K-5th Grade Learning Specialist – Family Leave Coverage

About Community Roots

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

Currently, Community Roots has 460 students in grades K-8. We graduated our first 8th grade class in June 2015. Please visit our website for more information about our

school: www.communityroots.org.

About the Position

This is a temporary job opening while our full-time K-5th Grade Math Specialist goes on family leave. The position will run from March 1, 2019 through June 1, 2019.

Requirements

•       Candidates should have experience providing K-5 mathematics intervention.
•       Strong candidates will have experience working with the EngageNY curriculum and the Universal Design for Learning (UDL) framework.

Learning Specialist Role Description

•       Work with students doing push-in or pull-out, one-on-one or in small groups, to help support students’ academic, social and emotional growth.
•       Provide academic intervention for math based on student need.
•       Write progress notes on all students on caseload.
•       Write one formal, narrative report for each student, documenting progress during the leave and addressing IEP goals if applicable.
•       Participate in long and short term planning addressing the students’ needs.
•       Participate in school-wide family conferences for all students on caseload to review individual student’s progress. If there is concern about a student, arrange more frequent conferences.
•       Attend grade level meetings to be informed about classroom curriculum, contribute ideas on modifying curriculum and share updates on intervention groups.
•       Communicate with grade level teams, formally and/or informally to discuss students in intervention progress.

If interested, please email cover letter and resume to brust@communityroots.org.

Claremont International High School is looking for an F-Status teacher to provide additional support to students through push-in, and small group instruction.

We are additionally looking for an F-status guidance counselor.

The mission of Claremont International High School is to build upon the diverse linguistic and cultural backgrounds of English Language Learners in New York City to create a stimulating academic and nurturing learning community that prepares students for success in college and the workplace. Our students cultivate intellectual curiosity and develop empathy as global citizens through the integration of language and the arts in all classes.

Claremont International HS is a member of the Internationals Network for Public Schools.

About Elm CCS

We are an interdisciplinary and collaborative learning environment focused on cultivating civically engaged student leaders.  Essential to our school’s philosophy is a relevant hands-on curriculum, along with the commitment to nurture each student’s social and emotional intelligence.  Elm seeks to achieve authentic, ongoing integration of diverse student perspectives, assets, and ideas to enhance an equitable learning environment that serve students with all types of needs.  We are looking for a team of individuals committed to fostering an environment that is innovative, collaborative, and equitable for both students and staff.  Join us!

Associate Teacher

Elm CCS is looking for creative, passionate, and ambitious teachers who are aligned to the inquiry-based model, value collaboration with colleagues, is results-driven, reflective and open to feedback.  Whether you are new or transitioning to the education field, our associate teacher position is for new teachers who are passionate about providing excellent education and determined to develop their teaching craft to best meet all students’ needs.

Responsibilities:

• Provides excellent instruction to all students, applying instructional methods learned during professional development;
• Plans and implements targeted 2-3 small group instruction lessons based on student data and in collaboration with the lead teacher;
• Works with the Lead Teacher to support and implement classroom systems, routines, and procedures;
• Cultivates a positive classroom environment through proactive methods, a clear management system, and strong student rapport;
• Proactively reaches out to understand and learn curriculum, instructional methods, and behavior management techniques; Works with the lead teacher and leadership in areas of growth;
• Collaborates with the lead teacher weekly, regarding daily instructional and administrative tasks;
• Supports and assists lead teachers in grading, planning, materials preparation, and administrative work;
• Proactively builds relationships and collaborates with other staff members to meet team goals, share best practices, and solve grade team concerns;
• Engages and contributes in professional development; proactively applies professional development material into classroom and teaching;
• Communicates regularly with families regarding the performance and behavior of students;
• Coordinates and facilitates lunch and recess activities.

Qualifications

• Bachelor’s degree at minimum, preferably concentration in elementary or early childhood education; plans on pursuing a master’s degree in education;
• Experience in mentoring, tutoring, or education;
• Demonstrated ability in collaboratively working with team members;
• Demonstrated ability in receiving and implementing feedback effectively;
• Demonstrates grit and perseverance; and
• Alignment to Elm’s mission, core beliefs, and educational philosophy

Successful candidates should also have the following experiences and characteristics. They:

• Are an inspiring team player who continually pushes themselves and others to higher levels of achievement;
• Deeply embed themselves into the community of the school, ensuring strong relationships, high engagement, and great operational results;
• Are a champion of Elm’s belief that all members of the school community must be active learners and resourceful problem-solvers in order to ensure a high quality education for all our learners;
• Are reflective, self-aware, and actively analyzes student work and data to provide a high quality education that is accessible to all students
• Have a growth mindset.

About Elm CCS

We are an interdisciplinary and collaborative learning environment focused on cultivating civically engaged student leaders.  Essential to our school’s philosophy is a relevant hands-on curriculum, along with the commitment to nurture each student’s social and emotional intelligence.  We are looking for a team of individuals committed to fostering an environment that is innovative, collaborative, and equitable for both students and staff.  Join us!

Part-Time School Nurse

Elm Community Charter School is seeking a highly organized and community oriented Part-Time School Nurse who, alongside our Operations Team, will build a robust health program for our students. At Elm, we believe that healthy children are successful learners, we are looking for a passionate school nurse who advocates for the physical, emotional, mental, and social health of students.

Responsibilities

• Provide healthcare to students and staff;
• Perform health screenings;
• Organize health records, including the management and collection of state-mandated health records (i.e. immunization records);
• Coordinate referrals to private healthcare providers;
• Serve as liaison between school personnel, family, and community healthcare providers to ensure a healthy school environment;
• Monitoring immunizations, managing communicable diseases, and assessing the school environment as to prevent injury and ensure safety;
• Overseeing infection control measures;
• Overseeing medication administration, health care procedures, and the development of healthcare plans;
• Overseeing vision, hearing, body mass index, and mental health screening procedures;
• Making decisions related to the delegation of healthcare tasks as directed by state laws and professional practice guidance.

Qualifications

• Bachelor’s degree required;
• Certified Registered Nurse;
• Ability to stay organized and effective despite a highly variable daily schedule;
• Strong communication with leadership, parents, and staff regarding individual student needs.

Successful candidates should also have the following experiences and characteristics. They:

• Have an incredibly high bar and keen eye for detail
• Deeply embed themselves into the community of the school, ensuring strong relationships, high engagement, and great operational results;
• Are a champion of Elm’s belief that all members of the school community must be active learners and participants in order to ensure a high quality education for all our learners;
• Are a resourceful problem-solver who proactively shares best practices that drive our operational excellence; and
• Have a growth mindset.

• Location: New York, NY preferred, flexible to chapter locations
• Team: People and Equity
• Posted: 12/18/18
• Hiring Manager: Rhonda Ford, VP of People and Equity
• Application deadline: January 15, 2019

About Us

Our nation’s education system is leaving millions of students—including an overwhelming number of students of color and low-income students—unprepared for college, career, and life. While research shows that classroom teachers are the single most important in-school factor in improving student achievement, their diverse voices are consistently left out of education policy decisions. For far too long, teachers have been treated as subjects of change rather than as agents of change.

Founded by public school teachers, Educators for Excellence is non-profit organization comprised of over 30,000 educators, united around a common set of values and principles for achieving an equitable and excellent education through improving student learning and elevating the teaching profession. We work to collectively identify issues that impact our schools, create solutions to these challenges, and advocate for policies and programs through unions and outside of unions that give all students access to a quality education

What We Do

Through our chapters in communities across the country, we provide opportunities for teachers to stay informed, expand their leadership, connect with colleagues and decision-makers, and advocate for change.

Our Culture

We are a dynamic and growing organization. We are a team of storytellers who leverage each other’s diverse experiences, expertise and perspectives. We work to foster an inclusive, collaborative environment. We thrive in changing environments and are defined by our grit and tenacity while sharing a deep commitment to achieving our vision and living out our mission.

The Opportunity

E4E deeply understands that people are at the center of educational equity and that people will be those who achieve it. So, E4E has worked to be actively responsive to leadership development needs as they arise. The National Director, Learning & Development has an opportunity to create and build a high-impact learning and development function. This function will serve as the primary source for training, development, and coaching at E4E.

Responsibilities

• Set and execute the vision and strategy for our approach to all-staff learning and development:
  • Partner with the VP, People and Equity to design a near-term and long-term L&D strategy that meets the collective and differentiated needs of staff.
  • Lead the design and implementation of cohesive learning experiences for various stakeholder groups based on assessed needs at organizational, team, and individual levels.
  • Develop and launch professional development programs to support staff at all stages of the talent management lifecycle.
• Design, facilitate and/or curate differentiated learning experiences, resources and opportunities for growth:
  • Design in-house scalable solutions that include a blended approach to learning such as coaching, group training, 1:1 sessions, action learning & e-learning.
  • Develop a vision of excellence and arc of learning for all internal job groups.
  • Identify and catalog internal and external development opportunities centrally to create efficiencies in achieving learning objectives.
• Provide strategic and customized coaching to team leaders and managers:
  • Develop a vision of excellence and arc of learning for effective and multiculturally competent management.
  • Design and deliver manager curriculum and aligned trainings in partnership with key stakeholders.
  • Develop individual personal growth plans for all managers of people; Provide related coaching to managers in partnership with the VP, P&E.
  • Provide customized support for managers as they develop and refine strategies and supports for staff leadership development and growth (ex: strategic plans, individual development plans, team learning experiences).
  • Advise and support managers and staff through sensitive issues.
• Lead the charge to develop and refine internal knowledge management systems, processes, and supports:
  • Collaborate with various stakeholders to launch and manage full-service internal knowledge and resource management platform.
  • Monitor and evaluate the effectiveness of learning & development strategies, trainers and materials and make recommendations for improvement, assuring alignment with organizational goals and sustainability of executed plans and/or programs.
  • Expand resource library and lead implementation strategy to further empower staff members to own their development.
• Partner with the VP, P&E to accelerate near-term strategies and long-term vision for the department and overall staff experience:
  • Collaboratively lead organizational change efforts by creating the conditions, experiences, and growth/stretch opportunities for leaders at all levels to align their values with day to day actions.
  • Collaborate with VP, P&E to create and implement the structures, mechanisms, mindsets and skill sets to align with our emerging people philosophy.
  • Support VP, P&E in internal team strategy, including retreat planning, team performance and development, team culture, project management.
  • Support VP, P&E in post-project analysis, application, and reporting for key stakeholder groups (national board and other internal and external stakeholders).

You have

• Demonstrated success in the development and implementation of initiatives including leadership education, diversity & inclusion training, train the trainer initiatives, and building job-based curricula.
• Demonstrated commitment to diversity, equity, and inclusion, including the development and implementation of strategy, and engagement in learning experiences to build competency, self-awareness, and embed inclusivity into actions.
• Ability to work autonomously, in ambiguous situations with little direction, running towards problems without being asked; solutions-oriented with strong judgment for the right course of action in any given situation
• Excellent project management skills; ability to set priorities and meet deadlines; You demonstrate calmness in times of uncertainty and under stress.
• Impeccable execution skills and experience navigating complex processes that require multi-pronged solutions and building out, creating, implementing and improving upon organizational systems
• Unwavering ability to maintain confidentiality while honoring and leveraging multiple perspectives
• A commitment to creativity, innovation, and flexibility in your work and team engagement
• Deep experience working across management levels, likely through direct or lateral management experience
• Strong computer skills, including ability to effectively utilize Microsoft Office suite, data management software, e‐learning platforms, video files, course authoring solutions and related software;
• Exceptional written and verbal communication skills
• Demonstrated and proven ability to build relationships across lines of difference, influence, motivate and inspire others
• An orientation towards servant-leadership, thriving on helping others be their best selves and anticipating their needs before they are communicated
• The consistent ability to remain flexible, calm under pressure and adaptive to change as priorities shift
• Eagerness to learn and grow to improve practice and continue professional development
• Willingness to travel 25% or more to deliver relevant, high-quality support

Moreover, all E4E candidates will have a/an:

• Empathy for, understanding of, and respect for the teaching profession.
• Deep commitment to the core values of E4E and passion for students, improving education, and closing the opportunity gap.
• Emotional intelligence and professional maturity.
• Strength at cultural leadership and modeling our core values.
• Tenacity, grit and the ability to take initiative and thrive in a fast-paced, entrepreneurial start-up environment.
• Ability and eagerness to go above and beyond and do whatever it takes to get the job done and meet/exceed goals.

Chalkbeat, the growing nonprofit news organization covering public education in America, is seeking an Operations Associate to support our our day-to-day operations and plan for rapid growth.

We’re looking for someone with operations experience who is excited to grow their skills and work on projects big and small to further Chalkbeat’s expansion. Our ideal candidate views operations from a customer service perspective and looks forward to supporting the organization’s staff and overall mission.

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

The key responsibilities for this role include:

Coordinating talent work as we build a larger team and support our existing staff, including:

• Developing creative recruitment strategies for individual talent searches
• Implementing outreach strategies to identify candidates for open positions, including use of Chalkbeat’s social media accounts
• Managing recruitment for Chalkbeat’s summer internship program
• Supporting new employee onboarding
• Serving as the primary contact with our HR/Benefits provider
• Managing annual open enrollment and ongoing benefits administration

Providing a wide range of operations support as we serve our current team and expand to new geographies, including:

• Writing the semi-monthly internal organizational newsletter
• Conducting the annual staff satisfaction survey and analyzing results
• Helping to coordinate Chalkbeat’s annual staff retreat
• Researching and purchasing of centralized services
• Supporting Chalkbeat’s performance review process
• Entering payroll information
• Preparing documentation for our annual audit

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!):

• Great task and project management skills, including the ability to integrate big picture goals with specific tasks needed to move complex projects forward effectively
• Strong organizational skills and ability to keep track of multiple competing demands
• Excellent problem-solving ability and superior attention to detail
• Strong customer service approach and solution-oriented mindset
• Experience using discretion when communicating about sensitive topics
• Ability to build trusting relationships with Chalkbeat’s full team, even in a virtual setting
• Flexibility and comfort working in an environment where multitasking is the norm, the pace is fast, and priorities will evolve
• Proficient with office software, primarily the Google Suite, including strong spreadsheet and presentation (slides) design skills
• At least five years of relevant work experience (e.g. nonprofit operations, human resources, executive support, back-office support for a growing company)
• Bachelor’s degree required

Bonus points if you’ve got:

• Curiosity about education or nonprofit journalism, and a connection to our mission
• Experience with CRMs like Salesforce or the project management tool Asana
• Experience with human resources software and policies

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.

Amani Public Charter School, a public charter school that serves students in grades 5-8 in Mount Vernon, NY, seeks to hire an Eighth Grade Math teacher: expected courses to teach will be Common Core Algebra 1 and 8th Grade Math. Math Teachers are dedicated to promoting independent, critical thinkers, inspired to develop a love for mathematics and numeracy. The Math teacher at Amani will build a classroom culture in which scholars love math. They will provide clear and consistently high quality math instruction for all scholars. In addition they will create instructional lesson plans and classroom activities that contribute to a climate where scholars are actively engaged in a meaningful learning experience. Finally as a data driven school we are searching for a unique individual who can drive academic outcomes by analyzing student work, studying data, and implementing high -leverage instructional moves to ensure dramatic gains for all scholars. 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. The successful individual will also bring a mastery of classroom management, experience working in an urban environment and a track record of building strong relationships with scholars and families. Candidates must be certified Math Instructor – Secondary Certification, 5-6 extension is a plus

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.

Responsibilities

Utilize a wide range of assessment tools and strategies to regularly measure student progress against identified goals, e.g. quizzes, rubrics, written work and performance

Collaborate with peers on curriculum development and lesson planning to maximize opportunities for connecting curricula and concepts

Share student work, and troubleshoot difficult issues relating to student success, difficulties and progress

Have a complete understanding of curricular goals and objectives

Observe, assess, record and research instructional strategies that foster mastery of learning for students at all levels of academic achievement, including students with disabilities.

Utilize a wide range of instructional strategies to meet students’ different learning styles and needs.

Adapt lessons and differentiate instructional strategies to optimize student mastery of the standards and learning objectives.

Develop student individual and group learning goals based on data analysis, and other performance assessment indicators.

Create and maintain conditions within the classroom that lead to accomplishment of the school mission.

Maintain an atmosphere of high expectations for students, in order to promote effective learning by explicitly identifying mastery goals.

Respond to inappropriate behavior in a non-coercive, professional manner, using consistent, positive teacher to student interactions.

Keep accurate records of student attendance and progress.

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

Participate in professional development sessions and coordinate lesson topics with other teachers in order to create a coherent curricular design to maximize student understanding and enrich the learning experience

Engage in self-reflection and reflection on academic practices in order to succeed in achieving academic goals

Participate with Director of Curriculum and Instruction in developing and meeting the goals of an individualized professional development plan

Qualifications

Bachelor’s degree required; Master’s Degree Preferred

New York State Teaching Certification Required

Demonstrated successful experience working in an urban school setting.

Demonstrated ability to communicate and work effectively with staff and parents

Demonstrated competence in oral and written to communication

Demonstrated ability to work effectively as a team member

Flexibility and sense of humor

The Education Director oversees the educational component of all GSS afterschool programs, ensuring alignment with school goals and learning standards. The Education Director directly supervises education specialists, and helps to effectively implement a range of curricula that are engaging and appropriate for an afterschool setting. The Education Director is part of the GSS Afterschool Core Team.

Reports to: DIVISION DIRECTOR, COMMUNITY-BASED PROGRAMS

Location: Bronx and Brooklyn. Position will supervise Education Specialists in both boroughs.

Hours: 35 hours/week; Exempt

Major Duties:

• Supervise Education Specialists in the Bronx and Brooklyn, ensuring consistency and alignment across the boroughs.
• Research, identify and/or develop curricula that are innovative, culturally relevant, engaging and appropriate for afterschool.
• Collaborate with school staff to work on alignment of afterschool themes and learning objectives with the school day and with the after school model.
• Train staff and provide ongoing coaching on the development and implementation of sequenced activity plans to ensure focus and explicitness in activities such as: literacy, STEM, art, dance, theatre, teambuilding and leadership.
• Contribute to planning and actualizing long and short-term objectives for the program in conjunction with education specialists, program directors, division directors and the Afterschool Core Team.
• Partner with the Program Evaluation and Planning Department (PEP) to develop and implement evaluation activities.
• Provide technical assistance to Group Leaders to optimize homework time, ensuring that all participants’ needs are met.
• Assist in implementation of tutoring for participants in need of additional academic support.
• Work with afterschool staff to plan and co-facilitate/model sequenced activity plans, targeted to children’s specific literacy needs.
• Work with Program Directors and PEP department to assess afterschool participants’ literacy progress, using research-based assessment tools and/or school data.
• Work with Afterschool Model Fidelity and Training Director to train and coach staff to incorporate the GSS Afterschool Model in unit plans, lesson plans, curricula, and in program practice.
• Work with Division Directors, Education Specialists to ensure programs are prepared for site visits.
• Keep abreast of latest trends in education and at DYCD.
• Participate in relevant external and internal committees/workgroups.
• Participate in grant review, writing and new program implementation.
• Perform other duties as assigned.

Qualifications: 

• Master’s Degree in Education or related field required.
• Minimum three years supervisory and teambuilding experience.
• Experience working in non-school setting strongly preferred.
• Experience in lesson planning, development of culturally relevant curriculum and implementation of structured programming for students in elementary and middle school required.
• Effective instructional delivery techniques and excellent communication skills required.
• Experience/expertise with staff development techniques.
• Ability to establish and maintain effective working relationships with afterschool program staff, school colleagues, school administrators, parents and students required.
• Commitment to work from a strength-based, youth and family development and trauma-informed perspective required.

Good Shepherd Services is a leading multi-service agency with more than 85 programs that serve over 30,000 youth and families each year – and builds on their strengths to help them gain skills for success. At Good Shepherd we respect the dignity and worth of every person and reject intolerance, inequity and injustice in whatever form it may take. Voted one of the top 100 places to work in NYC by Crain’s New York, Good Shepherd Services offers a fantastic work environment, a collaborative team dedicated to fulfilling our mission, and an amazing array of benefits. Join our team and help make a difference!

General Requirements: All staff are expected to be committed to the mission, vision, and values of Good Shepherd Services, which includes involvement in quality improvement activities and a willingness and ability to work within a culturally diverse environment.

Good Shepherd Services is committed to providing an inclusive and welcoming environment for all members of our staff, participants, volunteers, subcontractors, and vendors. We do not and shall not discriminate on the basis of race, color, religion (creed), gender, gender expression, age, national origin (ancestry), disability, marital status, sexual orientation, or military status, in any of its activities or operations. These activities include, but are not limited to, hiring and firing of staff, selection of volunteers and vendors, and provision of services.

Various Openings

• Elementary Science Teacher
• 7th Grade ELA teacher (Middle School)
• Spanish Teacher (Middle School)                                                          

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 and middle school 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:

• 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 the 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.

Qualifications:

• Valid New York State certification required
• Special education certification preferred
• Minimum of 2 years teaching in an urban setting preferred
• 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 enrichment 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

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.

ExpandED Schools is dedicated to closing the learning gap by increasing access to enriched education experiences. We give children more hours in the school day, bring more role models into the classroom, and infuse their learning with enrichments in literacy, STEM, arts, and sports and opportunities to build character and leadership skills. In our first decade, we created the nation’s first citywide system of K-12 after-school programs and leveraged more than $500 million in private and public funds. Today, we continue to reimagine learning time – in school, after school and during the summer – developing scalable and sustainable models that provide more quality learning. Since our founding in 1998, we have reached more than one million students and trained more than 30,000 educators and teachers. We:

• EXPAND the school day: Adding 2.5 hours each day; closing the learning gap by 450 hours/school year.
• ENGAGE the community: Bringing additional role models – tutors, coaches, college students and teaching artists – into the classroom.
• ENHANCE the learning: Balancing the curriculum with the arts, sports, STEM and character-building enrichments.

ExpandED Schools manages after-school program funding administered through the New York City Department of Youth & Community Development (DYCD) and supports after-school program services in collaboration with the New York City Department of Education’s Office of Community Schools (OCS).  Program Managers work closely with school and community-based organization (CBO) teams in an effort to support after-school programs in their local schools that conform to ExpandED Schools, DYCD and OCS program quality standards.

Reporting to the Vice President of Program Excellence, the Program Manager will oversee a portfolio of approximately 25 after-school program sites. The Program Manager will serve as the primary liaison between ExpandED Schools, CBO partners, schools, and related organizations within the after-school and expanded learning time community. The Program Manager will serve as a resource and support to school-CBO teams to ensure students participate in high-quality activities that integrate what happens in the school day with less formal learning experiences in the after-school environment. The Program Manager will oversee after-school program budget review and approval for their respective portfolio, assess program quality through on-site observations, and formulate narrative feedback reports as required by ExpandED, DYCD, OCS and other funders.

Duties & Responsibilities: 

• Oversee all aspects of quality assurance at assigned school sites, including workscope and budget review, monitoring activity quality, student recruitment and attendance, after-school grantee compliance with Department of Education and Office of Children & Family Services regulations for childcare, health and safety, maintenance of program files, reports, and site visit records
• Coach and support after-school school teams consisting of community and school leaders in the implementation of a quality after-school program that includes academics, enrichment activities such as arts, sports, and STEM
• Conduct site visits to assess fidelity to the after-school model and identify opportunities for strengthening quality, and provide written feedback to after-school teams to foster continuous improvement
• Facilitate reflection and planning sessions with school teams to support aligned actions toward common results and data-driven decision making
• Serve as a knowledge-base about after-school sites by providing qualitative and anecdotal data to shape ExpandED/DYCD/OCS policies as well as the growing field of after-school and expanded learning
• Organize meetings and institutes between ExpandED, after-school program sites and other stakeholders as needed
• Collaborate on special projects as needed

Qualifications and Competencies:

• Commitment to educational equity
• Bachelor’s degree and at least three years of teaching or related experience in the youth services and/or education field required; Master’s degree a plus
• Experience supporting partnerships between schools and community organizations particularly in a coaching capacity, strongly preferred
• Strong cultural competence with respect for and extensive knowledge of the cultures of the various stakeholders we work with and the communities we serve
• Commitment to collaboration and participating as a member of a team that recognizes that it is strengthened through its diversity
• Excellent planning and organizational skills with a proven ability to execute tasks efficiently
• Strong communication and facilitation skills, including clear and persuasive speaking and writing
• Expertise in using data to improve programs and instruction
• Ability to collaborate effectively with diverse stakeholders and execute projects independently
• Computer skills, especially MS Office: Outlook, Word, PowerPoint and Excel
• Flexibility, adaptability and comfort with complexity and change
• Willingness to travel throughout NYC for schools visits (up to 3-4 days per week)

This position requires regular use of public transportation and regular work in school buildings that may require climbing stairs.

Benefits:

ExpandED Schools offers a generous benefits package which includes:

• Full-time and eligible part-time employees receive medical, dental and vision plans for employees and dependents, largely subsidized by ExpandED Schools
• Health, dependent care and transit pre-tax accounts
• Employer-paid life insurance and supplemental disability coverage
• A generous paid time off package which includes 20 vacation days, 8 sick days, 4 personal days and 12 paid holidays (prorated for part-time staff)
• 403b retirement plan with eligibility for employer contribution of 5% of annual compensation  after one year of employment (no match requirement)
• Commitment to work-life balance
• Partial tuition reimbursement offered to employees after one year of service
• Professional development opportunities, including funds to participate in external training and coaching opportunities

ExpandED Schools is dedicated to closing the learning gap by increasing access to enriched education experiences. We give children more hours in the school day, bring more role models into the classroom, and infuse their learning with enrichments in literacy, STEM, arts, and sports and opportunities to build character and leadership skills. In our first decade, we created the nation’s first citywide system of K-12 after-school programs and leveraged more than $500 million in private and public funds. Today, we continue to reimagine learning time – in school, after school and during the summer – developing scalable and sustainable models that provide more quality learning. Since our founding in 1998, we have reached more than one million students and trained more than 30,000 educators and teachers. We:

• EXPAND the school day: Adding 2.5 hours each day; closing the learning gap by 450 hours/school year.
• ENGAGE the community: Bringing additional role models – tutors, coaches, college students and teaching artists – into the classroom.
• ENHANCE the learning: Balancing the curriculum with the arts, sports, STEM and character-building enrichments.

Purpose of Position

ExpandED Schools is seeking a talented, entrepreneurial individual with a passion for fundraising to serve as a key member of its Institutional Advancement team. The Development Officer will support private fundraising efforts integral to securing the organization’s $13M annual operating budget. The position offers an excellent opportunity for an individual seeking to utilize and continue to develop a multi-faceted set of fundraising skills. The Officer will help to expand an already robust institutional grants portfolio, manage a growing Annual Benefit, and oversee the Junior Board. The Institutional Advancement department, which includes Development and Communications staff, is team-oriented, collaborative, and welcoming of new, creative ideas for continuing to enhance its fundraising and marketing strategies.

Duties & Responsibilities:

• Write compelling grant proposals and timely reports to secure new commitments and renewals from institutional donors, working closely with the program, research, and finance teams.
• Work with the Senior Director of Development to build the prospect pipeline by researching and identifying high net worth individuals and foundation and corporate prospects to approach, along with developing materials to support cultivation activities.
• Manage the production of Annual Spring Benefit and additional donor events during the year, with the opportunity to recommend and implement new strategies for leveraging events to support fundraising priorities.
• Oversee Junior Board and help to develop this dynamic group of young professionals as organizational ambassadors, connectors, and fundraisers.
• Partner with the Senior Director and program staff to develop and implement volunteer opportunities that support donor cultivation/stewardship goals while also providing meaningful learning opportunities for students and educators served by ExpandED.
• Support day-to-day department management, including gift processing, generating acknowledgement letters, and producing reports from Raiser’s Edge related to tracking revenue and progress against the department’s action plans.

Qualifications:

• At least 3 years of professional experience in fundraising preferred;
• Commitment to advancing equity in public education, background in education reform, and appetite for developing an in-depth understanding of ExpandED’s initiatives;
• Love for writing and strong facility as a writer;
• Experience running fundraising events or other relevant event management experience;
• Excellent project management skills and facility for motivating and helping to guide cross-departmental teams;
• Willingness and ability to manage tasks independently, supported by weekly meetings with Senior Director and Institutional Advancement team;
• Strong interpersonal and presentation skills;
• Critical thinker, analytical, and detail oriented;
• Creative, bold, and ambitious;
• Strong proficiency in MSOffice Suite, including comfort designing PowerPoint presentations; and
• Prior database experience (ideally with Raiser’s Edge) and interest in continually developing database skills.

Benefits:

ExpandED Schools offers a generous benefits package which includes:

• Full-time and eligible part-time employees receive medical, dental and vision plans for employees and dependents, largely subsidized by ExpandED Schools
• Health, dependent care and transit pre-tax accounts
• Employer-paid life insurance and supplemental disability coverage
• A generous paid time off package which includes 20 vacation days, 8 sick days, 4 personal days and 12 paid holidays (prorated for part-time staff)
• 403b retirement plan with eligibility for employer contribution of 5% of annual compensation  after one year of employment (no match requirement)
• Commitment to work-life balance
• Partial tuition reimbursement offered to employees after one year of service
• Professional development opportunities, including funds to participate in external training and coaching opportunities

Seeking Special-Education Classroom Teachers for First & Fourth Grade ICT classroom

Become a part of our school community

Heketi Community Charter School is a small school that opened its doors in the South Bronx in fall 2012. We seek dedicated and progressive educators who are committed to making knowledge accessible to all students, engaging with families and the community, and critically examine their practice for continued professional growth. Candidates with experience teaching in a high poverty urban school are encouraged to apply.

School Mission

“The mission of Heketi is to provide an exceptional educational solution through an integrated educational design with high expectations, extensive academic and social-emotional support, and a high level of family and community engagement.”

“Heketi” is the Taíno word for ONE.  Taínos are the indigenous people of the Caribbean, representing the heritage of a large portion of the Spanish-speaking population in the South Bronx. Heketi was borne out of a desire to honor this heritage and embrace the power of multilingual literacy and reading skills for success and leadership. The meaning of Heketi, ONE, is also a recognition of what it takes to create an educational environment that ensures each child’s success. Heketi’s educational design integrates families, school staff, and community members-all invested and united in building a community focused on achievement.

Role

Teachers will work in cooperation with the School Director, Director of Curriculum and Assessment,  and Instructional Specialists in carrying out program goals in order to create a supportive, individualized learning environment.  

Responsibilities

Collaboration with Staff

• Attend regular staff development meetings;
• Engage in curriculum planning during weekly Crew Team meetings;
• Share professional knowledge and strengths for team’s edification;
• Meet with the school social worker to attend to the social-emotional needs of individual students;
• Meet with Student Support Teachers to implement RTI model, and
• Meet and work with instructional coach and other leadership team members as needed.

Collaboration with Families

• Build rapport with families;
• Participate in Heketi community events;
• Encourage participation in the school’s family involvement program;
• Involve families through classroom celebrations;
• Communicate proactively with families;
• Provide home visits for new families at the beginning of the school year;
• Assist in communicating with families through weekly school-wide envelope communication, progress reports, phone calls, and meetings as necessary;
• Assist in coordinating special events to encourage family involvement and dialogue about students;
• Meet with families for report card conferences.

Curriculum and Instruction

• Participate in an intensive staff orientation and professional development for up to two weeks prior to the school year;
• Assist in planning and/or augmenting curriculum units for the grade level team;
• Ensure students identified as students with disabilities are receiving the services in which they are entitled;
• Maintain a good rapport with the Committee on Special Education;
• Maintain appropriate and required documentation on every student in the special education program;
• Design project-based social studies and science units;
• Ensure students participate in regular fieldwork experiences to enhance learning;
• Provide individual students with academic and behavioral support as needed;
• Deliver higher order questioning based on Bloom’s Taxonomy;
• Support the design of a culturally relevant curriculum;
• Model and instill a love of learning and inquiry.

Assessment

• Know each student well;
• Administer a variety of assessments—informal, formal, and standardized—to inform instruction and provide summative data;
• Analyze student work and assessments to inform instruction, grouping students for re-teaching and differentiated instruction; and
• Demonstrate an ongoing commitment to performance-based accountability.

Management

• Promote and reinforce strong systems, routines and high expectations to ensure 100% on task behavior and adherence to the school’s code of conduct;
• Follow school-wide routines when students transition throughout the school day;
• Use effective behavior management techniques based on Responsive Classroom model; and
• Create and follow up on individual behavior plans when needed.

Qualifications:

• A passionate belief in Heketi’s mission, values, and educational model;
• An eagerness to set ambitious, challenging, and tangible goals, and a relentless drive to achieve them;
• An ability to thrive in a fast-paced, adult learning environment and a capacity to remain calm and focused when faced with unexpected challenges;
• Bachelor’s degree is required;
• Two years of teaching experience preferred;
• A valid New York State Teaching License for the appropriate grade level and special education;
• An ability to meet all state and federal guidelines in order to be fully licensed and “Highly Qualified” according to NCLB.

Compensation

We offer a competitive compensation package, including, when relevant, a salary equal to (and in some cases above) the district scale, and comprehensive health benefits.   

Change for Kids Values:

CFK’s values serve as a compass for the way we work.  We seek to be: Responsive, Resourceful, Collaborative, Continuously Improving and Optimistic.

About the Position:

The Managing Director of Education will have the opportunity to fundamentally shape a rapidly growing organization and improve the educational outcomes for thousands of elementary school students.  Applicants should thrive in an entrepreneurial and self-starter environment.

The Managing Director of Education will build strong relationships with our network of thirteen NYC public elementary schools and be responsible for the design, implementation and evaluation of all CFK educational activities. This position reports to CFK’s Executive Director and works directly with CFK’s Board of Directors, including coordinating the meetings of the Board’s Education Committee.  S/he will be a key member of CFK’s leadership team.

The Managing Director’s primary responsibilities include continuing to enhance the CFK model; deepening relationships with our school leaders and our school communities; strengthening data collection for program evaluation; and enabling expansion of the program in terms of numbers served and strength of impact.  S/he will refine and lead the process to identify and select new partner schools to bring into the CFK network.

Internally, the Managing Director of Education will lead a team of School Managers who partner with our schools’ principals and manage a portfolio of targeted programs at each site.  In addition, s/he will lead the organization’s efforts to build a data and evaluation strategy. S/he will work cross-departmentally: with the Communications Department to ensure CFK’s stakeholders have a view into our program and schools; and with Corporate Engagement to ensure we are maximizing our opportunities with the business community and volunteers.  Externally, the Managing Director of Education will work with school principals, nonprofit program partners, funders and other stakeholders to further develop the CFK model. S/he is expected to be a thought leader and a strong brand ambassador for the organization.

A successful candidate will have strong skills and experience in the following areas:

Leadership

▪ Ability to create a compelling vision for scaling CFK’s impact

▪ Track record of setting and achieving ambitious goals

▪ Experience managing, growing, and developing an effective team

▪ Proactively and continually enhance the Education Department’s processes and systems

Communication

▪ Ability to be an inspiring, influential public advocate for the organization and its work with all stakeholders

▪ Excellent communication skills and attention to detail

▪ Drives strong school and program partner accountability through firm but compassionate presence

Education Expertise

▪ Serve as the organization’s foremost resource in expanding the educational knowledge of principals, Board members, staff, and other stakeholders

▪ Substantial experience with and knowledge of the public education system (as an educator or administrator or partner)

▪ Demonstrated track record of cultivating a range of partnerships to support constituents, particularly with other nonprofits, Principals, and key donors

Data Fluency

▪ Cutting edge expertise in assessing educational organizations and the evaluation of progress towards goals

▪ Comfort and confidence using data to drive achievement of objectives, including working with Salesforce or a similar database system

Personal Qualities

▪ Ambitious drive and courage to create systemic change in the NYC education system

▪ Entrepreneurial spirit to build a successful organization and program model

▪ Team player who works across departments and prioritizes the needs of the organization as a whole

▪ Resourceful and open to new ideas

▪ Creative problem solver who responds to challenges with a positive attitude

▪ Infectious enthusiasm and passion for CFK’s mission, vision and values

Experience and qualities required:

Bachelor’s degree required
Minimum of 8-10 years professional experience in elementary education
Strong understanding of the needs of underserved communities
Demonstrated ability to build and manage educational partnerships
Exceptional communication skills, verbal and written
Competent with technology, including spreadsheets and databases; comfortable learning and adapting to new systems and platforms
Able to manage multiple projects with attention to detail and excellent follow through
Resourceful, problem solving orientation
Focused on adhering to current systems and processes while seeking to improve and create new processes
Thrives on challenge and appreciates the benefit of change
Willingness to roll up your sleeves and work under pressure
Strong interpersonal skills; a collaborative team-player
Passionate about the mission of Change for Kids
Desired qualifications:

Masters Degree in Education/experience as an educator
Experience in a NYC public elementary school

Salary and Benefits:

Salary commensurate with experience. CFK offers employees a full benefit package, including generous time off.

When students enter HCZ Promise Academy Charter Schools, we make a promise to help each and every one get to and through college. Everything we give our students—from world-class instruction and exceptional extracurricular activities to social emotional support and healthy meals—is aimed at fulfilling that promise. Our schools have a longer school day and year, helping us keep our kids safe and engaged, ensure their success in core subject areas, and give them an immersive, well-balanced education that includes exposure to the arts, daily physical activity, and field trips to museums, performances, sporting events and, of course, college campuses.

In addition, our Promise curriculum includes grade-appropriate character education, helping students at every level build crucial non-cognitive skills such as resilience, grit, and curiosity. We also provide on-site medical, dental, and psychological services, as well as a healthy, freshly made breakfast, lunch and snack each day. Plus, the vast majority of our students participate in our after-school programs, where they receive extensive academic support and engage in a wide range of recreation and enrichment activities.

Not only do our students receive a high-quality, standards-based education, but they and their families also have access to HCZ’s comprehensive network of supports, including counseling, benefits assistance, and other social services.

To support our teachers, we provide them with weekly professional development, access to top-of-the-line technology, including a personal laptop, and Smartboards and tablets in the classroom. Additionally, our teachers are surrounded by colleagues and professionals—ranging from academic and instructional coaches and deans of students, to guidance counselors and social workers—all committed to ensuring the success for every child. As a teacher at Promise Academy, you will take your place in a team that seamlessly surrounds children in a safe, enriching environment, making sure the reach their full potential.

We are seeking a Science Teacher – Middle School. The ideal candidate will bring a passion for the mission of HCZ Promise Academy, an understanding and respect for the culture of all residents of Harlem, and a desire for working in a school setting that fosters a love for children.

Science Teacher – Middle School Essential Duties and Responsibilities

• Plan, prepare and deliver lesson plans and instructional materials that facilitate active learning
• Ensure lessons are rigorous, clear, measurable, and aligned with Common Core State Standards
• Develop and use a variety of assessments (e.g., exams, written work, and public performances) that frequently measure student progress toward the school’s content and skill standards
• Maintain an organized classroom environment that facilitates learning
• Ensure that students master grade-level standards
• Maintain and communicate high academic and personal expectations for all students
• Incorporate direct instruction, discussion, projects and cooperative work to engage students, keep classes focused and infuse a lasting desire to learn
• Work with teaching assistants and/or teaching fellows to provide an effective classroom environment and address the needs of individual students
• Follow the school’s policies and procedures for student conduct and discipline, and refuse to tolerate classroom disruptions
• Develop clear evaluation criteria and distribute to students prior to assignments
• Communicate effectively with students, parents, and colleagues
• Share responsibility for grade level and school-wide activities
• Opportunity to work Saturdays during test prep season – additional compensation provided

Science Teacher – Middle School Qualification, Skill and Knowledge Requirements

• A dedication and commitment to the mission of HCZ Promise Academy
• Bachelor’s degree with at least 2 years teaching experience is required
• 2 – 5 years teaching experience in an urban school setting is desired
• New York State certification for grades 7 – 12 in subject area required
• Excellent oral and written communication skills

Reporting Relationship:

Chief Operating Officer

Supervises:

School Business Managers
Finance Division Staff

Primary Function:

The Director of Finance will be responsible for oversight, processing and recording of fiscal accounting transactions for Capital Preparatory Schools. Our schools are located in the NY and CT. He/she will be responsible for recording and processing of all fiscal transactions, including but not limited to; payroll, accounts payable, accounts receivables, journal entries, and others. He/she will complete the monthly close process, reconciliation of accounts, grant reporting, and state or federal reporting. He/she will serve as a key source of information to charter school staff, and play an integral role in continually assessing and improving services provided to the schools. The position is based at Capital Preparatory’ s main office located in Bridgeport, CT but will require travel between our CT and NY schools.

Typical Duties and Responsibilities:

• Maintain a General Ledger System and Chart of Accounts in accordance with GAAP.
• Ensure proper recording of all transactions in QuickBooks and other fiscal systems.
• Prepare and present regular reports for the Leadership Team and Board of Trustees, including the preparation of monthly financial statements for presentation at the monthly board
• Manage the monthly and yearly closing
• Manage all financial audits and determine the need for an OMB Circular A-‐133 audit on a yearly
• Coordinate 990 tax filings with external
• Issue 1099’s to vendors and contractors yearly, as
• Oversee payroll processing for all schools, including 941 filing and payroll reconciliations.
• Issue W-2’s to employees yearly, as required.
• Reconcile bank statements and other asset and liability accounts on a monthly, quarterly and annual basis.
• Implement and maintain Fiscal Policies and Procedures and other internal control and workflow processes or procedures.
• Prepare and monitor the annual budget.
• Develop and implement models for multi-year budgets and forecasts.
• Process purchase order approvals and
• Prepare reports for authorizers, including the NYC Department of Education, CT State Department of Education, SUNY and a range of governmental agencies (compliance reports, annual reports, renewal application, program reports).

• Ensure proper documentation and implementation of government-‐funded grant programs (e.g. E-‐rate, Title I, Title II, and others).
• Establish minimum vendor requirements and evaluate vendors and contractors to insure they meet the minimum requirements to work in the
• Assist COO or Leadership Team with fundraising efforts, including researching potential public/governmental funding sources and developing funding plans.
• Participate in Board of Trustees Meetings or Committees.
• Manage the financial aspects of special grants and
• Contribute financial and management perspective to school planning and
• Supervision, evaluation, training and development for network and school based fiscal and operation teams.
• Perform all other duties as may be assigned.

Qualifications:

• Master’s degree from an accredited college in Accounting, Finance or related field preferred. CPA preferred.
• Minimum of seven (7) years’ experience in school or non-profit accounting and budgeting.
• Minimum of five (5) years’ experience with CT and NY charter schools is required.
• Proficiency with computer applications, i.e. Microsoft Word, Access, Excel, PowerPoint and Windows. QuickBooks, AnyBill, Intacct, ADP experience is a plus.
• Ability to establish and maintain effective working relationships.
• Ability to work under stressful situations and within specific time constraints.
• Excellent time management and organizational skills.
• Excellent communication skills.
• Ability to work independently.
• Ability to maintain confidential information.
• Ability to work an extended day, if necessary.

NOTE: The above description covers the principal duties and responsibilities of the job. The description shall not, however, be construed as a complete listing of all duties or as a contract. In all cases, these relationships, functions and their applications are subject to change.

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 Chinatown YMCA is seeking a qualified Program Director who will, under the supervision of the Senior Youth & Family Director, be responsible for the overall coordination, supervision, implementation and development of the Chinatown YMCA Two Bridges Cornerstone program. The Program Director will be the YMCA’s liaison to funding agencies, NYCHA personnel, regulatory agencies and community groups. S/he will also be responsible for assessing community needs, developing and implementing new programs/services, and overseeing and managing the overall operations of the programs serving children and their parents

The Program Director will focus on maintaining a quality program while expanding the program to meet the needs of the community.

Responsibilities:

• Manage day to day operations of the center.
• Develop youth, teen, adult and family programs and services in line with the requirements from DYCD.
• Research community needs and recommend programs to address needs.
• Ensure the meeting rates of participation established by the funder are met.
• Monitor rooms and equipment for safety and purchase new equipment and program materials.
• Support with the planning of and attend special events.
• Follow all YMCA of Greater NY, DYCD, NYCHA, DOH, etc. standards.
• Create and implement a long-range strategic plan for the Cornerstone Program.
• Meet the ROP in monthly daily operations of the program.
• Outreach in the community and connect with other CBO to engage families, teens and youth.
• Maintain the appropriate paperwork requirements from DYCD, YMCA and DOH.
• Maintain license, CPR and First Aide requirements for Program Director, Supervisor and program Staff.
• Hire, train and supervise all staff, which includes leadership staff and full/part time employees, co-locators, sub-contractors and volunteers within budgetary guidelines using the YMCA protocol, DYCD and DOH policies.
• Orient, supervise, train, and evaluate and document staff performance informally and formally during the program year.
• Coach and guide leadership directors to ensure programmatic success.
• Prepare payroll.
• Provide supervision and cover for Manager on Duty (MOD) when staff are not available.
• Develop and work within the annual budget and comply with all guidelines set forth by the NYC Department of Youth and Community Development (DYCD) and other funding sources.
• Meet regularly with business manager and supervisor to monitor financials.
• Keep track of budget and ensure spending is completed as planned, 100% without overspending.
• Participates in all necessary programmatic, site and branch -based meetings and activities.
• Acts as a liaison and specialist to local government and community groups on behalf of the Chinatown YMCA.
• Creates and maintains a high quality service portfolio that meets the needs of the community within the resources available and DYCD requirement.
• Designs and implements fundraising opportunities to meet the branch goal.
• Actively participate in all training sessions, designated meetings and fundraising events.

Qualifications:

• Bachelor’s degree in Education, Mental Health or Social Services; Master’s degree preferred.
• Minimum of 3 years of experience managing a community-based program.
• Minimum of 1 to 2 years of experience managing government contracts
• Experience hiring, training and supervising staff.
• Experience with budget management, managing government programs, staff and volunteer development, and grant writing.
• Bilingual in Spanish, Mandarin and/or Cantonese is a plus.

If you love coaching teachers, working on a team of experienced high-performing educators, and are hungry to further build your instructional leadership skillset, the Special Education Instructional Fellow role is right for you. In this role, you’ll be able to build relationships with graduate students and adapt our curriculum to meet their needs. Your responsibilities will be challenging and diverse.

During an average week, you can expect to do things like work closely with a senior faculty member (e.g., Dean) to prepare to teach graduate students during evening classes, meet in-person with graduate students that need extra help, observe graduate students teaching in their K-12 classrooms, and grade assessments.

As a result of this effort, you’ll benefit from seeing teachers that you’ve worked with during the year grow as people and professionals. Plus, you’ll maximize your community impact by supporting teachers in generating significant, measurable student achievement gains in their K-12 classrooms.

To grow your own skills as a teacher coach and leader of adults, you will have the opportunity to participate in individual, team, and institution-wide professional development. You will also receive individualized coaching. We will support you in your development in the same way that you will support your graduate students.

WHAT YOU’LL TACKLE
Support Assistant Professors and/or Deans:

• Provide a first audience and feedback for weekly instruction
• Aid in the facilitation of weeknight classes 2-6 nights/month by orchestrating and supervising student practice and small-group work; provide tactical observation and feedback to graduate students; answer questions; assist in activities; and run all logistical elements of class time
• Grade assessments, synthesize performance data, track cohort progress, and identify gaps in graduate student understanding
• Assist in teaching and facilitating classes in spring / summer

Ensure graduate students’ progress and success:

• Observe graduate students in their K-12 classrooms at least three times a year as their primary source of practical evaluation and provide them with specific, actionable feedback around best teaching practices
• Provide graduate students with additional classroom support and observations as needed
• Hold routine office hours to support graduate students
• Serve as the first responder and primary contact for graduate students, channeling only the most difficult questions to Assistant Professors or Deans and provide quality feedback to graduate students on Relay assessments
• Create and maintain a positive work environment and sense of community with all graduate students
• Perform other related duties as required and assigned

WHAT WE’RE LOOKING FOR
First and foremost, Special Education Instructional Fellows must share the team’s sense of urgency about the need to improve student achievement through phenomenal teacher preparation.  Additionally, you must possess the following:

• A master’s degree or PhD
• At least three to five years of experience teaching in a school serving a high-needs community with demonstrated K-12 student achievement
• At least one year of experience observing, coaching, and developing novice teachers
• Ability to work efficiently, independently, and intensely in an entrepreneurial environment
• Strong interpersonal communication skills
• A demonstrated passion for urban education and closing the opportunity gap
• Authorized to work in the U.S.

COMPENSATION
Relay offers a competitive salary and benefits package for full-time employees.

CONSIDERATIONS TO NOTE

• Faculty must have the ability to transport themselves to public schools across the city in order to conduct classroom observations.
• As part of our hiring process, we ask for candidates’ current manager as a final reference before an offer is extended.
• Faculty openings are contingent on graduate student enrollment numbers.
• You will hear back from a recruiter within one month of submitting your application.

Relay Graduate School of Education provides equal employment opportunity for all applicants and employees.

Position Summary:

Girl Be Heard seeks Teaching Artists (TAs) for its after-school, girl empowerment theater programs in New York City’s public middle and high schools. TAs will give participants a foundation in writing and performance-based storytelling, and cultivate an understanding of intersectional feminism and social justice issues affecting women and girls around the world. They will also lead participants through the creative process of writing and performing an original show, which will be performed by the students in a professional theater at the end of the year.

Ideal candidates will have a strong background in planning and leading theatre-based education, and must be passionate about developing girls’ voices. We particularly seek strong writers and editors. An understanding of dismantling racism is key to be successful in this position.

Teaching Artists will be hired for the length of the school year (September-June) to work at one or more of our partnering middle or high school campuses. Programs meet weekly 2-3 hours each. In addition to weekly workshops with students, TAs will be expected to attend a kick-off 2-day training in September, a mid-year training, and regularly scheduled TA meetings.

Responsibilities:

• Serve as a positive, engaging role model for a diverse group of young women as they explore personal identity and social justice issues through writing and theater.
• Learn the Girl Be Heard curricula and plan lessons that meet the program milestones.
• Utilize your background (performing arts, writing) to create adaptable lesson plans and special projects/activities for students.
• Complete all required paperwork in a timely manner to support programming, administration, and monitoring and evaluation, including weekly session reports.
• Maintain communication with school officials and foster a meaningful relationship with the school community as a whole.
• Support the organization at fundraisers, cultivation events, and other outreach opportunities.
• Ability to engage in curriculum writing, creating lesson plans and facilitating a variety of hands-on, interactive workshops with diverse populations.
• Attend all required trainings.
• Participate in all TA meetings.

Girl Be Heard selects Teaching Artists who embody the following qualities:

• Artistic excellence, including quality and scope of professional artistic work, and depth of knowledge within an artistic discipline.
• Experience with playwriting, editing, and/or dramaturgical work preferred.
• Engaging teaching, especially incorporating the creative process, reaching students across diverse developmental levels, yielding quality student work, strong understanding of  learning standards in the arts, and substantial experience in NYC public school classrooms, including strong classroom management skills.
• Professionalism, including abilities to plan with others, to articulate goals and objectives, and to adapt to varying student populations and school environments.
• Demonstrated commitment to and understanding of social justice issues and intersectional feminism.
• Desire to work with a dynamic organization to help shape the future activist-artists of tomorrow!
• Strong organization and administrative skills.
• Willingness to support participants beyond workshop time by connecting with parents and engaging students, when needed.
• Availability for all scheduled sessions, trainings, and meetings.
• Bachelor’s degree, or 4 years of equivalent relevant work experience required, in the areas of education and/or the arts. Master’s degree a plus.

Compensation: Part-time, commensurate with experience.

About Us:

Girl Be Heard develops, amplifies and celebrates the voices of young women through socially conscious theatre-making.  Our curriculum encourages young people to think critically about social justice, challenge stereotypes, foster friendships, and build tools for bringing about positive change in their communities.

Work Environment:

Girl Be Heard is an equal opportunity employer and does not discriminate on the basis of race, gender identity or expression, color, national origin, ability, ethnicity, sex, ancestry, sexual orientation, age, religion or belief.  Girl Be Heard seeks a broad spectrum of employees and is strongly committed to a diverse and equitable work environment. People of all backgrounds, ability, gender expressions, ethnicities, races, sexual orientations, religions, and nationalities are strongly encouraged to apply.

Girl Be Heard’s main office is located in the DUMBO area of Brooklyn. Our office is air-conditioned and located in a wheelchair accessible building.

Learn more about Girl Be Heard by visiting girlbeheard.org.

Do you have a detective streak, a facility with spreadsheets, and a passion for education?

The Urban Assembly (UA) is a non-profit organization providing leadership and programmatic support to unique, small public secondary schools in high-need neighborhoods in NYC. UA schools are open to all students and our goal is to prepare 100% of UA graduates for success in the 21st century economy.

UA is seeking a capable and curious Staff Accountant to join the Finance & Administration team. The Staff Accountant will be in charge of financial data entry and record management. This position will play a key role in financial audits as well as producing reports for stakeholders.

This is an opportunity to join an engaged, collaborative, mission-driven staff and to take part in the vital process of improving the lives of NYC students. This position collaborates with both school and office-based staff, reports to the Finance & Administration Manager, and is based at Urban Assembly’s newly renovated central office in Manhattan’s Financial District. This is a full-time, exempt, salaried position, averaging 35 hours per week, including paid sick and vacation days, paid holidays, and generous health benefits. Salary is commensurate with experience.

You are a great candidate for this position if…

• You care about high quality execution and getting things done well and done right; you like making your colleagues’ work easier.
• You are comfortable interacting and collaborating with colleagues at all levels.
• You are hungry to learn, to grow, and to give and get feedback as part of an ever-evolving team.
• You enjoy an open-office environment, and you possess a sense of humor.
• You are passionate about leveling the playing field for NYC students who may not otherwise have access to opportunities, relationships, and resources that could give them economic and social mobility.

Key Responsibilities

• Expense Management

• • Reconcile vendor statements; research and correct discrepancies
  • Record invoices into accounts payable software and/or accounting system
  • File invoices, contracts and approvals accurately
  • Monitor accounts payable aging to ensure payments are up to date
  • Process outbound checks
  • Reconcile corporate credit card statements and ensure all corporate credit card charges are appropriately classified by department

• Revenue Management

• • Record Accounts Receivable Invoices
  • Record and process deposits
• General

• • Post financial transactions and general journal entries to appropriate         accounts
  • Retrieve financial reports to assist other departments
  • Perform other tasks as needed

Requirements

• Strong technical accounting skills (knowledge of US GAAP)
• Bachelor’s degree in accounting (or related) field from an accredited college or university

Preferred Qualifications:

• Highly organized and motivated self-starter with good interpersonal communication skills
• Detail oriented with analytic and problem-solving skills
• Intermediate Excel skills

What the UA team does every day: The UA staff develops and provides high-quality ongoing coaching and resources to UA school staff in the areas of leadership, academics, college access, career readiness, and social-emotional learning, so that they can, in-turn, support UA students to succeed after high school.  

In 2018, the UA is actively serving over 11,000 students. Our 21 NYC schools serve over 8,000 students across three boroughs, and UA staff directly supports 3,000 recent alumni spread across the country as they pursue their postsecondary goals. UA students achieve at rates outpacing NYC overall: 81.5% of UA 2017 high school students graduated on time, compared to NYC’s overall rate of 74.3%. In addition, UA students are predominantly low-income and 94% African American or Latino, so the comparable NYC graduation rates are 70% for Black students and 68.3% for Hispanic students.

Why you want to work here: At the Urban Assembly, you have the opportunity to improve and create every day. We work hard because we care about our colleagues, our schools, and the students. The UA team are remarkably engaged and hungry for information, continually evaluating and monitoring progress and success as we all iterate and innovate alongside our schools and our partners.

The UA is committed to building a diverse team. We are an equal opportunity employer and do not discriminate on the basis of race, color, religion, sex, sexual orientation, gender identity, national origin, veteran or disability status.

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 individual who, under the supervision of the Community School Director, will play a critical role in providing intensive and extensive academic tutoring in the subjects of math and literacy to children, grades K – 5. Instruction and activities must be designed to promote subject mastery, develop grade-level competencies, and teach study skills. The Education Specialist will also be responsible for creating a safe and positive environment for school age children, to provide opportunities for learning, interaction, and academic / personal growth. The Community School is located at 1925 Schieffelin Avenue, Bronx, NY, 10466.

Responsibilities:

• Ensure the health, safety and well-being of participants in the program, by providing appropriate supervision at all times.
• Meet academic standards for tutoring and demonstrate competence in analyzing students’ academic needs.
• Assist participants in actively achieving an increased comprehension and retention of specific subject material, and improved academic skill in designated areas.
• Help participants develop necessary study skills for academic success.
• Identify participants experiencing difficulty; provide encouragement and alternative explanations of subject material.
• Assist participants with homework as needed.
• Work with the Community School Director and school staff to understand academic expectations of day school, and develop activities, assignments, practice tests, and strategies accordingly.
• Document, track, and maintain regular progress and academic records of designated participants. Provide feedback regarding participant progress as needed.
• Assist participants in developing self-confidence and reducing anxiety or fear of failure in academic work.
• Work with participants to develop a high level of motivation in academic areas and positive attitudes toward learning and studying by acknowledging student efforts as well as their progress and achievements.
• Work cooperatively with Afterschool Counselors, professional staff, teachers, and other program and school staff.
• Promote an inclusive, welcoming, and respectful environment that embraces the diversity of all participants.
• Create and maintain a strength-based, youth-focused atmosphere that is consistent and sensitive to the needs of participants with learning, emotional, or behavioral differences.
• Maintain accurate program documentation (attendance, sign in/out forms, behavior / incident / accident reports, as appropriate).
• Serve as a positive role model for participants.
• Understand and communicate the YMCA’s core values and the goals of the Y After School Program to participants and care givers.
• Develop and maintain positive relationships with parents and guardians through regular communication about their children’s strengths and areas of growth.
• Adhere to all Department of Health, YMCA of Greater New York, and funder standards, expectations, and regulations.
• Actively participate in training sessions, designated meetings, and special events, as appropriate.

Qualifications:

• Bachelor’s degree in Education or a related field; Master’s degree and/ or Teaching credentials preferred.
• Minimum of two years of experience working with youth in an after school or tutoring environment. Public school teaching experience preferred.
• Possess an understanding and knowledge of public school functions, Common Core, and specific knowledge in age-appropriate math and/or literacy curriculum.
• General knowledge of Microsoft Word, Excel, and PowerPoint. Knowledge of Access, Adobe PageMaker and Photoshop preferred.
• Current CPR / First Aid certifications.
• Excellent written and verbal communications skills.

CAMBA’s Ready Readers Literacy Project focuses the development of rich vocabulary and language skills and flexible and fluent comprehension skills in program participants, with an emphasis on K- 2nd grade students, at CAMBA after-school programs in Brooklyn elementary schools. This program is funded by the Brooke Astor Education Fund, managed by the New York Community Trust, and operates as a collaborative with the following CBOs: Chinese American Planning Council, Cypress Hills Community Development Corporation, and Expand ED Schools.

The person filling this position is expected, under general supervision, to ensure the smooth running and coordination of all project/program-related staff and services between CAMBA and partnering schools on a day-to-day basis, in order to ensure that all project/program goals, targets, and performance outcomes are met on a monthly/project cycle basis; include the following:

• Lead the implementation of the Ready Readers literacy project approach at CAMBA after-school programs.
• Collaborate with the CAMBA After-School Site Director, Mentor Teacher and key School Administrators to ensure that the Ready Readers literacy project is implemented according to program guidelines.
• Coordinate and facilitate centralized training for all CAMBA Ready Readers staff.
• Facilitate weekly professional development workshops for CAMBA Ready Readers after-school staff onsite at the after-school programs.
• Provide formal and informal observations of staff members leading activities with children and offer professional feedback and support.
• Work one-on-one with staff members who need additional professional support and guidance in regard to infusing literacy learning into program activities.
• Manage the centralized- and program-based data collection for Ready Readers.
• Update and create library of resource materials such as lesson plans, instruction materials and reference guides for program staff.
• Research and develop instructional strategies, materials and lesson plans.

Minimum Education/Experience Required:

• Certified Public School Teacher with at least five years of experience focused on early childhood literacy learning and elementary education. Master’s degree required. (A license is required of these Master’s Degrees: Social Work (LMSW or LCSW), Mental Health Counseling, Counseling/Guidance, and Art Therapy).

Other Requirements:

• Must have experience facilitating professional development for instructional staff.
• Experience in out-of-school time settings preferred.
• Must obtain Dept. of Health, Dept. of Education fingerprint clearance; doctor’s note certifying good health; proof of negative results from TB test; Staff Exclusion List (SEL) clearance and State Central Registry (SCR) clearance.
• Ability to maintain State Central Registry (SCR) clearance and fingerprint clearance throughout the duration of employment.
• Ability to adapt to the culture and environment of a public school.
• Position is full-time, year-round, general hours are 10 a.m. – 6 p.m. Mondays-Fridays. Some Saturdays are required as per the Ready Readers centralized training calendar.
• May be required to work Holiday Program Days (including Veteran’s Day, Mid-Winter Recess days, Spring Recess days, Chancellor’s Day).

Chalkbeat, the nonprofit news organization telling the story of education in America, seeks a digital marketing manager to help Chalkbeat grow into one of the largest nonprofit news sites in the country.

Chalkbeat’s digital marketing manager will drive key outcomes for both our revenue and editorial teams — increasing digital revenue, growing email subscribers, and piloting new audience growth initiatives. This is a highly interdisciplinary role, working in tandem with almost every team at Chalkbeat, from editorial, revenue, tech, analytics, etc. This position will report to the Head of Growth.

Who are you?

You are mission-driven, and you understand that the success of Chalkbeat means combining excellent journalism with a strong business model. You’re a self-starter who can both see the big picture and jump in to help execute important work. You’re comfortable wearing many hats and are highly collaborative, able to earn trust and drive outcomes along the way.

What background and skills do you have?

• 3+ years of work experience related to marketing or audience growth
• An entrepreneurial spirit, with stories to tell
• Proven track record of email-based conversion (either donations or e-commerce sales), and experience utilizing the capabilities of an email service provider
• Comfort with segmentation and data
• Strong writing and editing skills
• Organized, detail-oriented, and able to take initiative without heavy oversight

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!

What will you be responsible for?

• Membership: Driving growth in reader revenue, specifically the evolution and expansion of our brand new membership program.
• Email marketing: Creating a sustainable and scalable email experience across teams, especially as our reach continues to expand into new locales and topics within the education space.
• New initiatives and market research: Identifying, evaluating, and piloting promising initiatives that support Chalkbeat’s growth, from re-investing in existing products to incubating new high-potential opportunities.

Ideally, you’d be based in one of the cities where Chalkbeat already has a presence: Chicago, Denver, Detroit, Indianapolis, Memphis, New York City, or Washington, D.C. However, working remotely is a possibility for the right candidate.

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

Chalkbeat, the growing nonprofit news organization telling the story of education in America, seeks a designer/developer to join the product team.

Chalkbeat’s product team is predominantly responsible for our technology — the CMS, chalkbeat.org, analytics, and visual storytelling. But we’re also responsible for providing 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. As the designer/developer, you’ll have the opportunity to work on both large-scale product design — like our website and newsletters — and help us find innovative ways to create engaging storytelling. You will have a high degree of autonomy and trust in your expertise. This position will report to the Director of Product.

Who are you?

• You have a proven track record of solving complex design challenges, and have an online portfolio to demonstrate your experience with real work examples.
• You value user experience and have strong communication skills, deftly connecting design decisions to the organization’s goals.
• You are highly organized and enthusiastic about building systems that are easy to scale and adapt to new features.
• You are curious, seeking out new ideas and skills to continuously inform your work.
• You are passionate about supporting a new journalism model and contributing to sustainable local news coverage with a focus on education.

What background and skills do you have?

• A solid foundation in design thinking, user experience principles, and UI design
• A background in visual design with an appreciation for the finer arts of typography, layouts, and spacing
• 4+ years work experience, ideally in web design, UX/UI design, or frontend development
• Fluency in HTML and modern CSS (including SCSS/SASS), and a working knowledge of modern JavaScript
• An understanding of accessibility requirements and best practices
• Experience or interest working remotely or with remote team members

We don’t expect you to check all of these boxes, and we also know you’ll bring interesting skills and experiences that we haven’t thought of. Whether you identify as a designer or a developer — or both — we want to hear from you. 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, 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.

Overview
Advocates for Children of New York, Inc. (AFC) seeks a Staff Attorney to protect the education-related rights of underserved immigrant families. Immigrant families face unique obstacles in NYC public schools that stem from their linguistic and cultural backgrounds. The attorney will primarily serve immigrant families of children with special needs, including representation at special education administrative hearings as well as participation in school meetings and school visits. The attorney will also represent immigrant families with respect to education-related issues including school enrollment, bilingual programs, and bullying. The attorney will provide know-your rights trainings to families, community organizations, and service providers. The attorney may also support ongoing policy advocacy efforts focusing on English Language Learners, immigrant students, and access to translation and interpretation services in schools.

The attorney will join AFC’s Immigrant Students’ Rights Project (ISRP). ISRP is a collaborative team of three attorneys which includes the Project Director, to whom the attorney will report.

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

Qualifications
 Law degree required and admission to the NYS bar preferred;
 Spanish, Arabic or Mandarin language fluency required;
 Demonstrated commitment to serving the public interest;
 Excellent oral and written communication skills;
 Experience working with immigrant, low-income and special needs communities, especially an understanding of the cultural issues that often accompany language barriers;
 Interest in educational issues and issues affecting children, low-income families, and immigrant communities;
 Experience working with children or families;
 Strong team player;
 Organizational skills, flexibility, initiative, maturity, and cooperative attitude.

Expected Start Date
The position is available immediately, and resumes will be considered on a rolling basis. Law students graduating in May 2018 are welcome to apply.

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

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. For more information on AFC, see www.advocatesforchildren.org.

Organization Mission & Background

A nonprofit organization that seeks to advance students’ economic and social mobility by improving public education, the Urban Assembly (UA) launches and supports unique, small public secondary schools in New York City and shares innovative programs and resources with partners across the country. UA schools are open to all students, and they significantly outperform comparable schools in the city. Our goal is to prepare 100% of UA graduates for success in the 21st century economy through cutting-edge academic and school leadership supports, social-emotional skills development, college access and success programming, and career readiness efforts.

Position Summary

The UA is seeking a talented, creative and passionate Communications Manager to drive our branding, public relations and marketing as part of the Advancement team. The Communications Manager reports to the Director of Advancement, and serves as a specialist in all matters of communications and public relations, with a focus on expanding the UA’s footprint in New York City and nationally. The ideal candidate will have a passion for education and youth development, and a talent for sharing stories in a compelling and visually appealing way for a variety of audiences.

This is an opportunity to join an engaged, collaborative, mission-driven staff and to take part in the vital process of improving the lives of NYC students. The Communications Manager collaborates with UA staff, schools, and a wide variety of partners, and is based at the UA’s newly renovated central office in Manhattan’s Financial District. It is a full-time, exempt, salaried position, averaging 35 hours per week, including paid sick and vacation days, paid holidays, and generous health benefits. Salary is commensurate with experience.

You are a great candidate for this position if…

• You care about high quality execution and getting things done well and done right; you like bringing great work to life through engaging written content and high quality design.
• You are a good listener and communicator, and you love making complicated and confusing information clear and attractive.
• You love the written word in all its forms, and are as comfortable on social media as you are with creating more traditional marketing materials and one-pagers.
• You actually enjoy editing!
• You are comfortable interacting and collaborating with colleagues at all levels.
• You are hungry to learn, to grow, and to give and get feedback as part of an ever-evolving team.
• You enjoy an open office environment, and you possess a sense of humor.
• You are passionate about leveling the playing field for NYC students who may not otherwise have access to opportunities, relationships, and resources that provide economic and social mobility.

Responsibilities

Marketing Strategy Development
The Communications Manager will develop and implement a strategic communications plan that:

Increases internal awareness and understanding of the UA’s strategic plan and vision for growth & impact, and inspires UA staff and schools to publicly champion the organization’s mission

• Broadens and strengthens the UA’s brand identity across key stakeholders, including students and families, education thought leaders, donors, elected officials, community partners, and UA alumni
• Identifies and maximizes opportunities for UA engagement in national and local conversations on equity, education reform, and other critical issues impacting UA schools and students
• Engages current and prospective donors and funders, and builds a dialogue across all communications channels (email, social media, direct mail, face-to-face, and media)

Digital Marketing & Social Media

The Communications Manager will ensure that the UA develops and maintains an online presence and social media strategy that remains fresh, builds upon social media trends, and advances the organization’s mission and needs:

• Work with UA program teams to develop creative, timely and consistent electronic communications and email marketing campaigns to deepen partner and school engagement across programs
• With external partners and UA staff input, revise website content and design to effectively describe our work and appeal to a wide variety of audiences
• Develop unique social media content that increases engagement with UA schools and programs, and highlights the UA’s innovations and impact
• Manage and expand the UA’s visual content library, including high-quality photos and video content, for use across a variety of platforms
• Use Google Analytics and other tools to measure and report on the performance of all digital campaigns, as well as site traffic/usage activity
  

Press and PR

With the Advancement Director, lead the organization’s media interactions, with a focus on promoting the UA’s impact and highlighting our schools:

• Strategically prioritize media opportunities, including support for UA and school leadership and staff in preparing talking points, speeches, presentations, and other supporting material as needed
• Cultivate and manage press relationships to ensure coverage of relevant education issues, UA programming, and UA student/school/alumni achievements
  

Branding

Oversee the continued development and use of the UA brand, including the development of UA-branded materials (printed & online):

• Work with UA school leaders and staff to design and optimize school-specific branding opportunities to increase school enrollment and partnerships
• Work with Advancement Director and CEO to design and publish UA’s annual report
• Ensure consistency of all marketing, promotions and communications across platforms

General

• With Director of Advancement, determine and maintain optimal internal communications norms and platforms for UA staff, including a UA style guide
• Support UA program teams and schools with event publicity and execution
• Support Advancement Director and CEO with funder relations and donor meetings
• Serve as gatekeeper/final review for all external-facing UA documents and presentations

Qualifications

• Bachelor’s degree
• At least 5 years’ experience with communications/marketing/PR in the nonprofit sector
• Experience in designing and/or executing communications strategies
• Strong written and oral communication skills
• Strong attention to detail
• Proficiency in MS Office
• Proficiency in Adobe Photoshop, InDesign, or other image editing and publication software
• Experience with WordPress and/or HTML preferred
• Experience using content management systems and Google AdWords and Analytics preferred
• Social media savvy and enthusiasm for engaging across a variety of platforms
• Ability to manage multiple tasks with deadlines and adapt to changing priorities as needed
• Self-starter who can work independently or as part of a team
• Awareness of local and national education issues and passion for mission-driven youth development
• Ability to prioritize and follow through effectively

The UA is committed to building a diverse team. We are an equal opportunity employer and do not discriminate on the basis of race, color, religion, sex, sexual orientation, gender identity, national origin, veteran or disability status.

Overview

Founded in 2013, the Urban Assembly School for Global Commerce provides opportunities for economic mobility through access to college and career pathways in the growing field of supply chain management and freight logistics, the backbone of global commerce. The school prepares students for college and career not just “for the occupation,” but “through the occupation,” integrating instruction of industry knowledge and skills throughout rigorous academic curricula. Through our extensive public and private partnerships, we create opportunities for students to participate in a growing and dynamic industry and ensure authentic student choice in post-secondary decisions, while providing significant social and emotional supports to ensure student success.

The school is a member of the Urban Assembly, a nonprofit organization providing leadership and programmatic support to small, career-themed public secondary schools in high-need neighborhoods in NYC. UA schools, which outperform comparable schools across the city, are open to all students and aim to prepare 100% of UA graduates for success in the 21st century economy.

The school is seeking an enterprising and innovative Development and Partnerships Manager to join the school-based team. The Development and Partnerships Manager will be responsible for advancing the school’s mission by bringing the supply chain industry to life for students, parents and partners.  

Role of Development and Partnerships Manager

The role of the Development and Partnerships Manager is to support teachers and students by  creating meaningful enrichment activities and fundraising through multiple channels to afford these opportunities. S/he will also offer connections and access to school partners inside and outside of the school and build new relationships, while also nurturing existing relationships with school partners, the young professionals board, and the donor community.

Primary Job Responsibilities

• Manage strategic communications with external stakeholders
• Build robust relationships with high caliber companies, universities and school-serving organizations to bring relevant programming to students
• Organize school theme/career related events and field trips
• Develop and execute a strategy to provide internship and other work-based learning opportunities to students
• Cultivate relationships with donors, foundations and corporate partners to secure funds and/or in-kind donations to the school
• Support the school’s committee charged with marketing to prospective families and students

Qualifications

• Excellent written and oral communication skills.
• Excellent project and data management skills.
• Well-organized, flexible, able to multitask effectively, and capable of working in the fast-paced environment of a public school.
• Aptitude for development, fundraising , relationship management and public relations
• Candidates should have at least two years of professional experience in education, public relations or communications.
• Strong preference for individuals who have worked in a secondary school setting for at least two years.
• Understanding of high-needs communities and schools and knowledge of community organizing principles.

NYC Admissions Solutions (nycadmissionssolutions.com) assists families, schools, and other organizations navigate K-college school admissions. Founded by a former NYC Department of Education official and independent school admissions officer, we have trained hundreds of schools and school counselors, evaluated thousands of school applications, and counseled hundreds of families in identifying and securing a school fit of choice.

Job brief

• Part-time, up to approx. 20 hours per month based on time of year (potential to transition to full-time).

• Seeking a college/university admissions counselor who is passionate about working directly with families of high school-aged children and driven to directly impact their educational success.

• Work includes all aspects of assisting families in navigating public and private college/university choices:

  • Manage client relationship and conduct direct counseling with families and students on the college/university admissions process

  • Help families evaluate school options and understand how to navigate the admissions process

  • Develop their preferred school list; maximize student’s candidacy at schools of choice

  • Develop timeline and action plan

  • Interpret tests and student records

  • Aid in preparation of applications and personal narrative/essay/portfolio

  • Aid in planning campus tours and interviewing

• Work is primarily handled in families’ homes during late afternoon/after-school, evening or weekend hours (some flexibility with hours).

• Complete regular reports on progress

• Log notes into company CRM database

• Will also involve marketing, recruitment and retention activities, as well as consulting with college/university personnel

• Periodic meetings with the President

• Reports to President

Requirements

• Must have strong working knowledge of public and private college/university admissions

• At least 5 years of proven related work experience

• Engaging interpersonal skills and excellent communication skills, including impeccable writing

• Computer literacy (email, Google, Excel, etc.)

• Social media experience a plus

• Sound judgment and emotional intelligence

• Must be willing to travel throughout the five boroughs of NYC

• Ideal candidate is interested in business development, marketing and building the college business unit

Compensation

• Hourly/negotiable, with potential to transition to full-time; must be able and willing to accommodate fluctuations in work schedule from month to month

• Benefits not available

TNTP’s Teachers for NYC Charter Schools invites you to our August Hiring Fairs! We have one month of summer ahead of us and more than 200 pre-screened teacher candidates in our pool seeking roles in NYC charter schools. Don’t miss out on this opportunity to hire from a diverse pool of committed educators! Candidates have diverse backgrounds, various content areas and levels of experience.

Hiring Fairs are August 18th and August 22nd. Space is limited! Click here for details and to reserve your space!

Who We Are   

Teachers for NYC Charter Schools is a consortium of non-profit charter schools working to bring great teachers to kids and communities across New York City. We help talented teaching candidates find a school that fits their skills and career goals—and we give them a leg up in the hiring process.  

While each consortium member has its own unique focus and culture, we share the belief in the power of great teachers to unlock students’ potential and prepare them to achieve their goals. 

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 Alumni Coordinator for the City-Wide Rowe Scholars Programs who, under the supervision of the Director of College and Career Access, will provide leadership in the areas of college and career readiness for high school youth. The Alumni Coordinator will be responsible for all coordination aspects of the AT&T Aspire Program, including ensuring quality delivery of the Aspire Program, data collection, and proper reporting to stakeholders. The Alumni Coordinator is also responsible for managing and supporting Alumni Advisors working with 12th grade seniors and graduates, and overseeing the implementation of the Summer Bridge Program.

Responsibilities:

• Support and manage Alumni Advisors working in Rowe Scholars-AT&T Aspire Program at all program sites across the Association.
• Oversee the quality planning, developing, implementation, and continuous improvement of the activities and resources for AT&T Aspire.
• Work with the YMCA Human Resources Department to arrange employment opportunities for all students who need summer jobs.
• Coordinate the collection and reporting of all AT&T Aspire program data for Westat, AT&T, and other stakeholders.
• Maintain necessary paperwork and reporting to ensure compliance with AO, Westat and other public and private funders’ requirements.
• Serve as the liaison between the YMCA and colleges, universities, and work sites, including but not limited to, CBO’s, CUNY, SUNY, workforce sites, community and institutes of higher learning that support the College and Career programs for teens in NYC.
• Support the needs of individual branches and sites in the NYC Association as they create and offer teen programs to their individual communities.
• Actively participate in office events, training sessions and designated meetings.

Qualifications:

• Bachelor’s degree required.
• Minimum of one to three years of supervisory and program development experience working with teens and high school graduates.
• Minimum of two years of experience working with teens in a youth development, educational, or career services capacity.
• Knowledge of Youth program development, program implementation, program innovation, and college and career access.
• Knowledge of higher education, financial aid, and postsecondary education strategies.
• Strong organizational skills, and attention to detail.
• Ability to effectively complete tasks in a timely fashion.
• Must be available to work Monday to Friday, 10:00AM – 6:00PM, and weekends and evenings occasionally required.

All Our Kin, Inc., a nationally-recognized, Connecticut-based nonprofit organization that trains, supports, and sustains community child care educators to ensure that children and families have the foundation they need to succeed in school and in life, seeks a full-time Business Development Fellow to provide training, technical assistance and support to family child care educators. This posting is for 2 full-time positions: one in CT and one in New York City.

All Our Kin first opened its doors in a New Haven housing project in 1999 with two staff members, six mothers, six children, and one core belief: all children deserve access to high-quality early learning opportunities. Today, we serve over 400 family child care educators; these parents and educators in turn serve over 2,400 children in our community. To learn more about our work, please visit www.allourkin.org.

We are searching for an enthusiastic team player who is looking to make an impact and is excited about being a part of an effective, growing and dynamic non-profit organization. All Our Kin has offices in New Haven, Bridgeport, Stamford and the Bronx. The CT Business Development Fellow will have the option of working primarily from any CT office and the NY Business Development Fellow will work out of the Bronx office. S/he will need to occasionally travel to the other All Our Kin offices. This is a full-time position.

Responsibilities of the Business Development Fellow:

• Teach All Our Kin’s Entrepreneurship series in English and/or Spanish. This 30-hour business training program enhances family child care educators’ business knowledge. Classes are conducted during evenings and/or weekends and may be conducted off-site at the office of a community partner, requiring travel.
• Revise and update curriculum for the Entrepreneurship series to align with changes in the field of family child care business management.
• Offer one-on-one support to providers by problem solving, providing advice in best business practices, and linking providers to community resources.
• Collaborate with All Our Kin’s staff and leadership on organizational projects and initiatives.

The ideal candidate:

• Has a bachelor’s degree and/or experience in one or more of the following fields: business, economic development, adult education, teaching, urban development, economic strategies, public policy or related fields
• Has experience teaching classes to adult learners
• Has experience in curriculum development
• Has basic education and/or experience in business and finance, such as:
  • Best practices for small businesses
  • Accounting basics, such as cash flow statements and budgets
  • Marketing using online and traditional tools
  • Taxes, legal structures, and insurance
• Is knowledgeable about community resources
• Has experience working in urban communities and the ability to work with individuals with diverse backgrounds
• Is committed to actively combat systemic racism and injustice internally and externally
• Possesses strong interpersonal skills
• Is extremely organized, independent, and has the ability to multitask
• Is proficient in Microsoft Office, MS Excel
• Is a creative problem solver
• Is preferably fluent in English and Spanish

Benefits of Working at All Our Kin

All Our Kin’s small size, focus on innovation, and collaborative model of program development make it possible for staff members to get a close look at the workings of a small, high-impact nonprofit organization at the cusp of two critical issues: job creation and child care. The organization’s commitment to mentorship and professional development guarantee that the Business Development Fellow will receive individual time and attention, and will serve as an integral member of our highly skilled and mission-driven team. All Our Kin is an equal opportunity employer and recognizes that diversity and opportunity are fundamental to children’s lives and to our work.

The Gillen Brewer School is an independent school and a thought leader in the area of educating children who have specific learning needs. Uncovering The Specialness In Every Child™ is our expertise and working with our families is at the heart of everything we do at Gillen Brewer. By accepting and celebrating the differences of each child, we are redefining what “special” in the world of “special education” means. Our diverse student body includes 88 children, ages 2.8 to ten years old, with executive functioning deficits, language-based and non-verbal learning disabilities, and social and emotional deficits, as well as children on the autism spectrum. We provide each student with a rich and nurturing 12-month program of rigorous academics, art, music, science, technology and physical fitness. Speech-language and occupational therapies and counseling services are integral to our program and staff works in a highly integrated manner. Gillen Brewer is defined by a commitment to our students and inspired by their determination. Working collaboratively with families and utilizing the exceptional skills of our highly qualified professional staff, we help each child build a foundation that will enable them to become confident, independent and engaged learners.

Job Summary

Gillen Brewer’s Science and Technology Teacher will continue to develop and implement a hands-on, inquiry-based science curriculum that incorporates technology in Gillen Brewer’s elementary-age classrooms. The Science and Technology Teacher will coordinate with the school’s Art and Music Teachers to sustain a creative, engaging and fun complement to classroom academics across the program.

Qualifications

• Relevant teaching experience with elementary-aged special needs students required
• Flexible and Adaptable to multiple environments
• Team player who thrives in an integrated and collaborative environment
• Master’s Degree in Special Education preferred
• Excellent communication and digital presentation skills required
• Knowledge of Elementary Science and Technology Standards required
• Independent school teaching experience preferred
• Knowledge of the cognitive, linguistic, and developmental needs of students with special needs
• Strong communication and organizational skills

Gillen Brewer offers competitive salaries commensurate with experience and a comprehensive professional development program. All applicants are required to submit a resume, cover letter, and two reference letters. The Gillen Brewer School is an equal opportunity employer.

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

Currently, Community Roots has 460 students in grades K-8. Our first 8th grade class graduated in June 2015. Please visit our website for more information about our school: www.communityroots.org.

Community Roots is Hiring:
A High School Placement and Operations Coordinator to work at our middle school site. This position is primarily responsible for educating and guiding students and families through New York City high school application processes, including public, independent, and charter, with the goal of each student enrolling in a high school that supports their interests, strengths, and needs. As a member of the Operations team, this role also coordinates and oversees a variety of critical administrative processes within our K-8 school and serves as a point person for middle school students and families.

Applications will be accepted until 4pm on Friday, July 20, 2018.

Qualifications:

• Completed Bachelor’s Degree
• Belief in CRCS mission and philosophy
• Desire to support adolescents and their families in achieving their goals for high school placement, and commitment to continuous learning and growth in order to do so
• Highly collaborative; demonstrated ability to work with staff at various levels of an organization, receive and give constructive feedback
• Excellent ability to communicate complex information in an engaging, concise and clear way, both verbally and in writing, to adults and adolescents with a range of backgrounds, experiences, and needs
• Self-starter with a demonstrated ability to seek ways to creatively solve problems and learn independently
• Highly organized and detail-oriented while remaining flexible to shifting needs on a given day
• Comfortable prioritizing and responding to multiple requests and meeting numerous deadlines
• Experience working with adolescents and their families
• Experience working in a school setting preferred
• Familiarity with Google Apps for Education preferred
• 1-2 years work experience preferred

High School Placement Coordinator responsibilities include:

High School Preparation and Placement

• Nurture and build an attitude of cooperation and positive support with school community regarding high school preparation and admissions
• Educate students and families about NYC high school application processes through high-quality workshops, advisory lessons, individual meetings, and timely written and verbal communications
• Provide individualized guidance to students and families throughout the application and decision-making process, including identifying strong-fit schools
• Research and make contacts at range of independent, charter and public high schools that are of interest to our families
• Support teachers/staff in working with students to prepare portfolios and audition pieces and working on interview skills as necessary
• Take students on day and evening high school tours as needed

Alumni Coordination

• Coordinate alumni events and communicate with alumni and their families regarding their experiences at high school
• Create and manage alumni data tracking system
• Develop alumni internship program
• Write quarterly newsletter for alumni

Operations Coordinator responsibilities include:

Student enrollment and records management

• Manage all processes related to students leaving or joining the Middle School, including lottery procedure and enrollment
• Maintain accuracy of student biographical and academic records, ensuring student information is up to date across multiple platforms

• Manage student information system (JumpRope) and support staff with using it as needed
• Maintain confidential student records and information

Communication & student/family engagement

• Engage in ongoing communication with families

• Coordinate bi-weekly newsletter to middle school families with contributions from each course

Hiring

• Support Co-Directors in recruiting and hiring highly qualified staff by managing online hiring system (TalentED), oversee posting of job opportunities with hiring boards and universities, and registration and preparation of materials for career fairs
• Support process of on-boarding new staff

Additional Responsibilities include

• Build relationships with facilities staff including custodians, school foods and security
• Assist in supervising the cafeteria/recess yard during breakfast and lunch
• Assist in supervising morning arrival and afternoon dismissal of students
• Assist in new projects and responsibilities as they emerge throughout the school year

Community Roots Middle School staff serve as Co-Crew Leaders.

Responsibilities of a Crew Leader include:

• Serve as the Advisor to a small group of students, supporting their academic progress and acting as a liaison between the school and their families
• Co-plan and facilitate a Crew, a group of 14 students who meet daily to build community, discuss current events, develop leadership skills, and review academic and personal goals
• Attend professional meetings as needed to support this work

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 Alumni Coordinator for the City-Wide Rowe Scholars Programs who, under the supervision of the Director of College and Career Access, will provide leadership in the areas of college and career readiness for high school youth. The Alumni Coordinator will be responsible for all coordination aspects of the AT&T Aspire Program, including ensuring quality delivery of the Aspire Program, data collection, and proper reporting to stakeholders. The Alumni Coordinator is also responsible for managing and supporting Alumni Advisors working with 12th grade seniors and graduates, and overseeing the implementation of the Summer Bridge Program.

Responsibilities:

• Support and manage Alumni Advisors working in Rowe Scholars-AT&T Aspire Program at all program sites across the Association.
• Oversee the quality planning, developing, implementation, and continuous improvement of the activities and resources for AT&T Aspire.
• Work with the YMCA Human Resources Department to arrange employment opportunities for all students who need summer jobs.
• Coordinate the collection and reporting of all AT&T Aspire program data for Westat, AT&T, and other stakeholders.
• Maintain necessary paperwork and reporting to ensure compliance with AO, Westat and other public and private funders’ requirements.
• Serve as the liaison between the YMCA and colleges, universities, and work sites, including but not limited to, CBO’s, CUNY, SUNY, workforce sites, community and institutes of higher learning that support the College and Career programs for teens in NYC.
• Support the needs of individual branches and sites in the NYC Association as they create and offer teen programs to their individual communities.
• Actively participate in office events, training sessions and designated meetings.

Qualifications:

• Bachelor’s degree required.
• Minimum of one to three years of supervisory and program development experience working with teens and high school graduates.
• Minimum of two years of experience working with teens in a youth development, educational, or career services capacity.
• Knowledge of Youth program development, program implementation, program innovation, and college and career access.
• Knowledge of higher education, financial aid, and postsecondary education strategies.
• Strong organizational skills, and attention to detail.
• Ability to effectively complete tasks in a timely fashion.
• Must be available to work Monday to Friday, 10:00AM – 6:00PM, and weekends and evenings occasionally required.

Position Description:

New Visions for Public Schools is looking for a dynamic, experienced leader for our organization-wide development efforts. We are the largest non-profit organization dedicated to improving public education in New York City, with over 150 employees and an annual budget of over $26 million, and we are growing rapidly. We currently manage 10 charter high schools, are lead partner for a network of 69 district high schools, and support more than 250 additional district schools and thousands of teachers, in total serving more than 180,000 students across all grades and all five boroughs of New York City.

The Director of Development will oversee strategy and execution of fundraising of all types, ensuring that New Visions has the resources to maintain and expand our support to City schools.

Core Duties and Responsibilities:

• Lead the creation of a multi-year fundraising strategy for the organization, in collaboration with New Visions senior management and Board of Directors
• Ensure diverse and balanced funding sources for the organization, including maintaining significant institutional and governmental support, and expanding corporate and individual giving
• Craft compelling narratives across multiple media that present New Visions programs to a wide range of audiences and potential funders
• Represent the organization, its Board and senior management and engage directly with donors, prospects, governmental and non-governmental partners, school communities, and other constituencies
• Oversee day-to-day aspects of New Visions’ fundraising efforts, including
  • Leading development and cross-departmental strategy meetings to identify and address key fundraising priorities.
  • Prospecting to identify potential funders and assess alignment to organizational fundraising and programmatic needs
  • Crafting proposals to multiple different potential funding audiences, including philanthropic institutions and foundations, corporate donors, individual donors, and  governmental grant programs.
  • Monitoring progress against grant goals and timelines and leading efforts to complete funder reporting requirements on a timely basis
  • Developing strategy for additional fundraising activities, such as Annual Funds, fundraising Galas or other events
  • Designing and maintaining systems to track progress related to existing grants and pipeline proposals; share findings with program staff with the appropriate level of urgency.
• Manage a team of 2-4 development professionals, establishing priorities and goals for the team and tracking progress; assigning, overseeing, editing and ensuring the quality of development materials; and building team capacity to take on increasingly significant roles and responsibilities within the development team

Required Skills and Knowledge Base:

• Proven success in fundraising, ideally including experience with institutional, individual, corporate, and governmental funders
• Exceptional and enthusiastic writer and editor, with the ability to communicate compellingly using both quantitative and qualitative data to support an argument
• Compelling and comfortable public speaker, able to craft a public narrative and articulate multiple strands of New Visions’ work
• Knowledgeable about the education funding landscape, both locally and nationally
• Able to build strong relationships quickly
• Excellent strategic thinking skills, ability to “market” ideas, and an orientation towards systems improvement
• Ability to set priorities, move multiple projects in a fast-paced, deadline-driven environment, identify and communicate potential needs or problems, and be flexible when new opportunities or demands arise.
• Past experience supervising and developing staff and building effective teams.
• Experience using Google productivity suite, including Docs, Sheets, and Slides preferred.
• Experience with Raiser’s Edge preferred.

Education and Experience:

• Bachelor’s degree required.
• Five to seven years of related experience in a nonprofit or in an educational environment.
• Experience leading major development and/or fundraising efforts required, with experience in the education or social services space strongly preferred.

Our progressive K-8 charter school is seeking one middle school math intervention teacher and one middle school ELA intervention teacher, to support small groups of students.  We are a fully inclusive, co-taught, collaborative, and dynamic unionized charter school in the Bronx.

Our progressive curriculum includes:

• An all-school study of the Bronx River
• Humanities class and Math/Science class taught in long blocks
• Interdisciplinary curriculum with many opportunities for deep and materials-rich studies
• Balanced literacy supported by extensive classroom libraries
• Math/Science curriculum that uses CMP3 and FOSS curricula to balance depth of scientific and mathematical knowledge and practices
• Daily intensive small-group arts and tech electives that include dance, drumming, visual art, and technology
• A strong emphasis on social and emotional learning, including a strong advisory program

We are seeking teachers who:

• Believe that children learn best when they are active participants in their own learning
• Understand that children learn in different ways
• Believe in and are committed to interdisciplinary, creative, rigorous, experiential, and inquiry based learning
• Believe in and enjoy creating innovative curriculum that meets the needs and reflects the interests of their students
• Believe that learning goes beyond the classroom and are interested in taking students out into the community and bringing community resources into the classroom
• Are eager for opportunities to work collaboratively with colleagues and families

BxC offers:

• Co-taught classes with 26 students per class
• A highly collaborative environment where teachers’ voices and opinions really matter
• Coaches who collaborate closely with classroom teachers to design curriculum and support students
• Structures for collaboration and professional development supported by the schedule, including grade team meetings, lab sites, 2 hour professional development sessions each week, and regular meetings with co-directors.
• High levels of staff retention and a unionized staff

Qualifications for Teachers:

• Understanding of and commitment to the mission, goals, and philosophy of BxC
• Experience and demonstrated success in working with children
• Commitment to continuous improvement and learning through professional development
• Demonstrated expertise in the subjects taught
• Hold or are working towards New York State certification

Preferred:

• • Special education or ESL certification or experience

• Proficiency in another language

Elementary Teacher, 2018-2019 Academic Year

All Subjects, Grades K-12

Start Date: August 1, 2018

Location: Bridgeport, CT & NYC

About Capital Preparatory Schools

Capital Preparatory Schools is a charter school management organization operating a network of educational communities. Our mission is to build a path where there was none. From its inception, the Capital Prep community—our students, parents, faculty, and staff—have come together to create a compelling and meaningful educational experience. The Capital Preparatory Schools, located in Bridgeport, Connecticut and New York, NY provides with a year-round education in a private school setting that encourages students to become scholars and agents of change.

Capital Preparatory Schools believes that all children, when given the right conditions and environment, will succeed and excel in their academic and social-emotional growth. This is achieved by blending elements of academic models that successfully support students from historically disadvantaged populations, with innovative approaches that get 100% of our graduates accepted to four-year colleges.

Focusing on the key attributes of leaders, our learner expectations are designed to develop students who are:

• collaborators;
• information processors;
• problem solvers;
• knowledgeable people;
• responsible and empathetic citizens.

With the support of the Capital Prep team of skilled and compassionate educators, students realize their academic abilities, advocate for social justice and fulfill their civic responsibilities. As leaders of social justice, we expect our students to use their education to improve the lives of others.

Teaching at Capital Preparatory Schools

Capital Preparatory Schools is committed to teaching and learning that promotes the success of every student by:

• Creating a safe and enjoyable educational environment that encompasses our social justice model and that ensures every graduate moves on to attend college;
• Providing individualized instruction and enrichment opportunities for students to ensure that gifted students are challenged and struggling students are supported;
• Hiring and growing quality teachers and leaders and empowering them to use their craft to inspire students to achieve at the highest levels.

Capital Preparatory Schools seeks passionate educators to join our community for the 2018-2019 Academic Year.

Teacher responsibilities include, but are not limited to:

Student achievement

• Create a safe, effective, student-centered learning environment that fosters student curiosity;
• Motivate students to put forth their best efforts in academics, athletics, activities, and personal conduct;
• Support students to recognize their full potential in all areas of human development;
• Build a bridge of communication and involvement with parents, families, and community leaders;
• Analyze data and use it to inform and drive instruction.

Professional development and learning

• Attend all professional development trainings, data team meetings, and curriculum meetings;
• Collaborate with peers and school leaders to improve instructional strategies, school climate, and leadership skills;
• Participate in professional trainings to enhance knowledge as well as educational and leadership capabilities.

Skills:

• Effective classroom management strategies;
• Engaging instructional methods;
• Strong organizational, planning, and communication skills;
• Willingness to be collaborative and flexible, committed to self-improvement and holding self to the highest of expectations;
• Passion and enthusiasm for subject matter, along with content mastery.

Experience:

• 3-5 years of teaching experience is preferred, first-year teachers are encouraged to apply;
• Bachelor’s degree, Master’s degree preferred;
• Willingness to seek valid state certification if necessary.

Compensation:

Salary for this position is competitive and commensurate with experience. Capital Preparatory Schools offers a comprehensive benefits package.

To apply, please complete our online application:

APPLY NOW!

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

Achievement First is seeking an enthusiastic and collaborative Digital Learning Associate with a problem-solving orientation to lead the support, implementation, training and ongoing refinement of our digital learning and technology integration work across our network of schools. This position offers the opportunity to be at the forefront of this instructional work at one of the nation’s top charter school networks

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

• Partnering with other school-facing network teams to provide in-network consultations to our schools as needed for support and solutions to emerging needs
• Project managing any programmatic changes downstream implications on technology infrastructure, hardware, and software in schools
• Developing software documentation and training materials for Digital Learning Liaisons who support software at the school level
• Support  teachers as they transition to digital learning, ensuring that they have the training, technology, and resources they need to run successful technology-enriched classrooms
• Building relationships with education technology vendors to ensure that program content and data needs systems requirements are implemented as expected and escalating technical issues for timely resolution
• Engaging with teachers and students to solicit feedback on digital learning software and technology hardware
• Establishing and implementing digital learning systems and codifying best practices at schools

Skills and Characteristics

The ideal candidate meets most of the criteria below and is eager to learn and develop in all of them.

• Understanding of educational technology and digital learning approaches
• Knowledge of Google Chrome applications, hardware, and Educational programs
• Strong problem solver who can effectively diagnose problems so that the right resources can be brought to bear
• Strong project management skills
• Able to create clear school-facing communications and training materials
• Able to manage toward long-term strategy, while executing on short-term needs
• Ability to thrive in a fast-paced, entrepreneurial environment; flexible, able to work autonomously as well as take direction as needed
• Calmly handles ambiguity and is resourceful in pursuit of outcomes
• Belief in the Achievement First mission and educational model
• Maturity, humility, strong work ethic, sense of humor, and “roll-up-my-sleeves” attitude

Educational Background and Work Experience

• Bachelor’s degree from a competitive college or university, Master’s degree a plus
• Demonstrated effectiveness in leading efforts to integrate technology into classroom teaching
• Experience with educational technology and digital learning models/applications, demonstrating a strong track record of program development and integration
• At least three years of experience as a classroom teacher

Compensation

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

Job Details:

• Deadline: Application closes on July 2nd, 2018
• Location: Open to all chapter locations (Chicago, New York, Minneapolis, New Haven, Boston and LA)
• Team:  Programs and Organizing
• Posted: 6/15/18
• Hiring Manager: Mattie Weiss, Senior Training Manager

About Us

Our nation’s education system is leaving millions of students—including an overwhelming number of students of color and low-income students—unprepared for college, career, and life. While research shows that classroom teachers are the single most important in-school factor in improving student achievement, their diverse voices are consistently left out of education policy decisions. For far too long, teachers have been treated as subjects of change rather than as agents of change.

Founded by public school teachers, Educators for Excellence is a growing movement of 27,000 educators, united around a common set of values and principles for improving student learning and elevating the teaching profession. We work together to identify issues that impact our schools, create solutions to these challenges, and advocate for policies and programs that give all students access to a quality education.

What We Do

Through our chapters in communities across the country, we provide opportunities for teachers to stay informed, expand their leadership, connect with colleagues and decision-makers, and advocate for change.

The Opportunity

Reporting to the Senior Training Manager on the National Programs Team, the Organizing Associate will bring ferocity, joy, real talk, moral courage and deep humanity to the work of supporting our Organizers in the field. Specifically, the Organizing Associate will: 1) Support and coach Organizers to be responsive, bold, relational, and goal-hungry in their organizing work, 2) develop and roll out organizing resources to support this work, and 3) help to plan, prepare, and deliver organizing focused workshops and trainings. The role will include substantial travel to E4E chapters, shadowing Organizers and providing feedback and guidance, creating content (presentations, worksheets, planning templates, agendas) to support chapters, devising surveys of staff needs, hosting workshops and trainings in person and online and, for major training events, helping plan and execute training content and logistics (space, food, travel, supplies).

You will:

Coach staff and provide feedback:

• Periodically travel to E4E chapter sites to support and observe our Organizers in action, and provide in-person coaching and feedback
• Identify additional national and chapter-level supports for Organizers

Create content:

• Create high quality, clear and inspiring materials (presentations, worksheets, how-to guides, templates) to aid chapter campaigns and initiatives
• Work collaboratively across the organization to enlist the right staff members and others to participate in the creation and delivery of materials when appropriate
• Develop surveys to solicit feedback and expectations around trainings and other programs

Execute events:

• Along with other E4E national staff, help plan and execute the content and logistical aspects of national E4E training and professional development events
• Create materials and systems to support E4E in the logistical needs for such events

Support and conduct workshops and trainings:

• Conduct occasional online and in-person workshops and trainings for staff and members to build skills and foster leadership development
• Develop staff members and volunteers across departments to be excellent facilitators by involving them in the training creation and implementation process, providing feedback, and by establishing training practice as a norm

You have:

Required:

• Experience organizing on or with political, electoral and/or advocacy campaigns/organizations
• One of the following experiences: at least one year as a Pre-K-12 classroom teacher; some form of teaching, school-based professional experience, student-based professional experience or previous work with educational non-profits
• The ability to travel often to other chapter locations

Preferred

• Significant experience training and facilitating others, ideally in a political organizing or public education context
• Proven ability to produce high quality, inspirational and engaging materials and training/workshop agendas
• Demonstrated ability to coach and develop others
• Adept with Word, PowerPoint, Excel, including stylistic and formatting abilities
• Highly organized, and a strong communicator
• Joy, compassion, tenacity, grit and the ability to take initiative and thrive in a fast-paced and unstructured environment

Moreover, all E4E staff must demonstrate our Core Values:

• Respect and Professionalism: We act with personal responsibility, respect, and commitment to high quality work, to our organization and to each other
• Solutions Orientation: We consistently approach even the most complex challenges with positivity, proactive solutions, and the assumption of best intentions
• Growth Mindset: We intentionally create opportunities to develop ourselves and others in order to learn and continuously improve
• Dynamic Leadership: We courageously take ownership, empower others, set bold visions, think strategically, and adapt to change
• Diversity and Inclusiveness: Educational inequity is linked to race, power, and privilege, and so we take action to shift this paradigm by reflecting on our own identities, creating an inclusive and diverse community, and leveraging our differences as strengths

General Summary

The Dean of Curriculum & Instruction (DCI) holds primary responsibility for the ongoing development, implementation, and assessment of an Uncommon school’s curriculum. As part of the administrative team, the DCI plays a central role in the success of the school. The DCI also works closely with the Principal and Director of Operations of his or her school and other schools supported by Uncommon.

Essential Duties and Responsibilities

• Demonstrate a relentless drive to improve the minds and lives of students in and out of school;
• Research, design, and/or supplement the academic curriculum for all subjects and grades based on successful models and approaches;
• Align the academic curriculum with state standards, Uncommon standards, and other scientifically-based benchmarks;
• Document and communicate scope and sequence for each grade level;
• Monitor grade-level progress against scope and sequence benchmarks;
• Participate in the design and implementation of systems to assess student achievement;
• Generate and manage standardized test and internal assessment schedules, logistics, and reporting;
• Evaluate, approve, and purchase curricular materials such as textbooks;
• Observe and coach Teachers daily;
• Contribute to the Principal’s evaluation of school staff;
• Train and orient staff members in Uncommon’s curricular systems and key pedagogical issues;
• Coordinate the Uncommon summer staff orientation and curriculum development period;
• Ensure access to and participation in high-quality internal and external professional development for staff;
• Help teachers to develop instructional strategies and intervention programs that elevate achievement among struggling students;
• Participate in staff recruitment;
• Collaborate with the Assistant Superintendent, Principal, Dean of Students, the Special Education Coordinator, the School Social Worker, and other school staff to maximize the ability of Uncommon Charter Schools to support students’ academic and socio-emotional development;
• Collaborate with the Assistant Superintendent and the Principals to ensure that best practices are shared across Uncommon Schools; and
• Performs other related duties as required and assigned.

Qualifications

• 3+ years of teaching experience at Uncommon or another high-performing school;
• Experience and interest in writing curriculum;
• Experience driving students toward exceptional academic results;
• Experience providing feedback and coaching teachers toward strong, data-supported results;
• Strong content knowledge;
• Strong teaching skills in the classroom;
• Strong organizational skills; extremely careful attention to detail and follow-through;
• Strong analytical and problem-solving skills;
• Strong communication and negotiating skills;
• Ability to work well in a team;
• Exceptional ability to bridge and enhance cooperative working relationships;
• Ability to create, monitor and maintain systems that enhance organizational efficiency;
• Ability to thrive in a fast-paced, entrepreneurial environment; flexible, able to work autonomously as well as take direction as needed;
• Passionate commitment to the mission of Uncommon Schools.

Minimum Education Level

• Must have a Bachelor’s degree.

Experience Required

• 3+ years working in classrooms and coaching teachers, preferably in urban schools and/or communities.

POSITION

The Special Education Coordinator is passionate about supporting the students who are at-risk for academic underperformance due to emotional and/or physical challenges so that they can succeed in the school’s rigorous academic program. The Special Education Coordinator holds primary responsibility for providing academic, emotional, and physical services for students who require additional support to thrive within the school’s core academic program.

Special Education Coordinators will support teachers in the following subject areas:

• Math – Pre-Algebra, Algebra
• History
• Science
• English Language Arts (ELA) – Reading & Writing

RESPONSIBILITIES

• Demonstrate a relentless drive to improve the minds, characters & lives of students both in and out of school.
• Show unwavering commitment to urban youth achieving greatness.
• Create a positive, structured learning environment to ensure that students observe the school’s core values, high expectations, and strict code of conduct.
• Implement curricula and activities to meet academic standards.
• Design and implement assessments that measure progress towards academic standards
• Use assessment data to refine curriculum and inform instructional practices.
• Participate in the collaborative curriculum development process.
• Provide consistent rewards and/or consequences for student behavior to ensure that students observe the school’s core values, high expectations, and strict code of conduct.
• Be accountable for students’ mastery of academic standards.
• Share responsibility for grade-level and school-wide activities.
• Exhibit resilience to persevere and turn challenges into opportunities.
• Focus constantly on student learning, thinking critically and strategically to respond to student learning needs.
• Communicate effectively with students, families, and colleagues.
• Engage families in their children’s education.
• Commit to continual professional growth, participating actively in department meetings, faculty meetings, and other meetings.
• Participate in an annual three-week teacher/ staff orientation and Special Education training.
• Mentor and engage another teacher in instructional practice and professional development.
• Include a teacher in daily classroom activities to help students meet academic standards.

QUALIFICATIONS

• Drive to improve the minds and lives of students in and out of the classroom.
• Proven track-record of high achievement in the classroom.
• Mastery of and enthusiasm for academic subjects. Evidence of self-motivation and willingness to be a team player.
• Bachelor’s degree is required; Master’s degree is preferred.
• Minimum of two years teaching experience in an urban public school or charter school setting.
• Valid State Certification is helpful but not required.
• Belief in and alignment with Uncommon’s core beliefs and educational philosophy is non-negotiable.
• By the time that employment begins, candidates must have received a Bachelor’s degree from a College or University. For teaching roles in New York and Massachusetts, candidates must have also earned a cumulative Grade Point Average (GPA) of 2.5 or higher by the time employment begins. For teaching roles in New Jersey, the candidates must have earned a cumulative 2.75 GPA (for candidates graduating before September 1, 2016) or 3.0 (for candidates graduating on or after September 1, 2016).

COMPENSATION

We offer a competitive compensation package, including a salary significantly above the district scale and comprehensive health benefits. Aside from extensive professional development, all our teachers are equipped with a laptop computer, email, high-speed internet access, library budget, and all necessary instructional supplies.

The foregoing information is requested for mandatory government reporting purposes only. As an equal opportunity employer, we hire without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status, disability, or any other category protected by applicable law.

General Summary

To make more elementary, middle, and high schools, we need future leaders to commit themselves to the most urgent and exciting work of our time. It takes individuals who can inspire students, who put excellence ahead of easy, and who project urgency about closing the achievement gap. It takes individuals who are fearless about making decisions and conducting difficult conversations and who can build a highly collaborative team and shape a vibrant culture. These individuals cultivate learning communities that are simultaneously academically rigorous and joyful. They know that their job is the most important one in the world. Self-reflective and humble, they are open to feedback and committed to continuously improving.

Uncommon Schools is offering a one-year fellowship to prepare fellows to open a new Uncommon school or sustain an existing school as Principal.

Essential Duties and Responsibilities

The fellowship provides a robust development process to prepare leaders to lead a school in conjunction with the Director of Operations. This Fellow and eventual Principal is a full-time employee, hired, supported, and, evaluated by the Assistant Superintendent. The Instructional Fellow must have a Bachelor’s degree and a minimum of four years of teaching experience and at least 1 year of experience leading or coaching teachers.

Prepare for Success

Leaders are born, sure. But those who become great leaders do so through hard work and deep learning. At Uncommon Schools, we make that learning possible through a year-long fellowship. The Fellowship year is based on a foundation of six core elements that are aligned to the competencies of Uncommon leaders. Each element is designed to build Fellows’ capacity towards becoming effective instructional school leaders. These include the following:

• Evaluation and Feedback;
• Fellowship Deliverables and Immersion;
• Professional Development;
• Reading and Discussion Groups;
• School Startup Preparation; and
• School Visits.

Evaluation and Feedback

Throughout the fellowship year, Fellows will receive coaching and feedback from their Assistant Superintendent in addition to the school leaders they are working closely with during their fellowship year. Each Fellow will have an Individual Development Plan that identifies the specific areas of development for the Fellow around which the fellowship will be customized to ensure focused development opportunities.

Fellowship Deliverables and School Guidelines

During the fall of their fellowship year, Fellows will be placed at an existing Uncommon school to observe and learn in the environment of a successful school. While in this residency, the Fellow will be involved in teaching across subject and grade levels, observing and providing feedback to teachers, and completing special projects for the school. In addition, Fellows will be responsible for completing a variety of pre-determined deliverables.

Professional Development

Ideally, fellows start in June to prepare to open their schools in the following summer. Throughout their fellowship, they will engage in professional development focusing on two domains: Cultural Leadership and Management, and Instructional Leadership. Each professional development session will be led by our experienced group of Assistant Superintendents, current leaders, and a select group of external partners.

Cultural Leadership and Management:

• Connecting with and Leading Teachers
• Difficult Conversations
• Managing Teams and Groups
• Personal Effectiveness
• Student Recruitment
• Teacher Recruitment
• Understanding Yourself as a Leader
• Family Engagement
• Community Engagement
• Whole-school Moments
• Celebrating Student and Staff Successes

Instructional Leadership:

• Curriculum Alignment and Yearlong Planning
• Data-Driven Instruction
• Driving Student Achievement in Special Education
• Observation and Feedback
• Taxonomy of Effective Teaching Practices
• Teaching Math
• Teaching History
• Teaching Reading
• Teaching Science

Qualifications

• Demonstrates a relentless drive to improve the minds, characters, and lives of students both in and out of school;
• Strong record of driving exceptional student results;
• Strong data analysis skills;
• Ability to provide high leverage feedback to teachers via classroom observations;
• Demonstrates grit and personal responsibility;
• High quality communications skills with multiple stakeholders including teachers, students, families, and colleagues;
• Able to have difficult conversations in a respectful manner;
• Committed to continual professional growth;
• Strong organizational skills, extremely careful attention to detail and follow-through

Minimum Education Level

• The Instructional Fellow must have a Bachelor’s degree.

Experience Required

• 4 or more years of teaching experience highly preferred;
• 1 or more years of experience coaching or leading teachers (e.g., grade level chair, content/department chair, Assistant Principal, Dean of Curriculum, etc.) highly preferred.

Compensation

We offer a generous compensation package. All staff members are equipped with the tools needed to succeed, including a dedicated work space, laptop computer, email, high-speed internet access, and all necessary supplies.

GENERAL SUMMARY:

The School Principal, in conjunction with the Director of Operations, is responsible for all aspects of running a school. The principal is responsible for overseeing instruction, curriculum, assessment, and professional development.

ESSENTIAL DUTIES & RESPONSIBILITIES:

INSTRUCTIONAL & SCHOOL LEADERSHIP

• Provide exemplary leadership to all members of the school community to achieve outstanding performance in the school’s mission of preparing each student for college
• Work to dramatically improve student achievement by leading the educational program Manage effectively faculty and staff
• Develop and communicate the school’s systems, culture, and vision, and create a plan to achieve that vision
• Oversee curriculum development and assessment
• Implement effective internal and external assessment systems and use data to inform decisions
• Ensure strong consistency within the school program and curricular alignment with state and other rigorous standards
• Select and share effective curricular and instructional practices from and with other schools Serve as point person for all students and families

EVALUATION & FEEDBACK

• Oversee faculty and staff of the school, including recruitment, selection, evaluation, supervision, retention, and dismissal
• Manage teaching staff, including professional development, staff observations, curriculum development, staff communication, and scheduling and program decisions
• Lead faculty to ensure that all staff are providing well-managed and rigorous daily lessons, reasonable and effective daily homework, and regular and productive afterschool tutoring
• Foster commitment among faculty and staff to the development and fulfillment of the school’s mission and objectives
• Hold teachers accountable for meeting high standards for student academic and behavioral performance
• Work with staff on all curricular, instructional, assessment, and professional development issues and activities to ensure data drives classroom instruction
• Work with staff to foster consistency among staff in enforcing the Student and Family Handbook and other school-wide discipline policies Facilitate positive faculty dynamics
• Work with Special Education Coordinator to ensure 504 accommodations, IEP modifications, and counseling needs are met

FAMILY SUPPORT

• Maintain communication and relations with the families of the school, ensuring they are kept involved with and held accountable for their children’s academic and behavioral performance
• Communicate regularly with families regarding student performance and academic achievement
• Work with staff to correspond regularly with families regarding school policies, trips, events, and milestones
• Work with staff to plan, coordinate, and support family meetings and special events Respond to family concerns promptly and effectively

STUDENT SUPPORT/SCHOOL CULTURE

• Collaborate with school staff to maximize the ability of the school to support students’ academic and socio-emotional development
• Provide leadership to all staff and students in establishing a positive, structured, achievement-oriented, and fun school culture
• Oversee students’ academic and behavioral program, including disciplinary decisions, enforcement of the Student and Family Handbook, scheduling and class decisions, educational program, and assessment and accountability
• Ensure that traditions and rituals that support the school’s college mission are being created and maintained, grade by grade, year to year
• Foster consistency in academic and behavioral expectations in and out of class Ensure effective exam preparation to ensure student success
• Work with appropriate staff to ensure the smooth administration and effectiveness of the after school enrichment programs

ORGANIZATIONAL LEADERSHIP

• Demonstrate a relentless drive to improve the minds and lives of students in and out of school
• Help oversee school-wide strategic planning and problem solving
• Work with Director of Operations to lead the school’s administrative program

QUALIFICATIONS:

Required knowledge, skills & abilities:

• Strong organizational skills; extremely careful attention to detail and follow-through.
• Strong analytical and problem-solving skills.
• Strong communication and negotiating skills.
• Ability to work well in a team.
• Exceptional ability to bridge and enhance cooperative working relationships.
• Ability to create, monitor, and maintain systems that enhance organizational efficiency.
• Ability to thrive in a fast-paced, entrepreneurial environment; flexible, able to work autonomously as well as take direction as needed.
• Passion for the vision of an all-boys school.

Minimum educational level:

• Bachelor’s Degree

Experience required:

• 5 years teaching and working in classrooms and coaching teachers, preferably in urban schools and/or communities
• Experience as a Dean or equivalent leadership role highly preferred
• Experience at a high-performing charter school highly preferred but not required

POSTION

High School STEM Teachers hold primary responsibility for the implementation and development of Uncommon’s curriculum and the success of its students. Therefore, Uncommon Schools seeks teachers who are committed to continuously improving curriculum and instruction through collaboration as part of a grade level team. We are seeking:

• Algebra I / Algebra II
• Geometry
• Calculus
• Biology teachers
• AP Biology teachers
• Chemistry teachers
• Physics teachers
• Engineering teachers

SPECIFIC RESPONSIBILITIES OF HIGH SCHOOL STEM TEACHER

• Teacher will implement curricula and activities to meet academic standards;
• Teacher will design and implement assessments that measure progress towards academic standards;
• Teacher will use assessment data to refine curriculum and inform instructional practices;
• Teacher will participate in collaborative curriculum development, grade-level activities, and school-wide functions;
• Teacher will provide consistent rewards and/or consequences for student behavior;
• Teacher will be accountable for students’ mastery of academic standards;
• Teacher will communicate effectively with students, families, and colleagues; and
• Teacher will participate in an annual three-week staff orientation and training.

QUALIFICATIONS

• Drive to improve the minds and lives of students in and out of the classroom;
• Proven track-record of high achievement in the classroom;
• Mastery of and enthusiasm for academic subjects;
• Evidence of self-motivation and willingness to be a team player;
• Bachelor’s degree is required; Master’s degree is preferred; and Minimum of two years teaching/education experience in an urban public school or charter school setting preferred.
• By the time that employment begins, candidates must have received a Bachelor’s degree from a College or University. For teaching roles in New York and Massachusetts, candidates must have also earned a cumulative Grade Point Average (GPA) of 2.5 or higher by the time employment begins. For teaching roles in New Jersey, the candidates must have earned a cumulative 2.75 GPA (for candidates graduating before September 1, 2016) or 3.0 (for candidates graduating on or after September 1, 2016)
• Valid State Certification is helpful but not required.
• Belief in and alignment with Uncommon’s core beliefs and educational philosophy is non-negotiable.

COMPENSATION

We offer a generous compensation package. All staff members are equipped with the tools needed to succeed, including a dedicated work space, laptop computer, email, high-speed internet access, and all necessary supplies.

The foregoing information is requested for mandatory government reporting purposes only. As an equal opportunity employer, we hire without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status, disability, or any other category protected by applicable law.

POSITION

Middle School Teachers hold primary responsibility for the implementation and development of Uncommon’s curriculum and the success of its students. Therefore, Uncommon Schools seeks middle school teachers who are committed to continuously improving curriculum and instruction through collaboration as part of a grade level team.

SPECIFIC RESPONSIBILITIES OF MIDDLE SCHOOL MATH TEACHERS

• Teachers implement curricula and activities to meet academic standards;
• Teachers design and implement assessments that measure progress towards academic standards;
• Teachers use assessment data to refine curriculum and inform instructional practices;
• Teachers participate in collaborative curriculum development, grade-level activities, and school-wide functions;
• Teachers provide consistent rewards and/or consequences for student behavior;
• Teachers are accountable for students’ mastery of academic standards;
• Teachers communicate effectively with students, families, and colleagues;
• Teachers participate in an annual three-week staff orientation and training;

QUALIFICATIONS

Our middle school teachers strive to improve the minds and lives of students in and out of the classroom;

• Proven track-record of high achievement in the classroom
• Mastery of and enthusiasm for academic subjects; (especially core subjects of English Language Arts (ELA), Math, Science and History)
• Evidence of self-motivation and willingness to be a team player;
• Bachelor’s degree is required; Master’s degree is preferred; and Minimum of two years teaching experience in an urban public school or charter school setting.
• By the time that employment begins, candidates must have received a Bachelor’s degree from a College or University. For teaching roles in New York and Massachusetts, candidates must have also earned a cumulative Grade Point Average (GPA) of 2.5 or higher by the time employment begins. For teaching roles in New Jersey, the candidates must have earned a cumulative 2.75 GPA (for candidates graduating before September 1, 2016) or 3.0 (for candidates graduating on or after September 1, 2016).
• Valid State Certification is helpful but not required.
• Belief in and alignment with Uncommon’s core beliefs and educational philosophy is non-negotiable.

COMPENSATION

We offer a generous compensation package. All staff members are equipped with the tools needed to succeed, including a dedicated work space, laptop computer, email, high-speed internet access, and all necessary supplies.

The foregoing information is requested for mandatory government reporting purposes only. As an equal opportunity employer, we hire without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status, disability, or any other category protected by applicable law.

POSITION

The Apprentice Teacher position provides a unique opportunity for talented individuals with limited or no teaching experience to explore the field of education and to gain hands-on practice and the training necessary to become a successful full-time classroom teacher. Apprentice Teachers will have an opportunity to observe best practices in classroom instruction and education reform from experienced teachers and school leaders at one of the leading charter management organizations in the country. Apprentice Teachers observe and learn from Master Teachers, co-teach with teacher-leaders, provide in-house substitute teaching coverage for teachers, and support teachers with tutoring, grading, and individual or small group student instruction. Depending on school needs and candidate background, Apprentice Teachers may also teach their own class of students, allowing for direct teaching experience within a more limited teaching load. Apprentice Teachers will also offer teacher support with a variety of work inside and outside of the classroom, including teaching Enrichment classes, organizing student events, and developing mentoring relationships with students. Through full participation in summer and school-year professional development, as well as regular meetings with an instructional coach, Apprentice Teachers will have many opportunities to gain the experience and support necessary to develop their teaching skills. By the end of the year, Apprentice Teachers will be very strong candidates for a lead teaching position.

We are seeking apprentice teachers for the following subject areas:

Elementary School:

• Grades K-2, or 3-4

Middle School:

• Math (Pre-Algebra, Algebra I)
• Science
• History
• English
• Language Arts (ELA) – Reading & Writing
• Special Education

SPECIFIC RESPONSIBILITIES FOR APPRENTICE TEACHERS

• Apprentice teachers teach classes on behalf of Deans and teacher-leaders who are observing other teachers
• Apprentice teachers provide substitute teaching coverage for teachers within the school;
• Apprentice teachers teach one class or small groups of students;
• Apprentice teachers periodically plan and deliver instruction, gradually taking on more esponsibility throughout the year;
• Apprentice teachers develop teaching skills to potentially become a full-time teacher at the school;
• Apprentice teachers support students by providing one-on-one and small group tutoring daily, and small group intervention and student support;
• Apprentice teachers observe Master Teachers in order to improve instructional techniques and classroom management;
• Apprentice teachers meet regularly with a coach to implement feedback on lessons and instruction;
• Apprentice teachers teach or help coordinate an Enrichment class; Similar to teaching assistants, Apprentice teachers help with instruction, assessments, grading, and other classroom responsibilities; (especially in core subjects: English Language Arts (ELA), Math, Science, History) They’re just doing this work full time.

As appropriate, perform all duties expected of classroom teachers, including but not limited to:

• Implementing curricula and activities to meet academic standards;
• Designing and implementing assessments that measure progress towards academic standards;
• Using assessment data to refine curriculum and inform instructional practices;
• Participating in collaborative curriculum development, grade-level activities, and school-wide functions, events, and trips;
• Providing consistent rewards and/or consequences for student behavior;
• Serving as an advisor to a small group of students; Helping to co-lead advisory/homeroom in the morning and afternoon;
• Supervising students during transitions, breakfast, lunch and afterschool;
• Being accountable for students’ mastery of academic standards;
• Communicating effectively with students, families, and colleagues;
• Participating in an annual three-week staff orientation and training.

QUALIFICATIONS

Drive to improve the minds and lives of students in and out of the classroom

• Evidence of self-motivation, willingness to be a team player, and has a strong sense of personal responsibility;
• Ideal candidates are hard-working, urgent, energetic, and are willing to learn and adapt; Is extremely reflective and constantly wants to improve;
• Is flexible and enjoys dealing with unpredictability; Strong time management skills; ability to manage multiple tasks simultaneously and meet tight deadlines;
• A strong candidate will possess strong organizational skills, communication skills (particularly with children), and problem solving skills;
• Interest in performing a critical support role and the ability to excel in a fast-paced, entrepreneurial, results-oriented environment;
• Prior experience working in schools and/or urban communities is preferred but not required;
• Relentless commitment to mission of educating urban students. Belief in and alignment with Uncommon’s core beliefs and educational philosophy is non-negotiable.

EDUCATIONAL BACKGROUND AND WORK EXPERIENCE

Bachelor’s degree is required. A background in education is not required, though candidates should show a demonstrated passion for working with K-12 students.

By the time that employment begins, candidates must have received a Bachelor’s degree from a College or University. For teaching roles in New York and Massachusetts, candidates must have also earned a cumulative Grade Point Average (GPA) of 2.5 or higher by the time employment begins. For teaching roles in New Jersey, the candidates must have earned a cumulative 2.75 GPA (for candidates graduating before September 1, 2016) or 3.0 (for candidates graduating on or after September 1, 2016)

COMPENSATION

This is a full-time paid teaching apprenticeship, including comprehensive health benefits. Aside from extensive professional development, all our teachers are equipped with a laptop computer, email, high-speed internet access, and all necessary instructional supplies.

The foregoing information is requested for mandatory government reporting purposes only. As an equal opportunity employer, we hire without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status, disability, or any other category protected by applicable law.

Start Date:                          Immediate

Team:                                   Development

Location:                             Brooklyn, New York

About Achievement First:

Achievement First, a non-profit 501(c)3 charter school management organization, operates over 30 public charter schools in Brooklyn, Connecticut and Rhode Island. The mission of Achievement First is to deliver on the promise of equal educational opportunity for all children, regardless of race or economic status. Achievement First currently educates more than 12,600 students in historically underserved neighborhoods, with over 90% of our students identifying as Black and Latino. With its college-preparatory focus, the Achievement First approach is attaining breakthrough academic gains throughout the network. Beyond our students and schools, Achievement First is an engaged and prominent partner in the larger conversation about how to improve public education and student achievement in our country.

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

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

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

Summary

Team Development secures the philanthropic resources necessary for Achievement First and our schools to grow, improve and innovate. The director of development will report to the vice president of development with a particular focus on generating private revenue in New York City. In August 2018, Achievement First will have 23 schools in Brooklyn that serve more than 8,100 students. The director of development will be responsible for developing strong relationships with individuals, foundations, corporations and board members who share our vision for equity in education, as well as cultivating, stewarding and soliciting compassionate, generous contributors. This is a unique opportunity to be a lead member of a team that raises in excess of $20 million annually in support of a high-performing, scaling organization that is committed to excellence.

Responsibilities of the director of development will include but are not limited to:

• Donor Stewardship
  • Manage grant application and reporting calendar to ensure Team Development meets deadlines and annual fundraising goals
  • Prepare grant applications and reports for a subset of private funders as a key component of Team Development’s annual and/or multi-year strategy for these funders
  • Coordinate across other Achievement First teams and/or school teams to obtain the information necessary to prepare and complete timely funding proposals and reports
  • Analyze and synthesize information to compose compelling funding proposals and reports that accurately communicate Achievement First’s successes and challenges
  • Maintain and deepen relationships with key funders by sharing updates, articles and events and by ensuring priorities align with Achievement First’s work
  • Host highly-engaging and informative school visits to complement the grant approval process and deepen funder connection with Achievement First’s mission and the need for support
  • Develop high-quality materials to support frontline fundraising, grant proposals/reports and donor stewardship

• Prospecting
  • Implement cultivation strategies to increase funding from existing, lapsed and new donors
  • Attract new sources of funding to support Achievement First’s growing need for capital funding in New York City and the network’s special initiatives, such as “AF Through College”
  • Develop clear, compelling materials to introduce Achievement First to prospects and make a case for funding

• Governance/Board Relations
  • Develop and implement annual board calendar to drive the effectiveness of the Achievement First Brooklyn and Network Support boards, including recruitment and onboarding efforts
  • Collaborate with senior staff to provide key organizational updates that will increase Achievement First Brooklyn and Network Support boards’ knowledge and ability to serve as partners
  • Oversee principal approval process for Achievement First’s Brooklyn schools
  • Satisfy governance reporting requirements in collaboration with Team Legal & Compliance

Skills and Characteristics

• Excellent and persuasive communicator as demonstrated by exceptional written, oral, interpersonal and presentation skills and the ability to effectively interface with senior leaders, board members and staff
• Resourceful in pursuit of outcomes, seeking clarity in ambiguity and calmly handling the unanticipated
• Highly organized, with superior attention to detail and the ability to manage, prioritize and ensure the completion of multiple projects
• Interest in applying leadership skills in a fast-paced, entrepreneurial environment
• Willing to learn and improve, self-reflective, receptive to constructive feedback
• Able to connect with others and build effective professional relationships
• Strong management skills; ability to influence and engage direct and indirect reports and peers
• Healthy curiosity about all aspects of Achievement First, eager to learn more about and support the larger mission and vision by engaging in network opportunities outside of Team Development
• Belief in and passion for the Achievement First mission and educational model
• Solid technical skills, including proficiency with Microsoft (Word, Excel, PowerPoint), experience with Google Drive, Raiser’s Edge and Salesforce a plus
• Maturity, humility, strong work ethic, sense of humor and “roll-up-my-sleeves” attitude

Educational Background and Work Experience

• Bachelor’s degree
• 7-10 years work experience, consistently meeting or exceeding performance goals
• Prior development, consulting and/or strategic planning work experience a plus

This position will require occasional evening work and travel within New York City and between New York City, Connecticut and Rhode Island.

Compensation

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

About Us

Youth Communication provides powerful, teen-written stories and professional development to help educators and youth workers connect with the teens they serve and build their social and emotional competencies and literacy skills. To our knowledge, we are the only organization that puts the voices of struggling youth at the center of curricula and professional development.

The education department is fairly new at our 38-year-old organization. Beginning four years ago, we built a curriculum and professional development framework that would enable educators to be more effective in engaging struggling teens. Based on that framework, we developed five curricula, each with about two dozen lessons (topics include SEL for middle and high school students, gender, and work readiness). We also created day-long interactive professional development sessions for each curriculum. Last year, we trained more than 400 educators at several dozen schools, after school programs, and city agencies.

We want to expand the programs we offer and dramatically increase the number of schools and agencies that use them. Our employees must be self-directed, hands-on, and passionate about serving educators and marginalized youth, including youth in alternative schools, after school programs, and the foster care and juvenile justice systems. We want someone who is just as comfortable presenting our work to principals and education directors as s/he is writing monthly lessons to accompany our teen-written magazines.

Moving forward, the Education Director will play a key role in developing new training programs for educators on specialized topics, like restorative practices and trauma, which are based on our stories but are not tied directly to our five curricula. We also expect to develop several new mini-curricula of about 10 lessons each.

Qualifications

We are looking for a master trainer who can also write curricula and provide the educational vision to sustain and grow this work. The ideal candidate will have the following skills and background:

• A background in education, including teaching experience, and an advanced degree in education.
• Knowledge of the NYC educational landscape.
• Strong understanding of social and emotional learning and literacy for struggling readers.
• Experience providing professional development to diverse staff (school-based, after school, etc.)
• Experience developing lessons and curricula.
• Familiarity with the challenges of educators who work with marginalized teens.
• Ability to work independently, manage multiple projects at once, and set and meet deadlines.
• Familiarity with and/or interest in social science research and how it applies to educational practice.
• Passion for reading and writing.

Scope of Responsibilities

Supervisor: Deputy Director

Direct Reports: Per Diem trainers and other staff as we grow (e.g., per diem curriculum writers)

Works closely with: YC management team, editorial, and administrative staff

Manage Professional Development and Coaching (40%)

• Manage all aspects of professional development, including: Provide full- and half-day trainings on our curricula and on specialized topics; Hire, supervise, and train several per diem trainers and coaches, as needed, who work with schools and contract agencies to implement our programs; Refine PD offerings, as needed, based on feedback from trainers and sites. Work with YC administrative staff to coordinate training schedules, coaching, etc.
• Provide coaching to YC partner sites (teachers, afterschool workers, etc…) to improve their group facilitation and youth development skills. This will also include developing and refining our coaching model.

Create Lessons and Curricula (40%)

• Update existing curricula in response to changing needs.
• Create new curricula and trainings based on customer needs (e.g., create a 10-lesson mini-curriculum on middle school to high school transition; design story-based workshops to build staff awareness and youth development skills).
• Complete an in-progress “casebook” that will use our stories to help pre-service teachers better understand struggling students, develop greater empathy for them, and identify strategies for engaging them (in collaboration with the Hunter College School of Education).
• Stay abreast of new ideas in education (including core youth development, social and emotional learning and literacy issues, and topic-specific issues, such as gender, restorative practice, middle school to high school transition, etc.), and integrate them into our training and curricula as needed.
• Write lessons for our two teen magazines (9 issues per year).

Manage Continuous Improvement and Growth (20%)

• Work to improve lessons and professional development—and develop new programs—based on feedback obtained through surveys, observation, and new trends and research on social-emotional learning, literacy, and youth development.
• Work with YC management team to assess customer demand, available funding, workload, and other factors to determine need to hire per diem and/or permanent staff to support Education Department activities.

Questions? Email TNTP@successacademies.org 

SUMMARY: The purpose of this position is threefold (1) to support schools in providing a coordinated data-driven literacy intervention program, (2) to provide students with small group literacy intervention instruction and (3) to provide teachers with ongoing literacy strategy support aligned with student learning goals.

ESSENTIAL JOB FUNCTIONS:

1. Coordinate and facilitate the school’s literacy intervention program.

2. Collaborate with teachers individually to identify the literacy needs of students, to set learning goals and targets, and to problem solve with teachers to develop best practices for continuous academic growth of students in literacy.

3. Assist teachers with the collection of data, analysis of data results and supports the sharing of findings with all staff.

4. Review student achievement and assist with placing students in appropriate reading and writing intervention and support services.

5. Teach targeted literacy intervention to small groups of students daily using research-based intervention curriculum and resources.

6. Assist students using software and materials related to literacy programs.

7. Meet regularly with the classroom teacher to plan literacy instruction that correlates with the individual student’s needs or as requested by the classroom teacher.

8. Attend professional development to enhance knowledge of pedagogy and content, especially literacy.

9. Maintain and submit accurate and up-to-date management records of all students’ progress.

10. Perform other duties and responsibilities related to literacy as assigned by supervisor.

Secondary Job Functions:

Supervisory Reports: None

Interacts with: Principal, APs, English Language Teachers

Required Education, Certifications and Experience:

• Literacy 5-12, English Language Arts or Students with Disabilities 9-12 Teaching Certification (or in process of reciprocity)

• Bachelor’s Degree, Master’s Preferred

To Apply:

Please complete online application and attach cover letter, resume and recent salary history at:

https://www.newvisions.org/pages/Teaching-Careers?gh_jid=1205227

Only candidates who closely fit the qualifications will be contacted for an interview.

Disclaimer:

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

EEO:

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

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

Chalkbeat, the growing nonprofit news organization covering public education in America, is seeking a Director of Operations. Reporting directly to Chalkbeat’s COO, the Director of Operations will add senior capacity to Chalkbeat’s operations team and help position the organization for rapid growth. The right candidate will be a strategic thinker with expert project management, systems design, and communications skills. S/he will ensure that our operations team is viewed as a positive support to achieving Chalkbeat’s mission and goals.

The key responsibilities for this role include:

Talent

• Lead systems improvements that streamline the various parts of our recruitment, hiring, and onboarding process
• Continuously improve our performance management system, with a focus on tools for managers
• Lead searches for business roles and identify (and liaise with) specialized search firms that can expand our talent capacity
• Manage our policy development process, including the documentation and communication of key policies
• Supervise operations team members and build an increasingly specialized team that can support Chalkbeat’s growth

Organizational development

• Lead a strategic planning process to build a more robust operations team that can better serve Chalkbeat’s growing network, including finance, administration, HR, technology and other supports
• Lead content planning for our all-team retreat, offsites, and all-team meetings
• Design knowledge management systems, such as training tools and document management, in collaboration with our Operations Associate  
• Improve Chalkbeat’s playbook for expansion to new markets
• Own “progress to goals” reporting on organization-wide KPIs
• Identify opportunities for centralization, and design systems where they don’t yet exist

What background and skills do you have? (Not all are required, but we hope you’ll have several of these):

• Experience with nonprofits, media operations, or tech firms
• 10+ years of professional work experience with a focus on talent, organizational development, systems design, or operations
• Master’s degree (MPA, MBA) a plus
• Proven project management ability in a deadline-driven and goal-oriented environment
• Good supervisory instincts
• Flexibility and comfort working in an environment where multitasking is the norm, the pace is fast, and priorities will evolve
• Ability to communicate clearly across teams
• Proficient with office software, primarily the Google Suite, document management solutions (e.g. Dropbox, Google Drive), and project management tools (e.g. Asana)
• Interest in education and/or journalism and passion for Chalkbeat’s equity mission

This position is based in New York City. Our office is conveniently located near Penn Station and many subway lines.

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.

When students enter HCZ Promise Academy Charter Schools, we make a promise to help each and every one get to and through college. Everything we give our students—from world-class instruction and exceptional extracurricular activities to social emotional support and healthy meals—is aimed at fulfilling that promise. Our schools have a longer school day and year, helping us keep our kids safe and engaged, ensure their success in core subject areas, and give them an immersive, well-balanced education that includes exposure to the arts, daily physical activity, and field trips to museums, performances, sporting events and, of course, college campuses.

In addition, our Promise curriculum includes grade-appropriate character education, helping students at every level build crucial non-cognitive skills such as resilience, grit, and curiosity. We also provide on-site medical, dental, and psychological services, as well as a healthy, freshly made breakfast, lunch and snack each day. Plus, the vast majority of our students participate in our after-school programs, where they receive extensive academic support and engage in a wide range of recreation and enrichment activities.

Not only do our students receive a high-quality, standards-based education, but they and their families also have access to HCZ’s comprehensive network of supports, including counseling, benefits assistance, and other social services.

To support our teachers, we provide them with weekly professional development, access to top-of-the-line technology, including a personal laptop, and Smartboards and tablets in the classroom. Additionally, our teachers are surrounded by colleagues and professionals—ranging from academic and instructional coaches and deans of students, to guidance counselors and social workers—all committed to ensuring the success for every child. As a teacher at Promise Academy, you will take your place in a team that seamlessly surrounds children in a safe, enriching environment, making sure the reach their full potential.

We are seeking a ELA Teacher – Middle School. The ideal candidate will bring a passion for the mission of HCZ Promise Academy, an understanding and respect for the culture of all residents of Harlem, and a desire for working in a school setting that fosters a love for children.

ELA Teacher – Middle School Essential Duties and Responsibilities

• Plan, prepare and deliver lesson plans and instructional materials that facilitate active learning
• Ensure lessons are rigorous, clear, measurable, and aligned with Common Core State Standards
• Develop and use a variety of assessments (e.g., exams, written work, and public performances) that frequently measure student progress toward the school’s content and skill standards
• Maintain an organized classroom environment that facilitates learning
• Ensure that students master grade-level standards
• Maintain and communicate high academic and personal expectations for all students
• Incorporate direct instruction, discussion, projects and cooperative work to engage students, keep classes focused and infuse a lasting desire to learn
• Work with teaching assistants and/or teaching fellows to provide an effective classroom environment and address the needs of individual students
• Follow the school’s policies and procedures for student conduct and discipline, and refuse to tolerate classroom disruptions
• Develop clear evaluation criteria and distribute to students prior to assignments
• Communicate effectively with students, parents, and colleagues
• Share responsibility for grade level and school-wide activities
• Opportunity to work Saturdays during test prep season – additional compensation provided

ELA Teacher – Middle School Qualification, Skill and Knowledge Requirements

• A dedication and commitment to the mission of HCZ Promise Academy
• Bachelor’s degree with at least 2 years teaching experience is required
• 2 – 5 years teaching experience in an urban school setting is desired
• New York State certification for English Language Arts grades 7 – 12 in subject area required
• Excellent oral and written communication skills

When students enter HCZ Promise Academy Charter Schools, we make a promise to help each and every one get to and through college. Everything we give our students—from world-class instruction and exceptional extracurricular activities to social emotional support and healthy meals—is aimed at fulfilling that promise. Our schools have a longer school day and year, helping us keep our kids safe and engaged, ensure their success in core subject areas, and give them an immersive, well-balanced education that includes exposure to the arts, daily physical activity, and field trips to museums, performances, sporting events and, of course, college campuses.

In addition, our Promise curriculum includes grade-appropriate character education, helping students at every level build crucial non-cognitive skills such as resilience, grit, and curiosity. We also provide on-site medical, dental, and psychological services, as well as a healthy, freshly made breakfast, lunch and snack each day. Plus, the vast majority of our students participate in our after-school programs, where they receive extensive academic support and engage in a wide range of recreation and enrichment activities.

Not only do our students receive a high-quality, standards-based education, but they and their families also have access to HCZ’s comprehensive network of supports, including counseling, benefits assistance, and other social services.

To support our teachers, we provide them with weekly professional development, access to top-of-the-line technology, including a personal laptop, and Smartboards and tablets in the classroom. Additionally, our teachers are surrounded by colleagues and professionals—ranging from academic and instructional coaches and deans of students, to guidance counselors and social workers—all committed to ensuring the success for every child. As a teacher at Promise Academy, you will take your place in a team that seamlessly surrounds children in a safe, enriching environment, making sure the reach their full potential.

We are seeking High School Teachers for the 2018-2019 school year . The ideal High School Teacher will bring a passion for the mission of HCZ Promise Academy, an understanding and respect for the culture of all residents of Harlem, and a desire for working in a school setting that fosters a love for children.

High School Positions at Promise Academy:

• English Teacher
• Math Teacher (Algebra, Trigonometry, Geometry)
• Science Teacher (Chemistry, Biology, Living Environment, Physics)
• Special Education Teacher
• History Teacher
• Spanish Teacher

High School Teacher Essential Duties and Responsibilities

• Plan, prepare and deliver lesson plans and instructional materials that facilitate active learning
• Ensure lessons are rigorous, clear, measurable, and aligned with Common Core State Standards
• Develop and use a variety of assessments (e.g., exams, written work, and public performances) that frequently measure student progress toward the school’s content and skill standards
• Maintain an organized classroom environment that facilitates learning
• Ensure that students master grade-level standards
• Maintain and communicate high academic and personal expectations for all students
• Incorporate direct instruction, discussion, projects and cooperative work to engage students, keep classes focused and infuse a lasting desire to learn
• Work with teaching assistants and/or teaching fellows to provide an effective classroom environment and address the needs of individual students
• Follow the school’s policies and procedures for student conduct and discipline, and refuse to tolerate classroom disruptions
• Develop clear evaluation criteria and distribute to students prior to assignments
• Communicate effectively with students, parents, and colleagues
• Share responsibility for grade level and school-wide activities
• Opportunity to work Saturdays during test prep season – additional compensation provided

High School Teacher Qualification, Skill and Knowledge Requirements

• A dedication and commitment to the mission of HCZ Promise Academy
• Bachelor’s degree with at least 2 years teaching experience is required
• 2 – 5 years teaching experience in an urban school setting is desired
• New York State certification in subject area required
• Excellent oral and written communication skills

We offer competitive salaries with performance-based bonuses, a comprehensive benefits package, and a low student-teacher ratio.

Start Date: July 1, 2018
Location: Brooklyn

To apply, please email your resume directly to Jamie Goldstein at jamiegoldstein@achievementfirst.org.

Teaching at Achievement First:
Achievement First invites passionate educators to apply for the position of Special Education Teacher the 2018-19 school year. Teaching Special Education 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 Special Education teachers.

Responsibilities of Achievement First Special Education 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 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

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.

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

Start Date: July 1, 2018
Location: Brooklyn

To apply, please email your resume directly to Jamie Goldstein at jamiegoldstein@achievementfirst.org.

Teaching at Achievement First:
Achievement First invites passionate educators to apply for the position of Science Teacher the 2018-19 school year. Teaching science 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 science teachers.

Responsibilities of Achievement First Science 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 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

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.

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

For immediate consideration, please apply directly to our website.

Questions? Email tntp@successacademies.org 

Advocates for Children of New York, Inc. (AFC) seeks a full-time Education Specialist for its Jill Chaifetz Education Helpline. The Education Specialist must be able to gather information from the diverse group of people who reach out to our Helpline, quickly analyze facts to identify issues and provide information regarding the broad spectrum of issues facing students and families in the New York City school system, and work with other projects at AFC to help address the underlying problems.  The position also involves identifying trends and emerging policy issues in NYC public schools. Please see below for a more detailed description of the job responsibilities.

The Helpline has five full-time staff, including a Supervisor, three Education Specialists, and one Educational Specialist/Administrative Coordinator.  The Education Specialist reports to the Helpline Supervisor. The Helpline team works collaboratively with each other and with other projects throughout the office.  The Helpline team has biweekly team meetings to review questions and identify trends.

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

Major Duties and Responsibilities:

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

Qualifications:

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

Compensation:

The salary depends on experience and includes generous benefits.

Institute Team Summary
In the summer of 2018, Teach for America – New York will host its second regional Institute in partnership with Relay Graduate School of Education. Institute will provide students from across the city access to a rigorous and relevant summer program that will put them on an accelerated path to academic and personal success in the fall. To get there, we strive to create the conditions that empower our teachers to know students, cultivate community within their classrooms, engage students in rigorous and relevant content and challenge inequity throughout and long after their corps experience. Our teachers will experience credit-bearing graduate level courses taught by professors and master teachers that develop their pedagogical skills and deepen each teacher’s content knowledge through frequent, deliberate opportunities for practice, coaching from mentor teachers deeply steeped in the student-facing curriculum and New York City context, and Teaching for Educational Equity (TEE)  Seminars that develop the mindsets and dispositions necessary to challenge, inspire, and support their students to be the leaders New York City needs. Upon completion of the six week NYC Institute, teachers emerge ready to learn and willing to engage in the wonderful challenges that education affords those who commit to the honorable profession.

As a part of this model, we seek to hire an outstanding team of Mentor Teachers (MTs). An MT’s primary purpose is to welcome corps members (CMs) into a community of NYC educators and serve as their primary coach during institute.  MTs coach and mentor corps members in group and individual settings to develop their instructional judgment and maximize their impact on student achievement. MTs will work in collaboration with colleagues at their school site such as  a Lead Mentor Teacher (who leads instructional sessions at each school site), two Directors, Programs (who facilitate Teaching for Educational Equity Seminars focused on Leadership- and Racial Identity- Development), and the Relay Faculty member (who leads sessions that teach foundational teacher knowledge and skills). Together, they will train and develop corps members in the knowledge, skills, and judgment necessary to become teachers who lead students to meaningful outcomes in academic and personal growth.
Teach for America seeks qualified individuals to serve as Mentor Teachers in all content areas and grade levels.

Scope of Role
Each Mentor Teacher works closely with one classroom and a cohort of 4-6 corps members. This role has a significant impact on their development as teachers and plays an important role in the achievement of their students. The Mentor Teacher operates as the teacher of record in the corps members’ classroom. Mentor Teachers are driven by the desire to continue learning as an educator and grow in their leadership of other teachers.

Responsibilities

Provide a rigorous and relevant summer school experience for students (30%):

• Work alongside corps members to set up and maintain a productive learning environment
• Internalize the student facing curriculum and model excellent teaching of the institute curriculum at designated points over the summer
• As the teacher of record, take responsibility for the outcomes of students and any summer school administrative tasks required by the summer school site

Coach and mentor teachers over the trajectory of their development over the summer (50%):

• Build one-on-one relationships with CMs and regularly prompting reflections such that CMs are aware of their growth over time
• Internalize the desired CM outcomes and use a variety of coaching methods to help CMs reach those outcomes
• Observe corps members’ classroom teaching and providing feedback and/or coaching aligned with the Relay coursework and TEE seminars through weekly debrief conversations and in-classroom coaching
• Providing planning support to corps members by reviewing corps members’ lesson plans and providing feedback and/or coaching at select times over the summer

Participate as a strategic member of your summer school team (20%):

• With other staff members, determine a plan of support for those CMs and determining which staff members are best-positioned to provide that support. For instance:
  • 1-1 rehearsal time
  • Co-teaching with a CM
  • Connecting CMs to differentiated support from other staff members
  • Assessing the impact of various intentions
• Engage actively in selected sessions led by Lead Mentor Teachers, Teaching for Educational Equity (TEE) Seminar Leaders, and Relay faculty  (asking/answering questions throughout), as well as support them by:
  • Collecting evidence of classrooms, taking anecdotal notes, communicating and identifying trends in corps member development to support facilitators in shaping Deliberate Practice, coursework, and TEE Seminars
  • Productively aiding CM planning by working with a designated small group of CMs (based on grade-level/ subject, specificities of content, or skill) and accurately sharing observations, outcomes, and trends from that planning time with the Lead Mentor Teacher orTEE Facilitators, so that he/she can ensure sessions are data-driven and reflect corps member development needs
  • Productively supporting practice teaching by observing subsets of CMs and offering feedback that is aligned to the core practices of focus and/or the unique needs of the individual CM in that moment
• Leverage your talents to respond to school-wide trends, which may include facilitating Differentiated Sessions or leading other school-wide or small-group initiatives

Ability to travel and participate during all components of institute is required for all staff members. This includes:

• Spring Training: From March 2018 – June 2018, ability to attend once a month weekend-long training conference, participate in weekly conference calls and check-ins, and complete related independent preparation.
• Summer Institute: From late June to mid August, ability to work some evening and weekend hours. While we strive to make the institute day as efficient as possible, Institute is a fast-paced environment and may require extended hours. This past summer, staff members in this role sometimes worked 11-12 hours a day.Skills
  • Demonstrated ability to connect with adult learners quickly and build strong working relationships across lines of difference as well as ability to develop a strong group culture
  • Excellent critical thinking and problem-solving skills
  • Strong organizational and time management skills
  • Strong knowledge and understanding of instructional practice in their content area
  • Orientation to and experience with Culturally Relevant Pedagogy
  • Effective verbal communication skills
  • Entrepreneurial thinking, ability to make adjustments
  • Ability to influence and motivate adult leaders
  • Maintain positive outlook, flexibility, and sense of possibility in stressful situations
  • An orientation towards social justice and desire to engage in conversations with others around issues pertaining to race

  Approach to Work

  • Excited about being a coach or resource for others
  • Enjoys applying energies to developing others
  • Enjoys being part of a team
  • Ability to navigate ambiguity with openness and scrappiness!
  • Deep commitment to Teach For America’s mission and Institute’s commitments to getting know students, engaging students in relevant and rigorous content, creating community, and challenging inequity

  Experience

  • Bachelor’s degree required
  • New York State Teacher Certification Required
  • Two years or more of teaching experience by the start of the institute required
  • Quantifiable success as a classroom teacher, with demonstrated student success in academic, cultural, and personal growth outcomes
  • Experience working with new teachers in professional development settings, including observing other teachers and giving feedback and facilitating group discussions required

  Benefits and Compensation
  Mentor Teacher compensation is competitive, and may varies depending on previous institute experience. Teach For America may provide room, board, and some travel for non-local staff members.

All Our Kin, is seeking an Early Childhood Education Coach to enthusiastically support the launch of the New York site and bring All Our Kin’s best practices to family child care providers in the Bronx.

All Our Kin is a nationally-recognized, nonprofit organization that trains, supports, and sustains community child care providers to ensure that children and families have the foundation they need to succeed in school and in life.

All Our Kin is embarking on a ground-breaking initiative to expand our reach to New York! We are searching for a passionate team player who is looking to make an impact and is excited about being a part of an effective, growing and dynamic non-profit organization.

The Early Childhood Educational Coach will work one on one with family child care providers through, coaching, training and technical assistance. This position will be based in the Bronx, NY and is supervised by the New York Director.

All Our Kin believes all children deserve access to high-quality early learning opportunities. Through our programs, family child care professionals (“providers”) succeed as business owners; working parents find stable, high-quality care for their children; and our youngest and most vulnerable children receive the early learning experiences that prepare them to succeed in school and in life.

Today, we serve over 400 family child care providers in New Haven, Bridgeport, Norwalk and Stamford, with a new office opening in Bronx, NY in 2018; these parents and educators in turn serve over 2,400 children in our community. To learn more about our work, please visit www.allourkin.org.

We offer competitive salary, a flexible schedule, and the opportunity to work with a team of skilled and motivated professionals.

We are looking for both full and part time Early Childhood Education Coaches.

Key responsibilities of the.Early Childhood Educational Coach include:

• Working one-on-one with family child care providers to improve the quality of their program. This may include goal setting, curriculum planning, modeling, co-teaching, observation, problem solving, sharing resources, reflecting on practice, and other support as needed.
• Traveling to providers home regularly. On average 75% of week is spent in the field.
• Conducting assessments to gauge quality and areas for growth.
• Designing and facilitating professional learning opportunities for providers [1-2 times a month on the weekends and/or in the evening].
• Responding to provider inquiries or requests in a timely manner.
• Organizing and staffing in house trainings on weeknights  and occasional weekends.
• Keeping detailed records and data of all interactions with providers in Salesforce.
• Collaborating with the New York Director and the All Our Kin staff.

Ideal candidates will:

• Be bilingual in Spanish and English.
• Love children and understand principles of early childhood best practice.
• Have an academic background in and experience teaching early childhood education, a plus if experience with birth-3 years old.
• Have extensive experience mentoring teachers and understand adult development.
• Be committed to the goal of making high-quality early care and education available to all children.
• Value an asset-based approach to change and understand that the process is lengthy and requires sensitivity, flexibility, respect and commitment.
• Value diversity and demonstrate cultural and linguistic competency.
• Understand and respect the provider’s knowledge about his/her children’s experiences.
• Believe in the All Our Kin mission and model.
• Approach provider development with a growth mindset and believe all providers can improve, whatever their starting point.
• Use reflective practice strategies and skills.
• Self starter, takes initiative.
• Be extremely organized.
• Be flexible.
• Be creative problem solver.
• Be a team player.
• Have a keen eye for detail and the ability to multitask.
• Be proficient in Excel and Microsoft Word.
• Possess excellent interpersonal and communication skills.
• Have experience working in urban communities.
• Have a minimum of a Bachelor’s Degree.

Benefits of working at All Our Kin:

All Our Kin’s small size, focus on innovation, and collaborative model of program development make it possible for staff members to get a close look at the workings of a growing, high-impact nonprofit organization at the cusp of two critical issues: job creation and child care. The organization’s commitment to mentorship and professional development guarantee that each staff member will receive individual time and attention, and will serve as an integral member of our highly skilled and mission-driven team.

All Our Kin is an equal opportunity employer and recognizes that diversity and opportunity are fundamental to children’s lives and to our work.  

Overview
Advocates for Children of New York, Inc. (AFC) seeks a Staff Attorney to protect the education-related rights of underserved immigrant families. Immigrant families face unique obstacles in NYC public schools that stem from their linguistic and cultural backgrounds. The attorney will primarily serve immigrant families of children with special needs, including representation at special education administrative hearings as well as participation in school meetings and school visits. The attorney will also represent immigrant families with respect to education-related issues including school enrollment, bilingual programs, and bullying. The attorney will provide know-your-rights trainings to families, community organizations, and service providers. The attorney may also support ongoing policy advocacy efforts focusing on English Language Learners, immigrant students, and access to translation and interpretation services in schools.

The attorney will join AFC’s Immigrant Students’ Rights Project (ISRP). ISRP is a collaborative team of three attorneys which includes the Project Director, to whom the attorney will report.