About Inwood Academy for Leadership

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

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

Reports to: 

Assistant Principal

Qualifications: 

• Expert in the subject area: Special Education/Mathematics
• Receptiveness to ongoing coaching and evaluation
• At least two years of teaching in an urban environment
• Passionate about teaching and subject matter
• Energetic, motivated, innovative, prepared
• Valid NYS Teaching Certificate preferred in Special Education
• Evidence of excellence when working with middle/high school students
• Superior communication skills
• An ability to work collaboratively
• Spanish proficiency preferred

Duties & Responsibilities:

• Work in a collaborative team teaching environment or individual classroom setting
• Provide direct and indirect instruction to all Special Education students, both in a resource room and inclusion setting
• Integrate technology into core classroom instruction
• Use assessment to modify lessons
• Utilize online student system to track student progress through competencies and keep up to date assignments for students
• Contribute to program design and implementation
• Participate in all staff programs and academic planning, implementation, and evaluation
• Enforce and uphold school policies and culture
• Communicate effectively and maintain consistent relationships with students, colleagues, and families
• Support classroom teaching and work within content-areas
• Work with School Leader to plan intervention services for students
• Generate reports and graphs about formal student assessments and progress
• Write summary reports on the students as needed
• Serve as a resource to promote parental support of student goals.
• Collaborate with teachers in long and short-term planning that addresses the students’ individual goals
• Create long and short-term goals for students
• Participate in weekly meetings to create and modify prevention and intervention services to at-risk students
• Provide feedback to parents
• Create materials for differentiated instruction
• Participate in weekly meetings to create and modify prevention and intervention services to at-risk students
• Research and share information about best practices in Special Education
• Provide feedback to parents
• Other duties as assigned by Administration

Compensation:

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

MISSION 

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

GENERAL DESCRIPTION 

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

WORK RESPONSIBILITIES 

• Coordinate Near-Peer Mentor Recruitment and Hiring 

o Post position, conduct Initial review of applicants, participate in interview processes and 

candidate selection 

o Support Program Associate in coordinating paperwork and on-boarding process of 

approximately 200 seasonal program staff 

• Coordinate Training of Near-Peer Mentors 

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

o Facilitate training sessions 

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

• Oversee Near-Peer Mentor Communications 

o Create weekly newsletters featuring helpful resources, program accountability, and 

answers to questions from near-peer mentors 

• Oversee Management of near-peer mentors 

o Manage program attendance, weekly reporting and communication structures 

o Manage collection of timesheets 

o Manage mentor weekly reports 

o Support staff supervising near-peer mentors 

o Develop professional development content for 200 current CUNY students 

o Manage programmatic data and do ongoing analysis to inform program development

o Collaborate on program evaluation and best practice analysis to inform program 

• Other Duties 
• Collaborate on pre-college advising efforts across programs within K-16 Initiatives that engage both CUNY central and campus level staff

• Other duties as assigned 

QUALIFICATIONS 

Minimum Qualifications 

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

with progressive project management responsibilities 

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

growth, excellence, partnership and having fun. 

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

students traditionally underrepresented in college 

• Experience with group facilitation
• Experience working collaboratively and cooperatively with a diverse community of

students, staff, and external constituents 

• Experience with data collection and analysis, and database management to support 

effective program operations and program evaluation 

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

proficient 

Preferred: 

• Experience attending and/or working with NYC DOE public schools 
• Previous experience with College & Career Bridge for All or similar programs 

EQUAL EMPLOYMENT OPPORTUNITY INFORMATION 

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

COMPENSATION: $60,000-68,000 commensurate with experience

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

The Multilingual Learners (MLL) Dean leads the integration of strategies to support MLL leaders. The MLL Dean will support the Leadership Team by providing instructional support to ensure that all of our students are reading at his or her potential. In addition, the MLL Dean will, in collaborating with MLL teachers, provide professional development to instructional staff to sharing best practices and use of MLL strategies across all subject areas.

What Qualifies You

• Knowledge of and experience with administering and analyzing student assessments and data
• Experience working with diverse populations of students, parents and families
• Commitment to continuous improvement and learning through professional development
• Demonstrated success in raising the achievement levels of traditionally at-risk students
• Belief in the East Harlem Tutorial Program’s mission, education model and core values
• Minimum of two-year’s experience in relevant educational positions with a strong record of student achievement
• Experience working with English language learners and strong content knowledge of ELL best practices and strategies
• Bachelor’s Degree, or higher, and appropriate NYS/TESOL certifications
• Comfort communicating with students and parents in Spanish

Areas of Leadership

• MLL Planning
  • Actively monitor the progress of MLL Learners and work collaboratively with staff to make instructional decisions based on student achievement data.
  • Serve as an expert in research-based trends and best practices around MLL Learners and instructional supports for low-performing students.
  • Monitor MLL program compliance and provide advice to the leadership team on how to better support MLL learners.
• Curriculum Development and Instruction
  • Develop effective, standards-aligned lessons that support student learning and achievement of school academic objectives and benchmarks.
  • Utilize developmentally appropriate, rigorous curricula, and instructional materials to present students with new ideas and concepts through a variety of strategies that inspire and guide them to explore, express and uncover new ideas.
  • Collaborate with administrators, specialists and other colleagues in designing, reviewing, and executing lessons, including participating in collaborative planning and, as appropriate, peer review of standards-aligned learning experience.
• Track and Measure Student Progress
  • Administer, collect and analyze qualitative and quantitative data gathered from a variety of assessments on each student.
  • Reflect regularly on data from student assessments alone and with colleagues, administration, or students’ families in order to inform his or her work, modify practices and increase student achievement.
  • Collaborate with special education teachers to design and execute individualized instructional plans for students with special needs to ensure they achieve academically at high levels and are fully included in the East Harlem Scholars Academy community.
• Create a Positive Classroom and School Culture
  • Create supportive classroom communities that maintain East Harlem Scholars Academies’ high academic and social expectations for students.
  • Build relationships with families of East Harlem Scholars Academies’ students through frequent communication about students’ progress and ways that families can support their children’s learning
• Reflection and Continuous Improvement
  • Actively work to improve their own practice, to acquire and enhance the skills and knowledge necessary for excellent instruction and to generally increase their effectiveness in the classroom and in the school community.
  • Assume responsibility for all scholars’ success by holding all students accountable to the expectations set by East Harlem Scholars Academies’ community.

Thank you for taking the time to submit an application.

Positions Report to: Instructional Leadership Team

Start/End Date: 2021-2022 School Year

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

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

FLSA Status: Exempt

Who We Are

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

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

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

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

About The Opportunity

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

For more details about the role, please click here.

What Qualifies You

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

Areas of Leadership: 

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

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

FLSA Status: Exempt

Who We Are

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

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

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

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

About the Opportunity

As a teacher with Scholars Academies, you will be student facing the majority of the day. You will work closely with your grade team and the instructional leadership team to internalize, and in some cases develop curriculum; provide high-quality instruction; track and measure student progress; create a positive classroom and school culture, and to engage in reflection and continuous improvement. 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.

For more details about the role, please click here.

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 fostering the artistic proficiency 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

Areas of Leadership

• 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 your application.

Who we are:

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

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

What you’ll be doing:

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

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

●     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!

Manager, Partnership – ELA for a 40-employee (and growing) remote education non-profit providing professional learning to K-12 educators nationally

Type of Vacancy: Salaried, full-time

Start date: October 2021
Location: NYC-metro area

Report to: Director, Design & Partnership

Supervise: None

Compensation: Starting salary is $80,000, with comprehensive benefits. Salary is commensurate with experience.

Teaching Lab is an equal-opportunity employer committed to reflecting the diversity of the students we serve. We pursue equity as both a means and an end and enthusiastically welcome candidates of all backgrounds to apply for this role.

SUMMARY OF POSITION

The Partnership Manager manages the implementation of Teaching Lab’s partner portfolio projects and leads high-quality, curriculum-aligned professional learning experiences for teachers in schools. They work with school leaders to implement standards-aligned curriculum CKLA, EL Education’s ELA curriculum or Guidebooks using Teaching Lab’s model for professional learning. 

As a rapidly growing nonprofit, we seek driven and proactive individuals who have a high level of personal accountability, team players who see the interconnectedness between their role and the organization’s mission, and have the ability to “manage up” when needed to get complex work done. Eligible candidates for the role of Partnership Manager must have experience leading professional learning for educators, strong project management skills, as well as knowledge of high-quality ELA curriculum and the Common Core or similar College- and Career-Ready state standards. Ideal candidates will also have strong expertise in relationship and partnership development, are effective communicators, can create and follow through on project plans, have the ability to effectively pivot their own work or reprioritize in times of ambiguity, demonstrate effective critical thinking and problem solving, and the ability to manage workflows with and without formal authority. Above all, this candidate must have a demonstrated commitment to racial and educational equity. This position has high potential for both large-scale impact and career growth.

WHO WE ARE

Teaching Lab is a nonprofit organization with a mission to fundamentally shift the paradigm of teacher professional learning to achieve educational equity. We envision a world where teachers and students thrive together in communities that enable life-long learning and meaningful lives. Using our Head, Heart, and Habits model of professional learning, we transform professional learning from the ground up to dramatically improve student outcomes. We also work with school, district, and state leaders to create the instructional systems necessary to support these changes. To learn more about Teaching Lab, explore our website at www.teachinglab.org.

ESSENTIAL DUTIES AND RESPONSIBILITIES

The Partnership Manager will engage in the following: 

1. Engage with the leadership in partner school systems to build their knowledge of research-based professional learning practices, and high-quality curriculum
2. Manage partnerships with clients, including effectively lead external and internal communications such as  1:1, small and large group settings, virtual meetings, and presentations
3. Gain a deep understanding of the state’s, district’s, school’s, or philanthropic partner’s context in order to inform the scope and implementation of the work
4. Support business development with current partners by crafting scopes of work that extend partner relationships over time
5. Communicate effectively with partners, and execute logistics to support onsite professional learning
6. Effectively lead professional learning sessions for educators that deepen pedagogical content knowledge of the high-quality curriculum through Teaching Lab’s model for professional learning
7. Lead through a lens of racial equity to coach, support, and develop a cohort of 2-10 part-time facilitators as they provide on-site implementation of Teaching Lab’s work in each school
8. Ensure that all facilitators are prepared and staffed to onsite projects in a timely manner, and professional learning materials are contextualized for the partner and up to date
9. Collect, reflect on, and apply data from participant feedback surveys to improve facilitation, relationships, and knowledge building at each site
10. Lead high-level project management across Teaching Lab’s portfolio of high-quality curriculum projects, including working with the Director of Design & Partnership to staff sites, and Director of Special Projects to develop facilitators’ knowledge and skills

QUALIFICATIONS

Education, Work Experience, and Knowledge 

• • Bachelor’s degree
  • Minimum five years experience working in PK-12 education
  • Minimum of 2 years teaching experience with PK-12 students from traditionally underserved backgrounds with demonstrated evidence of impact
  • Deep knowledge and experience with Common Core or College- and Career-Ready math or ELA content and practice standards

• Deep understanding of the specified curriculum, including its design and component parts 

• Experience facilitating impactful professional learning for educators
• Experience leading relationships with clients and stakeholders in an education context

Values, Skills, and Competencies

• Deep commitment to Teaching Lab’s organizational mission and values, racial equity, and educational equity for traditionally underserved students 
• Strong commitment to growth mindset for both adults and students, and a desire to work collaboratively to grow team skills and capabilities 

• Excellent interpersonal skills, able to build rapport quickly and drive collaboration
• Outstanding communication and organizational skills
• Effective critical thinking and creative problem-solving capabilities, including a self-starting entrepreneurial approach to difficult problems
• Ability to form credible and lasting relationships with the facilitators, teachers, school leaders, and district leaders 
• Effective communication and influence skills

WORKING AT TEACHING LAB

All roles at Teaching Lab are contingent on business needs.

Teaching Lab offers a comprehensive benefits package for full-time salaried employees, including: medical, dental, and vision; a 401(k) program with a 4% employer match; short-term life, long-term life, disability, and worker’s compensation insurance; flexible health spending accounts; technology equipment; monthly technology reimbursement; and generous time off and leave policies.

Ideal candidates must be willing to travel.

Nichols School has an immediate opening for a passionate and collaborative full -time Middle School 8^th grade English teacher.  This person will be responsible for preparing our 8^th graders for their transition to 9^th grade English in the Upper School.  They must have a willingness to collaborate with colleagues across discipline, and be able to engage their students in thoughtful discussions and debates.

Qualified candidates should have experience teaching English to middle school students, have at least 5 years of experience and possess a degree in education, literature or history (master’s degree preferred).  Experience with the My School App a plus.

Nichols School offers a competitive benefit package including medical, dental, group term life, retirement and professional development. Virtual Tour: https://vimeo.com/465522408

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

Location: New York, Chicago, or the Bay Area

Position Status: Full Time

About Code Nation

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

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

During the 2019-2020 school year, Code Nation pivoted to reach 1,630 students in 72 programs across the Bay Area, Chicago, and New York City, 100% virtually. Software developers collectively volunteered more than 45,000 hours to provide in-person and remote learning in support of Code Nation’s mission in the San Francisco Bay Area, Chicago, and New York City.

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

The Role

An ideal candidate for this role has experience creating engaging and effective curricula for young adults. The Senior Manager, Curriculum and Instruction will have demonstrated knowledge of HTML, CSS, JavaScript, and React and a nuanced understanding of coding environments and evaluation platforms. They should have a strong understanding of what it takes to create a supportive and effective learning environment, the ability to use that knowledge to create and deliver training for staff and volunteers alike, and a solid foundation in effective pedagogy and adult learning practices.

The Senior Manager, Curriculum and Instruction has experience maintaining effective feedback loops with various stakeholders: they will source feedback, implement needed changes, and document and share back with stakeholders the impact of their feedback.

The ideal candidate is a collaborative team player and has experience managing complex projects that span several months and involve different departments within an organization.

The salary range for this position is $70,000-$85,000.

Responsibilities

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

Curriculum Development & Maintenance

• Manage the development of Code Nation’s Introduction to Web Development, Fellowship I, and Fellowship II curricula, including objective-driven, industry-aligned, level-appropriate units, lessons, and learning aids
• Co-design and develop, with the Alumni Manager, materials for our Alumni program
• Ensure the coding and evaluation platforms used within the Code Nation curriculum meet programmatic needs and align with industry standards
• Work closely with the Communications Team to ensure the curriculum design and layout reflects Code Nation’s branding and is easily accessible for volunteers, liaisons, and students

Adult Learning Practices

• Co-design, with Program Directors, an onboarding, training, and coaching scope and sequence that will equip Program Managers and Code Nation volunteers with the mindsets, tools, and practices needed to create an engaging, equitable, and effective learning environment and also prepares them to be change agents in the tech industry
• Manage the development of Code Nation’s National Volunteer and Program Manager onboarding, training, and ongoing coaching materials
• Visit program sites to observe Code Nation’s program execution in action and evaluate its success based on program success rubrics
• Collaborate with regional curriculum leads to host regular training (“tech talks”) to ensure program staff can augment their technical knowledge, internalize activities and projects, and get answers to curriculum-related questions.
• Provide ongoing curricular support to volunteers and program staff

Research & Feedback

• Create and maintain systems to collect meaningful curriculum and training feedback from all stakeholders including volunteers, Program Managers, regional curriculum leads, students, and school liaisons
• Recruit and manage a select community of volunteers who meet regularly to provide feedback on Code Nation curriculum with a goal of ensuring Code Nation’s curriculum remains industry-aligned
• Collaborate with regional curriculum leads to implement high priority curriculum revisions
• Stay informed on developments within the tech, coding, and computer science education space through ongoing research and participation in relevant conferences, meet-ups, and events to ensure the curriculum remains industry-aligned

Documentation and Communication

• Create visibility for research and feedback results by preparing documentation and presentations accessible by a wide range of stakeholders and teams (i.e. development team, CEO, Board of Directors, Program Managers)
• Support regional curriculum leads with the implementation of regular regional curriculum reflections to ensure region-specific feedback is sourced and leveraged to tailor regional implementation of programs while also being aligned to the Code Nation Logic Model

Skills and Qualifications

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

What you’ve accomplished (required):

• Held a role where you’ve been responsible for creating and delivering curriculum
• Formal training and expertise in backwards planning, instructional design, and curriculum development
• Successfully built capacity in others (e.g. development staff, program staff, etc.) to implement curriculum and/or operations
• 4+ years of education or non-profit experience working with diverse groups, including classroom teaching and instructional coaching in under-resourced schools

Skills you have developed and knowledge you have acquired:

• Commitment to educational and tech equity
• Demonstrated knowledge of HTML, CSS, JavaScript, and React
• Strong project management skills with demonstrated success managing multiple complex, multifaceted projects
• Exceptional communication skills; ability to effectively communicate and collaborate across multiple teams to support seamless program execution
• Passion for developing high-quality, engaging curricula
• Ability to successfully manage projects, internal stakeholders, external stakeholders, and vendors
• Ability to build deep and authentic relationships across the organization
• Ability to manage staff to outcomes when they do not report into you

How you work and what you value:

• Deep commitment to diversity, equity and inclusion
• Comfort with ambiguity while finding the responsibility of driving towards clarity energizing
• Enjoy iterative work
• Self-starter and entrepreneurial. Comfortable with failure with learning as a path towards success
• Enjoys working on a team and operates in a way that will build trust with teammates
• Driven towards measurable results

What You Can Expect

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

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

Why Teach With Us?

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

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

Advantages of teaching at a New Visions school include:

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

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

Who You Are

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

What You’ll Do

Science teachers at New Visions schools work with a diverse range of students to develop Biology, Chemistry, Earth Science, or Physics content knowledge and skills through exploration/experimentation, reading, discussion, and writing. Science teachers at New Visions schools will:

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

What We’re Looking For

• Bachelor’s degree from an accredited college or university is required; Master’s degree is preferred, with a minimum 3.2 GPA
• A valid New York State Science Subject Area Certification in Biology or General Science
  • There are limited opportunities for qualified teachers who do not possess a NY State certification to work in one of our Charter High Schools
  • To learn more about NYS Certifications, visit:  http://eservices.nysed.gov/teach/certhelp/CertRequirementHelp.do
• Proven track record for planning lessons with clear learning objectives and a means for assessing whether those objectives have been met
• Strong organizational and communication skills
• Demonstrated content knowledge and familiarity with Common Core State Standards
• Demonstrated success in tailoring instruction to the needs of diverse learners
• Ability to work collaboratively with others to achieve common goals
• Experience working with educational technology

Additional Information 

Our schools are currently operating with a remote instructional model, with the intent to return to the classroom when it is safe for New Yorkers. For this specific role, both remote and in-person work may be required. We’ll be able to share additional specifics around work expectations as you move forward in the interview process.

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

The Academy for Teachers needs a smart, creative, organized, and fun person to join our unique organization. A great perk of the job is taking part in our intimate events with world-class experts, intellectuals, artists, and other seriously cool people, like teachers.

This is a full-time, partly-remote position with occasional evening and weekend responsibilities. Applicants must be located in the NYC metro area.

The Program Associate will:

Facilitate our pilot program for new teachers, particularly those of color, at Title 1 schools. Help organize and run our other online and in-person master classes and special events.

Responsibilities include:

• Overseeing the selection of teacher participants.
• Communicating with participants before events.
• Organizing teacher presentations.
• Coordinating logistics including communicating with the host venue, ordering food, arranging transportation.
• Serving as host, warmly greeting teachers as they arrive for a program, facilitate Q & A, etc.
• Wrangling teacher evaluations following each event.
• Post cool things on social media.

Candidates must:

• Love to work hard.
• Know how to work independently.
• Be gregarious, socially poised, digitally wired, and perfectionist.
• Have really good writing skills and eagle-eyed proofreading skills.
• Know how to run a successful meeting and moderate a discussion.

K-12 teaching experience is a plus, as is experience in event design and planning. Familiarity with a database is not required but you’ve got to be comfortable enough with tech to learn how we use ours (Salesforce).

Benefits of Working at The Academy for Teachers

Generous benefits, including three weeks of paid vacation, half-day summer Fridays, retirement benefits, as well as medical, dental, and vision insurance (80% employer contribution).

All qualified applicants will receive consideration for employment and will not be discriminated against.

Middle School Special Education Teacher, Brooklyn, New York
In-Person Work Required

WHO WE ARE

Explore Schools is a network of public charter schools providing 2,000 students in Brooklyn with the outstanding education they deserve. Our goal is to provide students with curriculum and instruction that is both standards-aligned curriculum and culturally responsive. Our approach is designed to provide the conditions to nurture students as critical thinkers and natural problem-solvers.  As an organization we are committed to engaging in work that disrupts and roots out systems and structures that perpetuate white supremacy. We intentionally seek to build and maintain a diverse and talented team that reflects the backgrounds and experiences of our students and creates an inclusive environment for all employees.

WHAT WE BELIEVE

We believe that all children can learn when immersed in a rich environment full of high expectations, rigorous academics, and caring, committed adults. We believe equity and excellence are not mutually exclusive—we can meet the needs of all students in our schools, while actively engaging parents and driving toward excellent academic results. We believe it is both our privilege and responsibility to help close the opportunity gap in the Brooklyn community.

WHO YOU ARE

You are an educator with experience teaching grades 6-8. You are ready to co-lead a classroom and excited to work closely with students in a 20:1 student-to-teacher ratio. You prioritize student engagement, critical thinking, and authentic relationship-building in the classroom. You have demonstrated that you are a reflective practitioner and prioritize the needs of your students first and are committed to doing the work to educate the whole child.

• Dedicated to working in communities that have historically been underserved and under-resourced
• Committed to thoughtfully engaging in identity work necessary to take a culturally responsive approach to pedagogy and relationship-building with students and colleagues
• Strong classroom management skills: you can set high expectations in the classroom and keep scholars engaged
• Classroom presence: you are clear and precise when sharing new content with students and can effectively lead students through inquiry-based class discussions
• Detail-oriented, and highly organized
• Classroom teaching experience required; 2 years preferred
• New York State Teaching Certification, preferred
• Master’s Degree in Education, preferred

WHAT YOU’LL DO 

Nearly 20% of our students receive special education services. As an Middle School Special Education Teacher, you will work with our students with disabilities by providing data driven support through differentiated and specialized instruction. You will be expected to manage the following daily:

• Provide targeted small group instruction to students throughout the day
• Provide direct service to students to help them achieve their IEP goals
• Work collaboratively with grade level teams across content areas
• Assist teachers with differentiation in the classroom
• Collaborate as part of the student intervention referral team
• Support with assessment of students as a proctor and monitor of examinations, including the administration of testing accommodations
• Provide a range of instructional, management, and assessment strategies to meet the different needs of students
• Facilitate testing accommodations
• Assist with non-instructional supervision of students, such as arrival/dismissal, hallway monitoring, substitute teaching, lunch and playground duty, or supervision of extracurricular activities
• Keep accurate and organized records of student information
• Actively engage in identity work and necessary conversations in order to dismantle white supremacy culture

BENEFITS AND PERKS

Explore Schools staff members receive a competitive salary, vacation including network shutdown days, considerable matching of retirement contributions, and more. Additionally, you can expect:

• Comprehensive benefits package including health, dental, and vision insurance
• Professional development: teachers participate in weekly PD, year-round retreats and trainings, and on-going coaching by professionals
• Continued education support: staff are eligible to receive some scholarship towards qualifying certification costs or higher education tuition
• Flexible and reflective leadership: dedicated to staff development, and committed to direct and sensitive communication
• Driven and passionate colleagues who contribute to a professional and collaborative work environment

LOCATION

Explore Schools is a network of 8 charter schools located in Canarsie, Crown Heights, and Flatbush communities of Brooklyn, NY. Our network office is located in DUMBO, Brooklyn. For the 21-22 school year, our schools will be moving back to a fully in-person model. For this specific role, in-person work is required.

EQUAL OPPORTUNITY EMPLOYER

Explore Schools is an equal opportunity employer. We do not discriminate against any employee or applicant for employment on the basis of race, color, religion, gender, gender expression, age, national origin, disability, marital status, sexual orientation, veteran or military status.

Elementary Classroom Teacher, Brooklyn, New York
In-Person Work Required

WHO WE ARE
Explore Schools is a network of public charter schools providing 2,000 students in Brooklyn with the outstanding education they deserve. Our goal is to provide students with curriculum and instruction that is both standards-aligned curriculum and culturally responsive. Our approach is designed to provide the conditions to nurture students as critical thinkers and natural problem-solvers.  As an organization we are committed to engaging in work that disrupts and roots out systems and structures that perpetuate white supremacy. We intentionally seek to build and maintain a diverse and talented team that reflects the backgrounds and experiences of our students and creates an inclusive environment for all employees.

WHO YOU ARE
You are an educator with experience teaching grades K-5. You are ready to co-lead a classroom and excited to work closely with students in a 15:1 or 20:1 student-to-teacher ratio. You prioritize student engagement, critical thinking, and authentic relationship-building in the classroom. You have demonstrated that you are a reflective practitioner and prioritize the needs of your students first and are committed to doing the work to educate the whole child. Dedicated to working in communities that have historically been underserved and under-resourced

• Dedicated to working in communities that have historically been underserved and under-resourced
• Committed to thoughtfully engaging in identity work necessary to take a culturally responsive approach to pedagogy and relationship-building with students and colleagues
• Strong classroom management skills: you can set high expectations in the classroom and keep scholars engaged
• Classroom presence: you are clear and precise when sharing new content with students and can effectively lead students through inquiry-based class discussions
• Detail-oriented, and highly organized
• Classroom teaching experience required; 2 years preferred
• New York State Teaching Certification, preferred
• Master’s Degree in Education, preferred

WHAT YOU’LL DO
As an Elementary Classroom Teacher you will co-lead a classroom on a 15:1 or 20:1 ratio with elementary students. You will be expected to manage the following daily:

• Empower our scholars through teaching that balances cognitive development and critical thinking skills through responsive, rigorous, standards-aligned curriculum
• Provide a range of instructional, management, and assessment strategies to meet the different needs of students
• Engage in rigorous intellectual preparation and practice for all content areas you are responsible for teaching
• Participate in creating, revising, administering, and grading assessments
• Keep accurate and organized records of student information
• Provide tutoring to small student groups as required
• Collaborate with colleagues across content areas and grade levels
• Attend and actively participate in all meetings including PLCs, grade level meetings, and PD sessions
• Review and leverage student data daily to inform instruction • Conduct family-teacher conferences as needed, as well as on-going family communication
• Ensure the safety of students at all times
• Assist with non-instructional supervision of students, such as arrival/dismissal, hallway monitoring, substitute teaching, lunch and playground duty, or supervision of extracurricular activities
• Actively engage in identity work and necessary conversations in order to dismantle white supremacy culture

BENEFITS AND PERKS
Explore Schools staff members receive a competitive salary, vacation including network shutdown days, considerable matching of retirement contributions, and more. Additionally, you can expect:

• Comprehensive benefits package including health, dental, and vision insurance
• Professional development: teachers participate in weekly PD, year-round retreats and trainings, and on-going coaching by professionals
• Continued education support: staff are eligible to receive some scholarship towards qualifying certification costs or higher education tuition
• Flexible and reflective leadership: dedicated to staff development, and committed to direct and sensitive communication
• Driven and passionate colleagues who contribute to a professional and collaborative work environment

LOCATION
Explore Schools is a network of 8 charter schools located in Canarsie, Crown Heights, and Flatbush communities of Brooklyn, NY. Our network office is located in DUMBO, Brooklyn. For the 21-22 school year, our schools will be moving back to a fully in-person model. For this specific role, in-person work is required.

EQUAL OPPORTUNITY EMPLOYER
Explore Schools is an equal opportunity employer. We do not discriminate against any employee or applicant for employment on the basis of race, color, religion, gender, gender expression, age, national origin, disability, marital status, sexual orientation, veteran or military status.

Middle School Apprentice Teacher (Math), Brooklyn, New York
In-Person Work Required

WHO WE ARE

Explore Schools is a network of public charter schools providing 2,000 students in Brooklyn with the outstanding education they deserve. Our goal is to provide students with curriculum and instruction that is both standards-aligned curriculum and culturally responsive. Our approach is designed to provide the conditions to nurture students as critical thinkers and natural problem-solvers.  As an organization we are committed to engaging in work that disrupts and roots out systems and structures that perpetuate white supremacy. We intentionally seek to build and maintain a diverse and talented team that reflects the backgrounds and experiences of our students and creates an inclusive environment for all employees.

WHAT WE BELIEVE

We believe that all children can learn when immersed in a rich environment full of high expectations, rigorous academics, and caring, committed adults. We believe equity and excellence are not mutually exclusive—we can meet the needs of all students in our schools, while actively engaging parents and driving toward excellent academic results. We believe it is both our privilege and responsibility to help close the opportunity gap in the Brooklyn community.

WHO YOU ARE

Explore Schools is seeking passionate and dedicated educators to join our faculty. You have some experience working with children but may have limited or no experience leading a classroom. You are interested in contributing to an environment where you can prioritize student engagement, critical thinking, and relationship building in the classroom. The most successful teachers in our network love challenges, collaboration, and building meaningful relationships with all students.

• Dedicated to working in communities that have historically been underserved and under-resourced
• Committed to thoughtfully engaging in identity work necessary to take a culturally responsive approach to pedagogy and relationship-building with students and colleagues
• Exceptional communication skills
• Organized with strong attention to detail
• Skilled at project managing
• Ability to influence and motivate others
• Expertise in change management
• Bachelor’s degree required, Master’s degree in education preferred

WHAT YOU’LL DO 

This role will work as a support teacher in one classroom, while refining skills under the guidance of an experienced teacher. The Apprentice Teacher will receive professional development in many aspects of teaching, including classroom management, planning Common Core aligned lessons and delivering rigorous instruction that puts the cognitive load on students. You will be expected to manage the following daily:

• Operate professionally, in accordance with our Operating Values and Staff Handbook
• Serve as the lead teacher for one period of instruction each day
• Support the mentor teacher throughout all instructional blocks
• Lead small group instruction in math and literacy
• Attend and actively participate in all meetings including PLCs, grade level meetings, and PD sessions
• Collaborate with colleagues across content areas and grade levels
• Participate in creating, revising, administering, and grading assessments
• Keep accurate and organized records of student information
• Conduct parent-teacher conferences as needed, as well as on-going parent communication
• Support planning for and attend Curriculum Nights and Back to School Night
• Ensure the safety of students at all times
• Assist with non-instructional supervision of students, such as arrival/dismissal, hallway monitoring, substitute teaching, lunch and playground duty, or supervision of extracurricular activities
• Actively engage in identity work and necessary conversations in order to dismantle white supremacy culture

BENEFITS AND PERKS

Explore Schools staff members receive a competitive salary, vacation including network shutdown days, considerable matching of retirement contributions, and more. Additionally, you can expect:

• Comprehensive benefits package including health, dental, and vision insurance
• Professional development: teachers participate in weekly PD, year-round retreats and trainings, and on-going coaching by professionals
• Continued education support: staff are eligible to receive some scholarship towards qualifying certification costs or higher education tuition
• Flexible and reflective leadership: dedicated to staff development, and committed to direct and sensitive communication
• Driven and passionate colleagues who contribute to a professional and collaborative work environment

LOCATION

Explore Schools is a network of 8 charter schools located in Canarsie, Crown Heights, and Flatbush communities of Brooklyn, NY. Our network office is located in DUMBO, Brooklyn. For the 21-22 school year, our schools will be moving back to a fully in-person model. For this specific role, in-person work is required.

EQUAL OPPORTUNITY EMPLOYER

Explore Schools is an equal opportunity employer. We do not discriminate against any employee or applicant for employment on the basis of race, color, religion, gender, gender expression, age, national origin, disability, marital status, sexual orientation, veteran or military status.

THE WORK CULTURE

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

THE TEAM

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

THE ROLE

• PROGRAM & CURRICULUM DEVELOPMENT. You can think strategically to develop programs and curricula for the Fellowship and Catalyst Programs to solve complex problems in diversity, equity, inclusion, and belonging in the legal profession. You will be able to work with our law students, law firms, and faculty/instructors to understand their most pressing needs and create innovative programming to address their needs and seek new opportunities. You will work with our faculty to design curricula for our law students that is rooted in anti-racist pedagogy.
• CONFERENCE & EVENT DESIGN. You have experience developing large-scale conferences and events for more than 150 people in-person and virtually. You will coordinate with 300+ attendees and speakers, 100+ volunteers, 12+ coaches, and 10+ faculty members to plan and execute our 2-week conference-style “Law Institute” (including academic sessions, panel discussions, and networking receptions). You will work with our sponsoring law firms to coordinate 10+ other summer events based in New York and 5+ events in other markets.
• PROJECT MANAGEMENT. You will quarterback all special projects and events keeping the team, sponsors, and vendors on-track to meet our goals. You know how to reconcile and align competing stakeholder interests. You’re experienced in applying project planning to meet team goals. You love project management tools (Airtable is a favorite) and can train others to use these tools to drive collaboration and meet deadlines.
• PEOPLE MANAGEMENT. This position will coach, train, and manage the Program & Events Coordinator for the team, including effectively delegating tasks and providing compassionate feedback. You’ve successfully led staff and prioritize team-building and staff development.

Is that all? No. We have much to do. You’ll work across changing workstreams (including assisting with reviews of applications, interviews, and candidate assessment, as needed). You know that’s the nature of small and growing teams, and you’re an able and pro pinch-hitter.

COMPETENCIES YOU HAVE

• Listening (You study, hone, and see the magic listening creates)
• Project Management (using technology tools and resources)
• Stakeholder & Vendor Management
• Cross-functional Teamwork
• Employee Relations + Communications
• People Development
• You enjoy solving complex problems and are customer-driven.
• You have a curious mindset, enjoy working in fast-paced environments, can quickly adapt to change, and are a quick learner.

EXPERIENCE YOU BRING

• JD preferred.
• +/- 5 years in comparable roles, developing the competencies described. However, we aren’t tied to the number of years: we know that Rockstar candidates come with different years of experiences!
• Experienced in events-planning and curriculum development for young professionals.
• Experienced people manager.

We encourage candidates from diverse backgrounds to apply!

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

Girls on the Run is a transformational physical activity-based positive youth development program for girls in 3rd-8th grade. We teach life skills and social emotional learning through a youth development curriculum that includes dynamic interactive lessons and running games. The program culminates with the girls being physically and emotionally prepared to complete a celebratory 5k running event. The goal of the program is to unleash confidence through accomplishment while establishing a lifetime appreciation of health and fitness. Girls on the Run NYC hosts programs in schools and communities in the five boroughs of New York City.

At Girls on the Run, our core values guide our way and we stand firm in our commitment to building a world where every person can know and activate their limitless potential. We warmly welcome the participation of any child who identifies as “girl”, non-binary, or gender expansive in our programs. We are committed to leveraging our intellectual, financial, and human resources to advance strategies to be inclusive, equitable and accessible to all. We are working to bring diverse voices to the table as we know that unique perspectives strengthen the quality and scope of our organization. We pledge to be a reflection of the communities we engage, not only in appearance, but also through fostering an atmosphere of community connectedness that serves as a model for our girls and other stakeholders.

Position Summary:

Reporting directly to the Executive Director and consistent with the mission of Girls on the Run, the Program Manager is responsible for overall coordination of spring, fall and summer program delivery, the recruitment and retention of program sites and volunteer coaches and ensuring successful, quality programming that is inclusive and accessible. This is a full-time position based in New York City.

RESPONSIBILITIES:

Program Site Management:

• Recruit and manage sites offering the GOTR program including Girls on the Run (3rd-5th grade), Heart & Sole (6th-8th grade), and GOTR Summer Sessions using Camp GOTR curriculums.
• Develop relationships with schools and community sites to increase and retain program sites and volunteer coaches with an emphasis on inclusivity and accessibility.
• Review and respond to new site applications and returning site renewal applications, and lead program implementation.
• Work with the Executive Director in the implementation and seasonal review of participant financial assistance policies and procedures.
• Coordinate and disseminate program-related marketing materials.
• Visit program sites to ensure the programs’ quality and consistency; coordinate site visits with staff and volunteers.
• Oversee communication with program sites, coaches, and families (parents/guardians/caregivers) from organization.

Coach Management and Training:

• Ensure all program sites are staffed with qualified volunteer coaches and site liaisons.
• Screen and recruit potential GOTR coaches, manage volunteer coach placement for teams, and work with staff on coach recruitment needs.
• Oversee all aspects of coach training and coach meetings, including Girls on the Run training, CPR & First Aid training, pre-season and in-season meetings and background checks. For Fall 2021 season, trainings and meetings are hybrid with virtual and in-person components.
• Be familiar with all compliance issues and guidelines; ensure sites are aware of and adhering to established policies and procedures.

Organizational Support:

• Serve as a role model for Girls on the Run, exhibiting GOTR core values and working to achieve the GOTR mission.
• Play a key leadership role with end-of-season 5k events. Fall 2021 season anticipates site-based 5k events at each program site, with a return to a city-wide GOTR 5k in 2022.
• Work with Executive Director to develop and track program budget, and forecast for future seasons and years.
• Attend and work special events for the organization and/or community events to help raise awareness of organization.
• Attend and work program events including site visits, info meetings, coach training and the Girls on the Run 5K. Includes some evenings and weekends.
• Develop positive relationships with volunteers, Board members, community members, school & community-based organization personnel and staff.

Required Qualifications and Attributes

• Bachelor’s degree or three years equivalent work experience required, preferably in youth development, public health, education or social work.
• Able to convincingly present GOTR program offerings and possess a depth of knowledge, or a willingness to learn, about the GOTR program and philosophy.
• Comfortable building and maintaining relationships with a diverse set of stakeholders.
• Enjoy taking initiative and managing multiple tasks and projects at one time.
• Ability to travel within the five boroughs on public transportation.
• Ability to recruit, screen, train and motivate community-based volunteers.
• Excellent project coordination, communication, collaboration and team participation skills.
• Able to respond quickly and empathically to volunteer coaches and program sites, and generate win-win solutions.
• Computer competence, including, but not limited to: Database management systems, Microsoft Office, Google Suite, and email.
• Available between 2 – 6 p.m. EST most weekdays during the school year.

Preferred Qualifications

• Experience with Girls on the Run or other similar youth development program.
• Non-profit experience, including volunteer management.

The salary range for this position is $62,000 – $66,000. In addition, Girls on the Run NYC offers a benefits package including professional development funds, retirement plan with employer match, medical and dental insurance, twelve paid holidays and 20 days of flexible PTO annually.

Position Summary:

Working under the supervision of the Program Director, the Senior Program Manager (SPM) oversees the design and digitization of all BUILD NYC’s curriculum. Working in collaboration with NYC team’s Program Managers, teachers, community-based partners and the National Director of Instructional Design and Evaluation, the SPM will ensure that the curriculum design advances BUILD’s mission, maintains consistency of outcomes and provides the enhancements needed to ensure that BUILD NYC maintains its competitive edge.

Importantly, the SPM will establish new and manage existing partnerships with community-based organizations and other city agencies.  The SPM will provide instructional coaching, training and observations to ensure that implementation of BUILD’s curriculum is met with fidelity.

The Senior Program Manager is skilled in designing and creating culturally-responsive curriculum in blended learning environments. Digital fluency is a must as BUILD is developing a full suite of virtual learning tools. The Senior Program Manager exhibits leadership, knowledge and understanding as it relates to the field of entrepreneurship, partnership development, youth development and workforce learning. The Senior Program Manager will have an active social justice lens and has demonstrated knowledge of culturally-responsive pedagogy and anti-bias education.

Position Responsibilities:

Instructional Design and Curriculum Development (40%):

• Design and develop learning content as needed that are both teacher-driven and student-driven for in-person, blended, and digital environments
  • Develop original curricula that has alignment with
    • Project-based learning with a focus on student agency and engagement
    • 21st Century Skills
    • Anti-bias/social justice K-12 education trends
    • Design Thinking framework
• Support the development of assessments and observational tools to ensure program quality
• Utilize human-centered design practices to continually update BUILD NYC’s materials and product offerings
• Create and publish guides, tools and other resources to ensure site staff are equipped to implement BUILD programming, refreshing regularly
• Serve as an organizational expert and internal resource on BUILD’s instructional approach

Coaching & Training (20%)

• In collaboration with Program Managers, create and facilitate professional development for teachers, external partners and other key program staff to enable them to effectively deliver the curriculum
• Provide coaching and professional development, ensuring program excellence, to a limited number of direct service teachers and to all external partners
• Conduct formal observations to ensure program facilitators adhere to the model and strengthen teachers’ pedagogical practices

Community Partnerships (40%)

• Develop and implement in collaboration with the Program Director an external partners growth strategy
• Manage all external partnerships by designing curriculum models aligned with partners needs, training stakeholders and ensuring that all stakeholders are adhering to the contractual agreements of the partnership
• Foster a culture of belonging, trust, effective communication, perseverance, collaboration, and overall excellence with our external partners

Candidate Requirements:

• Master’s degree preferred. BA or BS degree in education or youth development, or related field and 5 years experience required in the field
• Minimum 3 years successful teaching experience (preferably with under-resourced youth or in underperforming schools
• Experience with entrepreneurship education and experiential education preferred with a focus on digital learning and technology
• Excellent organizational skills, analytical ability, creativity, communication skills and flexibility

• Demonstrated ability to write engaging, student-centered and pedagogically-sound curriculum  (preferred)
• High cultural competence with experience serving diverse populations and students from under-resourced communities
• 10% travel for regional and national gatherings; school visits to school and community-based organizations as needed, as conditions allow

Successful candidates will demonstrate BUILD’s Core Values and competencies through a combination of previous education/work experiences:

BUILD’s Core Values:

• Keep Students at the Center – As BUILDers, we hold an unwavering passionate commitment and belief in the power and potential of youth.  Our organization exists to serve students. We seize each opportunity to contribute to the foundation of knowledge, skills, and networks from which students can build extraordinary lives. Our operating principles and decisions focus on what is in the best interest of our students.
• Bring the Spark – As BUILDers, we excel in the entrepreneurial Spark Skills that we teach our students – Communication, Collaboration, Problem Solving, Innovation, Grit and Self-Management. We communicate through transparent and honest dialogue. We cherish teamwork, tenacity, and thinking outside the box. We demonstrate a relentless pursuit of excellence and approach work with a positive can do attitude. When we bring the spark we achieve great things together, and we model the way for our students.
• Bridge Communities – As BUILDers, we develop and foster relationships in service of creating access and opportunities for our students, staff, and stakeholders. We value all who come to the table as partners to maximize our collective impact. By connecting the communities in which we work, we build empathy, equity, and social capital.
• Promote Diversity and Social Action – As BUILDers, we understand that Diversity, Equity and Inclusion matters, but what matters even more is Action. We strive to create equity of voice, access, influence and power across lines of difference – both in and beyond BUILD, specifically for groups that have been historically denied social and economic justice. If we are not part of the solution, then we are part of the problem. We welcome, celebrate, and embrace the unique expressions and contributions of us all – our backgrounds, race, ethnicity, gender, language, sexual orientation, and social class.

Role Specific Competencies:

• Problem Solver – identify and/or anticipate a problem, analyze the situation, offer an appropriate range of recommended solutions, and when appropriate, decide on and implement course of action. A self-directed learner who is internally motivated and resourceful.
• Establishing Focus – Develop and communicate goals in support of the business’ mission.
• Qualitative and Quantitative Analysis – review quantitative and qualitative data sets in order to recognize patterns, identify additional information or data needed, and draw conclusions
• Project Management Skills – identify the steps of a project, set appropriate deadlines, identify required participants, and hold self and others accountable to outcomes and deadlines
• Influencing Others – Gain support for ideas, proposals, projects, and solutions.
• Teaching and Public Presentations – develop and deliver presentations to audiences of varied sizes with appropriate content, tone and timing in delivery

Position Details:

• Salary: $70,000 – 75,000 annually
• Full Time/Exempt
• Location: NYC
• Flexible work environment and occasional evening and weekend hours are also required to fulfill the duties of this position.
• Some travel required for all-staff retreats

Compensation:

BUILD offers a competitive compensation & benefits package for eligible employees.  This includes medical, dental & vision coverage, flexible spending accounts, life insurance, and a 403(b) plan with employer match.  In addition, BUILD employees are eligible for generous paid vacation, sick time, 10 paid holidays per year, a flexible work environment, and performance bonuses.

Otus offers a seamless K-12 learning platform for administrators, teachers, students, and families.

We do this by implementing amazing ideas from awesome people and we need more awesomeness on our team. Are you passionate, collaborative, love to geek out on technology, and want to work for a mission-driven company that is shaping the way teachers, students and parents of students learn together? If so, we want to hear from you.

Our diverse team consists of talented designers, developers, coaches, and leaders who share a variety of interests. You’ll find musicians, world travelers, beer enthusiasts, nerds, sports fans, and all-around great people who shape our positive culture.

Your Role

We are looking for a talented and highly motivated Onboarding Coach to help bring the best possible software solutions to educators located in New York City.

As an early member of a growing team, you must possess a strong work ethic and be upbeat, driven, intelligent, well-organized, articulate, share a passion for learning new technologies, and thrive in a fun, fast-paced environment.

You will have the opportunity to immediately contribute and see the results of your work in use by students, teachers, parents and district administrators across the country.

Responsibilities

• Facilitate onsite Otus training and professional development workshops
• Be the project manager through each new client’s onboarding and implementation process
• Attain a deep understanding of the web-based product and iOS applications, and keep abreast of latest changes
• Contribute to the growing knowledge base of feature requests
• Collaborate with Marketing team to ensure an educator’s voice is represented in all Otus communications
• Tackle basic to advanced technical questions as they arise in relation to support tickets
• Other job-related duties as assigned

Qualifications

• An outgoing personality with excellent interpersonal and communication skills (written and verbal)
• Patience to deal with complex issues and a variety of personalities
• Excellent presentation and facilitation skills and the ability to lead a positive, productive session either in person or via webinar
• Solid experience in project management
• Ability to work independently as well as collaboratively within the team and across various departments
• Strong analytical skills, detail-oriented and ability to prioritize, effectively multi-task and meet deadlines
• Strong Excel skills and the ability to quickly learn and become a subject matter expert on a new product and ongoing product changes
• Foreign language skills, especially Spanish, are a plus
• Minimum of an earned Bachelor’s Degree
• 2-3 year(s) of experience as a teacher, instructional/technology coach, or school administrator.
• Ability to travel up to 30% nationally or 80% within the NYC Metro Area.

Benefits and Perks

• Competitive salary and employee stock options
• 22 days of paid vacation per year (plus paid holidays)
• Up to 12 weeks of parental leave and great work/life balance
• Our team works remotely from the comfort of their homes (HQ in Chicago)
• Excellent medical, dental, and vision insurance
• Professional development/tuition reimbursement
• Home office improvement budget
• Life Insurance and disability benefits
• 401K with an employer match (up to 4%)

Otus is an Equal Opportunity Employer and embraces diversity of every kind. You must be legally authorized to work in the US. Unfortunately, the company is unable to support sponsorships at this time.

Position Details

• • Salary commensurate with experience
• • Full-time
• • Qualifications: Graduate or undergraduate degree in urban and regional planning, geography, economics, computer science, data science, information science, policy, education

Description

This role will engage a range of urban planning disciplines, with a particular focus on school planning. The role requires performing research, analysis, and writing tasks, developing visual materials, and engaging in discussions related to the studio’s ongoing work and business initiatives.

Strong python skills are required for this role, which will include school boundary modeling.

Skills

• • Required

Strong data, analytical research, and mapping (ArcMap or QGIS) skills Fluency in python, particularly with data science packages (pandas,geopandas, numpy, networkx, matplotlib, scipy)

Fluency with Adobe CC tools (InDesign, Illustrator, Photoshop) Strong written & verbal communication

Ability to work both independently and collaboratively, and to successfully manage multiple projects

• • Preferred

Knowledge of NYC & DMV regions

Experience and interest in community-based planning, virtual engagement, school boundary modeling & facility planning, transportation planning

Who we are

WXY is a multi-disciplinary practice based in New York City. We are planners, urban designers, architects, data analysts, strategists and creative problem solvers. No matter the size, we tackle problems and find solutions. We work to understand a context, and plan with community in mind. We challenge ourselves to face the array of complex problems and commit to solutions that support a healthy and sustainable future.

All applicants will receive consideration for employment without regard to race, color, religion, sexual orientation and national origin. WXY is committed to take affirmative action to employ and advance in employment qualified employees and applicants who are disabled veterans, recently separated veterans, Armed Forces service medal veterans, and other protected veterans. WXY is committed to take affirmative action to employ and advance in employment qualified individuals with disabilities.

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 send your resume to Erin Carstensen, Middle School Co-Director, erin@communityroots.org.

The Bridge, an innovative and well respected mental health agency serving adults with serious mental illness, substance abuse, co-occurring mental health and substance abuse disorders, and co-morbid medical conditions is seeking Psychiatric Nurse Practitioner for it’s A.C.T. and Clinic Programs in Bronx and Manhattan.

Scope of Position:

• Conduct Psychiatric Assessments and Evaluations
• Prescribe, Monitor and Administer Psychotropic Medications
• Provide crisis intervention services to clients during regular business hours and consultation during off-hours
• Participate in clinical case conferences, team meetings, High Risk conference, quality improvement, evidence-based practice implementation and policy/procedure development
• Assess and monitor the physical health of clients
• Complete all clinical documentation as required by payers, funders, and regulatory authorities via an Electronic Health Record
• Complete all administrative paperwork required
• Any other duties assigned

Education/Qualifications:

Board Certification Psychiatric Nurse Practitioner either with appropriate experience or a strong desire to work in this rewarding setting. New graduates are welcome to apply. Bi-lingual Spanish highly desirable.

Job Title: Assistant Director for External Relations (Bard Early Colleges, NYC, NY)

Position Overview:

The Assistant Director for External Relations is a full-time, exempt position of Bard Early College. The successful candidate will excel at working in a community that is broadly diverse with regard to race, ethnicity, socioeconomic status, gender, nationality, sexual orientation and religion.

The Assistant Director for External Relations is charged with increasing philanthropic support for the BEC Schools and strengthening their visibility. This opportunity comes at a critical and exciting time for Bard Early College: the organization is entering its 20th year, celebrating the successful launch of new schools and initiatives, and helping to lead a national conversation on rethinking college access in the public sphere. The Assistant Director for External Relations will report to the Executive Director of Bard Early College and will supervise two part-time support staff associates.

About the Bard Early Colleges:

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

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

Now entering its third decade, the Bard Early College network enrolls over 3,000 young people in campuses in NYC; Newark, New Jersey; New Orleans, Louisiana; Cleveland, Ohio; Baltimore, Maryland; Washington, D.C.; and Hudson, New York. Over 80% have completed bachelors degrees after graduating from the Bard Early College – far above the national average – and more than half are first-generation college students.

Those eight campuses are supported by a central leadership team, which is a division of Bard College. Bard invites applications for a creative, proactive, and mission-driven individual who will join that team as Assistant Director for External Relations.

Roles & Responsibilities:

• To build relationships across the community of BEC parents and supporters, primarily in NYC, leading to greater philanthropic support of and engagement with the organization and its mission. At the end of one year, the successful candidate will have increased the number of gifts and the total amount of financial support from individual donors, primarily from within the BEC parent and alumni/ae parent communities in NYC.
• To strengthen awareness of BEC’s programming and outcomes among education thought-leaders through events, networking, and outreach. The purpose of this aspect of the role is to position BEC for greater influence and a stronger voice in shaping education reform, public policy, and the early college movement.
• With staff support from the BEC Data and Evaluation Associate, Programs Associate, and Finance Assistant, to manage donor database systems, donor research, gift acknowledgment procedures, annual appeals, and other regular systems and processes.
• To communicate the organization’s impact and strategies by writing reports for donors and partners, giving presentations, and keeping our stakeholders informed. The Assistant Director for External Relations will ensure that BEC’s public profile is compelling, consistent, and professional.
• To develop good working relationships with the BEC community, primarily in NYC, including school-based colleagues, PTAs, colleagues in the field of education reform, and more. At the end of one year, the network of stakeholders, partners, and thought-leaders who are engaged with and supportive of BEC will have grown.

Qualifications:

The Assistant Director for External Relations should be, above all, passionate about improving public education for young people and committed to educational opportunity, equity, and excellence. Successful candidates will be able to express themselves with clarity, tact, and conviction and will be comfortable in soliciting donations and support. What happens in the BEC classroom is intellectually inspiring and socially transformative; the Assistant Director for External Relations will be able to express that in an honest and effective way.

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

• Bachelor’s degree with 5+ years of professional experience preferred
• Excellent writing and communication skills
• Responsive and reliable, with strong project management and time management skills
• Demonstrated ability to work successfully in multi-faceted, team-oriented environment, as well as the ability to work independently
• Proven ability to further an initiative or cause that advances racial and economic justice
• Close attention to detail and accuracy
• Working familiarity with basic data management tools and other digital tools, primarily including Microsoft Excel and Google Suite.

Compensation:

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

Location: New York City

Expected start Date: August or September, 2021

Physical Demands:

• Must be able to sit for extended periods of time and work in standard office environment
• Must be able to occasionally lift 20 pounds
• Occasional travel (estimated once per month) to Annandale-on-Hudson, NY and to other BEC sites

To apply:

Please upload a résumé that highlights your skills, what you’ve learned, and what you care about, through the Interfolio job application link provided here: http://apply.interfolio.com/90515

Questions

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

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

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

DEPARTMENT:        Youth Services Department

LOCATION(S):

• PS 297 (Bedford Stuyvesant, Brooklyn, NY) – 1 position,
• PS 328 (East New York, Brooklyn, NY) – 1 position and
• Brooklyn Community Arts & Media High School (Clinton Hill, Brooklyn, NY) – 1 position 

REPORT TO:            Program Supervisor

SALARY:                  

$70,000 Annually.  Commensurate with work related experience, based on job performance and program funding

DATE:                      July 2021

HOURS:                  

Monday-Friday, 8 am-4 pm and/or 9 am-5 pm, late evenings and occasionally Saturdays are required. 

JOB SUMMARY:

The Community School Director (CSD) will oversee Attendance Improvement for the Community School Program, create a high performing Community partnership where students and families feel supported, community members feel connected and emerge in successful outcomes.  Coordinated resources and programs must address key priority areas of attendance, behavior, literacy, math, youth and family engagement.  Resources to be coordinated are dependent on present school needs; academic, social-emotional, health and others.  Programmatically, resources maybe designed to include options before, during or after-school, during school year and summer months.

The role of the Community School Director is complex and requires a dynamic person who can effectively collaborate, negotiate, build relationship, strategically partner, mobilize, navigate and interconnect multiple systems to achieve success for kids and families. The CSD will execute the coordination and alignment of resources within a Community School to achieve the education goals of the students and their families. The CSD are expected to work in partnership with others under the vision and direction of the school principal.

The CSD will execute the shared vision of the Leadership Team and the school’s needs. This will include delivering the competencies available across GSS into planning and organizing extended learning opportunities, attendance interventions, provide support for student/family within the school and community; managing a data-driven incentive program, events to celebrate school  accomplishments, and develop an engaging and welcoming school culture for both students and  parents.

EDUCATION, EXPERIENCE AND SKILL REQUIREMENTS:

• Bachelor’s Degree in related field required; Master’s Degree preferred.
• At least 2 years of experience coordinating and/or developing adolescent services and programming in an urban environment and high school setting.
• Experience with program coordination, management and supervision of team of staff, budget and program management, event planning, resource connection, referral coordination with various youth age groups (K-12)
• Experience managing, implementing and coordinating youth service programs in a DOE school building and in partnership with DOE Leadership (Principals, APs, Parent Coordinators, etc.)
• Strong verbal and written communication skills.
• Ability to work collaboratively with the school’s administration and leadership team.
• Ability to engage, build relationships, and demonstrate empathy with adolescents.
• Strong organizational skills and ability to coordinate multiple tasks and responsibilities.
• Ability to work independently and collaboratively with staff members
• Ability to work efficiently and effectively under pressure.
• Familiar with Socio-Emotional and Trauma-Informed practices.
• Must be an outstanding strategic thinker.
• Diverse cultural competence is a must.
• Bi-lingual in Spanish/English preferred.

PRIMARY DUTIES AND RESPONSIBILITIES:

A.  Execute community needs assessments to determine valuable school resources and services, and develop/implement data driven interventions for key priority areas.

• Develop, manage and execute data driven strategies to address needs.
• Lead systematic evaluation of program, activity and event effectiveness.
• Utilize positive youth development resources to improve student attendance, behavior and/or academic performance.
• Generate reports on outcomes of the Community School efforts for various stakeholders.
• Collect, review and analyze student data to develop new strategies and plan for continuous improvement and interventions.

B.  Project Management

• Provide project support and management to all individuals secured to support the Community School effort.
• Delegate and monitor effectiveness of tasks performed by Community School staff.
• Coordination of Resources
• Recruit, train and coordinate all volunteers at school site.
• Solicit, coordinate and distribute basic needs or ensure that this function is being performed in the context of the Community School.
• Identify and build relationships with key service providers needed to best support students and families.
• Monitor all budgets associated with Community School support at the school level

C.  Leadership and Communication

• Actively participate in core team meetings, sharing relevant data, highlighting concerns and developing solutions.
• Lead, develop and facilitate an effective community leadership team.
• Strategic Engagement – participation in the following types of meeting is critical to successful engagement and integration: Faculty meetings, grade level meetings, child study, attendance team meetings, PTA meetings, parent-teacher conferences, weekly meetings with school principal
• Formal supervision sessions with lead partner, staff meetings, training
• Community-level committee meetings, task forces, etc.
• Individual meetings with key partners who are and are not yet connected to the school
• Execute community needs assessments in order to determine which resources and services are most valuable to a given school, and develop a plan for meeting needs
• Assist with the creation and establishment of an environment that responds to the needs of students and families while building a culture of high attendance and achievement.
• Coordinate services, programs, and resources surrounding social and emotional well-being and enrichment, for students with attendance and academic struggles
• Provide social and emotional well-being and enrichment resources, referrals, and program opportunities for general high school student population
• Develop new partnerships with new organizations and programs to work with the school
• Manage organization/program partnership relationships
• Facilitate workshops for students and their families on a variety of topics including social services, family services, enrichment opportunities, etc.
• Build relationships with students, existing Community Based Organization (CBO) staff, and school staff
• Develop strong relationships with teachers, parents and students, especially through existing groups such as the school leadership team (SLT) and grade levels.
• Participate in weekly team meetings and weekly individual supervision
• Identifying chronically absent students and gain parent consent to provide services and supports for those students.
• Connect students to a range of prevention, early intervention and intensive service programs that address the physical, emotional, cognitive, and social development of each
• Engage families and caregivers in understanding and supporting the education of their
• Engage and lead in Crisis intervention; small group counseling and individual counseling.

D. Administrative:

• Ensure accurate attendance tracking and reporting.
• Meet contractual requirements regarding enrollment and attendance.
• Respond to all electronic and phone communication within two (2) business days.
• Coordinate and execute all major events and activities along with other GSS’s Program Directors.
• Prepare a monthly calendar of events, programs, meetings, and activities.
• Create a budget plan that supports program needs and ensure timely spending.
• Collaborate cross-borough and agency/department-wide events and strategic planning efforts.
• Assist with data collection, research and prepare relevant data on a bi-weekly basis.
• Interpret data to inform the decision making process.

E.  Remote Engagement (should school closures occur):

• Experience facilitating live and pre-recorded activities
• Familiarity using web-based platforms to engage participants: zoom, google classrooms, etc.
• Monitor participant engagement and safety while on live sessions remotely.
• Facilitate wellness checks/calls to families.
• Follow remote working plan, policies and procedures as highlighted by the supervisor.
• Maintain remote/virtual attendance logs and records.
• Ensure the safety of program staff and participants over remote platforms.
• Computer proficiency including Microsoft Word and Excel, email correspondence, Internet and database management a requisite.

EQUAL OPPORTUNITY EMPLOYER (EOE)

The City University of New York’s Office of K-16 Initiatives seeks a Director to provide strategic oversight and leadership to CUNY’s early college high school and K-12 school support partnership initiatives. K-16 Initiatives is home to a diverse group of programs that seek to address long standing educational inequities by creating pathways for all New York City students to achieve postsecondary success. The School Support portfolio includes programs that are focused on supporting early college high school models, professional development for high school teachers and leaders, and curriculum for high school courses. The Director of School Support will help to manage and lead organizational realignment to better coordinate across these programs and maximize our impact as a partner to NYCDOE.

About the position:

The Director of School Support will

• Lead school development and planning activities for Early College Initiative (ECI) High Schools
• Lead development of data driven school support plans including leadership and teaching supports for Early College and Affinity Schools
• Oversee the collection and analysis of data related to Early College student success and retention, using the data to inform practices
• Lead strategic communication and community building with Early College and Affinity school leaders and staff, and partner college staff
• Supervise, coach, support and develop the staff of the ECI and Affinity school support programs
• Oversee coordination of high school-college partnerships for Early College High Schools, including coordination of Early College Liaisons
• Collaborate closely with Superintendents to coordinate school development plans and supports
• Foster strong relationships with high school principals and school leadership
• Maintain relationships with employer partners for 9-14 College and Career High Schools

Strong candidates will demonstrate

• Collaborative and innovative approach to working
• Experience in school leadership and/or district administration at the 6-12 level
• Demonstrated knowledge and expertise of issues related to college readiness, transition and success, particularly for young people from groups underrepresented in higher education
• Supervisory experience working with educational program administrators and instructors
• Experience designing and facilitating professional and curriculum development activities
• Ability to engage complex, multiple perspectives, build consensus and to mediate different approaches and viewpoints
• Ability to troubleshoot and problem-solve professional development issues related to program expansion
• Outstanding oral, written and oral communication skills
• Strong consultation, negotiation, presentation and teaching skills
• Ability to use data and research findings for program and staff development purposes
• Ability to work independently and collaboratively in fast-paced, demanding, and complex work environment, with the ability to carry out complex assignments and adapt to changing situations and priorities
• Strong budget management ability
• Excellent writing and interpersonal skills
• A demonstrated knowledge of curriculum development at the high school, college transition, and/or adult learning levels
• A demonstrated understanding of various school programming models, especially in Career and Technical Education (CTE) or Early College High Schools, and knowledge of DOE course credit policies and procedures
• Ability to envision new opportunities to engage and support principals and other school leaders

About Youth Communication

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

Overview of role

Youth Communication is seeking a skilled educator with expertise in the principles of culturally responsive education, designing and conducting professional development for teachers and school staff, and adolescent social and emotional learning. The Director of Culturally Responsive Education (DCRE) will work closely with the Senior Director of Education Programs, the Director of Training, and our team of trainers to bring Youth Communication’s story-based professional development to schools and school districts across the country.

The ideal candidate for this role has a passion for YC’s mission, anti-racist education, a strengths-based approach to working with adolescents, and the power of storytelling to create change. The DCRE will be responsible for creating and conducting a series of professional development workshops with the goal to cultivate the mindsets educators need to create culturally responsive and inclusive school communities, particularly for students of color. They will bring their own expertise in supporting marginalized youth and use a soon-to-be-published casebook that melds educational theory and teen-written stories developed in partnership with a professor at City University of New York’s Hunter College as the basis for these workshops. Additionally, the DCRE will develop workshop descriptions, learning objectives, and story-based training agendas on supporting students whose identities as young people of color intersect with marginalized gender identities, sexualities, dis/abilities, national origins, and religions.

The DCRE will regularly conduct professional development sessions on site at schools (in NYC and beyond) and remotely via videoconference and, in collaboration with the Director of Training, support our team of trainers in doing the same.

This position requires the ability to be collaborative and creative, as well as a strong desire and ability to build a professional development program from the ground up. This is a new position at Youth Communication, and the ideal candidate will be flexible, entrepreneurial, and resourceful. The DCRE will be joining a team of educators committed to learning and self-reflection, maintaining a rewarding work-life balance, and being a part of a community at work.

Key responsibilities include, but are not limited to:

·      Collaborate with the Executive Director, Senior Director of Education Programs, and our academic partner at Hunter College to create a story-based professional development model using a soon-to-be published book of educational theories on culturally responsive education, using YC stories as case studies.

·      Use YC’s story-based method to create and deliver professional development sessions to district/school administrators, building educators, and others who work with youth to increase their knowledge of the experiences and strengths of students of all races, gender identities, sexual orientations, nationalities, and abilities.

·      Collaborate with Partnership Manager to ensure successful delivery of contracted professional development services.

·      Collaborate with the Director of Training to onboard new trainers to YC’s professional development model and methods. The DCRE will also work with the Director of Training to schedule additional trainers for professional development sessions, as needed.

·      Collaborate with the Director of Evaluation to develop, implement, and analyze post-PD session surveys.

·      Liaise with YC’s editorial department and curriculum development team to keep informed of the true, teen-written stories that are being developed for publication, suggest editorial directions that would be useful for professional development purposes, and stay connected to what our writers—and thus teens, in general—are most concerned about.

·      Build relationships with district and school personnel, as well as other education professionals, to further desired outcomes, continued partnership, and YC’s thought leadership in the field.

·      Provide feedback to YC’s curriculum writing and training teams on creating educational and professional development experiences that align with YC’s and our partners’ diversity, equity, and inclusion goals.

·      Identify regional and national conferences themed on culturally responsive education/equity in education/DEI in education to expand YC’s national exposure. Develop proposals for story-based presentations at these conferences, manage submissions, and deliver presentations when accepted. (Some travel may apply.)

·      Serve as an additional trainer for our SEL program orientation and follow-up sessions, as needed.

Qualifications:

·      A background in education, including teaching experience or equivalent direct work with adolescents, and an advanced degree in education or similar field. Experience as a school or district administrator is desired but not required.

·      Deep knowledge of the principles of culturally responsive education and how to create school communities that are welcoming for youth of all races, ethnicities, gender identities, sexual orientations, nationalities, and levels of ability.

·      Demonstrated success implementing culturally responsive education practices with adolescents in and out of classrooms.

·      Experience designing and conducting professional development for a wide range of educators.

·      The ability to create brave learning spaces that encourage vulnerability and risk-taking among participants.

·      Comfort facilitating professional development sessions that might push people out of their own comfort zones, especially in regards to discussions about race and educational equity.

·      Experience with qualitative and quantitative forms of program evaluation and continuous improvement processes to ensure desired outcomes preferred.

·      Familiarity with and/or interest in social science research and how it applies to educational practice.

·      Excellent written and oral communication skills.

·      Strong computer skills, including fluency operating a variety of videoconferencing platforms, navigating databases, and using the collaborative function of word processing and other documents.

·      Demonstrated ability to work on a highly collaborative team to meet departmental and organizational goals.

·      Desire to learn and grow in an organization that is expanding its reach and impact.

·      A commitment to anti-racist education and creating sustainable and inclusive communities for all adolescents.

Salary: $75,000 – $85,000

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.