Program Coordinator (Part-Time, Temporarily Remote)

Start date: September 1, 2021

Commitment: Approximately 29 hours/week 

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 for the 2020-21 school year and is continuing this for 2021-2022. Combining our 30 years of experience with new technology platforms that include an educator-designed curriculum, Read Ahead continues to match children with supportive mentors for fun, live program sessions that build connection, confidence, literacy skills, and more. 

With the development of our new virtual program, and anti-racism and anti-oppression commitments (https://readahead.org/anti-oppression-commitments-oct2020/), Read Ahead has an opportunity to deepen our impact for students. 

We are committed to ongoing improvement as an organization, and are eager to take bold new steps to create better outcomes for the students, families, and schools we serve.

Read Ahead 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.

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. 

During the 2021-2022 school year, Read Ahead will run a virtual program over Zoom likely with some in-person programming in spring 2022. Program Coordinators will be required to be in person occasionally to set up programs at partnering schools between late August-October 2021.

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

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

School openings & likely but tentative schedules include:

We have multiple openings for the Program Coordinator position. Most work will be done remotely but there will likely be some in person set up at the assigned school and possibly some in person work spring 2022. Program schedules and day/time commitment are still TBD but the tentative schedules are below. Schedules will be discussed during the interview process.

• PS 1, Lower East Side/Chinatown: Tuesday-Friday ~11:30am-5:30pm + Saturday ~9am-1:30pm (Saturdays required)  *Mandarin speaker needed
• PS 33, Chelsea: Tuesday-Friday ~11:30am-5:30pm + Saturday ~9am-1:30pm 
• PS 51, Hell’s Kitchen: Tuesday-Friday ~11:30am-5:30pm + Saturday ~9am-1:30pm 
• PS 134, Lower East Side: Monday-Friday ~11:30am-5:30pm OR Monday-Thursday ~11:30am-5:30pm + Saturday 9am-1:30pm

Summary of Compensation and Benefits

Pay Rate: $25.00/hour

Benefits: Paid Time Off (PTO): Paid time off policy includes:

• All federal holidays
• Wed – Fri of Thanksgiving week
• Christmas Eve – New Year’s Day
• Five (5) sick days
• Vacation day accrual based upon employment anniversary date; during the first year employees accrue 11 days per year and after the first year accrue 14.5 days per year

Benefits Package 

• 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
• Professional development & wellness stipends

Why Teach With Us?

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

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

Advantages of teaching at a New Visions school include:

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

Who You Are

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

What You’ll Do

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

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

What We’re Looking For

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

DEPARTMENT:     Youth and Community Development Services

LOCATION(S):
• PS 297 (Bedford Stuyvesant, Brooklyn, NY) – 1 Position
• PS 328 (East New York, Brooklyn, NY) – 1 Position
• Brooklyn Community Arts & Media (BCAM) High School (Clinton Hill, Brooklyn, NY) – 1 Position

PROGRAM:            Community Schools Initiative

REPORTS TO:       Community School Director

SALARY:                  Commensurate with experience; excellent benefits including medical, dental, vision, 401k retirement plan, and 24 paid vacation days per year

DATE:                        Full-time beginning July 2021; summer location and duties may vary

SCHEDULE:           Monday – Friday, 8am – 4pm; some Saturdays and evenings

JOB SUMMARY:
Grand Street Settlement is seeking a creative LMSW or LMHC with a can-do attitude to join its Community School Team at one of our Brooklyn schools (BCAM, PS 297, PS328). Social workers/mental health counselors on the Community School Team take on diverse portfolios of work that include individual and group counseling, supporting school-wide community-building and restorative practices, crisis intervention, and facilitating linkages to other service providers. The social worker or mental health counselor will also work closely with other members of the Community School Team (director, case managers, tutors, and expanded learning time staff) to provide other supports that will enhance the Community School.

EDUCATION, EXPERIENCE AND SKILL REQUIREMENTS:
• New York State LMSW or LMHC from an accredited school of social work (may consider candidates with a provisional license); SIFI certification preferred
• Bilingual (Spanish) preferred
• At least one year’s experience in a school setting; three or more years’ experience working with youth and families in underserved communities preferred
• Strong experience facilitating counseling groups, providing clinical services, and/or serving as a case manager for youth and families
• Demonstrated ability to work in a fast-paced environment, to communicate and collaborate with diverse stakeholders, to prioritize multiple competing tasks, and to take initiative on new projects
• Strong organizational and computer skills
• Must be able to pass criminal background check and clearance by NYC Department of Education

ESSENTIAL DUTIES AND RESPONSIBILITIES (REMOTE and IN-PERSON):
• Provide individual counseling and case management
• Facilitate group counseling (individually or with co-facilitator)
• Conduct home visits and other outreach to engage parents in the provision of services to their children and, more broadly, in the school community
• Collaborate with school staff to meet the needs of students, families, and the school community
• Support the development of a positive school culture by helping to develop and implement school-wide and targeted initiatives
• Support the implementation of the Peer Group Connection peer leadership program and/or School Advisory program; co-teach a daily or weekly classes with a licensed teacher; attend related professional development, including overnight retreats
• Provide crisis intervention and continued follow-up for youth and families; conduct screenings for suicidality and self-harm
• Maintain confidential records including assessments, service plans, and case notes
• Develop and maintain relationships with other community resources to which the Community School Team can refer students and families
• Supervise one social work intern
• Perform other duties as assigned

EQUAL OPPORTUNITY EMPLOYER (EOE)

If selected for this position, applicant must obtain NYC Dept. of Health fingerprint clearance and State Central Registry (SCR) clearance (fees may apply); ability to maintain State Central Registry (SCR) clearance and fingerprint clearance throughout the duration of employment.

*Community members from Williamsburg, Bedford-Stuyvesant, and the greater Brooklyn area are strongly encouraged to apply for this position.

The Bard Early College Academy @ UAMA is seeking educators passionate about their fields of study and committed to advancing equity through rigorous curricula made accessible to high school students with varied levels of academic preparation. Successful applicants must be committed to teaching classes through a competency-based interdisciplinary model that prepares students for our early college program in 11^th and 12^th grade.

In addition, candidates will be expected to participate fully in the life of the school, including professional development rooted in exploring historic/systemic inequalities in our society, especially as they are related to K-12 education; interdisciplinary curriculum planning; student advising; club and extracurricular involvement, and committee service. All candidates must have or be enrolled in a program working towards a New York State Teaching License; high school teaching experience, and/or experience working with high school-age students is desirable.

We are seeking teachers in the following subjects:

• Mathematics
• Science
• History
• The Arts
• Special Education

The Bard Early College Academy @ UAMA is an early college partnership that establishes a satellite campus of the Bard Early College at the Urban Assembly School of Music and Art, a New York City Department of Education High School located in Downtown Brooklyn. The early college partnership enables students in 11th and 12th grade to enroll as part-time undergraduate students at Bard College, where they can earn up to sixteen tuition-free college credits concurrently with their high school studies. All classes take place at UAMA.

The Bard Early College Academy @ UAMA is committed to equity and inclusion and is an unscreened NYCDOE school with no entrance exam or audition process, open to all New York City students who apply.

Yonkers Partners in Education (YPIE) is a nonprofit organization located in Yonkers, NY that partners with students to ensure they are ready for, enroll in, and complete college. We confront the challenges of a low-income, urban school district by providing families with equitable access to the critical tools and services necessary for college success.

*Given the ongoing challenges of the pandemic, it is imperative that candidates for this position be adaptable, persistent in their work with students, and able to work/teach both remotely and in-person.*

Job Mission:

The YPIE Scholars Program is focused on preparing students with the academic and life skills needed for college success. A College Readiness Manager provides academic interventions and facilitates programming that builds student skills in academics and beyond.

College Readiness Managers are assigned a cohort of students across one or more high schools in Yonkers and tasked with leveraging an array of academic intervention strategies and resources to ensure 100% of assigned Scholars are engaged and ready for college. College Readiness Managers also facilitate academically-rooted YPIE Majors in order to foster students’ passions and facilitate academic, socio-emotional, and pre-professional growth for all Scholars. Daily responsibilities include:

• Academic Intervention Work: Directly tutor and coach 80-120 YPIE Scholars across one or more high schools, and incorporate volunteer Graduation Coaches, YPIE College Zone academic help, and other supports to ensure assigned Scholars become ready for college.
• Tutor Scholars and facilitate learning in core subjects to foster academic readiness
• Develop and execute intervention plans while counseling each Scholar around social/emotional health, self-awareness, and self-management
• Coach each Scholar around accessing resources and connect Scholars to crucial internal and external supports as necessary to support Scholars in achieving their goals
• Manage YPIE Scholars’ assigned Graduation Coach volunteers to support Scholars’ growth & obtain 8.5/10 average score on end of year volunteer survey
• Programming: Facilitate pre-professional, academic, and/or social and emotional learning programming to ensure all YPIE Scholars meet college readiness goals.
• • Plan, coordinate, and facilitate one or more career-pathway programs (“YPIE Majors”)
  • Plan and execute daily lessons to ensure that 100% of Scholars reach academic program goals, leveraging areas of academic expertise to support tutoring needs
  • Plan and execute life skills and pre-professional programming, special events, electives, team building program, and additional interventions 

Strong Applicants will possess: 

• An outcomes-focused orientation
• Experience in teaching, program design, counseling, social work, or related field
• Experience with and commitment to ensuring equity for a diverse population of students
• Experience working with, tracking, and analyzing data to target student support and evaluate effectiveness
• Proven organizational and program tracking skills
• Ability to navigate partnerships with diverse stakeholders
• A car and a willingness to travel to program sites
• Flexibility to work some evening and weekend hours as student needs arise
• Spanish fluency a plus

We are looking for an experienced Digital Arts Teacher to join the team at our growing school in the Rockaways. If you’re looking for an opportunity to CREATE something remarkable, then apply for our opportunities today!

The Program

The Digital Arts Program at HUM IV launched in 19-20. Students build creative skills, vocabulary, and processes relating to a wide variety of design disciplines. Some of these topics include: the elements and principles of design, typography, page-layout techniques, the design process, understanding client, target audience and message/purpose, presentation and defense of design decisions, and more. Students learn about graphic design, illustration, digital and darkroom photography, 3D modeling through architecture and interior design, identity/brand design, motion graphics and 2D animation, web design and the basics of HTML and CSS web development. Through project-based work, Digital Arts majors will develop computer literacy and learn many programs including Photoshop, Illustrator, SketchUp, InDesign, Flash, and Dreamweaver. By their senior year, students are prepared to take the Adobe Certified Associate exam in one or more Adobe programs.

What We’re Looking For

• Bachelor’s degree from an accredited college or university is required; Master’s degree is preferred
• A valid New York State Certification or 3+ years teaching digital arts in a high school 
• Demonstrated content knowledge and familiarity with NYS Visual Arts Standards and/or the Arts Commencement Exam in Visual Art
• Demonstrated success in tailoring instruction to the needs of diverse learners
• Ability to work collaboratively with others to achieve common goals
• Experience working with educational technology

Nichols School is seeking applications for a full-time Registrar/Scheduler to join our forward-thinking community beginning immediately.  Our educational philosophy is grounded in equity of process and outcomes, and inspired by our mission to train minds, bodies, and hearts for the work of life.

The Registrar/Scheduler will work closely with the Dean of Academics to create and manage the master schedule for the school and maintain the accuracy of student records.  Applicants must have knowledge of scheduling systems and proven exceptional experience with data processing. Working in a fast-paced environment, candidates must be able to perform multiple tasks concurrently.

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

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

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

An Invitation to Apply for the Position of

Director of Network Operations and School Support

About Public Prep

At Public Prep we believe that joy, warmth, and rigor are the foundation of a school culture where students achieve academically and develop strong character. In the words of one community member, “Every student, every family and every Public Prep staff member plays an important part of our amazing school, a school filled with energy, personality, hardworking people who are committed to ensuring all of our scholars have a sense of belonging and are put on a predictive 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)

Primary Function & Position Overview

The Director of Network Operations and School Support helps build and sustain the infrastructure of our growing network of charter schools.  The Director of Network Operations and School Support is responsible for enhancing Public Prep’s existing operations procedures and practices, ensuring that school operations comply with city, state, and federal laws and regulations put forth through our charter authorizer. The Director of Network Operations and School Support manages the Shared Services Team at the home office and works closely with the school-based Directors of Operations.The Public Prep Director of Network Operations and School Support  is ultimately responsible for ensuring that the school-based Operations teams can excel in their school-based functions, by ensuring compliance with and improvement of our operating policies, procedures, structures and systems.

Through this work, the Director of Network Operations and School Support  improves the instructional impact at our schools by regularly monitoring and auditing school-based school operations teams to ensure effective systems, routines, and resources. THey also build and codify systems to ensure network-wide visibility to school-based operational functions. The Director of Network Operations and School Support combines a capacity for strategic thinking with keen attention to detail

Duties & Responsibilities:

Strategy

• • • Support in developing the operations and school support strategy aligned with the networks’ goals and strategy
    • Work with the Managing Director of Operations and school-based Directors of Operations to develop a network-wide operations manual and associated processed, structures and reporting
    • Work toward the centralization of network-wide processes and functions

Compliance and Reporting

• • • Oversee and collaborate with the network Shared Services Associate to support schools’ compliance with all city, state, federal, and authorizer policies related to public school operations
    • Ensure compliance with health and safety laws, charter contracts, and all federal and local workplace regulations

School Operations and Policy Oversight

• • • Support school-based Directors of Operations regarding:  (1) state, federal and charter authorizer compliance; (2) procurement and inventory management ; and (3) technology infrastructure support as needed.
    • Lead and manage school based operations teams in a temporary capacity in the absence of a campus Director of Operations
    • Issue reminders in advance of school deadlines, such as for NYSTL spending, submission of bi-monthly enrollment reports, or city/state compliance deadlines and other
    • Communicate and implement PPN-wide operational policy and process changes throughout the schools
    • Collaborate with the Managing Director of Network Operations and implement campus Operations a building Walkthrough Protocol and conduct monthly evaluations for each school based on the Walkthrough Protocol.

Student Recruitment

• • • Lead and collaborate with the Director of Student Recruitment and Enrollment in setting strategy and managing the execution for Public Prep’s new family engagement and communications from prospects, newly enrolled and retention of existing families.
    • Collaborate with the Recruitment and Enrollment team to determine ambitious goals rooted in data and develop a strategy to meet those goals as needed.

Procurement and Fiscal/Vendor Management

• • • Oversee large, multi-school purchases by coordinating orders with vendors and tracking delivery, inventorying and payment.
    • Conduct price comparisons across vendors and initiate relationships to offer best prices to our schools.

Facilities and School Start-Up

• • • Work closely with the Managing Director of Operations to ensure plans are in place and are effectively executed for the opening, repairs and renovation of school spaces, both new and existing.
    • Support and work with school-based Directors of Operations to ensure they are equipped for the operational start and end of the school year (i.e., opening day & end of year closeout checklist, facilities maps, operational training for staff, etc.)

Organizational Leadership

• • • Ensures that each direct report has a development plan aligned to their performance goals and expectations.
    • Collaborate with organization leaders in cross functional teams to develop, operationalize, and coordinate projects in need of additional capacity;
    • Develop and refine strategy documents and presentations for a variety of audiences;
    • Ability to exercise considerable tact, courtesy and confidentiality in frequent contact with the internal and external parties.
    • Proactively identify organizational opportunities and needs and mobilize others to address them;
    • Provide high-level strategic visioning and project management for charter applications and growth planning.
    • Additional responsibilities as outlined or assigned by your supervisor.

Qualifications

• • • A Bachelor’s degree from an accredited college, university, or art school
    • An M.A., Ed.M or Master’s degree or minor in a relevant content area or equivalent experience
    • A minimum of 3 years of demonstrated success working in a high-performing, urban school or education-related management setting preferred
    • A track record of success managing complex projects that involve multiple stakeholders
    • A track record of building and leading teams of diverse stakeholders
    • Exceptional organization and planning skills
    • Superior communication skills
    • An ability to work collaboratively
    • A commitment to single-sex education

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.

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

Please be sure to attach a resume and a cover letter including examples of how you have demonstrated continuous learning and specific ways you have used data to drive decisions.

An Invitation to Apply for the Position of

Development Manager (Available 2021-2022)

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)

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.

Primary Function & Position Overview:

The Development Manager is a valuable member of the Development and External Relations team and is responsible for driving fundraising goals and initiatives; researching prospective funders, writing grant proposals and reports, providing critical support for fundraising and friend-raising events, and managing development recordkeeping and reporting.

Duties & Responsibilities:

Grants and Donor Management

• Manage Public Prep’s development calendar, including application deadlines and upcoming interim reports and meetings
• Research and review prospective funders (i.e. Government Grants Information Service and Philanthropy News Digest) for mission-aligned public and private grant opportunities and manage pipelines by donor type, keeping updated records of status in cultivation cycle
• Draft and edit grant proposals, interim reports, and all other grant management and compliance requirements, including liaising with members for any data requests
• In partnership with the finance team, support with state and federal grant requirements, as needed
• Manage development grant systems portals and online grant and matching grant accounts
• In partnership with the Development team, support the creation of a suite of development materials, including pitch decks, annual report, and one pagers

Leadership/Other

• Drive agendas for development team meetings and follow up with team members to circulate notes and manage next steps
• Supervise interns as necessary
• Attend and support Board Development Committee meetings
• Engage in the life of the school and network by attending special events, visiting classrooms and maintaining relationships with staff, families and alumni.

Donation Management and Reporting

• Send donation tax receipts to all donors within two weeks of receiving a gift
• Manage all aspects of donation tracking, including managing check tracking process in partnership with operations and finance teams, keeping accurate records on internal development plan, maintaining donation records in Network for Good database
• Partner with MD of Development and External Relations and the MD of Finance to optimize how the teams utilize Network for Good reporting
• Support with financial reporting and material creation for board committees and meetings

Development Event Support

• Support with donor meetings and visits, including scheduling and logistical details, preparation of materials and talking points, note-taking, and additional support as needed
• Support Public Prep development events, inclusive of the creation and management of project plans, coordinating event logistics (ie. with venue and vendor), ticket tracking, day-of event support and volunteer management, and event follow-up;
• Additional responsibilities as outlined or assigned by your supervisor

Qualifications:

BACKGROUND

HopeWell is the largest nonprofit provider of foster care in Massachusetts and Connecticut, serving approximately 1000 foster youth annually through a comprehensive, youth-centered and trauma-informed approach. Through innovative solutions such as My First Place™, an education and employment program that provides safe, stable housing, and case management support for youth who have aged out of foster care, and with collaborative partnerships among stakeholders in government, health care, philanthropy, business, and social justice, HopeWell is driving the systems change urgently needed to raise the standards of the foster care experience so that every child can reach their potential in life.

THE OPPORTUNITY

HopeWell seeks an Academic Experiences Manager to work toward closing the opportunity gap foster youth experience from preschool through high school. The Academic Experiences Manager will collaborate closely with the Education Director and other inaugeral staff to support the launch and growth of our new program RISE: Readiness, Inquiry, Scholarship, Education. RISE provides intensive, long-term, one-on-one tutoring and educational support for foster youth that also addresses social, emotional, and cognitive needs. Unlike traditional tutoring programs, RISE tutors are paired with students, not schools, so tutoring and support remains consistent throughout the four to eight changes of home placements and schools that most foster youth experience through age 18. With a deep commitment to education, child welfare, and social justice, the inaugural staff will bring an entrepreneurial mindset to the challenges of launching a new program and growing it statewide and beyond. A knowledgeable, skilled, and innovative educator, trainer, and coach, the Academic Experiences Manager will bring proven experience to the work of developing, and supporting staff in implementing, a program service delivery model from the ground up.

THE ACADEMIC EXPERIENCES MANAGER POSITION

The RISE program will start as a pilot in the fall of 2021, in or near the Greater Boston area. The pilot will address gaps in reading and literacy for students in foster care in kindergarten through 3^rd grade while also focusing on social and emotional learning. In the coming months and years, we intend to grow to implement RISE to support students in all grades across Massachusetts and Connecticut, and to eventually partner with affiliate organizations across the country to adapt and implement RISE in their local communities.

The Academic Experiences Manager will report into and collaborate with the Education Director to build and implement the RISE program service delivery model. Key areas of responsibility will include developing and managing the tutoring curriculum and impact measurement infrastructure, as well as training and coaching tutors.

While High Impact Tutoring (often called High Dosage Tutoring or HDT) programs have recently demonstrated excellent outcomes data for the general population, they often don’t meet the unique needs of youth in foster care. We are currently engaging in an intensive discovery sprint to develop an evidence-informed, new program that is tailored to respond to these unique needs. As such, there will be a lot to learn once the program launches in order to most effectively close the achievement gap. The Academic Experiences Manager will be engaged in a continuous cycle of collecting and analyzing data, and using learnings from the program outcomes data to hone the program model.

POSITION SUMMARY

This is an exciting opportunity to contribute to a growing team to transform what is possible for youth in foster care. We are seeking someone who is passionate about education, child welfare, and social justice and is enthusiastic about the idea of piloting, strengthening, and growing a brand new education program that delivers real results. This position requires an experienced educator whose alignment with HopeWell’s mission and this new initiative is matched with experience using data to guide practice, knowledge about various literacy, math, and social and emotional learning tools, and a proven track record of supporting staff in implementing these tools. The Academic Experiences Manager will thrive on both taking an entrepreneurial and innovative approach to meeting youth’s educational needs, and ensuring that the infrastructure and details needed to implement the service delivery model day-to-day are in place. This individual will have the strong ability and desire to work well with BIPOC youth.

KEY RESPONSIBILITIES

The Academic Experiences Manager will:

• Develop and implement core tutoring curricula to address literacy, math, and social and emotional gaps of RISE participants for the pilot launch and beyond. This involves:
  • Researching and selecting curriculum for the pilot (K-3 literacy) and other curricula as program grows to other grades and learning areas.
  • Developing guidelines to adapt curricula to specalized needs of youth in foster care.
  • Developing a framework for the scope and sequence of tutoring supports RISE will offer across grades and skill levels.
  • Creating and employing infrastructure for the day-to-day implementation of the program model.
• Create and lead Tutor training and ongoing Tutor coaching and support model. This involves:
  • Developing and implementing Tutor on-boarding, training, ongoing coaching, and professional development model to ensure Tutors are prepared to deliver the RISE model in a way that is aligned with the program curricula and involves high quality, youth-centered supports that are trauma-informed, evidence-based, and grounded in best practices.
  • Collaborating with Tutor Supervisor to develop and implement systems for gathering data on Tutor performance through observation, surveying students and caregivers, and analysis of both a Tutor’s documentation and student outcomes data.
  • Adapting Tutor coaching and support model in response to data gathered on Tutor performance.
• Create and implement a measurement framework for diagnosing student needs and skill gaps, tracking program engagement, and assessing student progress over time. This involves:
  • Researching and selecting pre-existing measurement tools, and creating new tools where needed.
  • Analyzing RISE participant achievement data (e.g. diagnostic tests, student work samples, progress assessments) to determine how to better develop curriculum materials and provide targeted, high quality Tutor training.
  • Use data to continuously assess progam, curriculum, and service delivery fidelity. Adapt model as needed to ensure quality service delivery and best possible student outcomes.
• Collaborate with Education Specialist and Tutor Supervisor to ensure alignment across all areas of academic supports and provide comprehesive, program-wide ongoing professional development; additionally, collaborate as needed around supporting individual youth and caregivers
• Other duties as assigned. RISE is a brand new program, and as such, the roles and responsibilities of various team members will likely adapt and change as the program is launched and evolves

QUALIFICATIONS

This is a comprehensive list of qualifications that we believe will lead to success in the role. We understand that any one candidate may not have every qualification on this list. We strongly encourage candidates with lived experience with the foster care system to apply.

• Ed. or equivalent degree.
• 5-10 years of experience in educational settings, including at least 2 years coaching teachers or tutors.
• Experience in curriculum development and in designing and delivering professional development programs for teachers or tutors
• Knowledge of special education, including how to adapt curriculum to meet the needs of all students
• Experience serving youth who have experienced trauma and implementing support strategies that use student-centered and trauma-informed approaches
• Experience in Massachusetts public education system a plus
• Ability to gather and use information and data to monitor program outcomes and manage workloads
• Demonstrated understanding of and competence in serving BIPOC youth.
• Demonstrated flexibility and entrepreneurial spirit; thoughtful, curious, and open-minded approach to learning, growth, and change
• Demonstrated ability to organize, plan, and prioritize activities, ensuring that details and daily program operations are effectively addressed
• Strong interpersonal skills, with the ability to coach toward high levels of performance, engagement, and accountability
• A high degree of effective oral and written communications skills
• Must be comfortable working in community settings and supporting a team who is consistently in the field
• Computer skills sufficient to perform essential functions

OTHER REQUIREMENTS

• Daily access to an automobile is required
• A valid MA State Driver’s License
• Clearing of background checks as required by state and federal law.

WORKPLACE CULTURE AND BENEFITS

HopeWell has an unparalleled work culture, with an emphasis on diversity, belonging, inclusion, equity, and holistic wellness. At HopeWell, each team member is called to uphold and live daily the values of empathy, strength, learning, and integrity. HopeWell is an environment where we laugh and smile while handling serious, life-changing work.

HopeWell offers a comprehensive total rewards package that values employee wellness, work-life balance, and continuous learning. Benefits include student loan pay-down assistance, tuition reimbursement, funding for professional development, as well as a full suite of healthcare benefits, and generous paid-time-off.

Positions Report to: Instructional Leadership Team

Start/End Date: 2021 – 2022 School Year

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

Compensation: 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 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 high 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. Candidates should note that an intended outcome for the role will be offering electives for our students as we build our course pathways.

What Qualifies You

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

Areas of Leadership

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

Thank you for taking the time to submit an application.

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: 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 and/or 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.

Virtual Culture’s Board of Directors seeks a Cultural Educator to organize and implement a strategic business plan generated at a summer 2021 Virtual Culture Program Design Charette, which the Fellow will help facilitate and participate in.  The Educator will identify and cultivate the Charette participants who will advise Virtual Culture on Phase II of its rollout. This next phase follows the organization’s initial steps (in fall 2020 and spring 2021) of concept development, program design, partnership building, and launch. The Fellow will implement the recommendations and next steps that emerge from the Charette as well as handle some aspects of organizational administration. The Charette will be 90 minutes via Zoom to focus on re-envisioning Virtual Culture and building strategy for middle-high school grades culture enrichment. Topics will include scope, vision, outreach, marketing, and funding. The Cultural Educator will have full responsibility for the presentation of the courses and opportunities (from partner organizations, museums, etc.) on the VC website. This includes working with existing partners (cultural institutions), building relationships with new ones, posting and updating the courses and links, and overseeing the  look and feel of the site. Initially,  this will also include updating the site and ensuring course listings are current. 

This is a unique opportunity for someone committed to the arts, diversity, equity, and inclusion, to make a difference in the lives of New York City’s young people. 

The ideal candidate will  hold a bachelor’s degree, preferably in the arts, humanities, education, or design. A current candidate or recent graduate of a graduate degree program in these fields is preferred. Experience in a fast-paced environment and experience with grant writing and  administration is a plus. Applicants should possess:

• Proven ability to take direction but also to work with minimal direct supervision and manage multiple projects while being a committed team player
• Commitment to social justice, equity, and transformative place-based and cultural work
• Superior written communication skills; excellent analytical, critical thinking, and organizational skills with precise attention to detail 
• Facility with website design, and the ability to easily update and edit the course listings 
• Interest in community engagement and inclusion and with a strong sense of ethical practice and empathy 
• Understanding of, and interest in, arts and culture 
• A high degree of competency in the MS Office suite, particularly Excel, PowerPoint, and Word, Adobe Suite, also SquareSpace.
•  The ability to learn new applications quickly.
• Organizational skills, follow-up, and attention to detail. 

We are looking for an instructional coach to work on the Bridges to Academic Success team, a small team of coaches, professional developers, curriculum developers and researchers grant-funded by the New York Education Department (NYSED). We work to train teachers and administrators to support Students with Interrupted and Limited Schooling (SIFE) and Newcomers with implementation of team hybrid curricular materials and resources. 

We are looking for an individual with a math background who also has experience teaching Newcomer English learners. Preferably, the candidate will have some experience coaching math teachers and/or leading professional learning seminars, and developing math curricula. The students who use our materials are new to the US, new to English, and have in many cases experienced an interruption in their schooling. 

In the 2021-22 year, we are rolling out a Guided Math curriculum to support SIFE in secondary schools who need foundational math skills in order to engage with 9th grade material. The Instructional Math Coach will continue to develop curricular materials in collaboration with our teacher development partners and Bridges team members. 

In addition, he/she will develop and facilitate Math training for secondary content-area teachers, including an emphasis on language development and scaffolds required to meet the needs of all ELLs. In addition to design and facilitation of these trainings, the coach will collect relevant student inquiry data and engage in remote or eventual on-site coaching of administrators and teachers in our Math resources.

The position requires both individual and collaborative work, both on site with teachers and in professional development workshops with the goal of supporting teachers to accelerate SIFE in language, literacy and math. The coach will be responsible for designing and creating content as well as short videos to support teacher professional learning.  

Finally, the position requires participation in collaborative meetings to review and discuss work plans and professional development materials. All coaches and professional developers are expected to keep logs of their work and debrief on a weekly or biweekly basis with their direct supervisor, who will also offer training and support. Other tasks will be discussed and designed as needed. 

Required Qualifications

• 3+ years experience teaching math 
• 3+ years experience working with and teaching English Language Learners and preferably SIFE; 
• Interest in and willingness to become familiar with our instructional methods to both coach and participate in the design of professional development sessions;
• Knowledge and experience with curriculum development and design, including backwards design;
• Ability to work collaboratively and independently to plan and facilitate professional development in both face to face and online sessions. Willingness to give and receive feedback on work and to revise in response to feedback;
• Ability to adapt to different school contexts; 
• Experience facilitating adult learning;
• Experience working in online platforms or technology 

Preferred Qualifications

• Experience coaching teachers;
• Experience working with teacher teams; 
• Experience designing and facilitating professional development sessions for teachers;
• Bilingual in Spanish or other language spoken by large populations of Newcomer immigrant students 

Start Date: Late July/August. This will begin as a remote position while schools are discouraging visitors. As it becomes safe for coaches to return to schools this position will require occasional travel to Long Island, NYC, and areas further north of NYC.

This is a part-time one-year position requiring 3-4 days per week.  Hourly rate commensurate with experience. Opportunities for contract renewal at the end of the school year.

Elementary Special Education Coordinator

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!

About LEEP Academy

LEEP Dual Language Academy Charter School is a new and growing elementary school in Sunset Park, Brooklyn. We use the research-based 90:10 model of Spanish language immersion that helps all students achieve in all subjects while also becoming bilingual and bi-literate. In the 2021-22 school year, we will grow to serve students in grades K-3, using instructional techniques from high-performing charter schools and the best dual language programs in the nation.

Our school community is linguistically, racially, and socioeconomically diverse, and we are committed to being a good neighbor in Sunset Park for decades to come. We are located at 54th Street and 5th Avenue, in a private building with a long-term lease.

Teachers: Does this sound like you?

We’re looking for bilingual teachers who can help every student reach academic excellence in Spanish and English. Does this describe you?

• You have native-level fluency in Spanish and English. That means that, in both languages, you can read and write professional documents such as lesson plans; carry on academic conversations with parents and colleagues; and teach academic concepts with native-speaking students.
• You have at least two years of teaching experience, including experience teaching special education. You have at least a Bachelor’s degree and are certified or on the way to certification.
• You have elementary school teaching experience. You know how to plan a lesson, connect with students, make the most of every minute, check for understanding, and turn data into improved teaching and learning.
• You like the idea of teaching in Spanish most of the school day, even if you’ve never done it before. If you have mostly taught Spanish in the past, you feel prepared to teach every subject.
• You’ve worked at a high-performing school where teachers work as a team and receive frequent feedback to improve their practice. Or maybe you’ve tasted that style of teaching in a graduate program and want to obtain a job where you can keep improving.
• You know how to create plans for differentiated learning and adjust systems as appropriate to meet students’ individual needs. You believe that all students can and should be held to high expectations when given the supports/scaffolds necessary.
• You want to join a school community that is safe and orderly while treating every student and family with dignity. You think all children deserve a strong foundation in math and literacy, without overlooking science, the arts, and social-emotional development.
• You like to “nerd out” about teaching and the subjects you teach.
• You work really hard. You stay organized. You hate to be unprepared.

Teacher Roles

At LEEP Academy, we plan lessons in detail, but not from scratch; we work together from a common set of high-quality curricula in English and Spanish. We collect and analyze formative and summative data. We differentiate instruction and work with families and service providers to meet each child’s needs. We communicate and collaborate. We model our school’s Core Virtues: Cariño, Respeto, Valentía, Gratitud, y Alegría.

Teachers work in the range of 50-55 hours per week. Our core work hours are from 7:15am to 4:30pm daily, including a lunch break and prep period. (Students are dismissed at 3:15, except for Wednesdays when they leave at 1:30pm to allow for professional development.)

Lead teachers co-teach with a full-time associate teacher in kindergarten and share an associate teacher in older grades. General education and special education lead teachers to co-teach in one ICT classroom per grade.

LEEP Dual Language Academy Charter School is committed to a policy of equal treatment for all individuals applying for employment. We do not discriminate on the basis of race, ethnicity, sex, gender, sexual orientation, pregnancy, national background, religion/belief, marital status, caregiver status, veteran status, disability, age, political party, or salary history.

Campus Culture Specialist

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

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

What makes VOICE different?

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

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

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

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

All Staff at VOICE:

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

________________________________________________________________________

Position Responsibilities:

The Campus Culture Specialist promotes a safe school culture that nurtures, motivates and challenges students to achieve the highest level of academic excellence and to develop into mindful, responsible contributing participants in their education  and communities by implementing VOICE’s approach to behavior management and crisis de-escalation, supporting staff around preventive strategies, and establishing and maintaining partnerships with families.

Student Support

• In collaboration with faculty, social workers, deans, and classroom assistants, implement a range behavior management approaches with a goal of maximizing all students’ instruction time, which may include but is not limited to: de-escalating student crises, employing restorative practices, administering appropriate consequences, training and collaborating with faculty and staff, supporting with due process for student suspensions
• Develop relationships w/ all students to support their socioemotional & behavioral needs
• Employ a range of strategies to support a values-based school culture, which may include but is not limited to maintaining a regular presence in classrooms and hallways, working to document, train, and implement consistent school culture practices
• Ensure VOICE’s incident process is followed, which may include but is not limited to creating anecdotals and incident reports to document and communicate student behaviors, interviewing students, verifying that appropriate parent/guardian/family communication is made, training and following up with faculty and classroom assistants on process, implementing or supporting follow-up actions or student consequences
• Communicate with parents/families/guardians and participate in meetings with faculty and staff regarding student behavior and follow-up actions needed
• Serve as a first responder for student crises as they may arise; follow the proper protocol and systems for transporting and monitoring students in Restoration; follow up on child’s reintegration into classroom and thoroughly document each scenario
• Provide support to faculty and staff around student culture and discipline, which may include but is not limited to professional development and consultations

Lunch, Recess, Arrivals, Departures and Bussing

• Ensure the safety of students during lunch/recess periods and bussing/arrivals/dismissal by serving as primary coordinator, which may include but is not limited to training students, faculty and staff on procedures and directly supervising faculty and staff
• Expedite student arrival, departure and all bussing
• As needed, serve as the designated “late leader” in a weekly leadership rotation in order to ensure all students are safely supervised while waiting to be picked up by their parents/families/guardians after bussing ends

Scheduling and Coverage Coordination

• Create schedules for classroom assistants
• Plan and communicate daily coverage plans for Upper / Lower ES team in response to planned leaves and special events, as well as unplanned call-outs/absences
• As needed, provide coverage for classrooms and school duties

Team Management

• Serve as primary supervisor for classroom assistants in division
• Employ strategies in developing supervisees and cultivating team culture, which may include but is not limited to leading team check-ins and participating in 1:1 meetings
• Collaborate with the Dean and School Director to support classroom assistants as they develop instructional skills
• Supervise and support individual supervisees’ professional development and job responsibilities, which may include but is not limited to providing coaching, feedback, training and helping to manage conflicts as appropriate
• Provide supervisees with regular performance evaluations through VOICE’s formal mid-year and end-of-year performance evaluation processes
• Ensure general coverage as appropriate

Staff-Wide Professional Expectations

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

Position Qualifications:

Behavioral Qualifications

• Unwavering commitment to VOICE mission, vision, and values
• Models high standards of integrity, trust, openness, and respect for others
• Demonstrates integrity by honoring commitments and promises
• Operates and follows through on assigned tasks and projects under specific time constraints and by specified deadlines
• Is productive and carries fair share of the workload; focuses on quality and expends the necessary time and effort to achieve goals
• Seeks to understand and meet and/or exceed the needs and expectations of customers and clients; treats customers and clients with respect
• Builds and maintains excellent positive relationships with and between team members
• Recognizes the constructive value of and embraces feedback
• Responds and adapts to developing challenges and obstacles when under pressure calmly and logically to develop working solutions in a timely manner
• Identifies and seeks to resolve and prevent problems
• Approaches new challenges as opportunities to improve skills and abilities, seeking advice and feedback to constantly improve
• Seeks opportunities for personal and professional learning

Skills and Knowledge

• Exercises discretion regarding sensitive personal and legal information
• Effectively prioritizes tasks in order to meet deadlines
• Responds to requests in a professional manner, even in difficult circumstances; provides accurate and timely service
• Works effectively and cooperatively with others to achieve goals
• Writes clearly and concisely; listens attentively to others and responds appropriately; takes into account the audience and nature of the information
• Verbally articulates progress against tasks clearly and concisely; communicates ideas, suggestions and concerns as well as outcomes and progress throughout the course of a task or project
• Regularly applies feedback and training outcomes to the work to grow continuously in and add value to the role
• Ensures that all problems encountered are addressed at the appropriate level and communicates all relevant information on a timely basis with accuracy and completeness
• Manages up and laterally by proactively providing supervisors and clients support and solutions to move work and projects forward
• Delegates tasks clearly and concisely, holding others accountable to deadlines and outcomes
• Identifies and seeks to resolve and prevent conflicts with team members
• Monitors workloads and provides feedback
• Deep understanding of accountable and restorative approaches to student support such as Love and Logic and Ross Greene
• Sensitivity around parent relations

Educational Background and Work Experience

• Bachelor’s degree from an accredited college or university required; degree in in Social Work or Counseling preferred
• At least two years of full time experience supporting and supervising children
• Experience in response to intervention
• Preferred Bachelors Degree in Social Work or Counseling
• Experience working in an urban school setting preferred
• Experience working in a school or therapeutic setting with groups of children preferred

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

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

Middle School Science Teacher (6-8)

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
• Developing and coordinating learning opportunities outside of the classroom, including but not limited to the science electives and field trips to science museum/institutions

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 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
• Experience with and interest in working with high needs students preferred
• Completion of at least 30 course credits in biology, earth science, physics, and/or chemistry preferred
• New York State teaching certification in Science or exceptional scientific experience

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!

About Us

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

New Visions AIM Charter High Schools give preference to the students most often ignored: those involved in the juvenile justice system; homeless students; those in foster care or child protective services; and those at least one year behind their graduation cohort. Our goal is for all students to earn a diploma and successfully navigate college and career options and we achieve this by: Building trusting relationships that foster a safe community, honor student perspectives, and enable intentional socio-emotional learning; immersing students in a tailored program that accelerates academic learning, builds professional skills, and broadens career awareness; and cultivating a mission-driven culture of continuous improvement that is responsive to students’ complex and diverse needs.

THE POSITION RESPONSIBILITIES

• Lead socio-emotional professional development and growth of school team:
  • Chair of SEL Committee
  • Work with Urban Assembly Coach to provide SEL guidance to the school community
  • Provide direct oversight to advisory classes including advisory observations, trends report, program matrix, and implementation plan
  • Assess school’s needs to student and parent groups
• Lead the Counseling Support Team:

• • Social Workers and School Counselors.
  • Lead Advisor and Advisors

• Lead the Student Support Team:

• • Dean Manager
  • Climate and Culture Manager

• Develop and administer ongoing training and support to AIM II staff across a continuum of student support services including:

• • Mandated reporter training
  • Crisis intervention training
  • Social Emotional Supports for Students
  • Clinical Supportive Interventions

• Observe classrooms and coach teachers to ensure supportive classroom environments that reflect collaboration between instructional and socio-emotional staff members
• Support teachers in the implementation of strategies that maximize results for students with various learning styles and needs

• Leads the provision of mandated student support services to promote student academic and socio-emotional growth
  • Oversee the maintenance of student records and follow all mandated timelines and requirements
  • Oversee the FBA/BIP process for students.
  • Collaborate with Special Education Coordinator in mandated counseling interventions and reporting
  • Support teachers in the implementation of strategies that maximize results for students with various learning styles and needs
  • Support the development and implementation of system-wide procedures and best practices for teachers to implement Response to Intervention (RTI) and special education pre-referral processes
  • Confer with parents, administrators, testing specialists, social workers, and professionals to develop IEPs designed to promote students‘ academic, physical, and social development
  • Communicate with students and families regularly to discuss student socio-emotional progress
• Manages programs and supports for high need / at risk students
  • Identify and intervene with high-need/at risk  students to ensure their needs are met
  • Supports school administration in conducting risk assessment, crisis intervention, and mediation
  • Lead student intervention team/high-risk meetings and other related meetings
  • Supervise the school’s homeless/McKinney Vento Liaison
  • Lead the development of the school’s Homeless Intervention Plan
  • Coordinate supports for students in temporary living situations and foster care
  • Develop robust programs for supporting students with a criminal justice background
  • Manage documentation and Probation and Foster Care requirements to ensure students and agencies are provided with optimal and timely support around documentation or other requests
  • Support students with a criminal justice background by providing support and guidance in relation to reentry, compliance with probation requirements, and recidivism reduction supports and initiatives.
• Lead Attendance intervention and initiatives
  • Facilitate and implement a system for referring students for Administration of Children Services intervention where applicable
  • Utilizing data for attendance intervention strategies

PERFORMANCE EVALUATION

The ADCSS will be expected to provide evidence of their work including reporting:

• Verbal and written documentation of supervision sessions including development of a supervision tool
•  Establish and assess measurable student learning outcomes, program goals, and objectives for student engagement activities.
•  Provide (or make provisions for) individual and group supervision for social worker and interns team as required
•  Meet regularly with counseling staff and student support  team to ensure continual development of counseling program and the student support team  provide ongoing support

QUALIFICATIONS

• Master’s degree from an accredited program
• Two to three years in a high school setting  or similar setting supporting students academically, socially and emotionally, or relevant experience
• Two to three years of Supervisory experience
• Knowledge of Community Based Organizations
• LCSW required
• Seminar in Field Instruction (SIFI) Certificate required
• Experience in Restorative Practices and Implementation
• Preference given to candidates with demonstrated success or experience working with disconnected youth.
• Ability to collaborate and train other school staff to explain their role in implementation of school-wide assessments, comprehend data collected from assessments, reflect on such relationships and pursue greater success.
• Strong work ethic and willingness to assume a variety of roles
• Strong organizational, communication, and negotiation skills

Community Roots is hiring:

A Physical Education teacher for our K-5th grade classes. 

About Us:

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

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

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

Benefits and Compensation:

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

Qualifications:

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

Community Roots seeks individuals who:

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

Main responsibilities will include:

• Teaching K-5th grade Physical Education classes, which includes designing and implementing lessons and units based on CRCS Physical Education Scope and Sequence
• Report on students’ progress three times a year
• Hold family conferences
• Plan and support schoolwide events (e.g. Field Day) 

How to apply: Please apply by emailing resume to Allison Keil, akeil@communityroots.org.

Start Date: Immediate

Role Type: Full Time

Location/ Travel: Flexible–with willingness to travel ~20% domestically, when safe to do so

Who We Are:

Transcend supports communities to create and spread extraordinary, equitable learning environments. We fulfill this mission by focusing on two key priorities:

1. Supporting more communities to have far better designs: To scale up their work supporting design journeys of communities, so that more places are more successfully designing, building, and spreading extraordinary, equitable learning environments.
2. Making systemic change that enables innovation: To engage key actors in the field to create broader ecosystem conditions that positively impact communities on design journeys, by growing actors’ proximity to insights, voices, and evidence from work with communities and by learning from their perspectives and experiences.

To learn more about our work, check out this recent podcast by our founders: http://bit.ly/TranscendMission

The Opportunity:  

The Transcend Design Community (TDC) is a free, thriving network of 1,200+ educators, innovators, and designers sharing ideas, know-how, and support to accelerate innovation in K-12 schooling nationwide. The TDC amplifies Transcend’s impact in so many ways: providing more school communities access to the resources we create, the designs we help shape, innovative school models, and growing our network of expertise. Together with this community, we are building a cutting-edge movement to reinvent schooling!

The TDC community is currently engaged through Slack channels, online events  (and when safe to do so, in-person events), and a newsletter that highlights valuable resources and tools.

The Community Manager will play a key role in growing the community, deepening engagement, and expanding programming. In this role, you will get to:

• Co-Create the strategy, vision, and plan to grow the Transcend Design Community, and help lead the movement to reinvent schooling so that all children can thrive.
• Manage operations and logistics for TDC events, both virtually through Zoom and in-person (when safe to do so), including preparation, promotion, execution, and follow-up.
• Build, sustain, and facilitate strong relationships with and among TDC members.
• Think creatively and experiment with new strategies to bolster engagement in a variety of platforms:  Slack, Facebook, LinkedIn, and potentially Twitter, Clubhouse, and more!
• Serve as liaison between TDC and Transcend, gathering feedback, brokering critical connections, and responding to community requests.
• Closely collaborate with the communications team to generate content for the community’s newsletter and social media accounts.
• Represent Transcend at events to forge relationships, inspire others in this work, spread knowledge of Transcend, and build our network.
• Manage operations of the TDC behind the scenes: adding new members, managing records, updating information, and collecting data.

To see this role in action, check out the sample day in the life.

This role reports to Sarah Akhtar Ross, Partner of Community Engagement.

Who You Are:

You believe in the collective impact of community! You are passionate about bringing together disparate groups of people and aligning them around a common purpose to enact meaningful change in the world. You anticipate and are supportive of people’s needs and relish making sure people feel engaged and excited. In your work, you enjoy crafting creative messages and content. You have a keen eye for details and love designing and managing logistics to ensure smooth experiences and events.

And lastly, you love that your everyday work is in service to a mission that matters! You believe deeply in the power of education to change lives and elevate voices that have been marginalized for too long, and you can’t wait to contribute your talents to this cause.

To all of this, you bring:

• A commitment to Transcend’s mission of transforming education, with a passion for creating extraordinary and equitable learning environments
• A commitment to advancing diversity, equity, inclusion in your approach to community engagement
• A willingness to travel up to ~20% of the time to manage events when it is safe to do so
• Eagerness to embrace and live into Transcend’s core values
• Proven experience building communities online using a variety of platforms

Perks and Benefits:

Transcend is committed to providing our colleagues with a competitive benefits package. Transcend offers medical, dental, and vision coverage options, org-wide holidays, paid time off, paid parental leave, professional development opportunities, and fully remote work. We’re also proud of our values-grounded, equity-focused, and fun(!) work environment, incredible colleagues, and a dedication to our work and to one another.

Join Us!

Transcend is an equal opportunity employer. We are building a diverse team that values diversity, equity, and inclusion, and we encourage candidates from historically underrepresented groups to apply.

Background
Founded in 2003, the Hollyhock Foundation is committed to creating high‐quality educational opportunities for all children. The foundation selects high‐performing, early-stage organizations and partners with leadership to support growth. The foundation is led by its board of directors, including the co‐founders of the foundation, and an Executive Director who manages the day‐to‐day activities.

Job Summary: Program Director for New Enrichment Scholarship Program
The high school years are an important time for young people to identify and explore what they are passionate about as they imagine their future after graduation. Unfortunately, many high schoolers who have a passion—whether for science, music, debate, culinary arts, or another pursuit—have limited resources to explore. Universities, cultural institutions, and other organizations offer enrichment programs for teenagers, but it can be challenging for students to find great opportunities on their own. Further, programs often charge tuition, which puts them out of reach for many families.

The Hollyhock Foundation is seeking a full-time program director to design and lead a new program at the foundation that will provide high school students from under-resourced communities in the Greater New York area with support to attend exceptional summer enrichment programs. This is an exciting opportunity for an entrepreneurial leader committed to helping young people achieve their full potential.

The program director will start in summer 2021 and develop this program in preparation for launching it with a pilot cohort of students in summer 2022. The program will serve a growing number of students in the years to come. The program director will focus exclusively on this program within the foundation.

Responsibilities
The program director will serve in all respects as the leader and “home base” for this program, including:

• Creating the vision for how to support young people to explore their passions through summer programs.
• Designing a plan to implement the vision, including:
  • Recruiting summer programs
  • Recruiting participating students
  • Matching the first cohort of students to programs for summer 2022
• Leading implementation of the vision, beginning with the first cohort in summer 2022, including:
  • Supporting students during their summer programs
  • Communicating with key stakeholders
  • Planning for continued student enrollment growth in 2023 and beyond

Qualifications

• Bachelor’s degree required. M.Ed., M.P.A., M.B.A., or other relevant graduate degree preferred.
• At least 10 years of professional experience in relevant roles supporting adolescents in K-12 education, out-of-school enrichment, and/or youth development settings. At least 3 years of this experience should be in a leadership position, e.g., managing a school, nonprofit, or sizable program. Experience launching a new program or organization a plus.

Compensation
Compensation is competitive and includes health insurance, travel reimbursement, vacation, family and medical leave.

Managing Director of Operations

Originally founded in 1991 as Harlem RBI, DREAM has grown to annually serve more than 2,500 youth across East Harlem and the South Bronx through a network of six PreK-12, extended-day, extended-year DREAM Charter Schools and community sports-based youth development programs. Through our commitment to rigorous academics, social-emotional learning, deep family and community engagement, and health and wellness, we create lifelong learners who are equipped to fulfill their vision of success in and out of the classroom. We dream big, as well, with an aggressive five-year plan to expand to serve 3,500 students across seven schools—growing our organization’s impact and leveling the playing field for all children. To learn more, visit wearedream.org.

In order to grow and scale with excellence, we recognize the critical importance of strong operational systems across our schools. We are seeking a strategic operational leader who will set a high bar for school operations and will achieve that vision of excellence by managing and building relationships with others. In this new role, the Managing Director of Operations will oversee school operations and is responsible, through direct management of the Director of Facilities and the coaching and mentoring of the Director of Operations (DOOs), for ensuring that our schools operate at the highest level, with systems in place that allow teachers and principals to focus on instruction and academic achievement. 

This is an exciting opportunity for an experienced, strategic operational leader to build systems and processes, set a high bar for school operations, and achieve that vision of excellence by managing and supporting a team of DOOs.  

RESPONSIBILITIES

• Develop, build, and manage systems and processes for school operations functions, including dashboards, manuals, performance checklists, etc. and operationalize through strategic change management 
• Ensure our Director of Facilities and DOOs lead highly effective school operations systems, including but not limited to daily school systems, facilities, financial management, food & transportation, student & staff culture, enrollment management, etc.
• Design performance metrics to evaluate school operations and design strategic plans for accountability and improvement 
• Create, implement, and monitor network-wide operations strategic initiatives 
• Support hiring, on-boarding, management, and evaluation of all operations staff, including DOOs and school-based operations teams
• Build and leverage relationships with internal and external parties, including shared services and school leaders, to increase operational effectiveness 

QUALIFICATIONS

• Bachelor’s degree required; graduate degree in business or operations highly preferred;
• Significant experience and a track record of success in non-profit operations management with school-based operations management preferred;
• Demonstrated experience with effectively managing team members to concrete outcomes;
• Excellent communication, relationship-building, and customer service skills and ability to work towards a common vision with various partners (e.g. school leaders, operations leaders, shared services teams);
• Ability to create and manage multi-year strategic plans to scale operations functions;
• Ability to effectively and strategically prioritize between multiple high-leverage, high-risk issues; outstanding judgment and understanding of the implications of decisions on schools and partners;
• A high bar for excellence and ability to thrive in a fast-paced, high-change organization;
• Excellent organization, project management, time management, and follow-up skills; 
• Ability to demonstrate an appropriate sense of urgency; and
• A strong belief in the mission and values of DREAM, including the belief that all students can succeed, and a deep desire to make a difference in the lives of our students, families, and community.  

OUR COMMITMENT TO DIVERSITY, EQUITY, AND INCLUSION 

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

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

Come dream with us.

DREAM MAXIMS

All Kids Can. This Kid Can.

DREAM is Family.

Fun is a Serious Value.

Teamwork Makes the DREAM Work.

Fail. Persist. Exceed.

DREAM Big.

Start Date:                       July 2021

Team:                               Team Teaching and Learning

Location:                         Brooklyn, NY, New Haven, CT, or Providence, RI

Who are we?  Achievement First (AF) exists to address the legacy of racism in education in America. Our mission is to deliver on the promise of equal educational opportunity for all of America’s children. That is what we work for every day. We know that all children—regardless of race, zip code, or economic status—deserve access to great schools. At the core of our approach is our shared journey by our students and staff to fulfill our incredible potential.

Just the facts.  Achievement First has consistently been rated one of the top charter school networks in the country, AND we are still learning and growing.  AF is a non-profit 501(c)3 organization that currently supports 37 public charter schools in New York, Connecticut, and Rhode Island. The mission of AF is to deliver on the promise of equal educational opportunity for all children. We currently employ more than 2,000 staff — 47% of whom identify as Black, Latinx, or Multi-racial — who collectively educate more than 14,300 students in Brooklyn, NY; Providence, RI; and New Haven, Bridgeport, and Hartford CT.  More than 85% of our students qualify for free or reduced-price lunch. Our students are proving what’s possible by achieving breakthrough results in terms of academic achievement and long-term college persistence.

Our focus and reach extend beyond the students and communities that we serve directly.  Achievement First is an engaged and prominent partner in the broader education-reform movement, partnering with schools and networks from across the country and openly sharing all our resources with educators free of charge.  We currently serve more than 100,000 additional students through two key partnership initiatives.  Our Charter Network Accelerator is an intensive cohort-based training program for CMO leaders (with a focus on leaders of color) who are looking to increase the number of top-quality options available to parents across the country; and through our Navigator Program, we provide coaching and support for district and charter schools who want to adopt and adapt our curriculum and instructional practices to help students achieve breakthrough results.

Why work at Achievement First?  First and foremost: you should work at AF if you believe in our values and want to surround yourself with people who share them. We are committed to leading for racial equity. We approach our work with humility, humanity, and the recognition that both what we do and how we do it must model the equity we seek.  We strive for excellence by setting a high bar in all areas and pursuing it relentlessly.  We care about the whole person and are known to be as warm as we are demanding.  We choose joy and actively seek out moments of humor, gratitude, and deeper purpose for ourselves and with each other.  We know that we will go further together and intentionally choose to join forces on both big and small things. We name brutal facts, embrace challenges, and see our mistakes as opportunities to get better.

Finally, come to Achievement First if you want to help support schools that are striving to redefine what’s possible in education. We are obsessed with getting better and are working to create some of the best schools in the country – schools that support not just students’ academic success but also their social-emotional learning, identity development, independence as learners, passion/enrichment/extracurriculars, and life-long fulfillment.  AND, at AF, we believe getting better starts with looking in the mirror. We have done a lot of that lately, as we have more aggressively confronted our own biases and unacceptable gaps in our student experience. We are committed to addressing inequity within our systems, culture, and practices and resolve to do the critical work needed to ensure equity for our scholars and staff.  So, come to Achievement First if reflection, challenge, and growth feed your soul.

Achievement First’s Enrichment Program

At Achievement First, we want students to love school, explore their interests, and cultivate a strong sense of community. We believe that the arts and physical education are an essential part of the broad education our students need and deserve. Our enrichment program gives students opportunities to dive into physical education, visual arts, music, dance, and theater. AF students become passionate practitioners of a specific discipline who can use their acquired skills and knowledge to impact the community and world around them.

Role Summary

An integral member of Team Teaching & Learning, the Director of Enrichment will work with enrichment teachers, school leaders, and network teams to drive the vision behind an exemplary enrichment program and provide professional development and program support.

This role is an opportunity to work closely with some of the leading education reformers in the country while gaining insight into education reform within a top charter school management organization. The ideal candidate has deep content knowledge in physical education or the arts, is a strong leader of people, and is driven by a desire to realize an anti-racist vision for schooling. A background as a school leader or district content expert is also preferred, but not required.

Responsibilities of the Director of Enrichment will include but are not limited to:

• While Engaging Key Stakeholders, Redesign our Enrichment Support Approach
  • At Achievement First, enrichment classes have not consistently been given the priority they deserve. We know that in order to ensure a strong student experience, students need to have access to high quality programs in physical education and the arts that are engaging, rigorous and valued. This is a critical equity issue for our students and an important change for Achievement First.  It will require:
    • Strong adaptive leadership skills
    • The ability to plan strategically and operationalize that plan
    • A love of the arts and physical education and a recognition in the value enrichment courses bring to our schools
  • Manage Program Vision and Implementation
    • Identify program strengths and areas of improvement.
    • Identify program changes, shifts and priorities with input and investment from teachers and leaders.
  • Plan and Facilitate Professional Development
    • Create a yearly scope and sequence of enrichment professional development focused on instructional planning (unit/lesson), lesson execution (observation & feedback), and student work review (products and performances).
    • Plan, facilitate, and support professional development sessions for enrichment teachers, enrichment leaders, and enrichment teacher coaches.
  • Train and Support Enrichment Teacher Coaches
    • Work with the Enrichment Team, set the vision for teacher coaching across schools.
    • Train teacher coaches to be able to meet the vision.
    • Support coaches through regular meetings, co-observations, and review of ongoing enrichment data.
  • Lead Enrichment Assessment
    • Update the enrichment assessment strategy and processes to reflect program priorities and goals.
    • Collect, analyze, and act on enrichment data.
    • Engage stakeholders on Teacher Career Pathways (TCP) for Enrichment and propose changes to strengthen the program.
    • Manage Teacher Career Pathways assessment process including the evaluation of portfolios.
  • Support Enrichment Recruitment
    • Support AF’s Enrichment talent strategy by identifying strong potential teachers in all content areas, cultivating relationships, and coordinating with Team Recruit and school principals.

Skills and Characteristics

• Brings an Equity Lens to the Core Work: Consistently ensures that the Leading for Racial Equity lens will be a required, explicit part of priority planning, goal-setting, professional development planning, and progress monitoring for school leaders and network leaders
• Practices Self-Awareness: Consistently reflects on “How am I positioned (relative to privilege and/or oppression) in all aspects of my identities (e.g. race, class, gender, language)? How might these identities impact people and our process?”
• Focuses on Relational Trust and Human Values: Notices and actively repairs broken trust/relationships; notices and addresses patterns of exclusion in meetings and 1:1 interactions; holds time to address and lean into non-discussables.
• Designs with not for: Actively looks for and insists on decision-making that requires us to listen, learn, and co-create with the people most impacted by work/decisions.
• Utilizes a Growth Mindset: Consistently identifies and addresses gaps in previous mindsets/skills and perceives the strength and performance of others through a growth mindset. Actively seeks feedback to improve and demonstrates growth in response to feedback.
• Employs Strategic Thinking: Utilizes multiple perspectives and data points to drive to a clear understanding of the current state relative to organizational goals and best practices and pushes for deeper understandings of how and why this came to be. Sets clear, obtainable, and timely goals which move work and the program forward and proactively plans how to involve and invest others in those goals.
• Analyzes and Responds to Data: Accurately identifies strengths and gaps based on existing data, considers additional information which may/may not be included in the dataset and provides specific insights based upon multiple data points.

Educational Background and Work Experience

• A bachelor’s degree
• Four or more years teaching enrichment (physical education, visual arts, music, dance or theater)
• Proven track record of being able to enlist others in a shared vision and fuel investment from stakeholders (students, parents, staff, leaders, board members)
• We would prefer a candidate with two or more years of experience in teacher coaching, two or more years of highly successful leadership experience at the school or district level, or an advanced degree in the arts or physical education.

Occasional weekend or evening work and travel within New York, Connecticut, and Rhode Island are required.

Compensation

Salary for this position is competitive and commensurate with experience.  Additionally, Achievement First offers a comprehensive benefits package.

To Apply

Send your resume to this application form.

Achievement First is an equal opportunity employer and an organization that values diversity. People from all diverse backgrounds are strongly encouraged to apply. Spanish language proficiency is a plus. You can learn more about diversity at Achievement First here: http://www.achievementfirst.org/about-us/diversity/.

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.

Our network schools serve a predominantly high-needs student population. We support our schools by providing:

• Coaching and professional development for teachers and school leaders in the implementation of EL Education, a nationally-recognized school-wide model with its roots in Outward Bound.
• Character and leadership development programming for students.
• To & Through College” programming aimed at supporting our students to successfully identify, pursue and complete college or alternative post secondary pathway such as vocational training or a career.

We bring our approach and activities to a growing number of public schools outside of our network through our new Select Strategies professional learning services and our Adventure and Team Building programs.

Position Summary

The School Designer/Coach is part of a team that is a critical component of success in NYC Outward Bound Schools’ work to support greater equity in NYC public schools. This role supports both our Network and Select Strategy Schools through the use of a continuous improvement framework with a focus on equity and impact. In our Network Schools, the School Designer/Coach functions as the cornerstone of our supports, typically spending 12-35 days per school per year supporting strategic planning, curriculum development, high quality instruction and assessment practices, and continuous leadership growth that create the conditions for greater equity and student impact. In our Select Strategy Schools, the School Designer/Coach works to support the school community in implementing a specific strategy and related practices such as Crew (advisory), student engaged assessment, or project based learning in order to strengthen teaching and learning.

This position is a full-time role reporting to the Chief Schools Officer.  School Designer/Coaches work predominantly in their assigned schools as well as remotely and/or out of our headquarters office in Long Island City.

Essential Functions

School Coaching:

• Partner with principals and school leadership teams in implementing EL Core Practices through a model of shared leadership in order to support greater equity for BIPOC and low income youth.
• Provide leadership coaching for principals and assistant principals in a variety of areas including strategic planning, the use of a continuous improvment framework to improve equity, and leading an anti-racist community.
• Design and facilitate high quality professional development (PD) at the school relating to the EL Core Practices, i.e. curriculum, instruction, assessment, leadership, and school culture and character that results in improved teaching and learning.
• Use of modeling, co-teaching and observation and feedback to support teacher growth in effective instructional practices.
• Facilitate rapid inquiry cycles with school teams following a Plan, Do, Study, Act (PDSA) model.
• Support teachers and teams in the design of culturally relevant and demanding learning expeditions and case studies (curricula) student-engaged assessment strategies, and active pedagogy.
• Foster an authentic sense of belonging and engagement for all youth in schools through supporting teachers in the development of relevant and engaging curriculum and effective Crew (advisory) structures.
• Support the integration of NYC Outward Bound Schools’ To & Through College and Crew Expedition program supports.
• Shepherd the annual work plan cycle for each school from design to execution and manage processes for documenting, tracking, and reflecting on school progress toward achieving long term performance benchmarks.
• Support schools on the pathway to EL Credentialing.
• Counsel principals, assistant principals, and IGs on PD options and choices that support the school-wide PD plan as well as individual teacher development.
• Actively collaborate with members within the Programs Department in support of meeting the organization’s mission.

Out of School Professional Development and Supports:

• Participate on the School Coaching Team and engage fully in the team’s theory of action for improving education equity in our partner schools.
• Lead an area of  the team’s work such as coaching supports, professional development planning, or team facilitation.
• Design and facilitate off-site professional development  for partner schools (Institutes, Seminars, etc.) which take place during the school year and in the summer.
• Support internal NYC Outward Bound Schools projects designed to improve equity and impact.
• Participate in external and internal professional development opportunities and support structures.

Professional Experience/Qualifications

• Passion for our mission; solid understanding of the education ecosystem and student communities served by NYC Outward Bound Schools.
• A strong commitment to educational equity for BIPOC youth and supporting explicit anti-racist work within our organziation and our partner schools
• Minimum 5 years of classroom teaching experience at the secondary level in a school with components compatible to Outward Bound’s approach
• Minimum 2 years effectively coaching and facilitating individual adults and teams in schools
• Demonstrable success with interdisciplinary, project-based learning and active pedagogy
• Deep content knowledge and pedagogical expertise in at least two of the following areas; culturally responsive teaching and learning, social and emotional learning, mathematics, science, and the humanities.
• Strong affinity with the Outward Bound approach and belief in the EL Design Principles and Core Practices
• Prior experience in NYC or a comparable urban district strongly preferred
• Experience with new school design a plus
• Experience with and an interest in the use of  educational technology a plus
• Experience with restorative justice practices and advisory a plus

Additional Competencies and Desired Skills

• Values impact, quality and sets high standards for him/herself and for others
• Flexible, hard-working and effective multi-tasker
• Builds strong working relationships and strong teams (teacher teams, leadership teams)
• An efficient and effective coach who creates and tracks coaching plans, with attention to details, superb follow up and a consistent track record of delivering on promises
• An independent, action oriented practitioner with an “anything is possible” attitude who can maintain humor and flexibility and work in all types of contexts and environments simultaneously
• Engenders understanding and trust by helping others develop to the highest possible potential—meeting each individual at his or her starting point, without judgment, adopting a growth mindset
• A teacher of adults, who understands adult learning and knows how to inspire, engage and teach, and how to bring out the best in all people
• A lifelong learner who is constantly seeking self-improvement and continually developing a deeper understanding of best practices related to  student growth and learning.

Compensation and Benefits

• We offer a competitive salary commensurate with experience and qualifications.
• 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.

NYC Outward Bound Schools is an equal opportunity employer. We prohibit discrimination against, and harassment of, any employee or applicant for employment because of race, color, religion, sex, gender, pregnancy, genetic information, ethnic or national origin, sexual orientation, marital status, familial status, military or veteran status, qualified individuals with a disability on the basis of the disability, or any other category which may be protected under applicable state or federal law.

No phone calls please. We appreciate all responses, but due to the high volume of resumes received, we can only contact those applicants whose qualifications best match the position requirements.

Phipps Neighborhoods helps children, youth, and families in low-income communities rise above poverty. We work in South Bronx neighborhoods where we can address the greatest barriers to lasting success through education and career programs, and access to community resources.

We are excited about the 2021 Summer Rising Program which will operate during the months of July and August and Phipps Neighborhoods is seeking candidates to be part of this great summer program for the elementary and middle school students we provide programming to in the Bronx.

THIS YEAR OUR SUMMER JOBS FAIR WILL BE A VIRTUAL EVENT HELD ON MAY 19TH AND MAY 20TH WHERE YOU WILL HAVE THE OPPORTUNITY TO INTERVIEW.  BE PART OF THIS EXCITING SUMMER OPPORTUNITY!!  APPLICANTS WILL BE PROVIDED A LINK TO THE VIRTUAL EVENT AFTER APPLYING ONLINE.

Position Summary:

The Summer Group Leader is responsible for working closely with a small group of elementary or middle school students, helping them to achieve their best in both academic and non-academic settings. Summer Group Leaders develop, implement, and participate in a range of activities geared towards making the students excited about being in an academically and culturally enriching environment. Summer Group Leaders will help young people to develop individualized strategies for meeting their goals and improving their academic skills.

Duties and Responsibilities:

· Provide supervision and ensure the safety of program participants at all times, including during trips.

· Engage students in a wide range of project based learning activities.

· Maintain accurate participant attendance, activity and sign-out records.

· Develop lesson plans and curriculum in accordance with program schedule, programmatic themes, objectives, and outcomes.

· Document student progress.

· Establish a comfortable learning environment and implement clear, consistent age-appropriate expectations and rules.

· Model appropriate child development practices.

· Uphold program policies and procedures and ensure proper use of supplies and materials.

· Maintain classroom cleanliness and organization.

· Maintain ongoing open communication with parents.

· Attend staff meetings, professional development workshops and program events.

· Communicate with all staff, parents, children and community members in a polite and respectful manner so as to represent the program in a professional way.

· Perform other duties as assigned by the Program Director

Qualifications

Skills Required

Written Communication – Intermediate

Verbal Communication – Intermediate

Communication – Intermediate

Behaviors Required

Team Player: Works well as a member of a group

Enthusiastic: Shows intense and eager enjoyment and interest

Education Required

The candidate must be at least a High School Senior or have a High School Diploma or GED

Preferred

Bachelors or better in Academic.

1 year or more of relevant work experience

Responsibilities:

– Maintain the Student Information System, SchoolTool attend all trainings and turnkey training to all teachers, administrative assistants and administrators

– Work with teachers quarterly to assist with grade book deadlines

– Responsible for maintaining and transmitting all State specified data elements to the State Student Information Respository System (SIRS)

– Insure the accuracy of all data transmitted by checking Level 0, 1 & 2 reports

– Coordinate and facilitate grade level data team meetings using state, local and third party data

– Attend monthly District Data Coordinator meetings and advise administration of any new updates

– Order all NYS assessments, 3-8, Regents & NYSESLAT

– Coordinate delivery and pick up of all state assessments for OSC world scoring

– Manage the teachers and students on the following platforms; iReady, Castle Learning, Follett Library System, Raz-Kids, PBIS

– Schedule MS/HS students into School tool

– Ensure all ECS registrations are entered correctly in the SIS

– Create &/or assist in creation of ENL teachers schedule to maximize time spent with students

– As Director of Attendance make sure appropriate school personnel are contacting students who reach certain weekly thresholds for absences.

– Conduct parent meetings for students with excessive absences

– Send monthly absence letters through School Tool

Qualifications:

Bachelor’s (Required)

Leadership Experience: 1 year (Preferred)

Start Date: Immediate

Role Type: Full time

Location/ Travel: Flexible–with willingness to travel ~30% domestically, when safe to do so

Who We Are:

Transcend supports communities to create and spread extraordinary, equitable learning environments. We fulfill this mission by focusing on two key priorities:

1. Supporting more communities to have far better designs: To scale up their work supporting design journeys of communities, so that more places are more successfully designing, building, and spreading extraordinary, equitable learning environments.

1. Making systemic change that enables innovation: To engage key actors in the field to create broader ecosystem conditions that positively impact communities on design journeys, by growing actors’ proximity to insights, voices, and evidence from work with communities and by learning from their perspectives and experiences.

To learn more about our work, check out this recent podcast by our founders: http://bit.ly/TranscendMission

The Opportunity:  

Now that Transcend is five years into its trajectory, we are strategizing on how we can spark a broader, more profound, and more systemic change well beyond the “walls” of our organization. We are so inspired by the possibilities of what we may be able to do in partnership with others — through thoughtful coordination and collaboration in the field — to meaningfully reach so many more learners and communities such that innovation can take root and thrive.

The Partner of Org Relationships will set the vision for, and lead the execution of, Transcend’s partnership strategy. This will include both big picture thinking and critical on-the-ground work to find, inspire, engage, and build an ecosystem of partnerships with organizations, school and system leaders, and the broader field in pursuit of our mission.

In this role, you will get to:

• Develop the strategy for Transcend’s partnership work — in coordination with Transcend’s overall mission and vision, by working closely with the Transcend leadership team and across multiple facets of the organization
• Leverage your extensive network of existing relationships in the education landscape to identify potential partnerships with key organizations, school, system, and funder leaders to help drive our priorities and impact
• Build, sustain, and nurture healthy relationships with these partnerships and alliances
• Develop and manage tracking systems and metrics you create for partner  engagement, impact, and growth
• Stay informed of educational trends to make recommendations on new partnership opportunities
• Represent Transcend at education conferences and events to forge relationships, inspire others in this work, and spread knowledge of Transcend’s services within the field
• Closely collaborate with multiple teams internally, including the School Design Services team, FIELD team, Development, and Communications teams to support partner cultivation efforts

This role reports to Arielle Rittvo Kinder, Partner, Head of Partnerships.

Who You Are:

You are a senior leader with extensive experience in the education space, who is excited to bring your vast network, profound knowledge, and strategic thinking to bear on leading partnerships for Transcend.

You care deeply about K-12 education and love researching, understanding, and monitoring critical trends, key players, and opinions in the field! You are a masterful relationship builder with a strong network in the K-12 space. You have a track record of seeing opportunities across organizations, and forging powerful partnerships to accelerate collective impact. You have established and executed strategies, successfully cultivated partnerships with organizations, and have influenced others to take action. And you haven’t stopped there! You thoughtfully drove these partnerships forward by nurturing relationships, sparking and staying in dialogue, and continuously exploring possibilities. You are an entrepreneurial and strategic leader who thrives in a fast-paced, collaborative environment, and you are excited to build and lead Transcend’s partnership strategy.

And lastly, you love that your everyday work is in service to a mission that matters. You believe deeply in the power of education to change lives and elevate voices that have been marginalized for too long, and you can’t wait to contribute your love of strategy and partnerships to this cause.

To all of this, you bring:

• A commitment to Transcend’s mission of transforming education, with a passion for creating extraordinary and equitable learning environments
• A commitment to advancing diversity, equity, inclusion in your approach to partnerships development
• A willingness to travel up to ~30% of the time to represent Transcend at events and visit partners when it is safe to do so
• Eagerness to embrace and live into Transcend’s core values

Perks and Benefits

Transcend is committed to providing our colleagues with a competitive benefits package. Transcend offers medical, dental and vision coverage options, org-wide holidays, paid time off, paid parental leave, professional development opportunities, and fully remote work. We’re also proud of our values-grounded, equity-focused, and fun(!) work environment, incredible colleagues, and a dedication to our work and each other.

Join Us!

Transcend is an equal opportunity employer. We are building a diverse team that values diversity, equity, and inclusion, and we encourage candidates from historically underrepresented groups to apply.

BACKGROUND

HopeWell is the largest nonprofit provider of foster care in Massachusetts and Connecticut, serving approximately 1000 foster youth annually through a comprehensive, youth-centered and trauma-informed approach. Through innovative solutions such as My First Place™, an education and employment program that provides safe, stable housing, and case management support for youth who have aged out of foster care, and with collaborative partnerships among stakeholders in government, health care, philanthropy, business, and social justice, HopeWell is driving the systems change urgently needed to raise the standards of the foster care experience so that every child can reach their potential in life.

ABOUT THE JOB

HopeWell seeks an Education Director to strengthen existing partnerships and build new ones with leaders in education, child welfare, and health care to close the opportunity gap foster youth experience from preschool through high school. The Education Director will lead, launch, and grow our new program, RISE: Readiness, Inquiry, Scholarship, Education. RISE provides intensive, long-term, one-on-one tutoring and educational support for foster youth that also addresses social, emotional, and cognitive needs. Unlike traditional tutoring programs, RISE tutors are paired with students, not schools, so tutoring and support remains consistent throughout the four to eight changes of home placements and schools that most foster youth experience through age 18. With a deep commitment to education, child welfare, and social justice, the Education Director will bring an entrepreneurial mindset to the challenges of launching a new program and growing it statewide and beyond. A strategic, creative, and innovative leader and thinker, the Education Director will bring proven experience to the work of building and managing programs and teams from the ground up.

The RISE program will start as a pilot in the fall of 2021, in or near the Greater Boston area. The Education Director will be responsible for getting the program off the ground, using data to flexibly and effectively improve the program, and ultimately growing the program from the pilot phase to full implementation. In the coming years, we intend to grow to implement RISE across Massachusetts and Connecticut, and to eventually partner with affiliate organizations across the country to adapt and implement RISE in their local communities.

While High Impact Tutoring (often called High Dosage Tutoring or HDT) programs have recently demonstrated excellent outcomes data for the general population, they often don’t meet the unique needs of youth in foster care. We are currently engaging in an intensive discovery sprint to develop an evidence-informed, new program that is tailored to respond to these unique needs. As such, there will be a lot to learn once the program launches in order to most effectively close the achievement gap. The Education Director will be engaged in a continuous cycle of collecting and analyzing data, and using learnings from the program outcomes data to hone the program

This is an exciting opportunity to lead a growing team to transform what is possible for youth in foster care. We are seeking an entrepreneurial and innovative leader who is passionate about education, child welfare, and social justice and is enthusiastic about the idea of piloting, strengthening, and growing a brand new education program that delivers real results. This position requires an experienced professional whose alignment with HopeWell’s mission and this new initiative is matched with strong leadership, sound judgement in the face of complex challenges, and a proven track record of successfully managing programs and teams. The Education Director will thrive on strategic thinking and will excel at communication and collaboration with a wide range of stakeholders. This individual will have the strong ability and desire to work well BIPOC youth.

POSITION SUMMARY

The Education Director is an essential part of HopeWell’s senior leadership team, responsible for ensuring HopeWell’s mission, vision, and values are integrated into this new RISE program. Launching the pilot will require this individual to engage in all aspects of the program, including, but not limited to:

• Providing some direct services in the early stages as the program is launching
• Developing and implementing systems to manage all program operations
• Hiring, managing, developing, and growing a team of tutors and educational support staff
• Tracking and analyzing data in real time, adapting the program to respond to learnings
• Building and growing relationships with education and child welfare agencies and staff

Future growth of the program will involve significant opportunities for professional growth in this role. As RISE moves from pilot to full implementation, the position will oversee the full scope of the program’s operation and educational services and inspire a culture of continuous improvement that values learning and a commitment to quality. The Education Director will also work closely with the Vice President, Program Impact and Strategy and Vice President, Research, Policy, and Learning to provide strategic leadership to the RISE program.

KEY RESPONSIBILITIES

• Oversee the implementation of RISE program model. Implement high quality, youth-centered support. Apply trauma-informed, evidence-based, and best practice approaches and curriculum.
• Manage program to provide excellent support to youth in ways that are aligned with all applicable agency, affiliate partnership compliance, and state regulatory standards, as well as legal and ethical principles that govern practice, in regards to services provided, record keeping, and data collection and management.
• In collaboration with VP, Program Impact and Strategy and VP, Research, Policy and Learning, provide strategic and programmatic direction to RISE programming, focusing on sustaining, improving, and growing services.
• Establish close and productive working relationships with schools, child welfare, and other public and private agency partners. Perform regular outreach to promote referrals, education about services, and utilization of programming and services as intended and represent the agency at all relevant meetings.
• Develop strategic alliances with other service providers to ensure that all youth have excellent access to all needed services.
• Remain apprised of current trends, legislation, and practices in education services through networking and publications
• Interview, hire, evaluate, and supervise a multi-disciplinary team of program staff. Provide on-going coaching and recognize good work performance through commendations and other staff appreciation programs
• Ensure staff are trained on and have tools they need to follow regulations, procedures and changes in protocol as well as agency policies.
• Collaborate with VP, Program Impact and Strategy and VP, Finance to develop budget. Monitor and ensure execution of approved budgets and staffing allocations. Ensure that financial paperwork is completed accurately and promptly. If relevant, ensure that accurate and prompt billing and payment for services rendered is achieved through monitoring and communication with referring agencies.
• Collaborate with VP, Program Impact and Strategy and VP, Advancement to support fundraising activities.

QUALIFICATIONS

This is an exciting opportunity to lead a growing and engaged team to transform educational outcomes for youth in foster care. This position requires an experienced professional whose passion for HopeWell’s mission and this new initiative is matched with strong leadership, an entrepreneurial spirit, sound judgement in the face of complex challenges, and a proven track record of successfully managing programs and teams.

This is a comprehensive list of qualifications that we believe will lead to success in the role. We understand that any one candidate may not have every qualification on this list. We strongly encourage candidates with lived experience with the foster care system to apply.

• Ed. or equivalent degree.
• 10 years of experience in educational and / or child welfare services, including at least 2 years as a teacher, educational advocate, tutor, instructional coach, or school leader.
• 3 years of experience managing programs and teams
• Experience in Massachusetts public education system; demonstrated understanding of Individualized Education Plan process and school suspension / disciplinary policies
• Experience serving youth who have experienced trauma and implementing support strategies that use student-centered and trauma-informed approaches
• Knowledge of best practices in tutoring, curriculum, and special education a plus
• Successful experience in strategic program development and growth
• Advanced analytical and problem-solving skills and judgement; ability to gather and use information and data to monitor program outcomes and manage workloads.
• Demonstrated understanding of and competence in serving BIPOC youth
• Demonstrated flexibility and entrepreneurial spirit; thoughtful, curious, and open-minded approach to learning, growth, and change; exceptional change management thinking and implementation skills
• Demonstrated ability to organize, plan, and prioritize activities with specific attention to higher level strategies while ensuring that details and daily program operations are also effectively addressed
• Decisive, effective leadership and management skills; strong interpersonal skills, with the ability to drive high levels of performance, engagement, and accountability
• A high degree of effective oral and written communications skills
• Must be comfortable working in community settings and supporting a team who is consistently in the field
• Computer skills sufficient to perform essential functions

OTHER REQUIREMENTS

• Daily access to an automobile is required
• A valid MA State Driver’s License
• Clearing of background checks as required by state and federal law.

WORKPLACE CULTURE AND BENEFITS

HopeWell has an unparalleled work culture, with an emphasis on diversity, belonging, inclusion, equity, and holistic wellness. At HopeWell, each team member is called to uphold and live daily the values of empathy, strength, learning, and integrity. HopeWell is an environment where we laugh and smile while handling serious, life-changing work.

HopeWell offers a comprehensive total rewards package that values employee wellness, work-life balance, and continuous learning. Benefits include student loan pay-down assistance, tuition reimbursement, funding for professional development, as well as a full suite of healthcare benefits, and generous paid-time-off.

Community Roots is hiring:

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

About Us:

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

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

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

Benefits and Compensation:

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

Qualifications:

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

Community Roots seeks individuals who:

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

Main responsibilities will include:

• Teaching 6th-8th grade Physical Education classes, which includes designing and implementing lessons and units based on CRMS Physical Education Scope and Sequence

• Teaching 8th grade Fitness elective classes, which includes designing and implementing lessons and units

• Co-teaching a Sexual Health class, which includes designing and implementing lessons and units based on CRMS Sexual Health Scope and Sequence

• Co-leading a “Crew”, our school’s advisory structure, which includes serving as the academic advisor to a small group of students and acting as a liaison between the school and their families

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

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!

Overview

 Youth Communication (YC) is seeking a dynamic and experienced Director of Business Development to expand YC’s impact through sales of our education programs to establish partnerships with schools, districts, government agencies, and community-based youth programs.

YC is currently operating remotely, but in the coming months we anticipate it will require significant in-person work, based out of our Times Square office.

The position requires knowledge of (and the ability to uncover) school and agency funding streams and curriculum adoption timelines. It also requires the ability to cultivate and strengthen relationships with decision-makers at the school, agency, and district levels.

The ideal candidate for this position will be energetic, entrepreneurial, highly self-directed, and hands-on, with a proven track record of securing customers and closing sales. They will possess strong relationship building skills, the capacity to establish a strong rapport with YC’s existing partners, and a deep passion for YC’s mission to amplify youth voice.

Given the complex and hands-on nature of the curriculum adoption process, this job will require frequent meetings with principals and district staff in New York City. Occasional regional and national travel may also be required. S/he will also work closely with our Executive Director, our Senior Director of Strategy and Growth and our external relations and education teams to identify potential school partners and funding sources, determine their needs and how YC’s programs and services can meet them, and enlist them in supporting or purchasing YC programs.

In January 2020, Youth Communication launched a strategic plan to significantly grow our SEL (social emotional learning) education programs in NYC schools by 2024. This role is a crucial element of that plan. The Director of Business Development must be agile and ready to adapt to these new opportunities for growth.

About Youth Communication

YC elevates the power of youth voices to improve the lives of young people who are the furthest from opportunity, including youth of color, youth living in poverty, experiencing housing instability, and in foster care. We provide powerful, teen-written stories and professional development that help educators and youth workers connect with teens and build their social and emotional skills.

Our professional development and curricula are based on true stories written by teens in YC’s intensive writing program. These stories make YC’s professional development programs and services unique in the field and exceptionally engaging for teens.

Youth Communication currently has a $1.7M+ operating budget, with 85% funded through philanthropic support and 15% through earned income from our PD services. We aim to significantly grow the sales of our educational services and position ourselves as a national leader in culturally responsive, social and emotional learning programs. The Director of Business Development will be responsible for helping us to reach this goal.

The ideal candidate will be both highly collaborative and self-directed. We are looking for a teammate who brings an outcomes-oriented approach to providing solutions that authentically center youth voice and lead to the creation of safer, more supportive, and inclusive schools and communities.

Responsibilities

Sales (60%)

• Identify and cultivate new potential partners among schools, community-based organizations (CBOs), and government agencies for YC’s professional development services and curricula.
• Research relevant sources of public funding and identify potential customers for cultivation.
• Cultivate relationships with existing partners and maintain those relationships through a high level of service and professional empathy.
• Research, identify, and lead outreach and sales to third-party payers. (e.g. foundations or intermediary organizations), who will appreciate and support the value YC’s programs and services provide.
• Meet or exceed annual revenue goals.
• Work with YC’s administrative staff to secure payment commitments, manage invoicing, and follow up.
• Ensure maintenance of accurate records of sales and prospecting activities in Salesforce (CRM), tracking sales goals on a monthly, quarterly, and annual basis.

Program Collaboration (25%)

• Collaborate with YC program directors to:
  • ensure that program services are aligned with sales and organizational goals;
  • identify new customer needs for which we can develop new programs and services that support our strategic direction.
• Assess reports from program evaluations and customer testimonials and integrate them into sales efforts.
• Work with the education team to ensure that grant-funded partnerships meet anticipated deliverables, and that data is collected for reporting purposes.
• Develop and maintain a working understanding of YC products, their markets, and value add.
• Keep leadership and program staff informed of market trends and product opportunities.

Marketing Collaboration (15%)

• Represent YC to the public in meetings and speaking engagements, marketing our revenue-generating services.
• Organize and lead in-person events to showcase YC programs.
• Work collaboratively and creatively with YC’s marketing and communication staff to create and disseminate messages that convey the value of our programs and services— via YC’s websites, social media, brochures, and other collateral materials.

Qualifications

• Passionate about YC’s mission to elevate the power of youth voice to improve the lives of underserved youth in New York City and beyond. Able to communicate that passion to school-based staff, district leaders, community-based organization decision-makers, city agency leaders, etc.
• Sales and marketing experience and track record of closing sales and/or securing revenue and the ability to represent the organization to a wide range of stakeholders and constituencies.
• Knowledge of the NYC educational, youth development, and philanthropic landscape.
• Knowledge of broad educational trends and the national market for social and emotional programs and services.
• Familiarity with the complex challenges that educators face in their work to support youth who are the furthest from economic and educational opportunity. Service-minded, supportive, and demonstrates care and empathy for students and teachers.
• Adaptive, flexible, and highly focused, demonstrating a readiness to support organizational growth.
• Strong public speaking and presentation skills.
• Comfortable with software systems for managing contacts, projects, and revenue-generation activities (e.g., Google Suite, Salesforce, Microsoft Teams, and Zoom).
• Bachelor’s degree or the equivalent in education and experience.
• 3-5 years of educational sales or similar experience leading communities of educators and/or equivalent experience working in public education and/or youth development in NYC.

About NYC Kids RISE:

The NYC Kids RISE Save for College Program is a universal, community-driven wealth-building platform that expands access to mainstream financial products, puts real financial

assets in the hands of low-income families and communities of color, regardless of their immigration status, provides financial education for families and students, and brings schools and communities together to support all of their children’s futures. In the middle of our fourth year of operations, operating in the geographic area of School District 30 in Queens – one of the most diverse school districts in the country,  more than 13,000 students (~95% of all Kindergarten, First, Second and Third Graders) have a NYC Scholarship Account with more than $5.5M accumulated to date. NYC Kids RISE is currently working with partners to expand to additional school districts this Fall with the expectation that the Save for College Program will be citywide.

Through the Program, every student enrolled in a participating NYC public (district or charter) elementary school, starting in kindergarten, automatically receives an NYC Scholarship Account invested in the NY 529 Direct Plan plan with a $100 seed deposit and up to $200 in early rewards. Their families can open and connect their own college savings account (separate from the scholarship account) and start saving their own money in the ways and amounts that make sense for them, building financial capability and stability. At the same time, communities can contribute to groups of these NYC Scholarship Accounts as both a targeted and universal platform for community-driven asset-building in every neighborhood.   By combining seed scholarships, family savings, community investments, and funding streams from every level, the platform can build meaningful assets for public school students. These accounts, and the accompanying program supports, enable families, schools, local organizations, businesses, anchor institutions, financial institutions, philanthropy, and the public sector to work together to build assets in students’ accounts and strengthen social capital by supporting expectations of success across the neighborhood.

NYC Kids RISE manages the Save for College Program in partnership with the NYC Department of Education and the City of New York, with founding support from the Gray Foundation. 

Read more about NYC Kids RISE and the Save for College Program in Fast Company, the Wall Street Journal and the NYCHA Journal.  Read more about NYC Kids RISE theory of change here in a recent report by the Urban Institute.

Position Summary:

NYC Kids RISE is seeking an experienced, creative, and empathic thinker and doer to join our growing team as Chief of Staff.  As a key member of the senior team and reporting to the Executive Director, the Chief of Staff will assume a strategic and operational role supporting the overall management of the organization, and in the development and evolution of the Save for College Program as a decentralized wealth building platform for New York City neighborhoods.  The Chief of Staff’s responsibilities will include working with the Executive Director to plan and manage priorities that will both deepen the impact of the current model in District 30, and support our growth into new school districts this upcoming school year. The Chief of Staff will manage standing meetings, communication systems, and organizational practices, work with the Executive Director to prioritize work and focus of the senior team, and ensure the organization’s structures and processes are optimal for achieving its desired results. The Chief of Staff will lead and manage special projects,and organizational priorities that cut across departments and work streams, and provide ongoing thought partnership to team members. 

The Chief of Staff will also play a leading role with the senior team in helping to advance the development and evolution of our organization’s culture — aspirationally rooted in connection, racial equity, accountability and community. The right candidate will be an exceptionally organized individual who is interested and has experience in economic justice, community wealth building, financial inclusion, collective impact and cross sector partnerships. They will be a systems thinker, and a strong communicator who is comfortable working in a fast-paced and generative environment. They will also be comfortable wrestling with the natural tension between a big vision, accountability for short, medium, and long term outcomes, and the importance of a collaborative process in achieving the aforementioned outcomes. The ideal candidate will  be excited to tackle and contribute to mitigating the growing pains of NYC Kids RISE’s evolution from a start-up organization to an organization entering its fifth year of operations —  furthering institutionalizing policies, procedures and building systems, and continuing to build and reassess organizational infrastructure that maximize organizational values and impact.

Responsibilities will include but not be limited to: 

• Leadership and Project Management:

• Partner with the Executive Director to help NYC Kids RISE meet its near-term objectives and pursue its long-term mission, including supporting the management and implementation of organizational priorities, key responsibilities and projects, meetings, and follow-up tasks
• Draft and finalize talking points, presentations, newsletters, grant proposals
• Develop and manage day-to-day senior staff communication, meetings, and project planning to support the interconnectedness of workstreams
• Support advancing disciplined and effective practices to monitor progress and hold each other accountable to our goals 
• Plan, coordinate, and manage “All Staff” meetings, in partnership with senior staff
• Manage large, cross-functional projects and lead special projects 
• Participate and share in the organization’s work to advance racial equity and anti-oppression in its operations and practices; proactivity identify opportunities to advance the development of anti-racist practices; share and solicit ongoing feedback and conversations to advance this work. 

• Systems Management:

• Constantly assess systems and ensure the organization’s management structure, processes, and communication systems reflect the state of the organization, the Save for College Program, and maximize performance, norms, and values of the organization, particularly as the organization grows
• Assist in managing internal project-management and work-stream systems 
• Maintain, and support other staff and volunteers to maintain strict adherence to NYC Kids RISE’s data security and privacy policies; remain vigilant in the ways in which NYC Kids RISE can continue to protect confidential information ; identify vulnerabilities, and proactively problem solve to improve controls and practices
• Engage cross-functionally to coordinate and assist on annual planning, budgeting, performance reviews, and other organization processes

• Relationship/Partnership Development & Management:

• Build strong relationships and trust to ensure and improve effective collaboration with internal and external stakeholders by driving communication, information sharing, and alignment across communications 
• Engage with outside funders, partners, and advisers to advance projects and the overall mission; support fundraising and development initiatives
• Serve as a liaison to the Board of Directors including overseeing preparations for board meetings 

Qualifications: 

• Experience: 7+ years of relevant professional experience, particularly in roles that require good judgement, reliability, responsiveness, and discretion; focus and awareness of the importance of both the process of how the work gets done and the outcome of the work, experience working in one of the following or similar – community economic development, financial empowerment, public policy, public policy, experience building cross sector partnerships, collective impact, previous government experience preferred but not required. 
• Communication: Strong interpersonal skills, high levels of emotional intelligence and tendency to identify and amplify strengths in teammates; detail-oriented professional with demonstrated written, verbal, and presentational communication skills for various types of audiences. 
• Project Management: Highly organized with proven ability to work cross-functionally, including ability to track, manage and execute work streams toward completion.
• Strategic Thinking and Problem Solving: Demonstrated ability to  consider an issue, identify and anticipate needs and perspectives, propose solutions, elevate when necessary, and incorporate feedback effectively. Excellent research and presentation skills. 
• Collaborative Spirit: Enjoys working as part of a team, but able to work independently; ability to have direct but empathetic conversations with leaders and staff at all levels of the organization; high degree of comfort with change and a fast-paced environment.

Due to COVID-19, the application process for this role will be conducted virtually. The entire team is currently working remotely and depending on the timing of this hire, the CoS will likely begin this position remotely as well. The office is otherwise based in Long Island City (Queens, NY), and the entire team is expected to return to the office once health conditions allow.

To apply, submit a cover letter and resume to jobs@nyckidsrise.org and list the name of the position, “Chief of Staff” in the subject of the email. Salary based on experience.

Phipps Neighborhoods is a 49-year-old multi-service nonprofit providing a comprehensive network of educational and work-readiness programs, as well as critical community resources to more than 10,000 children, teens and adults each year in targeted communities across the Bronx and Manhattan. These programs include: Universal Pre-Kindergarten, after-school, summer camp, literacy and ESOL, HSED, college prep, work readiness, resident supports, family programs and more.

Primary Function:

The Lead Classroom teacher Level III is responsible for delivering sound instruction and overseeing all aspects of classroom culture for 4-year-old Universal prekindergarten students. The Lead Teacher will provide children with a learning environment that prepares them to develop socially, intellectually, physically and emotionally in a manner appropriate to their age and stage of development. Additionally, the Lead teacher will differentiate instruction for a variety of learners and ensure the proper implementation of services to children with special needs in the class. Lead teacher Level III may also serve as a  co-lead teacher to classrooms that have two lead teacher.

 Duties and Responsibilities:

• Develop lesson plans based on the New York City Department of Education Common Core curriculum framework.
• Lead classroom activities. Supervising the planning and execution of a program that provides quality learning experiences for children.
• Write reports and communicate with parents about children’s progress
• Present curriculum and policy-related information at parent meetings
• Supervise assistant teachers, substitute teachers and volunteers
• Create classroom materials
• Maintain class records and student files
• Input and analyze student data using a variety of agency and curricular platforms
• Maintain class portfolio per National Association for the Education of Young Children requirements
• Modify the classroom to respond to individual children’s needs.
• Supervise all children’s indoor and outdoor activities while incorporating positive guidance and safety.
• Plan the use of community resources to enrich the educational content of the program.
• Implement sound classroom activities and educational practices appropriate to the age and development of children in order to prepare for positive learning experiences.
• Develop and maintain positive relationships with parents and families of children served.
• Maintain strong relationships with colleagues and administrators.
• Develop a system for quality observations and assessments of children and programming.
• Develop and enhance a program of sound educational goals.

 Position Requirements:

• Minimum of 2 years of teaching experience
• Masters in Early Childhood Education and a valid NYSED certification
• DOE/DOI/PETS Fingerprint Clearance
• CBC Clearance
• SCR clearance
• Child Abuse and Maltreatment certificate (Must receive online before starting position)
• Infectious Disease Certificate (Must receive online before starting position)

Phipps Neighborhoods is a 49-year-old multi-service nonprofit providing a comprehensive network of educational and work-readiness programs, as well as critical community resources to more than 10,000 children, teens and adults each year in targeted communities across the Bronx and Manhattan. These programs include: Universal Pre-Kindergarten, after-school, summer camp, literacy and ESOL, HSED, college prep, work readiness, resident supports, family programs and more.

Primary Function:

The Lead Classroom teacher Level I is responsible for delivering sound instruction and overseeing all aspects of classroom culture for 4-year-old Universal Prekindergarten students. The Lead Teacher will provide children with a learning environment that prepares them to develop socially, intellectually, physically and emotionally in a manner appropriate to their age and stage of development. Additionally, the Lead teacher will differentiate instruction for a variety of learners and ensure the proper implementation of services to children with special needs in the class. The Lead teacher Level I may also serve as a co-lead teacher to classrooms that have two Lead teachers.

 Duties and Responsibilities:

• Develop lesson plans based on the New York City Department of Education Common Core curriculum framework.
• Lead classroom activities. Supervising the planning and execution of a program that provides quality learning experiences for children.
• Write reports and communicate with parents about children’s progress
• Present curriculum and policy-related information at parent meetings
• Supervise assistant teachers, substitute teachers and volunteers
• Create classroom materials
• Maintain class records and student files
• Input and analyze student data using a variety of agency and curricular platforms
• Maintain class portfolio per National Association for the Education of Young Children requirements
• Modify the classroom to respond to individual children’s needs.
• Supervise all children’s indoor and outdoor activities while incorporating positive guidance and safety.
• Plan the use of community resources to enrich the educational content of the program.
• Implement sound classroom activities and educational practices appropriate to the age and development of children in order to prepare for positive learning experiences.
• Develop and maintain positive relationships with parents and families of children served.
• Maintain strong relationships with colleagues and administrators.
• Develop a system for quality observations and assessments of children and programming.
• Develop and enhance a program of sound educational goals.

 Position Requirements:

• Minimum of 2 years teaching experience preferred
• Bachelor’s degree in Early Childhood Education or related field and on a study plan leading to certification that must be completed within three years of hire
• Enrolled in a qualified graduate program for Early Childhood Education
• DOE/DOI/PETS Fingerprint Clearance
• CBC Clearance
• SCR clearance
• Child Abuse and Maltreatment certificate (Must receive online before starting position)
• Infectious Disease Certificate (Must receive online before starting position)

Phipps Neighborhoods is a 49-year-old multi-service nonprofit providing a comprehensive network of educational and work-readiness programs, as well as critical community resources to more than 10,000 children, teens and adults each year in targeted communities across the Bronx and Manhattan. These programs include: Universal Pre-Kindergarten, after-school, summer camp, literacy and ESOL, HSED, college prep, work readiness, resident support, family programs and more.

Position Summary:

 The Assistant Teacher shall assist the lead teacher in implementing a structured classroom on an as needed basis. The Assistant teacher shall be responsible for aiding the lead teacher in the implementation of the daily schedule and routine, leading activities, ensuring safety and security of clients, and supervision of clients. The Assistant teacher shall develop nurturing relationships with the students within a context of consistency and structured routines. This role also includes, but is not limited to helping to prepare meals for the site, administrative/operational duties and covering the lunch breaks of staff. The assistant teacher is also expected to help lead the classroom temporarily in the event that a lead teacher is absent.

Position Requirements:

• Candidates must be at least 18 years old and have a high school diploma or equivalent (GED) and be New York State certified as an assistant teacher (CDA), as well as have the appropriate training in the field with 3 years prior experience
• Prior experience working in early childhood preferred.
• DOE/DOI/PETS Fingerprint Clearance
• CBC Clearance
• SCR clearance
• Child Abuse and Maltreatment certificate (Must receive online before starting position)
• Infectious Disease Certificate (Must receive online before starting position)
• Food Handlers Certificate

Position Summary

The Director of Operations and Human Resources is a full-time member of the School Management Team who reports to the Principal.  In each of the five areas listed below, the Director is responsible for initiating, organizing, executing and revising systems and routines.  The Director is on a 12-month schedule and attends board and professional learning meetings, retreats and workshops as needed.  

Human Resources

Outcome 1: Harlem Link maintains all required records for all staff members and provides promised compensation they need to attend to their work.

• Manage all personnel tracking systems, including accession, attrition, payroll, staff vacation/leave time, individual personnel files;
• Serve as School’s HR manager, providing ombudsman support, updating the personnel handbook annually, remaining abreast of changes in federal, state and local law, regulations and policy for assistance to staff and the school leadership;
• Assist the Director of Finance in managing relationships with vendors related to all insurance plans including Health, Dental, Vision, Retirement, Life, Property, Liability, D&O, Student Accident, Worker’s Compensation, Disability, and Unemployment;
• Assist the Director of Finance in administering the staff benefits program, including enrollment and withdrawal of staff members in Health, Dental, Vision, Retirement Plans; and
• Coordinate annual staff survey, sexual harassment seminar, and legal issue management with attorneys.

Facilities 

Outcome 2: Teachers and students have the environment, materials and processes they need to be safe and successful.

• Ensure the physical space meets Harlem Link’s school culture, safety and organizational goals, including:
  • Reviewing the space on a regular basis and instituting systems to ensure a safe and strong learning environment is always available to community members;
  • Creating, promulgating and refining systems to ensure staff members have a rapid and appropriate response when building- and custodial-related needs arise;  
  • Planning use of and routines for scheduling, organizing, cleaning and stocking with supplies common areas on an ongoing basis; and
  • Coordinating signage that promotes school culture and emergency exit signage.
• Track performance of custodial engineer and serve as primary liaison between school and that role;
• Serve as a key liaison between Harlem Link and co-located partner schools, participating in:
  • Annual shared space negotiations;
  • Monthly Building Council and regular Building Response Team (BRT) meetings, taking responsibility for setting agenda and facilitating meetings on a rotating basis;
  • Regular communication about building issues among the partner schools; and 
  • Long-term internal and Council-wide room planning.
• Guarantee that New York City Department of Education (DOE) services (including permits, safety agents, transportation, custodial support and food services) are available appropriately on days that Harlem Link is open but DOE schools are closed and on special days such as field trips and half-days.

Operations and Reporting

Outcome 3: Team members and external stakeholders have the resources and information they need to execute their work successfully.

• Plan and direct systems regarding schedules and calendars, including:
  • Organizing and revising annually the master calendar, integrating with other calendars developed by parent and school leaders, and with staff organizing tools such as Outlook; and
  • Communicating to staff members at the start of the year and with regular updates key information about schedules, technology, materials and systems.
• Support the principal’s organization of governance-level information, including:
  • Maintain meeting schedule for board of trustees and board committee meetings, using Outlook to invite trustees to these meetings;
  • Schedule communication channels (conference call numbers or Zoom links, for example) and communicate to board members in advance of these meetings;
  • Serve as a point person on the staff for inviting staff members and community members (through compliance with the NYS Open Meetings Law) to each board meeting, and for compiling attendance list for security purposes when locations require them;
  • Organize and prepare key aspects of data needed for board meetings, including but not limited to the school’s monthly attendance and discipline dashboard.
• Delegate and monitor completion of operations tasks, which include the following:
  • Support food and hospitality, including maintaining systems and setting up and breaking down events;
  • Purchase appropriate materials through FAMIS (New York City Dept. of Education purchasing system) for NYSTL (New York State Textbook and Library loan program); 
  • Meet student and staff needs in Food Services, transportation, facilities, security, and technology, in particular assuring that:
    • All students’ transportation and pickup needs are accurately documented, communicated to staff and updated regularly;
    • School food services are provided in a timely and appropriate manner;
    • Inventory lists are updated annually; and
    • Staff technology needs are addressed forthwith. 
• Serve on or delegate service to the Communications Team, ensuring comprehensive, clear and consistent messaging through internal channels, for families and for the public;
• Analyze and modify technology, printing, procurement and other operations domains including hiring and terminating vendors as appropriate to ensure quality service at reasonable expenses;
• Complete reports to district, city, state, state authorizing and federal agencies including but not limited to ATS, federal entitlements, CRDC, TSDF, BEDS, IMF, VADIR, Per Pupil bi-monthly reporting, and Project SAVE;
• Collaborate with the data team to process, organize and review student demographic data as needed to meet the needs of authorizers, Leadership Team, partner organizations and the public; and
• Manage School Safety Plan, communicating with partner schools and informing school administration about fire drills and other safety issues.

Student Enrollment

Outcome 4: The school is fully enrolled on an ongoing basis, with a healthy waiting list and compliance with all state laws and regulations.

• Lead, revise and execute Lottery Manual, coordinating all student recruitment efforts with the Special Programs Manager;
• Participate in the board’s Outreach committee, and coordinate operations team efforts to support its work;
• Organize information and ensure proper tracking, documentation and preparation for lottery;
• Ensure consistent communication with members of waiting list; and
• Act strategically and aggressively to manage waiting list and ensure smooth enrollment following Harlem Link’s routine for admitting students.

Supervision

Outcome 5: Non-instructional support team members execute their work appropriately. 

• Supervise and evaluate the Operations team, having an intimate understanding of team members’ work and roles;
• Support the team members to ensure their systems are efficient and effective;
• Serve as a direct link between these staff members and the principal, ensuring seamless intersection between staff and management; and
• Evaluate, bi-annually the performance of these staff members, including assessing performance improvement needs and time-off increases.

Qualifications

• A passionate belief in Harlem Link’s mission, values, and educational model;
• Bachelor’s degree required; Master’s degree preferred, with course work in Business Administration, Organizational Management, or related discipline desired;
• Minimum three years of broad, varied and increasingly responsible experience in a fast-paced, business or entrepreneurial environment, preferably involving data, computer information systems, and organizational procedures;
• Excellent interpersonal and communication skills, including strong public speaking skills;
• Mastery of the Microsoft Office suite, particularly Microsoft Excel and related Google Drive software;
• Demonstrated ability to create and manage systems to improve organizational efficiency;
• Demonstrated ability to supervise and evaluate staff members appropriately and in a mission-oriented manner;
• An ability to thrive and learn in a fast-paced, entrepreneurial environment and a capacity to remain calm and focused when faced with unexpected challenges; and
• A relentless attention to detail.

Timeframe 

• The office hours for the Director are variable, on agreement with the Principal, and with the Director ensuring a regular operations leadership presence from 7:00 am to 6:00 pm.  The Director has some presence during all parts of these hours, and delegates to the Operations Manager and other team members responsibility for operations oversight when not present.
• Summer hours are shorter with approval and the meeting of key outcomes; evening hours are required periodically throughout the year for special events or meetings; and off-site work hours are allowed periodically with approval.

Nichols School has an immediate opening for a motivated and highly skilled Director of College Counseling to join its energetic staff.  Our educational philosophy is grounded in equity of process and outcomes, and inspired by our mission to train minds, bodies, and hearts for the work of life.

The Director will develop and implement bold new strategies and policies which will guide all our students through the college process.  This person should have experience helping student athletes from application through acceptance.

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

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

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

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

Nichols School has an immediate opening for an ambitious and highly skilled Director of Marketing to join its dynamic staff.  Our educational philosophy is grounded in equity of process and outcomes, and inspired by our mission to train minds, bodies, and hearts for the work of life.

This person will work closely with the Head of School, Admissions and Advancement in the development and implementation of marketing strategies and policies which aligns with the School’s core values and unique brand.  Qualified candidates must be able to analyze the demographics of the Buffalo area and help introduce the School to new markets within Western New York.

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

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

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

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

About the Organization – 100Kin10 

To solve the world’s most pressing problems, we need all of tomorrow’s problem-solvers to be equipped with STEM knowledge, skills, and inspiration. And tomorrow’s problem-solvers need excellent STEM teachers today to guide them. 100Kin10 unites the nation’s top academic institutions, nonprofits, foundations, companies, and government agencies to prepare 100,000 new STEM teachers for classrooms around the country by 2021. To do this, we have built a new type of networked-impact effort that rethinks how organizations collaborate, learn from one another, and together identify and tackle challenges that none could successfully address on its own. On target to meet our ambitious 100Kin10 goal this year, we are launching a massive and participatory unCommission to identify goals for the future of the STEM education field, focused on the experiences and opportunities of students of color. One of these goals will become our next moonshot, continuing our decades-long effort to address the underlying reasons for the STEM teacher shortage.

About the Role – Chief External Relations Officer
As 100Kin10 prepares to embark on its second decade, we are seeking an exceptional relationship builder who will drive our fundraising and strategic partnerships to ensure we meet a new set of audacious goals. 

The Chief External Relations Officer is a newly created role at 100Kin10. This position reports to the Executive Director and will sit on the management team which sets the strategic direction of the organization. This person will lead our work developing and maintaining relationships with key constituents outside of the organization. Specific responsibilities include:

• Leading our development function, 
• Overseeing our external Strategic Advisory group, 
• Building and growing relationships with strategic external allies, including:
  • The US Department of Education and the White House
  • Leaders of other major STEM or education organizations
  • Change-makers and leaders in other sectors 
• Managing our communications work in partnership with our program team and external vendors

The Chief External Relations Officer will manage a full time operations manager who will support the external relations work and will manage the organization’s budget. Much of this work has previously lived with the Executive Director with support from the management team. This person will also sit on 100Kin10’s Management Team and thus play an important role in organizational decisions and direction.

Our total budget in years prior to the COVID-19 pandemic was ~4.4mm and our total budget in 2021 is ~3.5mm, largely reflecting decreases in expenses related to travel, convening, and rent. Our budget will likely return to pre-COVID levels over the next 6-18 months. Our current funders are primarily grantmaking and corporate institutions. 

This role requires a broad range of skills including depth of knowledge of fundraising best practices, nuanced external relationship development and management, strategy development and implementation, strategic communications, and multi-stakeholder coordination. 

The person who fills this role can be based anywhere geographically but will, post-COVID, likely need to be present for team retreats every 4-8 weeks, most likely held in the New York City region. There is also likely some travel in 2022 and beyond for core work obligations, pending the return of safe air travel. In addition, we are open to hiring a phenomenal candidate who is looking to work 60-80% of full time. In the event that a candidate is hired at less than full time, we will work in partnership with them to adjust the job description accordingly.  Anyone working 20 hours or more would be eligible for benefits.

Your responsibilities include:

• Creating and Executing on Fundraising and Development Strategy:
  • Telling the story of 100Kin10 – our impact, goals, and direction – to excite new funders and recommit and deepen existing funders’ support for the next moonshot
  • Growing our development pipeline
  • Managing relationships and communication with donors and funders
  • Overseeing grant proposal preparation, with external support as needed 
  • Managing grant budgeting and reporting
  • Reporting progress against grant requirements to senior management and funders
• Developing, Growing, and Managing High-Stakes Relationships:
  • Overseeing our Strategic Advisory Group, which includes a range of external experts in the field who are charged with workshopping our most pressing strategic questions over the course of the year
  • Nurturing partnerships with the US Department of Education and The White House with a focus on creating new relationships with the current administration and reengaging networks from previous administrations
• Ensuring our organization has a coherent and effective communications strategy
  • Partner with 100Kin10’s programmatic team to build a coherent and clear external communications strategy, develop messaging
  • Manage an external vendor to execute our social media strategy
  • Identify and pursue any other internal or external capacity necessary to deliver strong communications outcomes
• Managing the day-to-day work and professional growth of a fundraising and finance operations staff member whose responsibilities include:
  • Development operations including supporting grant reporting, acknowledgements, and administrative support for fundraising activities
  • Managing financial operations and compliance requirements in partnership with our fiscal sponsor
  • Preparing periodic budget reports to track budgets month to month

The Chief External Relations Officer will possess the following competencies:

Skills:

• • Strategic Thinking: The ability to interpret, summarize and synthesize information to create better understanding. The ability to select a path forward and/or develop appropriate solutions and take action that is consistent with available facts, constraints, opportunities, goals, and probable consequences
  • Project Management: The ability to initiate, plan, execute, monitor, evaluate and close the work of a team to achieve specific goals and meet specific success criteria within a specified time
  • External Relationship Development and Management: The ability to navigate complex political and fundraising networks in order to nurture, build, and maintain relationships in service of 100Kin10’s goals and objectives
  • Written and Verbal Communications: The ability to independently create original public content and deliver verbal presentations in multiple settings, with excellent written and verbal communication skills 

• Organizational Leadership: The ability to hold and act upon the organization’s full set of priorities and needs

Mindsets:

• Growth Mindset: The ability to identify new areas for learning; regularly create and take advantage of learning opportunities; use newly gained knowledge and skill on the job and learning through their application
• Host not Hero: The perspective of being a network entrepreneur, facilitating and enabling change, not dictating it

• Self-motivation: The drive to proactively take the initiative, identifying problems and opportunities across your portfolio, developing recommendations, and taking action on those recommendations
• Adaptability: The ability to thrive in an ambiguous environment where you have autonomy to drive your work
• Developing Others: The ability to plan and support the development of individuals’ skills and abilities so that they can fulfill current or future job/role responsibilities more effectively
• Passion for Social Change: The drive and desire to contribute to making change in our society, in education and beyond, with interest in social change theories and putting those theories into practice
• Racial Justice and DEI Leadership: The ability to lead in a way that is centered on racial justice and DEI with a focus on both the experience of our staff and challenging the way fundraising is done

Your experience:

12+ years of overall professional experience in a role that includes:

• Crafting a compelling narrative that invests an audience and spurs them to action
• One or more of the following:
  • Leading development and fundraising strategy in a nonprofit setting
  • Directing a philanthropic portfolio within a grantmaking institution or corporation
• Managing and nurturing high-stakes relationships with external constituents
• Proactively identifying and addressing opportunities for growth, expansion, and coherence and potential roadblocks
• Distilling and drawing connections across complex ideas into strategies, approaches, or clear analyses
• Communicating persuasively using multiple verbal and written formats (e.g., PowerPoint, memos, emails)
• Experience in education, a related social sector, or policy advocacy

Working at 100Kin10

People who thrive at 100Kin10 are team-oriented, open-minded, creative, and flexible and possess a strong desire to learn and grow in a feedback-rich environment. Our culture embraces colleagues with genuine warmth, a curiosity to learn, a drive toward excellence, the ability to laugh at themselves, an eagerness for feedback to spur growth and impact, and an interest in co-workers as colleagues and as human beings.

We believe in community. We believe that diverse perspectives and background create a rich work environment that is essential to our work. We are committed to building an organization with raised consciousness in order to impact how we collaborate with our partners, support our network, and work together as a team. We aim to build each other up, empower each other, and give each other what we need to grow and thrive. We hope you will join us as we continue to build a diverse organization that fosters a work environment where people from all backgrounds are welcomed, valued, and supported.

The salary band for leadership roles at 100Kin10 is $125,000 – $185,000. This role will pay in that band, commensurate to the experience of the individual who is hired. Benefits are highly competitive including four weeks of paid time off, ten paid holidays, a week of paid time off at the end of the calendar year, 5% match for retirement contribution, and highly competitive health benefits.

POSITION:                   

Health and Nutrition Specialist

DEPARTMENT:            

Early Childhood

REPORTS TO:              

Head Start and EHS Director

SALARY:     $40,000-45,000 (Annually)

JOB SUMMARY:  

Manages overall health and nutrition/food service activities of the organization; including supervision of heath roles, reporting and maintaining information regarding child health and nutrition events as well as records, monitoring, tracking, overseeing and assuring confidentiality of health and nutrition records; working with  nutritionist consultant  to review individual child and family nutrition data and individual nutrition plans; confers with staff and parents about nutrition related issues. May oversee food service operations, including food safety and sanitation checks.

EDUCATION, EXPERIENCE AND SKILL REQUIREMENTS:

• Bachelor’s Degree in Social Services, Health Care Management, Health Care Administration or related field
• Excellent computer skills including strong working knowledge of Microsoft Word and Excel; ability to accurately enter and analyze health data to maintain health and safety requirements of all participants
• Knowledge of community resource and skills to link families with appropriate agencies and services, preferred
• Good understanding of prenatal, new born, infant, toddler and preschool age health
• Experience working with infants/ toddlers and preschool age  preferred
• Medication Administration certificate preferred
• Bilingual English/ Chinese or Spanish strongly preferred

ESSENTIAL DUTIES AND RESPONSIBILITIES:

Under the direct supervision of the Head Start/ EHS Director, the Health & Nutrition Specialist shall be responsible for:

• Coordinate ,and work with Health/ Nutrition Coordinator to manage, and enhance all Grand Street Early Childhood Programs’ health and nutrition policies and procedures in compliance with the Head Start Performance Standards, DOHMH Article 47 and other applicable regulations
• Serve as a resource to staff and families with immediate and ongoing health questions and concerns
• Supervise Health Specialist in implementing and monitoring Health and Nutrition Services for all programs
• Collaborate with Family Advocates and Home Visitors with the tracking of all children and family health care needs and services, including medical, dental, vision and      hearing/screening examinations as specified by the NYC Department of Health and Head Start Performance Standards.
• Provide guidance and oversight to Family Services staff and Home Visitors in the tracking and follow-up of all child and family health and nutritional needs and services
• Collaborate with cooking staff in accurate record keeping and ensuring compliance with Head Start nutrition Performance Standards and Department of Health regulations
• On an ongoing basis,  review all children and family health records, seeking to eliminate gaps in services and detecting and following up on any abnormal findings/ areas of concern
• Develop systems to ensure the confidentiality of family records and information
• Participant in Self- Assessment, PIR, grant renewal and updates, program monitoring, reviews and other programmatic compliance requirements
• Ensure appropriate staff is informed of any special health needs of a child in the program, and monitor compliance health recommendations
• Collaborate with Disabilities Coordinator to meet all the special health needs of children with disabilities
• Coordinates with Nutrition Consultant services for children, pregnant woman and food services
• Participate in staff meetings, trainings as needed and multi-disciplinary case conferences with staff and parents
• Meet with families at times of parent preference for both immediate and ongoing health questions and concerns
• Make postnatal home visits with Home Visitor after birth of child, as per Head Start Performance Standards
• Coordinate and serve on Heath Advisory Group
• Develop and disseminate health/nutrition curriculum for home and center based programs
• Provide guidance and support to all staff on children’s health issues
• Coordinate and implement training related to health and nutrition for all staff
• Provide training and support to parents, both individually and in groups on health issues
• Intervene in the prevention of child abuse and neglect, as mandated by federal and state law
• Conduct health checks  and provide health and safety education during home visits and in the classroom as needed
• Report immediate concerns regarding trends in illnesses, accidents or health related issues to the Director
• Network in the Lower East Side Community and all Brooklyn service areas to develop health/nutrition collaboration in services of our children and families
• Actively participate in Citywide health-related coalitions
• Identify and use local, state, and national resources to improve the health of our children
• Remain current in best practices for health and nutrition services for child care settings
• Other duties may apply

New job Responsibilities

•  Brooklyn Health Advisory -Works along with Health Coordinator 

PRE- EMPLOYMENT REQUIREMENTS:

• Clearance through DOI Fingerprint Screening, NYS Central Registry, Sex Offender Registry clearance, 3 reference checks, physical examination with updated TB test, varicella, tdap, MMR (fees may apply)
• Obtain Mandated Reporter training certificate (every 2 years) and comply with agency’s policy and procedure regarding identification and reporting of child abuse and neglect

DEPARTMENT:           

Early Childhood

REPORTS TO:            

Center Director

SALARY:

$35,000-$40,000 (Annually)

SCHEDULE:

Full-time (Monday-Friday; 8am-4pm, 9am-5pm, or 10am-6pm)

DATE:

April 15, 2021

JOB SUMMARY:  

Responsible for administrative and program support services for the Early Childhood Programs.  This position includes eligibility, recruitment, selection and attendance efforts to maintain full funded enrollment for all program options.

 EDUCATION, EXPERIENCE AND SKILL REQUIREMENTS:

• High School Diploma or Equivalent required; business courses or AA or AAS Degree preferred
• Excellent oral & written communication skills, some administrative experience preferred
• Able to work independently and collaboratively
• Well-developed organizational skills including the ability to multi-task and manage time effectively
• Able to create, maintain and manage internal record-keeping on an ongoing basis
• Experience working with and knowledge of community resources, preferred
• Ability to foster and maintain positive, professional relationships with participating families
• Ability to use public transportation and travel independently
• Proficient computer skills including strong working knowledge of Microsoft Word and Excel
• Bilingual English/Spanish or English/Chinese preferred
• Clearance through DOI Fingerprint Screening, NYS Central Registry, Sex Offender Registry clearance, three (3) reference checks, physical examination with updated TB test, varicella, Tdap, MMR (fees may apply)
• Obtain Mandated Reporter training certificate (every 2 years) and comply with agency’s policy and procedure regarding identification and reporting of child abuse and neglect
• Obtain First Aid/CPR and Preventive Infectious Diseases certificate within the first year of employment.
• Meet all employee health requirements in Article 47 (DOHMH) and Head Start Performance Standards.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

Under the direct supervision of the Center Director, the Program Assistant shall be responsible for:

• Maintain ongoing communication with current families and facilitate intake for new families
• Maintain budget functions in partnership with fiscal department and delegate sites; program supply and office supply ordering – follow up with vendors, inventory and tracking, travel and expense reports, prepare check requisitions, CACFP reports, parent fees and summary report if applicable, track volunteer time, and coordinate staff access to ADP timecards for submission to payroll
• Assist teachers with classroom related administrative responsibilities and assist in classrooms and socializations as needed; duties may include translating for home visits and assist with handling children transported by bus services
• Assist with all clerical functions for the program, including document preparations for meetings and reporting for all staff members; answering phones, translating for teachers and parents, check mail daily and distribute accordingly, file documents into master binders and child files, greet parents when they come in and assist them when needed
• Responsible for tracking attendance, unexpected absence call log, enrollment, volunteers and in-kind in data systems (Excel, COPA, WES or DOE vendor portal) also help support staff with meeting 97% of enrollment at all times.
• Process required staff and volunteer forms/documents
• Record monthly fire drills according to DOHMH requirements
• Maintain inventories for janitorial, office and kitchen supplies
• Maintain waitlist database and lead year-round program recruitment plan including recruitment activities, post materials, attend community outreach events, coordinate open houses and other related functions
• Strategize recruitment methods utilize program data sources, (i.e. Community assessment, data and events, social service partners and any other resources such as social media) to development and implement annual outreach plan to increase Head Start/ EHS visibility and enrollment
• Develop partnerships in Lower East Side and Brooklyn community
• Ensures programs maintain funded enrollment level and waiting list, assist to fill vacancies as needed at individual sites and analyze enrollment data to inform the planning process
• Participate in annual self-assessment, community assessment, & ongoing monitoring
• Perform other center related duties around enrollment, scheduling, & parent communication
• Liaison for Cool Culture participation & manage required paperwork/communication with families
• Support program compliance by obtaining F-01, F-07, and S-95 certificates as second means of certificate holder on site
• Other duties as assigned

TITLE: 

Bilingual Social Worker/Mental Health Counselor

DEPARTMENT:

Youth and Community Development Services

LOCATION:

Williamsburg, Brooklyn

PROGRAM:

Community Schools Initiative

REPORTS TO:

Community School Director

SALARY:         

Commensurate with experience; benefits include health and dental insurance, a 401k retirement plan, and 24 paid vacation days per year

DATE:

February 2021; summer location and duties may vary

SCHEDULE:

Monday – Friday, 8am – 4pm (Full-time); some Saturdays and evenings

JOB SUMMARY:  

Grand Street Settlement is seeking a creative LMSW or LMHC with a can-do attitude to join its Community School Team at Juan Morel Campos Secondary School. Social workers/mental health counselors on the Community School Team take on diverse portfolios of work that include individual and group counseling, supporting school-wide community-building and restorative practices, crisis intervention, and facilitating linkages to other service providers. The social worker or mental health counselor will also work closely with other members of the Community School Team (director, case managers, tutors, and expanded learning time staff) to provide other supports that will enhance the Community School.

EDUCATION, EXPERIENCE AND SKILL REQUIREMENTS:

• New York State LMSW or LMHC from an accredited school of social work (may consider candidates with a provisional license); SIFI certification preferred
• Bilingual (Spanish) required
• At least one year’s experience in a school setting; three or more years’ experience working with youth and families in underserved communities preferred
• Strong experience facilitating counseling groups, providing clinical services, and/or serving as a case manager for youth and families
• Demonstrated ability to work in a fast-paced environment, to communicate and collaborate with diverse stakeholders, to prioritize multiple competing tasks, and to take initiative on new projects
• Strong organizational and computer skills
• Must be able to pass criminal background check and clearance by NYC Department of Education

ESSENTIAL DUTIES AND RESPONSIBILITIES (REMOTE and IN-PERSON):

• Provide individual counseling and case management
• Facilitate group counseling (individually or with co-facilitator)
• Conduct home visits and other outreach to engage parents in the provision of services to their children and, more broadly, in the school community
• Collaborate with school staff to meet the needs of students, families, and the school community
• Support the development of a positive school culture by helping to develop and implement school-wide and targeted initiatives
• Support the implementation of the Peer Group Connection peer leadership program and/or Middle School Advisory program; co-teach a daily or weekly   classes with a licensed teacher; attend related professional development, including overnight retreats
• Provide crisis intervention and continued follow-up for youth and families; conduct screenings for suicidality and self-harm
• Maintain confidential records including assessments, service plans, and case notes
• Develop and maintain relationships with other community resources to which the Community School Team can refer students and families
• Supervise one social work intern
• Perform other duties as assigned