WPBS TV, based in Watertown, New York, is a PBS affiliate and a long-standing, reliable source of educational programming and community engagement in the Northern New York and eastern Ontario region. We are searching for a new colleague with deep expertise in education to coordinate and drive our services for students and lifelong learners. As the key liaison with educators and community partners, the successful candidate will demonstrate exceptional product and industry knowledge to effectively position WPBS products and services as educational solutions for use in classrooms, home schooling and lifelong learning/training.

The key responsibilities of this role include grant application and report writing, coordination of expert advisory committees, organizing workshops and events, working with educators to create video and print educational content, and development and production of learning materials (consistent with NYS Learning Standards and curriculum requirements). The incumbent will coordinate and manage existing WPBS initiatives such as career planning platform GPS for Success, high school academic competition program Whiz Quiz and WPBS participation in community events for children and families in Northern New York and Eastern Ontario.

QUALIFICATIONS

• Bachelor’s degree in education, child development, or related discipline
• At least two years of experience developing and delivering professional development and/or teaching.
• Experience in development and writing of learning/curriculum materials.
• Diligent attention to detail and strong organizational skills
• Passion for education and lifelong learning at all levels from preschool to post-secondary
• Demonstrated ability to cultivate and maintain a portfolio of community partnerships, including early learning agencies, head start, school districts, libraries, and other educational organizations.
• Successful track record in setting priorities and executing quickly and effectively.
• Excellent oral and written communication skills to engage diverse community stakeholders.
• Personal qualities of warmth, integrity, credibility, maturity, positivity, and confidence
• Desire to learn and grow; flexible, creative, and analytical approach to problem-solving
• Commitment to diversity, equity, and inclusion

A competitive compensation plan will be offered to the successful candidate including benefits and retirement plan.

WPBS-TV is an Equal Opportunity Employer. We celebrate diversity and are committed to creating an inclusive environment for all employees. All qualified applicants will receive consideration for employment without regard to race, creed, color, religion, gender, sexual orientation, gender identity/expression, national origin, disability (including the provision of reasonable accommodation), age, genetic information, veteran status, marital status, pregnancy, or related conditions (including breast feeding), or any other basis protected by law. This policy applies to all terms and conditions of employment, including but not limited to hiring, placement, promotions, terminations, layoff, recall, leaves of absence, compensation, and training.

Nichols School is seeking a passionate and collaborative full-time 5^th Grade English teacher for the upcoming 2021-2022 school year.  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.

Potential candidates must be able to collaborate with colleagues and bring new ideas to the learning process.  A degree in education or literature and Middle School experience is a must (master’s degree a plus).

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 and professional development.

Nichols School is seeking applications for a full-time Learning Support Coordinator to join our forward-thinking community beginning with the 2021-2022 school year.  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.

A detailed job description can be found at https://www.nicholsschool.org/careers

Applicants must have an undergraduate or Master’s degree in special education and 5+ years’ experience working with middle and high school students.  Candidates must also be able to prove exceptional experience with assessing, evaluating, developing and implementing learning strategies for students.

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 and professional development.

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

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

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

Position Summary:

The Summer Trip Leader assists the Summer Group Leader in escorting a small group of elementary school or middle school students enrolled in our summer camp programs on trips and activities outside the main camp facility.

Duties & Responsibilities:

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

· Assist in the engagement of students in a wide range of learning activities on trip days.

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

· Model appropriate child development practices.

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

· Maintain classroom cleanliness and organization.

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

· Perform other duties as assigned by the Program Director

Qualifications:

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

· Must have excellent communication and interpersonal skills as well as strong classroom management skills

· Excellent oral and written communication skills and computer literacy

· Bilingual (Spanish speaking) preferred

· Enthusiasm, creativity, and initiative

· A strong work ethic and a sense of urgency

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

Position Summary

The Technology Manager will be responsible for coordinating and providing day to day support for school staff.  The Technology Manager will maintain desktop and laptop environments, technology inventory and ensure that all equipment is up to date with patches and the latest versions of software using LANDesk Management Suite.  The Technology Manager shall also contribute to the procurement of technology, creation of standards and driving software and services pilot programs and implementations.

Core Duties and Responsibilities

• Support Management
  • Serve as the primary point of contact for technology support at school site and the secondary point of contact for a partner school;
  • Provide end user support by performing installation, repair and preventative maintenance of user computers and related hardware/software within established standards and guidelines;
  • Accurately log all support activities and acknowledge, troubleshoot and resolve all requests in a timely manner; escalate and follow through when necessary;
  • Coordinate with the New Visions Technology Team and vendors to ensure the network, staff and student systems are running at optimal speeds;
• Communication and Client Management
  • Identify and implement additional technology services and supports to help align technology with teaching and learning;
  • Regularly meet with key staff to ensure technology alignment with school needs;
• Systems Management and Inventory
  • Manage school-level platforms, systems, services and user accounts while retaining data integrity and security;
  • Oversee the assessment, selection, implementation and management of non-standard technology and school-level systems that effectively forecast the growth of the school
  • Responsible for organizing and maintaining staff and student accountability systems related to technology;
  • Together with the Business Manager, coordinate selection and procurement of technology, including hardware, software and services;
  • Maintain and monitor the inventory of technology assets, including licenses;
  • Distribute and collect staff technology related to new hires and terminations;
• Knowledge Management
  • Prepare and maintain system, administrator and user documentation;
  • Share knowledge across the network of New Visions Charter High Schools using established practices and guidelines;
• Event Management
  • Prepare, test, support and effectively manage school events, including annual Charter Lottery;
  • Develop and facilitate learning sessions, provide support and execute the successful delivery of an annual network onboarding.

Required Skill Sets and Qualities

• Customer service oriented and ability to work with staff at all levels of the organization;
• Effective written and verbal communication skills.
• Highly organized with strong analytical and problem solving skills;
• Ability to maintain current and up-to-date expertise in a wide range of hardware, software, services and Operating Systems;
• Ability to work independently as well as within the framework of a network;
• Ability to learn quickly prioritize and correct problems in a fast-paced environment;

Qualifications and Experience

• BA or BS and five years desktop support or help desk experience;
• Experience working in an urban school setting strongly preferred with previous charter school experience and/or working with young people, a plus;
• Experience with ITIL®  or other Service Management frameworks helpful;
• Experience with Windows OS, Mac OS, Chrome OS and Google Apps desirable;
• Experience with remote desktop management systems helpful;
• Strong hardware/software troubleshooting skills with proficient knowledge of hardware components, Windows and Mac Operating systems;
• Experience using and managing a service desk ticketing system (creating, documenting, closing, etc.);

Additional Duties

• Willingness to work non-standard hours as needed
• Additional responsibilities as needed to meet the needs of the organization
• Willingness to work non-standard hours as needed in order to support the technology needs to maintain a well-functioning school community

Other Considerations

• This position is subject to a minimum PTO blackout date of three weeks prior to and including the network-wide summer onboarding event – approximately 28-49 days before Labor Day
• Occasional travel to partner school shall be required

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

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

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

University Prep Middle School is a community that prioritizes and values rich and intentional curriculum and lesson design, thoughtful reading instruction, and books and reading—and teachers play an active leadership role in every aspect of the school. The small network, which also includes a high school founded in 2008, will expand to include a primary school (K – 4) in the fall of 2023 as well as move into a new building. The school is located in the Mott Haven neighborhood of the Bromx, next to St. Mary’s Park.

U Prep Middle is entering its third year this September and will serve about 420 students in grades 5, 6, 7 and 8. The school is located in the Mott Haven neighborhood of the Bronx and seeks a grade 5 English teacher, a grade 6 science teacher, a special education math teacher in an ICT setting, a special education English teacher in an ICT setting, a speech-language pathologist (joint appointment with U Prep High School), and a chess teacher.

You can read more about the opportunities here and you can watch a short video about the school here. U Prep Middle was honored last year by Teach for America for its outstanding collaborative culture, and you can watch a video that features one of the school’s teachers here.

U Prep Middle is a unionized charter school, and all teachers are members of the UFT and participate in the NYC TRS. Starting salary is about 10% higher than DOE salary.

ExpandED Schools is a leading afterschool organization that advances educational equity for students from under-served communities across New York City. Founded in 1998 with a catalytic $125M from the Open Society Foundations, ExpandED designed the nation’s first city-wide, publicly-funded system for afterschool programming. Today, through advocacy, research, and program development, ExpandED continues to build the capacity of the NYC afterschool field to address the educational inequities that prevent far too many students from reaching their full potential.

Today, we continue to reimagine learning time – in school, after school and during the summer – developing scalable and sustainable models that provide more quality learning. Since our founding in 1998, we have reached more than one million students and trained more than 30,000 educators and teachers. Now more than ever, children need access to innovative, engaging ways of learning. ExpandED is designing online programming, organizing and uniting partners across the afterschool field, and leading the fight for urgently-needed public funding to ensure kids from communities most affected by COVID-19 will continue to have access to a robust public education.

Purpose of Position:

The Vice President, Institutional Advancement, is responsible for ExpandED Schools’ fundraising and communications functions. This position reports to the President and CEO.

Responsibilities:

• Lead a passionate and mission-driven Institutional Advancement team of four–Director of Institutional Giving, Development Officer, Director of Communications, Communications and Marketing Associate—to achieve excellence aligned with ExpandED’s mission, strategy and objectives.
• Develop and lead strategy for raising funds from private philanthropic institutions, corporations, and individual donors to support ExpandED, including prospecting and nourishing relationships ($4.4M in FY21).
• Work with staff across the organization to develop fundraising expertise in preparing compelling proposals, reports and other materials for their teams and prospective funders.
• Support the President in board development and serve as the main staff representative for the Board’s Advancement Committee.
• Lead special events for donors, such as annual gala and Jeffersonian dinners.
• Develop and communicate fundraising goals and progress for all funds, public and private, to cheerlead efforts with team, staff, and Board.
• Support the Director of Communications to ensure effective development and execution of organizational communications strategy to promote ExpandED’s efforts through publications, the web and the media.
• Serve on the executive team, setting organizational strategy and direction for ExpandED.
• Supervise and mentor direct reports.
• Represent the organization to funders and prospects.
• Drive ongoing efforts to improve current fundraising operations and donor accountability by improving data collection, donor tracking, grant reporting and maintaining the team’s budget.
• Mobilize, support, and train Board Members and other volunteers to fundraise for the organization from a diverse, dynamic and sophisticated donor base.

Qualifications:

• Excellent leadership, interpersonal and communication (oral and written) skills and a good sense of humor.
• Bachelor’s degree and more than five years management experience or comparable experience
• Readiness to supervise leadership-level personnel.
• Demonstrated skill set and readiness to oversee and successfully meet a multi-faceted, $4M – $5M fundraising goal.
• Deep commitment to ExpandED Schools’ vision of equitable public education system that prepare young people for long-term success in the 21st century economy; knowledge of K-12 public education and afterschool.
• Enthusiasm for systems-building and fundraising for an organization that does not offer direct service to children and families.
• Ability to manage multiple projects in a fast-paced environment with humor and grace.
• Ability to create and implement project plans, work independently as well as part of a team, follow through on assignments and prioritize competing tasks.
• Attention to detail and high standards for presentation of written material.

Salary: $145,000+

Benefits:
ExpandED Schools offers a generous benefits package which includes:

• Full-time and eligible part-time employees receive medical, dental and vision plans for employees and dependents, largely subsidized by ExpandED Schools
• Health, dependent care and transit pre-tax accounts
• Employer-paid life insurance and supplemental disability coverage
• A generous paid time off package which includes 24 vacation days, 8 sick days,  and 12 paid holidays (prorated for part-time staff)
• 403b retirement plan with eligibility for employer contribution of 5% of annual compensation after one year of employment (no match requirement)
• Commitment to work-life balance
• Partial tuition reimbursement offered to employees after six months of service
• Professional development opportunities, including funds to participate in external training and coaching opportunities

ExpandED Schools believes in the importance of being a diverse, equitable and inclusive organization that enables our students and staff to thrive. We are committed to building a talented team that reflects the diverse backgrounds and experiences of our students. At the same time, we work to ensure an inclusive community through creating a space for important dialogue about issues of race and identity for our staff and students.

As an equal opportunity employer, we hire without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status or disability.

Start Date:                       Immediate

Team:                                Greenfield

Location:                          Based in the Northeast, ideally in proximity to our               schools in Brooklyn, NY or Providence, RI.

Flexibility to frequently work remotely.

About Achievement First

Achievement First, a non-profit 501(c)3 charter school management organization, operates over 37 public charter schools in Brooklyn, Connecticut and Rhode Island. The mission of Achievement First is to deliver on the promise of equal educational opportunity for all children, regardless of race or economic status. Achievement First currently educates more than 12,600 students in historically underserved neighborhoods, with over 90% of our students identifying as Black and Latino. With its college-preparatory focus, the Achievement First approach is attaining breakthrough academic gains throughout the network. Beyond our students and schools, Achievement First is an engaged and prominent partner in the larger conversation about how to improve public education and student achievement in our country.

About Greenfield

In 2015, Achievement First launched an innovative school model that we call Greenfield. Greenfield is a ground up redesign of middle school with the goal of dramatically increasing college persistence. Achievement First’s

four Greenfield middle schools provide rigorous, high-quality instruction within a nurturing school community

focused on developing self-motivated learners, problem-solvers and leaders. Our students benefit from:

• Rigorous and rewarding core academic classes.
• Daily enrichments of student choice.
• Hands-on, experiential learning that deepens and extends what students learn in the classroom through two-week long expeditions three times a year.
• Social emotional learning and small-group mentoring to develop social-emotional skills and goal setting skills.
• Student-curated dream teams that consist of teachers, family members and other significant influencers in a student’s life. This team works to help students achieve student goals.
• Intervention built into the fabric of the school day.
• An awesomely powerful community where school, home and the broader community link arms in support of student development and achievement.

At Greenfield, we strive to ensure all students excel on our four pillars:

• Academic Preparation: Our students are the consumers and producers of text and meaning. They will construct their own meaning from rigorous texts through an inquiry-based approach that offers multiple entry points and supports deep understanding of grade level, complex text.
• Academical Independence: Students can become the agents of their success through ownership and personalization.
• Social Emotional Strength: Habits of success can and should be taught. Students need to experience the joy and excellence that comes from enrichment outside of traditional academics.
• Personal Why: A deeply held and individually developed personal drive to achieve grounded in personal interests and motivation.

Greenfield is currently focused on grades 5-8 at two schools in Brooklyn, NY and two schools in Providence, RI. In the next several years, Achievement First plans to incorporate the learnings from the Greenfield model into all 16 middle schools. The Greenfield Team will be instrumental in collaborating with Achievement First Network Support teams on the integrated middle school model.

For more information about Achievement First’s mission, approach, schools and team, please visit our website at www.achievementfirst.org.

The Greenfield ELA Program

Greenfield’s Literacy operates from a long-term goal of both facilitating an authentic love for reading and adequately preparing students to be successful in high school AP Literature. With this goal in mind, our middle school students actively work toward mastering common core standards, strengthening their ability to critically evaluate literature and increase their world knowledge by exploring a wide range of diverse and engaging content including topics about various cultures, beliefs and origins. Our program is grounded in several core components:

• Core Instruction: Students critically analyze a variety of texts and novels including source documents to build their schema, authentically practice literacy strategies and respond to texts in both oral and written forms.
• Collaborative Discussion: Students engage in robust debates utilizing their texts and world knowledge to both strengthen their claims and arguments and learn from their peers.

For more information about Achievement First please visit our website at www.achievementfirst.org.

Role Summary

The Associate Director of ELA will serve as a member on the broader ELA team and co-own achievement results. In collaboration with their colleagues, they are responsible for realizing the Greenfield ELA vision through strong design, high quality school support and strong partnership with all stakeholders.  The Associate Director of ELA will spend the bulk of their time designing assessments, building project-based learning tasks for our ELA curriculum and coaching deans and teachers toward executing exemplar ELA instruction. The Associate Director of ELA will report to the ELA Director.

Responsibilities will include but are not limited to:

• Curriculum Design: ~ 60% of the role is focused on designing and revising our 5th-8th grade curriculum to incorporate feedback and best practices, build student-centered tasks, and diversify the curriculum to include a variety of perspectives and identities. Program design responsibilities include:
  • Design Robust Curriculum, Tools and Resources: Develop exemplary curriculum materials that are aligned to the Common Core State Standards (CCSS), PARCC, and New York State’s test and that build on and leverage strong, diverse word and world knowledge.  Curriculum materials include unit plans, assessments, daily lesson resources, and student handouts. Revise existing curricular materials based on feedback from Greenfield school staff and anecdotal and achievement data from Greenfield students.
  • Support Diversity, Equity and Inclusiveness: Ensure curriculum, tools, resources and student experiences are relevant, affirm student identities and foster a diverse array of perspectives.
  • Support Codification and Scaling: Revise and help codify best practices to aid in scaling of the Greenfield model.
  • Row with the Team: Report to and serve as a critical thought partner to the Director of ELA. Eventually, occasional travel to visit our Greenfield schools to observe, prototype, or work with small groups of students/teachers to learn about the strengths and weaknesses in our model.
• Execution Support: ~ 20% of the role is focused on partnering with schools to drive strong execution results, including:
  • Professional Development: Plan, lead and execute both leader and teacher facing professional development for our ELA program to drive student engagement and achievement.
  • Ongoing Coaching and Support: Collaborate with our regional superintendent and the ELA Lead to provide exemplar resources and direct coaching as needed in order to meet program execution goals.
  • Build and Maintain Relationships & Diverse and Inclusive Networks: Collaborate with Achievement First’s broader network support team to maximize network-wide best practices. Foster a collaborative workspace where a diversity of views, backgrounds and perspectives are welcomed. Fully leverage the diversity of our network, families and community partners.

Skills and Characteristics

• Coaching and Professional Development: You have a strong sense of what it takes to leverage a curriculum to achieve rigorous outcomes and the ability to plan and lead professional development and coach execution towards those outcomes.
• Communication: You have strong skills in working across multiple stakeholders with a variety of perspectives, this includes both the ability to present information clearly and the equally important ability to listen carefully. You are adept at explaining a challenge and moving towards resolution.
• Design Heart: You love to design and plan challenging, hands-on, multi-modal curricula. You have experience in unit and lesson planning, with a focus on clear daily and unit outcomes.
• Project Management & Organization: You have strong project management skills (including project planning and execution) that allow you to successfully manage your time and drive toward key priorities. You have exceptional organizational skills and are able to execute tasks with an acute attention to detail.
• Entrepreneurial Drive and Innovative Spirit: You are an entrepreneurial and ambitious educator with a passion for innovation and an eagerness to strategically redesign schools.
• Dynamic: Innovation requires a commitment to continuous reflection, flexibility and improvement. You embrace change, are a team player, are flexible and adaptive, and strive for continuous development and creative solutions.
• Embody the values of servant leadership: Excerpt from The Center for Servant Leadership, “A servant-leader focuses primarily on the growth and well-being of people and the communities to which they belong. The servant-leader shares power, puts the needs of others first and helps people develop and perform as highly as possible”.
• Purpose Driven: We lead and operate with the deep belief that the purpose is greater than the process. This means we place “why” at the front of everything we do and we do whatever it takes to provide those we serve with the tools to not only “fish” for themselves but of a deep understanding of the impact of those tools.
• Commitment to Excellence: Our students deserve the best. In order to provide them with opportunities they deserve, we must execute with precision, produce high quality materials, model professionalism and leadership for our organization as well as hold one another accountable so that we are our collective best selves.
• Cultural Awareness and Sensitivity: Our work must always be filtered through a lens of cultural awareness and sensitivity. We constantly ask ourselves how our work and interactions honor the background of those we serve. As a result, it is a priority to reflect on our own experiences, attitudes and potential biases.

Educational Background and Work Experience

• Bachelor’s degree from a competitive college or university; ELA degree preferred
• A minimum of 5 years of relevant work experience as an educator or in a related field working directly with schools, preferably as a coach, school leader, program designer, or design consultant
• Familiarity with The Writing Revolution strongly encouraged
• School leadership at the dean or coaching level is strongly preferred.
• Proven record of success
  • Training and coaching school level administrators, teachers, and support staff
  • Implementing and/or designing ELA/Humanities curriculum, ideally at the middle school level.

Compensation

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

To Apply

Complete this application form to submit both a cover letter and resume: http://bit.ly/applyGF. Applications without a cover letter will not be considered.

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

Community Roots is hiring:

Teachers for our k-5 classrooms with certification in elementary school, secondary school content area certification (Art, Humanities, Math, Science, Performing Arts, Physical Education, and Spanish) and special education. Community Roots offers Integrated Co-Taught (ICT) classes for all k-5 classrooms. 

Compensation:

• Salary scale based on years of experience and certification 
• 403b with employer match 
• Single and family dental, vision, and health care

Qualifications:

• Preference for New York State Teacher Certification
• Prior teaching experience with demonstrated success
• Demonstrated ability to collaborate
• Demonstrated ability to prioritize student achievement while creating a nurturing and encouraging school environment
• Preference for dual certification in Teaching Students with Disabilities (Special Education) and a content area

Community Roots seeks individuals who:

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

About Community Roots:

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

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

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

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 Middle School Science Teacher works to foster excitement and curiosity in students (grades 6-8) for how the physical world works. S/he provides students with a safe and healthy learning environment that will nurture, motivate and challenge all children to achieve the highest level of academic excellence and to develop into mindful, responsible, contributing participants in their education and communities.

Curriculum and Planning

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

In the Classroom

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

Communication and Collaboration

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

Professionalism and Work Day Expectations

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

Position Qualifications:

Attitude and Focus

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

Skills and Knowledge

• Deep belief in VOICE’s mission, vision, and values
• Basic principles of curriculum design
• Child learning theory and behavioral approaches
• Differentiation strategies (conferencing; small group work); basic understanding of English as a Second Language and Special Education approaches and procedures
• Elements of effective classroom environment and management
• Familiarity with the American Museum of Natural History, or other museums/ institutions such as the Hall of Science, Liberty Science Center, etc.
• Analyzing data using defined but different processes in order to inform student progress
• Ability to adapt to changing work priorities
• Ability to maintain confidentiality; exhibit tact and patience
• Building strong and effective collegial relationships as part of a team, including but not limited to co-teachers and grade teams; be able to effectively manage an assistant
• Building individual relationships with students and maintaining a kind, firm voice and body language
• Building effective sequential long-term lesson plans and mastery-oriented short term lesson plans
• Maintaining high academic expectations through purposeful building of thinking skills, standards-aligned independent practice, questioning and discussion techniques, high standards for language and evidence, and structured support for students
• Communicating effectively and frequently with families
• Reflecting on own practice and implementing action steps; embodying VOICE values in everyday interactions and work products
• Using time efficiently; prioritizing tasks appropriately; meeting deadlines
• Ability to come up with create and meaningful examples in your instruction
• Ability to use different methods to explain difficult to understand concepts

Educational Background and Work Experience

• Bachelor’s degree from an accredited college or university required
• New York State teaching certification required [VOICE will consider only candidates that are either (a) already fully certified at time of application, or (b) on track to become fully certified by the first day of employment] OR exceptional scientific experience required
• Completion of at least 30 course credits in biology, earth science, physics, and/or chemistry required
• Experience with and interest in working with high needs students preferred
• Experience with state test preparation or supervision preferred
• Passion for science disciplines (science coursework in college or graduate school) preferred

About HERE to HERE:

HERE to HERE enhances paths to rewarding careers for young people by uniting employers, educators and community-based organizations in the Bronx and across New York City. Our vision is a thriving, inclusive economy, in the Bronx and elsewhere, driven by meaningful partnerships between young people and employers.  We work closely with high schools, postsecondary programs (and particularly CUNY and its Bronx campuses), community-based organizations, public officials, and employers.

Our goal is to build partnerships and policies that help employers identify the talent they need to thrive and ensure every student develops the passion, experience, and professional network to succeed in a career of their choice.

Over the past three years, HERE to HERE has successfully established itself as the intermediary that champions young people by working to redefine the systems that unfairly burden Black and Brown students as they pursue their career ambitions. We understand that the issues are complex and interrelated. That’s why we create effective partnerships, prioritize the thoughts and opinions of young people, and mobilize people and organizations—demonstrating how our collective efforts to create a just and inclusive talent system will create lasting change. How we reinvent these systems determines our future.

HERE to HERE’s priorities are to elevate student career success as the shared and primary priority of students, families, communities, educational institutions, public agencies, employers, and elected officials and to make best practice common practice through:

• Adoption of the Key Distinguishers by practitioners, policymakers, and funders.
• Demonstrate and elevate exemplars in braided pathways.
• Building the narrative and case for prioritizing student career success and work-based learning.
• Codifying and demonstrating authentic co-creation with students to create best practice and mobilize champions.
• Focusing on organizational well-being and sustainability, including deepening our diversity, equity, inclusion and belonging practices.

Reports to:

Director, 9-16 Educational Partnerships 

To Apply:

Apply directly online through the HERE to HERE Career portal: https://www.heretohere.org/about/careers/

Please be sure to include a cover letter and resume. We may request writing or curriculum samples during the interview process.  We will be reviewing candidates until we find the right person for the role.

Position Summary:

The Project Manager, WBLL will forge and maintain relationships with public high schools towards the goal of connecting high school students to interest-driven, career-focused learning opportunities. A HERE to HERE Project Manager works with partner schools across The Bronx to provide training, resources, and support in service of strengthening school capacity. 

The Work-Based Learning Lab (WBLL) team partners with schools, employers and CBO’s to braid work-based learning opportunities into academic experiences. The team works to develop staff capacity, incubate ideas, and empower educational institutions to integrate work based learning (WBL) through HERE to HERE’s Key Distinguishers. Our goal is to demonstrate scalable strategies that are student-centered and based on best-practices from the field. 

The Project Manager, WBLL serves as a critical lever to strengthen the capacity of schools to integrate work based learning (WBL) and deepen career readiness efforts. To achieve this goal, the Project Manager will:

• deepen WBL implementation within high schools through HERE to HERE’s Key Distinguishers 
• serves as key liaison between high schools, both staff and students, and the world outside the school. 
• act as a thought partner to principals, teachers, school-based Work-Based Learning Coordinators (WBLCs) and works in tandem with HERE to HERE’s WBLL Team.  
• promote reflection, provide guidance and structure where needed, and advance school goals through collaboration and continuous improvement. 
• ensure high-quality, capacity building, support through co-planning, resource coordination, and guidance. 
• design learning communities for educators to learn from each other, strengthen their knowledge, solve problems of practice, and advocate for the system change work that is needed to build capacity within their schools. 
• demonstrate and model a passion for thought leadership, work based learning, and education reform.

This is a full-time overtime-exempt position. Since the start of the ongoing pandemic, HERE to HERE staff have been working from home. When the office reopens, this role will be based out of the HERE to HERE office, located in The Bronx, and will travel throughout NYC via public transportation to meetings and events.  

We are looking for someone who is passionate about our mission and will thrive in a high energy, dynamic team like ours. And we mean TEAM. We collaborate, engage in healthy debate, jump in wherever our skills are needed, we all lead and follow. We are a group of unique individuals who truly believe in this work.

Position Responsibilities:

• Co-plan and facilitate professional developments for school with school-based Work-Based Learning Coordinators
• Provide policy guidance and technical assistance to school based practitioners 
• Support the development and facilitation H2H Learning Communities (quarterly convenings of H2H network schools where educators share best practices and work collaboratively to improve WBL efforts)
• Develop school level support plans 
• Support program evaluation processes and provide feedback on program effectiveness to site and program administrators.
• Establishes and maintains clear communication and cooperative working relationships with a variety of educators and stakeholders.
• Support the coordination of career day/opportunity fairs 
• Assist schools in deepening work based learning efforts and activities in alignment with HERE to HERE’s Key Distinguishers
• Support school-based WBLCs in operationalizing and managing Summer Youth Employment Program (SYEP) 
• Works with educational institutions and H2H partners to capturing data around work-based learning goals
• Work in coordination with Work Based Learning Labs (WBLL) team members to develop WBL professional learning opportunities. 
• Facilitate professional development to network and affiliate schools and CBOs
• Identify and share best practices across the network
• Prepares reports, maintains program files and record keeping systems for accountability.
• Support implementation of the ImBlaze platform in schools by training students and staff
• Create and support student programming and recruitment for HERE to HERE events 
• Provide technical support in work-based learning platforms

Required Attributes, Attitudes, Skills & Knowledge 

As part of this team, you will be most successful if you possess most of the following:

• Experience in youth development or school-based work; BA in related field or 3-4 years equivalent real-world of experience in an educational setting preferred. 
• Knowledge of approaches that connect the developmental needs of adolescents to real world learning. Knowledge of strategies to explore personal passions and interests, draw upon the inquiry process to further understandings, and model living as a lifelong learner. 
• Experience communicating effectively with school leadership and staff; must enjoy working closely with school-based leaders and practitioners. Appreciation for school specific culture, programming and workflows. 
• Knowledge of principles and practices of instruction, curriculum, professional development and assessment. Ability to design and support implementation of school-wide systems and structures. Ability to motivate, challenge and guide others in the improvement of educational goals. 
• Ability to plan, organize and conduct coaching activities, instructional activities, develop lesson plans, design curriculum, observe lessons, provide feedback, and coach teachers.
• Ability to utilize reflective coaching in content and pedagogy. Ability to adapt generalizable goals to specific school contexts. Knowledge of coaching models and resources for continuous improvement.
• Experience in communicating effectively with young people; must enjoy working with high school youth. Appreciation for the unique life experiences of each student. 
• Communicates thoughtfully and empathetically. Ability to effectively present information both orally and written to individuals, public groups, employers, and students and their parents, with experience in strengths/asset-based language;
• Excellent time management skills and ability to multi-task and prioritize work in a small, nimble organization. Follows through on all projects and communicates in a timely fashion. 
• Knowledge of database, spreadsheet, and word processing software as well as cloud-based programs. Fluency with Microsoft Office Suite (Outlook, Word, Excel, PowerPoint), and Google Suite required.. 
• Ability to work with multiple constituent school sites, primarily in The Bronx, including travel by public transportation 
• Unwavering commitment to service and social justice; willing to engage with and support colleagues and partners in addressing systemic barriers to youth success and the root causes of racial inequity.

Compensation and Benefits:

This is a full-time overtime-exempt position. HERE to HERE staff have worked remotely since March 2020. When the office opens, this role will be based out of the HERE to HERE office, located in The Bronx and will travel throughout NYC via public transportation to meetings and events.

HERE to HERE offers extremely generous medical (including sponsored dependent and family plans), dental and vision insurance, Employee Assistance Program, 401K match, generous paid time off benefits (currently 20 days PTO and 13 paid holidays), and paid parental leave.

HERE to HERE is an Equal Opportunity Employer and Prohibits Discrimination and Harassment of Any Kind: HERE to HERE is committed to the principle of equal employment opportunity for all employees and to providing employees with a work environment free of discrimination and harassment. All employment decisions at HERE to HERE are based on business needs, job requirements and individual qualifications, without regard to race, color, religion or belief, national, social or ethnic origin, sex (including pregnancy), age, physical, mental or sensory disability, HIV Status, sexual orientation, gender identity and/or expression, marital, civil union or domestic partnership status, past or present military service, family medical history or genetic information, family or parental status, or any other status protected by the laws or regulations in the locations where we operate. HERE to HERE will not tolerate discrimination or harassment based on any of these characteristics. HERE to HERE encourages applicants of all ages. HERE to HERE is committed to building a diverse staff and encourages applications from people of color.

Nichols School is seeking applications for a full-time Upper School Advanced Spanish Teacher to join our forward-thinking community.  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.

Applicants must have AP and advanced level teaching experience, be able to collaborate with colleagues, bring new ideas to the learning process and demonstrate a high level of technology proficiency.

Candidates must demonstrate fluency, competence and experience of Spanish language, culture and literature.  This person should encourage and support students in the process of mastering language and gaining appreciation of Spanish culture.

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 and professional development.

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

Primary Function:

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

Duties and Responsibilities:

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

 Position Requirements:

• Minimum of 2 years teaching experience
• Bachelor’s degree in Early Childhood Education or a related field with a valid NYSED certification
• Enrolled in a qualified graduate program for Early Childhood Education
• DOE/DOI/PETS Fingerprint Clearance
• CBC Clearance
• SCR clearance
• Child Abuse and Maltreatment certificate (Must receive online before starting position)
• Infectious Disease Certificate (Must receive online before starting position)

Phipps Neighborhoods helps children, youth, and families in low-income communities rise above poverty. We work in South Bronx neighborhoods where we can address the greatest barriers to lasting success through education and career programs, and access to community resources. We’re dedicated to our neighborhoods for the long term, supporting individuals and families as they establish self-sufficiency. Our services create opportunities for people to thrive in every aspect of their lives.

Position Summary:

Phipps Neighborhoods seeks an innovative leader who will work alongside and assist the Education Director in the planning, organization, and consistent implementation of a developmentally appropriate curriculum, emphasizing a child-centered learning environment for toddlers and preschoolers. They will help maintain the daily operations of the Universal Pre-K program and work closely with the teachers and UPK staff to partner with families to ensure the highest quality prekindergarten learning environment.

•  Assist in overseeing the daily operations of the UPK program. These services will include but are not limited to full/ extended day and yearlong Pre-Kindergarten classes for 3 and 4-year-old children.
•  Supervise staff including Lead Teachers, Assistant Teachers, and School Aides
•  Assist with student recruitment and enrollment
•  Demonstrate knowledge of early childhood education best practices and how to incorporate these practices into the program site
•  Communicate effectively with parents as needed and maintain a positive relationship with families through parent meetings, counseling, conference, workshops and special events
•  Engage families with learning activities both in the classroom during the school day and strategies for early childhood learning at home
•  Possess a good understanding of current, applicable regulations and be able to perform all necessary steps to make sure programs are in compliance with these regulations, including the NYC Department of Health and Mental Hygiene and Department of Education.
•  Promote the positive image of the organization and play a major role in making Phipps Neighborhoods a provider of choice in educational programs for the communities we serve

Qualifications:

• Masters in Early Childhood Education or Special Education birth through second grade
• New York State Certification in Early Childhood Education or Students with Disabilities (birth-second grade)
• Minimum of 2 years as a Group or Lead Teacher preferred; 2+ years as an education supervisor, or site manager required.
• A track record of excellence with inspiring teachers, parents, and other community members
• Experience in enrolling programs in areas with high competition
• Excellent written and verbal communication skills
• Above average proficiency with the full Microsoft office suite, especially Excel.
• Experience with Teaching Strategies Gold, Early Screening Inventory (ESI), Assessment Survey  Quality Evaluation (ASQE), Program Quality Assessment (PQA) and other data management and evaluation software
• Knowledge of NYC Department of Health and Mental Hygiene Article 47 regulations, Department of Education Universal Pre-K and Common Core Standards and Administration of Children Services Standards
• Knowledge of NAEYC and other state and national accreditation standards
• Ability to multi-task, be goal oriented and possess a high energy level in order to succeed in a challenging, fast-paced environment
• Positive, energetic and engaging personality as well as a good sense of humor
• DOE/DOI/PETS Fingerprint Clearance
• CBC Clearance
• SCR clearance
• Child Abuse and Maltreatment certificate (Must receive online before starting position)
• Infectious Disease Certificate (Must receive online before starting position)

Position Description

The Lead Social Worker, a core member of the Student Support Team at Harlem Link, is HL’s social emotional ambassador with the responsibility of helping children develop age appropriate social emotional tools and outlets that they can use to have positive experiences with peers and adults. The Lead Social Worker leads the Social Work team and helps to educate the staff in understanding children through developmental and social emotional lenses as well as adverse experiences that may impede these developments so that we may all support our children and foster a positive school environment for all. The Lead Social Worker is supervised and evaluated by the Director of Inclusive Learning and Supports. 

HL’s Social Worker has met the school’s goals if: 

• Students across the school consistently use positive social skills school-wide and in classrooms
• Students can use their words to express their feelings
• Students can independently and successfully navigate conflict resolution at any time of the school day
• Teachers have knowledge about developmental milestones for children, social emotional needs and tools they can use to teach their children to have positive social skills
• The HL community feels up to date about adverse experiences that directly impact our children such as poverty-related issues, abuse or neglect, negative interactions with preventive agencies and how trauma affects a family, to better work with our children
• Families are supported as needed in ways that benefit the them and their children at HL
• Families have a positive relationship between school and home even, even those going through rough patches
• Children are supported and protected at all times

Responsibilities of Grade Social Worker

Positive Social Emotional Development

• Work closely with the SST or Student Support Team (Director of Inclusive Learning & Supports, Social Workers, Manager of Special Education, Director of Student Affairs, Behavior Specialist, AIS Teachers, Assistant Principals, and Principal), teachers and staff so that there is effective collaboration and communication about social emotional needs and steps to take school wide and in classrooms
• Work alongside teachers, students & staff throughout the school day (breakfast, lunch, recess & dismissal)  to develop positive social and conflict resolution skills needed to effectively collaborate and communicate with others and to achieve academically
• For the benefit of all students’ social emotional development, collaborate with Social Work team to support teachers in providing weekly social emotional lessons(such as from Second Step) across all grades
• Assist with developing support plans and putting preventative measure in place to respond to the trauma and attachment needs for children in our community
• Observe classrooms to monitor social emotional strengths and growth areas for students
• Assess students’ social emotional needs and develop plans to meet these needs with the SST team, particularly the Assistant Principals, Dean/Behavioral Specialist and teachers
• Provide Tier II push-in support to assist individual children and groups with social emotional growth
• Encourage students’ positive interactions with other students and adults. 
• Provide families with support around social emotional development and how this looks in the home as well as school

Counseling

• Provide counseling to students in 1:1 and small group settings for the purposes of:
  • meeting IEP-mandates
  • meeting goals of students referred through Tier II or III RTI
  • supporting students with short term crisis intervention
  • increasing social skills, anger management, self-esteem, and conflict resolution, and
  • ultimately, improving classroom performance
• Create treatment plans for students who receive counseling  that include goals and progress monitoring
• Update goals, attend annual meetings, and make revisions as necessary for students with IEP-mandated counseling

Leadership and Collaboration

• Supervise and annually evaluate the Social Work team which includes at least two Social Workers and one Case Manager
• Supervise Social Work interns
• Help support behavior plans and interventions alongside the administration, specifically the Assistant Principal, Director of Student Affairs and Behavior Specialist to support children during all parts of the day. 
• Server as a Member and Collaborator of Response To Behavior Intervention Team and coordinate supports for Students in Tier II or III for behavior
• Serve as advocate for parents and families in need
• Facilitate/Co-Facilitate workshops with Social Workers, Family Engagement Director or other necessary staff:  
  • Social Emotional, Child Development, Trauma, Abuse & ACS workshops for staff as needed
  • Social Emotional and  Community Resources workshops for families as well as topics that respond to parent/guardian needs
• Be part of the core Attendance Team at Harlem Link along with other staff to support positive change in attendance with students
• Communicate clearly and regularly with families and provide a supportive pathway for families to feel connected to the HL Community
• Support Harlem Link’s mission, vision and culture
• Model Harlem Link’s Core Values and Staff Norms at all times with the children and other adults,
• Uphold the philosophies of Responsive Classroom and Emotionally Responsive Practice when working with children, staff and families
• Facilitate and bridge a relationship between Northside Counseling CBO and the HL family
• Infuse laughter, joy, hard work ethic, excellence, learning, and celebration into work with children
• Collaborate closely your fellow Social Workers for seamless social emotional support of our students and school community

Professional Learning 

• Keep up to date with topics germane to Harlem Link and the community such as developmental milestones, trauma, psychological issues facing youth, community demographics and changes, impacts of poverty, community resources, state laws around child protection, etc. through readings, workshops and school visits
• Meet with supervisor regularly
• Meet with LCSW for clinical supervision, as available
• Work closely with Emotionally Responsive Practice coaches in workshops, classroom observations and through coaching to become fluent with the ERP approach 
• Participate in professional learning opportunities including HL’s Summer Institute, HL Professional Days, workshops,  
• Provide professional development and learning opportunities as needed to staff and families

Social Work Coordination

• Build systems of tracking students, note taking, scheduling, meetings and communication to support students
• Facilitate Harlem Link’s mandated reports of neglect and abuse to ACS and maintain contact with case workers and preventive agencies, serving as Harlem Link’s liaison while clearing communicating action steps and paperwork needed with teachers
• Track number ACS referrals in any given school year and when cases close
• Communicate closely with the Director of Inclusive Learning and Supports when a child is in crisis (e.g. abuse, suicidal/homicidal articulation, tragedy in a family)
• Maintain Social Service Resource List and Referrals
• Hire, train and supervise social work interns as needed and work with the Director of Student Support and the ILT plan for the interns’ work in the community
• Administer Bio-Psycho-Socials for each new student and/or screenings, and possible home visits
• Know all current school health regulations, legal requirements, and funding streams for various social programs, and 
• Evaluate the need for individual students to be referred to appropriate social, mental health or family services and communicate with Instructional Leadership team early on for any interventions that you will recommend

Other Additional Responsibilities

• Provide daily presence and support and for families, children and staff by 8:15am in the cafeteria, throughout the day and at Dismissal starting at 3:30pm

• Provide daily presence and support for families, children and staff from 8:30-9:00 by classrooms and the main office

• • Attend Daily Attendance Team meetings that lead to actions for interventions
  • Conduct home visits as necessary for safety and wellness as well as for attendance 

• Collaborate closely with Social Workers and Case Manager

• Collaborate closely with the school community particularly the members of the Student Support Team and teachers

• Designate 2-3 lunch periods per week to be at lunch and recess to promote and facilitate positive play, social interaction and conflict resolution 

• Keep an organized workspace and up to date files on all students

• Attend after school events to support the family, children and community such as Back To School Night, Winter Festival, Spring Musical, Alumni Events, parent and board meetings

Work Rules

• The Lead Social Worker is a 12 month employee
• The Lead Social Worker is an exempt employee working on-site each day school is in session from 8:00 am to 4:00 pm Mondays, Wednesdays and Fridays, and 8:00 am to 5:00 pm Tuesdays and Thursdays, plus additional hours as needed seasonally and for special events.  
• The Lead Social Worker has 20 vacation days plus 12 sick/personal days available for serious health or personal reasons.
• The Lead Social Worker should expect Summer projects and a start date of August 1 with Administration. 

Qualifications: 

• LCSW Certification 
• Highly Collaborative 
• Strong time management and organizational skills
• Ability to set up systems and structures involved in social work documentation
• Demonstrated ability to lead a team 
• Demonstrated ability to work with a diverse set of school stakeholders  (students, families, staff)  in a community
• Responsive Classroom trained or willingness to get training Summer of 2021
• Knowledge of Google Tools such as Documents, Sheets and Presentations

Position Summary

At Harlem Link, we align our practice and use our relationships to help students achieve world-class scholarship and build good character. Our four pillars are Engaging Academics, Effective Management, Positive Community and Developmental Awareness, and we form our classroom communities with emotionally responsive practices in place. Teachers at Harlem Link are outcome-oriented, hardworking and receptive to feedback, putting in the time necessary to ensure scholars meet the school’s high expectation for learning. To accomplish all this, it’s necessary for teachers to work in highly collaborative teams and have a great deal of professional responsibility within the school’s curriculum and lesson planning framework.

Teacher Outcomes and Responsibilities

Curriculum and Instruction

Key Outcome: Students experience an engaging, rigorous and developmentally appropriate instructional program throughout the year, building independence and lifelong habits of learning, thinking and doing.

Key responsibilities:

•       Plan units of study and lessons by following the Harlem Link curriculum framework
•       Use assessment data to write, revise and implement learning objectives that are challenging and measurable
•       Teach reading and writing through balanced literacy and a workshop model
•       Teach math through a TERC Investigations based workshop model, including small group instruction and stations, and Cognitively Guided Instruction to foster fluent and conceptual math thinkers
•       Teach standards-based Understanding by Design social studies units of study
•       Model and instill a love of learning

Special Education (if applicable)

Key Outcome: Students with special needs are able to access the general education curriculum and have their IEP goals met.

•       Work with grade team colleagues to implement modifications and accommodations for students with IEPs
•       Monitor IEP goals for students, and prepare appropriate paper work for annual reviews
•       Possess a strong philosophical belief that all children belong and stop at nothing to ensure a successful, integrated education

Assessment

Key Outcome: Teachers know how students are progressing at all times, and use knowledge of student growth areas to address whole groups, small groups and individual students every day.

Key responsibilities:

•       Conduct frequent checks of understanding throughout every lesson
•       Assess students at the end of every lesson with teacher made formative assessments such as exit slips, conference notes, observation notes or quizzes
•       Administer and review end of unit performance based assessments in reading, writing and math to track student achievement of standards
•       Administer regular assessments to inform instruction, including Fountas & Pinnell Reading Inventory and, in the upper grades, state test Quizzes
•       Use a wide array of data points to make instructional choices and create specific data action plans to increase student achievement, including dynamic student group for small group instruction
•       Write detailed report cards tri-annually to communicate student progress to families

Management

Key Outcome: Classrooms are safe, positive communities where students develop the social and emotional skills to succeed in academic settings and in life.

Key responsibilities:

•       Use Responsive Classroom strategies and Teacher Language to build a safe, orderly, inclusive and positive classroom community
•       Begin each day with a structured Morning Meeting to convey a sense of important, belonging and fun to each student
•       Ensure a safe physical and emotional environment for students through Interactive Modeling, logical consequences and consistent routines
•       Take responsibility for order and productivity by taking a positive and firm problem-solving approach

Collaboration with Families

Key Outcomes: Each family experiences how the school comes to know and honor them as participants and values their efforts and contributions. Parents and guardians are aware of student progress and are welcome in the community.

Key responsibilities:

•       Build a rapport with families
•       Begin the year with purposeful, positive contact with each family to learn about their hopes and dreams and to establish a productive relationship
•       Communicate with families through a daily double-entry log/progress report, phone calls and meetings as necessary
•       Participate in parent association meetings during the year
•       With other staff, coordinate at least one special event to encourage family involvement and dialogue about students
•       Meet with families three times a year (report card conferences)
•       Involve families through classroom student work celebrations  and volunteer opportunities

Leadership and Staff Collaboration

Key Outcome: Our entire staff participates in building norms that create a powerful and positive learning environment, and we exemplify them together.

Key responsibilities:

•       Beginning and end of day:

o   Arrive in time to be prepared for picking up students at 8:15 am and begin the instructional day

o   Assist with dismissal on a daily basis until approximately 3:40 pm

•       Participate actively in the school’s established professional development structures, including sharing best practices with colleagues
•       Prepare for weekly grade team planning meetings and participate in shared planning
•       Use some preparation periods and other available times to meet with:

o   Principal and assistant principal to monitor student progress, teaching, and professional goals

o   AIS teachers and social workers for student updates

o   Instructional consultants or coaches based on individual or classroom needs

About Masa

Masa partners with Mexican and Latino children, youth, and families in the South Bronx to develop strong learners and leaders who fully contribute to the larger community. We envision a community that is civically engaged, empowered, and educated.

Masa’s community-led, integrated model engages the entire family, grounded in a deep commitment to strengthening literacy, leadership, and power for Mexican, Central American, and Indigenous People. Masa fosters a culturally responsive learning community in which families engage with direct service and advocacy programs to dismantle barriers to success.

About the Education Program Coordinator

Masa is seeking an Education Program Coordinator to oversee Masa’s K-12 education programs, including an after-school program, robotics program, and summer intensive academic programs.  This position is ideal for a Spanish/English bilingual person who is passionate about supporting children and youth academically, as well as in building a positive cultural identity and a commitment to social justice, who is committed to engaging and fostering trusting partnerships with families, and who has a strong background in education, social work, or non-profit management.

Responsibilities:

Student/family & volunteer recruitment and enrollment

• Oversee student recruitment and enrollment process, including family intakes and student pre-assessments, running relevant salesforce reports, managing waitlist process
• Oversee the recruitment, tracking, and management of large volunteer base for Masa programs
• Revise and refine recruitment and enrollment materials on an ongoing basis
• Ensure student enrollment data is effectively stored (both electronically and on paper)

Program Supervision

• Plan and conduct regular and on-going training for after-school program volunteers
• Communicate with volunteers on a regular basis regarding student progress
• Provide mentorship to 2 Program Associates, model desired behaviors and lead weekly planning and supervision meetings with staff
• Develop and maintain a high-quality, safe and nurturing environment in which children develop trusting and accepting relationships with adults and peers that foster growth and development.
• Create and/or review and approve culturally and developmentally appropriate curriculum aligned to program goals
• Prepare curriculum scopes/sequences and master calendars for both school year and summer programming; oversee planning and implementation of programs
• Supervise day-to-day operations of all programs, including effectively executing community events
• Develop and maintain program operations manual
• Communicate with parents regularly regarding student needs and other issues; make referrals on an as-needed basis
• Communicate with supervisor about individual issues and challenges as they arise; create student support plans and communicate them to volunteers
• Ensure all materials are purchased and available for use in a timely manner

Program evaluation and data management

• Fulfill all record-keeping responsibilities with the support of program staff
• Support implementation of program evaluation systems, including surveys and other data collection tools
• Run reports in SalesForce to support recruitment, enrollment, and waitlist processes

Requirements:

• Excellent verbal, listening, and written communication skills in English AND Spanish are required; comfortable communicating with children, parents, teachers, volunteers, and staff
• B.A. in education, social work, non-profit management, or other related field; M.A. or M.S.W. preferred
• 2+ years of management or supervisory experience; in an after-school setting a plus
• 2+ years of teaching or case management experience with children and youth
• Excellent administrative and organizational skills
• Able to perform work efficiently and accurately with minimal supervision
• Experience working with immigrant and indigenous speaking families a major plus
• Familiarity with SalesForce a plus

 Physical demands:

• This position is in-person at Masa’s office, and may require local travel to other settings at times (e.g. schools, Masa community events, etc.)
• Light to moderate carrying of program materials is required
• Work schedule will include evenings and occasional weekends. Academic year program includes programming which ends at 8pm typically 4 times/week
• Strict adherence to hand washing, mask-wearing and other COVID-19 safety protocols, including any CDC recommendations, is required

About the Organization – 100Kin10

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

About the Role – Chief People Officer

As 100Kin10 prepares to embark on its second decade, we are seeking an exceptional talent leader to help us continue becoming a workplace where everyone on our team feels a sense of true belonging and inclusivity. In particular, we are intentionally striving to challenge cultures, routines and practices from a racial justice lens and build a workplace that supports every individual to thrive and contribute to their fullest to our shared mission. We aspire to create a team where we can accomplish things together we could never achieve on our own.

The Chief People Officer is a newly created role at 100Kin10. This position reports to the Executive Director and will sit on the management team which sets the strategic direction of the organization. This person will lead our work hiring, onboarding, and supporting the growth of our staff in a way that centers racial justice. The primary focus of this role will include:

• Leading an existing and ongoing staff-wide conversation around racial justice, DEI, organizational values, and individual values in service of challenging oppressive workplace culture, aspiring towards an antiracist and inclusive culture, and creating a sense of belonging for our staff 
• Setting an overall talent strategy to ensure that we are hiring, onboarding, and supporting the growth of our staff in a way that is centered on inclusivity, belonging, happiness, and pursuing audacious impact

Much of this work has previously lived with the Executive Director with support from the management team and an internal cross-functional values team. We are a fiscally sponsored organization, which will allow the Chief People Officer to focus on staff experience without requiring them to manage compliance and people operations work. The Chief People Officer will be primarily focused internally to our team but, once established, would have the opportunity to offer their talents to support our programmatic team in their work.

This role requires a broad range of skills including depth of knowledge of talent management best practices (gained through leading teams and/or managing a talent function), professional and personal maturity, a deep love for other humans, patience for the human experience, and an unyielding commitment to racial justice and challenging oppression at every level.

The person who fills this role can be based anywhere geographically but will, post-COVID, likely need to be present for team retreats every 4-8 weeks, most likely held in the New York City region. There is also likely a modicum of travel in 2022 and beyond for core work obligations, pending the return of safe air travel (as determined by each staff person for themselves). In addition, we are open to hiring a phenomenal candidate who is looking to work 60-80% of full time. Anyone working 20 hours or more would be eligible for benefits.

Your responsibilities include:

• Leading our organization to center racial justice and the values of diversity, equity, and inclusion:
  • Assume leadership of the existing and ongoing staff conversation around racial justice, DEI, our organization’s values and individual values with the aim of:
    • creating bonds grounded in trust between team members and as a whole team
    • helping our staff individually and as a team thrive and experience a sense of belonging
    • growing the capacity for courageous and caring conversations
  • Create and champion learning opportunities that build staff knowledge and skills for embedding equity and inclusion throughout our internal practices, organizational culture, and programmatic work
  • Co-lead the design and incorporation of equity core competencies into job descriptions, strategic growth and professional development, and organizational values
  • Support the team to reflect in an ongoing way on the impact of our routines, culture, policies and practices (e.g. culture and pulse surveys) from a racial-justice lens to help us to better know ourselves and identify opportunities for improvement
• Developing and maintaining a coherent talent strategy:
  • Lead 100Kin10 in maintaining and developing best practices across all areas of talent management and culture, including recruitment, hiring, strategic growth and professional development, staff management, promotion pathways, and team member retention plans
  • Lead management team to anticipate hiring needs, including both added roles and departures, and develop strong plans of action to clarify roles, identify and recruit qualified applicants, and select candidates using competency-driven, actively inclusive processes 
  • Manage periodic compensation analyses to ensure staff are compensated competitively and equitable
• Direct management of one staff member (the Administrative Coordinator), indirect management of staff, and external vendors identified:
  • Serve as the manager on record, mentor, and coach for the Administrative Assistant whose responsibilities include supporting the Executive Director and the management team and will add capacity to this role’s work
  • Create opportunities for other staff to play a meaningful role in culture and racial equity work in the organization and indirectly manage, mentor, and coach them to ensure their successful involvement and professional growth
  • Identify and pursue vendors to supplement capacity in service of talent work, ensuring that you are holding onto strategy while accessing the capacity necessary to realize that strategy

The Chief People Officer will possess the following skills and competencies:

Skills:

• Strategic Thinking: The ability to interpret, summarize and synthesize information to create better understanding. The ability to select a path forward and/or develop appropriate solutions and take action that is consistent with available facts, constraints, opportunities, goals, and probable consequences
• Project Management: The ability to initiate, plan, execute, monitor, evaluate and close the work of a team to achieve specific goals and meet specific success criteria within a specified time
• Talent Leadership: A depth of knowledge and experience around talent acquisition, employee onboarding, employee development, manager coaching, and staff experience acquired through either talent roles or management of teams
• Racial Justice and DEI Leadership: The ability to imagine, lead, and evolve ongoing staff conversations and experiences around racial justice and DEI through skilled facilitation and  the ability to navigate the tension between believing in the capacity of others to learn and grow while holding others accountable to understand their impact
• Verbal Communications: The ability to conduct and lead exceptional conversations and trainings with individuals, small groups and larger audiences 
• Organizational Leadership: The ability to hold and act upon the organization’s full set of priorities and needs

Mindsets:

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

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

Your experience:

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

• One or more of the following:
  • Leader of a talent function with work centering on racial justice and DEI
  • Leader of a talent vertical in a larger organization with work centering on racial justice and DEI
  • Leader of a 10+ person team that thrived and was centered on DEI, with an interest in moving into a talent leadership role in a context like ours
• One or more of the following:
  • Experience in education, a related social sector, or policy advocacy
  • Experience in another setting where racial justice is centered

Working at 100Kin10

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

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

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

We gladly accept resumes from qualified candidates for consideration. All applicants must be familiar with, and commit themselves to, our pedagogical approach, the subordination of teaching to learning*.

Applicants must have or be eligible for appropriate NY teaching certification. We look for demonstrated academic success, creativity in instructional planning, excellent communication skills, a willingness to explore an instructional approach that respects each student’s potential, and a strong commitment to connecting with student learning.  Salary commensurate with experience.

Department:

Early Childhood Services

Reports to:

Director of Evaluation and Compliance

Salary Range:    

$50,000 (Annually)

Date:

April 2021

Job Summary: 

The goal of the position is to assist the Director of Evaluation and Compliance (DEC) design and implement monitoring and evaluation activities to ensure compliance with contracts and demonstrate impact of services.  The Quality Assurance Specialist (QAS) will help analyze program data to allow Grand Street Settlement (GSS) to more efficiently quantify program outcomes and develop benchmarks by which program performance can be evaluated. The focus of the QAS will be on GSS’s early childhood programs, senior services with varying involvement in other GSS departments.

Qualifications 

• Associate or Bachelor degree or equivalent work experience required.
• Good interpersonal skills and strong relationship building with stakeholders/program managers
• Interest in data systems including the collection & monitoring process and technical tools, the data visualizations and continuous quality improvement.
• Interest in human services.
• Good organization skills and detail-oriented.
• Ability to take initiative, maintain confidentiality, and meet deadlines.
• Excellent written and verbal skills.
• Capacity to work independently and as part of a team.
• Proficiency in word processing and Microsoft Excel.
• Knowledge of databases, evaluation, research methodology, and statistical analysis a plus.

Essential Duties and Responsibilities 

Program Evaluation

• Manage participant databases and produce reports.
• Conduct outreach to staff with respect to data integrity.
• Support staff with database trainings and respond to staff questions relating to databases.
• Assist DEC with developing monitoring and evaluation procedures.
• Design, implement, and analyze surveys for programmatic assessment.
• Other projects as needed.

Quality Improvement/Data Analysis

• Assist with coordination and collection of data for various reports such as monthly monitoring reports, quarterly outcome trends, and departmental annual reports.
• Train users on forms, software, and procedures.
• Work with the managers and DEC to ensure that mandated service delivery is documented.
• Assist with documentation, assessments, and improvement of data collection and reporting methodology across GSS programs.
• Assist with report writing.
• Support DEC with analysis and formulating recommendations for agency wide planning and Development initiatives.

New Projects/Contract Support

• Assist DEC with managing preliminary planning for new projects/contracts.
• Formulate tools and protocols for reporting.

Administrative Responsibilities

• Oversee administrative tasks related to contracts and contract reporting and record keeping. Train staff on these tasks on an as-needed basis, and act as task supervisor.
• Manually enter data from hardcopy surveys and record keeping into database.

DEPARTMENT:               

Youth Services and Community Development

PROGRAM:                     

Brooklyn Youth Services Programs

REPORTS TO:                  

Deputy Director of Brooklyn & Managing Director of Youth and Community

LOCATION:                   

Brooklyn, NY (multiple locations)

WORK SCHEDULE: 

School-Year: Monday-Friday, 11 am- 7 pm, some Saturdays

Summer: Monday-Friday, 10:30 am – 6:30 pm, at least three (3) days of the week, and 1 pm-9 pm two (2) days of the week; Saturdays (various); as a non-exempt employee, working hours will include non-standard hours.

SALARY RANGE: 

$73,000 (Annually); commensurate with professional work-related experience, program work- scope, funding, and job performance

 DATE:                            

April 15, 2021

Job Summary: 

The Program Supervisor will oversee after-school programs, summer day camps, and Cornerstones in efforts to promote the development and success of youth through the services provided. In collaboration with the Deputy Director of Brooklyn (DD), the Managing Director of Youth and Community Development will serve to stabilize and strengthen existing programs and will drive initiatives to expand services at after-school and center-based sites.

EDUCATION, EXPERIENCE, AND SKILL REQUIREMENTS:

• Bachelor’s Degree is a must
• At least 10+ years of youth experience and five years of supervision and program management
• Experience supervising after school program(s) in a youth development framework
• High level of proficiency in administrative work
• Capacity to thrive under pressure while working on multiple tasks and projects
• Knowledge of the public education system, NYC public housing Community Centers, and positive youth development best practices
• Persuasive public speaking, writing and organizational skills
• Must be able to develop and monitor budgets
• Must have proven track record developing new procedures, protocols, and programming
• Must be able to attend outside community meetings and work extended hours as needed
• A team player with a demonstrated commitment to working with urban youth and young adults from an asset-based perspective
• The ideal candidate is personable, energetic, and enthusiastic
• Ability to set-up and maintain work environments that challenge gender stereotypes and is LGBTQIA+ friendly
• A background in partnering with the Department of Education and local community-based organizations to support programs
• Must have successfully supervised multiple sites
• Must be able to build and maintain positive work relationships with key stakeholders.
• Must be flexible, cooperative and willing to work in a team environment
• Proficiency in Microsoft Office suite
• Proficiency in a variety of internet research and communication functions
• Experienced in DYCD programming regulations and DYCD Connect
• Candidate must complete the following: NYSDOH Fingerprinting Screening; New York State Clearance Review Background Check; three (3) Reference Check; Physical w/updated TB Test (Fees may apply). If offered the position must submit $25 fee for NY State Clearance Review
• Valid CPR/AED Pro or First Aid/RTE certification through recognized accrediting body preferred.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

• Directly supervise program director(s) and supervisors: Develop supervisors and staff through feedback, training, and learning opportunities;
• Train supervisors and staff in the principles of youth development; the skills of solution-focused counseling and the advocacy strategies needed for school-based work.
• Conceive, develop, and implement new programming in collaboration with the DD.
• Administer contracts, monitor compliance, and meet contractual requirements for each program.
• Develop and monitor program budgets in conjunction with the Finance team.
• Review, analyze and respond to appropriate public Requests for Proposals (RFPs)
• Assist in the development and implementation of quality improvement mechanisms and procedures.
• Participate in youth, education, and workforce development efforts.
• Participate in agency workgroups and Senior Leadership Groups.
• Represent GSS at community development meetings and contract agency meetings.
• Utilize technology as a management tool.
• Utilize outcome data in program management.
• Maintain up-to-date knowledge in relevant practice areas.
• Act as liaison to the broader community as appropriate, including membership on relevant committees, representation, and/or participation in community, city, state, and federal meetings and committees.
• Collaborate with GSS support departments to ensure program excellence.
• Perform other duties as assigned.

EOE

Associate Teacher Job Description

West End Day School (WEDS) is an independent, elementary school dedicated to offering a social-emotional approach to learning.  Our mission centers on creating a safe haven for learning and fostering the development of resilience in children to build a strong foundation for their lifelong success.  The foundation of our school highlights that all behavior has meaning, and how children feel impacts how they learn.  At the core of our guiding principles is the notion that ‘relationships matter” and having positive relationships with one’s teachers and peers at school makes all the difference when it comes to learning.  We are looking for candidates who share our relationship based, team-based approach, and who have an interest in understanding a child’s behavior to help them make meaningful changes. 

West End Day School is striving to diversify its faculty and student body. We encourage people of color and members of other underrepresented groups to apply and join our community as we continue to grow and learn.  We are deeply committed to equity, inclusion, social justice, compassion, and non-violence; and seek candidates who share this commitment and strive to join us in celebrating and honoring differences. This loving school does not tolerate discrimination on the basis of race, color, religion, gender, ethnic origin, age, socio-economic status, physical disability or sexual orientation in any form. This is true for all hiring practices, privileges, administration of our education policies, admissions policies, and other school-related programming. 

Responsibilities including but not limited to:

• Create and deliver lessons to small groups of students in core academic areas.
• Help to prepare classroom materials and help plan whole group lessons and activities.
• Support Head Teacher during whole group lessons.
• Assist Head Teacher with evaluation of students as well as writing reports for bi-annual report cards.

Requirements:

• Must be a certified teacher with some experience in Special Education.
• Strong communication skills – ability to work collaboratively with clinical and professional staff.

How to Apply:

Resumes should be sent to Katy Jenkins or Jessica Chambers, Co-Education Heads

Email: resumes@westenddayschool.org

About HERE to HERE:

HERE to HERE enhances paths to rewarding careers for young people by uniting employers, educators and community-based organizations in the Bronx and across New York City. Our vision is a thriving, inclusive economy, in the Bronx and elsewhere, driven by meaningful partnerships between young people and employers.  We work closely with high schools, postsecondary programs (and particularly CUNY and its Bronx campuses), community-based organizations, public officials, and employers.

Our goal is to build partnerships and policies that help employers identify the talent they need to thrive and ensure every student develops the passion, experience, and professional network to succeed in a career of their choice.

Reports to: 

Vice President, Policy & Impact

To Apply: 

To apply online via the H2H’s career page,  by April 30, 2021. Please be sure to include a cover letter and resume. We will request writing samples during the interview process.  We will be reviewing candidates until we find the right person for the role.

Position Summary:

The Analyst, Policy and Impact will provide staff support to the Vice President of Policy and Impact, as well as the Director, Research and Analytics, for a range of initiatives, with a focus on three main tasks that are critical to our organization: 

1. Produce supporting research for  the expansion of braided pathways, which combines education and employment to benefit students, employers, and educators; 
2. Provide direct advocacy efforts to  support expanded and enhanced work-based learning and career pathways in New York City’s public high schools, CUNY’s postsecondary programs, and among employers; and
3. Manage how HERE to HERE collects, analyzes, and presents data about our progress to elevate and expand the organization’s mission.

These areas of work will require a candidate with the skills, experience, and desire to connect with individuals and organizations external to HERE to HERE, learn about their interests and motivations, and support their engagement with our organization.

For more background on our work, please read materials such as these.

We are looking for someone who is passionate about our mission and will thrive in a high energy, dynamic team like ours. And we mean TEAM. We collaborate, engage in healthy debate, jump in wherever our skills are needed, we all lead and follow. We are a group of unique individuals who truly believe in this work.

Position duties will include:

• Support a variety of ongoing efforts in the Policy and Impact team, including research and advocacy connecting work and education for students in New York City public high schools and at CUNY as well as tracking and analysis of the organization’s impact metrics.

• Coordinate meetings with external stakeholders by setting agendas and logistical arrangements, preparing pertinent background materials, preparing pre-meeting materials, attending and documenting meetings, ensuring follow up and action items are complete. 

• Support the development and stewardship of external partnerships. Represent HERE  to HERE in meetings with external partners, including community groups, students, employers, and members of the public. 
• Partner with colleagues across the organization to identify and share best practices, lessons learned, and policy recommendations.

Qualifications & Experience: 

As part of this team, you will be most successful if you possess most of the following:

• Strong writing, verbal communication and analytical skills; demonstrated ability to proof and edit written documents; Conversational Spanish language skills highly preferred.
• Comfort with qualitative and quantitative data analysis, and experience or willingness to learn how to conduct labor market data analysis using the American Community Survey, Burning Glass, and publicly-available education data. 
• Comfort and desire connecting to and developing relationships with a wide range of individuals and organizations external to HERE to HERE, as we build a movement for change.
• Fluency in Microsoft Office Suite (especially in Powerpoint and Excel) and Google Suite (especially Calendar and Drive) required; familiarity with Salesforce a plus; willingness to learn and utilize Zoom, Slack, and other technologies.
• 2+ years of relevant experience working in a fast-paced environment. Relevant experience includes: managing multiple projects simultaneously; working with senior staff and/or clients; experience working in advocacy, including creating convincing materials, pitching legislators and public officials, convening partners and coalition/network members.
• Strong organization, project, and time management skills, and attention to detail; track record in meeting deadlines and working both independently and collaboratively.
• Passion for youth development and curiosity about a wide range of 21st century career trajectories and building bridges across sometimes divergent stakeholder groups
• Unwavering commitment to service and social justice; willing to engage with and support colleagues and partners in addressing systemic barriers to youth success and the root causes of racial inequity.
• Ideally, a connection to and experience working in The Bronx

Compensation and Benefits:

This is a full-time overtime-exempt position. HERE to HERE staff have worked remotely since March 2020. When the office opens, this role will be based out of the HERE to HERE office, located in The Bronx and will travel throughout NYC via public transportation to meetings and events.

HERE to HERE offers generous benefits including medical (including sponsored dependent and family plans), dental and vision insurance, Employee Assistance Program, 401K match, generous paid time off (currently 20 days PTO and 13 paid holidays), and paid parental leave.

HERE to HERE is an Equal Opportunity Employer and Prohibits Discrimination and Harassment of Any Kind: HERE to HERE is committed to the principle of equal employment opportunity for all employees and to providing employees with a work environment free of discrimination and harassment. All employment decisions at HERE to HERE are based on business needs, job requirements and individual qualifications, without regard to race, color, religion or belief, national, social or ethnic origin, sex (including pregnancy), age, physical, mental or sensory disability, HIV Status, sexual orientation, gender identity and/or expression, marital, civil union or domestic partnership status, past or present military service, family medical history or genetic information, family or parental status, or any other status protected by the laws or regulations in the locations where we operate. HERE to HERE will not tolerate discrimination or harassment based on any of these characteristics. HERE to HERE encourages applicants of all ages. HERE to HERE is committed to building a diverse staff and encourages applications from people of color.

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 People + Culture team is taking shape and we’ll need your help to build it. We’re building people capabilities to scale for organizational growth; continuing to guide and ground a focus in performance, learning, inclusion, and collaboration across the organization.

THE ROLE

• Business Process Management. You have mapped, analyzed, and optimized people processes. You know that working on business process improvement and governance before selecting or rolling out a new system, is a good way to prevent big setbacks. You’ve seen big setbacks and you love to fix things. You know how to stress-test business processes to answer yes to all three questions: Does it add operational value? Is it as simple as possible? Is it worth the time it takes?

• Workforce Technology. You’re an early adopter, plugged into emerging HR/talent tech trends. You have managed good to great HR and talent management tools; from discovery, selection and implementation, to change management and execution. You know how to guide the team from system use case to business use case. You’ve configured, integrated, and managed workforce tech to meet the business needs, and understand the various training, communications, and iteration steps required to get to successful user adoption/ROI. You invest the attention required for successful vendor relationships.

• Data, Metrics + Analytics. You understand data structure. You have analyzed the factors impacting data integrity and can surface operational risks and opportunities. You look for and see contextually relevant workforce trends. You have used data tools and can deliver the metrics and analytics to inform decision-making and improve outcomes related to performance, diversity, workforce planning, talent acquisition, etc.

• Project Management. You’re an interpreter and connector and aim to transform the way people work. You understand the moving parts that impact project success (the “Strategic Execution Framework”) and you know how to reconcile and align competing stakeholder interests. You curate methods of project planning, change management and reporting to suit the organization, drive decision-making and meet goals. You love PM tools (not spreadsheets) and have used these to drive transparency, collaboration, and accountability.

COMPETENCIES YOU HAVE

• Business Process Management, Improvement, and Governance (BPM)
• People Data Structure and Analysis
• HCM, ATS, CRM, payroll administration and integrations
• Employee Experience + Adoption
• Stakeholder + Vendor Management
• Business Case Communications
• Cross-Team Collaboration
• Listening (You study, hone and see the magic created when we listen well)
• Contract Negotiation
• Project Management
• Change Management

EXPERIENCE YOU BRING

• +/- 7 years in comparable roles, developing the competencies described.
• Hands-on experienced with evolving HR tech stack and related BPM.
• Experienced in metrics and data analytics.
• Experienced in project management methods.

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.

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 People + Culture team is taking shape and we’ll need your help to build it. We’re building people capabilities to scale for organizational growth; continuing to guide and ground a focus in performance, learning, inclusion, and collaboration across the organization.

THE ROLE

• COMPENSATION. Evolve compensation programs and tools across U.S. regions, to support the organizational expansion strategy. Develop forward-looking practices for job analysis, market benchmarking, compensation structure, LTIs and STIs, and compensation review. Advise on compensation budgeting and forecasting. Collaborate with operations and analytics to streamline compensation workflows and conduct regression analyses of compensation strategies and components.
• BENEFITS. Develop health, wellness and retirement benefits strategy and programs to enhance the employee experience. Partner with plan carriers, brokers and other vendors on plan design, implementation and measurement, and renewals. Guide vendors and organization toward innovative employee education and communications that support all enrollment activities and meet the needs of our workforce. Analyze and advise on changing benefits costs, cost-savings, and ROI. Help develop the employee value proposition for a diverse workforce.
• COMPLIANCE. Track evolving, applicable regulatory requirements, working with auditors, legal counsel, and internal and external vendors, to ensure organizational compliance. Plan and execute compliance activities, audits, and reporting obligations according to the necessary specifications and deadlines (i.e., COBRA, DOL, ERISA, FLSA, FMLA, HIPAA, OSHA, etc.). Train HR staff to support related processes.
  

COMPETENCIES YOU HAVE

• Compensation + Benefits Strategies
• Program Design, Implementation + Measurement
• Employee Experience + Communications
• ROI + Regression Analysis
• Stakeholder + Vendor Management
• Employment law and HR compliance fluency
• Listening (You study, hone and see the magic created when we listen well)

EXPERIENCE YOU BRING

• +/- 10 years in comparable roles, developing the competencies described.
• Proven compensation, benefits, and compliance SME.
• Experienced transforming and/or creating total rewards capabilities for a growing organization.
• Track record directing changing external partnerships to significantly improve outcomes.

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.

Position Summary: 

Children’s Aid Early Childhood Division is founded on the belief that strong communities are built by children and families who have the access and skills and choice to create pathways to their success.

The site’s Education Director will ensure that all children reach developmentally appropriate milestones through the implementation of evidence-based curricula, individualized support and high quality learning environments.  By leading the Educational Support at their site, the Education Director will focus on making sure that all the children and families will be ready to be successful in Kindergarten and in life, while ensuring that all Head Start Performance Standards and site-specific funding regulations are met or exceeded.

Responsibilities: 

With the support of the Deputy Director of Early Childhood and Central EC Leadership Team, each Early Childhood Education Director is responsible for the following at his/her site:

Curriculum and Instruction

• Promote high-quality teaching and learning in the classroom through full implementation of CAS Early Childhood curriculum, assessment, policies/procedures and tools that lead to children’s school readiness.
• Develop and maintain a high-quality, safe and nurturing environment in which children develop trusting and accepting relationships with adults and peers that foster growth and development.
• Execute a developmentally appropriate and integrated curriculum which provides opportunities for children’s meaningful exploration.
• Work with teachers to implement the child assessment system reliably, including understanding child outcomes data and using them to plan and individualize.

 Leadership & Governance

• Provide leadership and supervision for all teaching staff.  Directly supervise Lead Teacher’s, Assistant Teacher’s and Teacher’s Aide’s.  Leadership may be provided through the following:  supporting teachers with lesson plans and curriculum implementation, scheduling in-service training, providing staff development workshops and holding parent meetings related to educational supports.
• Observe, coach and work with teachers to implement program curriculum with fidelity.
• Meet regularly with staff and parents.

Family Engagement

• Build and foster trusting partnerships with families; serve as a role model for these types of relationships for staff.
• Facilitate meetings with families when there are outstanding developmental or behavioral needs with children.

Record Maintenance, Screening and Assessment

• Monitor and review developmental screens to ensure all are completed within 45 days of a child’s first day of service with the program, and make recommendations for re-screen, referral, and individualized planning
• Monitor child observations through an on-line database.
• Observe students as part of the internal referral process to determine interim plans and service referral  needs
• Utilize the Internal Referral form to document interim plans and to request for central office support
• Continuously review and update COPA as applicable

Program Design, Management and Supervision

• Coordinate programmatic supports for all children with an IEP/IFSP and those children with suspected disabilities
• Responsibly manage training and classroom supply budgets

Professional Development

• Collaborate with the Program Director and Central Support staff in planning, coordinating, and implementing a wide range of diverse, applicable, and creative professional development opportunities for all staff.
• Participate in all agency offered trainings, workshops, in-service days, and/or all-staff conferences.
  • Including becoming Pre-K CLASS certified within one year of on-boarding, and Infant/Toddler certification as applicable to program. Maintain CLASS certification annually.
• Maintain certification requirements and proof of attendance in professional activities.
• Support the growth of the center including participating in program-wide goal setting and individual and program self-assessment.
• Participate in all DOHMH Required Trainings.
• Maintain active membership with Aspire and “Registered” status with TEACH Account, both linked to CA.

Health and Safety

• Adhere to all state and city licensing requirements, teacher child/ratios, CPR/first aid certification, Child Abuse Mandate, Infectious Control and Mental Health First Aid.
• Maintain a safe and healthy environment for children, families and staff.

Qualifications: 

• Must have at least one of the following New York State Teaching Certifications:  Early Childhood (Birth – Grade 2); Nursery, Kindergarten and Grades 1-6; Prekindergarten – Grade 6 certification; or Students with Disabilities (Birth – Grade 2); if the Certification is Initial and not Permanent, a Study Plan will be set-up at point of hire with a timeline towards obtaining Permanent Certification
• BA required, Master’s preferred.  Degree(s) must be in a specific field of Education (Early Childhood, Elementary, Special Education, etc.)
• Must have 2-5 years of teaching experience
• Must hold  Pre-K CLASS ”Reliability” Certificate or obtain “Reliability” within 1 year of employment
• 1-2 years of supervisory experience preferred
• Bilingual preferred
• At least 2 year’s experience working with infants, toddlers, preschoolers and children with Special Needs
• Strong administrative skills are required
• Excellent communication and computer skills
• Excellent organizational and time management skills
• Commitment to professional development for themselves and their staff
• Obtain certifications in CPR, First Aid and Mental Health and pass all background clearances

A review and final determination of credentials and qualifications are reserved for the Central EC Leadership Team.

Positions Report to: Managing Director, Talent

Start Date: Immediate

Compensation: EHTP offer a comprehensive benefits package

FLSA Status: Exempt

Who We Are:

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

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

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

About The Opportunity:

We are seeking a Director, Recruitment to drive the strategic visioning, implementation, and assessment of recruitment and selection for the growing EHTP network. The Director, Recruitment will build an effective recruitment strategy and impactful campaign to attract, recruit, and retain top talent that is aligned with our anti-racism work. As a natural relationship-builder who upholds our commitment to providing an equitable and transparent recruitment process, the Director, Recruitment will embody a culture of continuous learning that meaningfully and humanely improves the team’s effectiveness and workflow. Reporting to the Managing Director, Talent, the Director, Recruitment will manage a team of four and oversees recruitment and retention for the entire EHTP organization, which consists of East Harlem Scholars Academies (a network of five schools), Out-of-School Time (OST) program, Teaching Residency, and Central Office. This individual will play a critical role in fueling the growth of EHTP and the magnitude of the organization’s impact in East Harlem by working closely with our senior leadership team, deputy superintendents, and principals.

What You will Accomplish:

• Partner with the MD, Talent and Superintendent/CAO to develop and implement phased, multi-year talent recruitment. hiring, and on-boarding strategy, reflecting organizational capacity and growth over the next 3 years
• Build out the data, systems, team, and processes to realize a best in class recruitment and selection function
• Partner with the senior management team to develop and manage and monitor progress toward a radically-human, anti-racist hiring process for all roles within the organization
• Partner with the senior management team and hiring managers on team design, job requirements, and creating job descriptions; and provide quality-assurance systems and management for all candidate sourcing, pre-screens, and interviewing procedures and protocols and scoring, and overall candidate experience
• Lead the recruitment team in researching, designing, and implementing the most equitable and best-in-class retention initiatives
• Lead and implement the continuing professional development for the recruitment team members
• In partnership with the recruitment team, marketing and communications, design and oversee external events, e.g. open houses, happy hours, webinars, and other targeted events, to increase brand awareness of EHTP, leading to stronger pipelines of potential candidates

What Qualifies You:

• You have 5+ years of recruitment and/or talent strategy experience, preferably with a school network or mission-driven nonprofit organization
• You have 2-3 years of management experience of adults with varying levels of experience
• You have experience building, implementing and refining effective systems for finding, hiring, and onboarding staff, and ensuring high engagement and retention of top performers
• You have a track record for being a great assessor of potential hires, having diverse networks that help you recruit the best people, and serving as a trusted advisor to ensure hiring decisions are equitable, radically human, rooted in data, and that bias is mitigated
• You are highly organized and possess excellent project management skills
• You are a self-starter who can move complex projects forward without heavy oversight
• You have a strong customer service-based approach to recruiting and relationship-building
• You have a race and equity lens that guides your work and efforts to help others build their capacity to consider the impact of their identities and actions in their work
• You understand schools and teaching and learning, either through direct instructional experience or close partnership with educators
• You have experience building strategies from the ground up that are clear, efficient, and aligned to organizational goals
• You hold yourself to high professional and ethical standards
• You believe deeply in EHTP’s mission, core values, and racial equity work

Thank you for taking the time to submit your application.

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. Check out our latest commitment with CS for All to provide coding courses, workplace experiences, and industry mentorship with a focus on equity and representation for 1,200 students across New York City, Chicago, and the Bay Area by Summer 2021.

THE ROLE

The salary range for this position is $85,000 – 140,000. This range is wide because Code Nation is eager to meet candidates who have fully mastered all aspects of this role as well as candidates who would be learning some aspects for the first time.

Code Nation seeks a Development Director to lead our development work nationally and to support each of our regional leaders to strategize and execute in service of local fundraising goals. Our CEO loves fundraising and our board and Bay Area regional leadership council are highly engaged in fundraising. Our regional leaders have mixed experience with fundraising and we are still forming leadership councils in New York and Chicago. The Development Director will be a master strategist and project manager who will enjoy managing multiple solicitors in support of their successful fundraising outcomes, including regional leaders, board members, leadership council members, and other Code Nation champions. A successful Development Director will meet people where they are, diagnose opportunities to provide content expertise, and will lead Code Nation’s leadership on their journey towards fundraising success.

In the first ~six months, this Development Director will help us to close out our FY21 fundraising goal of approximately $5.9mm while learning all about what we think is a special program that is meeting the needs of our students. This amount represents the total of each region’s fundraising goals ($1.8mm in the Bay Area, $722K in Chicago, $1.4 mm in NYC, and $2mm for the National region). We had a strong fundraising year in FY20 and closed the year having raised approximately $5.3mm. A successful Development Director will support the Bay Area and NYC regions achieve slightly higher fundraising goals from last year ($1.6mm and $1.2 mm respectively) and assist Chicago with fundraising an approximate 70% increase from FY20 to FY21. Over the first two years in the role, the Development Director will help us to expand our fundraising primarily through increasing the number of individuals providing major gifts and developing and executing against a robust corporate partnerships strategy, which we are uniquely positioned to pursue given our role in workforce development.

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.

RESPONSIBILITIES

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

Development strategy, execution and tracking

• Refine and support execution of Code Nation’s organization-wide fundraising strategy at the national and local level in pursuit of our annual fundraising goal (Code Nation’s FY21 fundraising goal is $5.9mm and will likely increase in support of programmatic growth)
• Develop and implement a plan to increase the racial diversity of Code Nation’s funders
• Create a cadence of support to the CEO and three regional leaders to offer strategic guidance, build capacity, and monitor progress
• Lead periodic (e.g. quarterly) stepbacks to assess overall progress to goal against development goals
• Lead organizational leaders and development team members through an annual development planning process to set realistic goals around fundraising and help to tether overall organizational planning to realistic revenue targets

Build strategy and drive execution to achieve national fundraising goal

• Support and eventually own board engagement towards fundraising outcomes including fundraising sessions at board meetings and individualized communication outside of board meetings
• Function as a “development Chief of Staff” for the CEO as primary solicitor including helping her set strategy, project manage donor engagement, and build capacity around donor materials and communications
• Set vision for and project manage fundraising events

Partnering with regional leaders (Bay Area, Chicago and NYC) to drive fundraising at the regional level

• Provide meaningful and differentiated strategic, operational, and development skill coaching to regional leaders in service of their learning and success
• Create meeting and routine structures to help regional leaders to successfully plan and execute actions to deliver fundraising outcomes
• Supporting the Bay Area regional team with substantial support to engage their regional leadership council to drive towards fundraising outcomes
• Supporting the creation of regional leadership councils in Chicago and New York

Lead and manage the development and communications team

• Hire, manage, coach, and retain a small team including three development and one communications staff members
• Create a division of responsibility across the team that ensures that:
• Data integrity is consistently upheld in service of strong project management and accurate forecasting
• Team is executing on actions in support of the CEO and regional leaders both to drive efficiencies and help focus solicitor time on donor facing activities
• Grant requirements are managed tightly without errors
• Managing organizational communications with the primary goal of supporting fundraising and the secondary goal of communicating to Code Nation’s other key audiences (a vision for communications has recently been established by a communications consultant)

Donor program development

• Lead organizational leadership to think expansively about opportunities to build donor facing programs including but not limited to:
• Creation of “sponsor a student’ or “sponsor a cohort” donor programs or giving circles
• Identifying and acting on opportunities to engage our volunteers who have means to donate
• Development of a robust corporate partnerships program in pursuit of both volunteer hours and donations, likely with the assistance of a consultant expert, which will be largely driven by regional partnerships managers who will hold a dotted line relationship to the Development Director

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):

• Demonstrated ability to create and lead the execution of a development strategy that met or beat its objectives for either an entire organization of comparable size or for a region of a larger, geographically matrixed organization
• Experience engaging board members towards fundraising outcomes
• Successfully managed a small team in support of development work
• Experience managing forecasting including regular progress to goals meetings and tightly managing data integrity to ensure accuracy

Other things you might have accomplished (preferred) or would be excited to learn here:

• Managing institutional relationships including the full lifecycle of foundation grants
• Setting vision for and executing towards a robust set of corporate partnerships resulting in donation of both time and money
• Facilitating conversations across the organization to educate other staff about our donors and fundraising strategies while helping to sharpen thinking around living out our values in our fundraising (including recognizing, honoring, and reconciling any potential tensions)
• Owning a vision for communications at the organizational level including management of a junior level communications staff member
• Supporting organizational leaders to successfully engage and solicit high wealth individuals
• An understanding of tech education and youth development programs

Skills you have developed and knowledge you have acquired:

• Ability to organize and keep track of many projects, deadlines and priorities at the same time, specifically in the context of matrixed fundraising
• Ability to organize and manage the actions of others who don’t report into you
• Ability to manage a small team including both strong work outputs and facilitating an experience of fulfillment and belonging
• Ability to manage self while leveraging manager for strategic support rather than accountability
• Strong orientation towards customer service in a shared services context with a focus on meeting the needs of others without being asked
• Ability to communicate verbally and in writing in clear, concise, and linear ways
• High level of self-awareness, humility, interpersonal skills and emotional intelligence
• A baseline comfortability with tech concepts and terminology

How you work and what you value:

• Deep commitment to diversity, equity, and inclusion
• Comfortability with ambiguity while finding responsibility in driving towards and/or creating clarity
• Enjoys iterative work
• Self starter and entrepreneurial. Comfortable with failure as a path towards progress
• Enjoys working on a team and operates in a way that will build trust with teammates (e.g. curiosity, integrity, consideration, etc.)
• Driven by results
• Enjoys fundraising
• Sees themselves in our core values

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

TO APPLY

Code Nation is partnering with RCG Talent Solutions to find our next Development Director. Please submit a resume and cover letter to jobs@rcgtalent.com with the phrase “Code Nation Development Director” in the subject line. We ask that when writing your cover letter, you focus on naming both what interests you about Code Nation’s work and how your experience would lend itself to successfully leading our development function.

Advocates for Children of New York, Inc. (AFC) seeks an Education Specialist for its Jill Chaifetz Education Helpline determined to make a difference for NYC families struggling to gain educational services for their children in the country’s largest school district during an unparalleled time of difficulty for low-income families.

The Education Specialist gathers and analyzes information from callers, identifies issues and provides guidance, information, and assistance regarding a wide variety of issues facing students and families in the New York City school system.  The Education Specialist also works with AFC staff to identify trends and emerging policy issues in NYC public schools. Please see below for a more detailed description of the job responsibilities.

The Education Specialist is one of five full-time staff on the Helpline and reports to the Helpline Supervisor. The Helpline team works collaboratively with each other and with other AFC advocates and attorneys.  This position is open immediately and would start remotely until such time as AFC returns to in-person work.

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

Major Duties and Responsibilities:

• Provide information and guidance to families and service providers on a wide variety of school-related issues.
• Conduct initial intakes, gather documents, and assess cases for legal representation.
• Maintain clear and accurate records of all calls and activities in case management database (Salesforce).
• Develop a strong understanding of DOE regulations and protocols, and stay on top of new developments in public schools.
• Maintain updated information and referral sources for AFC guides and tip sheets. Review and update internal documentation for Helpline staff.

Qualifications:

• Bachelor’s Degree required.
• Fluency in Spanish or Mandarin is required.
• Commitment to increasing access to quality education for all children in New York City.
• Excellent interpersonal and oral and written communication skills.
• Strong organizational skills and resourcefulness.
• Ease and comfort with technology.
• Must have the ability to learn complex material and explain it clearly and simply.
• Strong multitasking skills
• Familiarity with the New York City public school system (especially with discipline or special education issues), a history of working with parents, prior hotline experience, and experience with Salesforce are all pluses, but not required.

Compensation:

The salary depends on experience and includes generous benefits.

DREAM (formerly known as DREAM Charter School and Harlem RBI), is an innovative educational and youth development organization, serving over 2,500 East Harlem and South Bronx youth in 6 schools. Through its network of rigorous PK-12 public charter schools and out-of-school time programs, DREAM connects youth and families to rigorous, student-centered academics, age-appropriate programs, and passionate professional staff in an intensive multi-year commitment to truly serve the whole child and community. 

Reporting to the Director of Recruitment and Selection, the Recruitment and Selection Manager executes on the selection process to annually hire close to 300 part-time program staff at DREAM, ensuring that our after-school and summer programs have the talented staff they need in order to serve our students and families. This is an exciting opportunity for someone who is highly organized and goal-driven to apply their skills to hire large numbers of talented and passionate youth-facing staff to execute on DREAM’s mission.    

Responsibilities

• Manage the selection of candidates through all stages of DREAM’s interview process for part-time community program roles (such as youth workers, summer reading teachers, and recess coaches)
• Consistently utilize and improve systems to guide and track the effectiveness and efficiency of talent recruitment for these roles
• Communicate with candidates in a timely manner throughout the hiring cycle to meet hiring goals and ensure high offer acceptance rates
• Create and manage strategic partnerships with hiring managers and serve as a partner in selecting the best possible talent for their teams
• Create deep alignment with hiring managers to ensure high offer rates, and collaborate to ensure high offer acceptance rates
• Develop and execute on talent outreach strategies to attract additional candidates, as needed
• Codify essential hiring information, including updating job descriptions, selection processes, and hiring goals
• Execute on outreach tactics to drive talent recruitment for all roles, including but not limited to: (1) Sourcing and reaching out to leads; (2) Uploading, managing, and cleaning up leads in candidate tracking system; (3) Additional talent outreach and operations tasks, as assigned.

Qualifications

• Bachelor’s degree required
• Prior experience recruiting for high-volume seasonal positions, strongly preferred
• Superior organizational skills and attention to detail
• Ability to work in a fast-paced environment and effectively manage multiple tasks simultaneously
• Strong interpersonal skills
• Ability to anticipate and solve problems
• Strong drive to meet hiring goals, and ability to develop and execute on outreach strategies proactively to stay on track
• High standards for quality of work and a desire to improve continuously
• Superior written and verbal communication skills
• Eagerness to work collaboratively to solve problems
• A deep commitment to DREAM, including the ability and desire to serve as the organization’s ambassador, including a commitment to talent practices that ensure diversity, equity, and inclusion.

School in the Square (S2), an independent charter school in Washington Heights. We integrate the core values of democratic living with best-practice teaching and learning ensuring that each child and educator feels known, heard, and safe as well as challenged, empowered, and engaged. Our community is grounded in principles of  justice, equity, diversity and inclusivity (JEDI), enacting a culturally responsive and sustaining lens to our pedagogical practice.

Our vision for this new position 

Our Bilingual Assistant Principal of Student Support (APSS), reporting to our Principal and in collaboration with a diverse and committed School Leadership Team (SLT) will spearhead our efforts to reinforce and strengthen a schoolwide culture built on care, rigor and anti-racism to ensure the social-emotional and academic needs of all students.

Specifically you will work in three main areas:

Strategy and Communication

• Use a systems-thinking approach to analyze quantitative and qualitative data that will leverage successes and identify opportunities for change within the organization.
• Incorporate justice, equity, diversity, inclusion and cultural competency frameworks into all aspects of strategy, implementation, and communication.
• Build strong relationships across all demographics of people.
• Clearly communicate new and existing policies to all stakeholders.

School Culture

School culture sets the tone for the school. The APSS will utilize our mission to guide our school community through the implementation of policies and programs that help sustain and shape the culture. The APSS will support students to uphold community expectations around academic progress and social emotional skill development while maintaining a positive tone and climate for the school.  

• • Use a Multi-tiered System of Support (MTSS) to monitor student engagement, attendance and student achievement to address the needs of the whole child. 
  • Enact restorative practices and the development of social emotional capacities in students.

• Support the day-to-day operations of the school

Leader and role model for staff

As a member of the leadership team, the APSS will support the growth of teachers through observations, feedback and professional development. Additionally, the APSS will work alongside and supervise the Social-Emotional Team including the Dean of School Culture.

•  Monitor and assess the effectiveness of our SEL program in developing students as critical thinkers who are prepared to face challenges that pose barriers to their success.
• Mentor staff, providing specific actionable feedback to foster the professional growth of faculty members in formal and informal ways.

You Are

• Motivated by challenges and bring a positive tone, an eye for solutions and an energy for rolling up your sleeves and doing whatever needs to be done. 
• A consummate coach who gets personal fulfillment by succeeding through others and developing leaders
• Deeply responsible and accountable with a strong attention to detail and organization
• Always questioning the status quo, as you look for opportunities to innovate within the SEL team and across the organization.
• An exceptional communicator in both written and verbal interactions; clear, concise, and courageous in giving tough but supportive feedback when needed

You Have

• A Master’s Degree in Education and New York State Certification and/or NYS SBL Certification
• A minimum of five  years of successful classroom teaching and two years of previous experience in leadership
• Experience with restorative practices, have strong beliefs in anti racism education, culturally responsive and sustaining pedagogy, trauma informed practices.

Compensation and Benefits

In addition to meaningful and rewarding work, S2 is a collegial organization that values its staff and encourages innovation and professional growth.

We provide an excellent compensation and benefits package including medical, dental, life & long-term disability insurance, a 401K program with a 6% organizational contribution, generous paid time off, and a friendly work environment.

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-7th grade semester long art classes, which includes implementing and designing lessons and   units, based on the CRMS art scope and sequence 

• Teaching 8th grade trimester long art elective classes, which includes implementing and designing lessons and units
  • The first trimester’s elective class is designated for 8th graders who plan to submit Art Portfolios for high school admissions

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

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

About the Position:

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

About Us:

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

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

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

Benefits and Compensation:

• 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, profesionally and personally
• Are capable of building a safe, nurturing, supportive and high achieving school culture
• Believe that communicating and building relationships with children’s families is essential
• Believe that a combination of creativity and research generates engaging curriculum
• Believe in and are capable of high levels of collaboration and communication
• See themselves as active learners committed to ongoing professional development
• Are reflective and embrace feedback 

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

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. Check out our latest commitment with CS for All to provide coding courses, workplace experiences, and industry mentorship with a focus on equity and representation for 1,200 students across New York City, Chicago, and the Bay Area by Summer 2021.

THE ROLE

Code Nation is seeking our first ever leader of our human resources function, the Director of Talent and Equity. The Director of Talent and Equity will develop and manage our efforts to support a thriving team and an inclusive organizational culture. They will ensure equitable practices are infused throughout our internal processes, including recruitment, hiring, onboarding, professional development, retention, and team member engagement. The Director of Talent and Equity will have strong DEI experience, an inclusive and collaborative approach to the work, and the ability to build strong connections within our team. 

In the first year, the Director of Talent and Equity will refine our performance management system and processes, help inform our emerging compensation philosophy and strategy, and develop an approach for evaluating and updating our benefits that ensure we are meeting the needs of our staff and remaining competitive in recruiting talent. They will also design and coordinate onboarding and offboarding experiences that make our team feel valued. Our emerging vision is that a team member in each region will spend ~25-30% of their time working on HR initiatives (culture, hiring, etc.) and that the Director of Talent and Equity will implement their vision through thoughtfully centralizing some things and supporting these regional liaisons to implement locally (e.g.hiring, team culture, etc.) in service of regional program autonomy.

The Director of Talent and Equity will report to our COO, Fra Balbi. Fra and the Director of Talent and Equity will co-manage a Senior Manager of Human Resources and Finance. Code Nation currently has 34 full time team members with plans to grow to 40 by August 2021. The majority of our staff work on our regional program teams in the Bay Area, Chicago, and New York. 

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.

The salary range for this position is $100,000 – 140,000.

RESPONSIBILITIES

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

• Performance Management + Leadership Development

• • • Work with leadership team to develop a vision for excellent management at Code Nation
    • Work with Managing Directors to develop robust and equitable staff, manager, and leadership development pathways across Code Nation to facilitate professional growth and provide a foundation for ongoing performance management
    • Serve as a trusted resource to all team members to help navigate career development, management, and ensure a great team member experience
    • In collaboration with Code Nation leadership, improve upon and scale current performance management processes, including ensuring staff received annual performance review and are equipped to engage in clear and collaborative conversations around workload, goals and performance
    • Work with managers to establish a culture of transparency and growth orientation with regard to performance and promotion through intentional habits and structures designed to facilitate feedback and nurturing professional development experiences

• Talent Strategy

• • • Lead Code Nation in maintaining and developing best practices across all areas of talent management and culture, including recruitment, hiring, professional development, staff management, performance evaluations, promotion pathways, and team member retention plans
    • Build and deliver long-term, data-driven professional development pathways and plans that positively impact individual and team performance, leadership, and Code Nation’s strategic goals
    • Develop robust, consistent onboarding procedures to welcome and orient new team members with the knowledge and support to thrive from the outset
    • Manage team member engagement processes, including developing and analyzing our annual staff culture survey and co-leading efforts to track organizational progress and integrate feedback into policies and practices
    • Manage periodic compensation analyses to ensure staff are compensated competitively and equitably
    • Consult with and advise programmatic staff regarding talent and organization development opportunities and solutions

• Equity & Inclusion

• • • Create and champion learning opportunities that build staff knowledge and skills for embedding equity and inclusion throughout our programmatic work, internal practices, and organizational culture; co-lead the design and implementation of organization-wide accountability measures, such as incorporation of equity core competencies into job descriptions and performance reviews
    • Establish methods for the ongoing tracking of the impact of our policies and practices to ensure they are equitable for all staff while identifying and recommending improvements
    • Develop robust recruitment processes and support to create the highest caliber candidate pools and provide guidance and coaching on explicit recruitment-focused responsibilities
    • In conjunction with leadership, work to ensure cultural changes are embedded across all levels and in alignment with strategic plans and desired business outcomes

• Human Resources

• • Maintain team member handbook, including evaluating all human resources policies and procedures and identifying and implementing policy improvements
  • Work with Code Nation’s HRIS vendor to manage team member documentation; utilize relevant human resource and company systems to track candidate flows and manage team member performance management records (e.g., professional development plans, performance reviews, performance improvement plans)
  • Serve as a point person for Employee Relations, including confidential and sensitive personnel issues and management of the confidential internal grievance process

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):

• • • Minimum of 5 years in human resources or talent roles in an analogous setting (e.g. direct service or youth development program). We will eagerly consider candidates with compelling experience at other social sector organizations or from the private sector who demonstrate strong instincts around the needs of our organization in the interview process
    • Found success through influencing and managing people to execute when they do not report into you (through dotted line relationships)
    • Knowledge of human resources best practices, from compliance to strategic engagement
    • Experience helping organizations progress on their journey to become more equitable and inclusive, and receive constructive feedback
    • Ability to coach others; deep knowledge of adult learning strategies and tactics

• Other things you might have accomplished (preferred) or would be excited to learn here:

• • • Owning the talent life cycle from beginning (recruitment/hiring) to end (offboarding)
    • Developing an ongoing talent strategy including forecasting of future needs
    • Significant experience advancing equity as a mission-critical facet of your role
    • Facilitating staff experiences around diversity, equity, and inclusion or strong instincts around selecting and managing external vendors
    • Creating and/or managing an org-wide performance management system that is equitable and growth oriented
    • Developing and/or strengthening a comprehensive compensation policy that is equity driven

• Skills you have developed and knowledge you have acquired:

• • • Ability to organize and keep track of many projects, deadlines, and priorities at the same time
    • Ability to organize and manage the actions of others who do not report to you
    • Ability to manage self while leveraging manager for strategic support rather than accountability
    • Ability to set vision for a small dispersed team with dotted reporting lines while managing to strong outcomes and job satisfaction
    • Ability to produce work that is clear and accessible to all internal audiences
    • Ability to give and receive constructive feedback
    • Ability to coach others; knowledge of adult learning strategies
    • Ability to communicate verbally and in writing in clear, concise, and linear ways
    • High level of self-awareness, humility, interpersonal skills, and emotional intelligence
    • Ability to track and research trends in organizational design and human resources strategy in a virtual, dispersed context
    • Ability to take hard data, qualitative information, feedback, input from internal and external stakeholders, to develop and inform talent strategies
    • Ability to prioritize actions that will efficiently produce the most desirable results while deciding not to take other worthwhile actions due to time constraints
    • Knowledge of how race, racism, class, classism, gender, sexism, and power and privilege and related equity issues show up in the work of mission-driven organizations and their programs

• How you work and what you value:

• • Deep commitment to diversity, equity, and inclusion
  • Comfortability with ambiguity while finding responsibility in driving towards and/or creating clarity
  • Enjoys iterative work
  • Self starter and entrepreneurial. Comfortable with failure as a path towards progress
  • Exemplary ethical standards, discretion, and an excellent track record of managing confidential matters and developing trust with colleagues at all levels
  • Enjoys working on a team and operates in a way that will build trust with teammates (e.g. curiosity, integrity, consideration, etc.)
  • Driven by results
  • See yourself in our core values

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 

Overdeck Family Foundation believes unlocking every child’s potential is the key to a better future – for all of us. Founded in 2011 by entrepreneurs John and Laura Overdeck, the Foundation focuses on education, supporting research and organizations that seek to open doors for every child in the U.S. by measurably enhancing education both inside and outside the classroom. Using a data-driven and evidence-based approach, the Foundation’s investments enhance each stage of learning, from birth to high school, grounded in five focus areas: early childhood; educators; schools; out-of-school STEM opportunities; and the use of data to improve policy and practice. The Foundation’s grantmaking approach is grounded in measurable impact and cost-effectiveness. Its funding supports early-stage initiatives developing or validating programs, evidence-based programs looking to achieve greater impact by scaling, and data and research investments that lead to new insights.

The Innovative Schools portfolio within the Foundation focuses on ensuring that every child has access to an education that is engaging and challenging, while meeting their both academic and socioemotional needs.

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

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

​What You’ll Do:

• Define a set of hypothesis statements and pursue research to arrive at an evidence based strategy for investment within the portfolio (evolving our existing strategy to a clarified place)
• Build relationships with the existing Associate Program Officer on the team to establish yourself as a strong manager and mentor while honoring the tenure, knowledge, and expertise she brings to our work
• Build relationships across the foundation, with our existing grantees, our trustees, and other key external stakeholders
• Define a clear and differentiated position for Overdeck Family Foundation within the innovative schools space that is grounded in evidence, research, and efficiency of investment
• Successfully identify and invest in early stage and growth stage organizations that are aligned with this evidence based investment strategy
• Build strategies and relationships to pursue funding leverage from the public and private sector, to fuel the growth of Overdeck Family Foundation grantees
• In partnership with other program officers, identify pattern of needs critical to grantee success (e.g. strategy, communications, model development, governance support, etc.) and develop a slate of non-monetary supports connected to OFFs organization-wide capacity building plan to successfully address those needs across all of the Foundation’s grantees

Who You Are:

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

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

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

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

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

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

What You’ve Done

Required experience:

• Bachelor’s degree
• Minimum of 12 years of work experience including time spent leading teams in or adjacent to early and/or growth stage organizations
• Direct experience and content expertise in innovation, school design, edtech, personalized learning, and/or socioemotional learning
• Demonstrated experience formulating and executing strategy, identifying challenges and implementing solutions 
• Demonstrated management experience, focused on development and growth of staff

Preferred experience:

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

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. Check out our latest commitment with CS for All to provide coding courses, workplace experiences, and industry mentorship with a focus on equity and representation for 1,200 students across New York City, Chicago, and the Bay Area by Summer 2021.

THE ROLE

The salary range for this position is $85,000 – 140,000. This range is wide because Code Nation is eager to meet candidates who have fully mastered all aspects of this role as well as candidates who would be learning some aspects for the first time.

Code Nation seeks a Development Director to lead our development work nationally and to support each of our regional leaders to strategize and execute in service of local fundraising goals. Our CEO loves fundraising and our board and Bay Area regional leadership council are highly engaged in fundraising. Our regional leaders have mixed experience with fundraising and we are still forming leadership councils in New York and Chicago. The Development Director will be a master strategist and project manager who will enjoy managing multiple solicitors in support of their successful fundraising outcomes, including regional leaders, board members, leadership council members, and other Code Nation champions. A successful Development Director will meet people where they are, diagnose opportunities to provide content expertise, and will lead Code Nation’s leadership on their journey towards fundraising success.

In the first ~six months, this Development Director will help us to close out our FY21 fundraising goal of approximately $5.9mm while learning all about what we think is a special program that is meeting the needs of our students. This amount represents the total of each region’s fundraising goals ($1.8mm in the Bay Area, $722K in Chicago, $1.4 mm in NYC, and $2mm for the National region). We had a strong fundraising year in FY20 and closed the year having raised approximately $5.3mm. A successful Development Director will support the Bay Area and NYC regions achieve slightly higher fundraising goals from last year ($1.6mm and $1.2 mm respectively) and assist Chicago with fundraising an approximate 70% increase from FY20 to FY21. Over the first two years in the role, the Development Director will help us to expand our fundraising primarily through increasing the number of individuals providing major gifts and developing and executing against a robust corporate partnerships strategy, which we are uniquely positioned to pursue given our role in workforce development.

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.

RESPONSIBILITIES

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

• Development strategy, execution and tracking

• • • Refine and support execution of Code Nation’s organization-wide fundraising strategy at the national and local level in pursuit of our annual fundraising goal (Code Nation’s FY21 fundraising goal is $5.9mm and will likely increase in support of programmatic growth)
    • Develop and implement a plan to increase the racial diversity of Code Nation’s funders
    • Create a cadence of support to the CEO and three regional leaders to offer strategic guidance, build capacity, and monitor progress
    • Lead periodic (e.g. quarterly) stepbacks to assess overall progress to goal against development goals
    • Lead organizational leaders and development team members through an annual development planning process to set realistic goals around fundraising and help to tether overall organizational planning to realistic revenue targets

• Build strategy and drive execution to achieve national fundraising goal

• • • Support and eventually own board engagement towards fundraising outcomes including fundraising sessions at board meetings and individualized communication outside of board meetings
    • Function as a “development Chief of Staff” for the CEO as primary solicitor including helping her set strategy, project manage donor engagement, and build capacity around donor materials and communications
    • Set vision for and project manage fundraising events

• Partnering with regional leaders (Bay Area, Chicago and NYC) to drive fundraising at the regional level

• • • Provide meaningful and differentiated strategic, operational, and development skill coaching to regional leaders in service of their learning and success
    • Create meeting and routine structures to help regional leaders to successfully plan and execute actions to deliver fundraising outcomes
    • Supporting the Bay Area regional team with substantial support to engage their regional leadership council to drive towards fundraising outcomes
    • Supporting the creation of regional leadership councils in Chicago and New York 

• Lead and manage the development and communications team

• • • Hire, manage, coach, and retain a small team including three development and one communications staff members
    • Create a division of responsibility across the team that ensures that:
      • Data integrity is consistently upheld in service of strong project management and accurate forecasting
      • Team is executing on actions in support of the CEO and regional leaders both to drive efficiencies and help focus solicitor time on donor facing activities
      • Grant requirements are managed tightly without errors
    • Managing organizational communications with the primary goal of supporting fundraising and the secondary goal of communicating to Code Nation’s other key audiences (a vision for communications has recently been established by a communications consultant)

• Donor program development

• • Lead organizational leadership to think expansively about opportunities to build donor facing programs including but not limited to:
    • Creation of “sponsor a student’ or “sponsor a cohort” donor programs or giving circles
    • Identifying and acting on opportunities to engage our volunteers who have means to donate
  • Development of a robust corporate partnerships program in pursuit of both volunteer hours and donations, likely with the assistance of a consultant expert, which will be largely driven by regional partnerships managers who will hold a dotted line relationship to the Development Director

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):

• • • Demonstrated ability to create and lead the execution of a development strategy that met or beat its objectives for either an entire organization of comparable size or for a region of a larger, geographically matrixed organization
    • Experience engaging board members towards fundraising outcomes
    • Successfully managed a small team in support of development work
    • Experience managing forecasting including regular progress to goals meetings and tightly managing data integrity to ensure accuracy

• Other things you might have accomplished (preferred) or would be excited to learn here:

• • • Managing institutional relationships including the full lifecycle of foundation grants
    • Setting vision for and executing towards a robust set of corporate partnerships resulting in donation of both time and money
    • Facilitating conversations across the organization to educate other staff about our donors and fundraising strategies while helping to sharpen thinking around living out our values in our fundraising (including recognizing, honoring, and reconciling any potential tensions)
    • Owning a vision for communications at the organizational level including management of a junior level communications staff member
    • Supporting organizational leaders to successfully engage and solicit high wealth individuals
    • An understanding of tech education and youth development programs

• Skills you have developed and knowledge you have acquired:

• • • Ability to organize and keep track of many projects, deadlines and priorities at the same time, specifically in the context of matrixed fundraising
    • Ability to organize and manage the actions of others who don’t report into you
    • Ability to manage a small team including both strong work outputs and facilitating an experience of fulfillment and belonging
    • Ability to manage self while leveraging manager for strategic support rather than accountability
    • Strong orientation towards customer service in a shared services context with a focus on meeting the needs of others without being asked
    • Ability to communicate verbally and in writing in clear, concise, and linear ways
    • High level of self-awareness, humility, interpersonal skills and emotional intelligence
    • A baseline comfortability with tech concepts and terminology

• How you work and what you value:

• • Deep commitment to diversity, equity, and inclusion
  • Comfortability with ambiguity while finding responsibility in driving towards and/or creating clarity
  • Enjoys iterative work
  • Self starter and entrepreneurial. Comfortable with failure as a path towards progress
  • Enjoys working on a team and operates in a way that will build trust with teammates (e.g. curiosity, integrity, consideration, etc.)
  • Driven by results
  • Enjoys fundraising
  • Sees themselves in our core values

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 

TO APPLY

Code Nation is partnering with RCG Talent Solutions to find our next Development Director. Please submit a resume and cover letter to jobs@rcgtalent.com with the phrase “Code Nation Development Director” in the subject line. We ask that when writing your cover letter, you focus on naming both what interests you about Code Nation’s work and how your experience would lend itself to successfully leading our development function.

Bilingual Elementary Assistant Principal 

School in the Square (S2), an independent charter school in Washington Heights and Inwood. We integrate the core values of democratic living with best-practice teaching and learning ensuring that each child and educator feels known, heard, and safe as well as challenged, empowered, and engaged. Our community is grounded in principles of  justice, equity, diversity and inclusivity (JEDI), enacting a culturally responsive and sustaining lens to our pedagogical practice. We now need a dedicated, mission aligned Assistant Principal to help build and lead the Elementary School

Our Vision For This New Position

Our bilingual elementary assistant principal, reporting to our Principal and in collaboration with a diverse and committed School Leadership Team (SLT) will spearhead our efforts to ensure high academic standards with a focus on the social-emotional needs of all students in a dual language setting. Our assistant principal is grounded in the core values and principles of dual language education and can help support the growth of our new program. This individual will be an exceptional manager, motivating leader, and a strong relationship builder, who has demonstrated exceptional outcomes in a similarly mission-aligned school setting. 

Responsibilities of the Assistant Principal: 

• Promotes a school environment that is safe and conducive to individualized instruction, student voice and student learning.
• Leads colleagues in their professional growth through modeling effective practices, articulating connections between instructional choices and student outcomes, coaching, observing instruction and providing actionable feedback 
• Prepares master schedule, teacher schedules and student schedules and organizes extra curricular activities
• Encourages parental involvement and ensures effective communication with students and parents
• Organizes the work of teacher teams and creates ongoing opportunities for shared leadership regarding protocols, team leader roles and collaborative strategies 
• Guides and supports the implementation of our assessment system and supports the staff in being strategic in the use of data to inform and improve instruction 
• Works collaboratively with Leadership to develop both long-term and short-term strategic plans to support school growth and improvement
• Involves staff in the evaluation of programs and the planning of new programs.

You Are

• An expert of current teaching methods and educational pedagogy, with knowledge of dual – language, co- teaching strategies and differentiation to meet individual student needs
• A consummate coach who gets personal fulfillment by succeeding through others and developing leaders
• Motivated by challenges and bring a positive tone, an eye for solutions and an energy for rolling up your sleeves and doing whatever needs to be done.
• An exceptional communicator in both written and verbal interactions; clear, concise, and courageous in giving tough but supportive feedback when needed
• Strong strategic thinking and planning skills, with an ability to manage concurrent projects and priorities effectively
• A deep belief that all students can thrive in a challenging, high-quality, nurturing and supportive learning environment
• An authentic commitment to the S2 mission and school model

You Have

• A Master’s Degree in Education and New York State Certification and/or NYS SBL Certification
• A minimum of five  years of successful classroom teaching and two years of previous experience in leadership
• Experience with restorative practices, have strong beliefs in anti racism education, culturally responsive and sustaining pedagogy, trauma informed practices.

Compensation and Benefits

In addition to meaningful and rewarding work, S2 is a collegial organization that values its staff and encourages innovation and professional growth.

We provide an excellent compensation and benefits package including medical, dental, life & long-term disability insurance, a 401K program with a 6% organizational contribution, generous paid time off, and a friendly work environment.

About the Position:

We are looking for a school social worker for an upcoming parental leave coverage to work with our 6th-8th grade students and families.  The position starts in May 2020 and runs through the middle of November 2021.

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 offered
• Employee-only dental, vision, and health care insurance for employment terms over 90 days

Qualifications:

• Extensive knowledge of adolescent development
• Experience in therapeutic modalities related to children and families from the communities CRCS serves, including assessment and treatment of trauma
• Experience working within a school environment or extensive work with teenagers and young adults
• MSW or Master’s degree in counseling-related discipline

Main responsibilities will include:

• Provide direct services to the school community, including:

• regular one-on-one counseling or group counseling to students and families, including mandated counseling for those students who are to receive services as stated on their IEP’s
• crisis intervention as needed
• managing, tracking, and documenting student interactions and counseling schedule
• setting goals with students and tracking progress towards those goals

• Collaborate and communicate regularly with supervisors, colleagues, and teachers to meet students’ needs

• Reach out to organizations to provide families with outside therapy in place of or in addition to school services, when necessary; provide referrals to families as necessary
• Participate actively in grade level meetings, faculty meetings, attendance meetings and other meetings
• Provide recommendations to the staff and leadership team around approaches to working with struggling students
• Establish strong relationships with students, staff, and families
• Support Co-Directors, Dean and teachers in restorative practices when discipline issues arise
• Collaborate with k-8 social work team to plan and facilitate staff development and family workshops related to student, family or staff mental health and socio-emotional needs
• Co-lead a Crew of 12-15 students and serve as advisor to 6 students

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 

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

About The Brotherhood Sister Sol (Bro Sis): The Brotherhood Sister Sol is a social justice youth development organization that since 1995 has worked to respond to inequality, train young people to become empowered as social change agents, and to expand a vision of equity, racial and economic justice – and opportunity and access for all. We are deeply rooted in teaching young people to: form and hone a moral and ethical code and to undergo a political transformation that leads to understanding the inequity that our youth face directly, as well as those around the world, so that through this education they can become social change makers. Bro Sis provides holistic and long-term support services to youth who range in age from eight to twenty-two.

Bro Sis offers wrap around evidence-based programming such as four-six year rites of passage programming, thorough five day a week after school care, school and home counseling, summer camps, job training, college preparation, employment opportunities, community organizing training, and month long international study programs to Africa and Latin America. Based in Harlem, NY but with a national reach, we publish assorted curricula and collections of our members’ writings; train educators from throughout the nation on our approach; and organize and advocate for social change. Bro Sis has earned national recognition for our evidence-based model, receiving an array of awards and funding from a host of national foundations, including Novo Foundation, Doris Duke Foundation, Marlene Nathan Meyerson Foundation, Charles Hayden Foundation, The William R. Kenan Charitable Trust, New York Community Trust, Comic Relief/Red Nose Day, RWilliam Stamps Farish Foundation, and more.

The organization has 30 full-time staff, serves thousands throughout New York City, and has a $6.5 million dollar operating budget, growing to nearly $8 million dollars in the coming fiscal year. In addition, we are working to complete an approximately $21 million capital campaign to fund construction of our new home, which is scheduled for completion in Summer 2021. It is an exciting period of organizational growth and increased impact in our community and beyond.

POSITION SUMMARY

The Accountant will be responsible for key weekly, monthly, quarterly, and annual accounting activities. These activities will include processing and properly coding all accounting transactions, reconciling financial statements and accounts, vendor onboarding, and ensuring data accuracy. The Accountant will report to the Controller.

RESPONSIBILITIES

● Accounts Payable: Input and pay invoices, credit card statements, receipts, and reimbursements – reconcile vendor statements and vendors management

● Accounts Receivable: Assist with invoice preparation and track money owed and other receivables

● Reconcile credit card statements and accounts, and ensure data accuracy

● Review financial records, processes, and accounts to ensure accuracy

● Reconcile bank accounts by compiling, organizing, and balancing financial information

● Correct coding errors and posts journal entry adjustments

● Update and maintain general ledger accounts

● Partner with Controller to ensure accurate and adequate paper and electronic document retention

● Provide support during annual audit

● Perform any other fiscal duties or tasks as assigned or required.

EXPERIENCE & PERSONAL REQUIREMENTS & SKILL SETS

● 5+ years of proven experience in areas mentioned above;

● Bachelor’s degree in accounting, finance or business preferred.

● Must have technical and computational accounting skills as well as an understanding of US GAAP and applicable industry standards.

● Must be detail-oriented with strong organizational, analytical and problem-solving skills.

● Adaptive to a dynamic, rapidly growing work environment.

● Highly entrepreneurial, self-motivated, resourceful and flexible;

● Computer literacy, including proficiency in Microsoft Office;

● Committed to mission of Bro Sis

BENEFITS: At the Brotherhood/Sister Sol, we offer competitive salaries with a comprehensive benefits package including, health, dental, vision and life insurance, 3% employer contribution to 403(b) retirement account. As well as four weeks’ vacation in addition to personal days, paid holidays and office closure during Winter Break.

Start Date:                          July 2020

Team:                                   Team Teaching and Learning

Location:                             New Haven, CT, or Providence, RI

About Achievement First:

Achievement First, a non-profit 501(c)3 charter school management organization, operates 37 public charter schools in Brooklyn, Connecticut, and Rhode Island. The mission of Achievement First is to deliver on the promise of equal educational opportunity for all of America’s children. We know that every child—regardless of race, zip code, or economic status—deserves access to great schools. Achievement First currently educates more than 14,000 students in historically underserved neighborhoods, with over 90% of our students identifying as Black or Latinx. For more information about the Achievement First mission, model, our schools and team, please visit our website at www.achievementfirst.org.

Summary

The Associate Director of K-4 ELA Achievement is an integral part of the ELA team that works with superintendents, principals, academic deans, and teachers to craft and drive the vision behind an exemplary ELA program. We work closely with these cohorts to ensure that they develop the tools, skills, and knowledge necessary to navigate a changing landscape with the introduction of the Common Core State Standards through professional and curricular development, core skill building, classroom observations, and data analysis. This position offers the opportunity to be at the forefront of this instructional work at one of the nation’s top charter school networks.

Responsibilities of the Associate Director of K-4 ELA Achievement Will Include but Are Not Limited to:

Manage Program Vision and Implementation

• Act as a thought partner with elementary regional superintendents and Team Teaching & Learning to help synthesize the network vision for ELA instruction and contribute to the development of clear programmatic recommendations for school leaders

Coordinate Core ELA Program Systems

• With the elementary ELA team, lead school leaders, deans and teachers in maintaining quality control of core systems integral to teaching and learning, such as process-based assessment, data collection, etc.

Facilitate Professional Development

• With the elementary ELA team, develop professional development sessions that support vision setting for the ELA program, implementation of the curriculum and growth of core skills and knowledge

Develop Curriculum

• Create and revise exemplary curriculum materials that are aligned to network priorities
• Manage lead planners and consultants by providing formal and informal feedback on their materials. Specifically, these materials will include unit plans, assessments, accompanying lesson plans, and student work.

Coaching and Observations

• Conduct school observations at varying intervals throughout the year to push content-specific instructional practices, improve implementation of curriculum, gather information on best practices and pilot new projects
• Develop instructional eye of deans and principals through focused co-observations and feedback

Analyze Data

• Deeply analyze student achievement data (student work samples, weekly quizzes, interim assessments and state tests) to determine how to better develop materials and provide targeted, high quality teacher training

Skills and Characteristics

• Track record of motivating and inspiring large groups of adults, leading to strong achievement results
• Deep content and pedagogical expertise in elementary ELA
• Exceptional collaboration, communication, analytical and influencing skills
• Strong writing skills
• Willingness to do “whatever it takes”, including acting urgently and flexibly
• Team player
• The ability to work autonomously as well as take direction as needed
• Strong data analysis skills
• Solid technical skills and experience with Microsoft Word, Excel, PowerPoint and Publisher and with Adobe Acrobat
• Attention to detail and strong organizational skills
• The ability to see through multiple projects with many moving parts from beginning to end
• Belief in the Achievement First mission and educational model
• Maturity, humility, strong work ethic, sense of humor, and “roll-up-my-sleeves” attitude

Educational Background and Work Experience

• A bachelor’s degree
• We would prefer a candidate with:
• Four or more years of highly successful ELA leadership experience
• A proven, multi-year (3+) track record of exemplary ELA achievement, especially the achievement of low-income, minority students
• Significant experience planning and executing professional development for large groups of experienced educators
• 4 or more years of highly successful teaching or leading experience in a school serving primarily low-income students

Some weekend/evening work and travel within New York, Connecticut, and Rhode Island are required.

Compensation

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

To Apply

Email a resume to:

Marcus Cortez

marcuscortez@achievementfirst.org

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

Why Teach With Us?

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

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

Advantages of teaching at a New Visions school include:

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

Who You Are

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

What You’ll Do

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

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

What We’re Looking For

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

Join Us!

New Visions for Public Schools is looking for teachers certified in Grades 7 through 12 in the following subject areas:

• Art (Dance, Drama, Music, Visual Arts)
• Biology
• Chemistry
• CTE (All Concentrations)
• Earth Science
• English Language Arts
• English as a Second/New Language
• Foreign Language (All Concentrations)
• Mathematics
• Physical Education/Health
• Physics
• Social Studies
• Special Education

Who We Are

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

We operate ten public charter schools in the Bronx, Brooklyn, and Queens and, as a trusted partner of the NYC DOE, we help 1,050 public district schools plan for the success of over 600,000 students citywide.   In 2019-20, graduation rates in our Charter and Affinity networks were 94.9% and 86.9% and our college readiness rates were 56.9% and 61.6%. 

To see each of our charter schools, please click on the links below:

• New Visions Charter High School for Advanced Math and Science
• New Visions Charter High School for the Humanities
• New Visions Charter High School for Advanced Math and Science II
• New Visions Charter High School for the Humanities II
• New Visions Charter High School for Advanced Math and Science III
• New Visions Charter High School for the Humanities III
• New Visions Charter High School for Advanced Math and Science IV
• New Visions Charter High School for the Humanities IV 
• New Visions AIM Charter High School I
• New Visions AIM Charter High School II

To see a list of our district schools, click here.

Equal Employment Opportunity

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

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

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

Position Summary  

Great Oaks New York City Charter School  is seeking a dynamic, experienced, and focused High School Principal to lead the launch and growth of Great Oaks NYC High School (GO-NYC). The Principal is responsible for the overall performance, management and operations of the Great Oaks Charter High School on 38 Delancey Street in Manhattan.  The Principal is responsible for ensuring the Great Oaks model for the high school is fulfilled daily on behalf of the students and families.  Specifically, the Principal is responsible for the following:

• Plan the implementation of an effective high school strategy that enlists staff, families and students in a common effort for student college and career readiness aligned to the GO-NYC High School design and vision,
• Effectively lead the high school staff around instruction and culture, building a community organized around the GO-NYC HS vision,
• Ensure that the high school enacts the vision of the GO-NYC model, including the implementation of effective youth culture systems rooted in strengths-based development research, builds an effective and caring culture in the school, and promotes student voice and leadership,
• Ensure that high quality, student-centered curriculum and pedagogy are implemented across subject, content areas and tutorial settings, 
• Ensure effective inclusion of diverse learner populations and effective support to ensure that all students meet Great Oaks standards,
• Oversee the systemic use by teachers and staff of daily, weekly and monthly assessment systems throughout the school aligned to state standards and designed to accelerate student outcomes and their passion for learning,
• Work with administrators, staff, Fellows, students and families to utilize the information to improve learning and teaching,
• Ensure that systems are implemented effectively to develop, support, coach and supervise teachers in a way that builds teacher knowledge, inspires and enlists them, and holds them accountable for student learning, 
• Ensure that the school attracts and retains high quality staff,
• Ensure the implementation of effective youth culture systems that build off strengths-based leadership development research and enlist staff and students to establishing an effective and caring culture in the school,
• Implement and refine the Fellow Corps model in the high school, where every student receives effective tutoring, mentoring and enrichment each week that significantly improves their skills and abilities and orientation towards college readiness and increases intellectual engagement,
• Establish effective and regular ongoing systems of communication with teachers, Fellows, students and parents within the High School,
• Support the Executive Director in communication to the Board and State Education Department; this includes the following:
  • All members of the school community are fully engaged and can bring their whole selves to the school;
  • A warm, caring, and strengths-based culture is built, deeply committed to student learning and success, that values openness, hard work, and achievement;
  • Ongoing work on diversity, equity and inclusion for staff, students, and families;
• Coordinate instructional, assessment, curricular, culture support with the Great Oaks Foundation and the Executive Director for the school,
• Support the Executive Director in implementing the policy, structures and systems to support effective management of the school in areas ranging from budget to enrollment, student data systems to state compliance,
• Collaborate with the Director of High School Design and the Executive Director to realize the vision and design of GO-NYC High School,
• Collaborate with the Middle School Principal and the Executive Director Team to ensure consistency between the middle and high school,
• Uses reflection and improvement in all aspects of work and in leadership of the school to reach all students and effectively drive student learning,
• Agrees to seek – through formal and informal feedback – to continue to develop and improve his/her job performance while employed by the School.  At Great Oaks, an ongoing quest for improvement is considered essential for all staff members.

The Principal reports to the Executive Director of Great Oaks New York City.  The Principal supports and coordinates with the Executive Director’s ongoing efforts in policy design and implementation, 6-12 curriculum coordination, budget and student enrollment management, communication with the Great Oaks Foundation and other crucial partners, and monitoring of compliance with all New York State policies and laws.  

Competencies and Qualifications

The successful candidate will have proven success in implementing high-quality instruction that led to the improvement of student achievement in an urban school. S/he will possess exceptional relationship building skills and the ability to communicate clearly to multiple stakeholders. The successful candidate will also have:

• A strong academic record with a Bachelor’s degree from a competitive college or university required; advanced degree in subject area required
• At least 6 years in education and a minimum of two years of administrative experience leading student achievement at an urban high school 
• School Leader Certification (strongly preferred)
• Extremely strong systems management abilities
• A strong belief that all students can succeed
• A do-whatever-it takes attitude including a willingness to work occasionally on the weekend or in the evening
• An exceptional ability to respond well to feedback and implement it immediately