Start Date: August 2020

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

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

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

Opportunities and Responsibilities:

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

Start Date: August 2020

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

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

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

Opportunities and Responsibilities:

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

Teacher Vision

Bronx Lighthouse Charter School is looking for a teacher who is an “uber” kid person. The ideal candidate absolutely loves to teach, train, and push students both academically as well as behaviorally. There is an understanding that messing up and failure is a natural and welcomed part of the learning process. In this teacher’s classroom, all students are treated with dignity at all times and students are taught non-academic skills like hard work, collaboration, kindness, and receiving feedback. 

In addition to being a kid person, the ideal candidate has a penchant for planning, preparation, using data, and being pushed to excellence. This teacher understands that what happens before students enter the classroom (intellectual preparation) drives what happens in the classroom and ultimately determines student achievement and success levels. 

Teacher Performance Outcomes

1. At minimum, 75% of all students meet grade level standards in mathematics and literacy as measured by internal assessments and performance tasks.
2. At minimum, 75% of students show growth in literacy and mathematics as measured by the NWEA assessment.
3. At minimum, 75% of students will meet grade level non-academic standards/goals as measured by internal assessments and performance tasks. 
4. Teacher will score proficient in classroom management and youth development as measured by student referral numbers, suspensions, and internal measurement tools. 

Core Competencies of Strong Applicants (New and Experienced)

1. Commitment to daily and long-term instructional planning and preparation to ensure students get the most out of each class. 
2. Commitment and drive to constantly learn and improve practice through implementing feedback from instructional leadership, peers, parents, and students to better serve and meet the needs of all students. 
3. Commitment to using data to improve short term and long-term student achievement goals. 
4. Full accountability for student academic outcomes and classroom culture and a steadfast belief that all students can achieve. 
5. Commitment to being a team player (crew member) and belief in Bronx Lighthouse’s core beliefs and educational viewpoint. 

Qualifications 

1. Bachelor’s degree in early childhood education or literacy field of study with a minimum grade point average of 2.50 overall.  
2. Strong love and commitment to helping students work through mistakes while building pro-social and academic skills. 
3. Experience working with school-aged children in an academic or youth development setting
4. Experienced teachers must show a proven track record of achievement in the classroom.

Compensation and Benefits

1. Super competitive salary that is based on performance driving student outcomes. Starting salary for new teachers begins at $68,652. 
2. Performance bonuses ($3500 – $5000) for high performing teachers who meet or exceed instructional goals. 
3. 401k plan with employer matching of 4 percent. 
4. Benefits package including Medical, Dental, Vision, and optional Life Insurance
5. All staff members are issued a laptop computer and have access to a wide range of instructional technology.
6. Teachers are reimbursed up to $250 for classroom expenditures.   
7. Student Loan repayment assistance after 2 years of employment.

Teacher Support and Development

1. Weekly one on one coaching that includes a classroom observation and an instructional meeting. 
2. Weekly school-wide professional development where you learn from the instructional leadership team and your colleagues. 
3. Summer (2-week) Professional Development Institute. 
4. Flexible professional development budget of $1000 for teachers who demonstrate high performance. 

Bronx Lighthouse is committed to creating a diverse, equitable and inclusive environment for all teachers and staff members. As an equal opportunity employer, we hire without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status or disability. 

Position Overview

• Are you an ELL educator committed to city-wide impact?
• Are you a relationship builder who is passionate about empowering other educators?
• Are you a team player who thrives in a fast-paced and dynamic work environment?

We are seeking an ELL Specialist to support NYC charter schools in building inclusive educational environments that ensure equity and access for all. The ELL Specialist will create and provide tools, resources, technical assistance, and trainings, ultimately ensuring that schools have the supports necessary to educate ELLs successfully.

Core Responsibilities

Responsibilities include, but are not limited to:

• Offering feedback and support through classroom and school observations across all five boroughs
• Developing professional development opportunities and resources for schools on various education topics
• Providing technical assistance and thought-partnership on ELL supports for numerous school teams, including through phone, email, and video conferencing

Required Skills

In order to be successful in this role, an ideal candidate should demonstrate the following:

• Expertise in best instructional practices for culturally and linguistically diverse students
• Ability to create strong and authentic relationships with school leaders, ELL leads, and teachers that support a diverse population of students
• Ability to mentor, develop, and motivate others to drive results
• Capacity to implement efficient systems and resources for supporting a large portfolio of schools
• Expert strategic-thinking skills: curiosity to solve complex problems and ability to think boldly to maximize new supports for schools
• Exemplary written and verbal communication skills and strong presentation delivery

Key Characteristics

• Operate with a deep commitment to the Collaborative’s core values, mission and vision
• Motivated by an entrepreneurial, fast-paced, and highly collaborative team environment
• Receptive to feedback, committed to continuous improvement, and passionate about professional growth
• Detail-oriented, organized, and highly motivated
• Determined to go “above and beyond” to support schools in ensuring all students have access to high quality programming

Experience and Educational Background

• Minimum of 4-5 years of education experience as an ELL educator, preferably in an urban school
• Experience managing or coaching other adults, especially focusing on instructional practices

Organization Overview

The NYC Collaborative for Inclusive Education is an initiative of the New York City Charter School Center. The NYC Collaborative for Inclusive Education was founded in 2011 as a citywide, nonprofit membership organization committed to supporting quality education programs for students with disabilities in charter schools. A result of the merger between four independent borough-based special education co-operatives, the Collaborative currently serves more than 190 of NYC’s charter schools. We provide professional development, instructional resources, on-the-ground support, virtual consultation, recruitment activities and technical assistance to schools so that they can build and maintain the capacity to meet a diverse student population. Ultimately, we empower schools to develop high quality and inclusive educational programs that ensure equity and access for all students.

What We Offer

The NYC Charter School Center offers a comprehensive benefits package, including medical and dental insurance and a matching 401(K) plan.

Salary

Salary for this position is competitive and is based on prior experience and qualifications.

Assistant Principal of Instruction

Being a leader at University Prep Charter High School (UPCHS) is an ideal opportunity for a dynamic and visionary individual to play a central part in growing and shaping our high-performing public charter school, and to commit to helping students achieve academic excellence.  UPCHS administrators are the academic and cultural leaders of our school. We seek an Assistant Principal who is passionate about achieving our school’s academic and organizational goals, who will develop impactful relationships, and who will build and maintain a strong presence within our community.

The mission of University Prep Charter High School is to prepare students for success in college, leadership and life.  We achieve this mission by creating a student-centered environment that unifies the efforts of families, communities, and schools to foster life-long learning, cross-cultural competency, social responsibility, and academic excellence.  The underlying belief at UPCHS is that all students can go to college. The preparation of students for the college of their choice is our professional responsibility and moral obligation.

UPCHS is a free, public, 9-12, college-preparatory school serving 430 students in the Mott Haven neighborhood of the South Bronx. The majority of UPCHS students live in the neighborhood and qualify for free lunch. We are proud of our 99% graduation rate, 100% college acceptance rate, and a 98% parent approval rating. Working at University Prep is a distinct and rewarding experience as a result of a professional atmosphere where collaboration and continual growth are encouraged and facilitated through professional development, co-planning opportunities, and staff-led committee work.

Specific job responsibilities are to:

• Reinforce the mission of the school with staff and inspire them to act on the mission every single day with urgency, excellence, and optimism
• Define and build a school culture of high expectations where students feel connected, empowered, and safe to take risks
• Create and maintain a fair and equitable system for discipline and student management
• Build positive relationships with all students to model a rapport of professionalism and respect
• Establish and maintain positive school-parent and school-community relations with the goal of achieving high levels of parent/community satisfaction and a strong family-school partnership
• Meet with parents to discuss issues with student behavior or academic performance
• Conduct teacher observations, evaluate learning materials, and facilitate a dialogue that allows for teacher growth
• Serve as the key external spokesperson for the school, conveying the school’s mission and building strong relationships with constituents, including students, teachers, parents, and community members
• Use data to inform practice and drive decision-making and instruction at the school
• Assist with the coordination of national and state testing
• Program schedules and tracking student progress toward graduation
• Work with the Assistant Principal of Operations, Principal, and Executive Director (Admin. Team) to oversee the school’s operations, finances and compliance functions to achieve UPCHS’s ambitious charter goals
• Work with the Admin. Team to manage human resource functions, including recruiting new teachers, developing retention strategies, and conducting regular performance reviews in accordance with UPCHS guidelines
• Collaborate with the union to achieve school goals while adhering to the collective bargaining agreement
• Work with and manage UPCHS committees to ensure that staff members’ voices are incorporated into the operational decisions at the school 
• Speak and advocate for the school in the co-located building site and in the school community  
• Establish and maintain professional and cooperative working partnerships with all stakeholders: parents, students, staff, neighbors, and partners
• Work with the Admin. Team to ensure special education and ENL compliance
• Work with the Student Outreach Coordinator, Principal, and Executive Director to manage student recruitment and enrollment activities and work towards student retention
• Play a major supporting role or take the lead in all school-wide initiatives at UPCHS including: Summer School, Summer Bridge orientation program, Saturday Academy, student office hours, co-curricular activities, parent-teacher conferences, student and staff recruitment projects, staff-wide PD days, school-wide or community events

Additional Responsibilities

In addition to the responsibilities associated with the role of Assistant Principal of Instruction, the School will also expect that you perform other duties as the Principal, Executive Director, or Board of Trustees may reasonably assign.  You are expected to devote your business time and your best professional efforts, judgment, and skill to the performance of your duties and responsibilities for the School and to abide by all School policies and procedures. Further, you are asked to hold others accountable to the school’s expectations as delineated in the appropriate student and staff handbooks. 

Ideal Candidates will Possess:

• Commitment and alignment with the mission of University Prep Charter High School
• Strong written and verbal communication skills
• Aptitude and proficiency with education platforms and technology (Microsoft Office, Smart Notebook, PowerSchool, PowerScheduler, ATS, FAMIS, etc.) 
• An understanding of programming software, needs,  and requirements 
• Willingness to undertake and effectively complete projects of his or her own initiative
• Confidence in implementing school discipline policies to manage student behavior
• Exceptional team management and organizational skills
• Ability to reflect on practice and regular feedback, and make necessary adjustments in accordance with the school mission

Qualifications include:

• Bachelor’s degree required; advanced degree in education
• SBL and/or SDL certification is not required, but the candidate must pursue such qualifications within a reasonable timeline.

• Multiple years of teaching or other relevant education experience preferred

• Proficiency in languages other than English is greatly valued

Employment Information:

This is a twelve-month position.  UPCHS offers a particularly attractive compensation package.  In addition, you are eligible to participate in the benefits program available to all full-time employees, including health and dental benefits, disability insurance, and a retirement plan.

The Support You Need for the Career You Want. 

About Us

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

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

Advantages of Teaching at a New Visions School Include:

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

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

Position Summary

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.

Qualifications

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 for engaging students in their own learning
• Have strong organizational and communication skills
• Have demonstrated success in tailoring instruction to the needs of diverse learners
• Be committed to serving all students and respect children from all backgrounds
• Demonstrate an ability to work collaboratively with others to achieve common goals

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

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

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

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

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

Apply today at:

https://www.newvisions.org/pages/Teaching-Careers

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.

POSITION: East Side is seeking a passionate Spanish Language teacher to start immediately.  The position would likely be four sections of mainly 11th graders. The position is for the remainder of the year and beyond ideally. 

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

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

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

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

Strong candidates for any East Side position are capable of:

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

POSITION:  We are seeking a passionate Middle and High School English Teacher.

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

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

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

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

Strong candidates for any East Side position are capable of:

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

Swipe Out Hunger is a nonprofit based in Los Angeles that partners with universities nationwide to end student hunger. The organization provides both innovative and common sense solutions to food insecurity on college campuses. Swipe Out Hunger’s flagship program allows college students to donate their extra meal credits to support food insecure students on campus. The organization has been called a “Champion of Change” by President Obama and its CEO was recognized on Forbes’ 30 Under 30 list for the program’s innovative work. Today, Swipe Out Hunger operates on more than 100 campuses across 37 states and has served 1.8 million meals.

Position Overview

The Advocacy & Organizing Manager would be the second hire for Swipe Out Hunger’s burgeoning Research & Development (R&D) Lab. The R&D Lab launched in Fall 2019, growing the organization’s work into advocacy and innovative solutions beyond our flagship “Swipe Drive” program.

The Advocacy & Organizing Manager would join a driven and collaborative team at a critical time for the organization. We’re seeking someone to be on the ground with our New York  campus communities, specifically at the CUNYs, while also working collaboratively at the national level to expand our programs. The Manager would : 1) support and work collaboratively with student leaders as you create and lead advocacy campaigns focused on campus, local, and national solutions, and 2) collaborate to source and grow innovative programmatic solutions across the country. The Manager will work remotely and will report to and work closely with the Chief Strategy Officer.

Job Responsibilities Include:

Student Advocacy
– Develop resources focused on how students can engage in advocacy on campus and beyond
– Collaborate and coordinate closely with the campus leadership
– Provide students one-on-one coaching and support to develop advocacy goals (e.g. increased SNAP access on campus, innovative and sustainable programs that reallocate resources to food security on campus, regional political advocacy around bills to fund higher ed basic needs)
– Manage and host learning opportunities, including training and webinars with shareouts, troubleshooting, and special guests specialized in advocacy work in higher education (e.g. congressional staffers, advocacy organization representatives, student leaders who have led successful campaigns)

Campus Organizing + Program Implementation
– Identify pathways for campus community to reduce hunger on campus in a sustainable way, stemming from programmatic best practices
– Build taskforce of campus students and stakeholders to share context, design solutions, and launch implementation
– Develop reports of best practices that will be studied, developed, and proliferated nationally
– Evaluate and iterate programmatic solutions

Organizational Support
– Build out toolkits, best practices, and briefs based on work on the ground
– Identify and develop relationships on behalf of Swipe Out Hunger as the organization’s New York City representative
– Supporting the mission and day-to-day execution of what needs to move the organization forward. As a start-up, the team is “all hands on deck,” doing whatever is necessary to meet the goals.

The Ideal Candidate:

– Bachelor’s Degree is required
– 1-3 years of organizing or advocacy experience
– Experience designing campaigns and gaining community support
– Outstanding relationship skills– you naturally build relationships with people
– Resilient and undeterred by rejection
– You’re a self-starter and are comfortable with working remotely as part of a bigger dynamic team
– A team player who is willing to do what it takes– no job too small or big
– Experience organizing college students is a plus
– Past involvement in education or food equity work is a plus

Compensation and Benefits  

Full time position. Compensation is competitive and commensurate with experience. Work with an engaged, upbeat and collaborative team. Be mentored by a leading national social entrepreneur.

Hours are flexible. Unlimited vacation and PTO. We work hard and encourage a balanced lifestyle. We offer health insurance reimbursements.

Swipe Out Hunger proudly values diversity. We are an Equal Employment Opportunity Employer.

New York University’s Steinhardt School of Culture, Education, and Human Development invites applications for a non-tenure track Clinical Assistant Professor, Director of Field Office and Co-Director of Residency Programs to begin in summer 2020. The appointed faculty member will be part of the Department of Teaching and Learning. We are committed to substantially increasing the proportion of our faculty from historically underrepresented groups as we strive to create the most intellectually diverse, inclusive, and equitable institution that we can, and especially encourage candidates from historically underrepresented groups to apply.

Position Description: The successful candidate will serve as the Co-Director of the NYU Teacher Residencies (NYU TR). The NYU TR (secondary and elementary) are year-long learning experiences built in conjunction with partner districts and charter networks using technology-enhanced course modules leading to NY State certification. Collectively with the Director of Teacher Education, the Co-Director of the NYU TR will spearhead Steinhardt’s efforts to influence federal, state, district and school-based educational leaders around the power of residencies and innovative teacher education models. Additionally, the successful candidate will serve as the Director of the Field office, which places and supports several hundred undergraduate and graduate-level emerging teachers each year, often in underserved communities. Through collaboration, the successful candidate will work closely with teacher education colleagues in the Department of Teaching and Learning, throughout the larger NYU/Steinhardt community, and across New York City schools and Department of Education.

Responsibilities: Steinhardt seeks a dynamic candidate to engage in teaching and administration, with an opportunity for applied research. The successful candidate will teach courses in the elementary- and secondary-level Masters of Arts Teacher Residencies and drive efforts to identify strong school partnerships and placements for all teacher education programs with a focus on underserved communities. Responsibilities include providing day-to-day administrative management for the NYU TR as well as providing structural and intellectual leadership and oversight to the Department of Teaching and Learning’s Field Office, the regional team of Field Mentors, and the national team of NYU TR Residency Directors. This also includes managing staff, supporting continued professional development for all teams, and setting a program vision centered on equity, diversity, and innovation. The successful candidate will participate in applied research and present findings and key learnings from the residency programs in internal and external fora, including national conferences related to teacher education. In addition, the candidate will participate in faculty meetings and serve on department, school and/or university committees.

Qualifications: An earned doctorate in teacher education or a closely-related field, a strong record of leadership in educational administration, and a minimum of 5 years experience in K-12 settings with additional experience in higher education are required. The successful candidate will have a demonstrated ability to teach courses to undergraduate and graduate students in elementary and secondary teacher education programs. Demonstrated experience in technology-
enhanced teaching and curriculum design required. Evidence of the ability to engage with multiple stakeholders including partner schools, districts, networks, and community-based organizations is also required.

NYU Steinhardt: Our mission is to advance knowledge, creativity, and innovation at the crossroads of culture, education, and human development. We have award-winning faculty and alumni engaged in ground-breaking research and artistic creation, at the cutting edge of their professions. NYU Steinhardt’s Department of Teaching and Learning’s faculty are committed to educationally informed decision making in collaboration with local urban and global educational
partners.

NYU’s dynamic Global Network University includes NYU Abu Dhabi, NYU Shanghai, and international programs and academic centers around the world. NYU Steinhardt faculty may have the opportunity to engage in research and teaching at these global study and research sites.

NYU is an EOE/AA/Minorities/Females/Vet/Disabled/Sexual Orientation/Gender Identity Employer.

Chalkbeat, the growing nonprofit news organization telling the story of education in America, is seeking motivated undergraduate or graduate students to serve as a summer marketing and engagement intern. 

In this role, you’ll conduct research to better understand our audience needs and opportunities while also developing and testing different ways to grow our audience. You’ll have an opportunity to collaborate with our reporting teams in seven cities — Chicago, Denver, Detroit, Indianapolis, Memphis, Newark, and New York City — and our national bureau, which reports on issues affecting schools across the country.

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

Who are you?

You’re energized by our mission and excited to help us build a news organization that reimagines daily newsgathering while upholding traditional journalistic values. You always know to put your user first, to think about their needs, and you want to help Chalkbeat build a larger and more engaged audience. 

Candidates should have:

• Data analysis and user research experience.
• A passion for and curiosity about education.
• Strong written and verbal communication skills.
• A solid understanding of different platforms across social, email, and web.

About Chalkbeat:

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

Link children with the futures they deserve. Our intentionally small and community-focused independent charter school is seeking an Operations Manager. This individual would join our dedicated team of professionals who have been ‘linking’ academics, values, and community since 2005. Our community needs a team player to collaborate with and support staff, engage families and students, and support the day-to-day operations of Harlem Link.

Operations at Harlem Link

The Operations Manager is a year-round, full-time member of the Operations Team who reports directly to the Director of Operations and Human Resources. The goal of the Operations Team is to ensure that teachers and students have the environment, materials, and processes they need to be safe and successful, and ensure the physical space meets Link’s school culture, safety, and organizational goals. Operations should run smoothly and collaboratively across the Link campus.

Position Summary 

The Operations Manager serves as a thought partner for the Director of Operations and Human Resources in developing and executing ongoing school-wide systems. As a key member of the school-based Operations Team, this role is responsible for overseeing the maintenance of all operations-related systems, general office projects and ongoing facility issues. The Operations Manager serves as the primary point of escalation and on-the-ground facilities issues to the Link Leadership team and is responsible for ensuring building safety for all students and staff.

Outcomes and Responsibilities

Management of School Facilities

Outcome: The physical environment supports the work of each staff member and child, and is aligned with school vision, branding and communications language.

• • Manage physical checklists, lead regular facility walkthroughs and escalate issues as needed in coordination with Ops team and Custodial Engineer;
  • Support operational systems by providing staff members with a rapid and appropriate response when building- and custodial-related needs arise;  
  • Develop tracking and escalation system for punch-list items, and preventive maintenance cycles;
  • Schedule, organize, clean, and stock supplies for common areas on an ongoing basis;
  • Create and develop inventory systems for use across communal spaces;
  • Assist in negotiating all work order contracts to ensure alignment with monthly spending budgets;
  • Support ongoing renovations projects and furniture upgrades.
  • Maintain accurate signage that promotes school culture and emergency exit signage;
  • Support School Safety and Building Response Team needs

Ownership of Procurement and Requisition Systems

Outcome: The procurement lifecycle is comprehensive, consistent and transparent to the whole staff.

• Support vendor selection and interviews
• Managing account creation for regular school vendors and facilities partners
• Lead purchase order management by Ops staff, including materials requisitioning and receiving, inventory management, and invoice reconciliation and payment;
• Provide oversight for team-based purchases to ensure alignment with monthly spending budgets
• Support strategic planning for order request systems and inventory management tools and trainings by regularly evaluating system efficacy.

General Operations and Communications

Outcome: Operations systems and resources support the school mission and serve the community.

• Provide coverage for other Operations team members 
• Greet and interact with visitors and school personnel in a professional and positive manner;
• Maintain the cleanliness and professionalism of the school environment, running miscellaneous related errands as needed;
• Perform other appropriate duties, as assigned.
• Create and collaborate on all digital tracking and archiving projects
• Support Director of Operations and Director of Finance in strategizing for any upcoming projects and systems; as necessary to the school environment.
• Development of key stakeholder-facing communication (public calendar, Day At-A-Glance, etc.)

Qualifications

All candidates must have:

• Bachelor’s degree or above 
• At least 2 years of school-based Operations work
• At least 3 years of project management or personnel management experience
• Commitment to Harlem Link’s unique mission and vision
• Familiarity with digital project management systems, such as Asana or Trello
• Experience managing facilities requests, including tracking of work orders and relationship building with vendors
• Proficiency in Microsoft Excel, Word, and Publisher, and Google Suite Programs (Drive, Sheets, Docs, etc.)

Ideal candidates have:

• Mastery of database and digital project management systems
• Fluency in Spanish and/or French
• Aptitude in design/publication software (i.e InDesign, EMMA, Salesforce, Adobe Suite, etc.)
• Entrepreneurial leadership qualities

Effective candidates are:

• Highly-skilled collaborators with families, school staff, vendors, and community
• Self-motivated learners who are outcomes-oriented and develop professional metrics of success
• Creative thinkers who take a solutions approach to school and family challenges
• Entrepreneurial learners in seeking feedback and professional growth
• Hard-working professionals dedicated to doing whatever it takes so that the staff can do their best and support the success of our children, and to help build strong relationships with families.

Timeframe and Compensation

The Operations Manager is required to be on-site, Monday thru Friday, and reports to the Director of Operations & Human Resources. Some evening and weekend hours may be required with advanced notice.

This is a salaried position with a competitive pay range commensurate with experience. Benefits are provided in accordance with school policy.

Harlem Link is proud to be an equal opportunity employer.

Join Team Link! To apply, submit a resume and cover letter online at http://www.harlemlink.org/open-positions.html. 

Teaching Lab seeks a full time EL Project Manager to join our Partnerships Team to lead high-quality, curriculum-aligned professional learning experiences for teachers and schools implementing EL Education’s K-8 ELA curriculum.

Reports to: Director of EL Partnerships

Travel Required: 20-40% NYC local client onsite work and some travel outside NYC

Compensation: Commensurate with experience 

Who We Are

Teaching Lab is a nonprofit organization with a mission to fundamentally shift the paradigm of teacher professional learning to achieve educational equity. We envision a world where teachers and students thrive together in communities that enable life-long learning and meaningful lives. In partnership with teachers, we transform professional learning from the ground up to dramatically improve student outcomes. We also work with school, district, and state leaders to create the instructional systems necessary to support these changes.

Our model is based on the best educational research and years of experience using exceptional instructional materials with teachers. Our team of experienced educators is committed to ensuring all students—especially students traditionally underserved by our school systems—meet the academic expectations necessary to succeed now and in the future. Our partners believe in the power of great teaching to inspire students at all levels to learn and grow. Together, we are building a nationwide movement for evidence-based teacher professional learning.

Our Model

The core of Teaching Lab’s work is a belief that stronger professional learning for teachers can radically improve student opportunities and equity. Research suggests that effective professional learning incorporates three critical components:

• Core academic content embedded in exceptional instructional materials and aligned to research-based practices. Teachers deserve daily access to instructional practices based in research. Deep study of high-quality instructional materials allows teachers to grow their knowledge over time and spread that knowledge to their colleagues. We call this the “head” of professional learning.
• Teacher-led communities that build both social capital and buy-in. Teachers deserve to feel motivated and supported by their peers to learn and grow. In teacher-led communities, educators are more likely to buy in to their own development and work collaboratively with their colleagues to improve instruction. We call this the “heart” of professional learning.
• Structured and repeated cycles of learning in the classroom. Teachers deserve to learn from their efforts. Repeated cycles of learning afford teachers the time and space to reflect, incorporate new learning into practice, and verify changes to instruction using evidence of student learning. We call this the “habits” of professional learning. 

We integrate Head, Heart, and Habits through the creation of “Labs” in schools and districts:

• A Lab is a group of teachers of the same subject working with students in the same or similar grade levels within a network of schools.
• Labs are led by two or more Lab Leaders, who are experienced teachers and instructional coaches who support their colleagues’ development.
• Labs center their work on curriculum-specific professional learning Content Modules created by Teaching Lab and vetted by experts.
• Content Modules support repeated Cycles of learning that align with student-facing materials to drive teacher professional learning. Cycles last four to six weeks to allow for teachers to apply and evaluate new learning. Labs complete two to four Cycles each school year.

Summary of Position

Teaching Lab is seeking an EL Project Manager (NYC) to join our Partnerships Team to manage implementation of Teaching Lab’s EL partner  portfolio projects and lead high-quality, curriculum-aligned professional learning experiences for teachers and schools implementing EL Education’s K-8 ELA curriculum using our model for professional learning.

Specifically, the EL Project Manager will engage in five major workstreams:

• Partnership development: Build and foster school and district relationships, ensuring that partners build institutional knowledge of research-based professional learning practices and the EL Education K-8 ELA curriculum in a way that supports independent implementation of Teaching Lab’s model over time.
• Project management: Create and lead the execution of project plans that support the implementation of Teaching Lab’s professional learning sequence at each site. Ensure that all facilitators are prepared and scheduled in a timely manner, professional learning materials are contextualized for the partner and up to date. 
• Facilitation: Effectively lead professional learning sessions for district leaders, school leaders, and teachers that deepen pedagogical content knowledge of the EL curriculum through Teaching Lab’s model for professional learning. Reflect on participant feedback and adjust support in response to partners’ needs.
• Facilitator coaching & training:  Lead through a lens of racial equity to support and develop a cohort of 2-3 part-time facilitators as they provide on-site implementation of Teaching Lab’s work in each school, including support and coaching on facilitation skills, knowledge of the EL Education K-8 ELA curriculum, data collection, and partner investment. 
• Collaboration: Engage in learning and community experiences, and team meetings with the Teaching Lab Community. Contribute to a culture of collaboration with external stakeholders like NYC schools, district leaders,  and professional learning organizations, to ensure success for our school system partners and the students they serve. 

As a rapidly growing nonprofit, we seek an entrepreneurial individual excited about launching and implementing groundbreaking partnerships in New York City.  This position has high potential for both large-scale impact and career growth.

Eligible candidates must have strong expertise in relationship and partnership development, leading professional learning, project management, the EL Education K-8 ELA curriculum, and the Common Core or similar College- and Career-Ready state standards. Ideal candidates will have the unique combination of intellectual curiosity and established skill in each of these areas.  Teaching Lab is a mission and values driven organization. We seek outstanding leaders who have demonstrated a commitment to education equity and racial equity.

Key Responsibilities & Workstreams

Partnership Development – To build & foster school and district relationships, the EL Project Manager will:

• Engage with district and school leadership in partner school systems, including superintendents, curriculum and instruction experts, to build their knowledge of research-based professional learning practices, Teaching Lab’s professional learning model, and the EL Education K-8 ELA curriculum.
• Build rapport quickly across internal and external stakeholders through a balance of empathy and  expertise.
• Work with Teaching Lab’s Partnerships Team to identify and engage new and existing school system partners on scopes of work that drive towards impact and outcomes for teachers and students.
• Gain a deep understanding of the district’s and school’s context in order to inform the scope and implementation of the work.
• Effectively lead external and internal communications, including 1:1, small and large group settings, virtual meetings, and presentations. 

Project Management – To project manage scopes of work, the EL Project Manager will: 

• Lead high-level project management across Teaching Lab’s portfolio of New York City’s EL Education K-8 ELA curriculum projects, including working with the Director of EL Partnerships to staff sites and create project plans to develop facilitators’ knowledge and skills.
• Demonstrate strong organizational skills, time management, and workflow management while attending to the diverse needs of New York City partners. 

Facilitation – To effectively lead professional learning sessions, the EL Project Manager will:

• Plan and lead on the ground professional learning for district leaders, school leaders, teacher leaders, and teachers aligned to the Teaching Lab’s model of professional learning.
• Collect, reflect on, and apply data from participant feedback surveys to improve facilitation, relationships, and knowledge building at each site.

Facilitator Coaching and Training – To support and develop facilitators, the EL Project Manager will:

• Train and coach a team of facilitators through a lens of racial equity, developing capacity for team members in this area.
• Train facilitators on professional learning best practices, facilitation techniques, and Teaching Lab’s EL Education K-8 ELA Curriculum professional learning sequence.
• Build a strong mission and values aligned team culture with facilitators in the NYC EL Education portfolio.
• Lead reflection and feedback coaching sessions with facilitators.

Collaboration – To foster a culture of collaboration,  the EL Project Manager will:

• Collaborate with the Director of EL Partnerships to adapt Teaching Lab’s EL-specific professional learning content and sequences to partners’ needs.  Maintain site-specific versions of content.   
• Support Teaching Lab’s data collection and impact evaluation processes in conjunction with the Research and Learning team
• Liaise with external stakeholders, including the NYC district and school leaders to ensure continued success of Teaching Lab’s work with NYC school systems.

Areas for Growth 

Teaching Lab is committed to practicing what we preach, which means that development of our team is a key organizational priority. As a community of learners, we support one another through thought partnership, direct assistance, and opportunities to expand our own knowledge. The EL Project Manager will have the following growth opportunities: 

• Unparalleled networking and learning opportunities with Teaching Lab staff, board members, and experts in the field, including Student Achievement Partners, UnboundEd, NYC Department of Education, and others.
• A peer community of other Project Managers focused on collaborating and supporting each other in their core areas of responsibility.
• Internal cycles of inquiry on core topics that mirror our client-facing, external professional learning sequences.

Qualifications

We seek team members who bring relevant experience, knowledge, and skills, as well as a commitment to shared values and norms. Prospective EL Project Manager candidates should be able to demonstrate experience or background in the following categories:

Educational & Work Experience

• Bachelor’s degree and minimum five years experience working in education
• Minimum of 2 years teaching experience with K-8 students from traditionally underserved backgrounds with demonstrated evidence of impact
• Experience coaching educators for 2-3 years (instructional coaching preferred)
• Experience facilitating impactful professional learning for educators
• Experience leading relationships with clients and stakeholders in an education context

Knowledge 

• Deep knowledge and experience with Common Core or College- and Career-Ready ELA/Literacy standards
• Deep understanding of the EL Education’s K-8 ELA  curriculum, including its design and component parts 

Skills

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

Values

• Deep commitment to Teaching Lab’s organizational mission and Values, racial equity, and educational equity for traditionally underserved students 
• Strong commitment to growth mindset for both adults and students, and a desire to work collaboratively to grow team skills and capabilities 
• Belief in the power of relationships to drive collaboration
• Relentless focus on results for traditionally underserved students, including a high bar for quality work

Working at Teaching Lab 

This position is eligible for work in New York City. This position will require travel around New York City with some travel outside of the city (20-40%) based on organizational needs and capacity and time of year. 

Salary for this position will be commensurate with experience. Teaching Lab offers a comprehensive benefits package, including organizational contribution of 100% of employee costs and 50% of dependent costs for health/dental/vision insurance, a 401(k) program with a 4% employer match and diverse investment options, monthly technology reimbursement, and generous time off and leave policies.

We are committed to building a sustainable organization. We love our work and want to be able to do it for years to come. This means that despite our relentless focus on impact and results for educators and students, we commit to maintaining a balance between work and other parts of our lives.

To Learn More About Teaching Lab 

• Explore our website at www.teachinglab.org
• Read more about our model and the services we offer in our SY19-20 Professional Learning Services guide
• Read about our work in the Aspen Institute report Practice What You Teach (pg. 9-11)

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

SUMMARY:

The purpose of this position is to:
1. Ensure compliance with the Individuals with Disabilities Education Act (IDEA), Section 504 and Title II
of the Americans with Disabilities Act (ADA) with support from the New Visions Charter High Schools
Instructional Specialist for Special Education.
2. Provide guidance to New Visions school leaders, staff and counselors on effective implementation of
the supports outlined in a student’s Individualized Education Plan (IEP).
3. Provide support for special education students and their families.

ESSENTIAL JOB FUNCTIONS: Under the direction and oversight of the Associate Director of Clinical Support (ADCS), to carry out the following duties:

• Compliance
  • Work with the school’s Committee on Special Education (CSE) to:
    • schedule all annual review meetings, triennial evaluations, reevaluations, and initials
    • complete all paperwork related to preparation for IEP meetings
      • this includes but is not limited to:
        • ensuring caseload managers secure general education teacher reports, related service provide reports, conduct student interviews, and draft IEPs in SESIS at least one week prior to the IEP meeting
        • ensure caseload managers mail all relevant IEP documents to families at least one week prior to the meeting
      • secure and manage all necessary related services
        • this includes but is not limited to:
          • following the New Visions guidelines for working with the CSE to secure related service providers
          • coordinating and tracking receipt of transmittals and Related Service Authorizations (RSA)
        • develop Functional Behavior Assessments (FBA) and Behavior Intervention Plans (BIP), as needed
        • conduct Manifestation Review Determinations (MDR), as needed
      • Under the direction of the ADCS, work with school leaders to:
        • ensure the school’s compliance with IDEA, Section 504 and Title II of ADA
          • this includes but is not limited to:
            • ensuring the student’s programs and supports are in alignment with the student’s IEP
            • testing accommodations are prepared prior to all administration of in-school, state and national exams for students with an IEP or Section 504
            • disseminating all students’ IEPs and Section 504s and providing guidance on effective implementation of the supports outlined in the IEP, before students enter school in August,
            • developing a schedule for students to receive related services during the school day that minimizes missing core content instruction
            • tracking all New Visions service providers and outside agency providers to ensure they call in to the Interactive Voice Response System (IVR) to record First Attend dates, track attendance, and provide updates on annual goals for each report card period and for IEP meetings
        • provide data to the ADCS to prepare special education detail for Per Pupil Billing six times a year; report should be prepared one week prior to the Per Pupil Billing deadline
        • determine state and national exam deadlines for testing accommodations and work with caseload managers to prepare all necessary documentation to submit applications for accommodations in accordance with a student’s IEP or Section 504
        • manage and update hard and soft data related to IEPs, Section 504s, Related Services, IEP meetings and accommodations on a weekly basis
        • monitor discipline and academic data for students with disabilities on a weekly basis
        • carry out a coordinated set of transition activities for students with disabilities; this includes transition from grades 8 – 9 by September and transition from grades 9 to post-secondary
          • this includes but is not limited to:
            • conducting diagnostic testing on literacy levels before September
            • working with ACCES-VR during grades 11 and 12 to support post-secondary planning
            • working with SYEP coordinator to prepare student applications for Transition Coordinator Center (TCC) by April of each year
            • working with the DSO to complete a school application to become an eligible TOP (Training Opportunities Program) site
            • coordinating student TOP application submissions and acceptance process
      •  Work with New Visions general education and special education staff and counselors to:
        •  prepare IEP annual goal progress reports to be mailed at each report card period and complete annual goal progress updates in SESIS at the same time reports are mailed
        •  conduct FBA to aid in the creation of BIP, as needed
          •  this includes but is not limited to:
            • conducting teacher interviews, student interviews and doing a minimum of three Antecedent Behavior Consequence (ABC) Observations
            • developing a list of recommended intervention strategies and replacement behaviors for the development of the BIP
            • disseminate and coach staff and counselors on effective implementation of the BIP no later than one week after the creation of the BIP
          •  implement a coordinated set of transition activities for students with disabilities; this includes transition from grades 8 – 9 by September and transition from grade 9 to post-secondary
            • monitor the quality of IEPs written by New Visions staff
            • participate in special education department meetings with the Lead Teacher for Special Education

• Advocacy
  • Communicate with families to:
    • prepare reevaluation requests and initial requests for CSE, as needed
    • provide IEP annual goal progress reports at each report card period
    • communicate student progress and concerns, as needed
    • provide informational workshops on school supports and transition needs; this includes transition from grades 8 – 9 by September and transition from grade 9 to post-secondary
    • collect necessary documentation for transition support; this includes but is not limited to Level I and II Vocational Assessments, as well as all paperwork needed to complete SYEP applications, TOP applications, and ACCES-VR applications

Supervisory Reports: None

Interacts with: Principal, APs, Special Education Teachers, NVCHS Instructional Specialist for SPED

Required Education, Certifications and Experience:

• BA
• At least 1-3 years of teaching experience
• NYS Teaching Certification in Special Education (or in process of reciprocity)

Desired Education, Certifications and Experience (if applicable):

• Masters (Preferred)

Chalkbeat, the growing nonprofit news organization covering public education in America, is seeking a staff accountant to assist with Chalkbeat’s day-to-day financial operations in accordance with standard accounting procedures. The staff accountant will support ongoing grants administration in a nonprofit environment, in addition to general accounting responsibilities. The staff accountant reports directly to Chalkbeat’s director of finance.

Key responsibilities for this role include:

• Coordinate grant tracking activities, including tracking spending against grant awards and preparing grant reports
• Process accounting transactions in accordance with GAAP and Chalkbeat accounting policies and procedures
• Assist with general accounting functions such as setting up new vendors, depositing cash receipts and setting up new grants
• Maintain electronic filing system for accounting backup documentation
• Maintain financial tracking systems
• Act as the expert expense reporting system superuser and train staff on how to report expenses incurred on behalf of Chalkbeat
• Prepare and record standard and ad hoc journal entries using Intacct
• Reconcile balance sheet accounts
• Prepare monthly financial statement variance analysis
• Prepare quarterly financial summaries for team leads
• Track in-kind donations and pro bono services and record value in Intacct
• Coordinate annual audit process and tax preparation
• Coordinate annual budget construction and related ad hoc analysis
• Assist team leads in understanding their budgets and actual spending
• Coordinate updates to finance policies and procedures documentation and the team desk guide
• Backup junior staff accountant functions as needed

What background and skills do you have? (We know not all strong candidates will have all the skills we list. That’s OK. What else do you bring to the table? Please tell us!):

• Bachelor’s degree in accounting
• Three to five years of accounting experience required
• Non-profit accounting experience preferred; ideally experience at an organization with multiple sites or cost centers
• Knowledge of Intacct (a plus) or other accounting software (a must)
• Demonstrated proficiency in Microsoft Excel
• Demonstrated knowledge of financial reporting and audit support
• Superior attention to detail, with excellent analytical skills
• Ability to follow policies and procedures
• Interpersonal skills for building relationships with key internal and external stakeholders
• Comfort working in a virtual environment, commitment to maintaining efficient, effective systems for a growing organization, and a view of finance as a positive support to our mission, not a bureaucratic obstacle to serving the needs of our team.

Bonus points if you’ve got:

• Master’s degree and/or CPA license
• Prior supervisory experience a plus
• Passion for our mission a plus

The position will be based at our New York office, conveniently located near Penn Station.

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

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

SUMMARY: The purpose of this position is to:

• Provide instructional supports and accommodations for students with disabilities
• Write and monitor Individualized Education Plans (IEPs) in compliance with the Individuals with Disabilities Education Act (IDEA), Rehabilitation Act of 1978, and Title II of the Americans with Disabilities Act (ADA) with support from the Special Education Coordinator.
• Communicate regularly with Committee on Special Education (CSE) in your district and families of students with disabilities.

ESSENTIAL JOB FUNCTIONS:

• Compliance

• Work with the school’s Special Education Coordinator:

• Schedule all IEP annual review meetings, triennial evaluations, reevaluations, and initials
• Manage all paperwork related to preparation for IEP meetings

• This includes but is not limited to:

• Securing general education teacher reports, related service provide reports, conduct student interviews, and draft IEPs in SESIS at least one week prior to the IEP meeting
• Ensure all paperwork is sent to the CSE and families at least one week prior to the meeting * Track IEP annual goal progress

• This includes but is not limited to:

• Working with general education teachers to develop progress monitoring systems in co-taught classes
• Providing families and students progress reports towards IEP annual goals at least once per trimester * Develop Functional Behavior Assessments (FBA) and Behavior Intervention Plans (BIP), as needed

• This includes but is not limited to:

• Conducting teacher interviews, student interviews and doing a minimum of three Antecedent Behavior Consequence (ABC) Observations
• Developing a list of recommended intervention strategies and replacement behaviors for the development of the BIP
• Disseminate and coach staff and counselors on effective implementation of the BIP no later than one week after the creation of the BIP * Contribute to Manifestation Review Determinations (MDR), as needed
• Instruction

• Work with general education teachers to:

• Co-plan daily lesson plans that align the classroom instruction to the student’s IEP by utilizing principles of universal design, differentiation, and individualization strategies
• Ensure students receive mandated accommodations on all in-class and state assessments
• Advocacy

• Communicate with families to:

• Ensure guardians understand their rights and their students’ rights in accordance with IDEA
• Ensure student needs (i.e. emotional, mental, or physical) are communicated to the teachers and help teachers understand when and how a student’s struggles may be related to their disability
• Provide informational workshops on school supports and transition needs; this includes transition from grades 8 – 9, summer youth employment opportunities program (SYEP) through the Transition Coordination Center (TCC), and transition from grade 9 to post-secondary
• Collect necessary documentation for transition support; this includes but is not limited to Level I and II Vocational Assessments, as well as all paperwork needed to complete SYEP applications, TOP applications, and ACCES-VR applications

Interacts with: Principal, APs, Special Education Teachers, NVCHS Instructional Specialist for SPED

Who is a New Visions Teacher?

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:

• NYS Teaching Certification in Special Education (or in process of reciprocity)
• At least a Bachelor’s degree, Master’s preferred

New Visions for Public Schools is an equal opportunity employer.

Chalkbeat, the growing nonprofit news organization covering public education in America, is seeking a talent & recruitment assistant to support our efforts to hire, support and retain top talent.  

We’re looking for someone who is excited to grow their skills in talent and HR operations and can work on tasks big and small to support our growing team. Our ideal candidate views recruitment and talent support from a customer service perspective and as a vital contribution to the organization’s mission.

You’ll join a supportive and tightly-knit operations team responsible for talent, finance, and systems development, and you’ll interact regularly with our newsroom, product, and development teams as part of our vibrant remote culture. 

The key responsibilities for this role include:

Talent management support

• Posting jobs and screening applications
• Scheduling interviews and serving as a point of contact for candidates throughout the hiring process
• Managing our applicant tracking software and other talent-related systems
• Supporting new employee onboarding
• Providing logistics support for recruitment events

Special projects 

• Supporting the launch of new recruitment and talent initiatives, including projects focused on Diversity, Equity, and Inclusion
• Supporting special projects for the talent and/or operations teams as needed

General administrative support 

• Scheduling and supporting a variety of team meetings ranging from our all-team retreat to weekly talent and operations meetings 
• Researching and booking cost-effective and efficient travel
• Supporting our common documentation and resource sharing systems

This position will report to Chalkbeat’s Director of Operations and will also support a new Chief People Officer role. 

Job Requirements:

• Great task management skills and problem-solving ability
• Strong organizational skills with superior attention to detail
• Strong customer service mindset
• Ability to use discretion when communicating about sensitive topics
• Ability to build trusting relationships with Chalkbeat’s diverse team
• Flexible and comfortable in a work environment where multitasking is the norm, the pace is fast, and priorities will evolve
• Proficient with office software and comfortable learning new technology systems
• At least 1-2 years of relevant work experience (e.g. nonprofit operations, human resources, executive support)
• Strong verbal and written communication skills

The position will be based at our New York office, conveniently located near Penn Station.

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

About Chalkbeat:

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

About Us

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

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

Advantages of Teaching at a New Visions School Include:

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

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

Position Summary

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.

Qualifications

Successful New Visions teaching candidates will:

• Approach learning via a 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 for engaging students in their own learning
• Have strong organizational and communication skills
• Have demonstrated success in tailoring instruction to the needs of diverse learners
• Be committed to serving all students and respect children from all backgrounds
• Demonstrate an 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.

Apply today at:

https://www.newvisions.org/pages/Teaching-Careers

New Visions for Public Schools is an equal opportunity employer.  

New Visions Charter High School for the Humanities III is looking for teachers certified in Grades 7 through 12 in the following subject areas:

• Biology
• Earth Science
• Mathematics
• Special Education

Organization Summary: United Way of New York City (UWNYC) is a nonprofit mobilizing people and organizations to eradicate barriers and create opportunities that improve the lives of low-income New Yorkers. Part of the United Way Worldwide system, one of the world’s most recognized charitable brands, we envision caring communities in which all individuals and families have access to quality education and the opportunity to lead healthy and financially secure lives.  We strive to model our values in all our relationships, both internal and external: Collaboration, Compassion, Integrity, Accountability, and Superior Performance.

Position Description: UWNYC’s Senior Director of AdvocateNYC works to advance the organization’s mission through policy and systems change efforts, using a variety of methods including coalition building, advocacy, thought leadership, research, and public awareness campaigns among our diverse network and partners. UWNYC’s central belief is that the number of New Yorkers living below the standard of self-sufficiency is unacceptable and it is the collective responsibility of government, nonprofits, philanthropy, and business to make meaningful changes to help the 40% households currently living below the standard achieve greater self-sufficiency. The main strategic objective of AdvocateNYC is to educate and mobilize networks of individuals and organizations to drive policy and systems change that will advance self-sufficiency for low-income New Yorkers.

AdvocateNYC is an emerging unit and UWNYC will look to the Senior Director to establish key strategies and objectives as well as metrics, impact goals, and organizational structures to enhance cross-functional collaboration around advocacy initiatives. This unit is essentially in “startup” mode and requires an entrepreneurial individual who is comfortable and inspired by building a new unit. The Senior Director will work closely with our network of corporate, philanthropic, community-based partners, and policymakers to identify systemic problems and solutions as well as influence policy and systems change that positively impact all New Yorkers. With support of another member of the AdvocateNYC team, the Senior Director is responsible for producing annual advocacy agendas, research reports, expert testimony, informational briefings, advocacy actions as well as leading and supporting coalition building to identify challenges, design solutions, deploy resources and data, and drive policy and systems change. The Senior Director will also lead and support advocacy networks and coalitions with the infrastructure, relationship building, resource sharing, collaboration and organizing that is crucial to developing a broad-based network of support and action. The Senior Director will align internal stakeholders around advocacy initiatives and contribute to grant proposals and reports to secure resources for the work.

Job Responsibilities:

Strategic Leadership & Teambuilding:

• Lead and develop the vision and goals for the unit, manage AdvocateNYC staff and external consultants.
• As a senior leader at the organization, help shape and contribute to strategic decision making.
• Set annual strategic objectives, track progress against goals and evaluate the impact of AdvocateNYC and provide solutions to areas that require improvement.
• Collaborate with Marketing & Communication department to develop and implement a communications strategy for policy and advocacy priorities and strategies.
• Work with Resource Development to increase corporate, donor and affinity group engagement as advocates for UWNYC policy and systems change efforts.
• Work with Resource Development to identify and support fundraising opportunities to sustain and grow AdvocateNYC, including drafting grant proposals.

Public Policy/Government Relations:

• Develop and implement an annual public policy agenda that supports UWNYC’s strategic plan.
• Present UWNYC’s public policy agenda to wide variety of audiences, including government officials at all levels, community-based organizations, funders, businesses and UWNYC staff, donors and volunteers.
• Consistently meet with and maintain communications with elected and appointed officials and develop feedback loops to engage UWNYC colleagues in these efforts.
• Position UWNYC as a credible, trusted, nonpartisan source of information for policy makers.
• Lead the AdvocateNYC team in the publishing of short policy reports, blog posts, presentations and outreach materials, and other materials related to UWNYC’s policy and systems changes efforts.
• Document UWNYC’s policy change successes and lessons learned to inform citywide practice.
• Identify and research key local, state and national policy issues and develop associated strategies.

Network/Coalition Building:

• Encourage and initiate collaboration between UWNYC, CBO partners, businesses and other advocacy groups sharing similar advocacy goals and objectives including to convene stakeholders and working groups.
• Prepare position papers, conduct research, and provide public testimony for UWNYC’s priorities.
• Build understanding and comfort with UWNYC’s advocacy efforts among corporate partners.
• Build the capacity of UWNYC network partners and allies to advance UWNYC’s policy priorities through education and skills-building workshops.
• Collaborate with other stakeholders to support and publish research to advance policy priorities.

Skills, Knowledge and Experience:

• Position requires a master’s degree in political science, public policy or other related field preferable; five to seven years of related public policy experience or equivalent of education and experience.
• Research and applied subject matter expertise in one or more of the following required: birth – 12 improved education outcomes, economic stability and benefits access, hunger, workforce development and similar expertise in US-based public policy.
• Understanding of public policy framework, legislative and budget processes at the City level.
• Working knowledge reading, writing, and analyzing legislation and city budget preferable.
• Demonstrated experience in policy analysis, research and producing effective written communications.
• Experience with large, multi-organization coalitions and democratic consensus-building process preferable.
• Experience with corporate sector and comfort mobilizing business to action preferable.
• Strong verbal and written communications with exceptional attention to detail.
• Recognition of importance of interdepartmental coordination and communication.
• Highly developed interpersonal and communication skills and strong ability to build partnerships and establish a leading voice on coalitions.
• Staff and consultant management experience is a plus.
• Ability to both work independently and be a team player.
• Ability to handle multiple projects and quickly “change gears” as needed.

UWNYC Competencies

• Business Acumen & Strategic Direction
• Relationship Oriented
• Collaboration
• Critical Thinking & Creative Problem Solving
• Effective & Engaging Communicator
• Embracing & Managing Change

Chalkbeat, the growing nonprofit news organization telling the story of education in America, seeks a graphic designer with strong project management skills to join the product team. Chalkbeat’s mission is to provide 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 seven bureaus (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.

Chalkbeat’s product team is responsible for our digital products and visual storytelling. We also provide support for editorial and revenue initiatives that require product thinking, such as newsletters, investigative projects, and membership. That support comes in many forms and degrees, from envisioning strategy to tactical execution. 

Your impact as the graphic designer/project manager will be:

• Designing and building new products to reach parents, teachers and other members of our communities to increase Chalkbeat’s sustainability and audience engagement.
• Elevating our brand while designing daily. From event flyers and social media assets to branding for new products to internal reports and pitch templates, you’ll work with teams across Chalkbeat and ensure brand consistency across our external and internal materials. 
• Enhance the visual presentation of Chalkbeat’s journalism by developing an illustration strategy, maintaining our photo archives and managing freelance photography.

What background and skills do you have?

• You’ve designed and delivered a wide range of visual materials, from printed flyers and banners to digital media assets.
• You are comfortable working remotely or with remote team members.
• You enjoy working in fast-paced environments, such as a newsroom.
• You are a solid communicator who knows how to ask for help, empathize with teammates and take ownership of your work.
• You are highly organized and adept at managing projects. 
• You use modern design tools, such as Adobe Illustrator, InDesign and Photoshop and web design software, such as Figma, Sketch or InDesign. 
• Bonus points for: Fluency in HTML and modern CSS (including SCSS/SASS). An understanding of web accessibility requirements and best practices.

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.

This position is remote and reports to a manager in Austin, Texas. If you prefer to work in an office, you’re welcome to join us in one of Chalkbeat’s bureaus in Chicago, Denver, Detroit, Indianapolis, Memphis, 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.

About Chalkbeat:

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

DEPARTMENT:          

Operations/Early Childhood

LOCATION:                

New York, NY

REPORTS TO:            

Managing Director of Operations

SALARY:                     

$80K-90K Annually, commensurate with experience & with excellent benefits

SCHEDULE:                 

Mon-Fri; 9am-5pm

DATE:                                     

September 2019

JOB SUMMARY:         

“Do you create strategic partnerships across and within organizations? Are you interested in working at one of NYC’s oldest non-profits? Come join us.”

You will develop, create, and maintain strategic partnerships across the agency and with outside stakeholders. You will work closely with the Managing Director of Operations across all agency departments including Capital Projects and Real Estate, IT, Accounts Payable, Facilities, Development and Communications, HR, and our Early Childhood, Youth, and Senior programs to forge and strengthen internal and external partnerships. You will interface internally with staff and will serve as an external representative of the organization with consultants, contractors, government agencies, community organizations, and elected officials. You may be asked to manage and implement special projects as-needed.

Grand St. Settlement is a 100+ year-old non-profit organization planning our legacy for the next 100 years. We have provided social services to low-income New Yorkers since our founding in 1916. We are now a $30M a year organization and are looking for a dynamic Manager of Strategic Partnerships to join our entrepreneurial team.

EDUCATION, EXPERIENCE, AND SKILL REQUIREMENTS:

• Bachelor’s Degree required; Master’s Degree preferred
• You are dynamic, thoughtful, and creative. You have Ivy-League intelligence and a blue collar work ethic
• You take ownership of your work, think strategically, and take thoughtful action with very little direction. You are self-motivated but also coachable
• You are comfortable communicating over email, by phone, or in front of a group of people you don’t know. You listen respectfully and people like to talk to you. You follow up on conversations
• You know how to use a computer, create a spreadsheet, analyze data, and know how to have fun with social media
• You may have experience with community organizing, advocacy work, fundraising, social services programming, and knowledge of government-funded programs, non-profit finance, and/or grants administration
• You care about people and the state of the world, and want to contribute to Grand St. Settlement’s legacy

ESSENTIAL DUTIES AND RESPONSIBILITIES:

• Coordinate with our Executive Team to identify and develop strategic partnerships that result in enhanced services and new resources. We are currently establishing new EHS federal grant partners and continuing to meet our neighbors in the LES and Brooklyn

• Cultivate and maintain a portfolio of current and potential strategic partners. Proactively establish strong working relationships and lines of communication with other settlement houses, nonprofits, NYCHA and other landlords, developers, corporations, consultants, elected officials, local policymakers, government agencies, the NYPD, and other neighborhood stakeholders. Attend and represent GSS at community events and other functions to promote our programs and services

• Create and implement outreach plans to grow enrollment in GSS programs. This might include planning recruitment activities including posting materials, attending events, community canvassing, and open houses. Communicate regularly with participants and their families
• Leverage social media to increase visibility and enrollment for GSS programs and services

• Track, monitor, and oversee contract registration and execution and payments for departments including Early Childhood, Facilities, and Capital Projects

• Help develop and implement an agency-wide purchasing and procurement plan

DEPARTMENT:          

Early Childhood Services       

LOCATION:                

Brooklyn, NY

REPORTS TO:             

Center Director

SALARY:                     

$38-42K Annually

SCHEDULE:                 

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

DATES:                                   

August 2019

JOB SUMMARY:         

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

EDUCATION, EXPERIENCE AND SKILL REQUIREMENTS:

• BA in Early Childhood Education; or 90 credits of an approved study plan to complete degree and obtain NYS Teacher Certification (B-2) within 7 years
• Completion of the Infant/ Toddler Child Development Associate (CDA) credential or formal coursework in infant/ toddler development
• Experience working with families and children aged newborn to three and their families
• Ability to work with children and families with special developmental, social or cultural needs
• Ability to maintain written records and manage time to ensure the completion of assigned work
• Ability to work collaboratively and provide leadership
• Ability to lift 35 pounds easily and regularly
• Bilingual English/ Chinese or Spanish strongly preferred

ESSENTIAL DUTIES AND RESPONSIBILITIES:

• Supervise and carry out the planning, documentation and execution of curriculum that takes into account the social, emotional, developmental, and health needs of the individual child, as well as the group
• Work collaboratively with supervisors, the Assistant Teacher, other program staff and parents to ensure EHS and GSS goals and objectives are met
• Maintain a safe and sanitary environment in accordance with EHS and DOHMH regulations, including regular visual inspection of equipment and areas accessible to children
• Keep developmentally appropriate equipment and materials in good condition and ensure children’s access and constructive use
• Maintain confidentiality of child and family information (verbal and written)
• Coordinate recordkeeping and curriculum planning for individual children and the group

• Coordinate ongoing assessment of children’s development in keeping with identified EHS and GSS school readiness goals. Utilize Creative Curriculum and TSG assessments
• Establishing regular weekly team meeting times
• Develop and maintain positive working partnerships with parents including participating in meetings when required
• Collaborate with other teachers and staff to communicate information about child development and individual children to parents
• Conduct standardized developmental and behavioral screenings within 45 calendar days of the child’s entry and follow through with any needed follow up
• Work with specialists and parents to support children with diagnosed special needs
• Conduct home visits at least twice a year according to program policies and procedures
• Conduct individual parent/ teacher conferences at least three times per year to share child outcomes, and work collaboratively with parents to establish individual goals related to school readiness
• Follow applicable state regulations and agency policies regarding the prevention and reporting of child maltreatment
• Participate in coaching opportunities and professional development training
• Participate in annual performance evaluation to set short and long term professional goals
• Participate in all required trainings and meetings

DEPARTMENT:

Senior Services

PROGRAM:

BEST/NORC

REPORTS TO:

Program Director

LOCATION:

New York, NY (Lower East Side)

SALARY:                     

$50,000 – $52,000 Annually

SCHEDULE:

Monday–Friday, 830am–430pm

DATE:

September 2019

JOB SUMMARY:

The Social Worker is responsible for the provision of individual and group counseling, benefits and entitlements in the BEST NORC program- in the Baruch Houses.  Services provided will aim at helping seniors remain in their home, active in the community, and decrease social isolation.

EDUCATION, EXPERIENCE AND SKILL REQUIREMENTS:

• License Master’s Degree in Social Work required
• Previous experience working with a diverse population setting
• Experience in community-based settings
• Excellent communication and organization skills
• Knowledge of senior health homes and care coordination preferred
• Bilingual English/Spanish preferred

ESSENTIAL DUTIES AND RESPONSIBILITIES:

• Conduct (180 individual screenings) PHQ-9 depression screenings and (180) Alcohol Abuse screenings to clients and provide counseling or referral services if needed
• Provide individual supportive counseling service by phone (90 individual phone counseling), for homebound (200 home visits) and the office counseling (185 in-person counseling sessions)
• Provide weekly group counseling (35 sessions annually) to strengthen seniors’ mental health in group setting
• Maintenance case notes according to contract requirements- DOH, SOFA and DFTA
• Conduct home visits to home bound seniors and complete psycho social assessments along with follow up with services
• Develop and create communication systems with health clinics and hospitals to ensure safe discharge plans
• Work with Nurses to provide a comprehensive health care management services
• Conduct weekly case conference meetings with NORC team to ensure seamless plan of care
• Collaborate with GSS senior services staff at the NORC/Senior Center/Essex Crossing to ensure seniors are aging in place
• Partner with Outreach Worker to identify isolated seniors who need mental health services
• Supervise Social Work Interns for the senior services department
• Other duties as assigned by program director

DEPARTMENT:

Early Childhood

LOCATION:                

Brooklyn, NY

REPORTS TO:             

EHS- CCP Director

SALARY:                     

$65,000 Annually

SCHEDULE:                 

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

DATES:                                   

September 2019

JOB SUMMARY:         

The Education and Disabilities Coordinator supervises the Child Development Specialist and works closely with the Program Director and Mental Health Consultant to ensure the successful implementation and operation of the Education and Child Development Services  as outlined in the Head Start Performance Standards. He/she also collaborates with Partner leaders, teaching staff, GSS staff and Community stakeholders in developing and enhancing early childhood education services that promote positive learning and developmental outcomes for all children and support the inclusion and delivery of services for children  suspected of or diagnosed with special needs.

EDUCATION, EXPERIENCE, AND SKILL REQUIREMENTS:

• Required: Master’s Degree in Early Childhood Education AND Professional New York State Birth-Grade 2 Teacher Certification AND experience working with infants/toddlers
• Strong written and verbal communication skills
• Ability to follow through and meet deadlines
• Knowledge of Head Start Performance Standards/Head Start Act 2007, New York State Family Child Care regulations, & New York City DOHMH regulations (Article 47)
• Knowledge of Developmentally appropriate Early Childhood Assessment and Observations tools

• Bilingual English/Spanish or Mandarin strongly preferred

• Experience working with young children and understanding of principles of early childhood development
• Experience working with and knowledge of community resources
• Ability to foster and maintain positive, professional relationships with program staff, partners, families, and community stakeholders

ESSENTIAL DUTIES AND RESPONSIBILITIES:

Under the direct supervision of the Program Director, the Education and Disabilities Coordinator shall be responsible for:

• Planning: Collaborate with Partners to ensure high quality comprehensive services are delivered effectively and timely to all enrolled children/families; including transition plans, School Readiness, and related Parent, Family, and Community Engagement efforts. Implement policies and procedures for the education and disabilities portion of all program options with Partner leaders, parents, staff, and GSS supporting the effective implementation of the education and child development content area in alignment to Head Start Performance Standards, Early Learning Outcome Framework. Lead in developing and monitoring Training and Technical Assistance Schedule.
• Program Implementation: Support Child Development Specialist in ensuring  curriculum implementation ensuring that teachers provide developmentally and linguistically appropriate experiences appropriate to age, language and culture of children served including women.  Supervise the coordination and planning for transitions of all children and families.  Lead the implementation of EHS SRG including: assessment data analysis, program planning to support positive child outcomes, and connecting SRG to all content areas. Collaborate with CCP Management team to ensure high quality comprehensive services are delivered through ongoing monitoring and continuous improvement activities. Facilitate trainings for partners, EHS staff, & families as needed
• Family Partnerships: Offer opportunities to build child observation skills connected to child development; Work with Partner leaders, parents, teachers and service coordinators of children in process or receiving Early Intervention/ CPSE services to ensure smooth transitions in to and out of the program. Provide parents with information and assistance in understanding and advocating for services and support needed to address their child’s special needs. Assist parent/guardians with the special needs referral process which includes attending EI and CPSE district meetings. Coordinate parent workshops to the general population and children with special needs.
• Community Partnerships: Assist Director in identifying Community Resources and Partnerships. Maintain strong relationships with any local agency responsible for implementing IDEA to ensure children receive the proper services; Participate in Disabilities Advisory Group with collaborating partners and parents.
• Record Keeping and Reporting: Maintain filing, tracking and documentation systems for the early childhood education service area for children and staff credential requirements; Monitor Partnership HR Staff files and completion of individual professional development plans. Ensure confidentiality of staff, child and family records; Input data into COPA system. Review and approve all orders for classroom materials
• Ongoing Monitoring and Self-Assessment: Monitor child education data, assessment data base, and developmental / behavioral screenings and follow up. Monitor service delivery by engaging partners in continuous improvement action plans and follow through. Participate in Annual Self-Assessment, Program Information Report (PIR), Community Assessment, ongoing monitoring, Federal Reviews, meetings with OHS Education Specialist and Policy Council Meetings
• Human Resources and Supervision: Supervise Child Development Specialist. Work with teachers to develop and support their individual development plan Participate in professional development opportunities, including meetings, in-service training, mandated trainings, & conferences
• Perform other duties and undertake special projects as assigned

REPORTS TO:

Managing Director

LOCATION:

Brooklyn, NY

SALARY RANGE:

$40- 45K Annually

SCHEDULE:

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

DATES:

August 2019

JOB SUMMARY:

The Program Contract Specialist (PCS) will be responsible for supporting management staff to ensure Head Start contract compliance requirements are met. Key responsibilities will consist of working with Managers, BTQ Financial to ensure timely grant reporting to the Office of Head Start, Governing Body, Policy Council, and Partners.  Reports include but are not limited to; semi- and annual reports. The PCS will also coordinate with a the auditors and fiscal staff on the A133 submission, review all reimbursements to the partners and develop fiscal systems to accurately report and monitor payments (such as reimbursement), support the program managers to ensure ongoing monitoring including annual program self-assessments and federal reviews at highest standards, and  coordinate ongoing trainings and corrective action plans for managers and partners as assigned.

EDUCATION, EXPERIENCE AND SKILL REQUIREMENTS:

• Bachelor’s Degree in Human Services/Education Field is required
• Previous government grants management and quality improvement experience
• Strong computer skills
• Knowledge/experience in contract compliance

ESSENTIAL DUTIES AND RESPONSIBILITIES:

Program Contract Compliance

• Conducts ongoing program monitoring using the HS Performance Monitoring Tools (ex. tracking forms)
• Assists management with all onsite and offsite ongoing monitoring reviews
• Monitors to ensure the Annual Corrective Action Plans are implemented as applicable
• Assists with maintaining compliance with all Early Head Start/Head Start Performance Standards, NYC Department of Health and Mental Hygiene licensing regulations, and CACFP reporting
• Supports Quality Assurance team as needed by conducting supplemental qualitative & quantitative research via internal/ external data pertaining to early childhood community assessment
• Assists managers with facilitating a data review with early childhood team
• Assists program director and partners in planning for contract renewals and compliance
• Records policy council minutes and ensures program governance requirements are completed

Program Fiscal Compliance

• Supports the program director with monthly and quarterly reimbursement billing/reports and submission to contracting agency and follow up to ensure that payments are received
• Meets with program manager/or director on a monthly basis to review and ensure program compliance and standard are being adhered to according to program and fiscal guidelines of Head Start
• Assists program director to ensure program expenditures and projections are maximized according to grant award
• Supports program directors to ensure that expense reports as required by grants (i.e. monthly, quarterly, and annual)
• Conducts quarterly meetings/trainings with partners to discuss and review program budgeting and fiscal procedures
• Assists managers in the preparation for program and fiscal audits
• Assists managers and BTQ in the preparation of grant renewals, RFPs and budgets
• Uploads financial reports to Grant Solutions, Head Start Enterprise System (HSES) and/or other platforms required by grant

Program Trainings

• Conducts ongoing trainings to staff and partners’ staff on new processes and functionality monthly
• Conduct ongoing trainings to partner sites to collect documentation for reimbursement and/or provide Technical assistance to ensure complete submission.
• Schedule ongoing trainings with managers and partners to assist with budgeting and record keeping; monitor and track partner in-kind reporting and submission.
• Other projects as assigned.

DEPARTMENT:          

Early Childhood

LOCATION:                

Brooklyn, NY

REPORTS TO:             

Head Start and EHS Director

SALARY:                     

$40-45K Annually

SCHEDULE:                 

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

DATES:                                   

September 2019

JOB SUMMARY:         

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

EDUCATION, EXPERIENCE AND SKILL REQUIREMENTS:

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

ESSENTIAL DUTIES AND RESPONSIBILITIES:

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

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

The YMCA of Greater New York is here for all New Yorkers — to empower youth, improve health, and strengthen community. Founded in 1852, today the Y serves a diverse population of more than half a million New Yorkers who learn, grow, and thrive through programs and services at our 24 branches. Community is the cornerstone of the Y. Together, we connect active, engaged New Yorkers to build stronger communities.

The YMCA of Greater New York is seeking an experienced professional who will be responsible for management and oversight of the Global Teens Program as well as Core Teen Programs, Leaders Club, Teens Take the City and Teen Center serving ages 11 through 19. The Manager for Global Teens and Teen Programs will be responsible for creating structure around and management of all aspects of the Global Teens program as well as provide support for high quality government funded and AO allocated Core Teen Programming.  The primary function of this position will be to support program management, compliance with program standards and funder expectations, allow for innovation and growth, and align programming with the values of vision of the YMCA of Greater New York. Major duties will include: program management of all aspects of Global Teens programming and working with the Association Office Youth & Community Development team on, training development, standards and resources; working with branches on implementation of program standards; providing knowledge and support around industry best practices and innovative ideas; and working with branches on growing sustainable teen programming.

Responsibilities:

• Recruit, train and supervise full time and part time staff and volunteers by monitoring performance; providing support, coaching and recognition; and holding staff accountable for performance expectations.
• Promote an inclusive, welcoming, and respectful environment that embraces the diversity of all staff and participants; and promotes a positive school spirit.
• Manage all programing aspects of Global Teens programming, including youth recruitment, volunteer recruitment, staff management, trip planning and fiscal management as it relates to funders
• Direct and guide all programs and services related to the government funded and AO allocated Global Teens and Teen Programs.
• Oversee quality Global Teens and Teen Programs with emphasis on staff development, program content, and safety.
• Ensure branch and Global Teens compliance with standards through an ongoing and timely audit system. Guide and manage evaluations of existing programs and develop improvement plans when needed.
• Understand industry best practices and trends and recommend programming or services that meet programmatic needs.
• Focus on social emotional learning and civic engagement program enrichment, empirical data collection, as well as training and curriculum development.
• Oversee the quality implementation and fidelity of core program components, including shared curricula, activities and basic schedule for Global Teens and Teen programming sites.
• Develop systems, tools, and best practices that are sustainable and in accordance with Y values and contract requirements.
• Maintain necessary paperwork and reporting to ensure compliance with AO, DYCD, The Countess Foundation, NYIT, Delta, and other private funder requirements.
• Serve as a liaison between the Y and community-based organizations, government agencies, foundations, and international partners as it relates to Global Teens and Core Teen programming.
• Supervise and ensure effective data collection for reporting and evaluation of teen programs and services.
• Provide timely information and resources to Y&CD leadership.
• Support branch Directors in the guidelines and best practices around daily management of operational and staffing expenses.
• Oversee fiscal processes including, developing annual budgets for all program areas; ensures that payroll is completed in a timely manner. Ensure ongoing fiscal success of the programs.
• Prepare and successfully administer operation and government budgets related to all programming and services related to Global Teens and Core Teen Programming.
• Act as grant director for all grant projects for Global Teens and Core Teen programs including assisting in drafting grant applications, managing the grant budget, and ensuring that grant deliverables are accomplished in accordance with granting source expectations and guidelines.
• Ensure that each site maintains the necessary conditions for staff and program, including appropriate records and data maintenance.
• Maintain external relationships/memberships with agencies that Y needs to be in partnership with in the community, citywide, internationally and in the building.
• Participate in, and potentially guide, a local coalition of stakeholders to ensure the Y is correctly reaching the population and serving the needs of the larger NYC community.
• Adhere to all Department of Health, YMCA of Greater New York, and funder standards, expectations, and regulations.
• Actively participate in all training sessions and designated meetings.

Qualifications:

• Bachelor’s degree in Education, Social Work, Social Services, or related. Master’s degree preferred.
• Minimum of three years of experience directly managing government contracts for Teen programs.
• Minimum of five years of experience managing a high volume for middle school and high school age youth, Core Teen programming, and supervising staff.
• General knowledge of MS Word, Excel, and PowerPoint.
• Knowledge of Access, Adobe Pagemaker and Photoshop preferred.
• Strong interpersonal skills and leadership qualities.
• Must be able to work Monday – Fridays, 8am – 6pm.
• Must be able to work evenings and weekends. Travel during the weekends required.

Join us as we complete our Dance department! You will be part of a tight-knit Arts team and be the 2nd full-time teacher in each “Studio.” Work with our students to help develop their repertoire and portfolios in order to secure scholarships and grants for college!

Preferred Dance Teacher Qualities 

• Confidence in Jazz Dance and/or Hip Hop.
• Experience or interest in working with a wide range of ages

Additional

• Concerned about the environment, climate change
• Comfortable with creating Art in alternative spaces, i.e. outdoor sound stage
• Curious about interdisciplinary work, i.e., with film and music
• Experiences or interest collaborating with the Deans office and/or initiatives to build community

School Vision Statement for the Arts

 At TAPCo we take care of ourselves and each other. We support artistic self-expression and sustainability-oriented collaboration in a demanding, high-tech arts and academic environment. Students major in one of two areas; either in an arts studio or a technical/digital concentration. All TAPCo students learn the collaborative and self management skills required for success in the 21st century world of the arts enabling them to continually evolve and excel in college, career, and life.

The groundbreaking of TAPCo’s outdoor rooftop garden/outdoor sound stage made us the first school in New York City that will have a space dedicated to student sustainability oriented gardening  and performances. A CDOS track (both SPED and Gen Ed) will enable students taking those courses, and our Arts studio majors, to intensively work together in learning real word digital skills- a hallmark of 21st century artistic endeavor.

More About Us

TAPCo is a public middle/high school of the Arts. In 2016& 17, we were recognized in US News & World Report’s Best High Schools in America, appeared in The Huffington Post, and featured in many local television news stories for the artistic and academic accomplishments of our students. We offer 7 AP courses, and are members of College Readiness for Middle & High School, Algebra for All, the LINCT program, Urban Advantage, the Writing Revolution, RULER, and Beyond Differences. Partnerships: Roundabout Theatre Company, Jazz at Lincoln Center, 92Y, Elisa Monte Dance, Hip Hop Dance Conservatory, Fred Dolan Art Academy, Reidi Dance, the Sessions, and Hispanic Information Telecommunications Network (HITN).

Salary

According to DOE/UFT contract.

Description:

exalt elevates expectations of personal success for youth ages 15-19 who’ve been involved in the criminal justice system. We inspire youth at a critical crossroads to believe in their worth, from the first steps in contemplation through the journey to create lasting behavioral change. Our powerful combination of structured classes for tangible skill development, individualized support to navigate the education and justice systems, placement in paid internships and an alumni network of resources equips youth with the tools and experience to avoid further criminal justice system involvement. At exalt, we empower youth to see a future filled with hope – and we provide the road map to get there. The Lead Teacher teaches three components of exalt’s core educational program: 1) a 6-week pre-internship preparation class, which utilizes a curriculum linking employability skills, educational engagement and avoidance of justice system involvement to a set of four core skills: critical thinking, communication, creative problem-solving and “resource management;” 2) eight Friday Seminars (during the 8-Week Internship Phase), which build upon the 6-week classroom curriculum and provides opportunities for participants to reflect on their internship experiences; and 3) a 2-week post-internship class, which allows students to further synthesize their internship experiences with prior classroom learning and develop tangible goals and strategies for post-program justice system avoidance, successful engagement in school, and employability. Essential to our curriculum is the application of a Freire inspired critical pedagogical approach which validates and builds on participants’ experiences, cultures, skills and interests while building discipline and accountability –inspiring and enabling them to internalize the four core skills we focus on, and apply them to decision making regarding interactions in school, on the streets with peers or police, or in professional environments that hold potential opportunities for them.

Responsibilities:

 Teach 4-5 program cycles annually, consisting of: a 6-week Pre-Internship Training class (4:30- 6:30/7pm, Monday-Thursday), eight Friday Seminars (4:30-6:30pm during the internship phase), and a 2-week Post-Internship Phase class (4:30-6:30/7pm Monday-Thursday). Classes will be comprised of approximately 18 youth per class, ages 15-19. The Lead Teacher will be prepared to:

o Engage youth typically resistant to educational settings.

o Gauge individual student learning styles, challenges and strengths and tailor instruction to maximize student engagement and comprehension.

o Communicate regularly with exalt staff to share students’ obstacles, assets and opportunities and incorporate information into class instruction through email and meetings.

o Write weekly progress notes assessing developmental progress and setbacks of students.

o Prepare court letters and attend court for students as needed.

o Devise strategies to address the diverse needs of students at risk of program incompletion;

o Link all classroom discussion and instruction to exalt’s long term goals for students: increased investment and persistence in school, employability, and sustained avoidance of further justice system involvement.

 Conduct all four core skill pre and post assessments on schedule.

 Collaborate with Program Coordinator(s) to develop individualized goals for students and support their progress towards goals by conducting school visits, attending court or developing other resources as needed.

 Conduct outreach to program alum on a regular basis to assess and support their ongoing progress and needs, particularly in terms of education, criminal justice system avoidance, and employment.

 Work with Deputy Director for Programs and program team to review curriculum regularly and develop adaptations, innovations and additions as necessary. Update/amend curriculum to include changes signed off on by Deputy Director for Programs.

 Assists other senior staff manage organizational culture on a day-to-day basis. This includes monitoring students’ general behavior in the office space, greeting and directing external constituents appropriately; and other duties as assigned. Competencies

 Demonstrated ability to manage a classroom of high school age youth typically resistant to educational settings. Balance clear structure, accountability and discipline with engaging teaching style to facilitate high participation and interest from students.

 Adaptability: Able to adapt quickly to new information and unexpected obstacles, and approach change positively. Can adapt exalt’s curriculum to the specific needs, learning styles and personalities of each cohort of students.

 Applied learning: Able to learn and apply new position-related information quickly i.e. all exalt youth interface with the juvenile or criminal (adult) justice systems. Lead Teachers must become familiar with these systems to understand their role in students’ lives and meaning in curriculum.

 Cultural competence: has strong familiarity with and understanding of exalt students’ histories, cultures and the socio-economic and political factors which have shaped those, and can use culturally relevant and contextualized lessons and teaching methods in class. Classes are typically comprised of 80% Black American and Caribbean youth and 20% Latinx youth.

 Communication: Clearly and effectively conveys and receives information and ideas to/from students and colleagues through a variety of media. Demonstrates strong written, oral and listening skills.

 Planning and Organization: Organizes work, sets priorities, determines resources requirements and seeks input and support from supervisors/colleagues; determines necessary sequence of activities needed to achieve goals.

 Decision-Making and Stress Management: exalt students face a plethora of obstacles in their lives and often have pending court requirements that put their freedom in jeopardy. Staff must be able to manage making challenging decisions (e.g. potentially releasing a student from the program who cannot meet standards despite program flexibility), and balance the emotional aspects of working with young people facing severe challenges. Performance Measures

 Students’ progress in classroom engagement and participation as measured through likert scales, attendance, adherence to program contract obligations, and progress notes.

 Students’ progress in comprehension, internalization and application of exalt’s four core skills and additional curriculum content as measured through pre and post program assessments.

 Retention of at least 75% of enrolled students in each class through entire 6 week pre-internship classroom session, and 65% full program completion.

Qualifications:

 Bachelors Degree preferred

 Minimum of 3 years teaching experience in high school or an alternative educational program

 Bilingual, Spanish-speaking a plus

MISSION

All young children in New York should have access to the highest quality services across sectors, locations, and professions. The New York Early Childhood Professional Development Institute, housed at the City University of New York, is a fast-paced, dynamic public/private partnership that exists to drive the excellence of services designed for young children through research, policy, and practice. The Institute is the implementing agency for QUALITYstarsNY.

QUALITYstarsNY is New York State’s voluntary 5-Star early childhood quality rating and improvement system. Since its inception, QUALITYstarsNY has focused its evidence-based practices to ensure that young children in participating programs have access to excellence and families can trust the level of quality in the program they choose. Assessment, coaching, professional development, and a wide range of resources are made available to each site, enabling QUALITYstarsNY to support early childhood programs to earn higher star ratings.

GENERAL DESCRIPTION

The Quality Improvement Manager (QIM) will work closely with the Project Director and other project staff to implement the continuous quality improvement cycle of QUALITYstarsNY throughout New York State. The QIM will supervise a team of Quality Improvement Specialists (QIS) across the state who are responsible for engaging participants in the quality improvement process. The QIM is responsible for the allocation of quality improvement funds and scholarships to the QIS including reconciliation of budgets and ongoing monitoring of bookkeeping records. The goal of this position is to effectively evaluate and improve the supports provided to participants including monitoring Quality Improvement Plans, Star-Ratings and quality rating scores in key areas. The QIM is responsible for building the capacity of QIS through leadership, professional development, and a range of other supports to ensure success in their role.

DUTIES AND RESPONSIBILITIES

Leadership & Supervision

• Lead the development, implementation, and evaluation of the continuous quality improvement cycle of QUALITYstarsNY in collaboration with the Project Director and project managers including processes and procedures to strengthen the comprehensive statewide infrastructure.
• Supervise and coordinate the case management of the QIS, including the effective development of quality improvement plans.
• Complete timely annual performance evaluations for all QIS and coordinate professional development opportunities to encourage growth and success.

Management & Monitoring

• Develop, implement, and monitor quality control systems to ensure accountability for contract and grant deliverables, including documentation, tracking, and data analysis.
• Manage the development and revisions of the QIS Staff Manual.
• Collaborate with Project Director and project managers to monitor and improve the database system(s), including the development and revisions of technical manuals for staff and participants.
• Manage the hiring and on-boarding process for QIS, including development and facilitation of the new hire orientation.
• Collect and analyze data to inform and strengthen practices that align with state and local priorities.
• Perform data analysis and write reports that describe progress toward project goals and outcomes.

Communication & Partnerships

• Engage in building relationships with key stakeholders, representing and promoting the work of QUALITYstarsNY locally and across the state at various events, trainings, and meetings.
• Attend and contribute to project planning meetings and the development of the annual project calendar.
• Maintain efficient and organized records and files as part of the administrative team.

Other

• Attend staff meetings and trainings as required.
• Perform special projects and other duties as assigned.

CORE COMPETENCIES/QUALIFICATIONS

Minimum Qualifications

• A Master’s Degree in early childhood education or related field of study
• The equivalent of 7+ years in a leadership role with project or program management experience in early childhood education or a related profession
• The equivalent of 5+ years of experience providing coaching and technical assistance/support to early care and education programs
• Strong managerial and supervisory skills to motivate the team to accomplish goals in an effective and timely manner
• Ability to develop, implement, and evaluate complex systems with integrity, efficiency, and accuracy
• Outstanding critical thinking, questioning, and listening skills; superior attention to detail.
• Excellent and effective oral and written communication skills, including ability to facilitate training and presentations
• Intermediate to advanced skills in Microsoft Office (Outlook, Word, Excel, and PowerPoint) and general fluency with various technology tools and platforms
• Ability and willingness to travel as needed, including overnight stays

Key Competencies

• Innovative
• Flexible
• Strong interpersonal communication skills
• Sense of humor
• Reflective nature
• Comfortable with competing and shifting priorities
• Sound judgment and decision making

Physical Requirements

This position operates in a professional office environment. This role routinely uses standard office equipment such as conference/webinar software, personal computers, laptops, photocopiers, filing cabinets and presentation materials

While performing these duties, the employee is required to perform physical activities such as, but not limited to, lifting items (up to 40 pounds), bending, reaching, sitting for prolonged periods of time, and repetitive motion (keyboarding).

Ability to travel to various QUALITYstarsNY locations, and other agencies/partners locally and across the state as needed.

EEO Info

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

2019-2020 School Year

CACPCS is hiring for the 2019-2020 school year! Join our team of dedicated, results-driven professionals who are committed to impacting the lives of our children and community. We are looking for passionate, dynamic elementary special education and general education teachers to help prepare our scholars for lifelong achievement.

Mission: The Children’s Aid College Prep Charter School is a community school whose mission is to prepare elementary school students for success in high school, college, and life by providing them with a rigorous instructional experience; addressing their physical, emotional, and social needs; fostering a sense of pride and hope; and serving as a safe and engaging community hub.

Position: Every day, our caring teachers work to ensure students gain the knowledge, skills, and determination they need to succeed in school and life. Children’s Aid College Prep offers a rigorous curriculum, fully aligned with the Common Core Learning Standards, for students in small class-sizes and with structured behavioral and emotional supports. Teachers collaborate with the leadership team, colleagues, parents, and caregivers to ensure that all children meet and/or exceed grade-level standards and other developmentally appropriate goals while satisfying their intellectual curiosity. We embed the supports children need to address barriers to learning so that they are able to take full advantage of the excellent instruction our teachers provide. Teachers will be able to thrive in a professional learning community that offers guidance and multiple layers of support.

Children’s Aid College Prep seeks dynamic, talented teachers to incorporate compassion and exemplary instructional practices, work hard to meet the high-accountability demands and close achievement gaps, and commit themselves to a holistic developmental school community that aims to lay a solid foundation for the path to success in college, career, and life for our students.

Key Responsibilities:

• Be a key staff member in delivering of comprehensive set of academic and behavior supports for scholars in temporary need of a more intensive resourced learning for some period of the school day.
• Understand and Implement IEP mandates for all scholars served.
• Provide grade level common core aligned instruction for scholars
• Work under the supervision of the Director of Special Education and Intervention and Middle School Principal while collaborating with life coaches, paraprofessionals and classroom teachers
• Engage in Understanding by Design to create and refine unit plans based on curriculum scope and sequence.
• Use the Common Core Standards to create rigorous, objective-driven lessons.
• Differentiate for individual students based on their unique learning needs so all students are appropriately engaged and challenged.
• Ensure students are engaged through activities that accommodate various learning styles and needs.
• Provide varied opportunities for students to achieve mastery.
• Measure student achievement of, and progress toward, the learning objectives and big goals with formative and summative assessment tools.
• Provide ongoing and timely feedback to students on their progress towards meeting big goals by frequently checking for understanding.
• Use data to reflect on effectiveness of lessons and student achievement progress in order to improve instruction and personal practice.
• Communicate and reinforce high expectations and standards for behavior and academic performance, aligned with the CACPCS school culture and core values.
• Implement classroom procedures, systems, and routines that maximize instructional time.
• Communicate respectfully and thoughtfully with parents/guardians, remaining sensitive to different families’ cultures, values and needs.
• Work collaboratively with parents/guardians, families, and other members of the community.
• Collaborate with colleagues (grade level and school-wide meeting and professional development days) to continuously improve practice as well as to support the achievement of the overall goals and mission of the school.
• Reflect critically upon teaching experience; identify areas for further professional development as part of a professional development plan.
• Provide targeted small group instruction (both in and out of the classroom) to students throughout the day.
• Participate as part of the Response to Intervention referral team
• Collaborate with teachers and colleagues in helping to create IEP’s by writing teacher reports that include management needs, present levels of performance and new goals.
• Participate in IEP meetings
• Implement progress monitoring for diverse learners with IEPs
• Design strategic learning plans that target and track progress on students’ IEP goals
• Work collaboratively with grade level teams across content areas
• Collaborate with teacher colleagues to provide differentiation in the classroom
• Collaborate as part of the student intervention referral team
• Support with assessment of students as a proctor and monitor of examinations, including the administration of testing accommodations
• Provide a range of instructional, management, and assessment strategies to meet the diverse learning needs of students
• Facilitate and educate grade-team members of testing accommodations
• Assist with non-instructional supervision of students, such as arrival/dismissal, hallway monitoring, substitute teaching, lunch and playground duty, or supervision of extracurricular activities
• Maintain accurate and organized records of student information
• Conduct and/or assist with professional development focusing on special education
• Communicate effectively with parents regarding goal setting, ongoing progress reporting of behavior and academics.

Qualifications:

• Valid New York State certification required
• Special education certification
• Masters in special education preferred
• Minimum of 3-4 years teaching in an urban setting preferred and specifically with students
• Belief in accountability and that all children can achieve at high levels
• Belief in and alignment with Children’s Aid College Prep’s mission, core values and approach
• Commitment to the continuous assessment of students’ academic, social and behavioral progress in order to effectively plan and tailor instruction and other enrichments and interventions
• Ability to support a positive and nurturing school culture and climate through effective classroom management skills as indicated by the ability to create a respectful, results-driven and focused learning environment
• A team player who is dedicated and flexible to teach in an urban, public school or charter school setting preferred
• Strong behavioral and differentiation strategies and supports recommended

Compensation: We offer a competitive salary, and all staff members are equipped with the tools and skills needed to impact the community every day.

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

Apply: Send your resume and cover letter to CACPCSjobs@gmail.com

Overview
Advocates for Children of New York, Inc. (AFC) is a not-for-profit organization focused on highquality education for New York students who face barriers to academic success. AFC works on behalf of children and youth who are at greatest risk of academic failure due to poverty, race, ethnicity, disability, homelessness, immigration status/limited English proficiency, or involvement in the child welfare or juvenile justice systems. We use a variety of strategies — including direct service, trainings, and policy advocacy — to advance systemic reform, empower families and communities, and advocate for the educational rights of individual students.

The New York State Technical and Education Assistance Center for Homeless Students (AFC’s NYS-TEACHS project) focuses on the educational rights of students experiencing homelessness, and is a project funded by the New York State Education Department. NYS-TEACHS provides information, resources, trainings, and support to school districts, parents, social service providers, and other professionals to ensure that children and youth experiencing homelessness can succeed in school.

AFC seeks a second full-time Education Specialist for the NYS-TEACHS Infoline. The two Education Specialists work collaboratively and report to the Assistant Director of NYS-TEACHS. The Education Specialists’ primary role is responding to questions that NYS-TEACHS receives over our Infoline. Education Specialists must be committed to the rights of students in temporary housing, and able to navigate challenging conversations with diplomacy. They are a central part of our seven-member team. In addition to primary Infoline responsibilities, Education Specialists help with NYS-TEACHS’ annual workshops and webinars, update the NYS-TEACHS’ website, draft guidance documents and outreach materials, and assist with occasional administrative tasks.

As a team we value growth and learning. We regularly reflect on how we can better serve marginalized communities, and we engage in thoughtful conversations regarding race and equity as they impact our external work as well as our internal experiences in the workplace.

Please see below for a more detailed description of the job responsibilities.

Responsibilities
75% — Infoline
• Respond to calls on the NYS-TEACHS Infoline from school district staff, social service providers, parents, and students. On Infoline cases, Education Specialists will:
• Speak with families and gather sensitive information regarding their housing status,
• Provide clear and accurate information about the educational rights of students experiencing homelessness (NYS-TEACHS will provide training about relevant state and federal laws)
• Mediate disagreements between school staff and students/families, over the phone and through email, and
• Escalate cases if students face persistent barriers to their access to school
• Draft follow-up correspondence to school district staff and to the State Education Department about barriers that come to our attention through the Infoline, and
• Maintain clear written records in SalesForce based on calls with school districts, families, community-based organizations, the State Education Department and others.

25% — Writing, Trainings, and Administrative Tasks
• Draft guidance memos, outreach and training tools for school staff and parents, as needed, about student rights under federal and state law
• Manage, present and/or assist with 4 to 6 webinars over the course of the year
• Assist with 5 statewide workshops (3 in NYC and 2 outside of NYC), which includes overnight travel within New York State 2 times each year
• Assist with an average of 2-3 additional trainings for school staff per year
• Make periodic updates to the NYS-TEACHS website and training materials
• Assist with reports that NYS-TEACHS prepares for NYSED
• Occasionally assist with mailing and distribution of NYS-TEACHS posters and brochures.

Qualifications
• Excellent verbal and written communication skills are required.
• Clear commitment to assisting underserved students a must.
• B.A. or B.S required.
• Fluency in Spanish is strongly preferred.
• The ideal candidate should be:
o Passionate about the rights of students and families in temporary housing
o Able to translate complex legal ideas into simple, clear language
o Independent, able to manage projects from start to finish
o Able to establish trust with a variety of audiences and build bridges between people with differing perspectives
o Experienced with Microsoft Word, Excel, PowerPoint
o Familiar with, or eager to learn Salesforce, GoToWebinar and other software
o Clear and prompt in maintaining written records
o Analytical, able to interpret complex facts quickly and accurately
o Organized, efficient and adaptable.

Expected Start Date
Ideal start date: Summer 2019

Salary and Benefits
The salary depends on experience. In addition to a competitive salary, AFC also offers extremely generous benefits.

Important
AFC is an affirmative action employer that actively seeks to recruit and retain a diverse staff and especially encourages applications from people of color, persons with disabilities, persons of diverse sexual orientations, gender identities or gender expressions and persons of diverse socioeconomic backgrounds.

The Titus School is a brand new, 12 month educational program for children with special needs ages 5.0 and up. We are a multidisciplinary setting that provides Speech Therapy, Occupational Therapy, Physical Therapy and Counseling to offer a comprehensive learning environment for children with a variety of diagnoses. We are looking for a NYS Certified Special Education Teacher to join our team in July 2019.

DUTIES INCLUDE:

• Implementing Common Core curriculum for students with learning and emotional disabilities
• Assessing each student’s current levels, abilities and needs and developing and implementing IEP goals and objectives
• Measuring and documenting student progress on a regular basis
• Providing active leadership of the students’ educational team
• Supporting and supervising behavior support staff who work directly with students
• Maintaining professional contact (during meetings, phone calls and emails) with related service providers, parents and members of outside treatment teams
• Performing formal educational assessments as requested
• Utilizing assessment data to differentiate instruction
• Implementing behavioral methodologies and Behavior Support Plans
• Ability to utilize data to design student instruction

QUALIFICATIONS:

Must hold a Masters degree in Special Education or related field

Must hold valid New York State certification in Special Education K-12 or Students with Disabilities

CHARACTERISTICS DESIRED:

Knowledge of research based instructional practices and differentiation. Experience with Nonviolent Crisis Prevention (CPI). Experience working collaboratively with therapists and clinicians. Excellent written and verbal communication skills.

Start Date: July 1, 2019

Location: Brooklyn, NY

Teaching at Achievement First:

Achievement First invites passionate educators to apply for the position of Elementary school Teacher for the 2019-20 school year. Teaching elementary school at Achievement First is an ideal position for an educator with deep passion for instruction who is eager to gain rigorous development to help perfect his/her craft. In addition to participating in weekly professional development and team planning meetings, teachers receive consistent high-impact coaching and feedback from a school administrator or teacher-leader. Furthermore, Achievement First has launched Teacher Career Pathway, a systematic, coordinated approach to recognizing and developing great teachers as they progress through five career stages. These stages were developed to celebrate excellent teachers and are accompanied by increased compensation, recognition and professional development opportunities. Achievement First is committed to recruiting, developing and retaining excellent Elementary school teachers.

Responsibilities of Achievement First Elementary school teachers will include but are not limited to:

Outstanding academic achievement and student character development  

• Create a positive, achievement-oriented and structured learning environment that excites and invests students.
• Motivate students to realize high academic and behavioral standards.
• Build classroom community by investing families in children’s academic success and development of REACH values (REACH stands for Respect, Enthusiasm, Achievement, Citizenship and Hard work).
• Utilize data from Achievement First’s interim assessments to drive instruction and intervention.
• Design and implement unit and lesson plans in collaboration with grade or subject team.
• Hold all students accountable during transitions, meals, trips and school events.
• Exemplify AF’s core values in all interactions with students, families and colleagues.

Professional learning, development and growth

• Collaborate with coach, grade-level chair and school team to improve instructional, culture-building and leadership skills.
• Attend all professional development, team planning and data analysis meetings.
• Participate enthusiastically in structured and informal learning and development opportunities.

Skills and Characteristics

• Strong instructional and classroom management skills.
• High level of personal organization and planning.
• Team player: maturity, humility, strong work ethic, follow-through, sense of humor, willingness to respond positively to feedback and a “roll-up-my-sleeves” attitude.
• Strong belief in the Achievement First mission and educational model.
• Mastery of and enthusiasm for subject matter.

Educational Background and Work Experience

• Two years of teaching experience preferred with a proven record of high student achievement.
• Bachelor’s degree with a GPA of at least 3.0 from a competitive college or university; Master’s degree preferred.
• New York, Connecticut or Rhode Island certified or in process of obtaining a certification.
  • If you are not yet certified, you may learn more about the process at http://eservices.nysed.gov/teach/certhelp/CertRequirementHelp.do (for NY),
  • http://www.sde.ct.gov/sde/cwp/view.asp?a=2613&q=321230 (for CT), or
  • http://www.ride.ri.gov/TeachersAdministrators/EducatorCertification/CertificationRequirements.aspx (for RI)

Compensation

Salary for this position is very competitive and commensurate with experience. Additionally, Achievement First offers a comprehensive benefits package. Teachers receive funds for supplies and materials as well as a laptop computer.

Director of Human Resources: Reports Directly to the Head of School

The Director of Human Resources is a person with strong human resources and analytical skills who works well in a fast paced environment and requires a willingness to work autonomously and collaboratively at times with multiple business partners. The Director of Human Resources work together with the HR Manager in streamlining, coordinating, and performing various HR functions and ensures that goals and objectives are met through the Employee Handbook. The Director of Human Resources provides guidance and enhances performance in a manner that incorporates Dr. Richard Izquierdo Health & Science Charter School’s vision, and works collaboratively with the school leadership team to develop a school-wide culture of respect and achievement in common goals.

Essential Functions

• Administers a comprehensive Human Resources program to maintain a well-qualified and diverse employee workforce with adequate staffing
• Leads the recruitment and hiring of a workforce at all levels of the organization including substitutes, develops recruitment materials, visits college campuses, arrange for and attends career fairs, trains administrators in recruitment techniques, and plans other recruitment functions
• Designs and direct the hiring process for all certificated and classified school employees, in cooperation with the leadership team to assure consistency in the school and ensuring compliance with state and federal law and contractual provisions (i.e. Highly Qualified, endorsement, certification requirements)
• Develops and lead the on-boarding and new orientation program
• Develops/revises school policies and procedures for Human Resources for the Head of School consideration, to assure consistency in the school, and compliance with laws, regulations and collective bargaining agreements
• Develops and implement goal areas as defined by the School Strategic Plan
• Provides leadership and training in developing staff evaluation procedures
• Coordinates performance assessment of all employees, advises leadership and oversees the process for tracking notification and receipt of evaluation/probation paperwork.
• Monitors Human Resources activities of administrators and managers to assure compliance with the city and state policies and procedures, collective bargaining agreements and laws and regulations
• Provides training to the school administration to ensure that personnel policies and procedures are understood and implemented fairly and appropriately
• Collaborates with the Head of School and other leadership to ensure best practices in Human Resources leadership operations and management
• Supervises the preparation and complete in an accurate and timely manner state and federal reports for the purpose of compliance
• Advises the Head of School to assure sound and accurate information for decisions
• Participates in staff meetings and follow-up action based on labor-management discussion/meetings works proactively to resolve issues before they become formal grievances and utilizes problem-solving and meditation techniques to bring about resolution where appropriate
• Attends professional growth sessions to keep his/her professional Human Resources knowledge current with changing laws and regulations
• Work with the Head of School and Leadership on employee relations issues including investigations of alleged misconduct and other personnel issues and either complete investigations and oversees outside contracted services as appropriate
• Assists in the preparation of a new employee packet of information for personnel.
• Displays the highest ethical and professional behavior in working with students, parents, school personnel, and outside agencies associated with the school
• Protects the confidentiality of records and information about staff, and use discretion when sharing any such information within legal confines.

Requirements: Education & Experience

• Bachelor’s Degree  Master`s preferred
• Prior experience working in a Charter School environment is a preferred or non- profit
• SHRM-CP preferred

Requirements: Knowledge & Skills

• Demonstrate Proficiency in Microsoft Office (particularly Excel), ADP, and other Financial Management Systems
• Ability to Organize, Analyze, Interpret, Evaluate and present data
• Strong Interpersonal and Communication skills
• Acute Attention to Detail coupled with the ability to Think and Act Strategically
• Excellent Organization, Time management, and Follow-up skills
• Ability to turn best practices into high quality, goal-driven results
• Highly effective writing, oral and interpersonal skills to communicate with a varied audience
• Data management tools, organizational tools, computer skills (Word, Excel, Access, PowerPoint, and Outlook)

Remuneration

• Highly competitive salary commensurate with experience and education
• Shuttle to the 2/5 Train
• Empire BCBS Medical/Dental/Vision
• $25,000 Term life insurance covered by an employer
• Commuter and Transit Benefits
• Dependent Care Flexible Spending Account
• 403 B Retirement with Company match
• Comprehensive Time off which includes 10 PTO days in addition to paid vacation breaks competitive with DOE vacations

Middle/High school Math teachers are responsible for planning and implementing high quality, rigorous mathematics instruction that create a high degree of clarity for students. The teacher will create an educational atmosphere where students have the opportunity to fulfill their potential for intellectual and emotional growth. Our teachers help DRIHSCS reach our mission and goals by implementing instruction that results in students achieving academic success and personal development. Essential practices of a DRIHSCS teacher include: universal co-teaching, differentiated teaching strategies, student-centered instructional strategies, and data-driven instruction.

Essential Responsibilities

• Provide clear consistently high-quality mathematics instruction for all students
• Create instructional lesson plans and activities that contribute to a climate where students are actively engaged in a meaningful learning experience
• Implement instructional strategies and resources that are aligned with the rigor of the Common Core to meet the needs of all students, including those with varying backgrounds, learning styles and special needs.
• Assess changing curricular needs and implement plans for improvement
• Guide students in preparing to be successful on NYS Mathematics Regents Exams or MS state exams
• Maintain effective and efficient data gathering procedures
• Attend all professional development meetings and workshops, as well as summertime professional development before the opening of the school year
• Meet professional obligations through efficient work habits such as meeting deadlines, honoring schedules, and collaborating effectively with co-teachers and colleagues

Education & Experience

• • Bachelor’s Degree or higher, Master’s Degree preferred
  • Degree in a related field required
  • New York State teaching certification in Math
  • Minimum of two years teaching experience preferred. Experience teaching the following courses: Algebra I, Geometry, Algebra II, PreCalculus, Calculus, or Statistics (Prefered)
  • A passion for mathematics and building 21st Century Skills that will inspire the next generation of mathematicians

Remuneration

Comprehensive benefits package includes:

• Highly competitive salary commensurate with experience and education
• Shuttle to the 2/5 Train
• Empire BCBS Medical/Dental/Vision
• $25,000 Term life insurance covered by an employer
• Commuter and Transit Benefits
• Dependent Care
• 403 B Retirement
• Comprehensive Time off which includes 10 PTO days in addition to paid vacation breaks competitive with DOE vacations

Middle/High school Math Teachers are responsible for planning and implementing high quality, rigorous mathematics instruction that create a high degree of clarity for students. The teacher will create an educational atmosphere where students have the opportunity to fulfill their potential for intellectual and emotional growth. Our teachers help DRIHSCS reach our mission and goals by implementing instruction that results in students achieving academic success and personal development. Essential practices of a DRIHSCS teacher include: universal co-teaching, differentiated teaching strategies, student-centered instructional strategies, and data-driven instruction.

Essential Responsibilities

• Provide explicit and consistently high-quality mathematics instruction for all students
• Create instructional lesson plans and activities that contribute to a climate where students are actively engaged in a meaningful learning experience
• Implement instructional strategies and resources that are aligned with the rigor of the Common Core to meet the needs of all students, including those with varying backgrounds, learning styles and special needs.
• Assess changing curricular needs and implement plans for improvement
• Guide students in preparing to be successful on NYS Mathematics Regents Exams or MS state exams
• Maintain effective and efficient data gathering procedures
• Attend all professional development meetings and workshops, as well as summertime professional development before the opening of the school year
• Meet professional obligations through efficient work habits such as meeting deadlines, honoring schedules, and collaborating effectively with co-teachers and colleagues

Remuneration

• Highly competitive salary commensurate with experience and education
• Comprehensive benefits package includes:
• Shuttle to the 2/5 Train
• Empire BCBS Medical/Dental/Vision
• $25,000 Term life insurance covered by an employer
• Commuter and Transit Benefits
• Dependent Care
• 403 B Retirement
• Comprehensive Time off which includes 10 PTO days in addition to paid vacation breaks competitive with DOE vacations

The Social Studies Teacher is responsible for planning and implementing high quality, rigorous social studies instruction that creates a high degree of clarity for students. The teacher will create an educational atmosphere where students have the opportunity to fulfill their potential for intellectual and emotional growth. Our teachers help DRIHSCS reach our mission and goals by implementing instruction that results in students achieving academic success and personal development. Essential practices of a DRIHSCS teacher include universal co-teaching, differentiated teaching strategies, student-centered instructional strategies, and data-driven instruction.

Responsibilities

• Provide clear and consistently high-quality social studies instruction for all students
• Create instructional lesson plans and classroom activities that contribute to a climate where students are actively engaged in a meaningful learning experience
• Implement instructional strategies and resources that are aligned with the rigor of the Common Core to meet the needs of all students, including those with varying backgrounds, learning styles and special needs
• Assess changing curricular needs and implement plans for improvement
• Support student and school needs in preparing to be successful on the NYS State Exams
• Maintain effective and efficient data gathering procedures
• Provide a positive environment in which students are actively engaged in the learning process
• Attend all professional development meetings and workshops, as well as a summertime professional development before the opening of the school year
• Meet professional obligations through efficient work habits such as meeting deadlines, honoring schedules and collaborating effectively with co-teachers and colleagues

Education & Experience

• Minimum of two years teaching experience preferred, with a proven record of student success
• Bachelor’s Degree or higher, Master’s Degree preferred
• Degree in a related field required
• New York State teaching certification in Social Studies
• A passion for social studies and building 21st Century Skills that will inspire the next generation of historians

Remuneration

• Highly competitive salary commensurate with experience and education
• Shuttle to the 2/5 Train
• Empire BCBS, Medical/Dental/Vision
• $25,000 Term life insurance covered by the employer
• Commuter and Transit Benefits
• Dependent Care
• 403 B Retirement
• Comprehensive Time off which includes 10 PTO days in addition to paid vacation breaks competitive with DOE vacations

Teaching Positions at NYC Outward Bound Schools’ Network of Schools

School Year 2019-2020

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

Positions by School:

• Brooklyn Collaborative is seeking teachers in the following areas:
  • MS/HS Special Education
  • MS Social Studies

Candidates can send resumes to scill@bcs448.org

Website: www.bcs448.org

• Channel View School for Research is seeking teachers in the following area:
• • High School Integrated Math

Website: www.cvsr.info

• Launch is seeking teachers in all areas:

Website: https://www.launchschool.org/join-our-team/job-opportunities

• Leaders High School is seeking teachers in the following areas:
• • Science
  • Math
  • Restorative Justice Coordinator/Dean
  • Parent Coordinator

Candidates can send resumes to tmullen@leaders6-12.org.

Website: Leaders High School

• MS 839 is seeking teachers in the following areas:
• • Science
  • Math (Special Education License Preferred)
  • Humanities (Special Education License Preferred)

Candidates can send resumes to hiring@ms839.org

• The Kurt Hahn School is seeking teachers in the following areas:
• • English as a New Language
  • Chemistry

Candidates can send resumes to jobs@kurthahnschool.org

Website: http://www.kurthahnschool.org

• The Metropolitan Expeditionary Learning school is seeking teachers in all areas:

Candidates can send resumes to metropolitanels@gmail.com

Website: www.metropolitanels.com 

• West End Secondary School is seeking teachers in all content areas:

Candidates can send resumes to Jobs@westendsecondary.com

Website: Westendsecondary.com

• WHEELS is seeking teachers in the following areas:
• • Primary and Upper Elementary Positions (must be fully fluent in Spanish and English)
  • High School Math
  • Special Education 7-12

Candidates can send resumes to jobs@wheelsnyc.org

Website: www.wheelsnyc.net/careers

Eligibility Requirements:

Candidates must have New York State and New York City certification, or be eligible for certification, in the appropriate content area with effective or highly effective ratings.

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

Chalkbeat, the growing nonprofit news organization telling the story of education in America, seeks a regional development director to help us achieve our ambitious fundraising and expansion goals. Working closely with Chalkbeat’s revenue team, the regional development director will oversee the foundation and fundraising relationships in New York, Newark, Philadelphia, and other Chalkbeat’s markets.

The right candidate will be smart, organized, and entrepreneurial, with a track record of fundraising success. A passion for journalism and an understanding of its importance to democracy is preferred.

You don’t have to have lots of experience, as long as you are talented, energetic and great with people. Our ideal candidate is someone who is skilled at communications, grant writing and editing, funder and donor relations, project management, and relationship-building and maintenance.

We know that many strong candidates will not have all the skills we list. That’s OK. What else do you bring to the table? Please tell us!

This position will report to the chief revenue officer.

The key responsibilities for this role include:

• Owning relationships and communications with funders and major donors in New York, Newark, Philadelphia and up to three other markets.
• Building and cultivating major donors in new and existing markets.
• Serving as the final editor (and sometimes writer) on grant documents.
• Tracking fundraising goals and gap-closing strategy.
• Helping to strategize on fundraising and donor events and programs.
• Working independently as well as collaboratively as part of a close-knit and successful team.

What background and skills do you have?

• Grant writing and editing skills.
• Entrepreneurial and strategic thinking skills, with the ability to exercise creativity and initiative in achieving gift goals.
• Proven ability to raise and close major gifts.
• Excellent communication skills.
• Demonstrated ability to articulate the vision and mission of the organization.
• Proven project management and task management ability in a deadline-driven environment.
• Ability to work in an environment where multitasking is the norm, the pace is fast, and priorities will evolve.
• Clear and compelling writing.
• Proficiency with office software, primarily the Google Suite.
• Passion for educational equity and the future of journalism is a must. Previous development experience at a nonprofit news organization or an education nonprofit is a strong plus, but not required.
• Five years professional fundraising/development strategic and practical experience is required with demonstrated record of success.
• Bachelor’s degree with significant work experience or a Master’s degree in a related field.

Ideally, you’d be based in Philadelphia or in New York City or Newark, where Chalkbeat bureaus already exist. Up to 40% travel is required.

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.

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

New Visions for Public Schools is looking for an exceptional Special Education Teacher with experience in New York City High Schools to work as an in-house lead teacher and instructional coach within the New Visions AIM Charter High Schools. Opportunities in both the Bronx and Brooklyn.

The SPED Mentor Teacher Fellow will work for two to three years with school leaders and faculty to foster more effective co-teaching practices within the school, creating the conditions for student’s academic and social emotional development to thrive.

About the Fellowship

This is a two year fellowship opportunity with the option to be renewed for a third year for experienced special education teachers working with high needs populations in a New York City middle or high school. The SPED Mentor Teacher Fellow will receive a $15,000 financial award on top of their base pay as a salary differential (base pay is based on NVCHS Career Ladder).

Qualifications:

• Licensed Special Educator, tenured, 5+ years of experience teaching in a high needs New York City Public School
• Experienced and adept with co-teaching models
• Experience coaching teachers using Danielson Framework as a basis
• Track record of success in transfer schools / with over-age and under-credited population highly preferred
• Track record of success in impacting instruction as a coach

Position available September 2019, Lawrence Woodmere Academy, a Pre-school through 12th grade non-sectarian independent school located on the South Shore of Long Island, seeks a Technology Teacher and Ed Tech Integrator for grades 7-12, able to provide a wide range of computer science courses which may include, but not be limited to topics in Programming with Python, Java, Web Programming (i.e. HTML, Javascript, PHP, MySQL), Mobile App Development, and AP Computer Science. Candidate will have the opportunity for Project Lead the Way professional development and training.  Experience with Project Lead the Way and technology certifications are desirable.  Candidate must have a bachelor’s degree in computer science or the equivalent, experience working with adolescents, and the ability to remain up-to-date on current educational strategies, and trends in computer education.  Candidate should be comfortable troubleshooting students’ development environments, have a successful track record teaching digital literacy and digital citizenship, and have interest in and experience with curriculum design.  Please send resumes to:  rfriedman@lawrencewoodmere.org.  No phone calls please.

CareerWise New York (CWNY), powered by HERE to HERE (H2H), is an innovative new initiative, modeled after the Swiss Apprenticeship model, that is shaping New York’s workforce through innovative, business-led youth apprenticeships. We are helping New York businesses fill high-demand positions through apprenticeships that create value to both students and the companies that employ them.

CWNY was established by HERE to HERE to address both the skilled worker shortage and the unrealistic expectation that K-12 schools alone can adequately prepare students for today’s in-demand jobs without the involvement of industry and practice in the real world.  In partnership with the New York City Department of Education, partner public high schools and the City University of New York (CUNY), CWNY will organize employers who will work side-by-side to help train high school juniors and seniors in high-growth, high-demand 21st Century skills in jobs.  The CWNY 2019 pilot program will connect up 80-100 public high school students with three-year apprenticeships.

The Role

Reporting to Vice President, K12 Partnerships, the Project Manager, Education Partnerships will develop and sustain productive relationships with our current and future K-12 education partners. We work with our education partners to develop systems and strategies that result in increased access and success for students, strong value for businesses, and strong foundations to scale success in the CWNY apprenticeship model.

What will you do?

• In collaboration with the H2H CWNY Team, develop strong relationships with current and future K-12 districts, charter schools, and community colleges:
• Work with K-12 partners to manage student recruitment, plan logistics, engage parents and maintain effective and aligned communications across systems.
• Manage the development of student data systems, monitor progress towards goals and provide responsive support for unanticipated challenges.
• Collaborate with the CWNY team to develop support resources requested by partners.
• Ensure that continuous lines of communication keep colleagues and stakeholders informed of current plans and new initiatives.
• Ensure regular reporting and communicate critical issues across departments when needed.

Who are you?

You are an inspiring leader and facilitator of change driven by our bold vision. You have deep experience in education, but you also understand and can represent the perspectives of our stakeholders. You are entrepreneurial by nature. You enjoy learning and problem-solving alongside our K-12 and higher education partners, and can help them manage change and build on success. You are a strong collaborator on the education team and can serve as a valued contributor on an agile cross organizational team.

You believe that working with us will give you an opportunity to innovate and drive changes you have been hungry for in our education system and community. You feel best about your work when you are challenged, working hard and making a meaningful contribution. You enjoy the complexity of partnership management and systems change. Ultimately, you have the tenacity and creativity to deliver results.

Other useful skills and experience in this role:

• You have succeeded in other fast-paced, rapidly changing environment where you may propose an idea on Monday and execute it on Thursday (we mean it – it’s why this is first on the list);
• You can think in both systemic and strategic ways, and provide our partners with creative and productive insights about how to make our partnerships work;
• You have a passion for youth development and a curiosity about a wide range of 21^st century career trajectories;
• You have credibility with K-12 education faculty and leadership, and the ability to gracefully navigate their distinct cultures;
• You have strong project management skills – you can prioritize activities and work in an independent, self-directed manner against tight deadlines as well as manage a team’s progress and keep them accountable to results;
• You are a confident and competent facilitator and participant in conversations with a variety of different audiences;
• You effectively and persuasively speak and write and can create and deliver compelling presentations and you can facilitate reflective conversations to promote learning;
• You have proficiency with or an ability to quickly learn and master Microsoft Office Suite, Google Suite, Salesforce, Burning Glass, and project management software;
• Most importantly, you thrive in a high energy, dynamic team like ours. And we mean TEAM. We collaborate, engage in healthy debate, and jump in where ever our skills are needed.

What we are looking for:

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

1. Postsecondary degree in education (or 4+ years professional experience in youth development, K-12 and/or higher education);
2. Five years of K-12 and/or higher education experience;
3. Demonstrated expertise in leading change efforts;
4. Relational strength – able to quickly build rapport with a variety of people;
5. Polished client management skills – you have composure and confidence in meetings with high-level staff of schools, districts, higher education institutions, businesses and state agencies;
6. Excellent written and verbal communication skills;
7. Unwavering commitment to service and social justice; willing to engage with and support colleagues and partners in addressing systemic barriers to youth success and racial inequity; personal commitment to young people growing up in low-income communities.

What is it like to work on the HERE to HERE CareerWise team?

You will be part of an innovative, action-oriented team that is agile, responsive, and collaborative.  You will be fully immersed in the challenges of implementing and managing change. Each person in our organization plays a key role, and each team ensures that critical work moves forward in alignment with shared goals.  When needed, we all roll up our sleeves to greet a new opportunity or tackle an unexpected challenge.  The job description provides an overview of the core work but rest assured, there will be many new things along the way.  We are agile, we can tolerate risk and ambiguity, we embrace new challenges, and we prioritize the importance of time devoted to reflection and learning.

About HERE to HERE:

HERE to HERE enhances paths to rewarding careers for young people by uniting employers, educators and community-based organizations in the Bronx and across New York City. Our vision is a thriving, inclusive economy, in the Bronx and elsewhere, driven by meaningful partnerships between young people and employers.  We work closely with high schools, postsecondary programs (particularly CUNY Central and its Bronx campus), community-based organizations, public officials, and employers. Through partnerships, we are amplifying proven best practices to drive systems change that will help all young people access family-sustaining careers and choice-filled lives.

By 2020, 65% of American jobs will require some sort of postsecondary credential and for jobs that offer a family sustaining wage, the percentage will be even higher. In many low-income neighborhoods such as the South Bronx, a young person’s chance of getting a degree and credential—so critical for accessing a family-sustaining job—is, at best, 20%. In response to this issue, HERE to HERE is building a network of partner institutions who are committed to enhancing career pathways for in-school youth and young adults. We work to ensure that young people are on guided pathways to a promising career. Students will build their personal networks and essential and transferable skills through career exploration, internships, and summer employment. They will make informed postsecondary decisions and continue their career development by identifying and securing industry-recognized certification and degrees.

About HERE to HERE:
HERE to HERE enhances paths to rewarding careers for young people by uniting employers, educators, and community-based organizations in the Bronx and across New York City. Our vision is a thriving, inclusive economy, in the Bronx and elsewhere, driven by meaningful partnerships between young people and employers. We work closely with high schools, postsecondary programs (and particularly CUNY and its Bronx campus), community-based organizations, public officials, and employers. Through partnerships, we are amplifying proven best practices to drive systems change that will help all young people access family-sustaining careers and choice-filled lives. HERE to HERE believes that its ultimate success will be determined by the extent to which high schools, postsecondary institutions, and employers adopt and implement a set of new practices and policies that radically improve the preparation of young people for careers, amplify their ability to obtain promising entry-level positions, and enhance the experiences of participating partner employers.

What is it like to work on the HERE to HERE team?

You will be part of an innovative, action-oriented team that is agile, responsive and collaborative. You will be fully immersed in the challenges of implementing and managing change. Each person in our organization plays a key role, and each team ensures that critical work moves forward in alignment with shared goals. When needed, we all roll up our sleeves to greet a new opportunity or tackle an unexpected challenge. The job posting provides an overview of the core work but be assured, there will be many new things along the way.  We are agile, we can tolerate risk and ambiguity, we embrace new challenges and we prioritize the importance of time devoted to reflection and learning.

 The Role

The Vice President of Work-Based Learning Labs will lead HERE to HERE’s demonstration work across a network of high schools, postsecondary programs, summer placements and internships, and other work-based learning (WBL) experiences in the Bronx and New York City. You will manage 5-7 staff who make up the Work-Based Learning Labs Team (WBLL). As a member of the senior leadership team, the Vice President will also provide strategic guidance for all aspects of HERE to HERE’s work and organizational health. Along with all members of the HERE to HERE team, the Vice President of Work-Based Learning Labs will work with employers and educational institutions to examine root causes of injustice and build equity into our education and workforce systems. This position reports to the CEO.

The WBLL Team works with high schools, postsecondary partners, CBOs, public agencies, and worksites to implement and improve work-based learning opportunities that prepare in-school youth and young adults for family sustaining wages, with the opportunity to scale. Demonstrations might include technical assistance to implement WBL platforms, coaching and student-centered supports in high schools, pitching and supporting pilot programs to implement WBL at the postsecondary level, brokering school-year and summer opportunities for youth, and collaborating with CBO partners to offer student-centered programming at the HERE to HERE Hub.

What will you do?

The Vice President, Work-Based Learning Labs will manage the WBLL Team in its efforts to integrate work-based learning in schools throughout New York City, starting in the Bronx with HERE to HERE network schools. You will set and lead the WBLL strategy and vision, and work with internal and external stakeholders to advance work-based learning at scale. This work will include, but is not limited to:

• Setting strategic vision of WBL demonstrations across high schools, postsecondary programs, and summer placements and internships with a keen focus on what will drive systems change.
• Managing the WBLL Team, whose work spans a network of high schools, postsecondary programs, summer placements and internships, and other work-based learning experiences in the Bronx and New York City.
• Develop strong relationships as a trusted advisor to key educational, community based, and government partners.
• Work in concert with the other senior leaders to achieve HERE to HERE’s organizational goals.
• Support the professional development of WBLL Team members and contribute to organization-wide learning and growth.
• Manage special projects as they arise, in partnership with internal and external stakeholders.
• Oversee, manage, execute, and analyze all WBLL Team grants.
• Work closely with the VP of Policy to inform HERE to HERE’s work-based learning policy agenda.
• Inform data management, data tracking goals, and analysis work, alongside HERE to HERE’s research team.
• Collect and report progress of WBLL demonstration work to relevant stakeholders.

Who are you?

You are an inspiring systems-level leader and facilitator of change who is driven by our bold vision. You have deep experience in education and can understand and represent the perspectives of all our stakeholders, including employers, young adults, teachers, principals, and community members.  You are entrepreneurial by nature. You enjoy learning, problem-solving, and problem-finding alongside our employer partners, and can help them manage change, build on success, and develop innovative solutions. You are a strong collaborator and can serve as a valued contributor on an agile cross organizational team.

You believe that working with us will give you an opportunity to innovate and drive changes you have been hungry for in our education and work-readiness system and community. You feel best about your work when you are challenged, working hard, and making a meaningful contribution.  You enjoy the complexity of partnership management and systems change. Ultimately, you have the tenacity and creativity to deliver results as part of HERE to HERE’s performance-oriented culture. 

What are we looking for?

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

• In-depth knowledge and understanding of the NYC education system (NYC DOE and CUNY).
• Unwavering commitment to service, racial equity, and social justice; and a personal commitment to young people growing up in low-income communities.
• Leadership experience in public education and or workforce institutions (ideally, working with secondary or postsecondary populations) and demonstrated success advocating for change within these systems.
• Strong project management skills – you can prioritize activities and work in an independent, self-directed manner against tight deadlines as well as manage a team’s progress and accountability to obtaining results.
• Experience managing a team with a variety of experiences and expertise.
• Willingness to engage with and support colleagues, employers, and other partners in addressing systemic barriers to youth success, and ability to facilitate reflective conversations to promote feedback and learning.
• Demonstrated ability to build and manage relationships internally and externally and strong interpersonal skills – able to quickly build rapport and trust with a variety of people.
• Polished client management skills – you have composure and confidence in meetings with high-level staff of schools, districts, higher education institutions, businesses and government agencies.
• Excellent written and verbal communication skills.

Other useful skills and experience in this role:

• 10+ years of work experience in education, including at the systems level (some direct eductation service experience also a plus).
• Demonstrated experience working in fast-paced, changing environments where you may propose an idea on Monday and execute it on Thursday (we mean it – it’s why this is high on the list).
• Passion for youth career development and curiosity about a wide range of 21^st century career trajectories.
• Ability to think in both systemic and strategic ways, and provide our partners creative and productive insights about how to make our partnerships work.
• Demonstrated credibility with higher education, high school, business, and workforce leadership, and the ability to gracefully navigate their distinct cultures.
• Confident and competent facilitator and participant in conversations with a variety of different audiences and stakeholder groups.
• Effective and persuasive speaker and writer- you can create and deliver compelling presentations and you can facilitate reflective conversations to promote learning.
• Proficiency with, or an ability to quickly learn and master, Microsoft Office Suite, Google Suite, Salesforce, and other project management software.

Most importantly, you thrive in a high energy, dynamic team like ours. And we mean TEAM. We collaborate, engage in healthy debate, and jump in where ever our skills are needed.

Director of Finance

Start Date: June 1st, 2019

Location: Harlem, NY

Neighborhood Charter Schools is a small support network that currently manages one existing high-performing public charter school across three locations in Central and West Harlem. We are expanding from one school to two in August 2019 – the additional school in the South Bronx. Our flagship school, Neighborhood Charter School: Harlem, is currently one of the highest performing independent charter schools in the City of New York. NCSH will serve grades K-8 and Neighborhood Charter Schools will be opening the doors of the Bronx campus with grades K-1 in the 2019-2020 academic year. We are looking for an experienced individual who is excited by the challenge of being part of the school and has the dedication and motivation to ensure financial excellence. The Director of Finance will be a direct report to the Chief of Staff.

Mission of the School

Our mission is to provide the children of Harlem and the Bronx with new educational opportunities through a rigorous, comprehensive K-8 program that cultivates the intellectual, social and emotional development of each child. Our students, who include high functioning children with autism spectrum disorders, will become independent learners and critical thinkers, will acquire the academic skills that they need to succeed in college preparatory high schools, and will exhibit the social and emotional skills that will allow them to reach their full potential.

The Director of Finance ensures sound financial management. Responsibilities include:

• Manage payroll system, payroll files and Time/Attendance Tracking system
• Ensure proper recording of all transactions in Intacct
• Coordinate tax filings and 990 filing with auditor
• Assist with managing all financial audits and determining the need for an OMB Circular A-133 audit on a yearly basis.
• Issue tax notices (1099s) to vendors and contractors
• Manage all compliance responsibilities, including Titles I-V
• Correspond with Donors and Prospects, including “Thank You” Letters
• Coordinate grant writing and reporting
• Manage fundraising software (SalesForce)
• Cultivate relationships with foundations and outside organizations
• Ensure proper documentation and implementation of government-funded grant programs (e.g. E-Rate, School Food Authority Program, etc.).
• Prepare reports for the NYS Education Department, the NYC Department of Education, and a range of governmental oversight agencies (annual reports, renewal application, program reports)
• Finance Committee Liaison
  • Lead finance committee meetings
  • Create and lead board presentations
• Budgeting
  • Lead annual budget planning process
  • Create multi year budgets
  • Budget monitoring
  • Forecasting
• Financial reporting
  • Produce monthly, quarterly, semi-annual and annual reporting as required by the network team, board, and authorizer
  • Forecasting
  • Lead professional development and accountability with school based leadership
• Ensure fidelity to financial policies and procedures
• Capital finance strategy and planning
  • Comply with required financial covenants and restrictions
  • Secure and manage financing for new and existing facilities

Qualifications

• B.S. in Business or Accounting or at least three years of experience in a financial role
• Advanced skills in Microsoft Excel required
• Demonstrated abilities to implement financial policies and procedures
• Ability to work closely with diverse audiences including Board of Trustees, Funders, Instructional Leaders, Operations staff, vendors and other stakeholders
• Experience with Intacct Accounting software and/or Expensify  preferred
• Experience working in a charter school preferred

Compensation

Salary ranges between $80,000 – $90,000 depending on qualifications. Includes full benefits package and bonus.

South Bronx Rising Together (SBRT) is a cradle to career pipeline partnership to improve local schools, engage parents, bring resources to the community, and ensure children are on a pathway to college and career success. To be successful, the initiative will mobilize any and all actors in the South Bronx with a stake in student success to help achieve large-scale social change through shared goals and accountability. This will include residents, schools, community based organizations, health providers, colleges, housing developers, employers, and others. SBRT is an initiative co-funded and staffed by Phipps Neighborhoods and Children’s Aid.

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

We’re dedicated to our neighborhoods for the long term, supporting individuals and families as they establish self-sufficiency. Our services create opportunities for people to thrive in every aspect of their lives.

 Context: SBRT’s All Are Ready for Kindergarten goal and Early Years Network

South Bronx Rising Together’s portfolio of Early Childhood work includes early literacy, playgroups, parental support, professional development for early childhood educators, and local family resources for childhood development and health. Our community-informed vision for Kindergarten Readiness emphasizes improving the quality of preschool education offerings, increasing access to early-childhood learning programs, and convening local stakeholders to inform policy. Through the framework of collective impact, we seek to increase access, participation, and community voice in early childhood education at the local and systemic level.

Objective: To increase preschool enrollment and kindergarten readiness in Bronx Community District 3

Role: Preschool and Kindergarten Readiness Specialist

SBRT aims to support our network of stakeholders and partners committed to improving early childhood education. The Preschool and Kindergarten Readiness Specialist will lead and execute SBRT’s preschool enrollment and school readiness strategies for Bronx Community District 3. Children’s Aid and Phipps Neighborhoods are the conveners of this partnership and the Specialist will report to the SBRT Director and PN’s Chief of Staff. This will be a contracted position through September 2019 (with the possibility of continuation), based at Phipps Neighborhoods.

Deliverables: the Preschool and Kindergarten Readiness Specialist will:

• Attend preschool and kindergarten open houses in Bronx Community District 3 (Bronx CD3) and provide written event summaries to the SBRT Director.
• Create weekly communication materials to inform SBRT partners and CD3 stakeholders about preschool and kindergarten opportunities in Bronx CD3 – including open houses, deadlines, admissions policy, eligibility requirements, and available seats at specific sites.
• Conduct outreach to preschools in Bronx CD3 to communicate SBRT’s enrollment objectives and coordinate meetings with SBRT Director and/or leadership
• Contact 3-K, UPK and Kindergarten programs, and their host CBOs, in Bronx CD3 to learn about available seats
• Create a bi-weekly reports on preschool access and enrollment practices used by early childhood center-based providers (serving children ages 0 – 5) and other partners in Bronx Community District 3 (Bronx CD3)
• Serve as a liaison between SBRT and relevant organizations, businesses, and other stakeholders engaged or interested in 3-K, UPK, and Kindergarten enrollment
• Hold weekly meetings with the SBRT Director to plan strategy and activities for increasing pre-school enrollment in Bronx Community District 3; including potential partnerships and collaborations

The School

Amani Public Charter School is located in Mount Vernon, NY which is 25 minutes from Midtown Manhattan. The school is walking distance from the Metro North train station and a short distance from the MTA 241st station. Amani Public Charter School is an equal opportunity employer and actively encourages applications from people of all backgrounds. Compensation is competitive and commensurate with experience. Amani offers a full benefits program and opportunities for professional growth.

ROLE SUMMARY:

Amani Public Charter School is looking for energetic and motivated substitute teachers to work with students from grades 5th through 8th. The best candidates for this role have completed a bachelor’s degree and enjoy working with children. Flexibility is essential. Official experience and/or a state teaching license is helpful, but we welcome those with informal experience as well. For example, experience as a tutor.

Required Responsibilities 

• Provides classroom instruction to students as outlined in lesson plans.
• Creates a classroom that is conducive to learning and appropriate to the maturity and interests of students.
• Maintains a safe and orderly environment.
• Maintains established routine of the school and classroom procedures in which assigned.
• Maintains a professional appearance as an example to students.
• Remains at school the entire school day, unless otherwise instructed
• Maintains reasonable rules of conduct which encourage self-discipline and responsibilities to scholars.
• Communicates effectively with parents when needed.
• Meets and instructs assigned classes in the locations and times designated.
• Completes other duties as assigned.

Qualifications 

• Bachelor’s degree
• Strong command of English language
• Above-average competency in at least two subject areas (such as math and social studies); overall average competency in most or all subjects
• Ability to remember many names
• Flexible, friendly and good at establishing quick rapport with students
• Setting the proper tone from the beginning for classroom management

*Compensation is $135 Per Diem*

We are looking for someone that is available to start immediately.

Our school hours are Monday-Friday from  7:30am-3:40pm.

The YMCA of Greater New York is here for all New Yorkers — to empower youth, improve health, and strengthen community. Founded in 1852, today the Y serves a diverse population of more than half a million New Yorkers who learn, grow, and thrive through programs and services at our 24 branches. Community is the cornerstone of the Y. Together, we connect active, engaged New Yorkers to build stronger communities.

We are seeking an experienced professional who will be responsible for the implementation, integration, alignment, and coordination of the community school strategy at P.S. 112. The Community Schools Director will ensure that the Community School program meets all school, Department of Health, YMCA of Greater New York and funder standards, expectations and regulations. The Director will work collaboratively with the principal and School Leadership Team, and will provide oversight to the strategy, systems, supervision, and structure of the program. Other responsibilities include planning, organizing, and implementing structured programming and services for both students and families. The Community Schools Director will ensure a high level of quality, communication, and collaboration with internal and external stakeholders.

Responsibilities:

• Recruit, train and supervise full time and part time staff and volunteers by monitoring performance; providing support, coaching and recognition; and holding staff accountable for performance expectations.
• Promote an inclusive, welcoming, and respectful environment that embraces the diversity of all staff and participants; and promotes a positive school spirit.
• Implement a menu of needs-driven, high-quality programs and services in adherence with the community school model.
• Develop and grow community partnerships while creating and tracking a resource referral system for youth and families.
• Support the planning of all community school activities, ensure that all Y program expectations are executed and coordinate use of branch facilities for program activities and events, when possible.
• Coordinate needs and resource assessment activities on an ongoing basis.
• Represent the initiative in various public forums as needed, and participate in advocacy activities to promote community schools or the YMCA.
• Actively participate in the School Safety Team and Attendance Team meetings; as well as convene Community School Leadership Team discussions, to identify needs, set priorities and coordinate the strategy.
• Develop and implement an orientation session, in collaboration with the school, for families before the first day of programming.
• Maintain positive relationships and communication with guardians and community members throughout the year.
• Maintain accurate program documentation (attendance, sign in/out forms, behavior reports, incident reports, and accident reports, as appropriate).
• Authorize weekly staff schedules and manage payroll expense by regularly reviewing and approving hours worked in ADP. Also, manage and track volunteer hours.
• Monitor and evaluate the effectiveness of and participation in the Community School. Support the research / evaluation of the community school by supervising, and coordinating the collection of, and entry of data, timely submission of reports and responses to other requests for information.
• Understand and communicate the schools mission, the YMCA’s core values and the goals of the Community School model to staff, participants, and care givers. Ensure that all communication is reflective of the collaborative partnership of the school and the YMCA.
• Ensure the alignment and integration of all programming with the principal’s vision and school day curriculum to the fullest extent possible.
• In collaboration with the school administration, Parent Coordinator and Guidance Counselors, respond to all member and community inquiries and complaints in timely manner.
• Participate in capacity-building activities, including initiative-wide and site-based trainings, networking meetings, special events, and site visits. Support the development and facilitation of required trainings.
• Ensure the health, safety and well-being of participants by understanding, maintaining, and ensuring that staff and participants follow Risk Management and safety procedures.
• Adhere to all Department of Health, YMCA of Greater New York, and funder standards, expectations, and regulations.

Qualifications:

• Bachelor’s degree in Education, or related field working with youth. Master’s degree preferred.
• At least two years of experience managing a high volume youth programming and supervising staff.
• General knowledge of MS Word, Excel, and PowerPoint.
• Knowledge of Access, Adobe Pagemaker and Photoshop preferred.
• Bilingual in Spanish preferred.
• Strong interpersonal skills.
• Leadership qualities.
• Comfortable with working with diverse youth and adults.

The Support You Need for the Career You Want.

About Us

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

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

Advantages of Teaching at a New Visions School Include:

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

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

Position Summary

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.

Qualifications

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 for engaging students in their own learning
• Have strong organizational and communication skills
• Have demonstrated success in tailoring instruction to the needs of diverse learners
• Be committed to serving all students and respect children from all backgrounds
• Demonstrate an 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.

Apply today at:

https://www.newvisions.org/pages/Teaching-Careers

New Visions for Public Schools is an equal opportunity employer.  

• Location: NYC (Three positions: Bronx, Brooklyn, Manhattan), but main office in Manhattan
• Team: New York Chapter
• Posted: 3/15/19
• Hiring Managers: Princess Lyles and Asia Foreman
• Application deadline: 4/27/19 (extended from 4/3/19)
• FAQ- Read our extensive FAQ in advance of applying

The Opportunity:

Educators for Excellence, New York is seeking a full-time organizer to recruit volunteer educators and develop their leadership in standing up for a more just and equitable education system. This position is a deeply rewarding opportunity to leverage interpersonal skills and a commitment to social justice through educational advocacy.

With chapters currently operating in Los Angeles, New York, Connecticut, Chicago, Boston and Minnesota, our organizing culture is grounded in our passion for impacting educational systems and revolves around an innovative, roll-up-your-sleeves spirit backed by a shared commitment to continuous professional growth.

Reporting to Princess Lyles or Asia Foreman, Organizers collaborate on a team that is charged with managing organizing operations in a designated geographical area. Organizers recruit, engage, and mobilize teachers to help elevate teacher voice, student outcomes, and the teaching profession overall. Organizers engage educators in conversations, hearing ideas and recommendations about education policy and union engagement and sharing opportunities to connect with like-minded colleagues and to dialogue with stakeholders at city, district and state levels. Organizers also collect and enter data to track meaningful information and strategically plan around their assigned organizing area.

You Will:

Recruit Educator-Members

• Utilize the Declaration of Principles and Beliefs to extend the message and mission of E4E.
• Help educators find their own voice and power through one-on-one conversations/meetings, school visits and community events to develop a sense of community and urgency for advocacy.
• Organize, plan and execute policy, advocacy and networking events to engage current and potential members.
• Use your unique network and experience to build innovative events to organize, inspire, and motivate educators around issue campaigns and their union.

Identify & Train Educator-Organizers

• Connect educators to relevant networking, leadership, and advocacy opportunities within the organization.
• Help educators to find their own voice and power through teacher policy teams and advocacy campaigns.
• Recruit, train, and retain teacher-leaders through the E4E’s educator leadership programs.
• Leverage social media (Facebook, LinkedIn, Twitter, etc.) to engage current and potential members

Mobilize Educators To Create Recommendations & Advocate for Change

• Mobilize current and potential E4E members around teacher-led campaigns that advocate for progressive changes in public education and encourage union activism.
• Support educators to take actions that push decision-makers in teaching unions, legislatures, school boards, and other seats of power to do better by students and teachers.
• Gather educators’ input on key educational policies and issues locally and nationally.

Minimum Requirement(s):

• At least 2 years of professional experience, including experience in at least one of the following fields:
• Pre-K-12 education instruction
• Community organizing, campaign organizing or union organizing.

Ideal Candidate:

• Is deeply motivated and inspired by the stories of others and connecting people to action.
• Has excellent interpersonal skills, demonstrated leadership ability to motivate others, and demonstrated ability to connect with diverse communities and groups of people.
• Is able to travel around the district several times a week to meet with educators and is flexible with working some evenings and weekends to accommodate the schedules and needs of educators.
• Communicates effectively in both written and verbal formats.
• Is both a team player and a self-starter, including exceptional organization and time management skills.
• Is willing to work through challenging conversations and situations and sees them as opportunities for growth.

Benefits and Salary

Educators for Excellence believes in providing employees with benefits to support self-care, wellness, and financial stability. We value the whole person and provide benefits such as; paid time off, health insurance plans, competitive salaries that include pre-tax benefits, and cell phone reimbursements. See more information about our benefits here.

Mission: The Children’s Aid College Prep Charter School is a community school whose mission is to prepare elementary school students for success in middle school, high school, college, and life by providing them with a rigorous instructional experience; addressing their physical, emotional, and social needs; fostering a sense of pride and hope; and serving as a safe and engaging community hub.

Position: Every day, our caring teachers and leaders work to ensure students gain the knowledge, skills, and determination they need to succeed in school and life. Children’s Aid College Prep offers a rigorous curriculum, fully aligned with the Common Core Learning Standards, for students in small class-sizes and with structured social-emotional supports. Staff members collaborate to ensure that all children meet and/or exceed grade-level standards and other developmentally appropriate goals, while satisfying their intellectual curiosity. We embed the supports children need to address barriers to learning so that they are able to take full advantage of the excellent instruction our teachers provide.

Children’s Aid College Prep seeks a dynamic, talented Academic Dean to ensure all scholars are equipped with the necessary tools to thrive in high school, college, and beyond. He/she will play a key role in the development and implementation of the school’s curriculum. He/she will get the exciting opportunity to work side-by-side with a committed group of educators to develop innovative ways to deliver world-class training and development to a dedicated team of teachers.

Responsibilities

• Engage in strategic planning to foster the development and growth of curricular programs
• Support and contribute to the continued development and implementation of a rigorous, college preparatory curriculum including a vertical scope and sequence through continuous review of assessments, unit plans, and lesson plans
• Coordinate and compile data required for accreditation and program review; monitor compliance with state accreditation and standards of program review
• Counsel and advise students on academic matters as appropriate
• Model instruction by leading, co-teaching, and pushing-in to classrooms as needed for support in academic and school culture
• Clearly articulate benchmark student performance goals for each grade level and work with teachers to set clear, measurable student performance goals in their individual classes to ensure all students achieve our standards
• Observe lessons regularly and deliver targeted feedback to teachers
• Devise and monitor high-impact support plans for struggling students
• Take ultimate responsibility for ensuring all students’ learning and emotional needs are met
• Collaborate with Leadership Team to ensure discipline system supports student learning
• Collaborate with Leadership Team to ensure conditions for adult and student learning are consistently optimal
• Analyze school-wide trends around attendance, homework, and behavior and design responses to gaps which ensure desired results
• Invest students and families in the CACPCS mission and core values, ensuring all students care deeply about their school community, their academic performance, their college graduation, and becoming the next generation of leaders in our community
• Work closely with individual students who are struggling to meet behavioral and academic expectations and communicating with their families regularly and with a strong sense of possibility

Qualifications

• Demonstrated record of success in working with teachers in order to promote student achievement
• Demonstrated record of success with low-income students of color on both quantitative, objective measures as well as qualitative measures
• Passionate belief in CACPCS’ mission and an unwavering belief that all students, regardless of demographics, can achieve at the highest academic levels
• Appropriate terminal degree for the position; in addition, progressively responsible managerial experience
• Previous experience or other evidence of administrative ability to direct research operations is required, as is an ability to provide a clear vision and to plan strategically to achieve the school’s research goals and objective
• The successful applicant should have a track record of making timely decisions and responding promptly to deadlines
• Exemplary level of cultural competence and ability to be both empathetic and firm with students
• Strong work ethic that accommodates high levels of responsibility, as well as prioritization and organizational skills and ability to work autonomously as well as take direction as needed
• Must have a tremendous knack for calming elementary students down and ensuring they understand and know how to follow the rules
• Must have incredibly high expectations and be willing to put in 100% effort at all times

Compensation

• Competitive salary and benefits package

To find out more about the school’s goals and outcomes, please visit our website at

http://childrensaidcollegeprep.org

Children’s Aid College Prep Charter School is an equal opportunity employer and considers all applicants for all positions without regard to race, color, religion, national origin, age, disability, veteran status or any other status protected under local, state or federal laws.

The Opportunity

Amani Public Charter School seeks to hire an energetic and experienced Science teacher. Science teacher will be required to plan and implement lab-based, critical thinking, science lessons based on NYS Intermediate Level Science. This position requires a positive, flexible, solutions-oriented, organized, and innovative educator who aims to challenge the status quo of the current educational landscape in urban areas.

The School

Our goal is to provide Amani Scholars with the academic and critical thinking skills necessary to succeed in competitive high school programs, college and the career of their choice. Amani Public Charter School is located in Mount Vernon, NY which is 25 minutes from Midtown Manhattan. The school is walking distance from the Metro North train station and a short distance from the MTA 241st station. Amani Public Charter School is an equal opportunity employer and actively encourages applications from people of all backgrounds.  Compensation is competitive and commensurate with experience. Amani offers a full benefits program and opportunities for professional growth.

Responsibilities

• Utilize a wide range of assessment tools and strategies to regularly measure scholar progress
• Collaborate with peers on curriculum development and lesson planning

• Have a complete understanding of curricular goals and objectives

• Utilize a wide range of instructional strategies to meet scholars unique learning styles and needs.

• Promote effective learning by explicitly identifying academic goals

• Communicate frequently with parents to share information, insights and student successes

• Participate in professional development sessions each week

Qualifications

• Bachelor’s degree required; Master’s Degree Preferred
• New York State Teaching Certification Required
• Strong classroom management skills
• Demonstrated successful experience working in an urban school setting (preferred)
• Demonstrated ability to communicate and work effectively with staff and parents
• Passion for being a part of a team-oriented, mission driven school culture
• At least one year of teaching experience
• Flexibility and sense of humor

Overview
Advocates for Children of New York, Inc. (AFC) is a not-for-profit organization focused on highquality education for New York students who face barriers to academic success. AFC works on behalf of children and youth who are at greatest risk of academic failure due to poverty, race, ethnicity, disability, homelessness, immigration status/limited English proficiency, or involvement in the child welfare or juvenile justice systems. We use a variety of strategies – including direct service, trainings, and policy advocacy – to advance systemic reform, empower families and communities, and advocate for the educational rights of individual students.

The New York State Technical and Education Assistance Center for Homeless Students (AFC’s NYS- TEACHS project) focuses on the educational rights of students experiencing homelessness, and is a project funded by the New York State Education Department. NYS-TEACHS provides information, resources, trainings, and support to school districts, parents, social service providers, and other professionals to ensure that children and youth experiencing homelessness can succeed in school.

AFC seeks a full-time Administrative Assistant for the NYS-TEACHS project to complete our team of seven (including the Administrative Assistant). The Administrative Assistant will support all facets of NYS-TEACHS’ operations, especially those related to outreach and data management. The Administrative Assistant has an important role in ensuring that our work reaches key contacts who work with students experiencing homelessness. As a team, we value growth and learning with regard to how we can better serve marginalized communities. As a result of staff efforts, we regularly engage in conversations regarding race and equity as they impact our external work as well as our internal experiences in the workplace.

Please see below for a more detailed description of the job responsibilities.

Responsibilities
The Administrative Assistant will be responsible for the following activities, which are followed by approximate time spent in each activity. Note that some aspects of the work are seasonal, so percentages reflect time spent over the course of a year.
• Updating training and contact information in our database (Salesforce) (35%);
• Assisting with organizing our trainings and workshops (scheduling, copying and assembling handouts, serving as point-person for questions, etc.) (20%);
• Tracking and preparing mailings of outreach and training materials (10%);
• Communicating with school districts, service providers, and families about the educational rights of students experiencing homelessness through the NYS-TEACHS Infoline and making followup calls (10%);
• Conducting outreach via email and phone for our trainings (5%);
• Creating and running reports, and exporting and interpreting data from our Salesforce database (5%);
• Simple data analysis using Microsoft Excel (5%);
• Updating our website (5%); and
• Drafting, editing and updating our outreach materials, including using our bulk email platform and InDesign (5%).

Qualifications
• Knowledge of Microsoft Word and Excel a must. Experience working with databases
(marketing, service, or contact databases), Adobe Suite, and bulk email platforms preferred.
• College graduate preferred.
• Spanish language skills preferred.
• Ideal candidate should be:
o Adaptable,
o Able to work effectively in a busy environment,
o Detail-oriented,
o Organized,
o Able to keep meticulous records,
o Tech-savvy,
o Able to manage projects start to finish,
o Able to learn new programs quickly,
o Good at time management, and
o Comfortable interacting with other professionals on the phone and in writing.

Salary
The salary depends on experience. In addition to a competitive salary, AFC also offers generous benefits.

Expected Start Date
May/June 2019

Important
AFC is an affirmative action employer that actively encourages applications from a broad spectrum of people, including people of color, with disabilities, and of diverse religions, national origins, gender identities, sexual orientations and socioeconomic backgrounds.

LOCATION: Sunset Park, Brooklyn, NY

START DATE: August 2019

Literacy Partners (www.literacypartners.org) is seeking a dynamic teacher to help us strengthen and grow our English classes for parents of young children in Sunset Park, Brooklyn.

Founded in 1974, Literacy Partners is an adult literacy program based in New York City with a unique focus on parents of young children. Our intensive classes and workshops help immigrant and low-income parents boost their capacity to use literacy and language skills to achieve their goals and to promote their children’s healthy development. Last year, we served 722 adult students and 594 children in collaboration with Head Start programs, school districts, and other community partners.

Our classes our designed for parents of young children and emphasize parent-child connection, reading with children, and early childhood development topics. We focus on parents in order to have a two-generation impact: helping low-income, immigrant parents gain the skills they need to create a better life for themselves while advancing their children’s cognitive development. Our curriculum and class practices are informed by the latest brain science related to child development and how people of all ages learn, along with the importance of creativity, community organizing, and empowerment.

Our teachers create a supportive, creative, and participatory space where parents explore ways of learning with their children and promoting their healthy development. Within this context, we are intentional about building literacy and language skills as well as confidence and personal connections among the parents in our classes. We know that as parents improve their literacy and language skills, they will transfer them to their children, and we know this process works better in a supportive community environment. One of the ways we measure our success is the extent to which our classes lead to measurable benefits for the children of our students.

We are looking for an outstanding teacher with:

• Passion for community learning and social justice, and a focus on results and tangible impact,
• Previous success in helping adult students to accomplish goals and improve skills,
• Experience in leading ongoing, participatory groups with goals, structure, and intention,
• Dynamic facilitation skills and the ability to design and teach relevant content,
• Desire to innovate and be part of a multidisciplinary team, and
• Great sense of humor.

Job responsibilities include:

• Leading one lower level and one higher level English for Parents classes in Sunset Park.
• Collaborate with other ESOL teachers to develop and execute lesson plans that integrate reading with children, connection between parent and child, health literacy, and financial literacy.
• Ensure lessons are logically sequenced, level appropriate, and address various learning styles.
• Maintain a class atmosphere that is safe and conducive to learning.
• Include all students in lessons, elicit responses from less vocal students, work one-on-one with students as needed.
• Work with support services staff to ensure that students’ extracurricular needs are met (e.g., referring students for assistance, coordinating with counselors to arrange and prepare workshops, and integrating materials and information in the classes).
• Supervise volunteer tutors and teaching assistants.
• Report on key indicators of students’ progress through the use of BEST Plus testing, registration information, and surveys.
• Meet with community staff members, attend staff and teacher meetings, and participate in professional development opportunities.

Job qualifications:

• Minimum two-year experience teaching ESOL to adult students (preferably parents of young children)
• Master’s Degree in a related field of study
• Bilingual a plus, but not required (Mandarin, Spanish, Arabic)

In addition to highly qualified adult literacy teachers, we are interested in hearing from parenting coaches, educators, parent organizers, workshop facilitators, Theater of Oppressed practitioners, artists, educators, cultural workers for social change, and people from other related disciplines.

Compensation: $50,000 plus excellent benefits, including 5 weeks paid vacation over the summer.

Become Chalkbeat’s next Staff Accountant!

Chalkbeat, the growing nonprofit news organization covering public education in America, is seeking a staff accountant to assist with Chalkbeat’s day-to-day financial operations in accordance with standard accounting procedures. The staff accountant reports directly to Chalkbeat’s director of finance.

Key responsibilities for this role include:

• Process accounting transactions in accordance with GAAP and Chalkbeat accounting policies and procedures
• Maintain electronic filing system for accounting backup documentation
• Maintain financial tracking systems
• Act as the expert expense reporting system superuser and train staff on how to report expenses incurred on behalf of Chalkbeat
• Coordinate grant track activities, including tracking spending against grant awards and preparing grant reports
• Assist with general accounting functions such as setting up new vendors, depositing cash receipts and setting up new grants
• Prepare and record standard and ad hoc journal entries using Intacct
• Reconcile balance sheet accounts
• Prepare monthly financial statement variance analysis
• Prepare quarterly financial summaries for team leads
• Track in-kind donations and pro bono services and record value in Intacct
• Coordinate annual audit process and tax preparation
• Coordinate annual budget construction and related ad hoc analysis
• Assist team leads in understanding their budgets and actual spending
• Coordinate updates to finance policies and procedures documentation and the team desk guide
• Backup junior staff accountant functions as needed

What background and skills do you have? (We know not all strong candidates will have all the skills we list. That’s OK. What else do you bring to the table? Please tell us!):

• Bachelor’s degree in accounting
• Three to five years of accounting experience required
• Non-profit accounting experience preferred; ideally experience at an organization with multiple sites or cost centers
• Knowledge of Intacct (a plus) or other accounting software (a must)
• Demonstrated proficiency in Microsoft Excel
• Demonstrated knowledge of financial reporting and audit support
• Superior attention to detail, with excellent analytical skills
• Ability to follow policies and procedures
• Interpersonal skills for building relationships with key internal and external stakeholders
• Comfort working in a virtual environment, commitment to maintaining efficient, effective systems for a growing organization, and a view of finance as a positive support to our mission, not a bureaucratic obstacle to serving the needs of our team.

Bonus points if you’ve got:

• Master’s degree and/or CPA license
• Prior supervisory experience a plus
• Passion for our mission is a plus
• The position will be based at our New York office, conveniently located near Penn Station.

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.

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

Applicants must apply via Department of Education website.
Application link open May 1 thru May 15 only!
Application deadline: May 15, 2019 at 12 midnight EST. 

Candidates must have significant real-world theater/entertainment experience & High School level Assistant Principal educational certifications that meet or convert to the NYC DOE standards. 

Applicants must posses New York State School Building Leader (SBL) certification in Theatre. 

The ideal candidate has extraordinary aptitude for teaching drama to talented and bright students; can manage a thriving Tech Theatre program: is a team leader; and is excellent at community fundraising, building relationships, and engaging with industry professionals including LaGuardia alumni.

You will teach acting classes, manage the stellar faculty, oversee professional-quality productions including the All School Musical in the fall, Rising Stars Talent Show and the Spring Drama Festival. These are full productions with auditions, your Tech Theatre students building the sets, and the Instrumental Studio musicians accompanying the performances. 

Executive Director

Start Date:  Spring /Summer 2019

Location: Neighborhood Charter School Network: Central Office (Harlem & Bronx)

The Neighborhood Charter School: Harlem is one of the highest performing charter schools in New York City.  In August 2019 NCS will open a second school in the Bronx and both schools will move into brand new facilities built specifically for our needs.  NCS is seeking a dynamic, proven Executive Director. The ED, under the direction of the Board of Trustees, will provide overall leadership and direction for the Neighborhood Charter Schools, including the network leadership team and two K-8 schools, NCS: Harlem and NCS: Bronx. The ED will be responsible for managing all aspects of the Schools, including the educational program, financial operations, legal compliance, authorizer and NYC Department of Education relationships, facilities, student and staff recruitment, high school placement, fundraising and community relations.  The ideal candidate has demonstrated leadership experience in these areas and proven academic success.

Mission of NCS

Our mission is to provide the children of Harlem and Bronx with new educational opportunities through a rigorous, comprehensive K-8 program that cultivates the intellectual, social and emotional development of each child. Our students, who will include high-functioning children with autism spectrum disorders, will become independent learners and critical thinkers, will acquire the academic skills that they need to succeed in college preparatory high schools and will exhibit the social and emotional skills that will allow them to reach their full potential.

Responsibilities of the Executive Director

1. Leadership –

• Ensures that people and resources are allocated appropriately to achieve the Schools’ missions and the goals and requirements set out in their charters.

• Establishes, develops and leads an effective leadership team in a manner that engages and empowers others to take action and responsibility to achieve results.
• Articulates mission, values, and behavioral expectations that drive student achievement and social and emotional development.
• Builds a school culture defined by the Schools’ LIGHT values and inclusion of all students, including ASD students, other students with IEPs and ELL students.
• Assumes responsibility for his/her own professional growth and development and sets an example for others by seeking and reflecting on feedback.
• Fosters and models a culture of continuous learning and improvement for staff and students.

2. Board Relationship –

• Works collaboratively with the Board as stewards of the Schools’ charters.
• Works with the Board President and committees to prepare for Board meetings.
• Provides timely communication, information, dashboards and recommendations to the Board on all significant school related matters.
• Alerts the Board promptly to potential problems.

3. Organizational Planning and Oversight –

• Drives a collaborative planning process with the Schools’ leadership teams that results in the development of yearly academic goals aligned with the charter goals and ongoing school improvement.
• Ensures that frameworks and practices are in place to assure regular cycles of long-range  planning.
• Assures an ongoing process of data collection to gain information that assists the Schools leadership teams in determining the needs of students.
• Develops, articulates, and maintains policies and procedures that are consistent with the Schools’ mission and goals.
• Ensures legal and charter compliance.
• Works with the staff, CSBM, Finance Committee, and Board to prepare budgets, monitor progress, and initiate changes as appropriate.
• Ensures a robust student recruitment process to assure adequate enrollment of all populations required to be served by the Schools’ mission, charter and applicable law.
• Develops and maintains a thoughtful and robust counseling and high school placement program to assure that all 8^th grade students have the option to attend a high school that is academically rigorous and appropriate for their interests and abilities.

4. Administration and Human Resources—

• Works to ensure that the principles of integrity and excellence guide all school operations.
• Ensures compliance of all policies and procedures with relevant laws.
• Supervises the hiring of all personnel and, where necessary, termination.
• Ensures that job descriptions are developed and that regular performance reviews for all staff are completed and documented.

5. Fundraising and Marketing—

• Works with the Board to advance a plan that guides all fundraising and marketing strategies employed by the Schools.
• Establishes positive relationships with individual donors and institutional funders, and pursues available grants from foundations, corporations and government grant programs.
• Serves as primary spokesperson to all audiences (government, media, funders, and community partners).

6. Community and Parent Relations –

• Ensures active parent engagement that supports students’ success and the NCS community.
• Develops and nurtures community relationships and maintains a positive image of NCS in the community.
• Establishes and makes use of working relationships with peer schools and develops and maintains connections with local and state officials, the Schools’ authorizer and the NYC Department of Education.

7. Facilities –

• Assures that adequate facilities for the Schools are procured and maintained.
• Manages the Schools’ relationship with realtors, developers, contractors, architects, vendors, banks and others involved in the procurement, construction and maintenance of the Schools’ facilities.

Qualifications

• Demonstrated success as a school leader
• Experience working in an urban area with an unyielding belief in the power of good schools to change lives
• Personal and professional dedication to public education and high expectations for all scholars
• Excellent communication and organization skills
• Ability to work in a fast-paced, no excuses environment
• Self-starter and motivated to “think outside of the box” and innovate
• Ability to support and encourage others
• Ability to work long hours, which includes early arrival and late departure
• Have high expectations for self and other staff members
• Ability to establish a warm rapport with staff, families, community and scholars
• Excellent public speaking abilities

Compensation

Generous salary including a comprehensive onboarding package

 Neighborhood Charter Schools is an equal opportunity employer