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.

Background:

The Children’s Storefront has a storied history of changing lives in Harlem through education innovations. In 1966 a young poet, Ned O’Gorman, opened a one-room center for young children in a Harlem storefront on Madison Avenue – The Children’s Storefront. This grew into a preschool program that led to a tuition-free private K-8 elementary school, eventually known as Storefront Academy Harlem, that educated Harlem children until 2018.

To further the educational success of children in historically underserved communities, The Children’s Storefront assisted in creating a new organization that stands on its own, Storefront Academy Charter Schools. Today, the educational philosophy developed by The Children’s Storefront over 50 years provides the foundation for two charter schools in Harlem and the South Bronx.

Recognizing that many Storefront Academy Harlem students entered its former school with learning deficits that could have been mitigated through Early Childhood Education, The Children’s Storefront has launched new in-person and virtual programming built on principles developed at Harvard Center for the Developing Child which reinforce cognitive, learning and social skills to provide a strong foundation for lifelong success.

With this renewed focus on Early Childhood learning The Children’s Storefront is once again charting new waters, this time engaging parents and caregivers with their children around research-driven brain development in the first thousand days of life. And, most importantly, providing the know-how and confidence with which to spur the growth of their children’s brains.

Shifting its focus to strengthening children’s brains during their first three years after decades of operating a vibrant and acclaimed K-8 school, The Children’s Storefront is once again in start-up mode. It is moving to a new location on the north side of Harlem’s Marcus Garvey Park, bringing with it a deep appreciation for all it has accomplished over many years and tremendous enthusiasm for new opportunities to enrich the lives of Harlem’s youngest children.

Position:

The Children’s Storefront is seeking an upbeat Executive Director who will have the unique opportunity to shape all aspects of growing and positioning this evolving organization.

The Executive Director will have a commitment to early childhood development, with a particular focus on underserved and under-represented communities.  They must be committed to the science behind the programmatic work, and able to build a broad range of partnerships to further The Children’s Storefront mission. They will be a respected professional who advocates passionately and successfully on behalf of the people they serve and the organization in the local community, across all sectors and within philanthropy.

The Executive Director will be an intelligent and mission-driven self-starter. Excellent interpersonal, communication and negotiation skills are critical, along with patience, compassion and a sense of humor. They will be diplomatic, of the highest integrity, and possess sound judgment; comfortably balancing their confidence and ego.

The Executive Director will be entrepreneurial and practical, creative and analytical in their approach to programming. They will understand that while programs are improving the life trajectories of children, the clientele is actually the parent. They will be sensitive to and respectful of parents’ needs, and will be comfortable and tactful communicating with families who participate in their programs.

The Executive Director will be just as comfortable rolling up their sleeves as they are facilitating internal strategy sessions, participating in community affairs and elevating the organization within the broader Early Child Education sector.

The Executive Director will report to a very engaged and supportive Board of Directors, mindful of and flexible in dealing with Board priorities. They will manage and develop a Staff of committed Program and Administrative professionals, half of whom have joined the organization since the Covid crisis. They will work with the Board, Staff and Contractors in a transparent, honest fashion that promotes inclusiveness, equity, cooperation, and teamwork.

Specific Responsibilities:

• Board of Trustees: Work with the Board to set the long-term vision and short-term goals for the organization. Support the Board’s transition from a hands-on approach to one more focused on vision, strategy, resource development, policy and oversight. Support Board Nominating & Governance Committee efforts to strengthen the Board’s effectiveness as a Governance body.
• Programs: Work with the Staff to develop, promote and evaluate community-responsive programs consistent with Board Education Committee priorities. Develop strategies for attracting and retaining participants. Build relationships within the local community and beyond that reinforce participation, elevate our visibility, expand their reach and improve effectiveness.
• Staff: Directly supervise the Administrative & Finance Manager, Program Coordinator, contracted Controller and Special Projects Consultant. Oversee the Employee Performance Review system and modify Staff position descriptions and compensation as appropriate. Work to strategically expand the Staff, with special attention to development and marketing. Explore options for leveraging volunteers. Foster a positive and productive organizational culture.
• Administration & Finance: Work with Staff on day-to-day operations, striving to improve system efficiencies and cost-effectiveness. Ensure that all Government filings are accurate and timely. Work with the Board Finance Committee and contracted Controller to develop budgets, financial forecasts and reports. Oversee the annual Financial Audit process.
• Resources: In tandem with the Board Development Committee, set the long-term fundraising strategy and establish near term plans to achieve it. Identify and cultivate individual and institutional funders, including grants. Explore the feasibility of special events and move forward as practical. Explore ways to broaden and diversify revenue streams, including in-kind.
• External Affairs & Communications: Serve as the public face of the organization and point person for media. Develop and maintain beneficial relationships with non-profits, community and civic organizations, government and other stakeholder groups. Work with the Board Communications Committee to articulate overall communication, marketing, press and social media priorities. Develop collateral material and targeted presentations to achieve goals.

Qualifications:

• Minimum of 8-10 years delivering solid leadership, management and fundraising results
• Demonstrated organizational leadership ability, which includes effectively managing and motivating Staff to achieve organizational goals
• Outstanding organizational skills, adept at prioritizing multiple and varied responsibilities
• Able to work both independently, and in collaboration with an active Board and committed Staff in a direct, supportive and respectful manner
• Ability to effectively represent The Children’s Storefront with funders, in public settings and with a broad range of organizations in the New York area
• Ability to balance a hands-on, entrepreneurial start-up environment with our 50-year history
• Strong strategic thinking, problem solving and implementation skills
• Excellent oral and written communication skills, as well as strong interpersonal, relationship-building and networking skills
• Tech savvy and comfortable with systems that support Office and Program environments
• Thrive in an achievement-oriented, entrepreneurial, and fast-paced environment

All positions at The Children’s Storefront are filled without regard to race, color, religion, sex, national origin, age, sexual orientation, gender identity or expression, disability, HIV/AIDS status, veteran status or any other characteristic protected by law.  All are encouraged to apply.

For more information about The Children’s Storefront, please visit their website at www.thechildrensstorefront.org

Part-Time

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.

We are seeking an experienced professional who will support the implementation, integration, alignment, and coordination of our Early Childhood and UPK / 3K programming. Under the supervision of the of the Vice President for Youth & Community Development, the Early Education Programs Specialist is responsible for supporting a broad portfolio of early childhood programs that will strengthen children’s wellbeing and endeavor to ensure that children are curious, inspired, and adept learners, and are well prepared for school and life.

The program portfolio includes Early Childhood Learning Center programs, UPK programs, and wrap around or Early Childhood after school programming at 8 YMCA branches and communities, including partner public schools.

The Specialist for Early Education Programs will provide leadership for the strategy, systems, and standardization of Early Childhood program structures; including, but not limited to, the overall development, administration, and evaluation of program offerings at all of the branches. This person must have a deep understanding of the New York City early childhood funding environment as well as revenue generating programming for 0–12-year old’s and their families. The Early Education Programs Specialist will strive to grow enrollment and programs in accordance with the organization’s strategic plan, and to serve more children via structured, engaging, educational, recreational, and developmentally appropriate activities that allow children to develop and progress their skills. This role will ensure a high level of quality, communication, and collaboration among all of the Early Childhood programs and family services

By strategically assessing community needs with YMCA branches and City and community stakeholders, the Specialist for Early Education Programs will successfully maintain and continue to improve the quality of all Early Learning, Early Childhood afterschool programming, Early Childhood enrichment programs and family programs

Key Responsibilities:

• Foster and create new and innovative Early Learner, youth, family, and community programs with our branches and off-sites that meet the needs of the community, in keeping with the Branch priority objectives and strategic plan.
• Working in collaboration with our branch program leadership, this position would develop content and curriculum, and developmentally appropriate YMCA program practices for early childhood from birth through age 12.
• Ensure that programs meet contractual and regulatory obligations of the Department of Education and Department of Health while fulfilling the program mandates of the YMCA of Greater New York and funders.
• Develop, manage, and successfully meet budget objectives. Seek to strategically provide for a growth in service offerings.
• Effectively develop partnerships with community organizations and coalitions to provide services, programs, and referrals to YMCA branches, participants and families.
• Lead and convene Leadership and Cabinet meetings and manage any subsequent workgroups.
• Become a certified trainer in critical subject matter areas and lead training events.
• Work with Branch and AO leadership to design, develop, and implement a marketing and communication plan which promotes the Early Learner Programs, Early Childhood after school programming, Early Childhood enrichment and family programs to local community groups.
• Ensure branches have adequate systems and supports to maintain accurate and timely program documentation (attendance, sign in/out forms, behavior reports, incident reports, and accident reports, as appropriate).
• Work closely with the Research, Evaluation and Strategy department and support the research/ evaluation of the initiatives by supervising and coordinating the collection of data, ensure the timely submission of reports, monitor and sustain data integrity systems, and use data to drive continuous improvement.
• Promote an inclusive, welcoming, and respectful environment that embraces the diversity of all staff and participants.
• Ensure the health, safety and well-being of participants by understanding, maintaining, and ensuring that staff and participants follow Risk Management and safety procedures.
• Analyze and respond to developing trends in the fields of early childhood, youth and program development.
• 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.
• Follow and maintain sanitary habits in accordance with CDC guidelines.

Desired Skills & Experience:

• Master’s Degree in Early Childhood Education (or a related field).
• Over 10 years of demonstrated commitment to Early Childhood education, enrichment, and effective family supports.
• Over 5 years of staff supervisory experience, including direct and indirect reports.
• Over 3 years of experience effectively managing revenue generating programming for children and families.
• Strong, polished, and professional interpersonal, written and oral communication skills.
• Ability to identify/document necessary information for program functioning and evaluation.
• Knowledge and experience with programmatic assessment tools to drive consistent program quality results.
• Knowledge and experience with appropriate individual assessment and screening tools to assist with identifying needs for intervention services and supports.
• Creative, strategic, and analytical thinker with the ability to manage multiple projects.
• Experience developing and managing budgets and hiring, training, supervising, and assessing personnel.
• Demonstrated success in past employment.
• Must be a self-starter, highly organized, patient and able to work well with others.
• Develops resource lists to be utilized by parents and branches.
• Must be a self-starter, highly organized, patient and able to work well with others.
• Current New York City teaching license in early childhood or elementary education .
• Knowledge of principles and practices related to Early Childhood education and socioemotional growth.
• Knowledge of National Association for the Education of Young Children (NAEYC) program standards.
• Knowledge of Microsoft Office, including Excel and working knowledge of Microsoft Suite.
• Knowledge of Windows based computer applications and database management.

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.

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 career readiness specialist looking to transfer your skills to a mission-driven organization.  You’ve demonstrated success in building career readiness programs and employer partnerships.  You’re passionate, entrepreneurial and motivated by data and results.  You’re a creative problem solver and open to experimentation to accomplish goals.  You know how to build relationships with people of all backgrounds and connect them to a common goal.  You believe in our mission to provide best-in-class education to all students and won’t let anything stand in your way of making that a reality.  

What You’ll Do

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

Why New Visions?

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

Positions Report to: Instructional Leadership Team

Start/End Date: 2022 – 2023 School Year

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

Compensation: $59,000 – $122,000 (Please note that this is a general range – salaries are determined based on credentials & years of experience). East Harlem Scholars Academies also offers a comprehensive benefits package.

FLSA Status: Exempt

Who We Are

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

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

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

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

About The Opportunity

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

For more details about the role, please click here.

What Qualifies You

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

Areas of Leadership

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

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

Thank you for taking the time to submit an application.

Positions Report to: Instructional Leadership Team

Start/End Date: 2022 – 2023 School Year

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

Compensation: $59,000 – $120,000, plus a $2,500 sign-on bonus for those already holding their SPED/SWD certification (Please note that this is a general range – salaries are determined based on credentials & years of experience). East Harlem Scholars Academies offer a comprehensive benefits package.

FLSA Status: Exempt

Who We Are

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

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

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

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

About the Opportunity 

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

For more details about the role, please click here.

What Qualifies You

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

Areas of Leadership

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

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

Positions Report to: Instructional Leadership Team

Start/End Date: 2022 – 2023 School Year

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

Compensation: $59,000 – $122,000 (Please note that this is a general range – salaries are determined based on credentials & years of experience). East Harlem Scholars Academies also offers a comprehensive benefits package.

FLSA Status: Exempt

Who We Are

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

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

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

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

About The Opportunity

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

For more details about the role, please click here.

What Qualifies You

• You hold yourself to high professional and ethical standards
• You enjoy and/or have experience working with diverse populations of students and communities
• You believe that every student can and will learn when provided with a quality education
• You have demonstrated success in raising the achievement levels of traditionally at-risk students
• You are willing to be flexible in your role and adapt to school and student needs
• You are committed to continuous improvement and learning through professional development
• You have a minimum of three-year’s experience in relevant educational positions, specifically within grades 2-5
• You have a Bachelor’s Degree or higher, and hold or are in the process of obtaining a NYS Special Education Certification

Areas of Leadership

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

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

Thank you for taking the time to submit an application.

Who We Are

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

Who You Are

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

What You’ll Do

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

Why New Visions?

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

Full Job Title: Director of Public Policy and Partnerships (Bard Early Colleges, DC or NY)

Position Overview:

The Director of Public Policy and Partnerships is a full-time, exempt position of the Bard Early Colleges (BEC). The successful candidate will excel at working in a community that is broadly diverse with regard to race, ethnicity, socioeconomic status, gender, nationality, sexual orientation and religion.

The Director of Public Policy and Partnerships is charged with leading BEC’s policy and advocacy work at the state and federal levels, including direct support for Bard Early College campuses and work to help establish, support, sustain, and scale early college high schools and other dual enrollment programs with a focus on quality and equity. Bard views early college as a secondary and postsecondary system reform to smooth the transition between high school and college. The Senior Director  of Public Policy and Partnerships will advocate for policies to ensure that more high school students, especially students from low-income and historically underrepresented backgrounds, graduate prepared to complete postsecondary education.

In addition, the position will be involved with managing and expanding partnerships with government agencies at the state and local levels. This opportunity comes at a critical and exciting time for Bard Early College: the organization is entering its 20th year, celebrating the successful launch of new schools and initiatives, and helping to lead a national conversation on rethinking college access in the public sphere. The Director of Public Policy and Partnerships will report to the Executive Director of Bard Early College and will manage a team of one full-time and one part-time staff member as well as consultants.

About the Bard Early Colleges:

The Bard Early Colleges (BEC) are founded on the belief that, for many young people, college can and should start at an earlier age. Bard Early College’s simple idea – to begin serious college study in place of the traditional 11th and 12th grades, at no cost to students or families – has had an extraordinary impact on young people and on education innovation and equity in America.

The Bard Early Colleges offer a truly unique home for young people’s intellectual ambition: as both tuition-free, branch campuses of Bard College and public high schools, they award a high school diploma and a Bard College Associate in Arts degree (and 60 transferable credits) by the end of the 12th grade. Students are taught by college faculty in undergraduate, seminar classes, all deeply rooted in the liberal arts and sciences, in Bard College’s commitment to excellence in teaching, and in Bard’s mission as a private college in the public interest.

Now entering its third decade, the Bard Early College network enrolls over 3,000 young people in campuses in NYC; Newark, New Jersey; New Orleans, Louisiana; Cleveland, Ohio; Baltimore, Maryland; Washington, D.C.; and Hudson, New York. Those eight campuses are supported by a central leadership team, which is a division of Bard College.

Bard invites applications for a creative, proactive, and mission-driven individual who will join that team as Director of Public Policy and Partnerships.

Position Roles & Responsibilities:

• Lead annual policy and advocacy efforts at the state level in each state with a BEC campus (NY, NJ, MD, DC, OH, LA) to secure funding (at or above current levels) and supportive policies for those campuses, and strengthen relationships with state agencies and representatives in those locations.
• Develop and shepherd policy ideas to strengthen the field of early college education at the state and local levels, in coalition with partner organizations
• Oversee BEC’s federal policy work, including developing BEC’s legislative and policy agenda and serving as Bard College’s liaison to the College in High School Alliance
• Strengthen Bard College’s position as a leading voice in early college policy, build relationships with national education policy leaders, and provide thought leadership to the field
• Maintain and deepen partnerships with state agencies and school systems to expand access to high-quality early college programming.

Qualifications:

The Director of Public Policy and Partnerships should be, above all, passionate about improving public education for young people and committed to educational opportunity, equity, and excellence. Successful candidates will have a background in public policy analysis and development, with experience at the state and/or federal level, and strong relationship building and communication skills that will allow them to effectively advocate and build support for BEC and early college education.

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

• Master’s degree and 5+ years of professional experience in a policy role preferred
• Strong interpersonal skills, including relationship building and meeting facilitation
• Strong communication and writing skills
• Responsive and reliable, with strong project management and time management skills
• Demonstrated ability to work successfully in multi-faceted, team-oriented environment, as well as the ability to work proactively and independently
• Proven ability to advance an initiative or cause
• Close attention to detail and accuracy

Compensation:

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

Location:

Flexible, with a preference for Washington, D.C. or NYC

Expected start Date: November / December  / January 2021-2022

Travel:

We anticipate that travel will constitute around 30-40% of time, health conditions permitting

Questions

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

Equal Employment Opportunity Statement

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

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

About the Position:

Join an exciting community of educators and social change-makers who are passionate about global education and are committed to improved student learning and outcomes. We select individuals who share our vision and are willing to put in the hard work to achieve it. We are seeking a driven Middle School Teacher for the 2021-2022 school year that operates with a high sense of urgency and possesses a strong work ethic. Candidates for this position do NOT need to speak Hebrew. The School is fully committed to a culturally diverse faculty and student body. The school is eager to consider applications from traditionally underrepresented groups.

Job Requirements:

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

Minimum Requirements:

• Bachelor’s degree from an accredited institution is required; Masters degree preferred
• A minimum of 2 years teaching experience is required; experience in an urban school setting in which the students were selected by lottery and not by entrance exam or by discretionary criteria is preferred
• Hold NYS certification in content area or working towards certification is preferred
• Excellent oral and written communication skills
• Passionate about teaching and learning your subject area

COMPENSATION AND BENEFITS:

Salary and benefits will be highly competitive and commensurate with experience.

Hebrew Public is committed to building a diverse team that reflects the communities we serve. Candidates of color and those from backgrounds that are underrepresented in school leadership roles are particularly encouraged to apply.

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

The East Harlem School at Exodus House is seeking an organized, ambitious, detail-oriented and self-motivated individual to support our Program office and teach Humanities to our fourth-grade students. In Program, this person will assist the Director in running the day-to-day operations of the school and will interact with students and faculty daily. As a faculty member, this individual will be responsible for teaching Humanities to one section of fourth grade students. Humanities classes at The East Harlem School combine history, literature, and writing instruction.

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

Candidates are not required to have a teaching certification. Applicants who are able to coach soccer, wrestling, lacrosse, or track should note it in their resume or cover letter.

Please note that eligible candidates must be fully vaccinated against Covid-19 in order to apply. Candidates will be asked to provide proof of vaccination prior to being invited to the school for an in-person visit.

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.

Who we are:

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

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

What you’ll be doing:

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

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

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

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

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

●     Integrating feedback and goal-setting into lesson delivery

●     Demonstrating commitment to creating an inclusive environment for all students

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

●     Facilitating Academic Intervention Service (IS) Meetings

●     Compiling academic IS recommendations and provide necessary forms

●     Convening and facilitating monthly IS meeting

About you:

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

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

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

●     Attentive to detail

●     Have a knowledge and understanding of basic principles of curriculum design, child learning theory and behavioral approaches

●     Value and are committed to diversity in the workplace and classroom

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

●     Ability to establish communication and build warm individual relationships with students and families, colleagues, and external partners

Qualifications:

●     Bachelor’s degree from an accredited college or university required

●     New York State teaching certification in Students with Disabilities required. VOICE will also consider (a) strong candidates who are completing or have recently completed a NY State teacher training program and who can show that they will be fully certified by the first day of employment, and (b) strong candidates with teacher training or credentials/licenses from another state who can demonstrably commit to working toward and achieving NY State teaching certification by a reasonable deadline.

●     Teaching or student teaching experience in a school required

What you’ll enjoy:

●     A competitive total rewards package that values your experience and credentials, your work-life balance and sustainability to serve VOICE students and families to your best abilities, as well as your learning and development as a person and professional, including:

○      Participation in the New York City Teachers Retirement System pension program

○      3 or more prep periods per day to ensure you have time to collaborate with your colleagues, develop/adjust your lessons for your students, and other miscellaneous tasks

○      Comprehensive benefits package, including participation in a pre-tax commuter benefits program and partial reimbursement for monthly commuting expenses

○      Gym reimbursement

○      Cultural enrichment reimbursement

○      Access to tickets at a free or reduced cost to numerous events throughout New York

○      Paid maternity leave, child care leave, and other generous leave policies

○      Benefits options include: Choice of four (4) Medical plans, FSA/HSA and Dependent Care FSA accounts, vision insurance as well as fully paid dental, life and disability insurance

○      Many opportunities to get to know your VOICE colleagues!

Come join us! We’re looking for education journalism interns for our Chicago, New York City, Indianapolis, Detroit, and National bureaus and our data desk. 

Are you a motivated undergraduate or graduate student interested in telling stories about education in America? Come intern with us at Chalkbeat, where you’ll spend 10 paid weeks covering the effort to improve U.S. schools for all children, especially for students who have historically lacked access to a quality education. 

As a reporting intern, you will:

• Work a hands-on 40-hour week alongside some of the nation’s top education journalists. You’ll choose which 10 weeks you’ll work based on your college schedule.
• Reporting interns write daily stories on deadline, with editing from top-notch story editors. 
• Hone your writing and interview skills.
• Incorporate data journalism, polls, and social engagement.

As a data intern, you will:

• Build out custom graphics for reporters in D3 and Datawrapper.
• Perform reporting and analysis tasks for stories, such as geospatial merges, joining tables, and producing aggregate numbers.
• Contribute to at least one large-format enterprise storytelling project.
• Learn to think about data in an empathetic, community-first team environment.

All interns will:

• Attend weekly skills-building sessions.
• Become an integral part of a dynamic, diverse newsroom. 
• Receive a cell phone stipend, two vacation days, and financial assistance for housing and relocation if needed.

What kind of stories will I tell?

You’ll mostly work on daily news. Here are some of the stories and data visualization our 2021 interns produced. 

• Pooja Salhotra, NYC bureau: 
  • She got into one of NYC’s top high schools. Four years later, she wishes she hadn’t.
  • More than 10,000 NYC students are classified as ‘emotionally disturbed.’ Some are out to change that label.
• Carson TerBush, Indiana bureau:
  • Tutoring, tech support, therapy: How parents want IPS to spend millions in COVID aid
  • One Indianapolis district’s bilingual classrooms attempt to address learning gaps for Hispanic students
• Maia Spoto, Chicago bureau:
  • ‘It’s finally here’: Are colleges prepared to receive a first-year cohort shaped by COVID-19?
  • Citing student trauma from violence and pandemic, Chicago educators call for school budget redo
• Neena Hagen, Philadelphia bureau: 
  • Asbestos troubles at Masterman raise safety concerns about some other Philadelphia schools as first day looms 
  • Damaged asbestos, peeling lead paint, and mold still in some Philadelphia schools, says  teachers union
• Annie Fu, data intern:
  • Adequate ventilation can curb the spread of COVID. Here’s what we know about ventilation inside NYC schools.
  • Colorado schools are getting more money. Bigger changes could be on the way.

FAQ:

What skills do I need to have?

• Journalism is your calling. You love tracking down information, synthesizing it, and sharing it with readers.
• You’re interested in social issues, public policy, and diversity, equity, inclusion, and belonging.
• You’re eager for feedback and enjoy collaborating. 
• You’re flexible, creative, energetic, thoughtful, and tenacious. 
• You know how to report accurately, convey information clearly and concisely, and meet your deadlines.  

What education and prior experience do I need to have?

• The internship is open to current college undergraduate and grad students or students who have just graduated from either.
• We do require some high school, college, freelance, or professional journalism experience. You need to submit three clips or data work that demonstrates your skills. 
• You do not have to be a journalism major.
• A demonstrable interest in public education and DEI.

Will the internship be onsite or remote?

As of now we are planning in-person internships except for the data intern, who can be based anywhere. If COVID spikes, we will pivot to remote. We will make that decision in April, keeping safety top of mind. 

I’m not a U.S. citizen. Can I still apply?

In compliance with federal law, all persons hired will be required to verify identity and eligibility to work in the United States and must complete the required employment eligibility verification form upon hire.

Do I need to have a car? What about a laptop?

    The NYC and National interns (National is based in our NYC office) will use public transportation. For the other bureaus, having a car is helpful but not required.

    If you do not have a laptop we will provide one.

What does it pay? 

Our pay rates are based on the cost of living in each city. The hourly rates are:

• National: $20 
• NYC: $20 
• Chicago: $19
• Detroit: $15
• Indiana: $15
• Data: $15-20 dependent upon location

Interns  also receive a onetime $100 cell phone reimbursement. 

When will I know if I got it?

We will begin interviewing finalists in January 2022 and will let everyone know by February 4, 2022. 

I have more questions. Whom do I ask?

Happy to answer them! Email Emiliana Sandoval at esandoval@chalkbeat.org.

About Chalkbeat:

Chalkbeat is the nonprofit news organization committed to covering one of America’s most important stories: the effort to improve schools for all children, especially those who have historically lacked access to quality education. We are mission-driven journalists who believe that an independent local press is vital to ensuring that education improves. Currently in eight locations and growing, we seek to provide deep local coverage of education policy and practice that informs decisions and actions, leading to better schools. Read more about our mission and values. We are committed to a diverse newsroom. Read our antiracism statement.

Chalkbeat is dedicated to equal employment opportunities for all applicants and employees. Chalkbeat encourages people of all races, colors, national origins, ancestries, creeds, religions, genders, ages, disabilities, veteran status, sexual orientations, and marital statuses to apply.

Nichols School is seeking applications for a full-time Director of Advancement Services.  Our philosophy is grounded in equity of process and outcomes, and inspired by our mission to train minds, bodies, and hearts for the work of life.

The Director of Advancement Services oversees all aspects of the Advancement database, ensuring quality, consistency and accuracy of data.  Previous experience working within a fundraising department and with Raiser’s Edge and Blackbaud databases preferred. This position will require impeccable detail to data entry and generating queries.

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

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

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

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

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

Position Summary:

The Operations Manager, Field Programs is a core member of the Program Support Team (PST), the leadership team of the Field Programs Department, and is responsible for maintaining a high standard of excellence in the management and execution of all Field Programs to ensure that they are safe, high quality programs which are an essential element of NYC Outward Bound Schools strategic vision to close the opportunity gap for our students to achieve annual college and life readiness outcomes.

This position is primarily responsible for day to day operations, client coordination, delivery and management of all Field Programming. This includes but is not limited to: ensuring programs are delivered according to specified design and curriculum, staff adherence to local and national operating procedures and safety standards, managing program budgets, and supervising, training, and evaluating Course Directors.  This position includes course directing programs as necessary.

The Operations Manager, Field Programs is the interface between the Director of Client Engagement and Field Programs Team, and works closely with PST (Staffing, Training, Safety, Logistics) in implementing its programming.    

This is a full time role and reports to the Director of Field Programs.  

Essential Functions:

Core Member of Program Support Team (PST) – Leadership Team for Field Programs 

• Work with Director of Field Programs (DFP) to create, tevise and implement strategies and systems to support the efficient, safe and effective delivery of field programs defined by current environment
• Participate in achieving annual desired outcomes for field programs and  progress monitoring                                                                                                                                         
• Provides infrastructure functions for field programs before, during and after programs
• Cross collaborate with other teams on projects related to organizational priorities
• Outward Bound Professional Learning Lab team member

Program Management and Administration

• Drives Field Program workflow process; responsible for day to day operations of program delivery
• Interface with Director of Client Engagement to ensure bookings align with field programs calendar capacity targets and scheduling parameters; confirming admissions, staffing and logistics capacity
  • Collaborate with Director of Client Engagement in maintaining information in database for programs (Salesforce or other) and in Google calendar
• Program Administration –
  • Primary client contact and management post sales
  • Prepare information for Course Directors (CD) to deliver prep/debrief day for staff and quality programs that achieve measurable impacts, within budget
  • Manage pre and post program components with Admissions Manager, Staffing Manager, Logistics Director, Curriculum and Training Manager and other key staff
• Coordinate post course outcomes data from field programs and liaise with Data Manager for analysis and ensure dissemination to appropriate stakeholders
  • Prepare data reports to review with Director of Field Programs (DFP) and PST

• Collaborate with  Director of Client Engagement and DFP in securing new program sites as appropriate
•  Course Direct Field Programs as needed

Safety

• Support field program staff adherence to charter operating procedures, national and local safety policies and emergency procedures
  • Support monitoring and assessing hazards on all field program types and locations in collaboration with Safety Director and DFP
  • Ensure CDs are trained to manage risk appropriately and intentionally.
• Support Safety Team in implementing procedures, systems and reporting to ensure the overall safety and course quality of field programming 
• Participate in an emergency on-call system for field programs as determined by SD and DFP
• Participate in critical incident response systems 
• Assist in Safety Reviews & Audits
• Oversight for and support CDs in completing incident reports and entering them in OBIR database

Staff Development and Supervision

• Oversight of Course Directors (CDs) in program delivery
  • Maintain and update CD performance expectations and guidelines; CD drives, systems and resources
• Collaborate with Staffing Manager in
  • Monitoring progression, training and readiness of staff to move into CD positions
  • Assigning Course Directors to programs
• Lead and supervise professional development of Course Directors through
  • Mentoring, observing, coaching, and goal setting
  • Lead performance reviews
• Collaborate with Curriculum and Training Manager on CD trainings and deliver All FPT staff training as appropriate

Fiscal Management

• Manage program budgets
  • Ensure CDs have necessary budget information to manage expenditures
• Support CDs with responsibilities to stay within budgeted CD time

Professional Experience/Qualifications: 

• A strong commitment to educational equity for BIPOC youth and supporting explicit anti-racist work within our organization and our partner schools
• Minimum three years’ management experience in the field of experiential education and/or outdoor recreation or bachelor degree in a related field 
• Experience in managing/administrating youth programs, executing course delivery, training staff;  experience with non-profits serving urban youth is strongly desired
• Experience in facilitating groups or programs at NYC Outward Bound Schools or other comparable experiential programs – whether students, adults, or colleagues in training or professional development contexts
• Experience in leading a team, and managing and supervising others 
• Knowledge of  the skills requirements of at least two of the NYC Outward Bound Schools program areas and activities, including wilderness, urban, climbing/ropes, and 1 day community building programming
• Demonstrate and role model an understanding of, and commitment to, the methodology, history, philosophy and core values of Outward Bound and NYC Outward Bound Schools
• Strong organizational skills and excellent communication, both verbal and written
• Demonstrate sound judgment, ability to work independently, and the ability to manage multiple tasks and priorities effectively under stressful conditions
• Capacity to manage conflict, including giving, receiving and applying feedback, holding oneself and colleagues accountable to improve and broaden skills, knowledge and compassion

Additional Competencies and Desired Skills:

• Valid Driver’s License Preferred: complete NYCOBS Driving test in order to drive vans to and from program locations (Optional)
• Proficient with Microsoft Office and Google Suite 
• Holds current or is able to get certifications which are relevant to responsibilities, such as First Aid training or Wilderness First Responder
• Position will require a flexible schedule and may require working evenings/weekends

Compensation and Benefits:

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

Program Director: 

Requirements:

M.A. or M.S in special education.  

Certificate or Masters in in Educational Leadership 

New York State certification in special education 

NYS SBL (School building Leader) or SDL (School District Leader) or SAS

Five years teaching in special education

3-5 years in a supervisory/Administrative position

RESPONSIBILITIES:  Some of the responsibilities are:  Supervision and oversight of 4410 and collaborate with the PKA/Curriculum coordinator, Related Service coordinator, Intake/Social worker  to develop systems for determining the due dates of educational paper work , team meetings and Quarterly

Complete and or supervise the completion of all administrative documents, SEDCAR, PD docs, STAC reporting as applicable, student enrollment 

Read all IEP’s of incoming students to insure that the IEP is complete, mandates are correct, and IEP goals are measurable and appropriate for all incoming student.  

Salary: $90K with benefits 

The Director will be part of the Operations team, led by the CFOO. The Company serves retail clients with tutoring, test prep and advising services; and serves institutional clients that include schools, districts and nonprofits, with academic and test prep services, and materials and resources.

The Company has been engaged to create customized, multi-year pathway programs, starting in 9th grade, to support cohorts of students academically, socially and with test prep and college advising services, on their pathway to college. This role will create and launch these pathway programs.

See here for full job description.

Cabot School is a small, project-based innovative public school located in the foothills of the Green Mountains of Vermont. We are seeking a Community Coordinator to join our school and local community. This is a unique opportunity to serve a small rural school and work collaboratively with a team of adults to develop and sustain partnerships with our surrounding community. We seek someone who shares our values of authenticity, innovation, collaboration, and community, and can build a culture of inclusion and belonging that allows students to thrive socially, emotionally, and academically.

The Cabot School Community Coordinator and Internship Director will help us realize our vision of out of school and extended school learning that embodies inclusion and collaboration with local and regional communities. The ideal candidate would be able to network with local community organizations, develop relationships with students and adults in our k through 12 communities and foster relationships outside of our school community. The Community Coordinator would lead the development of a robust internship and afterschool program that is aligned to existing leadership programming at the school.

Responsibilities include but are not limited to:

• Collaborating with the leadership team to envision an internship program in grades 9-12.
• Collaborate with teacher teams in grades 5-8 to help coordinate Cabot Leads and align it to a 9-12 internship experience.
• Collaborate with leadership and students, as well as CCSU Afterschool Director to develop and implement after school programs in grades k-6 that utilize existing community partnerships.
• Develop a handbook of resources and opportunities for each component of the program.
• Develop marketing materials to spread the word both in and out of school.
• Create a plan for sustainability of all programs.

Qualities and Qualifications:

• Clear written and verbal communication skills
• Collaborative mindset
• Takes initiative
• Experience with community organizing and networking
• Ability to organize complex tasks
• Timeliness and follow through on tasks
• Experience with computer based programs such as: Google Suite, Excel, Canva and other online formats
• Bachelor’s degree preferred

This position is grant funded and includes competitive benefits package through Caledonia Central Supervisory Union

About Inwood Academy for Leadership

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

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

Qualifications: 

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

Duties & Responsibilities:

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

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.

About Inwood Academy for Leadership

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

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

Reports to:                                                                                                       

Assistant Principal

  Qualifications: 

• Bachelor’s degree required, Master’s Degree preferred
• Valid NYS Teaching Certificate Preferred
• 3-5 years experience in classroom instruction, especially in the areas of working with special education or English language learners
• Experience with the NYSESLAT and/or NYSITELL exams
• Experience with integrating technology into classroom instruction
• Experience with curriculum design
• Background in urban education serving a broad range of students
• Experience in delivering Common Core aligned instruction
• Spanish proficiency is preferred but not required

Duties & Responsibilities:

• Work in a collaborative team teaching environment or individual classroom setting
• Engage students in active learning
• Integrate technology into core classroom instruction
• Use assessment to modify lessons
• Plan administration of and administer NYSITELL and NYSESLAT exams
• Utilize online student system to track student progress through competencies and keep up to date assignments for students
• Contribute to program design and implementation
• Create individualized plans for students with special requirements (e.g. learning disabilities)
• Research new teaching methods for teaching English as a second language
• Create a supportive and positive classroom environment
• Participate in all staff programs and academic planning, implementation, and evaluation
• Communicating with the Department Head or Principal, as needed.
• Maintaining standardized guidelines.
• Work collaboratively with other staff and teachers daily
• Enforce and uphold school policies and culture
• Communicate effectively and maintain consistent relationships with students, colleagues, and families
• Other duties as assigned by Administration

Compensation:

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

MISSION 

CUNY’s Office of K-16 Initiatives creates innovative pathways for young New Yorkers to envision and achieve success, by engaging strategic partners in confronting systemic educational inequities. 

GENERAL DESCRIPTION 

Reporting to the Associate Director of College Counseling Initiatives (CCI), the College Counseling Initiatives Program Associate works to reduce barriers to college access and success. The Program Associate will be primarily responsible for overseeing program implementation and near-peer mentor support across all CCI programs. Our flagship program is College and Career Bridge for All, a near-peer matriculation program that is a collaboration between CUNY and the NYCDOE to increase enrollment and persistence in college. The Program Associate will provide administrative and implementation support, including supporting the recruitment, hiring, training and management of 200+ Coaches, while also supporting continuous improvement of the program. The Program Associate will also support the additional near-peer matriculation projects under the portfolio of CCI. They will work closely with Bridge Coaches, coach support staff, and other College Counseling Initiatives staff to ensure Bridge Coaches are supported, invested in and prepared to support students to pursue their college and career plans. 

WORK RESPONSIBILITIES 

• Support Coach Recruitment and Hiring 

○ Conduct Initial review of applicants, participate in interview processes and candidate 

selection 

○ Coordinate paperwork and on-boarding process of approximately 200 seasonal program 

staff 

• Support in Coach Training 

○ Oversee project to develop content and run training for 200 college students 

○ Facilitate training sessions 

○ Create content on youth development, professional experience, and college access 

• Coordinate Coach Communications 

○ Draft weekly newsletters featuring helpful resources, program accountability, and 

answers to Coach questions 

• Oversee Coach Timesheet Process 

○ Track completion of timesheets 

○ Follow up with near-peer mentors who haven’t completed timesheets 

○ Manage timesheet tracking database 

• Provide administrative support for Coach Management 

○ Track program attendance at mandatory events 

• Other Duties 

● Collaborate on program evaluation and best practice analysis to inform program design

• Other duties as assigned 

QUALIFICATIONS 

Minimum Qualifications 

• Bachelor’s degree required
• 1+ years of experience in college advising and positive youth development practices, 

with progressive project management responsibilities 

• Commitment to program values of equity and inclusivity, teamwork, community,

growth, excellence, partnership and having fun. 

• Experience working collaboratively and cooperatively with a diverse community of

students, staff, and external constituents 

• Proficiency in Google and Microsoft suite of programs & otherwise digitally literate and

proficient 

Preferred: 

• Experience with group facilitation
• Experience in and commitment to youth leadership and college access/persistence for 

students traditionally underrepresented in college 

• Experience attending and/or working with NYC DOE public schools 
• Experience with data collection and analysis, and database management to support 

effective program operations and program evaluation 

• Previous experience with College & Career Bridge for All or similar programs 

EQUAL EMPLOYMENT OPPORTUNITY INFORMATION 

We are committed to enhancing our diverse academic community by actively encouraging people of all race, color, religion, gender, gender identities or expressions, sexual orientation, national origin, genetics, disabilities, age, or protected veteran status to apply. We take pride in our pluralistic community and continue to seek excellence through diversity and inclusion. CUNY is an EEO/AA Employer. 

Compensation: $50,000-$58,000 commensurate with experience 

Positions Report to: Instructional Leadership Team

Start/End Date: 2021 – 2022 School Year

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

Compensation: $59,000 – $120,000, plus a $2,500 sign-on bonus for those already holding their SPED/SWD certification (Please note that this is a general range – salaries are determined based on credentials & years of experience). East Harlem Scholars Academies offer a comprehensive benefits package.

FLSA Status: Exempt

Who We Are

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

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

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

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

About the Opportunity 

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

For more details about the role, please click here.

What Qualifies You

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

Areas of Leadership

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

Thank you for taking the time to submit an application.

Position Reports to: Residency Instructional Coach, East Harlem Scholars Academies

Start Date: Summer 2022

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

Application Deadline: The next application deadline is October 24th, 2021

Snapshot

This is a 2-year program that prepares aspiring teachers through rigorous coursework in Childhood Special Education at Hunter College school of Education and a 2-year paid residency as an inclusive learning (special education) teacher at East Harlem Scholars Academies with extensive support and training in culturally responsive pedagogy. Residents will complete the program with a Master’s degree in Childhood Special Education and initial New York State teaching certification..

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 public school students and a network of charter schools focused on significantly increasing the college graduation rate in East Harlem. Between EHTP’s after-school programs and charter schools, more than 15,000 East Harlem youth and their families have walked through its doors – and, by participating in EHTP’s year-long, free programs, they have improved their academic skills, developed confidence, and found community.

For more information about EHTP’s mission, model, and programs, please visit us at www.ehtp.org.

Hunter College School of Education

Hunter was New York City’s first teacher training program, founded in 1870, and to this day carries on a proud tradition of achievement and commitment to preparing teachers, counselors and administrators in over 40 specializations who make a difference in the lives of children, adolescents and consumers in communities throughout New York City and beyond.  The Hunter College School of Education is dedicated to the preparation of deeply thoughtful, knowledgeable and highly effective teachers, administrators and counselors. Their commitment is to educate future professionals who will make a significant impact on the academic achievement, as well as the intellectual, social and emotional development of their students.  The 2014 National Council on Teacher Quality (NCTQ) review of teacher preparation programs, published by U.S. News & World Report, indicates that the Hunter College School of Education offers the greatest breadth of quality across programs in the mid-Atlantic United States and the highest overall ranking in New York State.

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 East Harlem Teaching Residency, an EHTP program, in partnership with Hunter College School of Education, is an innovative, cohort-based teacher-training pathway for recent college graduates and career changers that develops, supports, and certifies aspiring educators to become inclusive learning teachers for East Harlem Scholars Academies and the greater East Harlem community. The program aims to improve educational outcomes for East Harlem students and increase the number of highly effective teachers serving East Harlem.

Elementary Inclusive Learning Residency

• 2-year teacher preparation program
• $33,500/year stipend  + housing subsidy + health insurance
• Subsidized master’s degree and certification in Childhood Special Education from Hunter College
• Teach alongside a mentor teacher in a 2nd-5th grade classroom at East Harlem Scholars Academies
• Teach in EHTP’s after school program

As a Teaching Resident you will:

• Enroll in Graduate Coursework

• • Engage in coursework at Hunter College, both on- and off-site (classes are held during the workday and in the evenings; there may be occasional Saturdays)
  • Complete all requirements for initial teaching certification

• Receive Coaching and Cohort-based Learning Opportunities

• • Conduct structured observations of and co-teach with highly effective teachers in Scholars Academies
  • Receive weekly coaching tailored to your needs as a classroom teacher
  • Receive cohort-based professional development
  • Engage in ongoing reflection exercises linking theory learned in graduate coursework to actions practiced in the classroom

• Contribute to Community Engagement

• • Build positive relationships with families of EHTP students through frequent communication about students’ progress and ways that families can support their children’s learning
  • Plan at least one Family Engagement Event for families

Who You Are

• You believe in EHTP’s mission, core values, and racial equity statement
• You are open to exploring your own identity and privilege
• You enjoy working with students, have an interest in teaching elementary students, and want to gain valuable classroom experience
• You are committed to teaching in the East Harlem community
• You are open to giving and receiving constructive feedback and are looking for professional growth opportunities consistently
• 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 have the perseverance to overcome any challenge
• You are highly organized and hold yourself to high professional standards
• You possess strong interpersonal communication skills (written and oral)

Eligibility Requirements:

• Bachelor’s degree conferred by June 2022
• Preferred minimum undergraduate GPA of 3.0 on a 4.0 scale
  • If you have an undergraduate GPA that falls under a 3.0, you will be required to write a statement explaining 1) any factors that impacted your undergraduate GPA, and 2) the steps you plan to take in order to ensure that you succeed in the Residency program
• Completion of the GRE prior to program start date
• A liberal arts or sciences major (or interdisciplinary concentration) of at least 30 credits
• A liberal arts core including the following:
  • a General Education core in the liberal arts and sciences to include artistic expression, communication, information retrieval 
  • concepts in history and social sciences, humanities
  • a language other than English
  • scientific and mathematical processes 
  • written analysis and expression
• U.S. Citizen or National/Permanent Resident status
• Applicants must not have taken more than 18 college credits in special education
• Experience working with students a plus, but not required
• Due to the nature of our diverse student population, Arabic, Mandarin or Spanish speaking candidates are highly encouraged to apply

Compensation and Benefits:

• $33,500 stipend
• Financial support for housing
• Health insurance
• $10,000 towards Masters’ Degree in Childhood Special Education
• NYS teaching certification upon completion of program
• Paid vacation (aligned with school closings calendar)
• Monthly MTA transit pass
• Laptop
• Academic and financial guidance
• Job placement support

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

Positions Report to: Deputy Director, Data and Compliance

Key Relationships: Managing Director, Operations; Deputy Superintendents; Principals

Start/End Date: Immediate

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

Compensation: EHTP offers a competitive salary and 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.

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

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

About the Opportunity

The Data Associate is responsible for managing recurring and ad-hoc data collection, analysis, and reporting for all EHTP programs; and building out processes with the Data Manager to improve knowledge-sharing and data-driven decision making across our schools and programs, including our East Harlem Teaching Residency (EHTR) and Out-of-School (OST) programs.

Breakdown of the role

Areas of Responsibility

• Develop, evaluate, manage, and continuously improve student-facing data collection, analysis, and reporting, including all school-based dashboards
• Partner with the Data Manager to compile and present internal and external reports (quarterly and annually) of school performance for all staff and stakeholders including school leadership and instructional leadership teams, deputy superintendents and network leaders, and Senior Management Team
• Regularly audit all databases and tools to ensure data integrity, equity, and accuracy
• Provide quality assurance to all data sources and dashboards
• Drive the school-wide implementation and management of Gradebook in PowerSchool
• Synthesize data that contributes to overall understanding of the impact our schools and programs have on students in terms of academics, SEL, and college access/success
• Create ad hoc reports and analyses for special projects across the organization

What Qualifies You

• You have at least 2-3 years of data and information systems experience, preferably with a school network or mission-driven nonprofit organization
• You have a race and equity lens that guides your work and efforts to think about the role and impact of data in driving decision-making
• You believe that every student can and will learn when provided with a quality education understand; and have experience with schools, teaching, and learning, through direct instructional experience or partnership with educators
• You have experience managing strategies and systems from the ground up that are clear, efficient, and aligned to organizational goals
• You have the ability to present data and information in a clear, concise manner
• You are willing to be flexible in your role and adapt to school and student needs
• You are committed to continuous improvement and learning through professional development
• You have strong customer service, positive attitude and problem solving approach
• You have comprehensive knowledge and experience with PowerSchool (or other Student Information System), Google Education Platform, and Microsoft Excel
• You hold yourself to high professional and ethical standards

Thank you for taking the time to submit an application.

Who we are:

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

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

What you’ll be doing:

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

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

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

●     Integrating feedback and goal-setting into lesson delivery

●     Demonstrating commitment to creating an inclusive environment for all students

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

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

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

●     Convening and facilitating monthly IS meeting

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

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

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

About you:

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

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

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

●     Attentive to detail

●     Have a knowledge and understanding of basic principles of curriculum design, child learning theory and behavioral approaches

●     Value and are committed to diversity in the workplace and classroom

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

●     Ability to establish communication and build warm individual relationships with students and families, colleagues, and external partners

Qualifications:

●     Bachelor’s degree from an accredited college or university required

●     New York State teaching certification in Student with Disabilities. VOICE will also consider (a) strong candidates who are completing or have recently completed a NY State teacher training program and who can show that they will be fully certified by the first day of employment, and (b) strong candidates with teacher training or credentials/licenses from another state who can demonstrably commit to working toward and achieving NY State teaching certification by a reasonable deadline.

●     Teaching or student teaching experience in a school required

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

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

●     Working knowledge of SESIS preferred

What you’ll enjoy:

●     A competitive total rewards package that values your experience and credentials, your work-life balance and sustainability to serve VOICE students and families to your best abilities, as well as your learning and development as a person and professional, including:

○      Participation in the New York City Teachers Retirement System pension program

○      3 or more prep periods per day to ensure you have time to collaborate with your colleagues, develop/adjust your lessons for your students, and other miscellaneous tasks

○      Comprehensive benefits package, including participation in a pre-tax commuter benefits program and partial reimbursement for monthly commuting expenses

○      Gym reimbursement

○      Cultural enrichment reimbursement

○      Access to tickets at a free or reduced cost to numerous events throughout New York

○      Paid maternity leave, child care leave, and other generous leave policies

○      Benefits options include: Choice of four (4) Medical plans, FSA/HSA and Dependent Care FSA accounts, vision insurance as well as fully paid dental, life and disability insurance

○      Many opportunities to get to know your VOICE colleagues!

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

This experienced social worker will: 

• Lead AFC-wide social work initiatives, including management, selection, supervision and training of social work interns, and AFC-wide internal capacity building utilizing social work practices and strategies. 
• As a member of the Postsecondary Readiness Project (PReP), this social worker will also serve as Transition Specialist. In this role they will:  

• Develop and revise internal resources and external guides for parents, youth and professionals on college access and on navigating government and community resources, including OPWDD, ACCES-VR, SSI, and other public benefits. 
• Provide case management and advocacy to families experiencing school-related difficulties such as inappropriate special education placements and services, enrollment issues, or school discipline.  
• Empower parents and youth to advocate for themselves, including helping clients learn to access services, accommodations, and benefits they will need as adults; ensure related information and strategies are relayed to AFC staff.   
• Assist clients for whom AFC has obtained special educational services to ensure continued use of those services. 
• Perform outreach to and develop relationships with government and social service agencies to benefit AFC’s clients; ensure this information is relayed to AFC staff. 

• Provide workshops on a variety of education-related topics to parents, youth and professionals.   
• Assist with additional case advocacy, training, publications and policy work as needed. 

AFC is a social justice organization that strives to ensure a high-quality education for New York students who face barriers to academic success, focusing on students from low-income backgrounds. AFC works on behalf of children and youth who are at greatest risk of academic failure due to poverty, race, ethnicity, disability, homelessness, immigration status/limited English proficiency, or involvement in the child welfare or juvenile justice systems. The Postsecondary Readiness Project (PReP) focuses primarily on helping older youth receive the educational support they need to prepare for college and career, including access to meaningful pathways to graduation, transition supports, and programming for overage, under-credited students. We use uniquely integrated strategies to advance systemic reform, empower families and communities, and advocate for the educational rights of individual students.   

Qualifications: 

• Minimum 2-3 years experience as a NYS licensed social worker;  
• SIFI certification preferred; 
• Familiarity with OPWDD, ACCES-VR, college access, or other public benefits preferred; 
• Demonstrated commitment to social justice and serving the public interest; 
• Excellent oral and written communication skills;  

• Experience working with low-income and special needs communities;  
• Interest in education issues and issues affecting children with disabilities and low-income families;  
• Experience working with children or families;  
• Ability to work both independently and as a member of a multidisciplinary team; 
• Excellent attention to detail and record keeping; 

• Organizational skills, flexibility, initiative, maturity, and cooperative attitude. 

About the School

A leader in progressive education for more than 100 years, the Bank Street School for Children provides students, from nursery through 8th grade, an education that engages their natural curiosities, nurtures critical thinking, and helps to develop a sense of community and social responsibility. Through a teaching approach that is fundamentally hands-on and child-centered, Bank Street students develop the courage and confidence to think independently, work collaboratively, understand themselves and others more deeply, and possess the compassion to make a positive impact in the world.

Overview

The Director of School Operations, Analytics and Finance reports to the Dean of Children’s Programs & Head of School and supervises and executes financial, operational and analytical projects related to Children’s Program, including the School for Children, Family Center, After School, and Summer Camp, as determined by the Dean and in conjunction with the broader strategic direction of the College. The Director also manages a small team and, as part of this leadership responsibility, oversees the operations of Auxiliary Programs in partnership with the Director of Auxiliary Programs and Auxiliary Programs Leadership Team.

Responsibilities

Leadership

• Participate in weekly meetings as a member of the School Leadership team, and in every other week meetings as a member of the Children’s Programs Leadership team
• Supervise a small operations team
• Partner with leaders of Bank Street College Strategy & Operations teams, including Facilities, IT, Business Office, and HR.

Finance

• Develop and monitor the annual budgets for Children’s Programs

• • Co-supervise the budget processes and budgetary point people for the Family Center, After School, and Summer Camp programs

• Design and refine systems to monitor spending
• Research and propose tuition for Children’s Programs
• Collaborate with Human Resources to cohere hiring and reemployment processes
• Work with the Business Office to administer payroll 
• Work with the Business Office to collect outstanding tuition balances and arrears

• • Oversee the administration of restricted endowment funds

• Establish special tuition plan arrangements when necessary
• Serve on the Financial Aid committee for School for Children
• Act as the Division point on finance and personnel matters related to union negotiations
• Partner with the Admissions Team on data management, enrollment and and financial aid

Operations

• • Understand the programmatic and cultural strengths, values, traditions, and opportunities of Bank Street in order to support smooth operational functioning
  • Coordinate with Facilities and Information Technology for matters related to Children’s Programs, including safety drills, repairs, renovations, shared room usage, etc.
  • Draft, create and refine policies,procedures, and processes for Children’s Programs in relation to finance and operations
  • Serve as the liaison to other divisions of the College on new initiatives affecting Children’s Programs
  • Oversee a master schedule for Children’s Programs

• Lead select projects that require cross-functional engagement within Children’s Programs, across the College and with external partners

Analytics

• Undertake research, tracking trends, creating statistical models, and preparing presentations to support the strategic priorities of Children’s Programs
• Compile pertinent background materials for key meetings and initiatives
• Research and submit reports for NAIS Data and Analysis for School Leadership (DASL) reports
• File required reports with NYSED and other agencies to provide information and support entitlement funding efforts
• Play a coordinating role in 5 and 10-year NYSAIS accreditation processes

Qualifications

• Masters Degree in quantitative, managerial, or education field preferred
• Previous experience in a finance, operations, analytics, and/or project management role
• Passion for the vision and values of Bank Street College
• Demonstrated interest in the Education sector, preferably having worked in a school
• Adept in Microsoft Office suite, most importantly Excel and PowerPoint
• Strong collaboration and communication skills
• Detail-oriented and inquisitive
• Able to balance competing priorities with skill and grace

Compensation

• Commensurate with experience

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

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

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

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

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

AFC is a social justice organization that strives to ensure a high-quality education for New York students who face barriers to academic success, focusing on students from low-income backgrounds. AFC works on behalf of children and youth who are at greatest risk of academic failure due to poverty, race, ethnicity, disability, homelessness, immigration status/limited English proficiency, or involvement in the child welfare or juvenile justice systems.

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

Qualifications

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

Expected Start Date

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

Compensation

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

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

TITLE: Director, Law Program

LOCATION: New York, NY

THE WORK CULTURE

You know we do not have a simply captioned culture because you know culture is not that simple. What we have is an ensemble of 300+ scholarly, entrepreneurial, creative, analytical, collaborative, independent, results-driven, mission-driven people. We’re academic and career advisors, program designers and managers, business development and operations professionals, industry specialists, curriculum designers, and DEIB thinkers and leaders. It’s fast, changing, and never boring.

THE TEAM   

The new Law team is taking shape, and we’ll need your help to build it. We’re building a pipeline of future lawyers and leaders in society from underrepresented backgrounds, scaling the program across the country, and continuing to guide and ground a focus in training, learning, inclusion, and collaboration across the organization. Our Fellowship Program serves 150+ incoming law students each year by providing them with intensive academic and professional development training, an internship at a corporate law firm in one of 14 cities, and academic support during their first year of law school. Our Catalyst Program supports 40+ aspiring law students nationwide in their LSAT journeys and applications to law school.

THE ROLE

• STRATEGIC PLANNING. You have experience developing long-term roadmaps and leading a team to accomplish ambitious but measurable goals. You are innovative and a creative-thinker, not afraid to step out of the box. You love developing new ideas and will propose, design, develop, implement extensions and expansions of existing programming, while at the same time communicating our mission and values to our partner firms and student participants alike.
• PARTNERSHIP DEVELOPMENT. You will be responsible for nurturing and expanding our current partnership of 45+ corporate law firms nationwide and discovering new growth opportunities. You are an excellent and empathetic communicator who enjoys building deep and meaningful relationships with the clients you serve, understanding their key drivers, and collaborating with them to achieve their goals. You use a data-centric approach to drive and inform your decision-making process and report key insights to existing and prospective partners. You are adept at balancing and triaging competing stakeholder interests.
• ASSESSMENT OF CANDIDATES. You will oversee the recruitment, application, and interview process for the Fellowship and Catalyst Programs, including developing assessment and interview criteria, managing the review of applications, interviewing candidates, and placing candidates at law firms.
• ACADEMIC & CAREER ADVISING. You find joy in working with students and advising them on academic and career matters. You keep up-to-date on trends in legal education and legal recruiting and will be able to help Fellows navigate their first year of law school, including providing guidance on note-taking, outlining, and taking exams, and can provide support in recruiting for legal internships across a variety of areas, including corporate law, nonprofit organizations, public service, and in-house corporate legal departments.
• PEOPLE & BUDGET MANAGEMENT. This position will coach, train, and manage members of the Law team, including effectively delegating tasks and providing compassionate feedback. You’ve successfully led staff and prioritize team-building and staff development. You will work with the Associate Director of Programs & Curriculum, Assistant Director of Outreach & Recruitment, and Operations Manager regarding strategic planning in their respective areas, provide guidance, and help them achieve their goals. You will be responsible for managing the team operational & personnel budget.

Is that all? No. We have much to do. You’ll work across changing workstreams. You know that’s the nature of small and growing teams, and you’re an able and pro pinch-hitter.

COMPETENCIES YOU HAVE

• Empathetic Leadership
• Listening (You study, hone, and see the magic listening creates)
• Stakeholder Management
• Cross-functional Teamwork
• Employee Relations + Communications
• Character Assessment, Academic Advising, & Career Counseling
• People Development
• Budget Management
• You enjoy solving complex problems and are customer-driven.
• You have a curious mindset, enjoy working in fast-paced environments, can quickly adapt to change, and are a quick learner.

EXPERIENCE YOU BRING                                                             

• JD required.
• +/- 6 years in comparable roles, developing the competencies described. However, we aren’t tied to the number of years: we know that Rockstar candidates come with different years of experiences!
• Experienced in strategic thinking, program & partnership development, and academic and career advising.
• Experienced people manager.
• Experienced people manager.

We encourage candidates from diverse backgrounds to apply!

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