Equality Charter School (http://www.equalitycharterschool.org/) provides a high level of academic rigor in a nurturing learning community that will prepare scholars to be college and/or career-ready. Our mission is to ensure each scholar reaches individual academic and personal success through a nurturing, scholar-centered approach; and our approach is to serve any scholar, including those who are under-performing or who are from families in need of more resources.

We offer a positive school environment, we value academic, behavioral, and social-emotional needs, we use proactive strategies for teaching appropriate behaviors, and we use project-based learning to engage scholars. Our holistic programming focuses on career exploration, extensive athletics, art, health, theatre and music, and a host of special days, like career day, international day, and a borough-wide college fair.

 General Description of Position

 The Head of Department assumes the leadership and supervision for the assigned department to ensure scholars receive effective instruction that meet and exceed state standards and requirements in a safe and nurturing learning environment. The Head of Department leads and supports teachers within the department on a daily basis to help improve instruction and overall academic achievement for all scholars. The Head of Department collaborates with the administration and with other Heads of Departments in the school, when appropriate, to ensure continuity through appropriate implementation of curricula and instructional strategies.

Major Responsibilities & Duties

• Creates & supports teachers in creating course scope and sequences (Experience with Eureka Math, beneficial)
• Provides classroom instruction, creating a model classroom
• Provides appropriate, high quality coaching to teachers to continuously improve instruction
• Supports teachers in creating appropriate assessments 
• Supports teachers in effective data analysis to inform future instruction and decisions
• Supervises and evaluates teachers in the department
• Ensures compliance with all policies, internal and external, within the department
• Schedules and facilitates Professional Learning Communities, PD trainings and Department Meetings
• Leads and manages the hiring process for the department
• Assists in the creation of the school master schedule
• Makes budget recommendations and oversees all department orders

Preferred Qualifications, Skills, Knowledge and Abilities

• Has real command of the content and understanding of curriculum development (strong experience with Eureka Math, beneficial)
• Has 5-7 years of proven success in the math classroom 
• Demonstrates effective written and oral communication
• Possesses professional development skills related to instruction in general and to the content specifically
• Has a high capacity for problem solving
• Demonstrated ability to manage numerous tasks and competing demands
• Communication skills that fosters collaboration with numerous internal and external stakeholders

Want to learn more? Check out the links below to learn more about Equality Charter School:

• Equality Website – http://www.equalitycharterschool.org/
• Equality’s Facebook Page – https://www.facebook.com/equalitycharterschool/
• Equality News Site – http://www.equalitycharterschool.org/news/
• Equality’s LinkedIn Page – https://www.linkedin.com/company/2769597?trk=hp-feed-company-name
• Executive Director Caitlin Franco’s LinkedIn Page – https://www.linkedin.com/in/caitlin-franco-47434111

About NYC Kids RISE
NYC Kids RISE is a nonprofit organization working to expand economic opportunity and equity by providing families, schools, and communities with a way to work together to invest in their children’s future. NYC Kids RISE manages the NYC Kids RISE Save for College Program as a public-private-community partnership with the NYC Department of Education (DOE) and the City of New
York. The Save for College Program is a universal scholarship and savings program designed to make college and career training more accessible and achievable for all NYC public school students—regardless of their family’s income or immigration status. The Save for College Program is a tool that families, along with their schools and neighbors, can use and customize in the way that best fits
into their lives and best supports their dreams for their children.

The Save for College Program launched a three-cohort pilot phase in School District 30 in Fall 2017. Now in its third school year, the Save for College Program has so far enrolled more than 10,000 kindergarten, first-grade, and second-grade students (around 95% of all the students in those grades across District 30)
and opened an NYC Scholarship Account invested in a 529 plan with an $100 initial deposit for each one. Their families can view this account online, open their own college savings account, and start saving their own money in the ways and amounts that make sense for their financial circumstances, earning additional scholarship rewards. At the same time, their communities can contribute to groups of these NYC Scholarship Accounts to further increase the savings in each child’s account and demonstrate their community’s support for every child’s success. Together, these two accounts enable families, friends, schools, communities, and larger institutions and systems to work together to build assets and support expectations for each child’s future.

NYC Kids RISE is driven by the belief that every NYC public school child should have a real financial asset for higher education, starting in kindergarten, and support from every part of their community to achieve educational and economic success. Based on the successes of the pilot phase, NYC Kids RISE
is currently working with its public, private, and community partners to prepare to expand the Save for College Program beyond School District 30 to other NYC school districts. The ultimate vision is to create a universal, community-driven wealth-building platform–embedded in homes, schools, and
neighborhoods–across all 32 school districts in the NYC public school system. This approach draws from a variety of best practices and disciplines across the fields of asset building, child savings accounts, financial empowerment, education, community wealth building, urban poverty, neighborhood
effects and social capital research, collective impact, and more.

Learn more about NYC Kids RISE and the Save for College Program at nyckidsrise.org.

Senior Manager of School Networks
Elementary schools are at the heart of every neighborhood and the most central institution in directly supporting educational achievement, equity, and college and career readiness. As a key piece of building and enabling a universal, community driven wealth-building platform, NYC Kids RISE is working to
support the capacity of school districts and elementary schools throughout New York City to use the Save for College Program as a tool to advance their own goals of college and career readiness, family empowerment, and strong family-community ties.

NYC Kids RISE seeks an exceptional communicator, facilitator, relationship builder, systems-thinker and manager to serve as Senior Manager of School Networks, overseeing the capacity-building efforts to NYC’s schools and school districts to enhance college- and career- going culture using the Save for
College Program. The Senior Manager will work to advance key goals including: 1) Achieving District 30’s stated goal of supporting all eligible parents to activate their NYC Scholarship Accounts; 2) Advancing
how the Save for College Program can be a tool to meet schools’ goals such as enhancing its college-going culture and maintaining strong family-community ties; 3) Integrating the Save for College Program within the fabric of their school community, both within School District 30, and in other school
districts across the City; and 4) Supporting the expansion and sustainability of the Save for College Program to other school districts across New York City.

Key responsibilities will include but not be limited to:
● Lead creation and continuous improvement of systems to support District offices and schools in integrating the Save for College Program, including 1) working with District offices to provide regular communications to schools and school stakeholders about key milestones, 2) coordinating professional learning sessions with key school stakeholders, and 3) supporting participating District offices to develop mechanisms to track and measure school activities and
participation;
● Serve as the NYC Kids RISE liaison and primary point person for the District 30 and District 75 Superintendents’ Offices, the 39 participating schools and school communities and schools and district offices within future school districts where the Save for College Program expands;
● Foster increased awareness and engagement of school communities (school staff, parent leaders, Community based organization partners, etc.) around college and career readiness using the Save for College Program;
● Provide systemic support to the District and to schools around key family engagement events, including (1) developing toolboxes (materials, scripts, mapped integration opportunities) and supporting schools to use the tools as appropriate, (2) designing and facilitating monthly conference calls, professional learning sessions, the annual Save for College Schools Conference, and other opportunities for school stakeholders to provide feedback, share
information, share best practices and lessons learned, create ways for school stakeholders to share knowledge regularly, and build communities of practice around integrating the Save for College Program (3) overseeing and conducting on site school trainings to support schools working directly with families to activate their accounts; (4) attending and/or coordinating other NYC Kids RISE team members to anchor events – resources permitting – to support schools in
execution (5) designing and implementing virtual trainings and meetings in accordance with public health guidelines;
● Support the expansion of the Save for College Program to new school districts through strategic advice, relationship management, partnership development and setting up systems for new school districts informed by work in District 30;
● Work with Data Manager, Chief of Staff and others to determine how to best measure impact of NYC Kids RISE work on schools and school communities;
● Support K-12 financial education curriculum development, including ways to align curriculum with activities in the schools and opportunities to bring together students and parents/guardians, and manage relationships with relevant DOE offices;
● Participate and share in the organization’s work to advance racial equity and anti-oppression in the organization’s and program’s operations and practices; proactively identify opportunities to advance the development of an anti-racist organization; share and solicit ongoing feedback and conversations to advance this work;
● Maintain, and support other staff and volunteers to maintain, strict adherence to NYC Kids RISE data security and privacy policies;
● Support the Director of Communications and Digital to create print and digital materials, tools, and campaigns that align with school based efforts and parent/guardian facing education. Support the development of systems to capture school stakeholder experiences, stories, and best practices to share across networks and with other school communities.

Qualifications
● At least 8 years of experience in campaigns, community organizing, organizational development, behavioral design, economic and community development activities, financial empowerment service-delivery, or comparable experience;
● Experience with training and capacity building for diverse stakeholders;
● Familiarity with designing and executing training modules and providing technical assistance to individuals;
● Superb communication and relationship building skills, including writing, public speaking, and presentation to diverse audiences;
● Adaptable, flexible and effective problem solver in fast-paced settings;
● Proven project manager, highly organized, good attention to detail;
● Strong judgment;
● Knowledge of, and demonstrated interest in, increasing educational opportunities and long-term
financial security for low-income New York City families;
● Experience working in or with New York City schools and/or the NYC Department of Education preferred;
● Experience in a start-up setting preferred.

About the Assistant Superintendent – Special Education Services Position

Reporting directly to the Chief Academic Officer, the Assistant Superintendent for Special Education Services is a critical leadership role that directly affects the acceleration of improved student outcomes for GCS’s 10,534 students with special needs. This role directs, monitors and strengthens programs and ensures all services are implemented within federal, state, and local regulations. The Assistant Superintendent will coordinate the efforts of federal, state and local agencies, private specialists, parents and families, and division supervisors to provide the services needed by GCS students, working to eliminate disparities in achievement and ensure college and career readiness for students with special needs.

This role develops and implements GCS’s policies and procedures for identifying and meeting the needs of diverse learners, leads comprehensive planning and coordination; manages the administration of a large and complex budget with funds from district, state, and federal sources; and provides system leadership to ensure equitable access to high-quality special education and related services.

Specific Duties and Responsibilities

Equity Leadership and Student Success

• Set a clear vision and goals for the Exceptional Children department to increase academic achievement and provide supports for students with special needs.
• Cultivate a commitment among all district staff that all students will achieve high standards.
• Confront preconceptions and model open dialogue about race, culture, class and other issues of difference with peers, staff, students and the community.
• Demonstrate cultural proficiency, sensitivity, and equity to ensure students’ needs are met.
• Assess the distribution of Special Education supports ensuring allocation is equitable and provides the best resources to efficiently and effectively meet the needs of all GCS’s students, families, and schools.

Instructional Leadership and School Support

• Direct and supervise the Exceptional Children department including directors, Exceptional Child Services Coordinators, Program Administrators and Compliance Officers.
• Plan, develop, and implement a comprehensive program for students with disabilities, which assesses the needs of students, establishes objectives and priorities, develops strategies to achieve objectives, and evaluates programs.
• Support parents and families of students with special needs to ensure all GCS students are provided with the best services and resources to support high academic achievement.
• Apply research and best practices to inform the development of theories of pedagogy, intervention programs and improve the delivery of special education and related services.
• Effectively communicate and collaborate with principals, principal supervisors, district departments to provide supports for a variety of school settings and build school support systems with necessary resources.
• Assist with the administration of the district’s two special schools for students with disabilities.
• Work in conjunction with the State Department of Public Instruction, the Office for Civil Rights, and other agencies to meet the needs of students; prepare and monitor contracts with individuals and agencies for special services not available through GCS and ensure compliance of programs with federal, state and local regulations.

Systems and Policies

• Assess the effectiveness of the department and effectively prioritize, plan and implement improvements, as needed.
• Establish processes for quality controls, operational efficiency and accuracy in departmental work.
• Ensure responsive and efficient services including appropriate due process in the best interest of students with special needs.
• Create proactive systems that garner feedback from schools to inform district-level policy and practice.
• Use and analyze data to drive decisions and guide problem-solving to achieve the best student outcomes.
  • Share data with broad audiences to improve transparency and communication.
  • Facilitate problem-solving and dispute resolution to ensure appropriate services and resources for students.
  • Address systemic issues efficiently, effectively, and consistently.
• Consult with central and school-based staff on specific individual cases when further interpretation of federal, state and local policies is required.
• Provide technical assistance to staff, families, and outside agencies related to the implementation of legal mandates.

Talent Management and Professional Learning                                                                                                            

• Supervise, mentor, and provide professional growth and development opportunities for staff by identifying and utilizing individual strengths among team members to serve the department as a whole
• Build and cultivate positive relationships among staff internally and within the broader Guilford district including principals, support staff and the larger community.
• Support staff in developing, implementing, and evaluating strategy and project plans to achieve goals.
• Increase the effectiveness of school-based special educators:
  • Assist in the recruitment, selection, and matching of candidates for special education and related services.
  • Collaborate to refine and implement GCS’s evaluative frameworks, tools, and professional growth opportunities.
  • Potential to supervise principals of district-run separate day schools for special education.
• Strategically manage and allocate resources (including money, people, time, etc.) aligned to students’ needs.
• Partner with central office to create district-wide professional development programs that build the capacity of district teachers and leaders to:
  • Implement inclusive practices for students with special needs.
  • Make decisions based on research and best practices in special education, psychology, social work, health, counseling, student support team, and related services.

Compensation

Salary for this position is competitive commensurate with prior experience. In addition, a comprehensive benefits package is included.

Middle School ICT Teacher (8th Grade)

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 ICT/Special Education Teacher 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
• Develop purposeful, rigorous, and engaging daily and long-term plans aligned to standards, and regularly revisit 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
• Consult with departmental colleagues on curriculum support materials and planning to support intellectual preparation and classroom instruction

 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 and middle school specific policies (including but not limited to: student attendance, reporting of absence and lateness within a period, independent student transitions, assigned seats) 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, across grade bands, and across departments, coordinating all instructional activities with teachers, assistants, and instructional leaders; collaborate with other staff to envision and execute projects
• Collaborate with colleagues to develop systems for student accountability and academic ownership
• Consult with events department to develop experiences for middle school students
• Serve as Advisory Leader for students
• 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:

 Behavioral Qualifications

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

• Ability to gather, collate, and/or classify data; to analyze data using defined but different processes
• Ability to use job-related equipment
• 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 plans and mastery-oriented short term 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
• Knowledge of Common Core and other content area standards
• Knowledge of basic principles of curriculum design
• Understanding of child learning theory and behavioral approaches
• Knowledge of elements of effective classroom environment and management

 Educational Background and Work Experience

• Bachelor’s degree from an accredited college or university
• New York State teaching certification (Students with Disabilities)
• Experience with and interest in working with high needs students preferred

It is Cardinal McCloskey’s mission to promote the healthy development of children and adults by providing services to enhance the quality of their lives and support the sanctity of family. 

We empower and encourage those in our care or receiving services to reach their full potential by ensuring their physical and emotional well-being and by providing each one with opportunities to achieve personal goals. 

We are looking for Educators who align with Cardinal McCloskey’s mission and take pride in being an influence in shaping tomorrow’s future. We are looking for passionate individuals whose mission is to provide a nurturing and safe environment conducive to learning, creativity and friendship. All mid-to-senior level educators are encouraged to apply.  

We take pride in developing and retaining our staff, we provide on-going professional development and tuition reimbursement for those on study plans or seeking credential or licensing. 

We are currently looking to fulfill the positions of Education Director, Site Director and Sr. Administrative Director. The descriptions of each job are as follows: 

Education Director – Within policy guidelines established by the Board of Directors, the terms of the Purchase of Service Agreement, licensing requirements and any requirements set forth in labor agreements to which the Board may be a party, the director is responsible for overall administration and supervision of the total program of day care services to families and children at the Anna Lefkowitz site. These responsibilities shall include coordination and supervision of all program components, such as intellectual growth of young children, preventative health and social services, nutrition, staff development, community outreach, parent involvement in program operation, fiscal management and accountability, office and facilities management. In order to effectively carry out these overall responsibilities, the Director shall consider, confer and consult with other supervisory staff members of the center in arriving at decisions affecting areas in which these persons may be specialists. 

Site Director – The Site Director is responsible for working cooperatively with the Education Director to assume all administrative duties that will contribute to the successful operation of the Early Childhood center. These responsibilities shall include; providing daily oversight of all aspects of the early childhood program, supervision of staff, ensuring compliance of UPK; Head Start Performance Standards and/or ACS Early Learn; NYC Department of Health regulations; and adherence to OSHA guidelines and regulations. All responsibilities should be completed collaboratively with the Education Director. 

Senior Administrative Director – The Senior Administrative Director of Early Head Start/Head Start is responsible for the day to day operations of the ECED Early Head Start/ Head Start program. Responsibilities include assuring that the Head Start program meets all of the mandates, regulations and standards for excellence required by our various funders and community partners. 

Please click the hyperlinks to learn more information regarding position responsibilities, and applying if interested.  

Based on the position you are interested in, you will be advised to provide supporting documentation to verify that you have the qualifications needed for the position you are applying for, such as transcript, TEACH account and/or proof of certifications. If a match, you will be scheduled for a remote interview via Zoom with the Early Childhood Hiring Manager. 

All other inquiries, please contact me at: 

Andrew Lara, HR Recruiter: 914-539-2534 / Alara@cmcs.org 

Community Roots is hiring:

Teachers for our k-8 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 classroom and all 6-8 core content areas.

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 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.

Responsibilities

• Maintain and enrich their expertise in scientifically based instructional methods
• Develop lesson plans that ensure the attainment of learning set forth in the charter
• Coordinate lesson plans with other teachers to maximize possibilities for teaching similar topics in the same general time frame, thus reinforcing student knowledge on an interdisciplinary basis
• Provide direct and indirect instruction utilizing Paideia content and methodologies
• Long and short-term planning addressing individual needs of students;
• Prepare students adequately for all required assessments;
• Evaluate students’ progress
• Prepare monthly individual student achievement reports for parents
• Provide an inviting, exciting, innovative, learning environment
• Engage in effective and appropriate classroom management

Qualifications

• Demonstrated expertise in the subject they will teach, as evidenced by personal skills and knowledge, an undergraduate major or minor or graduate degree in the subject they will teach, or direct subject-area teaching experience

• Required NYS teaching certification and NYS fingerprint clearance.

• For subject area teachers (i.e. art, music, physical education, middle school subject teachers), appropriate educational credentials in the subject in which they will teach.

• Demonstrated ability to engage the interest of children
• Demonstrated ability to work with diverse children, including those with special needs
• Teaching experience in a public or private school
• Demonstrated ability to work well with parents

Salary: Competitive; Longevity Bonus

Benefits: health, dental insurance and 401K (Traditional or Roth)

Teachers

Responsibilities

• Maintain and enrich their expertise in scientifically based instructional methods
• Develop lesson plans that ensure the attainment of learning set forth in the charter
• Coordinate lesson plans with other teachers to maximize possibilities for teaching similar topics in the same general time frame, thus reinforcing student knowledge on an interdisciplinary basis
• Provide direct and indirect instruction utilizing Paideia content and methodologies
• Long and short-term planning addressing individual needs of students;
• Prepare students adequately for all required assessments;
• Evaluate students’ progress
• Prepare monthly individual student achievement reports for parents
• Provide an inviting, exciting, innovative, learning environment
• Engage in effective and appropriate classroom management

Qualifications

• Demonstrated expertise in the subject they will teach, as evidenced by personal skills and knowledge, an undergraduate major or minor or graduate degree in the subject they will teach, or direct subject-area teaching experience

• Required NYS teaching certification and NYS fingerprint clearance.

• For subject area teachers (i.e. art, music, physical education, middle school subject teachers), appropriate educational credentials in the subject in which they will teach.

• Demonstrated ability to engage the interest of children
• Demonstrated ability to work with diverse children, including those with special needs
• Teaching experience in a public or private school
• Demonstrated ability to work well with parents

Salary: Competitive; Longevity Bonus

Benefits: health, dental insurance and 401K (Traditional or Roth)

Teachers

Responsibilities

• Maintain and enrich their expertise in scientifically based instructional methods
• Develop lesson plans that ensure the attainment of learning set forth in the charter
• Coordinate lesson plans with other teachers to maximize possibilities for teaching similar topics in the same general time frame, thus reinforcing student knowledge on an interdisciplinary basis
• Provide direct and indirect instruction utilizing Paideia content and methodologies
• Long and short-term planning addressing individual needs of students;
• Prepare students adequately for all required assessments;
• Evaluate students’ progress
• Prepare monthly individual student achievement reports for parents
• Provide an inviting, exciting, innovative, learning environment
• Engage in effective and appropriate classroom management

Qualifications

• Demonstrated expertise in the subject they will teach, as evidenced by personal skills and knowledge, an undergraduate major or minor or graduate degree in the subject they will teach, or direct subject-area teaching experience

• Required NYS teaching certification and NYS fingerprint clearance.

• For subject area teachers (i.e. art, music, physical education, middle school subject teachers), appropriate educational credentials in the subject in which they will teach.

• Demonstrated ability to engage the interest of children
• Demonstrated ability to work with diverse children, including those with special needs
• Teaching experience in a public or private school
• Demonstrated ability to work well with parents

Salary: Competitive; Longevity Bonus;

Benefits: health, dental insurance and 401K (Traditional or Roth).

Kindergarten – 2^nd Grade Dean

Who we are:

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

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

What you’ll be doing:

1. Instructional Support, Coaching, and Supervision
   1. Observe and provide feedback to teachers
   2. Develop and implement coaching plans that are measurable and goal-driven
   3. Model instructional strategies as needed
   4. Coordinate internal and external professional development activities for teachers
   5. Design and implement teacher professional development based on identified needs

1. Curriculum Implementation

1. Provide feedback and support for the development of curriculum maps and lesson plans
2. Analyze data to plan reteaches with teachers and help improve curriculum
3. Facilitate selected team meetings to model and strengthen intellectual preparation
4. Lead specific curriculum initiatives to improve lesson delivery school-wide
5. Coordinate vertical alignment across grade levels in content areas
6. Conduct instructional walk-throughs and follow-up support for particular initiatives

1. Team Management

1. Employ strategies in developing supervisees and cultivating team culture, which may include but is not limited to leading team check-ins and participating in 1:1 meetings
2. Supervise and support individual supervisees’ professional development and job responsibilities, which may include but is not limited to providing coaching, feedback, training and helping to manage conflicts as appropriate
3. Provide supervisees with regular performance evaluations through VOICE’s formal mid-year and end-of-year performance evaluation processes
4. Ensure general coverage as appropriate

1. School Leadership

1. Inspire and rally behind a shared vision and high standards of excellence, including but not limited to fostering staff culture and relationships across teams and divisions
2. As member of school leadership team, contribute to the development and implementation of school-wide policies and procedures, which may involve but is not limited to engaging in other teams’ and divisions’ priorities, goals, and activities
3. Exercise external awareness; serve as liaison for other teams, departments, partners.

1. Staff-Wide Professional Expectations

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

Qualifications:

Educational Background and Work Experience

• Bachelors and Master degrees from accredited college or university
• Valid NY State Teacher Certification
• 3+ years of classroom teaching experience with improvements in student achievement
•               Strong knowledge of best practices in early childhood literacy development
•               Experience training teachers in multi-sensory phonics instruction, guided reading,   close reading and writing
•               Demonstrated ability to raise reading achievement data
• Preferred: 2+ years of leadership experience (e.g. instructional coach, team leader)

Preferred: Experience working in an urban school setting

About you:

• Deep belief in VOICE’s mission, vision, and values
• Open to collaborating with and learning from colleagues who have a variety of backgrounds, experiences, strengths, and talents
• Successfully able to handle multiple projects concurrently in a fast-paced environment, and ability to be self-directed and take initiative
• Attentive to detail
• Have a knowledge and understanding of basic principles of curriculum design, child learning theory and behavioral approaches
• Value and are committed to diversity in the workplace and classroom
• Effective skills in self-management including but not limited to meeting deadlines, effective prioritization of tasks, self-organization, managing up, and efficient time and task management
• Ability to establish communication and build warm individual relationships with students and families, colleagues, and external partners

What you’ll enjoy:

• A competitive total rewards package that values your experience and credentials, your work-life balance and sustainability to serve VOICE students and families to your best abilities, as well as your learning and development as a person and professional, including:
  • Participation in the New York City Teachers Retirement System pension program
  • 3 or more prep periods per day to ensure you have time to collaborate with your colleagues, develop/adjust your lessons for your students, and other miscellaneous tasks
  • Comprehensive benefits package, including participation in a pre-tax commuter benefits program and partial reimbursement for monthly commuting expenses
  • Gym reimbursement
  • Cultural enrichment reimbursement
  • Access to tickets at a free or reduced cost to numerous events throughout New York
  • Paid maternity leave, child care leave, and other generous leave policies
  • Benefits options include: Choice of four (4) Medical plans, FSA/HSA and Dependent Care FSA accounts, vision insurance as well as fully paid dental, life and disability insurance,
  • Many opportunities to get to know your VOICE colleagues!

How to Apply: Please submit an electronic application (including a VOICE-specific cover letter and resume) at https://voicecharterschool.tedk12.com/hire/index.aspx

VOICE Charter School values diversity and inclusion in our community of adults and children. 

Essential to the actualization of VOICE’s mission, vision and values is a commitment to fostering a culture of diversity and inclusion.   The collective sum of the individual differences, life experiences, creativity, innovation, unique capabilities and talents represents a significant part of VOICE’s successes as a school and organization.

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

About Great Oaks Charter Schools

At Great Oaks, students will shape the world, not be defined by it. Therefore, we believe that children learn best through a combination of project-based, authentic learning experiences, and direct instruction to support skill development and accelerate learning. Instruction and culture are grounded in our design principles of Mastery, Leadership, and Community. As part of the model, Great Oaks Americorps Fellows provide students with additional opportunities to engage in critical content, which helps to close academic achievement gaps and level the playing field. We are seeking talented, tenacious people who share our belief that all students deserve a high-quality education.

Great Oaks Design Principles

Mastery:  For students to shape the world and not be defined by it, they must have deep knowledge and the ability to apply that to new contexts. Therefore, we emphasize hands-on, project-based curriculum and joyful teaching.

Leadership: The purpose of leadership is to support a vision of the world in which equity and justice are essential. Therefore, we offer leadership opportunities to students so that they can persist through challenges, plan proactively for their future, and collaborate with others.

Community: Community is predicated on the understanding that if it takes a village to raise a child, why not help raise the village. Therefore, we support the whole child in the development of healthy self-esteem and confidence through building deep relationships with others and themselves.

About Great Oaks Charter School – New York City

Great Oaks (GO) Charter School – New York opened in 2013 with a focus on serving a heterogeneous population of students. Currently, Great Oaks-New York City serves 300 students in grades 6-8. GO NYC is growing to serve students in grades 6-12 by adding one grade – level each year until we reach full enrollment. The first 9th-grade class is slated to start in 2021-2022.

Position Summary

Great teachers are at the heart of what we do and are the key to our students’ success. Our most successful teachers are mission-driven, adaptable and have a collaborative team mindset.

Key responsibilities include:

Drive student outcomes by:

• Aligning planning to the Science Common Core Standards and student assessment data
• Using data-driven techniques to set ambitious goals for scholars
• Collaborating with the Special Services team and Great Oaks Fellows to build differentiated learning plans for all scholars
• Maintaining consistent communications with families regarding student progress
• Taking leadership of an advisory team comprised of 4-5 Fellows. The advisory team, led by the advisory teacher manages all parent communication for the students in that advisory.
• Holding weekly Office Hours and Homework Help Center.

Maintain strong classroom and school culture by:

• Clearly and consistently communicating and upholding school rules, values, and expectations in and out of the classroom
• Setting an urgent, respectful, and positive tone in the classroom
• Displaying extraordinary time management to maximize student learning
• Building relationships with students that communicate the importance of college success and your belief that they will succeed
• Building a collaborative, respectful advisory classroom community
• Taking on responsibilities outside of their content area instruction such as advisory, lunch duty, enrichment classes, and after school activities

Plan a rigorous curriculum and deliver strong instruction by:

• Demonstrating solid knowledge and understanding of science content
• Using a multitude of instructional strategies that are academically rigorous and highly engaging
• Executing detailed lesson plans mapped to specific Common Core standards
• Taking responsibility for student progress; constantly working to respond to students’ needs

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 the subject area preferred
• At least two years of experience improving student achievement at an urban school
• State teaching certification in secondary science (strongly preferred)
• Extremely strong classroom 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

Compensation

Great Oaks provides a competitive compensation and benefits package; exact compensation will vary based on experience and education.

General Information

This position is for the 2020-2021 school year and the successful candidate will start in the summer of 2020. Selected candidates will be contacted to set up a phone interview.

About Great Oaks Charter Schools

At Great Oaks, students will shape the world, not be defined by it. Therefore, we believe that children learn best through a combination of project-based, authentic learning experiences, and direct instruction to support skill development and accelerate learning. Instruction and culture are grounded in our design principles of Mastery, Leadership, and Community. As part of the model, Great Oaks Americorps Fellows provide students with additional opportunities to engage in critical content, which helps to close academic achievement gaps and level the playing field. We are seeking talented, tenacious people who share our belief that all students deserve a high-quality education.

Great Oaks Design Principles

Mastery:  For students to shape the world and not be defined by it, they must have deep knowledge and the ability to apply that to new contexts. Therefore, we emphasize hands-on, project-based curriculum and joyful teaching.

Leadership: The purpose of leadership is to support a vision of the world in which equity and justice are essential. Therefore, we offer leadership opportunities to students so that they can persist through challenges, plan proactively for their future, and collaborate with others.

Community: Community is predicated on the understanding that if it takes a village to raise a child, why not help raise the village. Therefore, we support the whole child in the development of healthy self-esteem and confidence through building deep relationships with others and themselves.

About Great Oaks Charter School – New York City

Great Oaks (GO) Charter School – New York opened in 2013 with a focus on serving a heterogeneous population of students. Currently, Great Oaks-New York City serves 300 students in grades 6-8. GO NYC is growing to serve students in grades 6-12 by adding one grade – level each year until we reach full enrollment. The first 9th-grade class is slated to start in 2021-2022.

Position Summary

Great teachers are at the heart of what we do and are the key to our students’ college/post-secondary success. The Special Education Teacher is responsible for ensuring that every student at Great Oaks is supported in their academic development. S/he will be responsible for maintaining records for students with special needs, participating in IEP implementation and evaluation, and co-teaching. S/he will be responsible for ensuring that students with special needs receive the proper accommodations within the classroom, during tutorial sessions, and throughout our building. S/he will also work closely with classroom teachers to analyze student results and work with teachers to make data-driven curricular decisions. Our most successful teachers are those who operate with a team mindset – we are all in this work together and it will take each and every one of us to achieve college success/post-secondary success for our students.

Outcomes:

Throughout the year, the Special Education Teacher will:

Ensure that the school is meeting the needs of all students by:

• Reviewing IEPs of incoming students and becoming knowledgeable about students’ recommended placements, services, and individual needs
• Ensuring that all general education teachers and tutors know and understand the needs of their students with special needs and appropriate accommodations to use
• Preparing for and participating in students’ IEP conferences
• Co-teaching with general education teachers to ensure students needs are met within the classroom
• Maintaining consistent communications with families regarding student progress

Maintain a strong classroom culture by:

• Setting a respectful and positive tone in the classroom
• Building relationships with students that communicate that succeeding in college/post-secondary is important, that the student can do it, and that we will not give up on a student

• Co-plan a rigorous curriculum and deliver strong instruction by:

• Using a multitude of instructional strategies in response to students’ individual needs
• Taking responsibility for student progress and constantly working to respond to students’ needs

Contribute to the creation of a data-driven culture by:

• Tracking and analyzing student data both publicly and internally to identify learning needs
• Using student achievement data to set ambitious goals for the students
• Planning and implementing strategies to achieve targets related to student learning outcomes
• Collaborating with other teachers to develop and revise curriculum based on assessment data

Competencies:

• “GRIT” – must have the ability to persevere and succeed at a challenging task
• Relationship-building – must show evidence of building and leveraging strong relationships
• Relentlessness – must be willing to do whatever it takes to constantly improve student achievement, including occasional evening and weekend commitments
• Communicate Effectively – must be able to clearly communicate with peers and supervisors 

Qualifications:

• Teaching experience in an urban school with a proven track record of improving student achievement
• Special Education Certification issued by New York State
• A strong academic record with a bachelor’s degree from a competitive college or university required; advanced degree in the subject area preferred
• A strong belief that all students can succeed
• Exceptional ability to respond well to feedback and implement it immediately

Compensation

Great Oaks provides a competitive compensation and benefits package; exact compensation will vary based on experience and education.

General Information

This position is for the 2020-2021 school year and the successful candidate will start in the summer of 2020. Selected candidates will be contacted to set up an interview.

An imaginative person with the interest and ability to teach three to five year old children. Knowledge of recent developments in the field of Early Childhood Education, particularly as it relates to the proper education of children of low income families. Serves as a mentor to other teachers at these possible sites: East 180th, Concord, Tolentine, Longfellow, 629 Courtlandt, Lefkowitz. The Master Teacher will assume the role of Educational Director in his/her absence.

Position Responsibilities:

Early Childhood Educators, especially new teachers should receive adequate levels of observation, feedback and support to promote developmentally appropriate practice. In order to provide this support the Master teacher will.

-Meet regularly with the educational staff at a site, providing a system of support by mentoring the newer teacher as they shape their teaching practice. The Master teacher will build partnerships with the staff by asking questions that help protégés think about what is working or not working in their environments.

-Support the teaching teams and provide guidance by modeling the following: Emotional Support (positive climate, teacher sensitivity, and regard for student perspectives) Classroom Organization (behavior management, productivity and instructional learning formats) and Instructional Support (concept development, quality of feedback and language modeling).

-Assist teachers with lesson planning, anecdotal record keeping, child screening/assessments and other classroom responsibilities.

· Supervise the overall function of the classroom:

· Take into account the individual differences and needs of the children’s’ culture, language, special abilities and handicaps.

· Enhance children’s’ understanding of themselves as individuals and in relation to others by planning with the assistant teacher, a flexible program which provides for individual, small group and large group activities.

· Encourage children to solve problems, initiate activities, experiment, question and gain mastery through learning.

· Encourage children to organize their experience, and understand concept in all curriculum areas according to the individual developmental levels of the children.

· Provide balanced programs, open learning and structured experiences.

· Integrate the various educational aspects of other Head Start components into the daily program (health, services, nutrition).

· Use resources in the community to enhance the program.

· Direct a daily education program for the class, providing an atmosphere in which the children will develop a love for learning.

· Provide the skills a child needs to grow socially, emotionally, physically, intellectually and culturally.

· Plan trips and other special events in accordance with the Head Start procedures and objectives.

· Hold regular meetings with classroom staff to discuss plans and evaluate progress of children and program.

· Schedule and conduct home visits with Teacher Assistant and Family Worker, according to Head Start procedures.

· Work closely with the Family Assistant and Family Worker to provide support to the children and their families.

· Coordinate the involvement of parents in all activities in the educational aspects of the program by:

· Encouraging parent participation in the classroom.

· Holding regular parent-teacher conferences.

· Conduct monthly class committee meetings for the purpose of receiving parent input into the program activities, and to familiarize parents with the curriculum so they can carry out activities in their homes and reinforce the child’s’ learning.

· Maintain records of children, class committee, workshops and in-service training. Report pertinent information to team partner, Education Director and/or Center Director.

· Keep a daily record of attendance and meal count; submit a monthly attendance report and meal count report to Center Director.

· Maintain class plans in accordance with Head Start procedures.

· Requisition supplies and equipment needed for the classroom.

· Care for classroom equipment and supplies and help maintain sanitary and safe classroom conditions.

Essential skills, experience, licensure, certification:

· Masters in Early Childhood with Initial/Permanent Certification and B-2

3-5 years educational experience in a Head Start Program or other ECE setting

Classroom Lens Assessment Scoring System Reliability (CLASS) preferred

Equality Charter School (http://www.equalitycharterschool.org/) provides a high level of academic rigor in a nurturing learning community that will prepare scholars to be career-ready in college. Our mission is to ensure each scholar reaches individual academic and personal success through a nurturing, scholar-centered approach; and our approach is to serve any scholar, including those who are under-performing or who are from families in need of more resources.

We offer a positive school environment, we value academic, behavioral, and social-emotional needs, we use proactive strategies for teaching appropriate behaviors, and we use project based learning to engage scholars. Our holistic programming focuses on career exploration, extensive athletics, art, health, theatre and music, and a host of special days, like career day, international day, and a borough-wide college fair.

Advantages of teaching at Equality include emphasis on knowledge sharing practices, frequent trainings and targeted professional development opportunities, and opportunities for teacher leadership within the organization.

Who is an Equality Teacher?

Equality 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 Equality teacher can expect to receive enhanced instructional support, a range of professional development opportunities and the opportunity to be part of a passionate team of colleagues. If you have the following qualities, credentials and experience, please consider joining our team:

• Compassionate and Passionate; Results-driven and Goal oriented
• Excellent classroom management skills
• Effective interpersonal communication skills with colleagues, parents, and students
• Ability to incorporate reading and writing strategies in classroom instruction
• Ability to incorporate hands-on and co-operative learning activities
• Bachelor’s degree (Masters Preferred)
• New York State Teaching Certification (or in process of reciprocity)
• Legal authorization to work in the United States

Equality is an equal opportunity employer.

Want to learn more? Check out the links below to learn more about Equality Charter School:

• Equality Website – http://www.equalitycharterschool.org/
• Equality’s Facebook Page – https://www.facebook.com/equalitycharterschool/
• Equality News Site – http://www.equalitycharterschool.org/news/
• Equality’s LinkedIn Page – https://www.linkedin.com/company/2769597?trk=hp-feed-company-name
• Executive Director Caitlin Franco’s LinkedIn Page – https://www.linkedin.com/in/caitlin-franco-47434111

About Community Roots:

Community Roots Charter School is a rigorous learning community where learning is embedded in meaningful real world context, where children are deliberately taught to see the connections between school and the world. CRCS students will meet or exceed the Common Core standards and be prepared to excel in the 21st century by being taught to be independent thinkers and to work productively within a diverse group of learners. At CRCS students will learn to combine curiosity with appropriate application, which will lead to deep understanding and the confidence to take on challenges to become who they want to be. Currently, Community Roots has 474 students in grades K-8. Please visit our website for more information about our school: www.communityroots.org.

Community Roots is hiring: A Math Specialist for our elementary school site. The position will start in August 2020.

Qualifications:

● Belief in CRCS mission and philosophy

● Strong belief in and ability to collaborate

● Demonstrated ability to prioritize and problem solve independently

● Demonstrated ability to prioritize student achievement while creating a nurturing and encouraging school environment

● Experience working with students with IEPs and students at risk of academic failure and implementing academic interventions using multiple intervention strategies and approaches

● Expertise in Kindergarten-5th Grade Common Core Math Standards

● Experience providing K-5 mathematics intervention and instruction

● Experience using the EngageNY curriculum or similar curricular framework

● New York State Special Education Certification and UDL expertise preferred Math Specialist Role Description:

● Provide K-5 academic intervention for math in the least restrictive setting

● Participate in regular Support Provider and Learning Specialist Team Meetings

● Report three times a year on IEP goals

● Write progress notes on all students on caseload

● Hold family conferences to review individual student’s progress at least twice a year and if needed more frequent, regular conferences will be arranged

● Attend grade level meetings for planning for differentiation, accommodations, modifications, and embedding individual student goals into the curriculum, as well as updates on intervention groups

● Collaborate with classroom teachers to administer and review assessment data e.g. school based assessments, including proctor state Math tests

How to Apply: If interested, please go to www.communityroots.org/jobs to apply

Opportunities at VOICE Charter School

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

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

What makes VOICE different?

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

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

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

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

All Staff at VOICE:

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

We are actively hiring for the following positions for the 2020-2021 School Year and would love to have the opportunity to speak with you about your qualifications and experiences:  

Elementary Intervention Teacher/SETSS Teacher

3rd-5th Grade Teacher

Elementary Music Teacher

3rd-5th Grade ICT Teacher

Elementary Music Teacher

Elementary Physical Education Teacher

Elementary Science Teacher

Kindergarten-2nd Grade Teacher

Kindergarten-2nd Grade ICT Teacher

Middle School Art Teacher (6-8)

Middle School ELA Teacher (6-8)

Middle School Science Teacher (6-8)

Middle School Social Studies Teacher (6-8)

Middle School Intervention/ SETSS Teacher (6-8)

Middle School ICT Teacher (6-8)

Middle School Physical Education Teacher (6-8)

Social Worker

Classroom Assistant

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

SUMMER CAMP DIRECTOR 

WHO WE ARE 

Kids in the Game’s mission is to provide positive opportunities and experiences through sports and creative play. Through our sports- the next generation of leaders by developing healthy habits, an active lifestyle, and promoting personal growth through play and competition. 

During the school year, Kids in the Game is rooted in dozens of schools around New York City, offering recess, after-school, physical education, early drop off fitness, creative movement and sports instruction. In the summer, we host six summer day camps in schools and parks in Manhattan, Brooklyn, and the Bronx that provide up to eight weeks of engaging learning experiences through sports, arts, STEM, swimming, trips, and special events. 

ABOUT OUR CAMP DIRECTORS 

Our Camp Directors provide vision, energy, and spirit to make every summer a unique, exciting, and memorable experience, while creating a positive and safe environment for our kids. You will oversee all aspects of camp management, such as promoting enrollment through camp marketing events, interviewing and hiring qualified staff, as well as building the daily camp schedule and calendar of camp events. During the summer, you will be supported by a team of assistant directors, division leaders, specialists, and counselors. 

Camp Directors participate in every part of camp – from leading morning rallies to supervising swimming lessons and refereeing sports tournaments. Will you be communicating with parents, preparing camp newsletters, or answering a million little questions for young, inquisitive minds? Absolutely. You will also be a role model for our camp staff, training them in the skills they need to be successful in their camp roles and future careers. There’s no more fulfilling feeling than that! Most importantly, you will be providing a supportive, safe, and fun environment for our kids and our staff. 

Position Responsibilities: 

Camp Directors are responsible for overseeing all areas of camp management in collaboration with the Kids in the Game main office. These areas may include, but not be limited to: marketing, enrollment, operations, compliance, staffing, training, and programming. Within these business functions, pre-summer and summer tasks include: 

• Dedicate time during the offseason to coordinating camp logistics with key departments (e.g. Marketing, Operations, People & Culture, Program Management, Community & Impact) 
• Attend pre-camp orientations hosted by the Department of Health and Kids in the Game staff, including certification sessions and camp director training 
• Structure and coordinate pre-summer and ongoing training for your camp staff 
• Assign staff to camp groups, assess their ability to work with different age groups, and offer regular feedback to continuously improve staff performance; administer staff evaluations twice per summer 
• Keep staff personnel files up-to-date and compliant with Department of Health regulations; ensure that staff certifications are valid and on-site at all times 
• Ensure that all necessary forms are in place before a child enters any program, including up-to-date physicals, immunization records, registration packets, waivers, etc. 
• Monitor the daily camp enrollment and maintain accurate attendance records for staff and campers 
• Notify parents/ guardians of children about session dates, camp trips, theme days and schedule changes well in advance; remain accessible to parents throughout the summer 
• Maintain and enforce all camp safety rules and policies; recognize, prevent and correct safety hazards; monitor the health and safety of all campers and staff 
• Ensure that all program equipment and supplies are ordered, available and properly maintained during the summer 
• Act as a key player in problem solving staff/camper issues and parental concerns; be able to identify camper behavior issues and respond with corrective steps 
• Work with People & Culture to hold staff events throughout the summer, post staff highlights in weekly newsletters, and create weekly staff incentives to acknowledge and praise staff

WHAT WE ARE GOING TO LOVE ABOUT YOU 

Our ideal candidate would meet some or all of the following qualifications: 

• Commit to working on an hourly basis during the school year to support camp planning efforts and commit to working eight weeks during the summer 
• Be the lead of your camp and work collaboratively with Assistant Directors and Division Leaders 
• Complete a physical exam and TB within one year of the camp dates 
• Pass NYS and national background checks 
• Possess CPR, First Aid and AED certification 
• Possess 2+ years of experience managing day camp or sleepaway camps with at least 60 campers 
• Be able to establish and maintain strong working relationships with fellow employees, participants, parents and caregivers 
• Be able to communicate effectively and in a timely fashion with participants, families and caregivers, both verbally and non-verbally 
• Show enthusiasm and eagerness to learn new skills and tackle projects. Ask questions and be willing to take feedback. 
• Communicate quickly and efficiently with supervisors and other Kids in the Game staff through organization-wide communication channels (Slack, Email, Text, Google Calendar, etc.) 
• Attend and help lead mandatory Core Trainings and all staff team buildings, before and during camp season 

Compensation:

Based on experience – Competitive seasonal summer camp stipend

CAMP DIRECTOR OPENINGS: 

Dates/Times: 

• June 29th – August 21st  2020 (8 weeks); Monday – Friday (7:30a – 4:30p)

Locations:

UWS

East Village

North Riverdale (Bronx)

“Developing the Leaders for the Renaissance of New York”

Renaissance is based on the conviction that a change in the destiny of a single individual can lead to a change in the destiny of a community, nation, and ultimately humankind. Its mission as a PK-12 school is to foster educated, responsible, and humanistic young leaders who will spark a renaissance in New York through their own personal growth. Its graduates will be global citizens with an abiding respect for peace, human rights, the environment, and sustainable development.

In a small, village-like setting, Renaissance provides a supportive environment. Staff and parents work together to develop students’ academic and leadership skills. Teachers collaborate on developing integrated subject matter, innovative approaches to learning, and improved practice. This ideal faculty-student ratio helps strengthen each student’s sense of belonging.

For more information about The Renaissance Schools’ mission, model, and programs, please visit us at http://www.renaissancecharter.org/
Who You Are

• You are excited by our mission and dedicated to support the success of students
• You enjoy and/or have experience working with diverse populations of students and communities
• You are committed to continuous learning through professional development
• Meet expectations including punctuality and professionalism in conversation and in writing
• You have a Bachelor’s Degree, or higher from an accredited college or university required
• New York State teaching certification required. TRCS will consider 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.

Classroom Responsibilities

• Guide and support The Renaissance community in fulfilling its mission and charter goals
• Establish and maintain positive relationships and constructive interactions with students, families, colleagues and administration
• Create and maintain an engaging and organized physical classroom environment, making learning accessible to all students
• Maximize instruction, safe, and disciplined learning environment in which classrooms values, teaching points, process charts, and student work are clearly displayed
• Uphold all school policies within the classroom
• Model strong written and verbal skills

Curriculum and Instruction

• Collaborate with grade team and coordinators to create rich, integrated units of study
• Full participate in grade-level team and curricular planning meetings
• Adhere to grade level pacing calendars
• Use lesson plans to help drive instruction
• Submit necessary curriculum documents (e.g. curriculum maps, lesson plans) as requested
• Differentiate instruction in meaningful ways to support student learning
• Collaborate with the Special Education department to help meet the needs of all students
• Understand and implement interventions recommended for students as outlined by an IEP, support services or the counseling department

Assessment

• Maintain organized records of anecdotal notes and assessments
• Administer formal and informal assessments throughout the school year
• Use assessment data to modify unit plans, inform groupings, and support student referrals
• Use assessment data to differentiate instruction to meet the needs of all learners
Parent and Family Engagement
• Establish and maintain ongoing positive relationships with families
• Appropriately give and receive feedback to/from students, parents, staff and administration
• Keep families well-informed of student performance and progress
• Provide feedback and guidance to classroom assistants

*Qualifications:

• You have a Bachelor’s Degree, or higher from an accredited college or university required
• New York State teaching certification required. TRCS will consider 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.

About Great Oaks Charter Schools

At Great Oaks, students will shape the world, not be defined by it. Therefore, we believe that children learn best through a combination of project-based, authentic learning experiences, and direct instruction to support skill development and accelerate learning. Instruction and culture are grounded in our design principles of Mastery, Leadership, and Community. As part of the model, Great Oaks Americorps Fellows provide students with additional opportunities to engage in critical content, which helps to close academic achievement gaps and level the playing field. We are seeking talented, tenacious people who share our belief that all students deserve a high-quality education.

Great Oaks Design Principles

Mastery: For students to shape the world and not be defined by it, they must have deep knowledge and the ability to apply that to new contexts. Therefore, we emphasize hands-on, project-based curriculum and joyful teaching.

Leadership:The purpose of leadership is to support a vision of the world in which equity and justice are essential. Therefore, we offer leadership opportunities to students so that they can persist through challenges, plan proactively for their future, and collaborate with others.

Community:Community is predicated on the understanding that if it takes a village to raise a child, why not help raise the village. Therefore,we support the whole child in the development of healthy self-esteem and confidence through building deep relationships with others and themselves.

About Great Oaks Charter School – New York City

Great Oaks (GO) Charter School – New York opened in 2013 with a focus on serving a heterogeneous population of students. Currently, Great Oaks-New York City serves 300 students in grades 6-8. GO NYC is growing to serve students in grades 6-12 by adding one grade – level each year until we reach full enrollment. The first 9th-grade class is slated to start in 2021-2022.

Position Summary

Great teachers are at the heart of what we do and are the key to our students’ success. Our most successful teachers are mission-driven, adaptable and have a collaborative team mindset.

Key responsibilities include:

Drive student outcomes by:

• Aligning planning to the Common Core Standards and student assessment data
• Using data-driven techniques to set ambitious math goals for scholars
• Collaborating with the Special Services team and Great Oaks AmeriCorps Fellows to build differentiated math learning plans for all scholars
• Maintaining consistent communications with families regarding student progress
• Taking leadership of an advisory team comprised of 4-5 Fellows. The advisory team, led by the advisory teacher manages all parent communication for the students in that advisory.
• Holding weekly Office Hours and Homework Help Center

Maintain strong classroom and school culture by:

• Clearly and consistently communicating and upholding school rules, values, and expectations in and out of the classroom
• Setting an urgent, respectful, and positive tone in the classroom
• Displaying extraordinary time management to maximize student learning
• Building relationships with students that communicate the importance of college success and your belief that they will succeed
• Building a collaborative, respectful advisory classroom community
• Taking on responsibilities outside of their content area instruction such as advisory, lunch duty, enrichment classes, and after school activities

Plan a rigorous curriculum and deliver strong instruction by:

• Demonstrating solid knowledge and understanding of middle school math topics
• Using a multitude of instructional strategies that are academically rigorous and highly engaging
• Executing detailed lesson plans mapped to specific Common Core math standards
• Taking responsibility for student progress; constantly working to respond to students’ need

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 the subject area preferred
• At least two years of experience improving student achievement at an urban school
• State teaching certification in Math (strongly preferred)
• Extremely strong classroom 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

Compensation

Great Oaks provides a competitive compensation and benefits package; exact compensation will vary based on experience and education.

General Information

This position is for the 2020-2021 school year and the successful candidate will start in the summer of 2020. Selected candidates will be contacted to set up an interview.

Bilingual Lead and Associate Teachers, K-2 (School Year 2020-21)

About LEEP Academy

LEEP Dual Language Academy Charter School opened its doors in August 2019 as the first charter school in Sunset Park, Brooklyn. We use the research-based 90:10 model of Spanish language immersion that helps all students achieve in all subjects while also becoming bilingual and bi-literate. In the 2020-21 school year, we will grow to serve students in grades K-2, using instructional techniques from high-performing charter schools and the best dual language programs in the nation.

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

Teachers: Does this sound like you?

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

• You have high-level fluency in Spanish and are fluent in English.
  You have elementary school teaching experience. You know how to plan a lesson, connect with students, make the most of every minute, check for understanding, and turn data into improved teaching and learning.
• You like the idea of teaching in Spanish most of the school day, even if you’ve never done it before. If you have mostly taught Spanish in the past, you feel prepared to teach every subject.
• You’ve worked at a high-performing school where teachers work as a team and receive frequent feedback to improve their practice. Or maybe you’ve tasted that style of teaching in a graduate program and want to obtain a job where you can keep improving.
• You work really hard. You stay organized. You hate to be unprepared.
• You want to join a school community that is safe and orderly while treating every student and family with dignity. You think all children deserve a strong foundation in math and literacy, without overlooking science, the arts, and social-emotional development.
• You have at least a Bachelor’s degree and are certified or on the way to certification.

Teacher Roles

At LEEP Academy, teachers teach from 7:50 to 4pm daily, with a lunch break and early release for professional development on Wednesdays. We plan lessons in detail, but not from scratch; we work together from a common set of high-quality curricula in English and Spanish. We collect and analyze formative and summative data. We differentiate instruction and work with families and service providers to meet each child’s needs. We communicate and collaborate. We model our school’s Core Virtues: Cariño, Respeto, Valentía, Gratitud, y Alegría.

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

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

Master Teacher

Great Oaks Charter School – New York City

About Great Oaks Charter Schools

At Great Oaks, students will shape the world, not be defined by it. Therefore, we believe that children learn best through a combination of project-based, authentic learning experiences, and direct instruction to support skill development and accelerate learning. Instruction and culture are grounded in our design principles of Mastery, Leadership, and Community. As part of the model, Great Oaks Americorps Fellows provide students with additional opportunities to engage in critical content, which helps to close academic achievement gaps and level the playing field. We are seeking talented, tenacious people who share our belief that all students deserve a high-quality education.

Great Oaks Design Principles

Mastery:  For students to shape the world and not be defined by it, they must have deep knowledge and the ability to apply that to new contexts. Therefore, we emphasize hands-on, project-based curriculum and joyful teaching.

Leadership: The purpose of leadership is to support a vision of the world in which equity and justice are essential. Therefore, we offer leadership opportunities to students so that they can persist through challenges, plan proactively for their future, and collaborate with others.

Community: Community is predicated on the understanding that if it takes a village to raise a child, why not help raise the village. Therefore, we support the whole child in the development of healthy self-esteem and confidence through building deep relationships with others and themselves.

About Great Oaks Charter School – New York City
Great Oaks (GO) Charter School – New York opened in 2013 with a focus on serving a heterogeneous population of students. Currently, Great Oaks-New York City serves 300 students in grades 6-8. GO NYC is growing to serve students in grades 6-12 by adding a one-grade level each year until we reach full enrollment. The first 9th-grade class is slated to start in 2021-2022.

Position Summary 

Great Oaks New York City seeks Master Teachers for the 2020-2021 school year in English, Math, Science, Social Studies, and Special Education.

Great Oaks Master Teachers are highly skilled, experienced urban educators with a passion and drive to improve the instructional quality of their schools by extending their impact as classroom teachers. Great Oaks Master Teachers facilitate professional learning for colleagues and lead school-wide initiatives. By working closely with the school and the Great Oaks Foundation, Great Oaks Master Teachers support the development of their peers by mentoring early career teachers, leading teacher teams, and modeling best instructional practices.

Key responsibilities include:

Growing and mentoring young teachers by:

• ❏ Serving as a mentor to early and mid-career teachers
• ❏ Modeling, coaching and expanding on best teaching practices within their teams and across the Great Oaks faculty
• ❏ Collaborating with teachers across the school and Great Oaks network to build common assessments

Planning and delivering strong instruction by:

• ❏ Teaching a full program to middle school students
• ❏ Planning collaboratively with a classroom team of pedagogues and co-teaching with up to two Fellows and often a Special Educator
• ❏ Anchoring and leading vertical curriculum revision for their department
• ❏ Planning and delivering standards-based project-based learning connected to an authentic audience

Drive student outcomes by:

• ❏ Calibrating instruction to meet student needs accordingly, including administering and analyzing appropriate assessments to inform curriculum revision
• ❏ Using a wide range of engaging, rigorous pedagogical strategies to reach all students
• ❏ Leading department content meetings in collaboration with colleagues and serve as a liaison between administration and teacher content teams
• ❏ Serving as an academic and personal coach to a small group of students in an advisory role
• ❏ Applying knowledge of early adolescent cognitive development, learning styles, and social-emotional needs to build effective relationships with students and their families
• ❏ Communicating effectively with students and families about classroom activities and student progress

Content Area Expertise

The Master Teacher is responsible for the planning, delivery, and support of appropriate content and skills to students. As with all teachers, this role collaborates with the Director of Inclusive Learning to ensure all scholars are on track to high school and college success.

Competencies and Qualifications (Required):

The successful candidate will have proven success in implementing high-quality instruction to students from diverse backgrounds. They will possess exceptional relationship-building skills and the ability to communicate clearly and effectively to multiple stakeholders.  The successful candidate will also have:

• A strong academic record with a Masters or other advanced degree in their content area
• At least 5 years of teaching experience improving student achievement with evidence of success in student outcomes based on test scores as well as other measures
• NYS 7-12 certification or out-of-state/country teaching credential
• Demonstrated expertise in curriculum adaptation and design, particularly in standards-based, project-based learning
• A strong belief that all students can succeed
• A commitment to building relationships with students and families
• Demonstrated leadership experience in an academic setting
• A do-whatever-it takes attitude
• Sense of humor and a growth mindset
• An exceptional ability to respond well to and incorporate feedback
• Demonstrated expertise in utilizing literacy and numeracy strategies across the curriculum
• Demonstrated expertise in leading professional development for educators
• Track record of working across lines of difference or in diverse settings
• Demonstrated experience with collaborative learning models and team-teaching
• Evidence of previous experience mentoring or coaching early career teachers
• Evidence of deep content knowledge in the core content and utilization of pedagogical practices to students to engage with the content.
• Experience using both quantitative and qualitative data to shift instruction to reach all students.

All teachers are required to pass a background check through fingerprinting and receive security clearance to work at Great Oaks NYC.

Competencies and Qualifications (Preferred):

• 5+ years of secondary teaching experience
• Experience with special education strategies or Dual certification in Special Education
• Successful experience teaching in an urban school
• Training or certification in Wilson, Orton-Gillingham, LLI or other research-based literacy interventions
• Multilingual and/or experience working with English Language Learners
• Demonstrated experience and passion for working with students multiple levels below academic proficiency for their grade
• Demonstrated commitment to college and career readiness for all students
• Ability to work in a fast-paced environment

Compensation

Great Oaks provides a competitive compensation and benefits package; exact compensation will vary based on experience and education.

General Information

This position is for the 2020-2021 school year and the successful candidate will start in the summer of 2020. Selected candidates will be contacted to set up a phone interview.

Start Date:                          Immediate

Team:                                   Team Talent Operations

Location:                             Brooklyn, NY or 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 children, regardless of race or economic status. Achievement First currently educates 13,500 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.

Achievement First’s approach to teaching and learning enables every student to succeed at the highest levels. This involves:

• Recruiting and developing successful teachers and school leaders and empowering them to use student data to strategically drive instruction;
• Creating a joyful school culture where it is “cool to be smart” that emphasizes character education and focuses students on college;
• Providing students with more time on task and intense intervention when they are struggling so that no child falls through the cracks.

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

Summary:

​Achievement First exists to close the achievement gap and address inequity facing the communities that we are honored to serve. We have a two pronged approach: people and program. In terms of program, we know that our curriculum, assessments, and school design are key to our success. But they are not enough – and they will not have impact without the right highly talented teams in place to execute, innovate, and make our network a place of excellence. Therefore, our ability to attract and keep the right (extremely talented) people is equally mission critical. While our school leaders work to create school environments that allow our teachers and deans to meet their full potential, we must also build network-wide structures, policy, strategy, and ethos that drives culture across AF.

Achievement First’s Talent Operations team ensures strong talent practices are effectively and consistently implemented across the AF network as the organization adapts to scale. The team also seeks to create a world-class employee experience such that all employees feel valued and want to stay at AF to relentlessly support student success. The team accomplishes this by:

• Overseeing comprehensive performance evaluation systems ​
• Offering competitive total rewards package
• Fueling people leadership practices with strong talent data, clear guidance,​ and efficient processes
• Creating avenues for employee input and feedback through various talent management surveys

The Talent Operations Team is laser-focused on redesigning and automating current talent-facing systems across the network, in service of providing a best-in-class work experience for our employees. While every school site has on-site HR support through their Director of School Operations (or DSO), our team is responsible for managing every employee benefit and the relationship between AF and those vendors.

Reporting to the Director, Employee Relations & HR Policy, the Benefits Associate will play a critical role in overseeing all AF benefit programs and assist in the execution of upgrading all resources, plans, services, and communications for all AF employees. You will come to be THE face of benefits at AF as the content expert.

Responsibilities of the Benefits Associate will include but are not limited to:

Benefits Administration

• Manage day-to-day benefits support and coordination for all employee benefit programs (e.g., medical, dental, vision, disability, 403(b), life, dependent care, etc.) through ADP, knowledge management Many Minds site, Zendesk ticketing system, and all other internal communication portals.
• Manage daily benefit processing enrollments, terminations, and changes in ADP.
• Set up benefit plan and ensure ongoing maintenance of all benefit plans in ADP.
• Assist with new hire communication and follow through surrounding benefits enrollment.
• Manage annual open enrollment process, including communications and training, for the entire network after benefits renewal approval.
• Maintain benefits material to ensure the most current information is provided to employees.
• Serve as a project team lead in identifying and executing on process improvements regarding benefits, including internal communications and stakeholder engagement (e.g., payroll, school operations, Network Support managers, etc.).
• Ensure effective invoice processing, including serving as the main point of contact for all benefit vendors and sending reminders to the school sites.
• Take the lead in proactively supporting DSOs with their benefits related issues and questions.

Compliance & Data Management

• Assist in filing and execution of claims for leave of absence programs, including but not limited to FMLA and NY Paid Family leaves.
• Review, track, and process all leave of absence requests for Network Support employees.
• Coordinate the mailing/posting of all required 403(b) retirement plan notices.
• Calculate the 403(b) plan match annually and coordinate any QNECs throughout the year.
• Manage annual ACA notices and employer requirements in ADP.
• Manage all internal and vendor benefit audits on a quarterly or bi-annual basis.
• Research and execute on new file options for current/future benefits vendors.
• Manage weekly fallout reports from benefits vendors.
• Take the lead on all data file integrations from ADP, including manual feeds to current benefits vendors (e.g., Bright Horizons, TRS and Dependent Care).
• Lead troubleshooting and resolution efforts for any ADP connection issue.
• Manage COBRA vendor relationship.
• Review, troubleshoot, and resolve data integrity issues, including ensuring accuracy of staff database via audits and system correction.

Talent Operations Team Support

• Assist the Director of Employee Relations & HR Policy with in-person training and support of school sites and our DSO cohort.
• Analyze benefits and leave of absence Zendesk ticket topic trends on a monthly basis, such that improvements can be made to our existing resources and practice.
• Assist with filing of documents and records in employee personnel files.
• Provide backup support for all incoming Zendesk tickets when first line of support is out of office.
• Provide thoughtful and deliberate support and feedback to other members of the Talent Ops team.

Skills and Characteristics

• Advanced experience with Excel (e.g., advanced formulas and pivot tables) is required
• Prior experience with Microsoft Access and/or SQL is preferred
• Prior experience managing a HRIS is preferred
• Excellent data analysis and project management skills
• Attention to detail and quality is critical
• Continuous improvement mindset: seek out ways to improve our systems and processes and execute flawlessly
• Customer service mindset: responding to and partnering with end users to solve challenges is a must
• Communication and critical problem solving: able to explain complex processes at both detailed and high levels, in writing and in conversation
• Adept at giving and receiving feedback
• Show humility, strong work ethic, and a sense of humor
• Strong sense of discretion and empathetic outlook
• Belief in the Achievement First mission and educational model

Educational Background and Work Experience

• Bachelor’s degree required
• 2+ years of work experience required
• At least 1 year of human resources administration, particularly in benefits administration, in a large organization setting preferred
• Willingness to travel to our schools and offices throughout Connecticut, Rhode Island, and New York, as needed, is required

Compensation

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

Apply

Please click here to apply.

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/.

Accounting & Administrative Associate

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.

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

Community Roots is hiring:

We are currently looking for an Accounting & Administrative Associate who will work to be both innovative and inspiring in the pursuit of meeting the needs of all students in grades K-8.  This position will report to the Director of Finance.

Community Roots Charter School seeks individuals who:

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

Qualifications:

• Bachelor’s degree in Business Administration, Accounting, Finance, or a related field.
• Five years of substantial experience in an accounting or finance support position.
• High proficiency in Google Suite, MAC, QuickBooks, and Microsoft Office (Word, Excel).
• The familiarity of non-profit accounting a plus
• Flexibility to work outside of job description parameters, when needed
• Belief in CRCS mission and philosophy
• Strong knowledge in and ability to collaborate
• Demonstrated ability to prioritize and problem solve independently

Main responsibilities will include:

• Ensuring that main office culture and communication adheres to CRCS professional expectations
• Supporting all families, students, and teachers as needed and requested
• Process all accounts payable and receivable activity including verifying and entering invoices, preparing check runs, fielding vendor inquiries, and filing
• Ensure that vendor contact database and consultant contracts are accurately maintained.
• Provide support to the Director of Finance during the annual audit and the monthly closing including preparation of schedules and analyses for the annual audit
• Preparation and distribution of meeting materials, communications with committee members, and meetings logistics for semi-annual Audit and Finance board committee meetings.
• Serve as the first contact and day-to-day problem solver for employees with questions and issues on policies and benefits, including follow-up with relevant providers as necessary
• Coordinate Open Enrollment for benefit plans annually, including preparation of pertinent payroll deduction reports
• Assist in tracking of processing and accounting for Grant awards
• Assist with other accounting projects, as assigned
• Assist in review and administration of external contracts, vendor agreements, insurance policies, and other business documents
• Maintain 1099 records and process annual forms
• Maintenance of the reconciliation of petty cash accounts for all sites
• Perform general primary office duties such as answering phones, photocopying, faxing, emailing and scanning

Salary and Benefits:

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

About Us:

Since 1989 New Visions for Public Schools has served as a laboratory of innovation within NYC’s public schools, ensuring students have access to a high-quality education that prepares them for the rigors of college and the workforce and driving significant achievement gains for tens of thousands of students. We pioneered the small high schools model creating ~150 new public high schools across NYC, produce free open-source curriculum used by thousands of teachers in New York State and across the country, and run a nationally-recognized Urban Teacher Residency program to train new teachers. The New Visions network currently supports over 200,000 students across more than 400 district and charter schools across the city.

Position Summary: 

1. To design and facilitate professional learning workshops that develop practitioner understanding of Universal Design for Learning, explicit instruction, essential practices for students with learning differences, and literacy development.
2. To provide school-based support in the areas of Special Education compliance, instruction, and literacy intervention in two transfer high schools, using resources and tools developed by the Student Support Team to increase quality of services to students with disabilities
3. To provide on-site coaching to support school leaders and teachers in the areas of Special Education compliance and instruction, co-teaching, and literacy intervention.
4. To ensure that the state and federal compliance requirements for students with disabilities are met in New Visions Charter High Schools

Core Duties and Responsibilities: 

Meet regularly with school based teams in charter schools to: 

• Develop educative instructional resources aligned with Universal Design for Learning, explicit instruction, essential practices for students with learning differences, and literacy development.
• Develop teacher and school leader expertise in high-impact instruction to support learner diversity and ensure that core instructional and co-teaching practices are implemented to serve all students
• Develop school-based systems and structures to use IEPs to inform instructional practices, and to develop authentic formative assessments for IEP goals and aligned teaching practices
• Lead the development of systems and structures at the school level to track progress of students with disabilities, including supporting schools to utilize resources and tools developed by the New Visions Student Support Team
• Design and facilitate professional learning workshops
• Support school-based Special Education leaders to ensure that all special services for students at a given school are being coordinated effectively and that schools are in compliance with IEPs
• Provide coaching support to co-teaching teams, general education teachers, and Special Education and ENL specialists in co-teaching and literacy instruction
• Liaise between schools and CSE to advocate for particular students when applicable.

Work with other New Visions staff to: 

• Co-develop instructional resources to support learner diversity in partnership with New Visions curriculum managers and instructional specialists.
• Develop and improve the usage of SST resources and tools in the field (SPELL tool, IEP Genie, Classroom Data Profiles, SPELL Success Model, Equal Access for All Learners, the Portal, etc.)
• Coordinate with the Deputy Director of Student Support and Strategic Data Facilitator to support Special Education departments, ADSPED, and special education compliance
• Monitor the implementation of systems and structures for Special Education, particularly in New Visions transfer schools (alongside other NV transfer school network support staff)
• Analyze performance data using the Data Portal and special education data systems to track student progress
• Collaborate with the Teacher Residency and SPED Fellow programs to develop new teacher capacity in supporting students with disabilities
• Explore electronic platforms and virtual learning opportunities that promote and support special education compliance, instruction and advocacy

Education and Experience: 

• Masters-level degree
• Minimum of 7-10 years of experience in public education, preferably urban schools and secondary level
• School Building Leader certification, or comparable leadership experience
• Prior experience working in or with transfer school preferred

Required Skill Sets and Knowledge Base: 

• Expert knowledge in systems thinking and school leadership practices
• Expert knowledge of instructional design for special education students, including Universal Design for Learning, culturally responsive teaching, and literacy development for students with unfinished learning
• Demonstrated ability to work with data systems to inform instructional practices
• Leadership in providing professional development and coaching support to educators, including school leaders
• Excellent written, oral, organizational, and interpersonal skills including strong facilitation skills;
• Demonstrated experience working collaboratively with school and network level staff

Position starting in School Year 2020-21

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.

The 6th Annual NYC Progressive Public & Charter School Job Fair for Teachers of Color will take place March 7th from 12pm-2pm at Hunter College! Finding the right school can be hard – our goal is to connect progressive schools with diverse educators who share the same educational beliefs, values, and goals. Register and submit your resume through the RSVP link below!

Contact tomi.okuyemi@gmail.com with questions.

More information about the fair:
The PTOC fair was co-founded by two classroom teachers in 2015, who recognized the need for more teachers of color in progressive schools in New York City. They wanted to create a space where teachers could meet representatives from both public and charter schools. The fair has quickly grown into one of the most well-attended teacher job fairs in New York City. **People of all backgrounds who support our mission are welcome to attend.

Come network with like-minded educators, meet school leaders, and attend a workshop on how to ace the interview process! Spread the word, and we will see you there!

Hunter College School of Education East 68th & Lexington) New York NY 10065 Saturday, March 16th 12:00pm – 2:00pm

DEPARTMENT:

Evaluation and Compliance

LOCATION:

New York, NY

REPORTS TO:            

Director of Evaluation and Compliance

SALARY:

$50-55K Annually

SCHEDULE:

Mon-Fri, 9am-5pm

DATES:           

August 2019

JOB SUMMARY:         

The goal of the position will be to design, transition and implement monitoring and evaluation activities to ensure compliance with contracts and demonstrate impact of services.  The Senior Quality Assurance Coordinator (SQAC) will facilitate the collection and use of 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 SQAC’s portfolio will include new contracts awarded to GSS with a focus on Early Childhood and Essex Crossing programs and varying involvement in other GSS departments and locations.

EDUCATION, EXPERIENCE, AND SKILL REQUIREMENTS:

• Associate Degree or equivalent work experience required; Bachelor’s Degree preferred
• Ability and willingness to travel to GSS program throughout Manhattan and Brooklyn for onsite meetings and trainings
• Good interpersonal skills and strong professionalism with regard to relationship building with stakeholders & program managers with whom evaluation findings are shared and assessed
• Experience with government contracts or compliance in a non-profit/social service setting helpful
• Ability to take initiative, maintain confidentiality, and meet deadlines
• Excellent written, verbal, and interpersonal 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
• Interest in the programmatic work of GSS and its relation to wider societal issues

ESSENTIAL DUTIES AND RESPONSIBILITIES:

Program Evaluation

• Lead regular on site data reviews with staff to improve data quality
• Manage participant databases and produce reports
• Conduct outreach to staff with respect to data integrity and ensure data integrity
• Support staff with database trainings and respond to staff questions relating to databases and data flow
• Develop monitoring and evaluation procedures and collect program data
• Design, implement, and analyze surveys for programmatic assessment
• Other projects as needed

Quality Improvement/Data Analysis

• Coordinate and collect data for various reports such as monthly monitoring reports, quarterly outcome trends, and departmental annual reports. Review data with pertinent program staff and ensure that the program strives for accurate information
• Work with the managers and DEC to ensure that all mandated service delivery is documented
• Ensure accurate and timely submission of annual Program Information Reports
• Coordination documentation, assessments, and improvement of data collection and reporting methodology across GSS programs
• Support DEC with report writing

New Projects/Contract Support

• Manage preliminary planning for new projects/contracts with oversight from DEC. Once transition is complete, lead regular data monitoring projects
• Formulate tools and protocols for reporting
• Train users on forms, software, and procedures

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 databases
• Other projects as needed

DEPARTMENT:

Early Childhood Services

LOCATION:                

Brooklyn, NY

REPORTS TO:             

EHS Education/Disabilities Coordinator

SALARY:                     

$45,000-$50,000 Annually

SCHEDULE:                 

Mon-Fri; 9am-5pm. Schedule may vary depending on program needs.

DATE:

January 2020

JOB SUMMARY:

Provide ongoing support to both center based & family child care partners to deliver comprehensive services, in collaboration with EHS management/leadership team. (50% field work–50% planning/record keeping/training).

EDUCATION, EXPERIENCE, AND SKILL REQUIREMENTS:

• Required: Bachelor’s Degree in Early Childhood, Initial NYS Birth-Grade 2 Teacher Certification and experience working with infants/toddlers or equivalent coursework with a focus on infant/toddler development
• Preferred Master’s Degree in Early Childhood Education AND Provisional New York State Birth-Grade 2 Teacher Certification AND experience working with infants/toddlers or equivalent coursework with a focus on infant/toddler development
• Excellent communication skills & follow through
• Ability to work independently in the field & as part of a team
• Computer literate; ability to accurately enter and analyze child assessment data to ensure positive child outcomes
• Knowledge of Head Start Performance Standards/Head Start Act 2007, New York State Family Child Care regulations, & New York City DOHMH regulations
• Clearance through NY State Central Registry and criminal record background check (DOI Fingerprints) prior to employment
• Meet all employee health requirements in Head Start Performance Standards/Head Start Act 2007
• Bilingual English/Spanish or Mandarin

ESSENTIAL DUTIES AND RESPONSIBILITIES:

• Provide individualized, reflective coaching to Partnership Teaching staff in order to meet their self-identified, competency-based professional development goals using the Practice Based Coaching model.
• Collaborate with Family Services staff, Health/Nutrition Specialist, Disabilities Coordinator, & partner programs to determine child & family needs related to education & child development
• Collaborate with partner programs (staff & families) to develop age appropriate experiences towards School Readiness Goals (SRG) & ensure alignment with child assessment tool in order to measure growth & development over time for 112 children.
• Coordinate with Family Services staff, Health/Nutrition Specialist, & Disabilities Coordinator to schedule both regular announced & unannounced visits to family child care partners once every two weeks to monitor compliance with contract requirements as related to Head Start Performance Standards/Head Start Act 2007; document & follow up with all non-compliance findings
• Coordinate with Community Partners to complete Infant, Toddler Environmental Rating Scale (ITERS) for all partner program classrooms to identify professional development/training needs, play material ordering needs, & changes to classroom environment arrangement; collaborate with partner staff
• Recommend training & technical assistant needs of partner programs in collaboration with Education/Disabilities Coordinator & Infant/Toddler Education Consultants
• Monitor child education files to ensure timely completion of observations, planning, & assessments; maintain confidentiality
• Monitor implementation of developmentally appropriate researched based curricula, reliable assessment tools, & screening tools, in collaboration with Education/Disabilities Coordinator
• Monitor web based data entry (COPA or Teaching Strategies GOLD reports) to ensure accurate child assessment data; collaborate with partner staff regarding child outcomes, SRG, individual child planning, group planning, & data analysis
• Assist Education and Disabilities Manager with monitoring staff qualifications for all partner teaching staff & completion of individual professional development plans
• Participate in professional development opportunities, including meetings, in-service trainings, mandated trainings, & conferences; facilitate trainings for partners, EHS staff, & families as needed
• Participate in annual self-assessment, community assessment, & ongoing monitoring
• Other duties as assigned

An Invitation to Apply to Public Preparatory Network

Our Academies: Bronx, NY & New York, NY

Boys Prep Bronx Elementary School

Girls Prep Bronx Elementary School

Girls Prep Bronx Middle School

Girls Prep Lower East Side Elementary School

Girls Prep Lower East Side Middle School

Available 2020-2021 Positions:

If you would like to apply to any of our 2020-2021 positions please send your resume and cover letter to careers@publicprep.org. In the subject line please indicate which role(s) you are applying.

Middle School STEM Teachers (Multiple Locations)

Middle School Humanities Teachers (Multiple Locations)

Middle School Special Education Teachers (Multiple Locations)

Overview: About Public Prep

The Public Prep Network (PPN) is a nonprofit organization that develops single-sex elementary and middle public schools that pursue excellence through continuous learning and data-driven instruction. Our model is designed to empower each student to build strong character, demonstrate critical thinking, possess a core body of knowledge and be on a predictive path to earn a degree from a four-year university.

Our network is currently comprised of three tuition-free single-sex public charter schools across five campuses and one tuition-free single-sex Pre-K. Our campuses are: Girls Prep Lower East Side Elementary, Girls Prep Lower East Side Middle School, Girls Prep Bronx Elementary School, Girls Prep Bronx Middle School, and Boys Prep Elementary School. The Pre-K program, PrePrep: the Joan Ganz Cooney Early Learning Center, is housed inside of Girls Prep Bronx Elementary School.

Public Preparatory Network/Public Preparatory Academies is an Equal Opportunity/Affirmative Action employer.

Why work at the Public Preparatory Network

At Public Prep we believe that joy, warmth, and high levels of student engagement are the foundation of a school culture where students achieve academically and develop character strengths.  In the words of one community member, “Every student, every family and every Girls Prep staff member plays an important part of our amazing school, a school filled with energy, personality, hardworking people and a great deal of commitment.”

We believe in order to do that, schools not only need to deliver meaningful academics through an engaging and rigorous way, but we understand the importance of incorporating arts, the sciences, community and strong core values into our program. Our goal each day is not to only stimulate the mind, but also to reach the whole child in providing a safe consistent environment to learn and grown in.  Our staff believe children learn best when they gain self-confidence and purpose when a caring community of educators not only care about their academic achievements but are truly invested in them socially and emotionally.

Available 2020-2021 Positions:

If you would like to apply to any of our 2020-2021 positions please send your resume and cover letter to careers@publicprep.org. In the subject line please indicate which role(s) you are applying.

Middle School STEM Teachers (Multiple Locations)

Middle School Humanities Teachers (Multiple Locations)

Middle School Special Education Teachers (Multiple Locations)

If you would like to apply to any of our 2020-2021 positions please send your resume and cover letter to careers@publicprep.org. In the subject line please indicate which role(s) you are applying.

For more opportunities and to apply visit our careers page 

About LEEP Academy
LEEP Dual Language Academy Charter School opened its doors in August 2019 as the first charter school in Sunset Park, Brooklyn. We use the research-based 90:10 model of Spanish language immersion that helps all students achieve in all subjects while also becoming bilingual and bi-literate. In the 2020-21 school year, we will grow to serve students in grades K-2, using instructional techniques from high-performing charter schools and leading dual language programs.

LEEP Academy is led by an experienced board and leadership team, with ambitions to grow and replicate over time. Our school community is linguistically, racially, and socioeconomically diverse, and we are committed to being a good neighbor in Sunset Park for decades to come. We are located at 54th Street and 5th Avenue, in a private building with a long-term lease.

We’re now hiring teachers for the 2020-21 school year, for kindergarten, first grade, and second grade.

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

+You have high-level fluency in Spanish and are fluent in English.

+You have elementary school teaching experience. You know how to plan a lesson, connect with students, make the most of every minute, check for understanding, and turn data into improved teaching and learning.

+You like the idea of teaching in Spanish most of the school day, even if you’ve never done it before. If you have mostly taught Spanish in the past, you feel prepared to teach every subject.

+You’ve worked at a high-performing school where teachers work as a team and receive frequent feedback to improve their practice. Or maybe you’ve tasted that style of teaching in a graduate program and want to obtain a job where you can keep improving.

+You work really hard. You stay organized. You hate to be unprepared.

+You want to join a school community that is safe and orderly while treating every student and family with dignity. You think all children deserve a strong foundation in math and literacy, without overlooking science, the arts, and social-emotional development. You like the idea of a multicultural school community, where students and staff come from many nations and backgrounds.

+You have at least a Bachelor’s degree and are certified or on the way to certification.

The Lead Teacher Role

At LEEP Academy, lead teachers teach from 7:50 to 4pm daily, with a lunch break and early release for professional development on Wednesdays. We plan lessons in detail, but not from scratch; we work together from a common set of high-quality curricula in English and Spanish. We meet and plan together. We collect and analyze formative and summative data. We differentiate instruction and work with families and service providers to meet each child’s needs. We model our school’s Core Virtues: Cariño, Respeto, Valentía, Gratitud, y Alegría.

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

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

Start Date: August 2020

Riverhead Charter School is a public school of choice, with no tuition, serving families of kindergarten through eighth grade students on Eastern Long Island. We offer a private school environment in a public school setting.

Our mission is to inspire today’s learners to become tomorrow’s leaders by setting high academic standards, promoting solution-oriented thinking, and embracing the cultural diversity of our community.

The Riverhead Charter School is seeking candidates to fill a full time position as the founding High School English Teacher. Join our vibrant staff as we carry on our successes in elementary and middle school education to the high school level.

Opportunities and Responsibilities:

• Be an integral member of an educational entrepreneurship.
• Collaborate in the design and initial implementation of a four-year high school humanities program.
• Participate in the development of curricula that reflects the diverse educational, cultural and linguistic background of the students served.
• Teach with passion, compassion and perseverance.
• Model professionalism and integrity.

Chalkbeat the growing nonprofit news organization telling the story of public education across the country, seeks a story editor who will make our stories sing.

Chalkbeat has seven bureaus — Indiana, New York, Chicago, Colorado, Detroit, Newark, and Tennessee — plus a national desk. The story editor will edit two bureaus to be determined. Stories include daily news pieces, step-back analyses, and longer enterprise work. Our story editing process is thorough, collaborative, precise, and fast-paced. Story editors work one-on-one with bureau chiefs and reporters, providing crucial perspective, adding regional or national context, and ensuring that stories read logically, adhere to Chalkbeat style, and are properly sourced. While each piece that comes across the transom is different, all of our stories taken together should add up to a coherent whole, and the story editor is essential to achieving that goal through a mix of line editing, copy editing, and pulled-back critical thinking.

This position will report to the managing editor for style and standards.

Who are you?

You’re a diehard and experienced editor fluent in AP Style who believes that equity in education and incisive education coverage are critical to civic life. Although this position does not manage writers directly, you possess a mentoring spirit that’s able to coax the best story possible from reporters both green and seasoned. You believe it’s better to teach than to tell. You live by your gut instinct for a good story and whack your way through unnecessary words to smooth and tighten. You can write nut grafs in your sleep. You’re used to being busy and you thrive under pressure. You edit quickly and will occasionally work late.

Required background and skills:

• 5+ years experience in daily journalism
• Expertise in story shaping, line editing, and copy editing. 
• Experience working in a CMS.
• Stellar news judgment.
• Strong interpersonal skills with a knack for working with opinionated reporters and editors.
• Passion for education is a must; knowledge of education is a plus, but not required.
• Journalism experience in New York, Denver, Indianapolis, Detroit, Memphis, Chicago, Newark, and/or the Bay Area is a plus.

Note: We know there are great candidates who may not have all the skills we list, or who have other skills we haven’t thought of. If that sounds like you, please still apply and tell us more about yourself!

The ideal candidate is based in New York or another Chalkbeat bureau, but remote candidates will be considered.

This is a full-time position with benefits. Chalkbeat offers a competitive salary, commensurate with experience, and a generous benefits package, including a paid winter recess from Dec. 24-Jan. 1.

About Chalkbeat:

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

Deadline to apply: February 28th.  See below for application instructions.

Position Summary

We are seeking an experienced, passionate and highly successful organizational leader to serve as the next principal for AMS IV as it embarks on its next phase of development. Currently in its fifth year, AMS IV serves approximately 500 students with 70 staff members. The principal is ultimately responsible for ensuring that the school provides students with the skills, knowledge and experience necessary to successfully transition to an articulated post-secondary plan. The principal must have the skills necessary to adeptly collaborate with faculty and staff including a deep understanding of adult learning; the ability to identify and use diagnostic and formative assessments in order to drive instructional improvement and programs; and the ability to engage in and support classroom as well as organizational level development. The principal is directly managed on a day to day basis by the New Visions Superintendent for Charter Schools and reports to the Board of Trustees.

The ideal candidate will have demonstrated successful school leadership experience. The winning candidate will have demonstrated alignment with the New Visions mission to empower young people by challenging them academically and providing them with the support they need to excel.

The principal must work closely with New Visions Charter Management Organization (CMO) and the network of schools to ensure that the school is aligned to the New Visions Charter model and the implementation of best practices in all instructional and operational areas.

Our Organization

At New Visions, we design, create and sustain great schools for New York City’s highest need students. Since 1989, New Visions for Public Schools has served as a laboratory of innovation within the city’s public schools, driving significant achievement gains for tens of thousands of students. We provide educators with the tools and training they need to analyze student performance, diagnose problems and design solutions to improve instruction. We partner with teachers and school leaders, parents and community organizations to provide ambitious, rigorous instruction and to design curricula that are relevant to students’ lives and aligned to college and job skills. And we freely share best practices and lessons learned, to enable others in New York City and across the nation to raise student achievement in schools at scale.

New Visions Charter High Schools are college and career preparatory high schools that are committed to helping all students gain the skills that they will need to succeed after they graduate. At our Charters, students benefit from access to personalized academic and socio-emotional support, opportunities to explore interests, internships and exposure to college and careers.

Our School

AMS IV graduated its founding class in 2019 with an 86% graduation rate and a 60% College Readiness rate. The school is in good standing and currently on track for charter renewal from NYSED. AMS IV is one of 10 Charter Schools in the New Visions Charter network. The school is located in Jamaica, Queens, and shares the August Martin Campus with five district schools and programs. Student enrollment is through a lottery system for 9th and 10th grade seats. On average, the school receives over 800 applications for approximately 130 seats each year. The AMS IV motto is: “Mediocrity is not accepted. Excellence lives here” and the school community uses P.R.I.D.E. to unite under its core values: Perseverance, Respect, Integrity, Discipline and Excellence. For more information on AMS IV, see the website.

Core Duties and Responsibilities

Curriculum, Instruction and Assessment

• Lead a challenge-based curriculum that has embedded, community learning opportunities for students.
• Deliver the academic preparation and requisite support for all students to be prepared to succeed in college and career.
• Reinforce and institutionalize the implementation of New Visions Charter School Key Model Elements. Foster connections between academic learning, the community, and the natural world.

Staff Supervision and Development

• Hire and support the development of all school staff.
• Create a professional community that focuses on instruction and assessment as the primary vehicles for improving student achievement and school culture.
• Provide on-going observation, coaching and evaluation.
• Motivate teachers to continue to develop their content knowledge and instructional repertoire, and to provide the resources needed for them to do so.

School Culture

• Build a school culture that evidences high expectations for courtesy, respect, compassion and an intellectually-engaged environment for both students and adults.
• Ensure a safe, supportive and productive environment for students, staff and families.
• Model effective adult development practices in staff meetings, professional development sessions and team meetings.

Accountability

• Understand accountability metrics and annual reporting required of charter schools and oversee the submission of all accountability reports.
• Collaborate with the Board of Trustees to ensure the academic and fiscal success of the school. Prepare for and attend monthly Board Meetings.
• Implement all policies required for the school to remain in good standing and in accordance with CMO standard operating procedures.
• Fully participate in network-wide professional learning communities.

Qualifications

Education and Experience

• Masters degree in Educational Leadership, Management, or Administration
• School leadership training, certification, and/or experience that is consistent with the core concepts of the New Visions Charter School Model
• Possession of, or in the process of obtaining, the New York State School Building Leader certification
• Teaching experience, preferably at the high school level, with a strong record of improving student achievement
• Demonstrated leadership capabilities, including management and team-building skills
• Experience working in an urban school setting
• Experience with supervising, evaluating and supporting teacher development at all levels, but particularly for new teachers
• Experience implementing pedagogical strategies and developing rigorous curriculum practices aligned to the New Visions Charter School model including: challenge-based learning, data-driven decision making, student feedback protocols, classroom routines and structures, adolescent literacy strategies, differentiated instruction
• Experience leading a STEM or STEAM program at the high school level
• Experience with College and Career Preparatory curriculum and effective college access practices
• Experience developing schedules to maximize time and space use
• Experience managing organizational budgets
• Experience working in a shared DOE space, a plus

Required Skill Sets and Knowledge Base

• Demonstrated commitment to the school vision and mission
• Commitment to democratic governance and collaborative, data-based decision-making
• Rigorous approach to problem-solving – collecting all relevant information, consulting diverse perspectives, and creating feedback systems
• Recognition of self as a learner and reflective practitioner, able to identify areas for growth and commitment to working in these areas
• Experience and zeal for working in an entrepreneurial environment
• Excellent interpersonal and communication skills
• Passion for developing a strong school community that supports the development and achievement of all students, particularly those underserved and at risk in other school settings

Application Instructions

A letter of interest outlining the candidate’s specific skills aligned to the position description and a full resume should be submitted as soon as possible for initial screening. Please do not reach out to the school directly. For information or questions regarding the application process, please see our careers page. Only candidates with complete applications will be considered for this position. Upon initial review, eligible candidates moving on in the process will be notified of next steps. Applications will be considered through February 28th.

Apply Today!: https://www.newvisions.org/pages/Leadership-Careers?gh_jid=2018747

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.

The Program Specialist will work closely with the Director of Special Education, a team of Learning Specialists, School Psychologists and General Education leaders to create systems where schools feel confident and supported so that the Special Education/Intervention program meets the needs of students so they graduate prepared for success after high school.

This position will assist in creating and maintaining systems for the successful implementation of our Special Education program within the general education environment and a Learning Center model across the organization. The Program Specialist will report to the Director of Special Education and collaborate with school teams and Support Office personnel.

KEY RESPONSIBILITIES

• Serve as initial contact and apply judgment when problem solving issues related to IEP implementation, placement, services, transition or other IEP-related services
• Develop and oversee capacity of site special education team and Response to Intervention Team, including participating in professional reviews, coaching Learning Specialists and School Psychologists, advising child-find and Response to Intervention tiers of intervention
• Assist with resources to access community agencies (i.e. SELPA, County Mental Health, Community Colleges, Regional Occupational Center)
• Support school teams in their understanding of learning and behavior disabilities and their manifestations in the classroom through teacher coaching, site-based workshops, Envision-wide professional development

• Program development based on individual student needs as determined by IEP teams
• Plan regular professional development for Special Education team, foster team-identity and job-alike dialogue
• EDCOE/Charter SELPA liaison for SEIS, information distribution, management of compliance reporting, meetings & scheduling, professional development, and other related responsibilities related to SELPA 
• Participate in EDCOE / Charter SELPA Steering committee meetings
• Monitors compliance and educational benefit, per IEP procedural regulations, including State and Self-Review process
• Knowledge of and involvement in special education discipline laws and procedures with school teams
• Liaison for site based counseling, vision and hearing screenings, and other services as needed
• Collaborate with Enrollment Manager and school site teams to coordinate enrollment/disenrollment process 
• Coordinate with HR and appropriate staff for recruiting, screening, scheduling activities related to new special education hires and contracted DIS service providers 
• Support hourly employee timesheets, material ordering, expense management and/or reporting
• Travel between Bay Area school sites is required

COMPETENCIES

• Excellent project and time management skills: highly organized, able to meet strict deadlines and support others to do so, able to manage multiple projects at once
• Ability to work both independently and collaboratively
• Excellent written and oral communication skills, with a wide range of constituents
• In-depth knowledge of current Special Education and Federal laws
• Expert knowledge of writing Individualized Education Plans (IEPs), running IEP meetings, Behavior Intervention Plans and Progress Monitoring
• Experience providing professional development and coaching
• Unfaltering belief that all students have potential for academic success regardless of disability

QUALIFICATIONS (EDUCATION AND EXPERIENCE)

• Valid California Education Specialist credential or Pupil Services Credential, CLAD certificate and Admin credential preferred
• Masters in Special Education or related area preferred
• Bachelor’s Degree required
• Minimum 3-5 years Special Education experience

COMPENSATION & BENEFITS: Salary is competitive based on experience and education. Envision also offers a comprehensive benefits package including CalSTRS participation.

Math & Reading Interventionist (Bilingual) – IMMEDIATE HIRE

LEEP Dual Language Academy Charter School opened its doors this August and serves the diverse community of Sunset Park, Brooklyn. LEEP Academy is leading the way in creating an innovative dual language model that will help instill a love of language and a sense of pride that should come with being bilingual/multilingual. Our students come from different backgrounds and walks of life, but all of our students will leave our school with a strong sense of self, high academic achievement, and fluency in both English & Spanish! We are seeking a talented and passionate educator to join our founding team.

Job Description: Math & Reading Interventionist

The Math & Reading Interventionist will work with students in kindergarten and first grade who require individual or small-group instruction and practice in reading and/or math. In close coordination with the principal, instructional coach, classroom teachers, and special educators, the Interventionist will help students gain fluency and confidence with foundational concepts and skills. As a key contributor to the school’s RTI system, the Interventionist will administer screenings and assessments; deliver Tier II and Tier III interventions; monitor student progress; contribute to shared data systems; and attend data meetings.

For this specialized position, LEEP Academy seeks candidates with experience teaching students in a small-group context. Training in math instruction and phonics (e.g. Orton-Gillingham, Fundations) is desirable.

Fluency in English and Spanish is required.

Job Responsibilities:

Plan and deliver targeted lessons and practice sessions with kindergarten and first-grade students, in-class or as pull-out sessions

Coordinate with classroom teachers on lesson planning; checks for understanding; differentiation; and behavior management

Conduct screenings and formative and summative assessments

Co-create academic goals for students and data tracking systems; maintain accurate and up-to-date records related to student achievement, performance, and IEP goals

Consult with parents and related service providers

Emphasize multisensory learning approaches

Work closely with principal, instructional coach and special education coordinator to reach school goals

Work with intensity and urgency to help every student reach grade-level expectations, understanding that past gaps in preparation are not indicative of any student’s potential to meet and exceed state standards and embrace the challenge and joy of learning

Qualifications:

Bachelor’s degree and at least 3 years of elementary teaching experience with measurable results

Training and experience in remedial math and reading interventions preferred

Strong Spanish language fluency, and English fluency

Strong organizational skills

Ability to work as part of a team

High expectations for all children

Strong orientation toward professional growth and continual improvement

To Apply:

Please submit your résumé (in English or Spanish) and a cover letter (in Spanish) describing your interest and qualifications.

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

Robin Hood Project – Staff Attorney

Advocates for Children of New York, Inc. (AFC) seeks an attorney to represent and advise families fighting for their children’s education. This attorney will join AFC’s Robin Hood Project to provide direct representation, technical assistance and community outreach/training. The Robin Hood Project partners with roughly 20 other Robin Hood-funded organizations (such as domestic violence shelters, hospitals, tutoring agencies, and social service providers) to help their staff assist clients who are struggling with education-related issues, including problems relating to literacy, learning disabilities, emotional and behavioral disorders, English-language learner (ELL) supports, and inappropriate school services, supports, and placements. The Project, which also includes another staff attorney, an advocate, and a project director, works directly with families served by these organizations, providing legal representation and advocacy. Legal representation for families consists primarily of special education hearings and conferences pursuant to the Individuals with Disabilities Education Act (IDEA). Additionally, the Project builds the capacity of these organizations through training and technical assistance so they can better address the educational needs of current and future clients. This attorney will use the Project’s integrated strategies to advocate for the educational needs of students involved with the various partner agencies and assist agency staff in supporting the educational needs of their clients.

Working in partnership with New York City’s most disadvantaged families to secure quality public education services, AFC is a not-for-profit social justice organization that enforces civil rights law. AFC works on behalf of children and youth who are at greatest risk of academic failure due to poverty, race, ethnicity, disability, homelessness, immigration status/limited English proficiency, or involvement in the child welfare or juvenile/criminal justice systems. We use uniquely integrated strategies to advance systemic reform, empower families and communities, and advocate for the educational rights of individual students.

Responsibilities include, but are not limited to:

• Providing legal representation and advocacy on behalf of families experiencing school-related difficulties such as inappropriate special education placements and services, enrollment issues, or suspensions.  This may include, for example, conducting client interviews, helping clients assess their options and goals, advocating for students at special education meetings or suspension hearings, requesting and interpreting evaluations, or representing clients at impartial administrative hearings related to special education under IDEA.
• Providing trainings and workshops to parents and staff at partnering agencies on a variety of education-related topics.
• Providing on-going technical assistance to staff at partnering agencies with the aim of building the capacity of these organizations to better address students’ educational issues.
• Serving as a liaison to partner organizations, helping to identify shared goals, and fielding inquiries and concerns.
• Tracking and recording project statistics using Salesforce database and preparing data for grant reports.

Qualifications:

• J.D. degree required.
• Fluency in Spanish is required.
• Experience in education advocacy or a related field is strongly preferred.
• Knowledge of relevant education laws or practices is strongly preferred.
• Strength in oral and written communication skills.
• Ability to identify, analyze and creatively resolve layered and complex problems.
• Ability to set priorities, meet deadlines, and work both independently and as a member of a team.
• Ability to negotiate effectively in both adversarial and collaborative contexts.
• Commitment and ability to empower the families that are the focus of AFC’s mission.
• Experience presenting to groups is preferred.

We are seeking passionate Special Education Teachers for:

MS math:

• 12:1:1 SpEd math/science teacher
• 7th gr Math teacher medical leave replacement
• 8/9th gr ICT math co-teacher

HS math:

• 8/9th gr ICT math co-teacher
• 10/11th gr ICT math maternity leave replacement

MS ELA:

• 7th gr ICT ELA co-teacher

HS ELA:

• 11/12th gr ICT ELA co-teacher

Ideally, we are looking for a either  special education teachers that are flexible, knowledgeable, and open to teaching in a variety of content areas in a 6-12th gr ICT setting.  Candidates should embrace working closely with colleagues, co-planning lessons, being the “expert” in the co-teaching partnerships in terms of what students with IEPs need, depending on their learning struggles, in order to be successful.  The candidate should have experience with writing IEPs on SESIS and come with ideas on how to make the IEP a living document that all teachers can use as a resource / tool in their teaching. In some cases the Special Education teacher will teach an enrichment class of their own targeting specific skills in math, reading, or writing. 

Strong candidates for any East Side position are capable of:

• Creating dynamic lessons and differentiating for heterogeneous classes 
• Developing authentic and backward planned curriculum
• Designing, implementing, and evaluating exhibitions and projects using rubrics.
• Building content knowledge through strong literacy practices 
• Utilizing cutting-edge technology in formative and project based assessment
• Developing 21st century skills, such as problem solving, critical thinking, collaboration, technology, and written and oral presentation skills
• Teaching for understanding and depth using constructivist learning, rather than “coverage” of topics.
• Participating in a variety of professional development and reflective practices – such as peer learning groups, observation, curriculum development workshops, conferences, etc.
• Serving as a supportive Advisor to a small group of students.
• Planning with a coach/experienced teacher
• Communicating regularly with parents and students around issues concerning students’ academic development and emotional well-being.

ABOUT EAST SIDE: We are a small 6-12th-grade college preparatory school dedicated to the belief that all students can, must and will learn and succeed academically. We set high standards for each of our students and help them meet these standards by providing personal attention, a strong sense of community, high-quality instruction and engaging and innovative learning experiences inside and outside of the classroom.  Students, staff, families and community members see themselves as part of a team whose main goal is the success of every individual student in our diverse learning community. We have a schoolwide commitment to promoting social justice and combating racism, sexism, homophobia, classism and any other form of discrimination. The goal of the school is to create a community of highly skilled students, lifetime learners, critical thinkers and socially responsible citizens who, upon graduation, will be prepared to succeed in college and beyond.

Please visit www.eschs.org to learn more about our school.

Our commitment to socio-emotional learning is highlighted in Learning by Heart: Six American High Schools Where Social and Emotional Learning Are Core by Kathleen Cushman.

We are a small school, which allows teachers to work in grade teams consisting of one teacher in each subject area (Math, History, English, Science, and a Learning Specialist).  Each team teaches the same cohort of students and is led by a team leader (a teacher elected from and by the team). As a result of our grade structure, our class size is small—average class size is less than twenty-five students.

POSITION: East Side is seeking a passionate 7th Grade math teacher for a medical leave replacement for the rest of the 2019-2020 school year.  East Side math teachers challenge students to develop problem solving skills by having them consistently grapple with engaging, non-routine, problems. 

Click on this link to learn more about how math is taught at East Side: eastsidemath.weebly.com   

Strong candidates for any East Side position are capable of:

• Creating dynamic lessons and differentiating for heterogeneous classes
• Developing authentic and backward planned curriculum
• Designing, implementing, and evaluating exhibitions and projects using rubrics.
• Building content knowledge through strong literacy practices
• Utilizing cutting-edge technology in formative and project based assessment
• Developing 21st century skills, such as problem solving, critical thinking, collaboration, technology, and written and oral presentation skills
• Teaching for understanding and depth using constructivist learning, rather than “”coverage”” of topics.
• Participating in a variety of professional development and reflective practices – such as peer learning groups, observation, curriculum development workshops, conferences, etc.
• Communicating regularly with parents and students around issues concerning students’ academic development and emotional well-being.

ABOUT EAST SIDE:  We are a small 6th-12th grade school dedicated to the belief that all students can, must and will learn and succeed academically. We set high standards for each of our students and help them meet these standards by providing personal attention, a safe and respectful environment, a strong sense of community, and curricula that is both challenging and engaging. We are a member of the NY Performance Standards Consortium and graduate students using performance-based assessments.

We believe that students are best assessed through the completion of meaningful projects and tasks that challenge students to creatively and thoughtfully apply what they have learned.  Students, staff, families and community members all see themselves as part of a team whose main goal is the success of every individual student. The goal of the school is to create a community of highly skilled students, lifetime learners and critical thinkers who, upon graduation, will be prepared to go to college and enter the work world.  East Side is committed to developing a diverse teaching staff that reflects the rich tapestry of cultures, languages, and heritages of our students.

Our commitment to socio-emotional learning is highlighted in Learning by Heart: Six American High Schools Where Social and Emotional Learning Are Core by Kathleen Cushman.

Position Summary

We are seeking an experienced, passionate and highly successful organizational leader to serve as the next principal for AMS IV as it embarks on its next phase of development.  Currently in its fifth year, AMS IV serves approximately 500 students with 70 staff members. The principal is ultimately responsible for ensuring that the school provides students with the skills, knowledge and experience necessary to successfully transition to an articulated post-secondary plan.  The principal must have the skills necessary to adeptly collaborate with faculty and staff including a deep understanding of adult learning; the ability to identify and use diagnostic and formative assessments in order to drive instructional improvement and programs; and the ability to engage in and support classroom as well as organizational level development.  The principal is directly managed on a day to day basis by the New Visions Superintendent for Charter Schools and reports to the Board of Trustees.

The ideal candidate will have demonstrated successful school leadership experience.  The winning candidate will have demonstrated alignment with the New Visions mission to empower young people by challenging them academically and providing them with the support they need to excel.

The principal must work closely with New Visions Charter Management Organization (CMO) and the network of schools to ensure that the school is aligned to the New Visions Charter model and the implementation of best practices in all instructional and operational areas.

Our Organization

At New Visions, we design, create and sustain great schools for New York City’s highest need students. Since 1989, New Visions for Public Schools has served as a laboratory of innovation within the city’s public schools, driving significant achievement gains for tens of thousands of students.  We provide educators with the tools and training they need to analyze student performance, diagnose problems and design solutions to improve instruction. We partner with teachers and school leaders, parents and community organizations to provide ambitious, rigorous instruction and to design curricula that are relevant to students’ lives and aligned to college and job skills.  And we freely share best practices and lessons learned, to enable others in New York City and across the nation to raise student achievement in schools at scale.

New Visions Charter High Schools are college and career preparatory high schools that are committed to helping all students gain the skills that they will need to succeed after they graduate. At our Charters, students benefit from access to personalized academic and socio-emotional support, opportunities to explore interests, internships and exposure to college and careers.

Our School

AMS IV graduated its founding class in 2019 with an 86% graduation rate and a 60% College Readiness rate. The school is in good standing and currently on track for charter renewal from NYSED.  AMS IV is one of 10 Charter Schools in the New Visions Charter network. The school is located in Jamaica, Queens, and shares the August Martin Campus with five district schools and programs. Student enrollment is through a lottery system for 9th and 10th grade seats.  On average, the school receives over 800 applications for approximately 130 seats each year. The AMS IV motto is: “Mediocrity is not accepted. Excellence lives here” and the school community uses P.R.I.D.E. to unite under its core values: Perseverance, Respect, Integrity, Discipline and Excellence.  For more information on AMS IV, see the website.

Core Duties and Responsibilities

Curriculum, Instruction and Assessment

• Lead a challenge-based curriculum that has embedded, community learning opportunities for students.
• Deliver the academic preparation and requisite support for all students to be prepared to succeed in college and career.
• Reinforce and institutionalize the implementation of New Visions Charter School Key Model Elements. Foster connections between academic learning, the community, and the natural world.

Staff Supervision and Development

• Hire and support the development of all school staff.
• Create a professional community that focuses on instruction and assessment as the primary vehicles for improving student achievement and school culture.
• Provide on-going observation, coaching and evaluation.
• Motivate teachers to continue to develop their content knowledge and instructional repertoire, and to provide the resources needed for them to do so.

School Culture

• Build a school culture that evidences high expectations for courtesy, respect, compassion and an intellectually-engaged environment for both students and adults.
• Ensure a safe, supportive and productive environment for students, staff and families.
• Model effective adult development practices in staff meetings, professional development sessions and team meetings.

Accountability

• Understand accountability metrics and annual reporting required of charter schools and oversee the submission of all accountability reports.
• Collaborate with the Board of Trustees to ensure the academic and fiscal success of the school.  Prepare for and attend monthly Board Meetings.
• Implement all policies required for the school to remain in good standing and in accordance with CMO standard operating procedures.
• Fully participate in network-wide professional learning communities.

Qualifications

Education and Experience

• Masters degree in Educational Leadership, Management, or Administration
• School leadership training, certification, and/or experience that is consistent with the core concepts of the New Visions Charter School Model
• Possession of, or in the process of obtaining, the New York State School Building Leader certification
• Teaching experience, preferably at the high school level, with a strong record of improving student achievement
• Demonstrated leadership capabilities, including management and team-building skills
• Experience working in an urban school setting
• Experience with supervising, evaluating and supporting teacher development at all levels, but particularly for new teachers
• Experience implementing pedagogical strategies and developing rigorous curriculum practices aligned to the New Visions Charter School model including: challenge-based learning, data-driven decision making, student feedback protocols, classroom routines and structures, adolescent literacy strategies, differentiated instruction
• Experience leading a STEM or STEAM program at the high school level
• Experience with College and Career Preparatory curriculum and effective college access practices
• Experience developing schedules to maximize time and space use
• Experience managing organizational budgets
• Experience working in a shared DOE space, a plus

Required Skill Sets and Knowledge Base

• Demonstrated commitment to the school vision and mission
• Commitment to democratic governance and collaborative, data-based decision-making
• Rigorous approach to problem-solving – collecting all relevant information, consulting diverse perspectives, and creating feedback systems
• Recognition of self as a learner and reflective practitioner, able to identify areas for growth and commitment to working in these areas
• Experience and zeal for working in an entrepreneurial environment
• Excellent interpersonal and communication skills
• Passion for developing a strong school community that supports the development and achievement of all students, particularly those underserved and at risk in other school settings

Application Instructions

A letter of interest outlining the candidate’s specific skills aligned to the position description and a full resume should be submitted as soon as possible for initial screening.  Please do not reach out to the school directly. For information or questions regarding the application process, please see our careers page.  Only candidates with complete applications will be considered for this position.  Upon initial review, eligible candidates moving on in the process will be notified of next steps.

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.

DEPARTMENT:

Senior Services

PROGRAM:                

Grand Coalition of Senior’s    

REPORTS TO:             

Director of Grand Coalition of Seniors

SALARY:                     

$34,000 Annually

SCHEDULE:

Mon-Fri, 8am-4pm or 9am-5pm

LOCATION:                

New York, NY

DATE:

January 2020

JOB SUMMARY:

The Bilingual Case Worker/ Activities Coordinator will provide case assistance, case management, entitlement assistance and other social services and/or assistance. In addition it will coordinate and oversee  educational, recreational/socialization activities for Seniors  including Center activities, field trips and special events.

EDUCATION, EXPERIENCE, AND SKILL REQUIREMENTS:

• Associate’s Degree required; Bachelor’s degree preferred in Human Services
• At least two years of experience working with older adults/senior citizens
• Bilingual in both English and Spanish (Written and Verbal)

• Strong computer skills including Microsoft Word, Microsoft Excel

• Strong organizational skills

ESSENTIAL DUTIES AND RESPONSIBILITIES:

• Conduct interviews with clients for new intakes, assessments/reassessments and follow ups
• Provide Information and referral, Case assistance, Entitlement Counseling, Supportive Contact, Immigrant Assistance  and Advocacy to participants
• Assist participants in obtaining Benefits and entitlements including Medicaid, food stamps, SCRIE, home care referrals,  NYCHA and others
• Maintain accurate written records of  all participants contacts and other needed written documentation  including   worker’s  log
• Input data into STARS (DFTA database)
• Coordinates and oversees educational and recreational activities for  Chinese speaking participants
• Provides Telephone Reassurance and Home visits to Homebound clients
• Participate in supervisory meeting with the Director of GCS
• Keep up-to-date on current trends related to services available to seniors
• Exhibit ability to work well within agency and engage appropriately with other employees
• Accept other assignments, as appropriate, to meet the programmatic goals of Grand Coalition of Seniors

The Lead Coach/Trainer will be responsible for mentoring training coaches and ensuring the overall quality of the early childhood education training programs at The Community Group.

Duties

• Serve as the primary mentor and supervisor for training coaches.
• Research topics for professional development; creating drafts of trainings, presentations and scripts;
• Develop differentiated trainings tailored to specific Early Childhood Education programs.
• Stay abreast of developments in adult education, instructional design tools etc;
• Recommend topics and offer ideas for improving existing PD initiatives and implementing new ones; and
• All other duties as assigned by your supervisor.

Qualifications

• Bachelor’s degree in Early Childhood Education or related field is required;
• Demonstrated experience as a program administrator and/or strong project management skills.
• Strong interpersonal and  communication skills; and
• Ability to build and sustain relationships within the community that result in effective professional development for adults and quality education for young children. 

The Community Group is fully committed to Equal Employment Opportunity and to attracting, retaining, developing and promoting the most qualified employees without regard to their race, gender, color, religion, sexual orientation, national origin, age, physical or mental disability, citizenship status, veteran status, or any other characteristic prohibited by federal, state or local law.  We are dedicated to providing a work environment free from discrimination and harassment, and where employees are treated with respect and dignity.

We are seeking a French teacher teaching three classes of French 1 (9th graders) and two classes of French 2 (10th graders).  We are a small, close-knit IB school located in the beautiful Bathgate Educational Complex in the Claremont neighborhood in the Bronx.  We are looking for passionate educators who believe that a high-quality education is a key factor in working for social justice. We are NYC DOE school so either NYS license or substitute teaching license is required.  If you are interested in obtaining a substitute teaching license, you can find more information here: https://www.schools.nyc.gov/careers/teachers/substitute-teaching

• BA from a competitive college
• Minimum of 3 years teaching experience at the middle school or high school level
• Independent school experience a plus

Prep for Prep does not discriminate on the basis of race, color, religion, sexual orientation, or ethnic or national origin and is an equal opportunity employer.

Hamilton-Madison House’s Early Childhood Services is seeking an Assistant Teacher (AT) for our Early Childhood Program, which serves children between the ages of 3-5 years.  We are seeking a warm, responsible, dedicated teacher, sensitive to the needs of young children and their families and able to work well with others.  The AT works hand in hand with the Group Teacher creating and implementing a developmentally-appropriate curriculum that meets the needs and interests of a given group of children.  The AT assists in the proper supervision of a given group of children at all times.  The position reports to the Site Education Director

Minimum Qualifications:

• High School Diploma plus CDA credential or AA in Early Childhood Education with one year teaching experience with children 2-5 years of age
• Bilingual English/Chinese preferred
• An ability to work positively and patiently with children, parents and staff
• Proficient in MS Office and other industry related technologies

Responsibilities include but is not limited to:

• Work within the framework of the sponsoring agency of the child care center and carry out its functions, policies and procedures

INTERACTION BETWEEN FACULTY AND CHILDREN

• Interact frequently, affectionately and respectfully with all children every day.  This includes: smiling and comforting children.  When in close proximity to children, speaking in a calm, friendly, soft and courteous manner
• Be available and responsive to children’s needs, questions and requests
• Encourage and model social behavior and expectations that are developmentally appropriate
• Intervene in play in order to maintain safety
• Communicate directly with each child at the child’s level

PHYSICAL ENVIRONMENT, HEALTH, SAFETY AND NUTRITION

• Supervises given group of children at all times
• Maintain accurate attendance records
• Complete appropriate paperwork (accident reports, allergy lists, etc.)
• Maintain a clean and safe environment for children at all times. Encourages respect for classroom materials and notifies supervisor in advance when supplies are needed
• Arrange the space in clearly defined, well-organized centers to promote optimal program functioning
• Organize a variety of materials and equipment as to encourage maximum constructive use
• Understands the responsibilities as a mandated reporter

PHYSICAL DEMANDS

• Work is primarily performed in the center environment which is a dynamic place with a high level of physical activity
• Must be able to stand for a majority of the day, bend to be at a child’s eye level, perform all activities with the children such as running, dancing, walking, jumping, etc., move from a seated position to a standing position promptly to respond to emergency situations
• Must possess acceptable hearing and visual capabilities in order to monitor the environment and children’s wellbeing

CURRICULUM

• Assists the Group Teacher in creating and implementing a rich and developmentally-appropriate curriculum based upon the needs and interests of the students, with a focus on intellectual, social, emotional and physical growth
• Assist the Group Teacher in planning and implementing child-oriented, self-initiated activities while limiting large group, faculty-initiated activities
• Provide more than one option for group activity and maintain flexibility in changing planned activities, according to children’s interests
• Create documentation of children’s accomplishments through anecdotal notes, work sampling and/or portfolios
• Plan the use of community resources to enrich the educational content of the children’s program
• In a timely fashion, assist the Group Teacher in completing all documentation, including, but not limited to, weekly lesson plans, anecdotal notes, checkpoints, home visit forms, parent-teacher conference forms
• Take into consideration the individual needs of children and differentiate instruction to meet their needs
• Provide a variety of developmentally appropriate materials and activities that foster social skills, encourage children to think, problem solve, question and experiment
• Foster positive self-concept development by supporting individuality, independence, and the ability to make choices
• Encourage creative expression that in individualized

FACULTY/PARENT INTERACTIONS

• Acknowledge parents and all classroom visitors
• Demonstrate a friendly, courteous and accommodating demeanor at all times
• Respond to parents’ comments and concerns with sensitivity, interest, and respect while maintaining confidentiality

TEAMWORK

• Keep the supervisors informed of any necessary information regarding the care and safety of children
• Establish and maintain a relationship built on trust, cooperation and respect with co-workers
• Offer and share ideas and materials with co-workers
• Communicate directly, work to resolve conflicts quickly and avoid gossip

PROFESSIONALISM

• Attend and participate in all staff meetings, center events, and parent/teacher meetings
• Demonstrate flexibility in assignment and work hours
• Be receptive to feedback and willing to change practices to best serve children
• Maintain confidentiality about issues concerning other faculty members, children and families
• Demonstrate knowledge of ages and stages of development
• Ensure continuity of care for children by reporting to work on tie and maintaining consistent attendance
• Continue professional growth by attending courses, asking for feedback and reading professional literature
• Check HMH email daily as well as staff mailboxes weekly

Compensation:                 Commensurate with qualifications and experience

Hours:                                   35 hours per week, Monday to Friday

Hamilton-Madison House is an Equal Opportunity Employer

Hamilton-Madison House’s Early Childhood Services department is seeking Head Teacher (HT) in our Early Childhood Program which serves children between the ages of 3-5 years.

We are seeking a warm, responsible, dedicated teacher, sensitive to the needs of young children and their families and able to work well with others. The HT sets the tone for the class, creating and implementing a developmentally-appropriate curriculum that meets the needs and interests of a given group of children.  The HT also ensures that all paperwork is completed in a thorough and timely manner and that all health and safety regulations are observed.  This position reports to the Education Director.

Minimum Qualifications:

• BA in Early Childhood Education or related field and NYS Education Department Early Childhood Certification.
• Certified with MA in Early Childhood Education or in a program which will guarantee permanent certification at its completion preferred
• Ability to work positively and patiently with children, parents and staff
• Possess good computer skills
• Bilingual English/Chinese (Mandarin) a plus

Responsibilities:

Work within the framework of the sponsoring agency of the child care center and carry out its functions, policies, and procedures

Hours:                          Monday to Friday, 35 hours per week

Hamilton-Madison House is an Equal Opportunity Employer

The Urban Assembly seeks an experienced and mission-driven advancement professional to join our executive team. This position will lead development and communications initiatives at an exciting time in the organization’s history that includes: 

• Growth in New York thanks to strong strategic partnerships with the NYC mayoral administration and Department of Education 
• National replication of the Urban Assembly model 
• New Board members and a new Board leadership team 
• A strategic initiative to elevate the voices of students to advance equity in public education

ABOUT THE URBAN ASSEMBLY 

The Urban Assembly The Urban Assembly (UA) is a non-profit organization providing leadership and programmatic support to unique, small public secondary schools throughout NYC. Our mission is to advance social and economic mobility by improving public education. UA schools are open to all students, and the UA prepares students for success in the 21st century economy through programming in academics, social emotional learning, college access, career readiness, and leadership. 

The UA’s Commitment to Equity The UA values the uniqueness that each student brings into our schools, and our work honors the various social and cultural contexts from which they come. We acknowledge the barriers created by education systems – of which we are a part – to perpetuate the social inequities that keep Black and Latinx students from accessing postsecondary and career opportunities. Starting with our own practice, we commit to dismantling these barriers. 

JOB SUMMARY: 

The Director of Institutional Advancement will provide leadership, strategic direction and management for all Urban Assembly fundraising, communication, and branding efforts. The Director will create and build upon fundraising strategies that increase the organization’s support from individuals andcorporations while maintaining its strong support from private foundations and government sources. As the Urban Assembly is beginning to serve students beyond NYC, the Director will also be charged to expand support from national foundations. This position reports to the CEO and oversees two advancement managers. 

Responsibilities 

• Develop an annual fundraising plan and lead a process to support growth in donations from local and national foundations, corporations, individuals, and government entities 
• Work with the CEO and the board to cultivate and manage relationships with renewing and new donors, with focus on expanding and diversifying the donor roster and ensuring donors’ alignment with the UA’s commitment to racial equity 
• Work with the whole UA team to build the board, with particular focus on rising talent with experience advancing racial equity and education reform 
• Develop and maintain systems to cultivate all of the UA’s external constituents through personal outreach, invitations, school visits, special events, publications and correspondence 
• Secure and steward government funding, including a multi-year NYC Department of Education contract as well as other city, state and federal opportunities 
• Supervise a team of two advancement managers 
• Establish and maintain relationships with program officers and representatives of current foundation and corporate supporters; support and participate in writing major grant proposals 
• Identify, cultivate and solicit individuals in support of Urban Assembly’s mission and maintain relationships with a roster of major donors 
• Oversee production of semi-annual benefit, as well as other fundraising and cultivation events 
• With the Urban Assembly’s leadership team and board, contribute to decision-making regarding organizational strategy and organization sustainability 
• Work closely with Urban Assembly’s executive team, board development committee, development department and school support teams to implement strategic marketing and communication initiatives 
• Nurture and facilitate board relationships in order to support board effectiveness in their fundraising responsibilities. 
• Oversee efforts to build and amplify the UA brand among the UA’s various constituencies 

Qualifications 

• Demonstrated track record of securing resources for investment in Black and Latinx communities 
• Experience presenting asset-based narratives about Black and Latinx students 
• Major individual donor, foundation and events experience of five years or more 
• Success at meeting ambitious revenue goals 
• Proven track record in the solicitation of gifts $25,000 and above 
• Exceptional oral and written communication skills 
• Excellent organizational skills and attention to detail 
• Demonstrated relationship management skills 
• Proven experience managing staff 
• Commitment to internal collaboration 
• Experience navigating the grant-making process of local and national foundations
• Marketing & Communications experience preferred

Chalkbeat, the growing nonprofit news organization telling the story of education in America, seeks a social media strategist to grow our audience, help develop and maintain online communities on- and off-platform, and advise our local and national bureaus on daily social best practices.

Chalkbeat’s social media strategist will join a growing engagement team to help our network of local bureaus and national desk take full advantage of opportunities to promote our work and embrace new readers. The social media strategist will dive deep into our readership on Facebook, Twitter, Instagram, Reddit, and emerging platforms to cultivate relationships with niche audiences, and expand our reach to bring vital education reporting to the people that need it most.

Who are you?

You are committed to local journalism and put the audience first. You have a capacity for creating safe, inclusive spaces online and stoking productive conversation among readers. You’re sharp, thorough, and organized, with a deep affection for spreadsheets and systems. You’re a self-starter who can keep up with the daily flow of stories publishing while also developing strategy for long-term projects. You like collaborative work, and can adapt social media plans for the newsroom’s various levels of familiarity and capacity. You’re known for your follow-through, and enjoy running experiments, collecting results, and making recommendations based on solid data. 

What background and skills do you have?

• 2+ years of work experience in digital media and/or journalism
• Strong overall writing and editing skills
• Excellent news judgment
• Detail-oriented and able to work autonomously
• Experience with growing a brand’s audience and boosting loyalty through social media
• Experience using data to inform your work
• Knowledge of SEO best practices

We know there are great candidates who may not have all the skills we list, or who have other skills we haven’t thought of. If that sounds like you, please still apply and tell us more about yourself! 

What will you be responsible for?

• Fine-tune social media strategy for the entire Chalkbeat network (seven local bureaus + national desk), according to best practices
• Manage scheduling for Chalkbeat’s main Facebook and Twitter profiles
• Support local bureaus with strategies to boost reach and make major features, projects, and investigations get the readership they deserve
• Collaborate with reporters, editors, and your engagement colleagues to identify and execute on growth opportunities, including new platforms 
• Develop and maintain online forums (e.g., Facebook Groups) for new and existing Chalkbeat readers

Ideally, you’d be based in one of seven cities where Chalkbeat bureaus already exist: Chicago, Denver, Detroit, Indianapolis, Memphis, Newark, or New York City. However, working remotely is a possibility for the right candidate. 

This is a full-time position with benefits. Chalkbeat offers a competitive salary, commensurate with experience, and a generous benefits package, including a paid winter recess from December 25 – January 1.

About Chalkbeat:

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

We’re looking for interns to report on education in Chicago, Denver, Detroit, Indianapolis, New York City, and Memphis. 

Chalkbeat, the growing nonprofit news organization telling the story of education in America, is seeking motivated undergraduate or graduate students to serve as summer reporting interns. Our reporting teams cover schools in seven cities — Chicago, Denver, Detroit, Indianapolis, Memphis, Newark, and New York City — and our national bureau covers issues affecting schools across the country.

The 10-week paid internship from June to August 2020 offers students the opportunity to work alongside some of the nation’s top education journalists at a dynamic, rapidly growing organization. At this critical moment for an active, independent press, join us as we produce journalism that matters.

Interns will work 40-hour weeks and undertake daily education news assignments, work on enterprise stories, and participate in our reporting teams in every way. 

Learn more about what it’s like to be an intern at Chalkbeat here.

Who are you?

You’re energized by our mission and excited to help us build a news organization that reimagines daily newsgathering while upholding traditional journalistic values. You have a passion for public policy and social issues journalism, plus strong reporting and writing skills, and you’re eager for feedback to become even better. You’re an entrepreneurial, creative, energetic, and tenacious reporter. 

Candidates should have:

• Clips that demonstrate strong reporting and writing skills.
• Meaningful high school, college, or professional journalism experience.
• A passion for and curiosity about education.

About Chalkbeat:

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

NYC Outward Bound Schools (www.nycoutwardbound.org) is a nonprofit organization that transforms schools and changes lives by bringing out the best in students, teachers and school leaders throughout New York City. We operate a citywide network of public schools, in partnership with the City’s Department of Education, which primarily target students from underserved neighborhoods. Our schools feature rigorous learning experiences, both in and out of the classroom, and are built upon a culture of high achievement and mutual support. And we provide our students with a robust To & Through College program. To further extend our impact, we also offer Adventure & Team Building programs to young people not enrolled in our schools and professional development to NYC public schools interested in adopting specific practices from our schools. Over the past 30 years, we have served over 100,000 students.

Summary

The Director of Communications & Content sets and implements communications strategies aimed at increasing NYC Outward Bound Schools’ visibility among key constituents and leveraging our brand. S/he works closely with other senior leaders within our organization and our Network Schools. Our ideal candidate is a skilled storyteller able to work easily with the media, our staff, educators, students and funders. The Director of Communications & Content reports to the Chief Advancement Officer and is a key member of our highly collaborative, five-person Advancement team, which is responsible for raising nearly $4M a year from private and public sources and for increasing the organization’s visibility. We are driven by our mission to ensure that all NYC’s young people have access to a high-quality education and are looking for someone who shares that passion and is excited by the opportunity to connect with our schools and students.

Essential Functions

• • Develop, implement and evaluate our annual communications plan
  • Raise our organization’s visibility through press coverage, targeted events (including our annual gala, College March and cultivation events), and growing our online presence
  • Develop rich content for and manage the creation of all key print and electronic collateral including, but not limited to, brochures, e-newsletters, social media, website and appeals
  • Recruit and coach spokespeople for the organization – particularly a cadre of our students
  • Encourage brand consistency across the organization and its Network Schools
  • Identify, cultivate and manage all media relationships
  • Identify and implement strategies for reaching and influencing education thought leaders

Minimum Qualifications

NYC Outward Bound Schools is seeking an accomplished Director of Communications & Content who has at least 5 years of experience in that or a similar role. S/he must be a strong storyteller and adept at a variety of communications-related areas such as media relations, e-newsletters, donor communications, website/social media content, and coaching speakers. The ability to translate the organization’s work into coherent and compelling messages, and disseminate them to the right audiences through the best distribution channels is critical.

• • Experience developing and implementing communications strategies
  • Highly collaborative style and ability to work in partnership with a variety of constituent groups, including staff, board members, reporters, students, school principals, donors, and other supporters
  • Excellent writing/editing and verbal communication skills with the ability to translate our work into compelling stories and coach others on these skills
  • Skilled website (WordPress) management; preferred
  • A strong track record as an implementer who thrives on managing a variety of key initiatives concurrently
  • Relationship builder with the flexibility and finesse to “manage by influence”
  • High energy, maturity, and leadership with the ability to serve as a unifying force and to position communications discussions at both the strategic and tactical levels
  • Self-starter who is entrepreneurial

Ideal candidates will share the belief that:

• • All people are capable of doing great things when they are challenged and supported appropriately.
  • Learning happens best in a community that actively encourages and practices respect, empathy, safety, inclusion, and diversity.
  • Development of character is as important as the development of intellect, and that the two go hand in hand.

Compensation and Benefits:

• • We offer a competitive salary commensurate with experience and qualifications.
  • We offer medical, dental, and vision coverage as well as HRA/FSA/Transit accounts, life insurance, 403(b), Sick Leave, paid holidays, and generous PTO.

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

Organizational Overview:

At Literacy Trust, we believe education is a basic human right and access to high-quality literacy instruction is a cornerstone of our democracy. Our mission is to leverage what already exists in school communities to increase educational capacity in order to create fluent, motivated, self-confident readers.

Through our signature program, Reading Rescue, we provide professional development for teachers, paraprofessionals, and other school community members. Simultaneously, students are provided literacy intervention, particularly students of color in high-poverty neighborhoods. We strive to implement sustainable intervention models that eventually become a core component of the school’s literacy ecosystem. Reading Rescue is currently partnering with 120 New York City schools, reaching over 900 educators and 1500 students, throughout the five boroughs.

Literacy Trust is an organization that values diversity, equity and inclusion. We demonstrate this by ensuring that services reflect our values. Our focus is on promoting self-empowerment for educators, by providing additional resources and support, and by providing more students with opportunities to become readers (since we believe the ability to read is a basic civil right).

At Literacy Trust, we promote events, ideas, thinking, programs, and communities that inspire action in pursuit of universal access to literacy. To learn more about Literacy Trust, please visit: www.literacytrust.org. To learn more about Reading Rescue please visit: www.readingrescue.org.

Position Description:

Literacy Trust’s Program Director is part of a small but growing team working towards alleviating the early literacy crisis in New York City. The Program Director’s primary role is to oversee all aspects of the Reading Rescue program in up to 120 schools. The Program Director manages programmatic staff (6 – 10 people), directing the day-to-day operations of our professional development including onsite PD, coaching, school support and data management. The Program Director is an inspiring team leader who is goal-oriented; excited by both strategic and direct service-related work; and is savvy at managing people and projects remotely.

Program Implementation, Strategic Planning, Leadership, and Quality Control:

• Recruit new school partnerships and maintain high retention of existing school partners
• Become an expert in the Reading Rescue program
• Ensure high fidelity of Reading Rescue program model
• Monitor student achievement data as well as programmatic consistency and address growth areas immediately with school partners.
• Use both qualitative and quantitative data to ensure the maximum number of students reach grade-level proficiency in reading.
• Compile monthly reports related to program progress to goals and submit said reports to key external stakeholders, including but not limited to the Department of Education and the Young Men’s Initiative.
• Communicate strengths and areas of improvement on an ongoing basis to Literacy Trust’s Leadership Team and programmatic staff.
• Manage programmatic budgets by tracking expenses and creating quarterly financial reports, in collaboration with the Leadership Team.

Talent Management:

• Hire, develop, coach and support program team members.
• Design and implement monthly internal professional development that includes collegial inquiries and interactive workshops that benefit the entire team.
• Develop individualized plans for staff members that include targeted professional development.
• Track staff progress to goals and hold the team accountable to goals.
• Performance manage all team members using our performance management system.

Remote Project Management:

• Design and implement measures to track remote staff’s daily work in schools.
• Demonstrate an ability to manage time effectively, balance multiple competing priorities at once while remaining adaptable, flexible, and positive while navigating challenges.
• Anticipate challenges/questions and proactively act to address them.
• Understand organizational priorities and make measurable progress against these larger goals.
• Take on special projects as needed and work towards creating new systems that will positively impact the organization.

Requirements:

• Deep belief in our mission
• At least two years as a senior leader or 5+ years of people management experience with full-time staff
• Master’s degree in education or a related subject area
• Leadership experience with a proven track record of success meeting and setting ambitious goals
• 3+ years working with elementary-aged students in an educational setting; teaching experience and expertise in early literacy
• Expertise in analyzing and reporting on student data
• Knowledge of literacy assessments, evidence-based teaching strategies, and student data analysis
• Excellent computer skills, including MS Office, familiarity with Google Docs, and online project management tools such as Asana
• Access to reliable transportation to travel throughout the five boroughs
• The Program Director is expected to be in the field at least 50% of their time

Preferred

• Experience in nonprofit management
• Experience in remote settings, preferably experience as a manager of a remote staff
• Experience using Salesforce
• Expertise in DIBELS/Acadience assessments
• Some flexibility and adaptability in your work schedule, including early mornings and occasional night time
• Knowledge of and a connection to the New York City elementary education community
• US Citizenship or Permanent Resident Status

About Us

New Visions for Public Schools was founded in 1989 and is dedicated to ensuring that all New York City public school students, regardless of race or economic class, have access to a high-quality education that prepares them for the rigors of college and the workforce. New Visions has been a driving force behind some of the most significant reforms to public education in New York city, including pioneering the model of small high schools in New York City and creating nearly 150 new small schools; producing free open-source curriculum used by thousands of teachers in New York State and across the country; and launching a nationally-recognized Urban Teacher Residency program to train new teachers.

New Visions currently supports nearly 350 schools citywide with school management tools, instructional resources and coaching, and more. This includes 10 charter high schools in Brooklyn, the Bronx, and Queens; and 70 district high schools in all five boroughs that are part of our Affinity network. In 2017-18, graduation rates in our Charter and Affinity networks reached an all-time high of 84.5 percent (an increase of nearly 10 percentage points in the past five years) and college readiness rates reached 55.8 percent, surpassing 50 percent for the first time (an increase of nearly 25 percentage points in the past five years).

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

New Visions equips teachers with the data tools they need to succeed.

Position Summary

Science teachers at New Visions schools work with a diverse range of students to develop Biology, Chemistry, Earth Science, or Physics content knowledge and skills through exploration/experimentation, reading, discussion, and writing. While Science teachers at New Visions are expected to prepare all students for success with New York State Regents Science exams, they place an equal emphasis on developing scientific thinkers by inviting students to ask questions, develop models, carry out investigations, and analyze data. Additionally, our Science teachers guide students in applying their subject matter knowledge and skills through evidence-based scientific explanations and arguments, and by challenging them to address real-world problems that impact the community students live in. New Visions Science teachers’ ultimate goal is to help students see the relevance of Science in their everyday lives, as well as equip their students with the tools necessary to be critical consumers and innovative problem solvers within modern day society.

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 and the opportunity to be part of a passionate team of colleagues. If you have the following qualities, credentials, and experience, please consider joining our team.

Successful New Visions teaching candidates will:

• Approach learning via growth mindset
• Be reflective, seek feedback, learn from those around them, and effectively apply feedback
• Make informed decisions, based on evidence and data, about their lesson planning
• Demonstrate strong content knowledge and be familiar with the Common Core State Standards
• Have a proven track record for planning lessons with clear learning objectives and a means for assessing whether those objectives have been met
• Have a proven track record of engaging students in their own learning
• Have strong organizational and communication skills
• Have demonstrated success in tailoring instruction to the needs of diverse learners
• Be committed to serving all students and respect children from all backgrounds
• Demonstrate ability to work collaboratively with others to achieve common goals

Additionally, candidates must have at least a Bachelor’s degree, hold valid New York State certification*, and must be cleared for employment by fingerprint-supported background checks.  We are committed to diversity in our hiring and employment practices, and encourage all qualified candidates to apply.

*There are limited opportunities for qualified teachers who do not possess a NY State certification to work in one of our Charter High Schools.

New Visions for Public Schools is an equal opportunity employer.

DEPARTMENT:          

Early Childhood Services       

LOCATION:                

Brooklyn, NY

REPORTS TO:             

Center Director

SALARY:                     

$28-30K Annually

SCHEDULE:                 

Mon-Fri; 8am-4pm;9am-5pm;10am-6pm

DATES:                                   

August 2019

JOB SUMMARY:         

Assist Lead Teacher in planning and supervising services for a classroom of eight children using the identified curriculum and best practices in accordance with the Head Start Performance Standards, Department of Health (Article 47), and other relevant regulations.

EDUCATION, EXPERIENCE AND SKILL REQUIREMENTS:

• AA in Early Childhood Education; or 90 credits of an approved study plan to complete degree
• Completion of the Infant/ Toddler Child Development Associate (CDA) credential or formal coursework in infant/ toddler development
• Experience working with families and children aged newborn to three and their families
• Ability to work with children and families with special developmental, social or cultural needs
• Ability to maintain written records and manage time to ensure the completion of assigned work
• Ability to work collaboratively and provide leadership
• Ability to lift 35 pounds easily and regularly
• Bilingual English/Chinese or Spanish strongly preferred

ESSENTIAL DUTIES AND RESPONSIBILITIES:

• Assisting in the maintenance of a safe and sanitary environment in accordance with EHS and DOHMH regulations, including regular visual inspection of equipment and areas accessible to children
• Assisting and supporting staff in the planning and implementation of programming that takes into the account of the emotional, social, physical, cognitive, and language development and health needs of the individual child as well as the group
• Work cooperatively with classroom team and coordinators to ensure the children’s goals and objectives are met
• Assist with maintaining developmentally appropriate equipment and materials in good, sanitized and disinfected condition and ensure children’s access and constructive usage

• Maintain confidentiality of child and family information (verbal and written), including child behavior and parent communication
• Notifying the Lead Teacher of any concerns or observations of child health and behavior
• Consulting with teacher prior to communicating information about individual children to parents
• Assisting and supporting with the recordkeeping and curriculum planning for individual children and the group including ongoing assessment of children’s development in keeping with identified EHS and GSS school readiness goals using Teaching Strategies Gold three times a year
• Participate in regular weekly team meetings, multi-disciplinary case conferences and parent meetings
• Develop and maintain positive working partnerships with parents
• Collaborate with other teachers and staff to communicate information about child development and individual children to parents
• Assist with standardized developmental and behavioral screenings within 45 calendar days of the child’s entry and follow through with any needed follow up
• Work with specialists and parents to support children with diagnosed special needs
• Conduct home visits at least twice a year according to program policies and procedures
• Conduct individual parent/ teacher conferences at least three times per year to share child outcomes, and work collaboratively with parents to establish individual goals related to school readiness
• Follow applicable state regulations and agency policies regarding the prevention and reporting of child maltreatment
• Participate in coaching opportunities and professional development training
• Participate in annual performance evaluation to set short and long term professional goals
• Participate in all required trainings and meetings
• Special projects and duties, as assigned and as required