly provide program highlights on a quarterly basis during the school year for external communication purposes
• Leads annual performance reviews of direct reports
• Conducts quarterly mentor communication audits with each Program Coordinator
• Serves as an expert of Read Ahead’s policies and procedures to ensure that all Program Coordinators consistently communicate organization-wide expectations
• Ensures that PCs regularly provide program highlights on a quarterly basis during the school year for external communication purposes
• Supports the design of monthly cross-team management meetings in collaboration with staff members across the organization

School Relationships

• Leads monthly meetings with school partners and after school programs (i.e. Principal, Community School Director, Assistant Principal, After School Coordinator etc.)
• Acts as Read Ahead’s primary representative with portfolio of schools including all communications to school partners
• Hold schools accountable to the partnership agreement, or Memorandum of Understanding (MOU) signed before the start of the school year (i.e. requesting student demographics, monthly meetings, and any other expectations per school)
• Ensures that the Read Ahead program at each school site has everything needed to be set up for success, including confirming program schedules and logistics with school team
• Plans teacher appreciation initiatives with portfolio schools and leverages PCs as needed during the school year

Program Quality and Evaluation

• Schedules periodic site visits at partner schools to conduct observations and provides feedback to Program Coordinators
• Monitors and analyzes attendance at each school and supports PCs with brainstorming interventions accordingly
• Manages and execute program evaluation efforts including, but not limited to, stakeholder surveys, attendance reports and share information with senior leadership team for external reporting purposes
• Performs annual and ongoing system maintenance and updates (ex: pulling reports at the end of the year, updating profile information, conducting database audits, etc.
• Drives success in the mentor and mentee onboarding process (including mentor-mentee matching) by creating detailed project plans, delegating tasks, tracking and monitoring progress, leading mentor screening process, communicating regular dashboard updates internally, troubleshooting issues, and acting as a strategic advisor to leadership and other team members

Qualifications

• Passion for Read Ahead’s mission
• Experience with and committed allyship to communities and students of color.
• Ability to think strategically, understand the big picture, collaborate effectively with internal and external stakeholders, and implement vision.
• Ease with engaging in open, productive disagreements with colleagues, with a firm commitment to a decision once made.
• Highly self-aware and reflective with the ability to give and receive feedback.
• Proactive problem-solver
• Enjoys working collaboratively with others but can lead projects independently
• Seasoned manager and understands how to lead, coach and support staff to grow professionally
• Excellent organizational skills and attention to detail
• Strong analytical skills and can draw helpful data-driven conclusions
• 5+ years of experience working with youth-based organizations
• Excellent facilitation skills and experience leading group meetings
• Very strong interpersonal skills and the ability to build relationships with external stakeholders including school leaders, after school liaisons, and volunteers
• Practices a growth mindset, along with a deep commitment to genuine learning and self-improvement for themself and others.
• Familiarity, comfort, and ability to thrive within a small, dynamic team.

Salary / Benefits

$75,000 – $80,000 annual salary. Competitive benefits package includes:

• 90% health and 100% dental care coverage
• $3,000 annual employer-funded HRA
• Eligibility to contribute to 403(b) with up to a 3% match by Read Ahead for all employees who are employed on the last day of the calendar year (e.g. 12/31/2021)
• Eligibility to participate in pre-tax TransitChek program
• Pre-tax FSA and Vision Plans offered
• Vacation day accrual based upon employment anniversary date; during the first year employees accrue 15 days per year and after the first year accrue 20 days per year
• 10 sick days and 3 personal days per year
• The Read Ahead office is closed between Christmas Eve and New Year’s Day each year, and for all federal holidays
• Remote work policy offered

Application Deadline: Friday, January 21, 2022

Start Date: ASAP

• Bachelor’s degree required, master’s degree or higher preferred

• Hands-on teaching experience (3-5 years at minimum) required
• Supervisor and / or leadership experience (3 years minimum) required
• K-8 experience required
• Special education experience required
• Experience working in underserved community preferred

• Demonstrated ability to elevate performance
• Demonstrated ability to motivate administrative and teaching staff
• Demonstrated people skills in dealing with students, staff and parents
• Passion for and ability to create a sense of community
• Passion for and ability to lead and inspire teachers in a K-8 setting
• Proven interpersonal skills and ability to lead reform
• Proven ability to manage projects and provide financial oversight
• Proven ability to be collaborative, build teams and solve problems
• Commitment to instituting positive change while maintaining the community feeling of the school

The Data Programming Coordinator/Specialist, is responsible for turning data into actionable insights that will help to improve the school’s performance. This role is instrumental in helping the school community achieve its powerful mission to transform opportunities by being a lateral source for assessment and data expertise to drive lateral organizational change. The ideal candidate will effectively delegate and step in and step back on projects in order to develop capacity for internal stakeholders to develop data fluency to drive outcomes in their functional area.

Essential Job Functions:

Testing Administration – Ensure school successfully administers all assessments required from state and local agencies, as well as network methods of testing to track student growth and progress.

• With the assistance of the New Visions CMO, ensure that the school completes all required Federal, State and Local compliance activities on time and completely.
• Create detailed plans for administering all assessments throughout the year. This includes but is not limited to: 
  • January, June, and August New York State Regents exams.
  • SAT, ACT, AP, and other college preparatory exams.
  • Performance Series, ACT Aspire…
  • NYSESLAT 
  • Regents Field Testing
  • Mock Regents and Final Exams
  • CDOS
• Handling all materials related to assessment. 
• Develop proctoring schedules and plans that allow fair time and preparation for teachers in order to support student ability to succeed and teacher capacity. 
• Work with ADSPED/IEP coordinator/SpEd Manager to ensure compliance with student with disabilities accommodations plans, as well as Section 504 plans. This includes applying for accommodation requests for national exams.
• Attend training and professional developments around proper administration of various tests offered by school. 
• Run professional development training for teachers, operations staff, and administrators around proctoring rules, returning of materials, and maintaining testing integrity. 
• Work collaboratively across stakeholders (Administration, Counselors, Teachers, NV staff) to determine which students should take each exam. 

Programming – Ensure school schedules and programs are reflective of vision and in compliance with state, city, and network mandates for minute counts. 

• Establish an annual process to create a school schedule, reflect on schedule/program efficacy across multiple stakeholders, and use this data to inform collaborative decision making for the next school year. 
• Create a comprehensive school schedule that gives all students routes to have success and promotes teacher stability and retention. School schedules will need to meet all local, state, and federal requirements (i.e. minutes) for credit. 
• Oversee and manage our Online Credit Recovery Program 
• Adjust schedule accordingly when situations arise or circumstances at student, teacher, school, or network level change. 
• Facilitate a collective decision making model to ensure all students are programmed in classes to earn credits leading to graduation. These decisions should be made with input across stakeholders.
• Work on Strategic Data Check in teams to identify credit gaps, Regents needs, and various other circumstances and adjust student schedules accordingly. 
• Work with the school’s IEP coordinator/SpEd manager/ADSPED to ensure all students with disabilities are properly programmed and have the best possible route to a successful education. 
• Work with the school’s ELL coordinator/team to ensure all ELL students are properly programmed and have the best possible route to a successful education. 
• Work with related service providers to create schedules that have the least possible interference with student learning. 
• Work with family engagement team in entering correct family contact information into PowerSchool 
• Work with counselors to ensure test scores, updated transcripts, and schedules are done correctly in PowerSchool. 
• Utilize ATS and other data systems to ensure proper information is stored in PowerSchool. 
• Work with network staff to identify and develop reports that support student growth. 
• Support teachers in creating GradeBook categories, assignments, and taking attendance in PowerTeacher. 
• Attend professional development opportunities around development of schedules and different methods of supporting students through programming. 
• Conduct professional development around use of PowerSchool, PowerTeacher, and other data systems related to programming of students. 

Data Analysis & Support – Provide all parties involved with developing student success with relevant data, trends, and support necessary to ensure all students succeed. 

• Collect and store all data from different testing administrators, such as state Regents exams, College Board exams, Performance series data, and sharing with network level support staff. 
• Analyze and disseminate results from exams and support school leaders in identifying trends. 
• Develop methods of presentation of successes and failures of instruction and initiatives, crafting multiple ways to showcase the information to multiple audiences, such as teachers, students, families, and others.
• Participate in Strategic Data Check Ins, providing credit accumulation data, Regents and other test scores, and other demographic information to inform instruction and development of curriculum and school vision, as well as identify gaps.

Secondary Job Functions:

• Support with school events, including fire drills, scanning, sports, events and emergencies
• Additional responsibilities as needed consistent with the general nature of the position

Required Knowledge and Skills:

• Strong organizational and time management skills
• Excellent interpersonal and communication skills
• Excellent computer skills including proficiency with Google docs and Microsoft Office Suite, particularly Word, and Excel

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.

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

The East Harlem School at Exodus House is seeking a dynamic middle school science teacher for the 2021-2022 school year.

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

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

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

About the East Harlem School

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

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

The Urban Assembly

The Urban Assembly (UA) is a non-profit provider of school support solutions that boost school and student performance. Under the mission of advancing students’ social and economic mobility by improving public education, the UA provides schools and districts with innovative data-driven, student-centered approaches to academics, social-emotional learning, and postsecondary readiness. The (UA) founded a network of unique, small public secondary schools throughout NYC. UA schools are open to all students, and our goal is to prepare 100% of UA graduates for success in the 21st century economy.

The UA’s Commitment to Equity

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

Role Description: 

The Math Coach is a person deeply committed to UA’s mission and commitment to equity. The Math Coach will execute the expansion of our highly successful Algebra Success program by coaching and leading professional learning to a cohort of new schools joining the program. The ideal candidate is excellent at building relationships, highly organized, a talented coach, and is relentless in improving student outcomes through data-driven analysis. This role calls for an agile contributor, who can split their time coaching at school sites, leading professional development (virtually and in person), and collaborating with teammates at our central office in downtown Manhattan and remotely.

Responsibilities:

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

Qualifications:

• 2+ years of coaching experience, and/or equivalent adult development work

• Content and pedagogy expertise in middle and high school mathematics, with specific focus and background in Algebra

• Strong fluency with using data to support decision making
• Familiarity with a large urban school system preferred

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

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

Salary is commensurate with experience and includes an excellent benefits package, including: employer-funded healthcare, a monthly metrocard, phone stipend, financial support for professional development, and generous vacation time.

TO APPLY:

Interested applicants, please email a resume and cover letter with “Math Coach” in the subject line to jobs-instruction@urbanassembly.org

Our target start date is January 31st, 2021. This position will remain open until filled.

Art Teacher Needed: January 18th-May 6th 2022:

 Maternity Leave in Co-Taught Classroom at Small Progressive Charter School

About Community Roots:

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

Currently, Community Roots has 460 students in grades K-8. Please visit our website for more information about our school: www.communityroots.org.

Community Roots is hiring:

A leave replacement teacher for K-5th Grade Art. This is a co-taught classroom where all children have art two times per week.

Community Roots seeks individuals who:

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

Qualifications:

• Preference for certification in Teaching Students with Disabilities (Special Education), Science or Art 
• Preference for candidate that is working towards or holds New York State Certification  
• Demonstrated ability to collaborate
• Demonstrated ability to prioritize student achievement while creating a nurturing and encouraging school environment

How to apply: Please email cover letter and resume to akeil@communityroots.org

About Morningside Center for Teaching Social Responsibility

We envision a society where people are active participants in creating a culture of liberation, healing, and deep connection to their communities, natural environments, and the world. Our mission is to facilitate transformative experiences for members of the school community to co-create joyful, equitable, and rigorous learning environments.

Since our founding in 1982, we have developed an array of programs, grounded in restorative practices and an anti-racist framework, to engage young people in learning essential social and emotional skills and to support educators in making their schools productive, supportive, and inclusive. Our programs provide sustained support for students and educators in New York City schools and in various other schools and districts throughout the country. We are part of a nationwide movement to make high quality, research-validated social and emotional learning (SEL) an integral part of every child’s education.

Through our engaging, research-based programs, tens of thousands of educators in hundreds of schools have brought transformative change to their classrooms, schools, and students’ lives. Major scientific studies have shown that our school-based programs have a positive impact on students’ well-being and behavior, their academic performance, and the classroom climate.

Our impact is possible because of our diverse, skilled, and friendly team, including 15 central office staff and approximately 30 staff developers who bring our work into schools. To learn more about the beliefs and values that bring us together, please visit https://www.morningsidecenter.org/our-beliefs-and-values.

Find information about Morningside Center at https://www.morningsidecenter.org/

The Opportunity

Now in a period of significant growth in our contracted services, we are seeking a Senior Director of Operations and Finance (Senior Director) who will ensure that we have strong infrastructure and efficient operations in place to support organizational, programmatic, and revenue growth. A key senior leader, the Senior Director will manage the business operations team, bringing particular expertise in contract development and negotiations and financial strategy, including budgeting and financial projections. The Senior Director will build and manage relationships with the schools and school districts that we serve, representing Morningside Center in the contracting process and partnering with clients to structure engagements that are designed and managed well. They will also provide leadership across the human resources, IT, legal, and facilities functions. The Senior Director will be responsible for working collaboratively with team members across program and business operations teams to ensure our processes and systems evolve appropriately to match our continued growth in staff, budget, and contracts. The Senior Director will report to our Executive Director and manage a cross-functional team. As a senior leader, they will also share and uphold our organizational values, demonstrating a commitment to anti-racism and social and emotional learning, and foster an inclusive, relationship-driven, and warm culture.

Key Responsibilities

Organizational Leadership

• Act as a skilled organizational leader, manager, and coach with a high degree of emotional intelligence, developing strengths in others and modeling effective decisionmaking
• Identify and build systems and processes that will enable contracts, program, and business teams to collaborate effectively
• Support the ED in providing ongoing strategic updates to the Board of Directors and engaging them in special initiatives
• Serve as a thought partner and sounding board to the Executive Director and other leaders, including serving on the senior leadership team

Contracts Leadership

• Establish, maintain, and refine an effective process for managing the full contract cycle, working with the cross-functional team involved in the identification, development, negotiation, and implementation of contracts
• Represent Morningside Center in contract scoping and negotiations with schools and districts
• Support proposal development efforts

Finance Leadership

• Work with the Director of Finance in leading the quarterly, annual, and long-term budgeting processes
• Guide the development of financial projections based on organizational goals and strategies
• Supervise the Finance Director, ensuring appropriate goal-setting and the supports necessary for their ongoing success and development

Talent, Culture, and Human Resources Leadership

• Provide strategic guidance for annual performance assessment and goal-setting processes, as well as professional learning programming that supports organizational and individual staff goals
• Partner with the senior leadership team in implementing effective practices for hiring and compensation and benefits
• Supervise the Human Resources Director to ensure our HR processes reflect best practices, providing support for goal-setting and ongoing success and development

Organizational Infrastructure

• Identify ways to enhance our technology infrastructure, ensuring that we are leveraging the most up-to-date tools and resources available; manage the relationship with our external IT vendor
• Serve as liaison to legal counsel
• Oversee vendor management, office administration, space planning, and facilities maintenance

Candidate Profile

As the incoming Senior Director of Operations and Finance, you will possess many, though perhaps not all, of the following skills and experiences:

• You come to this role with at least 5 years of organizational leadership experience, including past success in roles that include cross-functional team management.
• You are experienced in financial management, bringing substantial experience in developing budgets and financial projections and supervising finance staff. Prior success in nonprofit financial management is highly valued for this role.
• You bring experience in negotiating contracts and representing an organization to external clients or partners; prior success in negotiating with complex bureaucracies will be especially beneficial.
• You are a skilled leader among cross-functional teams, identifying appropriate processes, systems, and tools to promote collaboration and building alignment around shared goals.
• You are a strong staff manager, experienced in building and developing team members to ensure their success. As an organizational leader, you are a positive role model and effective coach for others.
• You are motivated by the opportunity to provide leadership across finance, contracts, HR, IT, legal, and facilities, and you demonstrate the ability to work at both a strategic level and to be more hands-on as needed.
• You share our commitment to anti-racism and racial equity, demonstrating thoughtfulness about how to integrate these commitments and values into organizational operations and culture.
• You hold a bachelor’s degree or equivalent professional experience. An advanced degree in a relevant field such as organizational management, business administration, finance, or law is preferred but not required.

Compensation & Benefits

The salary range for this position is $110,000 – $130,000  and will be determined commensurate with experience. Morningside Center offers a generous benefits package that includes fully paid health insurance and 4 weeks of vacation.

MINIMUM QUALIFICATIONS

High School diploma and New York State Certification as a Teacher Assistant.

PRINCIPAL RESPONSIBILITIES

1. Work with individual children or groups of children on special instructional projects and activities as planned in conjunction with the teacher.

2. Write individual anecdotal records and/or keep record of discrete trial instruction of students by providing the teacher with information about the children that will assist the teacher in the development of appropriate learning experiences.

3. Meet with teacher to plan instructional activities and materials thereby utilizing their own special skills and abilities by assisting in instructional programs in such areas as: foreign languages, arts, crafts, music, and similar subjects.

4. Escort students to and from the school buses at arrival and dismissal time. Escort students throughout the building outside of the classroom.

5. Communicate with parents verbally and in writing under the direction of the teacher, or in absence of the teacher.

6. Participate in staff development activities.

7. Attend team meeting conferences as appropriate.

8. Assume the position of teacher-in-charge of a classroom for up to 40 days during the school in the absence of a certified classroom teacher.

Summary:

Develop, implement, and evaluate treatment plans for students with speech/language needs.

Minimum Qualifications:

New York State Certificate as a Teacher of the Speech and Hearing Handicapped or Teacher of Students with Speech and Language Disabilities and Master’s degree in speech-language pathology and/or NYS Professional License as a Speech Language Pathologist

Supervisory Role:

This position does not have supervisory responsibilities.

Principal Responsibilities:

The below enumerated principal responsibilities are inclusive of both program specific and firm-wide related administration, as applicable.

1. Assess speech-language skills as necessary to determine child’s need for therapy.

2. Provide quality speech therapy services to students as mandated on the IEP.

3. Consult and interface with colleagues at team meetings.

4. Provide parent training and ongoing communication with parents.

5. Complete all required paperwork and documentation.

6. Provide in-service training and participate in staff development activities.

7. Meet with supervisor on ongoing basis.

8. Perform other related duties as requested.

Expected Results of Principal Responsibilities:

1. Children will receive a complete evaluation as needed.

2. All children will receive quality services provided by therapy staff based on IEP mandates.

3. Speech therapy staff will share information regarding children on caseload at staff meetings.

4. Parents will be kept informed of children’s goals and progress both at home or in school.

5. All documentation will be completed and submitted in a timely manner.

6. Professional growth will be acknowledged with the provision of in-service training and staff development activities.

7. Supervisor session will encourage professional growth in a thoughtful and sensitive manner.

8. All other related tasks are completed on time and accurately.

Work Environment:

While performing the duties of the job, the employee will be in the classroom and school environment performing therapeutic services.

Physical Demands:

While performing the duties of the job, the employee is required to have adequate visual, auditory and spoken abilities to interact effectively with peers, supervisor and students. This position is active and requires movement in the classroom and in the school environment. The employee must occasionally lift or move student weighing over 30 pounds.

Position Type:

This is a full time position.