DEPUTY DIRECTOR, PROGRAMS

The Educational Video Center is seeking an exceptional Deputy Director, Programs to support all programs. The Educational Video Center (www.evc.org) is an award-winning non-profit youth media organization dedicated to teaching documentary video as a means to develop the artistic, critical literacy, and career skills of young people, while nurturing their idealism and commitment to social change.

This is a full time position supporting EVC’s program directors and instructors through program goal setting and evaluation, financial oversight, and grant and contract compliance, coordination of program communications and marketing, as well as classroom observation, review of lesson plans and staff professional development. The Deputy Director, Programs will work under the supervision of the EVC Executive Director and will oversee universal administrative and pedagogical aspects of EVC’s programming which includes Youth Doc Workshops (YDW), New Media Arts (NMA) and Professional Development Programs (PDP). 

Responsibilities:

Program Management and Outreach

• Work with program directors to co-develop program and pedagogic goals, and benchmarks for evaluating them. 
• Provide oversight of program grants, progress reports, budgets, accounts receivables and contract compliances.
• Coordinate with program directors to set program calendars and ensure programs meet benchmarks and production deadlines and program outcomes.
• Provide oversight of student recruitment, retention, and finding supplemental supports for students as needed in collaboration with program directors.
• Develop and lead career development initiatives for students and alumni including cultivating relationships for internship placements and managing internship placement process.
• Create and manage an alumni relations communication system for continuous stewardship and cultivation.
• Coordinate program marketing, communications to stakeholders, and oversight of film festival outreach, distribution opportunities, and sales of documentaries. 
• Cultivate creative strategies for film distributions including but not limited to film festivals and community based screenings for public awareness, advocacy and systems change work;  develop means of measuring the reach of each film. 

Pedagogy and Curriculum Support

• Support program directors in intentional pedagogic approaches and curriculum development (grounded in latest evidence-based youth media and critical media literacy, ensuring DOE alignment, and sharing new trends in curriculum/learning landscape).
• Support staff to align Youth Powered Video (YPV) curriculum with EVC logic models, strategic plans, rubrics and Philosophy of Practice. 
• Work with program directors to set instructional goals and to review lesson plans for YDW, NMA instructors and PDP coaches based on YPV curriculum.

• Work with program directors to conduct regular site visits observing workshops facilitated by EVC instructional staff implementing EVC’s methodology. 

• Work with program directors to prepare discussion guides for each film in preparation for distribution.

Program Staff Support and Professional Development 

• Provide day-to-day supervision of program staff and report to the Executive Director.
• Work under the supervision of EVC Executive Director. 
• Fill in for program/instructional staff as needed in event of absence or transition 
• Support Human Resources for program staff including onboarding and orientation, employee paperwork, benefits administration, timesheets, pay-time off, medical leave.
• Collect and review evidence with staff of their accomplishments meeting goals. 
• Support staff in coordinating culminating screening/launch events. 

• Foster proactive learning community among staff members and key program stakeholders to encourage best practices, interdepartmental collaboration and continuous program improvement.
• Foster internal and external strategic professional development opportunities for staff (including but not limited to study groups, literature review, retreats, trainings, conferences etc.)
• In collaboration with the Executive Director, cultivate opportunities for authoring publications and presenting work at conferences.

Qualifications

This position requires current knowledge of political, cultural, technical and educational practices and literature relevant to EVC programs with a focus on youth development and student-centered inquiry-based learning, culturally relevant pedagogy, critical pedagogy, equity and social justice. This position will report to and be evaluated by the Executive Director.

Education and Experience

• Masters Degree or higher, from an accredited college or university; Critical Pedagogy degree preferred
• At least 2 years experience in staff and program management
• At least 3 years experience teaching a diverse student population in schools and a passion for youth development 
• Comprehensive understanding of budget development and grant management 
• Experience delivering professional development to teachers including instructional scaffolding, differentiated learning, project based learning, restorative justice and ELL teaching
• Strong instructional and classroom management skills
• Experience writing unit plans and lessons plans using backwards planning
• Strong facilitation skills and experience with learner-centered, project-based learning
• Understanding of and proven track record employing principles of positive youth development
• Ability to multi-task and attend to details while keeping an eye on the big picture
• Experience with and respect for protocols
• Familiarity with student-led portfolio assessments and assessing student work
• Familiarity with documentary production and youth media
• Excellent interpersonal, written and verbal communication skills

Culture and Values

• Demonstrates commitment to EVC’s educational philosophy rooted in Frierian and Popular education
• Establishes and leads a culture that results in a love of learning, student agency, and full range of student learning and growth
• Operates in an assets-based framework for working with youth, adults and families from diverse cultural backgrounds 
• Has an anti-racism and social justice lens, and an ability to talk fearlessly about race, class, gender, sexuality, migration, ability, and structural injustices
• Creates and sustains a race equity culture, including skill building and leading self and others through awareness, growth, and development towards a more just and equitable world
• Deeply committed to supporting youth, staff, and other stakeholders to adopt humanizing, healing-centered restorative practices
• Demonstrates self-awareness, an accurate idea of one’s own strengths and weaknesses, and an ability to treat all stakeholders with respect
• Flexibility, resourcefulness and a sense of humor

Compensation:

The position will be compensated at a full time rate with benefits in the range of $70,000 – $80,000 commensurate with experience, and will be supervised by EVC’s Executive Director.

This position is eligible for vacation, sick days, and organizational holidays with health and dental insurance, commuter benefits, and more. 

Academy of the City Charter School (AOC) is a K-8 public charter school serving students in Community School District 30. It has two locations – an elementary school (K-4) in Woodside, and a middle school (5-8) in Astoria.  It is seeking to hire an Executive Director (ED) for the 2021-22 school year.

AoC is a community-based, independent charter with a mission that is committed to a child-centered education, providing each student with a rich, scholarly liberal arts education that values the arts.  Its culture is one of social justice, community, collaboration and reflection. AoC is ethnically, racially and economically diverse, and we are deeply committed to maintaining that diversity while achieving our vision of academic, social and personal success for each child. AoC’s students are “high-achievers” in the many different senses of that word, and are engaged, curious and joyful learners. AoC is a well-regarded and firmly established fixture in the community with a record of success and growth. The new ED would start in April 2021.

The ED will be responsible for ensuring that the school’s mission remains as a centerpiece of the school program as it continues to grow and to strive towards excellence. We are looking for a person with a vision for how a great education can change a child’s life as well as the experience, creativity, and leadership skills to inspire and work with other members of the leadership team, our parent community and the board to make that vision a reality. The ED serves as the chief administrative official, providing leadership and direction for the school, under the direction of the Board and in collaboration with all stakeholders. The ED directly supervises the two Principals, the Director of Operations and the CFO. The ED will be responsible to ensure the academic, organizational, and financial success of the school. In addition, the ED will be the “public face” of the school, interacting with our charter authorizer, community leaders, elected officials and potential funders.

QUALIFICATIONS

• Preferred 10 years of experience in classroom teaching, coaching, and administrative experience as a department head, head of school or head principal at a charter, private, or district school;
• Demonstrated success in urban school settings;
• A Master’s Degree or PhD in Education, Education Administration or a related field;
• Demonstrated commitment to educational equity and social justice;
• Excellent oral and written communication and leadership skills.

RESPONSIBILITIES

School Leader

• The ED is responsible for the overall academic, financial and operational success and growth of the school in accordance with its mission, the needs of its students and the requirements of AoC’s authorizer and other governmental agencies.
• The ED shall supervise all programs of the School (academic, athletic, ethical, and other extracurricular programs); shall monitor curriculum, grading, testing, use of data, and reporting to parents; shall prepare for and conduct periodic program evaluations; shall submit reports to SUNY and any other governmental bodies or agencies as required.
• The ED is responsible for effectively communicating the school’s mission, vision and goals to all school stakeholders, including the parent community and all outside partners.
• The ED shall ensure there are restorative and equitable disciplinary policies and standards of conduct and shall establish school-wide policies that promote equity, diversity, and restorative justice.
• The ED shall develop, articulate and maintain up to date policies and procedures that are consistent with the school’s mission, philosophy, and goals.
• The ED shall be the public face of the school, advocating on behalf of the school with community partners and politicians (including with regard to laws pertaining to charter schools).
• The ED shall ensure that the school meets the needs of its students including, where appropriate, continuing and building upon existing “community school” programs that support families and help ensure the success of the students.
• The ED is responsible for promoting a positive school-wide culture among all school stakeholders of welcome, diversity, respect, openness to differing opinions or viewpoints, collaboration and reflection.
• Working collaboratively with members of the leadership team, the ED shall set policies for hiring outstanding persons of diverse experiences, backgrounds and perspectives to serve as members of the faculty and administration and shall supervise the two principals and the director of operations in all matters regarding employment, including salaries and contracts, job assignments and performance evaluations, record keeping, orientation, training and compliance with all applicable laws.
• ED shall have direct supervision of the senior administration of the School and shall oversee and coordinate the activities of the entire organization.
• Particularly with regard to children with special needs or who are at risk, the ED shall ensure that AoC’s programs support the vision that “every child in our diverse community reaches academic, social and personal excellence.”
• The ED shall be responsible for developing and maintaining a teacher development and leadership program geared toward the development of master teachers who remain as part of the AoC school community.
• The ED shall ensure that the curriculum meets the mission of the School and shall ensure that, in keeping with the collaborative philosophy of the School, the teachers and the administration work together to ensure that the curriculum is constantly evaluated and revised to ensure excellence and best practices.
• During the school year 2021-22, the ED shall work closely with the Middle School principal in continuing to develop a state of the art, 21st Century Middle School, which builds upon the educational philosophy, curriculum, school climate and culture of the existing lower school.
• The ED shall take all necessary steps to ensure that the new middle school, and the existing elementary school, together constitute a single institution with coordinated programs, and common philosophies, climate and culture.

Fundraising and Advocacy

• The ED shall be responsible for overseeing a successful development program that seeks out governmental, community, foundational and private partnerships.
• The ED shall collaborate with the Board in its development work.

Charter Renewal and Advocacy with Charter Authorizer

• The ED shall advocate with the School’s authorizer not only with regard to renewal, but with regard to pedagogical issues pertinent to the School.
• The ED shall ensure that the School meets its accountability plan with SUNY while remaining true to its pedagogical philosophy of providing a child-centered, hands-on, rich liberal arts education.

Work with Board

• The ED shall report to the Board at its monthly meetings and as otherwise requested by the Board, shall meet regularly with the Board Chair and shall serve ex officio on all Board standing committees.
• The ED shall ensure that all Board policies are carried out; shall review those policies and make recommendations for changes; shall prepare reports, respond to all Board inquiries and keep Trustees informed on all aspects of the School’s operation.
• The ED shall collaborate with the Board in setting metrics and annual goals to ensure the success and continued growth of the school.
• The ED shall inform the Board about current trends and developments in education and rules and regulations of the NYS Department of Education and state and federal laws as well as the school’s Authorizer (SUNY).

Strategic and Organizational Planning

• The ED shall ensure that frameworks and practices are in place to ensure regular cycles of long-range strategic planning and annual goal setting that incorporates data on student performance and stakeholder feedback.
• The ED shall develop, articulate and maintain up to date policies and procedures that are consistent with the school’s mission, philosophy, and goals.
• The ED shall collaborate with the Board during the 2021-22 school year in developing a five-year strategic plan.

COMPENSATION:

Competitive salary and benefits offered.

Director of Community Scholarships

Revised 6.15.20

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. In the 2020-2021 school year, NYC Kids RISE hopes to begin enrolling kindergartners in the Save for College Program across two school districts in addition to District 30. 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. 

Director of Community Scholarships

A fundamental component of the Save for College Program, Community Scholarships are a way for communities to leverage their unique assets, institutions, and traditions to visibly and tangibly support their children’s educational futures. By enabling local stakeholders (businesses, neighbors, civic organizations, anchor institutions, etc.) to support the NYC Scholarship Accounts in the ways and amounts that make sense for them, Community Scholarships are a tool for demonstrating community-wide support for every child’s future, encouraging families to continue planning and saving for higher education, strengthening social capital, and building generational wealth in neighborhoods. On top of these community-led contributions, NYC Kids RISE targets its own fundraising, partnerships, and projects to progressively direct assets toward the accounts of low-income families and communities, as well as families and communities of color. 

Functionally, Community Scholarships are contributions to groups of NYC Scholarship Accounts through a donation to NYC Kids RISE. NYC Kids RISE deposits 100% of the donations received for Community Scholarships into the NYC Scholarship Accounts of the designated group of students, subject to its Community Scholarship Guidelines. For examples of Community Scholarships done to date in District 30, click these links for information about Seamless’ “Donate the Change” Community Scholarship, the Center of Hope International and Community Church of Astoria’s Concert for College, the PS 92 Parent-to-Parent Community Scholarship, and the Funding Long Island City’s Future Campaign.

NYC Kids RISE seeks an entrepreneurial, systems-oriented, creative, experienced fundraising and business development professional, relationship builder, communicator, and capacity builder to serve as the organization’s first Director of Community Scholarships. The Director will lead, deepen, systematize, and drive continuous innovation in the Program’s Community Scholarship area, building out and expanding what will ultimately be a citywide system that 1) leverages assets from within a neighborhood toward the college savings accounts for students in that neighborhood; 2) strengthens local ecosystems and build social capital in neighborhoods; 3) promotes equity by directing significant capital to students in neighborhoods that are historically under-resourced; and 4) motivates families to engage with their scholarship and savings accounts, further building assets and promoting their college and career expectations.

Key responsibilities include but are not limited to:

• Direct fundraising and leveraging funding streams for Community Scholarships:
  • Lead NYC Kids RISE’s work with public, private, and community partners to identify large, sustained institutional funding streams in NYC to drive significant capital directly into students’ accounts, particularly those in under-resourced communities and communities of color, expanding the Program’s impacts on combating wealth inequality and the racial wealth gap in NYC;
  • Develop a Community Scholarship fundraising plan with a focus on racial equity, setting clear quarterly fundraising targets;
  • Cultivate and manage prospective donor and partner relationships related to Community Scholarships.

• Provide technical assistance for community-driven fundraising and partnerships:
  • Support and provide hands-on technical assistance for NYC Kids RISE staff and stakeholders (including parents/guardians, school staff, PTA/PA organizations, community-based organizations, businesses, anchor institutions, unions, civic associations, resident associations, and other local and citywide institutions) in each school district to design and execute Community Scholarships. 
  • Serve as subject matter expert for the NYC Kids RISE team on Community Scholarships;
  • Oversee all activities related to the lifecycle of Community Scholarship implementation, including overseeing Community Scholarship announcement and related events, notification and communication to Community Scholarship recipients, in service to the goals of Community Scholarships;

• Develop and evolve systems for scaling Community Scholarships, launching and replicating successful prototypes and best practices across school districts and ultimately citywide:
  • Drawing from online and offline tools, best practices, and platforms around community fundraising and engagement, develop internal tools, trainings and systems for tracking, scaling and managing Community Scholarships, including enabling stakeholders within and across neighborhoods to design and execute their own Community Scholarships that best leverage the financial and non-financial assets in their neighborhoods and across the city; 
  • In partnership with NYC Kids RISE teammates, test ways in which Community Scholarship can catalyze and maximize community, family, and student engagement with their scholarship and savings accounts and reinforce their college- and career-going expectations;
  • Develop and maintain systems for collecting and sharing data and metrics tracking progress toward the goals of Community Scholarships outlined above;
  • Maintain and evolve NYC Kids RISE’s Community Scholarship Guidelines, including liaising with NYC Kids RISE legal and leadership as needed to ensure ongoing compliance with applicable laws, regulations, and organizational policies;
  • Work with the NYC Kids RISE communications team to develop and design print and digital materials, tools, and campaigns to promote and drive Community Scholarships;
  • Support the development of systems to capture partners’ experiences, stories, and best practices to share about Community Scholarships across neighborhoods and across the city.

• Contribute to NYC Kids RISE core operations
  • 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.

Qualifications

• At least eight years of experience in a combination of fundraising, business development, partnership management, community organizing, and event planning;
• Interest in every day looking a little different;
• Experience working across sectors;
• Superb communication and relationship building skills, including writing, public speaking, event planning, and presentation to diverse audiences; 
• Adaptable, flexible and effective problem solver in fast-paced settings; 
• Proven project manager, highly organized, strong attention to detail, ability to multitask;
• Willingness to work long hours, evenings, and some weekends as needed;
• Strong judgment; 
• Knowledge of, and demonstrated interest in, increasing economic opportunities and long-term financial security for low-income New York City families and neighborhoods, and combating wealth inequality and the racial wealth gap; 
• Familiarity with New York City neighborhoods and systems (schools, community-based organizations, social services, local and state government, philanthropy, etc.) preferred;
• Experience in a start-up setting preferred. 

The Education Trust–New York seeks a full-time Early Childhood Policy & Advocacy Associate, who will help to implement Ed Trust–NY’s early childhood education policy agenda.  

About Ed Trust–NY:  

The Education Trust–New York works for educational justice and the high academic achievement of all students at all levels, from early childhood through college completion. We expose educational injustices and inequities that separate students of color, multilingual learners, and low-income students from their peers, and we identify and advocate for the strategies that will forever close equity gaps. Ed Trust–NY is a nonpartisan, data-driven, nonprofit education policy and advocacy organization. We work alongside parents, educators, policymakers, and community and business leaders. 

Ed Trust–NY staffs the Raising NY coalition, which is a diverse statewide coalition of parent, early childhood, education, civil rights, business, and health organizations dedicated to increasing the number of children who are on track for school readiness. 

Ed Trust–NY is a fast-paced, mission-driven organization with high expectations for our team and the work we produce. We are committed to high-quality policy and advocacy and the relentless pursuit of equity.  

To learn more, please visit edtrustny.org and raisingny.org.  

The position: 

The Early Childhood Policy & Advocacy Associate will support Ed Trust–NY and Raising NY’s efforts to advance policies that support families of infants and toddlers during the first critical years of life. Through the development of policy recommendations, reports, memos, and other publications, the execution of strategic advocacy campaigns, and supporting the Raising NY coalition, the Early Childhood Policy & Advocacy Associate will help execute a robust agenda to increase the number of children from birth to 3 who are on track for school readiness in New York State. 

The ideal candidate for this role has knowledge of the equity issues facing infants and toddlers and their families, relevant policies, and core early childhood programs; experience working with diverse coalitions of partners to execute successful advocacy strategies; and a passion for improving and expanding access to high-quality programs for children from birth to three. The position will be based in New York City.  

The Early Childhood Policy & Advocacy Associate’s responsibilities include, but are not limited to, the following:  

• Support the Deputy Director & Chief Partnerships Officer to develop and sustain constructive relationships with the Raising NY coalition and other key partners, including statewide and local civil rights, early childhood, parent, faith, business, and advocacy groups; legislators; practitioners; and the public. 
• Leverage relationships with grasstop and grassroot leaders and organizations to prioritize the issue of improving New York State early childhood education to the front and center of state policymaking and investment.
• Engage in research and analysis to support advocacy efforts, in collaboration with coalition partners and the Ed Trust–NY research and policy team. 
• Develop and execute the advocacy strategy for our policy agenda, including managing social media and letter writing campaigns, coordinating sign-on letters, arranging and leading meetings with policymakers. 
• Inform Ed Trust–NY and the Raising NY coalition’s policy positions by monitoring and reporting policy conversation across government, media, think tanks, academia, and advocates. 
• Draft policy briefs, reports, public comment, fact sheets, and other written collateral in support of advocacy efforts. 
• In response to legislative, regulatory, institutional, and other policy proposals, prepare memos, letters, and statements summarizing Ed Trust–NY and Raising NY’s positions, analyses, and recommendations.

QUALIFICATIONS AND EXPERIENCE:  

We are looking for a combination of the following qualifications and experience:  

• Passion for increasing statewide access to high-quality early childhood care and educational experiences for all children, especially focused on children from low-income backgrounds and children of color who have been impacted by systemic racism and other social barriers to access, and an unwavering belief that these children could be much more successful if institutions better served them and their families. 
• Commitment to diversity, equity, and inclusion internally and externally, including confronting the impact of systemic racism in early childhood policy and advocacy work.
• Familiarity with the New York State, New York City, and other local policy contexts that affect early childhood (with emphasis on infants/toddlers). 
• At least 2-3 years of experience conducting policy and advocacy with a focus on infants/toddlers. 
• Ability to work independently and collaboratively to advance early childhood policy advocacy, often in time-sensitive situations. 
• Ability to work on and manage multiple projects with quick turnarounds and pivot among priorities.
• Exceptional writing and clear communication skills. 
• Superb project management and time-management skills. 
• Demonstrated experience and comfort with using data to support policy and program development. 
• Master’s or PhD with 1-2 years of relevant professional experience, or Bachelor’s with 3-5 years of relevant professional experience, or 5+ years of relevant professional experience (preferred, but will consider all candidates). 
• Strong oral and written communication skills, including experience with Microsoft Office suite.
• Strong sense of honor and integrity. 
• A friendly and supportive working style that brings out the best in colleagues.

Compensation and Benefits:  

Salary is commensurate with experience and qualifications. Ed Trust–NY offers a comprehensive benefits package.  

The Education Trust–New York seeks a full-time Advocacy & Partnerships Manager who will help to accelerate and amplify Ed Trust–NY’s policy agenda.  

About Ed Trust–NY: 

The Education Trust–New York works for educational justice and the high academic achievement of all students at all levels, from early childhood through college completion. We expose educational injustices and inequities that separate students of color, multilingual learners, and low-income students from their peers, and we identify and advocate for strategies that will dramatically decrease equity gaps. Ed Trust–NY is a nonpartisan, data-driven, nonprofit education policy and advocacy organization. We work alongside parents, educators, policymakers, community, and business leaders.  

Ed Trust–NY is a fast-paced, mission-driven organization with high expectations for our team and the work we produce. We are committed to high-quality policy and advocacy in our relentless pursuit of equity.   

To learn more, please visit edtrustny.org.  

The position: 

The Advocacy & Partnerships Manager will support Ed Trust–NY’s efforts to advance policies that close equity gaps in early childhood, K-12, and higher education. They will support the development and lead the execution of the advocacy strategy for our policy agenda, including managing social media and letter writing campaigns, coordinating sign-on letters, and leading meetings with policymakers.   

Reporting to the Deputy Director & Chief Partnerships Officer, the Advocacy & Partnerships Manager will help to develop and sustain Ed Trust–NY’s relationships with partners, coalition members, policymakers, and other stakeholders. They will serve as an important representative of Ed Trust–NY in a wide range of external settings and contribute to policy development and advocacy strategy across the organization’s work. The ideal candidate for this role has knowledge of the education policy and advocacy landscape in New York State – particularly in the early childhood, K-12, and higher education space, experience working with diverse coalitions of partners, and a passion for educational equity and justice. The position will be based in New York City, with regular travel to Albany and occasional travel to other parts of New York State (post-pandemic).  

The Advocacy & Partnerships Manager’s responsibilities include, but are not limited to, the following:  

• Support the Deputy Director & Chief Partnerships Officer to develop and sustain constructive relationships with key partners, including statewide and local civil rights, education, parent, faith, business, and advocacy groups; legislators; practitioners; and the public. 
• Leverage relationships with grasstop and grassroot leaders and organizations to prioritize the issue of improving education in New York State to the front and center of state policymaking and investment. 
• Develop and execute the advocacy strategy for our policy agenda, including managing social media and letter writing campaigns, coordinating sign-on letters, and leading meetings with policymakers. 
• Inform Ed Trust–NY’s coalitions policy positions by monitoring and reporting policy conversation across government, media, think tanks, academia, and advocates.

QUALIFICATIONS AND EXPERIENCE:  

We are looking for a combination of the following qualifications and experience:  

• Passion for increasing statewide access to educational justice for all children, especially focused on children from low-income backgrounds and children of color who have been impacted by systemic racism and other social barriers to access, and an unwavering belief that these children could be much more successful if institutions better served them and their families. 
• Commitment to diversity, equity, and inclusion internally and externally, including confronting the impact of systemic racism in policy and advocacy work. 
• Deep familiarity with the New York State, New York City, and other local policy contexts that affect educational equity from birth through college.  
• Experience working with civil rights organizations, business and education leaders, policymakers, and civic leaders across New York State. 
• Successful experience advancing educational equity with key local and/or state-level policymakers. 
• At least 3-5 years of experience conducting education policy and advocacy, particularly in K-12. 
• Ability to work independently and collaboratively and pivot as priorities shift – often in time-sensitive situations. 
• Ability to work on and manage multiple projects with quick turnarounds.  
• Exceptional writing and clear communication skills. 
• Ability to negotiate nuances in policy and advocacy approaches. 
• Superb project management and time-management skills. 
• Master’s or PhD with 1-2 years of relevant professional experience, or Bachelor’s with 3-5 years of relevant professional experience, or 5+ years of relevant professional experience (preferred, but will consider all candidates). 
• Strong oral and written communication skills, including experience with Microsoft Office suite. 
• Strong sense of honor and integrity.  
• A supportive working style that brings out the best in colleagues.

Compensation and Benefits:  

Salary is commensurate with experience and qualifications. Ed Trust–NY offers a comprehensive benefits package.  

Chalkbeat, the growing nonprofit news organization telling the story of education in America, seeks a visuals coordinator to join our team. Chalkbeat provides deep, local coverage of education policy and practice to inform the decisions and actions that lead to better outcomes for children and families, especially those in low-income communities. We believe that every child deserves an excellent education and that a strong press is vital to making that happen. In our eight local bureaus and a national desk (and growing), we’re working with communities to reimagine and recreate the press public education deserves. Learn more about how our unique model — a nonprofit newsroom covering a single topic in multiple locations — represents a promising path forward for local news. Read more about our mission and values.

The newsroom visuals coordinator collaborates daily with reporters, editors, data journalists, and bureau chiefs across Chalkbeat to make sure our stories are accompanied by the best photos and visual treatments. While this is not a photographer role, if you have photography skills there is an opportunity to take photos occasionally.

We’re looking for a flexible, self-directed person who enjoys interacting with people and finds fulfillment in sweating the smallest details. You must thrive in a fast-paced environment. You will report to Chalkbeat’s Managing Editor for Style and Standards.

Your impact as the visual coordinator:

• Enhance the visual presentation of Chalkbeat’s journalism by maintaining our photo database, building our photo library, and uploading freelance and partnership photos.
• Manage the daily process of selecting and acquiring photos and/or other visuals for stories and track which photos are used. 
• Ensure that our published photos reflect the communities that we report for.
• Maintain our asset manager. Fix errors or omissions in metadata and oversee best practices.
• Refine and maintain our guidelines for workflow, stock photography, indexing, partnerships, and editorial and ethical standards for visuals. 
• Work closely with the operations team to manage and oversee our Getty Images accounts, freelance photography relationships, and photo partnerships with other newsrooms.
• Train and coach reporters on incorporating photojournalism best practices into newsgathering and story field production.
• Work with our data team to create and organize a searchable database of past graphics and data sets.

What background and skills do you have?

• You are highly organized, comfortable working with databases, and thrive on bringing order to chaos.
• You have strong time management skills and are adept at prioritizing and multitasking while maintaining an attention to detail.
• You have a basic understanding of photography and strong understanding of post-production workflows including metadata tagging, the Adobe Creative Suite, and storytelling. 
• You are an avid news consumer.
• You are comfortable working remotely or with remote team members.
• You enjoy working in a fast-paced environment with a variety of personalities.
• You are a solid communicator who knows how to ask for help, empathize with teammates, and take ownership of your work.
• You share Chalkbeat’s commitment to reflecting and including diverse people and perspectives in our content.

Bonus points if you’ve got:

• Experience working in a newsroom.
• Experience or familiarity with copyright law and contracts. 

We recognize that every candidate brings interesting skills and experiences that we haven’t thought of. Don’t hesitate to apply and tell us about yourself. 

We are working remotely for the foreseeable future, but our virtual newsroom features daily interaction, fun slack channels (#pets and #foodies), personal development sessions, and team exercise and meditation get-togethers.  This position can be done permanently remotely, or when it is safe for our offices to reopen, you’re welcome to join us in person in Chicago, Denver, Detroit, Indianapolis, Memphis, Newark, Philadelphia, Washington, D.C., or New York City.

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 26-31.

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

Who we are:

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

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

What you’ll be doing:

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

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

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

●     Integrating feedback and goal-setting into lesson delivery

●     Demonstrating commitment to creating an inclusive environment for all students

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

About you:

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

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

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

●     Attentive to detail

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

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

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

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

Qualifications:

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

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

●     Teaching or student teaching experience in a school required

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

●     SpEd certification is preferred but not required

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 2017-2018 school year and would love to have the opportunity to speak with you about your qualifications and experiences:

Leadership:

Dean of Culture

Instructional:

General Education Teacher

Special Education / ICT / SETSS Teacher

ESL Teacher

Art Teacher

Physical Education Teacher

Music Teacher

Science Teacher

Middle School Art Teacher- Immediate Hire/Mid-Year Vacancy

Middle School ELA Teacher (6-8)

Middle School Math Teacher (6-8)

Middle School Special Education / ICT / SETSS Teacher (6-8)

Support:

Talent Support Assistant

Classroom/Office Assistant

While VOICE is not actively hiring for the following positions, we are accepting applications for:

Instructional:

Middle School Physical Education Teacher (6-8)

Middle School Social Studies Teacher (6-8)

Middle School Science Teacher (6-8)

If you’re interested in applying for a position that is not currently listed or if you’re unavailable this upcoming school year but may available during future school years, please reach out to us at opportunities@voicecharterschool.org — timing shouldn’t ruin a great match!

Compensation and Benefits: Compensation is competitive and based on experience.  We offer a comprehensive benefits package, including participation in the TransitChek program and partial reimbursement for monthly commuting expenses, gym reimbursement, cultural enrichment reimbursements, participation in the Teachers Retirement System pension program, frequent access to baked goods, and 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 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.

The Opportunity
Nationally recognized nonprofit venture philanthropy seeks a Director of Communications to lead our core communications activities and oversee the development and ongoing execution of our organization-wide strategic communications plan.

Our Organization
NewSchools Venture Fund is a national nonprofit that supports and invests in promising and innovative education entrepreneurs and leaders and helps them accomplish their respective missions to achieve outstanding results for the schools, students and educators they serve. We are committed to helping students graduate high school prepared and inspired to achieve their most ambitious dreams and plans. Through our investing, management assistance, network building, and thought leadership, NewSchools helps to reimagine PK-12 education.

We have a fun, passionate, inclusive, bold, accountable, and connected culture where employees at all levels have the opportunity to grow and contribute. Please visit our website  to learn more about NewSchools Venture Fund and our core values.

The Role
NewSchools seeks a Director of Communications to bring our communications strategy to life. This is an opportunity to shape our organization’s public profile and to tell the story about NewSchools and our ventures – the investments we’re making, the great work our ventures are doing, and the lessons and ideas worth sharing from that work.

The Director of Communications will be the bridge between our investment teams that are generating valuable lessons for the field and key audiences such as funders, entrepreneurs, and policymakers that will benefit from them. This will be accomplished through the creation of a comprehensive functional strategy for the overall organization while also building the infrastructure to respond to the needs and priorities of our investment teams as they arise.

The Director of Communications will directly manage a team of communications professionals who help to shape our external messages and use multiple communications channels to share our work, insights, and data of NewSchools and our ventures. The Director of Communications will also work closely with the investment teams and other senior leaders to identify compelling stories that inform and influence key audiences.

The Director of Communications will work remotely from anywhere in the U.S., though if they are based in the Bay Area, you will be able to work from our office in Oakland, CA when it is safe to do so.

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

• Set vision and strategy for our organizational communications
  • Determine  (and continually refresh as needed) the top level communications priorities and strategies for NewSchools Venture Fund
  • Collaborate with development and investment team leads to help inform and align org-wide comms strategies and messaging, and to ensure that these strategies/messages meet their particular audiences’ needs
  • Develop an updated vision for our communication style and voice, grounded in our established approach along with a future direction as defined by our senior leadership team
  • Set annual communications objectives and key results that simultaneously chart a path and can be responsive to an ever evolving landscape
  • Create high-level plans and messaging to address unforeseen opportunities or threats and build rapid response plans for either crisis situations or opportunities to influence a national conversation
• Develop and oversee execution of keys activities aligned to the vision and strategy 
  • Create and execute against a plan for our communications, and publications, and events that is both responsive to timely topics and current events and proactively communicates in our areas of expertise
  • Identify key digital channels for delivering communications and build the infrastructure to efficiently leverage those channels
  • Establish and maintain relationships with journalists and other key media gatekeepers
  • Collect and interpret data from web analytics and other sources to improve outreach and dissemination tactics
  • Identify publishing opportunities and speaking engagements at conferences, forums, panels, etc., to raise the organization’s profile among target audiences
  • Produce periodic performance reports for the leadership team and broader team
• Propel internal teams to articulate a clear story of impact and pursue an aligned communications strategy
  • Support development and investment teams to articulate a clear and compelling narrative about their work and the work of their donors and ventures
  • Identify and segment each team’s nuanced audiences and map overlap
  • Create key messages segmented by teams to plan and deliver individualized communications strategy
  • Ensure alignment across the organization and develop a process for navigating misalignment (e.g. strategies between investment teams do not align, overall communications needs across the organization exceed functional capacity, etc.)
  • Create a process for supporting investment teams to create communications as they surface opportunities
• Create the infrastructure to drive efficiency and effectiveness of communications
  • Build a comprehensive communications calendar that includes both organization level, funder-focused and investment team level communications
  • Identify partnership opportunities with like-minded organizations for events, publications, and research
  • Create a vision for tiered levels of support from the communications team (ranging from the communications team fully drives to minimal support)
  • Create clear roles and responsibilities for the members of the communications team and line up cost-effective and high quality supplemental external capacity as needed
  • Select and oversee all external communications channels:
    • Oversee and expand our presence on our current online platforms (Twitter, LinkedIn, Instagram, Facebook, Medium, Vimeo, and blog) and the content that we share on them
    • Write original content for our web properties and for publication with colleagues
    • Create relationships with external media such as newspapers, blogs, and other online media for cross-posting blogs, collaborations, and publishing original pieces
    • Amplify the social media presence of individual team members
  • Set a vision for and manage maintenance of a mailing list of subscribed audiences including policies and systems for managing segmentation and crossover
  • Determine and manage a cost-effect team budget focused on the highest-impact activities as identified through carefully planned and tracked engagement metrics
  • Build and maintain a bench of high-quality and vetted writers, graphic designers, web developers, videographers, and other contractors to use for various projects
• Train and develop NewSchools team members as communicators:
  • Periodically design and facilitate learning experiences for the NewSchools team to improve their individual abilities in areas such as maintaining an effective social media presence, blog writing, and op-ed writing
  • Occasionally provide targeted one-on-one coaching on specific communications skills

Skills & Qualifications
Success in the position will require, but not be limited to, the following proven competencies:

• What you’ve accomplished:
  • Demonstrated ability to create and lead the execution of an organization-wide communications strategy that met or beat its objectives
  • Proven track record working with social and traditional media; ability to determine the best media type to achieve goals
  • Experience with media relations and the ability to expand connections with the range of outlets covering PreK-12 education preferred
• Skills you have developed and knowledge you have acquired:
  • Deep knowledge of the PreK-12 education sector including key leaders, organizations, political dynamics, and trends
  • Ability to understand programmatic work and create and implement communication plans that will promote organizational priorities
  • Excellent vendor/partner management skills
  • Proven communicator; excellent writing/editing and verbal communication skills
  • Ability to manage multiple priorities and deliver high-quality work on time
  • Strong analytical skills; able to conduct independent analysis, draw conclusions, and make concrete, actionable recommendations
• How you work and what you value:
  • Passion to reimagine learning for children, particularly those in underserved communities
  • Deep commitment to the values of diversity and equity
  • Values differences and operates in ways that foster inclusivity and belonging
  • Comfortable with ambiguity, and can use failure and an iterative approach to work to find success
  • Self starter and entrepreneurial; is energized by driving towards shared goals and helping to create clarity across an org
  • Enjoys working on a team and operates in ways that will build trust with teammates (integrity, respect, consideration, etc.), and is eager to meet the needs of multiple constituents with a service mindset
  • Leverages manager for strategic support while capable of fully accountable for execution of the communications function

Education & Experience

• Demonstrated commitment to serving underserved communities
• A minimum of ten years of work experience with a career focused in communications and marketing
• Communications experience in our adjacent to the PreK-12 sector
• Experience managing individual contributors

Compensation
A competitive compensation package including base salary, performance bonus and complete benefits is available.

NewSchools Venture Fund has a strong commitment to diversity. Candidates of all backgrounds are encouraged to apply. 

Leader in Residence/Executive Director

Metropolitan Lighthouse Charter School, a public charter school serving students in grades K-12 in Highbridge, the Bronx, is seeking to hire a Leader in Residence to begin in December, 2020.

The Leader in Residence (LIR) will take the lead in identifying and planning for academic and instructional capacity building and developing strategies to retain and strengthen our school’s culture and sense of community. The LIR will also lead the renewal process for the school, which will begin in the 2020-21 school year and continue in the 2021-22 school year. The LIR will work closely with the school’s board of trustees, high school and K-8 principals, and the director of operations to ensure the academic, organizational, and financial health of the school and a successful renewal of our charter.

In July, 2021 the person in the position of LIR will transition into the position of Executive Director. The full description of the Executive Director role, qualifications, and responsibilities are described below.

ROLE

The Executive Director (ED) serves as the chief administrative official, providing overall leadership and direction for the school, under the direction of the Board of Trustees (the Board) and in collaboration with all stakeholders. The Executive Director supervises the High School Principal (grades 9-12), Principal of Grades K-8, and Director of Operations.

The ED  is responsible for both sustaining and improving a culture of high academic excellence and will have the primary authority and accountability for the academic performance of the school. The ED provides leadership and executes the vision and strategic direction for curriculum, instruction, assessment and school improvement initiatives. 

QUALIFICATIONS

A proven track record of attaining exemplary academic results is the paramount qualification for this position. In addition, a successful applicant will have the following experiences and characteristics:

• Experience that includes significant hands-on teaching, coaching, and administrative experience as a department head, head of school or principal at a private, charter or traditional public school and demonstrated success in urban school settings;
• A master’s degree in Education, Education Administration or a related field; 
• An inspiring leader and communicator;
• A strong working understanding of New York State charter law and authorizer relations;
• Commitment to the school’s philosophy, mission, and values; 
• Flexibility and creativity when problem-solving; and
• Commitment to educational equity.

RESPONSIBILITIES

Academic Oversight—Performs as educational leader, coaches and evaluates the Principals and Director of Operations

• Exhibits a relentless drive to improve the outcomes for, and provide strong programs to address the learning needs of the school’s students with disabilities, English language learners, economically disadvantaged students and other populations that require additional supports
• Communicates the school’s vision and goals in a way that inspires understanding and commitment across staff, students, parents, and community
• Leads the instructional program by harnessing the potential of all staff, and providing strong coordination and a sense of urgency to ensure that all students exhibit strong achievement gains
• Conducts regular classroom visits in coordination with the Principals and provides targeted feedback and follow-up for teachers and staff based on observations
• Collaborates with the Principals to provide high-quality coaching and support to teachers, resulting in improved instruction and classroom management
• Provides targeted guidance to the Principals to maximize the potential of the school’s teaching model
• Plans and implements data-driven, high-quality, ongoing professional learning in response to staff needs to maximize student learning gains and provide targeted resources and support to all teachers
• Oversees the alignment and implementation of the school’s curriculum with the New York State Learning Standards and Testing Program
• Routinely leverages student achievement data and other data points to evaluate program successes, and to recommend and implement granular and school-wide changes to make progress towards goals

Leadership—Ensures that people and resources are allocated appropriately to achieve the charter goals.

• Establishes and leads an effective school leadership team in a manner that engages and empowers others to take action and responsibility to achieve results

1. • Articulates mission, values, and behavioral expectations that drive student achievement
   • Leads staff in maintaining a climate of excellence, accountability, and respect

• Builds a school culture defined by integrity, rigor, equity, and motivation for all students and staff
• Develops a clear direction and shared purpose that guides and unifies all stakeholders

Strategic and Organizational Planning—Ensures that frameworks and practices are in place to ensure regular cycles of long-range strategic planning and annual goal setting that incorporates data on student performance and stakeholder feedback.

• Drives a collaborative planning process with the school leadership teams that results in the development of yearly academic goals aligned the school’s charter and authorizer benchmarks
• Ensures that the school’s mission is front-and-center when developing, executing, and/or modifying programs and activities 
• Ensures that processes are in place to assess organizational performance and to support planning for ongoing school improvement
• Uses an ongoing process of data collection to drive the identification of student needs
• Develops, articulates, and maintains policies and procedures that are consistent with the school’s mission, philosophy, and goals
• Oversees and supports the development, design and delivery of program initiatives, assuring that the goals and objectives are aligned with the school’s overall strategic plan
• Supervises all aspects of legal and charter compliance including keeping abreast of legislative issues and developments
• Acts as the primary liaison between the school and its authorizer and maintains a strong, collaborative relationship with the authorizer
• Works with the staff, Finance Committee, and Board to prepare budgets, monitor progress, and initiate changes as appropriate
• Oversees the fiscal activities of the school, including budgeting, reporting, and auditing
• Develops and nurture new and existing philanthropic relationships while increasing the school’s capacity for fundraising and development
• Oversees ongoing development efforts, in collaboration with the Board

Positive School Culture—Ensures the development of an explicit shared vision for the school that incorporates the voices and perspectives of diverse stakeholders and opinions

• Fosters open communications among staff and respects differences of opinion
• Effectively delegates decision making and problem solving to appropriate personnel
• Listens to and responds appropriately to staff, student, parent, and community concerns
• Includes various stakeholders in decision making where appropriate
• Clearly communicates decisions and rationale to all affected
• Promotes a climate of professional collegiality and respect

Board Partnership—Works collaboratively with the Board as stewards of the charter.

• Serves as an ex-officio member of the Board and works with the Board chair to set agendas and documents for meetings
• Attends other committee meetings as invited or necessary to ensure the effective and efficient running of the school
• Provides direction and communicates to the Board on all school related matters
• Provides pertinent information and reporting to the Board
• Recommends needed policy changes and action
• With the Board chair, focuses Board attention on long-range strategic issues
• Manages the Board’s due-diligence process to assure timely attention to core issues
• Partners with the Board and leadership team to develop a strategic plan for implementation of school mission
• Informs the Board about current trends and developments in education and rules and regulations of the NYS Department of Education and state and federal laws

Administration and Human Resources—Works to ensure that the principles of best practice and integrity guide all school operations.  

• Recruits and retains a highly qualified staff with diverse experiences, backgrounds, and perspectives that support the school’s mission
• Supervises hiring/firing of all personnel
• Ensures compliance of all policies, procedures, and directions
• Ensures compliance with relevant workplace and employment laws
• Ensures that job descriptions are developed and that regular performance reviews are completed and documented
• Ensures filing of all required reports by state and federal law/regulation
• Advises committees and board of the need for new and revised policies. Involves staff and committees in the process
• Implements policies of the school board and recommends actions and alternatives to the Board
• Makes administrative decisions necessary for the effective and efficient operation of the school, including working with consultants, as needed
• Oversees Staff Personnel Management
  • Develops a recruitment plan and organizes recruitment of personnel
  • Oversees the implementation of a personnel performance evaluation system
  • Oversees planning and evaluation of professional learning program

Community Relations—Ensures robust parent and community engagement that supports students’ success and the school community.

• Develops and nurtures community relationships and maintains a positive image of the school in the community
• Directs the development of plans to promote good relations between the school and the community
• Promotes effective communication between parents and the school and encourages parent visits and involvement in decision making as appropriate
• Establishes and makes use of working relationships with peer schools and develops and maintains connections with local, state, and national organizations
• Participates in community affairs that promote the school’s mission

COMPENSATION:

Competitive salary and benefits offered.

Positions Report to: Network Directors, Inclusive Learning and Equity

Start/End Date: September 2020 (2020-2021 School Year)

Compensation: East Harlem Scholars Academies offer a comprehensive benefits package

FLSA Status: Exempt

Who We Are

East Harlem Scholars Academies are community-based Pre-K to 12 public charter schools operated by  East Harlem Tutorial Program (EHTP). EHTP began in 1958 as a children’s reading group and has since grown into a multi-dimensional educational program that includes five charter schools. East Harlem Scholars Academies are committed to providing youth in the neighborhood with the academic excellence and supports needed to thrive. We challenge our students with a demanding academic program, and challenge ourselves to examine issues of racism and identity and model the learning and dialogue needed to ensure a more equitable future for young people of color.

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

What Sets Us Apart

EHTP aims to serve as an agent of change and thoughtfully contribute to the national fight for racial equity. Through our organization-wide commitment to anti-racism work, we prepare our scholars to effect change, challenge the status quo, and thrive in the world around them. Furthermore, as staff members, we face our own racial identities and conscious and unconscious biases. With this in mind, all of our professional development, curriculum, organizational materials, and processes are designed with a goal of racial justice. To read EHTP’s Racial Equity Statement, please click here.

The Work and Why It Matters

We believe that great teachers make the difference for our students; without the best teachers, a school cannot succeed. We believe all children are capable of academic excellence when provided with extraordinary teachers and a strong, achievement oriented school culture that supports students diverse potential. In addition to strong academics, we work to create clear systems and structures, consistent expectations for academic excellence and a supportive and nurturing learning environment that fosters student academic and social development. By providing regular feedback and professional development communities, we aim to provide all teachers with excellent, tailored professional development to further their growth and development as instructional leaders.

Who You Are

• You have a Bachelor’s Degree or higher and a minimum of two-year’s experience in relevant educational positions with a strong record of student achievement
• You hold either appropriate Special Education and/or TESOL certification with preferred experience in both ICT and SETSS
• You have expertise with both ELA and Math
• You have experience working with Multilingual learners and strong content knowledge of MLL best practices and strategies
• You have knowledge of and experience with administering and analyzing student assessments and data
• You enjoy and/or have experience working with diverse populations of students and communities
• You have demonstrated success in raising the achievement levels of traditionally at-risk students
• You are committed to continuous improvement and learning through professional development
• You contribute to the vision and building of a culture of achievement and joy for all students
• You are comfortable communicating with students and parents in Spanish preferred 

What Success Looks Like

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

Thank you for taking the time to submit your application.

Second Grade Teacher – Parental Leave Coverage

About Community Roots:

Community Roots Charter School is a rigorous K-8 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.

Community Roots is hiring:

A 2nd grade co- teacher for a parental leave coverage in a co-taught classroom. The position starts in mid-November 2020 and runs through the end of April 2021.

Community Roots Charter School seeks individuals who:

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

Qualifications:

• Demonstrated success in teaching
• Belief in CRCS mission and philosophy
• Demonstrated ability to collaborate
• Demonstrated ability to prioritize student achievement while creating a nurturing and encouraging school environment
• Hold or are working towards New York State Certification

To apply:

Please email resume and cover letter to akeil@communityroots.org

Objective:                              

To serve as a resource for students in need of reading intervention services. The interventionist develops small group/individualized lesson plans and materials, conducts individualized/small group instruction, and assesses student performance and progress as a way to guide the intervention services provided. The Reading Interventionist works collaboratively with teachers to implement a quality literacy intervention program that is research-based and differentiated for student needs.

Major Responsibilities:

a)    Provides direct instruction to K-2 students identified as eligible for reading intervention in individual, and/or small group settings.

b)    Conducts student assessments to provide targeted interventions.

c)    Analyze reading miscues to determine scaffolding needs and build a learning progression for student intervention.

d)    Assists in creating a schedule for students to have access to the intervention support.

e)    Establishes clear objectives for all intervention support, and provides written evidence of preparation upon request.

f)      Regularly creates and conducts formal and informal assessments to monitor student needs, drive instruction, and provides data reports of student performance to required staff members.

g)    Plans to meet student learning goals, choosing appropriate literacy strategies, resources, manipulatives, and materials to differentiate instruction; developing appropriate sequencing of literacy learning experiences; and allowing multiple ways to demonstrate knowledge and skill in literacy.

h)    Engages students in understanding and identifying quality work and provides them with effective feedback to improve their work in literacy.

i)      Creates learning environments in which individual differences are respected and valued.

j)      Collaborates with families, school teachers and staff, and other professionals to promote student growth and development in literacy.

k)    Collaborates as a school team and with classroom teachers, giving feedback on researched-based literacy practice, examining student reading, writing, listening, and speaking skills, analyzing data, and making decisions to improve student learning.

l)      Participates in staff development focused on delivery of literacy instruction, intervention, and assessment. Assists staff members in learning various assessment techniques in literacy.

m)  Engages in professional learning to enhance his/her knowledge and skill in literacy, contribute to the knowledge and skill of others, and work collaboratively to advance professional practice in literacy.

I.         Staff-Wide Professional Expectations

a.    Embrace and be an ambassador of VOICE’s mission, vision and values

b.    Collaborate communicate and maintain effective and professional relationships as member of an interdisciplinary team of educators, support staff, and administrators

c.     Participate in required meetings and events, which may include student events, school concerts, parent-teacher conferences, on- and off-site conferences and trainings, and others.

d.    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.

e.    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

f.      Reflect on professional practice through self-reflection and engagement in informal and formal feedback processes

Position Qualifications:

Educational Background and Work Experience

Required:

●      Bachelor’s degree from an accredited college or university

●      New York State teaching certification

●      Teaching or student teaching experience in a school

Preferred:

●      Master’s Degree with Reading emphasis

●      New York State teaching certification in Students with Disabilities, Special Ed, or ESL

●      Experience with and interest in working with high needs students

Knowledge, Skills and Abilities

●      VOICE’s mission, vision, values and culture

●      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 gather and analyze data using defined and differentiated processes

●      Tact and sensitivity, including but not limited to adhering to confidentiality obligations such as mandated reporting as part of child protection

●      Ability to build strong and effective collegial relationships as part of an interdisciplinary team of educators and administrators

●      Ability to build warm individual relationships with students

●      Ability to communicate and build relationships effectively and appropriately with diverse range of individuals, including but not limited to current and prospective children and families, colleagues, and external partners

●      Teaching and classroom

o  VOICE Teaching Framework

o  Common Core and other content area standards

o  Curriculum design principles

o  Child learning theory and behavioral approaches, teacher techniques

o  Differentiation strategies (conferencing; small group work); basic understanding of English as a Second Language and SpEd approaches and procedures

o  Elements of effective classroom environment and management

●      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

Behavioral Characteristics

●      Wonder, care, and efficacy

●      Commitment, authenticity, and passion

●      Critical thinking, including communication, analytical and strategic strengths

●      Grit and constant learning, including resilience and perseverance

●      Strong sense of personal responsibility, including discipline, self-accountability, and self-initiative

●      Sensitivity to environment, including humility, empathy and kindness

Positions Report to: Instructional Leadership Team

Start/End Date: 2020-2021 School Year

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

Compensation: East Harlem Scholars Academies offer a comprehensive benefits package.

FLSA Status: Exempt

Who We Are

East Harlem Scholars Academies are community-based Pre-K to 12 public charter schools operated by  East Harlem Tutorial Program (EHTP). EHTP began in 1958 as a children’s reading group and has since grown into a multi-dimensional educational program that includes five charter schools. East Harlem Scholars Academies are committed to providing youth in the neighborhood with the academic excellence and supports needed to thrive. We challenge our students with a demanding academic program, and challenge ourselves to examine issues of racism and identity and model the learning and dialogue needed to ensure a more equitable future for young people of color.

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

What Sets Us Apart

EHTP aims to serve as an agent of change and thoughtfully contribute to the national fight for racial equity. Through our organization-wide commitment to anti-racism work, we prepare our scholars to effect change, challenge the status quo, and thrive in the world around them. Furthermore, as staff members we face our own racial identities and conscious and unconscious biases. With this in mind, all of our professional development, curriculum, organizational materials and processes are designed with a goal of racial justice. To read EHTP’s Racial Equity Statement, please click here.

The Work and Why it Matters

East Harlem Scholars Academy is deeply dedicated to creating inclusive learning environments that support the development of all students. The Dean of Special Education (referred to as Inclusive Learning) at East Harlem Scholars Academy Middle School will oversee special education and academic intervention programs at the school. This person will be responsible for ensuring that students are receiving the services and supports they need and are entitled to by law. He or she will be the school’s liaison with the Committee on Special Education and will ensure the school’s compliance with special education regulations and policies.

Who You Are

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

What Success Looks Like

• Manage the execution of all aspects of student 504 plans and Individualized Education Programs (IEPs,) including: coordinating all related services, testing accommodations, assistive technology, academic goal tracking, quarterly progress reporting, and holding all annual and re-evaluation meetings
• Perform education assessments of students, including observations, review of educational history, conferences with teachers and an evaluation and analysis of student academic performance and learning characteristics
• Manage all special education needs of students including initial referrals and Special Education Itinerant Teacher (SEIT) management
• Collaborate with the Behavior Support Team to complete Functional Behavior Assessments and Behavior Intervention Plans of students with IEPs or students in the Initial Referral process
• Manage all aspects of the Initial Referral process to assess student eligibility for Special Education Services, including the coordination of evaluations, family communication and collaboration with the Committee of Special Education
• Secure, schedule and manage service providers for all necessary IEP mandates, including crisis paraprofessionals
• Lead the Student Support Team in the coordination of all Academic Intervention Services using a data-driven referral process and authentic Response to Intervention model
• Oversee professional development opportunities for all staff as it relates to inclusive education, academic and behavioral intervention

The Amber Charter Schools network is currently undergoing an expansion process that aims to enrich the lives of both students and the community at-large. In order to realize this goal, the organization must have a robust Shared Support Team [SST] to ensure a strong focus on sustainable and scalable programming, resources and tools that meet the needs of students, parents and community stakeholders, and partnerships that are closely linked to strong student outcomes. The Director of Talent will hold a critical leadership position on the network’s strategy team, and will contribute the development, implementation and refinement of best practices in talent strategy.

Director of Talent

Duties & Responsibilities:

Overarching Talent Strategy 

• Develop and implement a phased, multi-year talent strategy, reflecting what the organization needs to accomplish to successfully scale in the coming 3-5 years.
• Establish streamlined information systems in order to define and analyze the data needed to drive and refine talent strategy, track and evaluate the effectiveness of talent management practices and guide leaders to make evidence-based decisions.
• Build organizational capacity to hire, retain, develop and advance outstanding talent and to ensure an inclusive, engaging and high-performing organization where people thrive.
• Contribute to the seamless integration and implementation of both in person and virtual talent practices.

• Cultivate ACS as an authentically diverse, equitable and inclusive organization, by helping to embed DEI-related learning and exploration, policies and practices across the network. Integrating inclusive hiring practices to advance the equity goals of the organization.

• Closely coordinate with the Finance and Administration team to ensure alignment and compliance with all human resource functions.

Staff Recruitment and Hiring 

• Actively promote the organization as a great place to work, building our “employer brand” with potential hires.
• Refine and manage the processes to source, attract and select top talent, including teachers, school staff and leadership, and network staff.
• Increase the success rate of new hires and decrease the time and energy required of other team members by:
  • Refining efficient systems to manage internal hiring processes.
  • Developing systems to more deeply assess likely performance and culture fit for prospective new hires, ensuring that “must-haves” and “nice-to-haves” are effectively assessed in hiring processes.
  • Building and managing diverse pools of outstanding candidates for current and future potential positions.
  • Enhancing orientation and new staff onboarding practices to increase the likelihood of a smooth, strong start.

Talent and Organizational Culture Development 

• Oversee initiatives and activities to promote desired organizational culture, learning, job satisfaction and retention, including robust internal communications and experiences that reinforce our core values and foster cohesiveness.
• In collaboration with senior leaders and directors:
  • Develop and implement career pathways/leadership pipeline strategies.
  • Identify growth and stretch opportunities for staff beyond their immediate scopes of work.
  • Advance how ACS develops and supports all directors and managers to become highly skilled coaches, effective supervisors and “talent champions.”

The Director of Talent may also assume other tasks and responsibilities as assigned by the Chief Strategy Officer.

Reports to the Chief Strategy Officer.

We are seeking candidates with the following experience, competencies and assets:

Experience:

• Minimum of 5 years experience in talent strategy development and implementation, preferably in an urban charter school network or another mission-driven, impactful non-profit organization.
• Experience building, implementing and refining effective systems for hiring, onboarding, supporting and developing staff, ensuring high engagement and retention of top performers and fair and equitable performance management and promotion systems.
• A track record of helping leaders find (and choose) the best talent. You have built a track record in previous organizations for being a great assessor of potential hires, having diverse networks that help you recruit the best people, and serving as a trusted advisor to ensure decisions are sound, rooted in data, and that bias is mitigated whenever possible.
• Staff professional development, consulting and coaching experience.
• Familiarity utilizing, managing and leveraging a talent management (e.g. Greenhouse) and survey platforms.
• Strong command of all Microsoft Office and Google drive programs.

Competencies:

• Excellent systems-thinking, including great capacity to envision, plan, and implement new systems and practices that better support school and network talent recruitment, support and development.
• Ability to prioritize and manage multiple obligations and initiatives, strong attention to detail and excellent time management.
• A deep understanding of how to influence, motivate and lead people, with or without formal authority.
• A developed race and equity lens that guides your work, leadership and efforts to help others build their capacity to consider the disparate impact of their actions or organizational practices across lines of race, gender, ability or other difference.

Assets:

• A people-whisperer: models and applies a deep understanding of the importance of framing, messaging, emotionally-intelligent practices.
• Capacity to develop strong relationships based on trust, respect, effective communication, and common goals.
• Entrepreneurial mindset with a commitment to preserving a bold, can-do culture that sustains the organization’s core values.
• Commitment to leveraging the existing strengths and supporting the continuous evolution of our communities, students, families and staff members.
• Alignment to the Amber Charter Schools mission and core values.
• Master’s degree required.
• Spanish-speaking strongly preferred.

About Us

New Visions for Public Schools works to ensure 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. Since 1989, 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 and creating nearly 150 new small schools;
• producing free, open-source curricula used by thousands of teachers across the country;
• launching a nationally-recognized Urban Teacher Residency program to train new teachers;
• operating the largest charter high school network in New York City;
• and designing revolutionary data tools that help every NYC public high school easily make informed, student-centered decisions.

Today, our diverse team of over 160 professionals leverages their varied skills and educational expertise to develop and scale innovative tools and approaches that help educators address common challenges.  As both an Affinity Group and Charter Management Organization—the only hybrid organization of its kind, serving both public district and charter students —we help 709 schools plan for the success of 425,000 New York City students to prove that meaningful change is achievable at scale and success is possible for every student.

Position Summary

The Instructional Continuous Improvement Coach is a member of the Curriculum and Instruction team who works intensively with instructional leaders and grade-level teams across a portfolio of high schools participating in a newly formed network for school improvement. In this network, schools will work together to identify and solve common problems by using evidence-based interventions and data-driven continuous learning with the explicit goal of improving academic and non-academic outcomes for Black, Latinx, and low-income 9th grade students.  The central responsibility of the Instructional Continuous Improvement Coach is to work with a portfolio of schools in order to: 1) facilitate the development of strong grade-level teams that can enact cycles of continuous improvement in order to improve the outcomes for 9th grade students; and 2) work with Algebra teachers to learn about, and eventually enact, common high-quality instructional materials.

This role involves the following major bodies of work:

• In collaboration with a team of other Instructional Continuous Improvement Coaches, revise, develop and implement a set of Continuous Improvement tools and protocols that will support a series of Continuous Improvement cycles focused on strengthening academic and non-academic outcomes for 9th grade students in participating schools
• Plan professional learning opportunities and implement coaching modules that support teachers in understanding the Illustrative Math Algebra curriculum in year 1, and then implementing the curriculum in Year 2 in a way that centers students as sense-makers
• Collaborate with others to develop and facilitate regular network convenings in which school teams come together to share findings from their Continuous Improvement cycles

Core Duties and Responsibilities

Work with other New Visions staff to:

• Revise or develop tools and protocols to support grade-level teams in enacting Continuous Improvement cycles
• Revise or develop tools and protocols to support teachers in adopting and implementing common instructional materials
• Identify best practices and effective tools within particular schools and facilitate the dissemination of these practices through network convenings
• Promote cross-unit learning within New Visions (school support, microcert, development)

Work with network schools and their staff to:

• Build relationships with key staff members across a portfolio of network schools
• Coach school staff to plan, implement, and eventually co-facilitate grade-team meetings focused on enacting Continuous Improvement cycles
• Coach school staff to use data systems to measure and monitor progress against identified aims, particularly on process metrics (e.g. whether students are receiving identified supports) and outcome metrics (e.g. student academic performance)
• Plan, implement and facilitate professional learning (including coaching, intervisitations, and workshops) for educators related to curriculum materials

Education and Experience

• Masters-level degree
• Minimum of 5 total years of experience in secondary math education, preferably in urban public schools
• Minimum of 3 years of experience supervising, coaching, or leading teachers

Required Skill Sets and Knowledge Base

• Experience leading a team and collaborating with others, using data to drive organizational change
• Demonstrated commitment to data-driven decision-making, systems thinking and continuous adult learning as drivers of improved student outcomes
• Skills related to the design, implementation, and assessment of effective secondary curricula
• Strong service and support orientation towards schools and school communities
• Strong interpersonal skills to navigate the diverse cultural environments of a wide range of public high schools, and ability to work effectively with a wide range of school and district leaders and staff
• Ability to work effectively as a member of a team
• Strong written and verbal communication skills

To Apply:  

Please complete an online application and attach a cover letter and resume.  Only candidates who closely fit the qualifications will be contacted for an interview.

Disclaimer:

The statements herein are intended to describe the general nature and level of work being performed by the employee in this position.  These statements are not intended to be construed as an exhaustive list of all responsibilities, duties, and skills required of a person in this position.

EEO:

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 people and teams should reflect the diverse communities we serve, and that our culture and internal structures should be inclusive and equitable for all prospective and current employees. We also recognize that perspectives from communities that have been historically marginalized, such as individuals of color, individuals from economically disadvantaged backgrounds, individuals with disabilities, individuals who identify as LGBTQIA, and women, 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 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.

Brooklyn Laboratory Charter Schools (LAB) is a network of open enrollment, college-prep, public charter schools that prepares students with the academic foundation, digital literacy, and leadership skills necessary to excel in college and professional life as they grow as ethical leaders.

The LAB Formula:

• More Time in School: Extended day, week, and school year focused on academic learning and unique enrichment activities (e.g., Robotics, Digital Media, Coding, Debate, Visual Arts).

• High Dose Tutoring: Personalized, small group tutoring from trained college graduates for at least two periods a day.

• Next Generation Learning: A college prep curriculum with Science, Technology, Engineering, Arts, and Math (STEAM)-focused enrichment activities to prepare students to succeed in jobs of the future.

ABOUT TEACHING AT BROOKLYN LAB

Brooklyn Lab Charter Schools is seeking experienced middle and high school teachers for our virtual learning. Through the use of the Internet and various curriculum tools, teachers will consult regularly with teachers, counselors, learning coaches and students to ensure that each scholar receives the right support for their success. Please note we are hiring for several positions in both middle and high school.

Our teachers know the individual strengths and areas for growth of each of their scholars. By design, our schools are small communities where every scholar is known.

Teachers at Brooklyn Lab plan and empower their scholars by deeply understanding scholar data, using our personalized learning platform Cortex and determining group/individual supports for scholars to move towards mastery of grade-level content.

In addition to teaching their course(s), our faculty understands the value of collaboration.  They share best practices across the network, mentor young educators who serve as Fellows, get and implement feedback from coaches and their instructional lead and work as a team to provide their scholars with a high-quality education.

As a Brooklyn LAB Teacher,  you will:

• Create a welcoming, positive, and safe classroom environment where every child is known and challenged
• Prepare and execute rigorous, engaging lessons aligned with New York State Standards and LAB’s core curriculum.
• Uphold school-wide academic and culture systems and expectations
• Implement frequent assessments and analyze student achievement data to inform and personalize instruction
• Lead a daily advisory to achieve big goals through regular team building, goal setting and tracking, and serving as your advisory’s primary point of contact with the school
• Lead an afterschool academic club intervention block
• Work closely with a dedicated coach, quickly implement feedback, and attend weekly professional development sessions to develop your craft.
• Collaborate across the grade-level teams and other school teams, as needed
• Exemplify LAB’s core values in all interactions with staff, students and families.

**Other duties, based on the needs of the school and its scholars.

ABOUT THE DESIRED EDUCATION, TRAINING & MINDSET:

• A BA/BS degree in the applicable subject; MA preferred, not required
• High GPA in an academic major (preferred, not required)
• Valid New York State Teaching Certification (preferred, but not required)
• 3 years minimum of teaching experience in diverse and urban areas (preferred, not required)
• Commitment to LAB’s mission and academic objectives: that all students, regardless of background and incoming ability, can achieve at high levels
• Record of using data in the classroom to drive student outcomes; commitment to frequent formative assessment and student accountability
• Demonstrated belief in a structured, predictable and safe environment for children
• Willingness to build relationships with students, families and other school members
• Demonstrated ability to work as part of a team
• Willingness to absorb feedback and engage in self-improvement; ability to reflect and adjust

*Whenever possible, LAB seeks to hire Teachers certified in special education and/or teaching English to speakers of other languages, in addition to the subject they teach, to provide additional support to students with special needs and/or limited English proficiency.

ABOUT BENEFITS & COMPENSATION:

Brooklyn LAB Teachers will receive a competitive benefits package that improves over time and is competitive with other New York City charter schools.

In addition to competitive salaries, Brooklyn LAB benefits package includes:

• Employer contribution of 80% of the premium for cost share of health, dental, and vision plans with United Healthcare
• Employer-sponsored short and long term disability and life insurance
• An ample vacation schedule including school break and an additional 5 days of personal leave and 5 sick days
• Ability to participate in pre-tax commuter benefits
• Ability to participate in Lab’s Alerus managed 403b with an employer annualized contribution to a LAB retirement plan
• An individual professional development allowance of $1800

BECOME BROOKLYN LAB!

Brooklyn LAB is an equal opportunity employer and welcomes candidates of diverse backgrounds and is committed to equal access for those with disabilities in compliance with the Americans with Disabilities Act (ADA).

To join Brooklyn LAB, please submit a resume and cover letter, including your interest in Brooklyn LAB and how you learned about the position.

Please note that due to our selection criteria, we will only notify candidates who meet our selection criteria.

Program Analyst, Early Impact  

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

The Early Impact portfolio within the Foundation focuses on supporting and empowering families, caregivers, and communities to apply evidence-based practices that provide young children a strong foundation for early learning and development, so that all children enter kindergarten with the skills needed to unlock their potential.  

The Foundation is seeking a full-time Program Analyst for the Early Impact (EI) portfolio. Reporting to the Senior Program Officer, the Analyst will support the portfolio’s and Foundation’s goals. This includes sourcing new grantees, maintaining and improving a research base and impact model, supporting grantee data collection and analysis, efficiently managing the grantmaking workflow, and building stakeholder relationships. 

Visit www.overdeck.org for more information. To learn more about our Early Impact portfolio, visit the websites of some of our partner organizations: ParentCorps, LENA, Springboard Collaborative, UPSTART, Promise Venture Studio, and I-LABS 

What You’ll Help Us Do: 

Find and fund impactful, scalable organizations that support early learning and development 

• Help us develop a more open and equitable pipeline of potential grantees 
• Use your critical thinking and analytical skills to examine organizations’ impact and scale potential to determine alignment for our funding 
• Concisely and clearly write and present grant recommendations to the board 

Achieve and articulate the impact of our and our grantees’ work 

• In partnership with the Foundation’s Strategic Impact and Learning (SIL) team, improve the EI portfolio’s impact model by creatively and rigorously applying evidence, grantee data, insights from research, and input from experts 
• Support grantees to achieve grant outcomes aligned with our mutual goals 
• Build relationships with peer funders in support of the portfolio and grantees 

Enable continuous learning and improvement 

• Analyze and visualize data to drive internal decision-making, inform grant recommendations, and share with our partners  
• Synthesize and continuously update evidence and research, use your understanding to identify current gaps 
• Maintain an up-to-date, complete database of all current and potential grantees to support analysis, learning, decision-making and reporting  
• Absorb and apply research, trends, and changes in the national early childhood, education, and philanthropy landscapes 

Keep the team running smoothly 

• Efficiently manage the logistics of the portfolio, including grantmaking, grantee support, and events 
• Proactively identify and act on opportunities for operational improvements  
• Support Senior Program Officer and Associate Program Officer with grantee check-ins, events, and meetings 

Who You Are: 

A smart, eager learner. You take a nuanced and rigorous approach to your work, both able to act on well-informed hypotheses and willing to change your mind. You use your critical thinking and quantitative analysis skills to see patterns, guide smart decision-making, and evaluate opportunities. You’re comfortable with data and enthusiastic about what the data can teach us. 

Flexible and proactive.  Your flexible, self-starting style helps you move quickly from one task to another and manage multiple projects at once. You take ownership of your work and aren’t afraid to solve problems creativity. You’re open to new projects and opportunities and get excited by the possibility that comes with ambiguity. 

Collaborative.  While you work well independently, you thrive as part of a team. You’re comfortable building relationships, both within and beyond the organization. You ask insightful questions and listen with a desire to empathetically understand.   

Results driven. You’re goal-oriented and do what it takes to get the job done well, and consistently seek to improve and grow. You say what you mean with excellent verbal and written communication. You balance attention to detail with big-picture thinking to prioritize effectively.  

Experienced.  You have 3–5+ years of relevant work experience and a Bachelor–level degree (or equivalent experience). Experience in education or early childhood and exposure to both non-profit social enterprises and for-profit ventures are ideal.  

Enthusiastic. You enjoy learning, collaborating, and having fun while working hard to improve outcomes for kids. You’re motivated by the Foundation’s mission of unlocking every child’s potential and its approach to funding promising ideas and solutions. 

ABOUT BROOKLYN LAB

Brooklyn Laboratory Charter Schools (LAB) is a network of open enrollment, college-prep, public charter schools that opened its first middle school in downtown Brooklyn in 2014. LAB opened its second middle school in the fall of 2016, and opened its first two high schools in the fall of 2017, both in downtown Brooklyn. LAB is dedicated to serving the highest need students regardless of their academic level, English language proficiency, or disability. To achieve this, we couple a high expectations approach with an innovative, Common Core-aligned, next generation learning model designed to drastically improve the academic success of our scholars. Our focus on the whole scholar and in building our school community has established Brooklyn Lab as one of the best middle schools in the country for academic growth – adding two and three years of academic growth on average for our scholars. We invite you to be part of a transformation in education and to inspire a diverse a group of scholars with a lifelong love of learning.

POSITION DESCRIPTION

Our focus on the whole scholar and in building our school community has established Brooklyn Lab as one of the best middle schools in the country for academic growth – adding two and three years of academic growth on average for our scholars.  We invite you to be part of a transformation in education and to inspire a diverse a group of scholars with a lifelong love of learning.

RESPONSIBILITIES:

• Overseeing/Managing a caseload of special education students and the implementation of their IEP’s
• Ensuring appropriate delivery of both special education instruction and related services as stipulated in their IEP’s
• Facilitating IEP meetings using a strengths based and family centered approach
• Coordinating with special education team(s) to complete IEP progress reports towards goals at the end of the trimester
• Engaging parents and families in their student’s learning and acting as an ambassador for the school in the community
• Facilitating meetings for families, as well as identifying resources for parents of students with special needs
• Overseeing the creation, dissemination, and review of teacher reports prior to IEP meetings
• Advocating for special education with school leadership
• Preparing for and acting as school representative in meetings wit the Committee on Special Education (annual reviews, tri-annual reviews, initials, etc.)
• Communicating with grade level teams to support scholars with IEP’s and educate teachers on best practices
• Owning the process of sharing of scholar IEP’s with grade level teams both at the start of the academic year as well as when scholars are new enrollees

QUALIFICATIONS:

• A bachelor’s degree in the subject area to be taught, preferably from a selective college or university (master’s degree preferred);
• High GPA in an academic major;
• Certification to teach in New York State, preferably in the subject area to be taught;
• At least three years of teaching experience with exceptional results; experience teaching in urban and low-income areas preferred;
• Commitment to LAB’s mission and academic objectives; a demonstrated belief that all scholars, regardless of background and incoming ability, can achieve at high levels;
• Record of using data in the classroom and driving scholar outcomes with scholars of similar population;
• Commitment to education standards, frequent formative assessment, and accountability;
• Belief in a structured, predictable environment for children in a high expectation environment;
• Ability to be the authority in the classroom, maintain a calm and consistent learning environment;
• Willingness to build relationships with scholars and families;
• A “can do” attitude and the ability work as part of a team;
• Comfort with accountability and ability to absorb feedback and engage in self-improvement
• Desire to make others successful;
• Demonstrated enthusiasm and optimism;
• Understanding that the first years of school start-up require commitment, hard work, and hours beyond normal teaching positions;
• Ability to reflect and adjust to a dynamic and rapidly changing environment.

COMPENSATION

Teachers will receive a competitive, comprehensive benefits package that improves over time and is competitive with other New York City charter schools. Other salary differentiation will be based on teacher experience, and the subject area taught, with higher compensation going to more experienced teachers in difficult-to-fill subject areas such as science and math.

In addition to competitive salaries, LAB benefits package includes:

• 80% cost share of health, dental, vision employee plan premiums
• 5% of annualized base salary contribution to a LAB retirement plan which vests at a percentage annually
• An employee professional development allowance for improving the employee’s practice

ABOUT BROOKLYN LAB

Brooklyn Laboratory Charter Schools (LAB) is a network of open enrollment, college-prep, public charter schools that prepares students with the academic foundation, digital literacy, and leadership skills necessary to excel in college and professional life as they grow as ethical leaders.

The LAB Formula:

• More Time in School: Extended day, week, and school year focused on academic learning and unique enrichment activities (e.g., Robotics, Digital Media, Coding, Debate, Visual Arts).
• High Dose Tutoring: Personalized, small group tutoring from trained college graduates for at least two hours each day.
• Next Generation Learning: A college prep curriculum with Science, Technology, Engineering, Arts, and Math (STEAM) -focused enrichment activities to prepare students to succeed in jobs of the future.

ABOUT WORKING AT BROOKLYN LAB

Working at Brooklyn Lab is unlike any traditional environment.

Teachers and staff members alike empower their scholars and colleagues on a daily basis. By design, our schools are small communities where every scholar, teacher and staff member support and grow one another.

Staff and faculty like to understand the value of collaboration and share best practices across the network, mentor and receive feedback from their teams.

Brooklyn Lab Charter Schools is seeking a Manager of Information Technology and Data Systems to provide leadership to a small team of IT Associates. This position will coordinate, integrate, and implement technology across all school buildings and departments. The Manager of Information Technology and Data Systems will be responsible for planning, installing, and maintaining physical technology systems of LAB in a condition of excellence enabling full educational use of technology at all times in compliance with local, state, and federal regulations and requirements. We are seeking someone who genuinely enjoys working with passionate people in an entrepreneurial, fast-paced environment. This hands-­on position has responsibilities that range from strategic and long-range planning and implementation of system­wide technology solutions to providing one on one, and group training and support. Experience working in the education field is essential for understanding how technology supports educational outcomes, where technology­ funding sources can be accessed, and that a culture of collaboration and creativity can sustain success.

LAB is an urban charter network with 1100 students. This job reports to the Chief Operating Officer.

The Manager of Information Technology and Data Systems will also be responsible for:

• Authorizes permissions and individual access to technology applications or services to ensure proper access to technology systems by staff, students, parents, and others consistent with LAB operating guidelines and regulations.
• Communicates technology-related activities promptly to all stakeholders.
• Supports the installation of technology systems and tools (e.g., hardware, software, networks, wiring, specialized applications, and devices) to ensure the safe, timely, and efficient installation of technology equipment and services.
• Maintains technology equipment and systems (e.g., servers, telephone systems, intercoms, alarms, surveillance cameras, software applications, network) to ensure that arrangements are functioning correctly and effectively in support of LAB administrative and educational operations.
• Manages, inventory and the surplus of technology equipment, systems, and related services to ensure that all technology purchases for goods and services are consistent with the LAB’s technology objectives and that equipment is appropriately inventoried or surpluses consistent with local, LAB and state regulations.
• Oversees functioning of the technology operations of LAB for the purpose of ensuring an effective, efficient and safe environment where technology equipment and applications are utilized appropriately and efficiently to support routine administrative and educational functions of the LAB.
• Prepares a wide variety of documents, reports and materials (.i.e. reports, policy and procedure documents, emails, memos, correspondence, specifications, plans and drawings, analysis and test results, and cost estimates) for the purpose of providing necessary information to support LAB operations, including reporting internally and externally to the state or federal agencies, and other entities as required by LAB, governmental regulations.
• Supervise assigned technology staff (e.g. hiring recommendations, interviewing, training, evaluations, etc.) to maximize the workforce’s efficiency and meet operational requirements.
• Supports the implementation of operational and educational technology initiatives (e.g. new systems, educational programs, hardware) for the purpose of assisting with delivery and implementation of initiatives, providing support and assistance to others, providing oversight of projects and/or training and providing information to others to ensure successful implementation.
• Tests technology applications, tools and programs for the purpose of assessing proposed products, programs or tools to provide feedback for the administrative decision processes, to ensure appropriate acquisition of educational and operational technology solutions and to assist others with these functions.
• Support the work of our Family and Community Partnership team and overall school community  by attending family nights, report card nights and occasional work events outside of normally scheduled work hours.
• This job frequently requires the ability to lift up to 30-50 pounds.
• Perform other related duties as required and assigned.Desired Qualifications:
• Bachelor’s degree in a field appropriate for this position (Management Information Systems, Information Technology, Computer Science, Systems Management, Educational Technology or other equivalent disciplines).
• Minimum 3 years progressively responsible experience in the development, installation and maintenance of information systems.
• Minimum of 2 years supervising staff.
• Commitment to LAB’s mission and academic objectives: that all students, regardless of background and incoming ability, can achieve at high levels
• Demonstrated belief in a structured, predictable and safe environment for children
• Demonstrated ability to work as part of a team and a motivated attitude
• Strong understanding and experience setting up, configuring, and managing network components. Not limited to managed switches, manage of multiple vlans on the network, manage an enterprise wireless network with multiple AP’s, manage network operating systems.
• Strong understanding and experience working with Google Active Directory, group policies, security groups, and network logon scripting.
• Setup and operational knowledge of Windows, Google, and Mac OS X experience/knowledge advantageous.
• Excellent troubleshooting skills the ability to narrow down the cause of an issue and determine a solution.
• Demonstrated ability to communicate with and work well with all levels within an organization, specifically working effectively within the culture and processes used in educational organizations.
• Highly organized with strong project management skills, and drive to meet organizational and departmental objectives; ability to manage projects on interrelated timelines.
• Knowledge of classroom technology, including Apple TV,, ELMO document cameras, sound systems, projectors, cameras, etc.
• Knowledge of student data systems (i.e., Illuminate, Deans List), a definite plus.
• Basic understanding of HTML and website development and maintenance required within a Google for Education Domain.
• Proven ability to negotiate and work with vendors and consultants.

ABOUT BENEFITS & COMPENSATION:

Brooklyn LAB Employees will receive a competitive benefits package that improves over time and is competitive with other New York City charter schools.

In addition to competitive salaries, Brooklyn LAB benefits package includes:

• Very competitive compensation package inclusive of a generous benefits package
• 80% of healthcare premium costs covered by employer
• Employer-paid life insurance and disability
• 403(b) plan with employer contribution
• Voluntary Benefits (Supplemental Life, Accident, Short Term Disability, etc.)
• Generous paid time off program including  3 weeks vacation and sick leave
• An annual  professional development allowance
• Pre-tax commuter benefits

BECOME BROOKLYN LAB!

Brooklyn LAB is an equal opportunity employer and welcomes candidates of diverse backgrounds and is  committed to equal access for those with disabilities in compliance with the Americans with Disabilities Act (ADA).

To join Brooklyn LAB, please submit a resume and cover letter, including your interest in Brooklyn LAB and how you learned about the position.

Please note that due to our selection criteria, we will only notify candidates who meet our selection criteria.

ABOUT BROOKLYN LAB

Brooklyn Laboratory Charter Schools (LAB) is a network of open enrollment, college-prep, public charter schools that prepares students with the academic foundation, digital literacy, and leadership skills necessary to excel in college and professional life as they grow as ethical leaders.

The LAB Formula:

• More Time in School: Extended day, week, and school year focused on academic learning and unique enrichment activities (e.g., Robotics, Digital Media, Coding, Debate, Visual Arts).
• High Dose Tutoring: Personalized, small group tutoring from trained college graduates for at least two hours each day.
• Next Generation Learning: A college prep curriculum with Science, Technology, Engineering, Arts, and Math (STEAM) -focused enrichment activities to prepare students to succeed in jobs of the future.

ABOUT WORKING AT BROOKLYN LAB

Working at Brooklyn Lab is unlike any traditional environment.

Teachers and staff members alike empower their scholars and colleagues on a daily basis. By design, our schools are small communities where every scholar, teacher and staff member support and grow one another.

Staff and faculty like to understand the value of collaboration and share best practices across the network, mentor and receive feedback from their teams.

POSITION DESCRIPTION

LAB is seeking a Dean of Scholars to lead the school’s core behavior and character education programs. The Dean of Scholars will supervise the consistent, fair administration and tracking of student conduct and discipline, as well as coach teachers on classroom behavior management techniques. He/she will assist the High Schools Director and the rest of the leadership team in the design and execution of a culture of entrepreneurial learning. Moreover, the Dean of Scholars will serve as the main point of contact with the parents and families of students to facilitate parent education and involvement.

RESPONSIBILITIES

Individuals who thrive at LAB tend to be entrepreneurial professionals and hungry learners who crave frequent high-quality feedback on their practice. The Dean of Student Services is responsible for leading the school’s core behavior and character education programs, and will perform a variety of essential responsibilities, including (but not limited to):

• Coordinates the Special Education program for the school(s) in conjunction with the Executive Director and Middle School Directors;
• Ensures that the schools are in full compliance with federal and state special education laws;
• Provides support to Executive Director and the Finance team in ensuring accurate billing and invoicing information for services on per pupil and related invoices:
• Supports LAB to ensure that students who are at-risk for academic underperformance due to academic, emotional, or physical challenges succeed in a rigorous academic environment
• Liaises with city, state, and national entities involved in providing support and services to students with disabilities;

• Develops progress-monitoring systems for interventions, counseling, and special education programs;

• Advocates for changes in practice that will support improved performance of students with disabilities and English language learners;

• Identifies special services providers for school psychology, speech and language therapy, and other mandated services and transportation;

• Ensures that student records and documentation for special education issues are accurate, timely, and meaningful;

• Serves as the hiring manager for all social work, counselor, and student services positions;
• Leads the Response to Intervention process for the schools, including data meetings, tutoring sessions, and meetings with the Student Services Team and any other relevant personnel;
• Observes Special Education classes/teachers and provides feedback via TeachBoost to continually improve the school’s support of students with special needs;
• Promotes dialogue and peer learning among special and general educators and paraprofessionals;

• Facilitates teacher teams as issues surface and engage in collaborate consultancy, promote robust special and general education partnerships, develop teacher facilitators and coaches, and assist school communities in developing problem-solving strategies;

• Develops procedures, forms, and templates for the provision of all special education services. ∙ Provides ongoing professional training and coaching to special education teachers and school administrators.

• Designs and facilitates professional development to help school practitioners understand and implement the key aspects of the special education reforms, including flexible programming, Universal Design for Learning, Response to Intervention, and the design of meaningful IEPs in collaboration with the Middle School Directors, Director of Literacy Program and Director of Residency

QUALIFICATIONS

• A Bachelor’s degree required, Master’s degree preferred;
• A minimum of two years teaching experience in an urban public school or charter school setting preferred, but not required;
• Experience with special education is preferred;
• The ability to focus and thrive in a fast paced, entrepreneurial environment;
• The ability to work effectively in a team environment and the willingness and desire to support others in doing their best work;
• A demonstrated belief that every student can work hard, excel academically, and graduate from college; the ability to lead in a way that reflects LAB’s values and beliefs;
• A demonstrated sense of urgency to achieve dramatic gains in learning;
• Ability to mobilize adults to take action toward common goals and achieve results; ability to develop clear, shared purpose that guide and unify a team; demonstrated ability to build effective teams to meet the needs of tasks at hand;
• A demonstrated ability to teach other adults and commit to adults’ growth and development;
• Ability to articulate clear and compelling cultural and behavioral expectations for scholars, including high expectations for behavior, academics, class and school culture, student investment, and family investment;
• Demonstrated willingness to engage in difficult conversations and make hard decisions;
• Demonstrated willingness to take initiative and go above and beyond typical expectations; a relentless drive and determination to achieve exceptional outcomes and results;
• Demonstrated resilience in overcoming setbacks and remaining constructive despite resistance or failure; demonstrated tenacity; ability to support perseverance in others;
• A focus on results and how they are achieved; ability to differentiate effort from results;
• Ability to identify, analyze, and prioritize complex problems and key issues in a timely manner;
• Ability to manage time and resources effectively, prioritizing efforts according to organizational goals;
• Ability to proactively develop contingency plans in advance of potential or unforeseen circumstances;
• Ability to monitor a project by assessing milestones and modify plans based on data;
• Multi-tasks and balances detailed steps with strategy to ensure successful project completion;
• Takes responsibility for behavior, mistakes, and results, learns from successes and failures, and teaches others to do the same;
• Ability to use data to accurately assess areas for improvement and teaches others to do the same;
• Continuously and humbly seeks opportunities for personal and organizational improvement; proactively solicits and willingly accepts assistance; and
• Takes calculated risks and teaches others to do the same; values creative and innovative ideas.

ABOUT BENEFITS & COMPENSATION:

Brooklyn LAB Employees will receive a competitive benefits package that improves over time and is competitive with other New York City charter schools.

In addition to competitive salaries, Brooklyn LAB benefits package includes:

• Very competitive compensation package inclusive of a generous benefits package
• 80% of healthcare premium costs covered by employer
• Employer-paid life insurance and disability
• 403(b) plan with employer contribution
• Voluntary Benefits (Supplemental Life, Accident, Short Term Disability, etc.)
• Generous paid time off program including  3 weeks vacation and sick leave
• An annual  professional development allowance
• Pre-tax commuter benefits

BECOME BROOKLYN LAB!

Brooklyn LAB is an equal opportunity employer and welcomes candidates of diverse backgrounds and is  committed to equal access for those with disabilities in compliance with the Americans with Disabilities Act (ADA).

To join Brooklyn LAB, please submit a resume and cover letter, including your interest in Brooklyn LAB and how you learned about the position.

Please note that due to our selection criteria, we will only notify candidates who meet our selection criteria.

Supervisor: Emily Williams, Senior Manager, Program Operations

Start date: August 25, 2020; on a rolling basis after this date 

Schedule: This part-time position is from late August 2020 – June 2021. Hours are approximately 25 hours/week between the hours of 9:30am – 4:00pm. Specific days and times are pending based on program times, which will be confirmed once schools have finalized schedules. We expect school to confirm in late August or early September. 

Pay rate: $20 – $23/hour

About Read Ahead

Since 1991, Read Ahead has connected public elementary school students with caring, trusted, and consistent mentors from leading NYC corporate and community partners. Centered around the foundational experience of reading together, Read Ahead’s signature in-school program supports children to develop the confidence, motivation, love of reading, and other skills essential for success in school and beyond. Read Ahead is a fun, kid-friendly program that reaches over 1,000 elementary school students annually. We strive to help our students reach their full potential, and over 98% of our partner teachers say that they would recommend Read Ahead to a colleague.

Remote learning and the unprecedented challenges of 2020 has made the need for Read Ahead more urgent than ever. During the 2020-21 school year, we will run a completely virtual program over Zoom so that we can continue to connect NYC public school children (grades 1-5) to caring and supportive mentors for live program sessions that build connection, confidence, literacy skills, and more.

Read Ahead provides equal employment opportunities (EEO) to all employees and applicants without regard to race, color, ethnicity, religion, sex, sexual orientation, gender identity, national origin, age, disability, genetics, or veteran status. We seek to build a diverse staff representative of the communities we serve. All qualified applicants are strongly encouraged to apply.

Position Overview

The Program Coordinator is the leader and key driver of success at their assigned partner school. They act as an ambassador of Read Ahead and communicate regularly with students, parents and caregivers, volunteer mentors, and school staff. The Program Coordinator is responsible for ensuring that the virtual program runs smoothly, that mentors and mentees are supported throughout their mentoring experience, and that program goals are met. The Program Coordinator is responsible for critical administrative tasks, including scheduling, tracking attendance, and database entry. Program Coordinators are part of a dynamic and dedicated program team, who provide resources and additional support.

Program Coordinator positions are currently open at P.S. 1, P.S. 33, P.S. 51, P.S. 111, P.S. 125, & P.S. 130 in Manhattan, P.S. 67 in Brooklyn, and P.S. 92 in Queens. Physical presence at school sites is not currently expected; this could change based on official guidance from the Department of Education and in discussion with Read Ahead and school leadership.

The ideal candidate is a flexible, proactive problem-solver with excellent relationship-building, organizational, and communication skills. This role is a great fit for someone with an openness to learning and adopting new technology, including Zoom and online reading platforms. This is a great opportunity for someone who enjoys working with people and is passionate about supporting children and NYC public schools.

Responsibilities

Read Ahead session management

• Coordinate, facilitate, and monitor 10-15 weekly Read Ahead mentoring sessions on Zoom with up to 20 participants in each 
• Lead session icebreakers and closing activities
• Manage program technology and provide support to participants, including for Zoom and online reading platforms

Student and volunteer management and support

• Oversee mentor and student enrollment, including reviewing applications, hosting orientations, calling parents/caregivers, and matching mentors and mentees
• Support approximately 100 mentees in grades 1-5 in their mentoring experience 

• Manage approximately 150 volunteer mentors, including weekly communication

• Provide ongoing support to mentors and mentees, including formal check-ins 

Parent, caregiver, and teacher communication

• Communicate regularly with parents and caregivers over phone, text, email, and/or Zoom
• Communicate as needed with teachers and school staff 

Data entry and tracking 

• Track and report on attendance and student progress
• Enter and track program data in Read Ahead’s database in a timely manner with attention to detail

Learning and professional development 

• Actively participate in team meetings, learning initiatives, and professional development

Required Qualifications

• Passion for Read Ahead’s mission 
• Experience working with kids and their parents/caregivers, and a positive, strengths-based approach to supporting children
• Enjoys working with people, and can communicate clearly and effectively with people from diverse backgrounds and professional fields
• Strong organizational skills, including the ability to manage time and deadlines effectively 
• Openness to learning and adopting new technology (such as email, video conferencing, online reading platforms, cloud-based file management, and project management tools)
• High level of attention to detail 
• Interest in remote work with the ability to lead and monitor daily mentoring sessions remotely

Desired Qualifications

• Two years of youth or volunteer management experience 
• Experience facilitating groups and group activities
• Language skills preferred for specific school sites: Spanish, Mandarin Chinese

How to Apply

Submit your resume and cover letter to Emily Williams at readahead.org/apply. In your cover letter, include why you are interested in working for Read Ahead, why the Program Coordinator role interests you, why you are seeking a part-time job, and any specific scheduling requirements. No phone calls please.

About SchoolHouse

SchoolHouse is a new, innovative education startup that helps families to form Learning Pods, and matches excellent teachers with those Pods. A Pod is a group of approximately 4 – 8 students, of the same or similar grade level, who are learning, growing, and socializing together. Pods run for up to five hours per day, five days per week. This is a great option for both families and teachers alike, as it allows for in-person instruction to happen throughout the upcoming school year in a safe, and contained environment. 

Current Locations Include: 

• New York (Brooklyn, Hudson, Long Island, Manhattan, & Westchester)
• Northern New Jersey
• Connecticut

With more locations coming each day. Check out our application for the most up-to-date listing. 

Also, if you don’t see your location listed, you can apply to join our Teacher Marketplace which is a platform where you will create a profile sharing your experience, grade-level preferences, and location. Then, families who are interested in creating a Pod in your area can select you as their teacher. 

What We Have to Offer

By joining SchoolHouse, you’ll be able to realize all of the promises of teaching. First, you’ll be able to teach in-person, in a small, contained environment, which takes your health and safety into account. You’ll also only be working with a small group of students, which will allow you to really differentiate your instruction, and personalize your teaching to the individual needs of each student. And while you’ll be leading your Learning Pod on your own, you can feel confident knowing that you have the support of the SchoolHouse team behind you.

Mindsets and Experience

• Passion for education
• Bachelors degree required; Masters degree preferred
• At least two years of previous teaching experience 
• Professional demeanor and excellent organizational skills
• An entrepreneurial spirit
• A positive, solution-oriented attitude and drive for excellence

Responsibilities

• Create curriculum and lesson plans that meet the needs of the students in your Pod
• Teach engaging, rigorous, and relevant lessons daily
• Communicate effectively with all stakeholders, including students, families, and SchoolHouse staff
• Assume a high level of personal responsibility for the students in your Pod
• Assume a high level of personal responsibility for the progress of all students
• Respond to the needs of the families and students in your Pod

Benefits and Compensation

• Teachers at SchoolHouse are provided with a generous, full-time salary, oftentimes above the district
• As a regular full-time employee of SchoolHouse, you will be eligible for benefits that include medical, dental and vision, as well as a retirement benefit package. 

Start Date: September 2020

SchoolHouse is an equal opportunity employer and does not discriminate on the basis of race, religion, color, age, sex, sexual orientation, marital or familial status, national origin, citizenship or disability.

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 709 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 71 district high schools in all five boroughs that are part of our Affinity network. In 2018-19, graduation rates in our Charter and Affinity networks were 89.7% and 85.6% and our college readiness rates were 54.9% and 61.5%.

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.

Advanced Math & Science focuses on developing the whole student with a focus on five critical human capacities (managing impulses, persistence, listening with understanding, communicating clearly and applying past knowledge to new situations). AMS partners with Lincoln Center Education to help scholars develop critical thinking skills by noticing details, making connections, and asking questions. Scholars attend performances and visit art exhibitions to learn how the Arts relate to academics.

Position Summary

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

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

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 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. 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.

Apply Today! https://grnh.se/ae9b5aed1us

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