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.

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.

Harlem Village Academies

Harlem Village Academies is a K-12 charter network committed to the ideals of progressive education. Based in Harlem, HVA is also the demonstration site for the Progressive Education Institute.

The Opportunity

Join an incredible community of educators who are passionate about progressive pedagogy while embracing a sense of urgency, a strong work ethic, and accountability for student learning. We select individuals who share our vision and are willing to put in the hard work to achieve it.

Responsibilities

• Develop and teach engaging, academically rigorous lessons, aligned with HVA’s standards, curriculum and progressive pedagogical philosophy
• Invest several hours per week in professional learning, including instructional coaching and co-planning
• Build strong, lasting relationships with students, inspiring them to hold themselves to a high standard of academics and character
• Establish and uphold classroom expectations that support students’ growth, ownership over their learning and responsible autonomy
• Analyze assessment data and use it to inform and differentiate your instruction
• Collaborate with colleagues to share best practices and ensure student mastery of standards
• Maintain close relationships with families, including phone calls and conferences
• Contribute to the school community by attending school events, leading a club, reading group, athletic team, or other initiative

Qualifications:

• At least two years of mathematics teaching experience preferred, in a charter school setting
• A commitment to progressive mathematics pedagogy: e.g. using inquiry, problem solving, and discussion to help students think like mathematicians and develop deep conceptual understanding
• Strong track record of student achievement in your past teaching
• Ability to create a class environment in which students feel safe, supported and challenged to engage deeply in meaningful work
• A strong sense of personal accountability for student achievement
• Unshakeable conviction that all students can learn at a high level
• Highly thoughtful and reflective, committed to always getting smarter with colleagues, reflecting on mistakes, welcoming feedback and making continual adjustments in your practice

About Us

New Visions for Public Schools’ goal is to radically disrupting the cycle of poverty by improving student achievement, resilience and creating and sustaining a network of high performing schools for New York City’s highest-need  students.

New Visions for Public Schools believes that the best way to strengthen schools is to develop the professional capacity of teachers, principals and administrators. Our mission is to ensure all of New York City’s public school students, regardless of race or economic class, have access to a high-quality education that prepares them for the rigors of college and the challenges when entering the workforce.  New Visions for Public Schools works with the NYC Department of Education to provide instructional and operational support to 69 high needs public schools throughout the five boroughs and also directly operates 10 Charter High Schools in the Bronx, Brooklyn, and Queens. New Visions looks for teachers who will contribute to a healthy school climate by adhering to the goals, values, teaching practices, and organizational structures of the school they are hired in.

Advantages of Teaching at a New Visions School Include:

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

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

Position Summary

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

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

Qualifications

Successful New Visions teaching candidates will:

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

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

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

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

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

Neighborhood Charter School: Harlem has been chartered by the New York State Education Department and opened in Central Harlem in August 2012 with kindergarten and first grade. Neighborhood Charter School: Harlem currently serves grades K-6 and we will add a grade each year until the school accommodates scholars in kindergarten through eighth grade. The school has an accomplished and committed Board and support Network, and is one of the highest performing schools in the city. We are looking for experienced educators who are excited by the challenge of being part of a new school and have the dedication and motivation to make it happen.

Mission of the School

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

Teaching at Neighborhood Charter School: Harlem:

High quality teachers who have a professional and personal dedication to student achievement are the single most important factor to the success of students and the school. Therefore, recruiting and selecting the best teaching staff is paramount to our success.

Each of our teachers will be supported by:

• Attending a new staff orientation
• Professional development sessions that target:
  • Deep knowledge of the curricular programs used in the school
  • Delivery of instruction
  • Intensive methodology in scaffolding curriculum to meet diverse learners
  • Developing assessments to track effectiveness of lessons
  • Higher-order thinking
  • Inquiry-based learning
  • Classroom management
  • Inclusion of families as partners

Responsibilities of our Science Teacher:

Belief System

• Have an unyielding belief that all students will achieve
• Desire to tailor instruction and “think outside of the box” to expose students to high quality, meaningful instruction at all times

Planning and Preparation

• Set and hold students accountable for high academic and behavioral standards
• Design rigorous, inquiry-based Science lessons that are aligned to state standards and are rich with opportunity for students to participate in meaningful and thoughtful discovery through hands-on exploration
• Immediately adjust lessons and teaching style if it is not resulting in academic and emotional growth
• Consider the various learning styles of students when planning and implement opportunities for all students to participate in every lesson

 Delivery of Instruction

• Deliver fast paced and stimulating lessons that are hands-on and engage students in the scientific process
• Design inquiry based lessons that permit students to engage in daily experiments

Classroom Management and Classroom Culture

• Maintain impeccable order in the classroom with clear expectations and routines
• Develop and maintain a phenomenal room environment that is clean, organized, student centered and print rich

Developing as a Professional

• Willingness to give and accept feedback in order to grow professionally
• Willingness to be a public learner and participate in learning opportunities with colleagues

Student Data and Assessments

• Develop and implement frequent student assessments that gauge the academic growth of students
• Use informal and formal assessments to adjust teaching in order to better meet the needs of students
• Communicate assessment data with students, families and supervisors
• Maintain student portfolios
• Create and implement performance based tasks for multiple subject areas

Professionalism and Skills

• Impeccable attendance and punctuality is expected
• Superior inter and intra personal skills
• Excellent communication skills
• Strong work ethic

Educational Background and Work Experience

• Bachelor’s degree
• New York State certification or eligible
• Demonstrated success working with students
• One year of teaching experience working an urban setting (preferred)
• Knowledge and experience working with students with disabilities, specifically high-functioning autism spectrum disorders

Middle School Math Teacher

Start Date:  August 2018

Location: Harlem, NY

Neighborhood Charter School: Harlem has been chartered by the New York State Education Department and opened in Central Harlem in August 2012 with kindergarten and first grade. Neighborhood Charter School: Harlem currently serves grades K-6 and we will add a grade each year until the school accommodates scholars in kindergarten through eighth grade. The school has an accomplished and committed Board and support Network, and is one of the highest performing schools in the city. We are looking for experienced educators who are excited by the challenge of being part of a new school and have the dedication and motivation to make it happen.

Mission of the School

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

Teaching at Neighborhood Charter School: Harlem:

High quality, dedicated teachers who have a professional and personal dedication to student achievement are the single most important factor to the success of students and the school. Therefore, recruiting and selecting the best teaching staff is of paramount importance to our success.

Each of our teachers will be supported by:

• Attending a new staff orientation
• Professional development sessions that target:
  • Working alongside students with disabilities, specifically students with high-functioning autism spectrum disorders
  • Conceptual understanding and planning using the Common Core Standards
  • Deep knowledge of the curricular programs used in the school
  • Delivery of instruction
  • Intensive methodology in scaffolding curriculum to meet diverse learners
  • Developing assessments to track effectiveness of lessons
  • Higher-order thinking
  • Inquiry-based learning
  • Classroom management
  • Including families as partners

Responsibilities of our Teaching Staff:

• Belief System
  • Have an unyielding belief that all students will achieve
  • Desire to tailor instruction and “think outside of the box” to expose students to high quality and meaningful instruction at all times

• Planning and Preparation
  • Set and hold students accountable for high academic and behavioral standards
  • Design rigorous, inquiry-based lessons
  • Immediately adjust lessons and teaching style if it is not resulting in academic and emotional growth
  • Consider the various learning styles of students when planning and implement opportunities for all students to participate in every lesson

• Delivery of Instruction
  • Deliver fast paced and stimulating lessons

• Classroom Management and Classroom Culture
  • Maintain impeccable order in the classroom with clear expectations and routines
  • Develop and maintain a phenomenal room environment that is clean, organized and student centered

• Developing as a Professional
  • Willingness to give and accept feedback in order to promote professional growth
  • Willingness to be a public learner and participate in learning opportunities with colleagues

• Student Data and Assessments
  • Develop and implement frequent assessments
  • Use informal and formal assessments to adjust teaching practices
  • Communicate assessment data with students and families
  • Maintain student portfolios
  • Create and implement performance-based tasks for multiple subject areas
  • Participate in frequent review of student assessment data with supervisors

• Professionalism and Skills
  • Impeccable teacher attendance and punctuality is expected
  • Superior communication skills
  • Strong work ethic

Educational Background and Work Experience

• Bachelor’s degree
• Certification in one of the following: New York State Secondary, Special Education, or eligible out of state certification
• Demonstrated success working with students
• One year of teaching experience working an urban setting (preferred)
• Knowledge and experience working with students with disabilities, specifically high-functioning autism spectrum disorders

Compensation

We offer a very competitive salary, bonus program, and comprehensive benefits package.

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 a belief in the power of great teachers to unlock students’ potential and prepare them to achieve their goals. For us, this makes the most important factor in the success of our students the teacher in their classroom. Teachers for NYC Charter Schools was created by TNTP, a national non-profit with 20 years of experience recruiting great teachers for urban schools.

Who You Are

We are looking for teachers who:

• Know that education equality begins with challenging, engaging instruction. Successful charter school teachers believe every student has the potential to achieve their goals and deserves to be challenged and inspired by high expectations.
• Bring a diversity of backgrounds and life experiences to the classroom. Our experience confirms the research: diversity matters. Students taught by educators with similar life experiences do better academically, emotionally, and socially. We want diverse educators who have a commitment to giving every NYC student a great education.
• Prioritize building deep, authentic relationships with students and families. Consortium schools are community and family-oriented, and they need teachers who approach their work with humility and respect.
• Embrace growth. Our schools offer exceptional professional development and are eager to hire teachers who are open to feedback and willing to collaborate to refine their skills in the classroom.

We’re looking for educators in a variety of subject areas who share our commitment to give all NYC students a challenging and engaging education, regardless of teaching experience or certification.

Benefits of Teachers for NYC Charter Schools

Applying through Teachers for NYC Charter Schools is the best way to find the school community that’s right for you, whether you have teaching experience, are embarking on your first job, or are making a career change and want to teach while working towards your certification.

• Earn a trusted recommendation. Our consortium members prioritize candidates who apply through Teachers for NYC Charter Schools and pass our screening process. Make sure your resume is given the attention it deserves.
• Find the school community that’s right for you. Consortium members have embraced the spirit of innovation, diversity, and choice that has defined the charter school movement. Find the school with a vision, focus, and culture that matches your skills, interests, and career goals.
• Streamline your teacher job search . Apply to all our consortium members with a single application. Teachers for NYC Charter Schools saves you time by connecting you directly with multiple schools seeking great teachers. Then, bypass first-round interviews by participating in a video interview shared with all consortium members.
• Get support throughout the hiring process. From resume advice and pre-interview preparation to regular updates on hiring prospects, you’ll have a point of contact throughout the process to help you maximize your chances of finding a meaningful and rewarding career.
• Make a lasting difference. This is your opportunity to join a vibrant movement to meet NYC children’s social, emotional, and academic needs–and prepare them for success in college and career.

Qualifications and Eligibility

In addition to the above, we are looking for candidates who will be authorized and available to work in New York City as early as summer 2018. For us to review your application, you must:

• Have earned a Bachelor’s degree by July 1, 2018

• Currently have authorization to work in the United States for any employer

• Reside in the New York City area by July 1, 2018

Special Music School is a groundbreaking K-12 public school for musically gifted children. In addition to a pre-conservatory music education, we offer an innovative, child-centered academic program with small class sizes and an active parent community. We are seeking passionate educators to join our accomplished academic faculty.

We anticipate vacancies for the 2018-2019 school year in the following positions:

• K-12: English as a New Language, Foreign Language (Spanish)
• 6-12 Science, Math

Successful candidates will:

• Design creative, engaging, standards-aligned curriculum
• Collaborate with colleagues, music faculty and families in the spirit of our child-centered community.
• Maintain assessment records and develop systems for students to receive timely and specific feedback.
• Continually reflect on classroom pedagogy and practices as a part of our active professional development community.

Overview
Advocates for Children of New York, Inc. (AFC) seeks a staff attorney to obtain high quality, appropriate educational services for underserved immigrant families. 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 assist immigrant families with 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 language access in schools.

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;
 1 – 3 years of legal experience preferred;
 Spanish, Arabic, or Mandarin language fluency required;
 Demonstrated commitment to AFC’s mission;
 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 and knowledge of educational issues and issues affecting children, low income families, immigrant communities, etc.;
 Experience working with children and families;
 Strong team player;
 Knowledge and experience of community based agencies and youth and human services providers;
 Organizational skills, flexibility, initiative, maturity, and cooperative attitude.

Compensation
The salary depends on experience and includes 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.

St. Mary Interparochial School, founded in 1782 by the Jesuit community of Old St. Joseph Parish, a fiscally independent school of the Archdiocese of Philadelphia and a 2016 National Blue Ribbon School of Excellence, is seeking a faith-filled, forward-thinking Principal to build upon our academic achievements with innovative ideas.

Our new Principal must lead by personal witness to the Catholic faith and exhibit passion and compassion in articulating the mission of our school to students, faculty, parents, and the local community.  With the support of the Board of Limited Jurisdiction (BLJ), the principal serves as the primary agent for implementing the school strategic plan by creating an environment that builds upon our academic excellence, Catholic faith formation, vitality, and viability.

The ideal candidate will work collegially with a dedicated faculty and an engaged student body to form a highly effective learning community inclusive of all stakeholders, in the ministry of Catholic education.  The ability to collaborate with the Pastor Delegate, the BLJ, the Director of Advancement, the Office of Catholic Education, and the Home and School Association are important commitments expected of the Principal.

St. Mary Interparochial School is defined by its mission to be a diverse school, challenging students to grow morally, academically, and socially into passionate, confident, Christ-centered leaders.  Our school has a strong academic program and vibrant after-school and STEAM programs and faculty and staff work in concert with growth mindset strategies to increase student achievement.

Catholic Identity is an integral part of our school.  With children from over 40 parishes, it is imperative to stress our Catholic Christian strength by fostering student spirituality and providing opportunities for prayer throughout the day, celebrating Mass monthly, with prayer services and student directed prayer during the school year. Students attending St. Mary Interparochial are prepared to receive their Sacraments of Initiation, and do receive them at their home parishes.

Our current enrollment is  260 students in grades K – 8; our capacity is 225, and this is the 10th year our enrollment has exceeded capacity.  The compact building houses all classes and programs, hosts a working library with a highly qualified school certified librarian, a Title One classroom, an Honors Math classroom, and a roof-top school yard.  Students in grades K – 3 use iPads and scholars in grades 4 – 8 use Chromebooks on a daily basis. Classrooms are equipped with wifi, Apple TVs, and  SmartBoards, and teachers are provided with a Tech Tool Kit which includes a MacBook Pro for their professional use.

St. Mary Interparochial School was re-accredited through Middle States in 2014.  Currently, specials are offered in Art, Music, Spanish, Technology, and Physical Education. There are ten full time teachers, five part time teachers, one full time school certified librarian, remedial teachers for Math and Reading, a school nurse, a full time Title One Reading teacher.  In addition, there is a full time Director of Advancement, two part-time Advancement assistants, a school secretary, a full time K aide, a part-time classroom aide, a part-time custodian, and daily cleaning service.

The Principal candidate should have elementary school leadership experience and interest in the growth mindset and mindfulness, team building, and faculty professional development.  He/She should also have a basic knowledge of bookkeeping as the principal is responsible for routine bill payments.  The candidate should demonstrate expertise in curriculum implementations, the use of technology in instruction and communication, including use of G Suite. The candidate should be a role model to teachers and staff with regard to professional development.  He/She will be required to attend evening and weekend events on occasion.  The principal sits as an ex officio member on the Board of Limited Jurisdiction.

The candidate should have exemplary communication and relationship-building skills as well as the ability to work with professionals in advancing the school’s enrollment/retention and resource development.

• Elementary Lead Teacher
• Elementary Special education Co-Teacher
• Elementary Science Teacher
• Elementary Physical Education Teacher

Positions for progressive educators in the NY Performance Standards Consortium schools.  Must have interest in and, preferably, experience with performance assessment.

See www.performanceassessment.org/jobs for information on specific schools now looking for educators for 2018-19.

THE OPPORTUNITY

Avenues is seeking a temporary, leave replacement  registrar from approximately June until November. The Academic Registrar is responsible for collecting, ensuring the integrity of, and disseminating academic data. A project manager at heart, the Academic Registrar drives the implementation of the academic schedule for students and faculty.This is an ideal role for someone who loves to solve complex puzzle problems with methodical precision and derives great joy from getting into the very messy weeds to develop something clear, clean and user friendly. The temporary registrar will have the opportunity to work with and train under our registrar.

THE ORGANIZATION

In the fall of 2012, Avenues: The World School opened the doors of its first, 15-grade (N-12) independent school in New York City offering students a truly global education. The vision of Avenues is to open schools in the world’s leading cities. Avenues will be a highly-integrated learning community, connected and supported by a common vision, a shared curriculum, professional development of faculty, the advantages of modern technology and a highly-talented global leadership team.

RESPONSIBILITIES

The successful candidate will bring proven abilities to contribute in the following areas:

• Manage student information: Own the integrity, confidentiality and overall efficiency and accuracy of all student information collected
• Support and maintain school-wide scheduling: coordinate the production of student schedules in coordination with elective requests and classroom space
• Ensure data quality and reporting: Reconcile data errors and inconsistencies and correct data as necessary. Design and generate reports to support students and faculty and other teams on an as needed basis

QUALIFICATIONS

Candidates should have most, if not all, of the following:

• Strong project management experience
• Experience with student information systems
• Experience with school scheduling software a plus
• Excellent organizational and multi-tasking skills, able to consistently handle multiple priorities, tasks and deadlines
• Very detail oriented, with an uncommon ability to spot errors at a glance
• Burning intellectual curiosity and mindset of continuous learning and growth
• A strong sense of professional and discretion with confidential information
• Ability to solve problems quickly and remain calm under pressure
• Bachelor’s degree  (advanced coursework in mathematics or similar subject area a plus)

Avenues is committed to diversity among our staff, and applicants of diverse backgrounds are strongly encouraged to apply.

The Lead Teachers use their knowledge of the development of young children, the ways in which young children learn, and scientifically based practices to support the social, emotional and cognitive development of young children.

Duties and Responsibilities                                                                                                                    

Establishes rich and engaging physical learning environments:

• Creates safe, clean, thematically based, attractive and engaging centers-based classrooms that encourage both exploration and complex play. 

• Ensures the classroom contains sufficient supplies and materials for the weekly plans and for all components of the day, and that unit materials are inventoried before and after each unit.

• Encourages children’s ownership and contributions to the classroom environment.

Creates environments and instructional opportunities that meet the needs of diverse learners:

• Implements the Every Child Ready (ECR) instructional model with fidelity and collaborates with the coach and principal to ensure fidelity.

• Demonstrates an understanding of the problem-solving Response to Intervention (RTI) Instructional model.

• Actively seeks out available resources and supports for children who are not making expected progress, provides additional support for students in need of remediation and differentiation in the classroom.

• Uses a variety of observational and direct assessment tools in collaboration with ECR standards to determine children’s varying needs and opportunities.

• Uses information and data from a variety of sources in order to differentiate instruction for all children

• Establishes clear behavior expectations, rules and procedures to maximize learning time. Ensures effective implementation of universal behavior management systems as well as targeted plans to support student behavior.

• Actively supports the diversity of learners in their classrooms (e.g. cultural, linguistic and academic diversity).

• Fosters tolerance and a sense of community in their classrooms, modeling and explicitly teaching acceptance and appreciation of others.

• Collaborates and cooperates with related service providers and student support staff (SPED, ELL, PBS, etc.) to ensure the needs of all children are met, as needed.

Supports the development of young children:

• Plans adequate time for student talk and encourages children’s language use throughout the day.

• Plans and integrates instructional activities that promote children’s understanding of the way things work and the world around them into the thematic curriculum.

• Skillfully and systematically motivates students to participate in activities that support the development of their early literacy skills.

• Implements instructional activities that encourage children’s abilities to analyze, conceptualize, synthesize and evaluate.

• Intentionally provides modeling and support for children’s expressive and receptive language throughout the school day.

• Intentionally and systematically implements direct instructional opportunities and provides modeling and practice opportunities for activities that promote children’s social and emotional development throughout the school day.
• Plans and implements intentional, systematic, playful and engaging activities that support the development of the above skills.

Collaborates with families and communities to support children’s social, emotional and cognitive development:

• Actively seeks to make connections with their children’s family members and other important people in their children’s lives.

• Solicits parents and community members to share their skills, experiences and cultures in the classroom.

• Regularly communicates the school’s and individual children’s educational goals and progress to families.

• Supports school-wide family engagement activities (i.e. planning, communicating, and/or leading) and participates in at least one family event each month.

Contributes to a community of practice:

• Plans collaboratively and shares ideas and resources with instructional team
• Share best practices with others throughout the network and with AppleTree leadership.
• Actively participates on at least one site-wide committee.
• Provide informal and formal feedback on instructional materials, school-wide practices and professional development/coaching.
• Guides professional development and growth of teaching assistant and helps team members meet professional goals.
• Actively participates in school and network based professional development opportunities provided and seeks out additional professional development.
• Incorporates coaching and feedback from regular observations conducted by Instructional Leader and AppleTree Leadership Team members.
• Communicates professionally and constructively with colleagues.
• Fulfills the standards of professionalism including appropriate dress, attendance and timeliness.
• Participates and collaborates with families in Kindergarten Transition process and is informed of local DCPS and Public Charter Schools and private schools within the District (Pre-K teachers only).

Requirements

Candidates must have a bachelor’s degree in elementary education, reading, psychology, human development, early childhood education or a closely related field and two or more years of successful professional teaching experience.  Candidates must demonstrate the leadership experience, organizational skills and communication abilities to lead or co-lead the instructional team.  All Lead Teacher candidates must receive a passing score on the Praxis II: Early Childhood Education (test code 5025) by the start of the school year. (Previous Praxis Early Childhood or Elementary Content Knowledge accepted) (10014).

Disclaimer                                                                     
The preceding description is not designed to be a complete list of all duties and responsibilities required of a Lead Teacher.

Please visit this page to see a detailed job description, including required qualifications and compensation.

The first stage of the process is the application below. In order to be considered, you must submit an application that consists of all four components: 1 – Resume, 2 – Cover letter, 3 – Evidence of student learning, and 4 -Original Curricular tool. The requirements for each of the four components are specified in detail below.

1. RESUME: Please submit an up-to-date resume.

2. COVER LETTER: Please submit a well-written cover letter.

3. EVIDENCE OF STUDENT LEARNING: Submit one of the following three options:

Option A (this is the strongly preferred option):  An unedited video clip (maximum 15 minutes) of you teaching in a classroom setting (preferred) or a small-group setting. It is preferred that the students be in the same grade-level as the TEP teaching position for which you are applying, though this is not a strict requirement. The video may contain only one continuous, unedited clip (i.e. do not splice together multiple clips from different points in the lesson). The clip does not need to show an entire lesson; a brief lesson segment is perfectly acceptable. The video must be accompanied by a written narrative that analyzes and reflects upon the teaching and learning that occurs in the lesson and may offer an explanation as to what occurred prior to and subsequent to the clip. There is no minimum or maximum length for the narrative. The video may be submitted in any format, but a link to a video posted online is preferred.

Option B: A portfolio of student work that demonstrates the progress of at least two specific students that you have taught. The portfolio must contain a minimum of two work products for each student (for a minimum of four work products) completed at different points in time during the period when each student was in your class. The portfolio must be accompanied by a written narrative that analyzes and reflects upon the progress that each student demonstrates. There is no minimum or maximum length for the narrative.

Option C: Assessment data for at least one entire class of students that you have taught. The assessments may be standardized national, state, or city assessments or your own self-created assessments.  The assessment data can be provided in any form that you choose (official documents with students’ last names crossed-out, or documents that you create to summarize student assessment performance). The data you provide should ideally show progress over time; as such, it is recommended (though not required) that you provide data for at least two assessments taken at different points in time. The assessment data must be accompanied by a copy of the assessments themselves. If a specific assessment is unavailable, provide a copy of a similar assessment. The assessment data must also be accompanied by a written narrative that provides background on the assessments, explains how the assessments measure student performance, and analyzes the results of your class. There is no minimum or maximum length for the narrative.

4. ORIGINAL CURRICULAR TOOL: Please submit one original curricular tool of any form that you have personally developed. The requirement here is deliberately open-ended because we are interested in seeing anything that you have developed that you believe has meaningfully supported your students’ learning. This may take the form of written materials, a unique instructional methodology, a technological innovation, etc.

Current Openings

• Grade 3 ESL Preferred
• Grade 4 Humanities
• Grade 5 Math (SPED)
• Grade 5 Science
• Middle School Science
• Middle School Math (SPED)
• TECH/Robotics
• Middle School Social Studies

Come Grow with Us!

Join our team of passionate, innovative teachers who are committed to working collaboratively to impact the lives of our children and to prepare them for lifelong success.

Our Mission: Children’s Aid College Prep Charter School (CACPCS) is a Children’s Aid Community School. CACPCS provides students with a rigorous core instructional program supported by expanded learning opportunities and a comprehensive set of student support services. The integration of each of these elements supports the delivery of our whole-child approach.

Why Teach at CACPCS: We believe teachers are the lead factor in our students’ success, so we do everything we can to invest in them and empower them. Our teachers receive an abundance of planning time, strengths-based coaching, and professional development. They are given the autonomy to make decisions, have a voice in school-wide decision-making, and are consistently supported by their colleagues and school leaders.

Duties & Responsibilities:

• Establish and build meaningful relationships with the students and among students to promote learning;                
• Establish and implement classroom routines and procedures to maximize student learning;
• Motivate students to do their best work and inspire the love of learning;  
• Develop a classroom culture that promotes serious learning and sophisticated forms of thinking;
• Establish purpose, activate students’ prior knowledge, and prepare students for learning;
• Present new information and provide opportunities for students to actively engage with content;
• Help students solidify their understanding and practice new skills;  
• Help students demonstrate their learning and collect evidence to assess student progress;
• Help students look back on their learning and refine their learning process;
• Work collaboratively with colleagues, families, and members of the community;
• Demonstrate a commitment to professional growth, the school community, and professionalism.

Qualifications:

• A minimum of a Bachelor’s degree in a related field
• A Master’s or above is a plus
• New York State Certification for relevant grades and content area or demonstrated process towards receiving reciprocity for certification from other states

Compensation:

• Competitive salary that is commensurate with experience
• Full time position with a collaborative team
• Full medical, dental, vision benefits, plus 401(K) with employer match

Phipps Neighborhoods is a 41-year-old multi-service nonprofit providing a comprehensive network of educational and work-readiness programs, as well as critical community resources to more than 10,000 children, teens and adults each year in targeted communities across the Bronx and Manhattan. These programs include: Universal Pre-Kindergarten, after-school, summer camp, literacy and ESOL, HSED, college prep, work readiness, resident supports, family programs and more. 

Primary Function: 

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

Duties and Responsibilities: 

• Develop lesson plans based on the New York City Department of Education Common Core curriculum framework. 
• Lead classroom activities. Supervising the planning and execution of a program that provides quality learning experiences for children. 
• Write reports and communicate with parents about children’s progress 
• Present curriculum and policy-related information at parent meetings 
• Supervise assistant teachers, substitute teachers and volunteers 

• Create classroom materials 
• Maintain class records and student files 
• Input and analyze student data using a variety of agency and curricular platforms 
• Maintain class portfolio per National Association for the Education of Young Children requirements 
• Ensure appropriate classroom special arrangements.  

• Modify the classroom to respond to individual children’s needs. 
• Supervise all children’s indoor and outdoor activities while incorporating positive guidance. 
• Plan the use of community resources to enrich the educational content of the program. 
• Implement sound classroom activities and educational practices appropriate to the age and development of children in order to prepare for positive learning experiences. 
• Develop and maintain positive relationships with parents and families of children served. 

• Maintain strong relationships with colleagues and administrators. 
• Develop a system for quality observations and assessments of children and programming. 
• Develop and enhance a program of sound educational goals. 

Position Requirements: 

• Valid NYSED certification in Early Childhood Education  
• 3 year’s Early Child hood classroom experience 
• Experience using Creative Curriculum 
• Experience using  ESI screening 

• DOE/DOI Fingerprint Clearance 
• SCR clearance  
• Child Abuse and Maltreatment certificate (taken every 2 years online) 
• Infectious Disease Certificate 
• Food Handlers Certificate 

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

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

Position Summary:

The College Access Coordinator will manage the operation of our college access program. This will include overseeing and assisting a team of college advisors and tutors in the facilitation of our college exploration curriculum as well as our SAT Prep curriculum.  The College Access Coordinator will also provide support and direction in all aspects of college access, including but not limited to-application and financial aid assistance, parent workshops, and even college tours.

Duties and Responsibilities:

• Under the supervision of the Director of Training and Capacity Building, the Coordinator will provide day to day oversight of the College Access program
• Provide instructional support and guidance to the College Advisors and SAT tutors
• Assist in the facilitation of the curriculum by providing direct service instruction to participants
• Work individually with students, and collaborate with other staff to provide an enriching learning experience for all participants.
• Establish a comfortable learning environment and implement clear, consistent age-appropriate expectations
• Document student progress
• Model appropriate child development practices
• Forge collaborations with leadership and instructional staff to ensure that programming meets the needs of a diverse population of learners, is aligned with Common Core State Standards, and meets contractual expectations and benchmarks
• Attend all relevant meetings, trainings, workshops, outside events and organization-wide activities
• Handle additional responsibilities and functions as assigned by the Director of Training and Capacity Building 

Qualifications:

• Bachelor’s Degree
• Experience (2-4 years) in College Guidance and in supervision of staff
• Excellent oral and written communication skills and computer literacy
• Bilingual (Spanish speaking) preferred
• Strong knowledge of the social and academic needs of in school youth
• Ability to participate as part of an interdisciplinary team
• Understanding of and ability to meet performance-based outcomes
• Ability to adapt quickly to change and work within a results-oriented environment
• Computer literacy
• Enthusiasm, creativity, initiative – and a sense of humor are a MUST!

Seeking classroom teachers

The Teachers College Community School (TCCS) invites inquiries and applications for the 2018-19 school year. Openings are anticipated in elementary general and special education, and secondary English, Social Studies and Math. Cluster positions are also anticipated in the arts (music, visual arts or dance) and foreign language. A New York State teaching license is required. Final approval of positions will be subject to budget.

Who We Are

The Teachers College Community School is a unique PreK-8 university-assisted demonstration public school in Harlem, managed by the New York City Department of Education, and formally affiliated with Teachers College. The school opened in 2011 and admits students by lottery. Growing by one grade a year, TCCS currently serves 286 students from PreK-6, and anticipates an enrollment of approximately 330 students when it adds seventh grade in September 2018.

Mission and Special Features

TCCS is a small, dynamic learning environment that focuses on nurturing children’s academic, social, emotional, and physical well-being. TCCS prides itself on having a very diverse student body and actively engaged parents. The school’s theory of action is rooted in student choice, voice and ownership of their learning. The school staff is highly collaborative and committed to development of a robust learning community. Teachers College provides intellectual, human and fiscal resources to enrich curriculum and student learning, and support teacher professional development.

For more information about our school community visit: http://www.tccsps517.org/

Desired Characteristics

We are seeking educators with a track record of collaborative teamwork, experiential pedagogy and integration of technology, along with a demonstrated commitment to student development and achievement, and to their own professional growth. Familiarity with the Teachers College Reading and Writing Project is a plus. Initial review of candidates will begin immediately.

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 teacher for 6th grade Math and Science ICT classroom to start immediately as a medical leave replacement.  Position runs until June 2018 with possibility of continuing on in the 2018-19 school year.

Community Roots seeks individuals who:

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

Qualifications:

• Preference for certification in Teaching Students with Disabilities (Special Education) or Math or Science Certification
• Preference for candidate that is working towards or holds New York State Certification  
• Demonstrated ability to collaborate
• Demonstrated ability to prioritize student achievement while creating a nurturing and encouraging school environment

Overview
Advocates for Children of New York, Inc. (AFC) is a not-for-profit organization that works in partnership with New York City’s most disadvantaged families to secure quality public education services. 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.

The New York State Technical and Education Assistance Center for Homeless Students (NYS-TEACHS) is a project funded by the New York State Education Department and is housed at Advocates for Children. NYS-TEACHS provides technical assistance and trainings to school districts, parents, social service providers, and other professionals to ensure that children and youth experiencing homelessness can succeed in school.

AFC seeks a full-time Administrative Assistant for the NYS-TEACHS project. The Administrative Assistant will support all facets of NYS-TEACHS’ operations, especially those related to outreach and data management.

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

Responsibilities
The Administrative Assistant will be responsible for:
 Updating training and contact information in our Salesforce database;
 Creating and running reports, and exporting and interpreting data from our Salesforce database;
 Simple data analysis using Microsoft Excel;
 Updating our website;
 Editing and updating our outreach materials using Publisher and InDesign;
 Tracking and preparing mailings of outreach and training materials;
 Conducting outreach via email and phone for our trainings;
 Assisting with organizing our trainings and workshops (scheduling, copying and assembling handouts, serving as point-person for questions, etc.);
 Communicating with school districts about their responsibilities and with parents about the educational rights of students experiencing homelessness; and
 Other administrative tasks.

Qualifications
 Knowledge of Microsoft Word and Excel a must. Experience working with Adobe Suite, especially InDesign, databases (e.g., Salesforce), HTML, and bulk email platforms preferred.
 College graduate preferred.
 Spanish language skills preferred.

Ideal candidate should be:
 Adaptable,
 Able to work effectively in a busy environment,
 Detail-oriented,
 Organized,
 Able to keep meticulous records,
 Tech-savvy,
 Able to manage projects start to finish,
 Able to learn new programs quickly,
 Good at time management, and
 Comfortable interacting with other professionals on the phone and in writing.

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

Expected Start Date
Position is available immediately.

Candidates should highlight any personal or professional experience that demonstrates their connection to the populations that AFC serves.

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

ABOUT THE POSITION


As the High School Coordinator for the 10^th Grade you will change the lives of NYC high school students by leading and supporting them during their 4 years of high school and ensuring their placement and matriculation to selective 4-year colleges and universities.

YOUR RESPONSIBILITIES WILL INCLUDE…

• Oversee and manage programming and curriculum development for students, including Super Saturdays and Seminars
  • 10^th grade Super Saturday curriculum focuses on job-preparedness, pre-professional skill development, and self-expression
  • Seminars are combined 9^th and 10^th grade experiences designed to prepare students for college-style discussion classes
• Ensure that 10^th grade students achieve organizational goals
• Manage high school enrichment opportunities, including
  • Identify new partner organizations and establish and maintain relationships
  • Work to pair students with developmentally appropriate opportunities
  • Manage database of opportunities, their prerequisites, application processes, and benefits to students
• Assess student work and provide constructive feedback
• Oversee recruitment, selection, and on-going training of seasonal staff and interns
• Lead relationship with vendors, service providers, and families
• Plan and chaperone student outings, including college campus and workplace visits, community service projects, and field trips
• Manage data collection and evaluation systems
• Serve on Breakthrough-wide taskforces to improve organizational performance and culture

WE’RE LOOKING FOR SOMEONE WHO…

• Can demonstrate experience and results with similar responsibilities to those listed above
• Has a Bachelor’s degree
• Is confident with MS Office (Word, Powerpoint, and Excel in particular), Google suite, and is comfortable learning new systems. Experience with Salesforce a plus.
• Can speak Spanish well enough to discuss an array of topics with non-English speaking parents and guardians
• Has a valid driver’s license
• Is a proven A-Player and practices:
  • Efficiency: Produces significant output with minimal wasted effort
  • Prioritization: Balances tasks and makes the right judgment call
  • Critical and Reflective Thinking: Draws insightful conclusions from data and feedback
  • Attention to Detail: Identifies the important details, ensuring they do not slip through 
the cracks or derails project
  • Effective Communication: Speaks and writes clearly and articulately, adjusts for 
audience as appropriate
  • Leadership and Ownership: Understands their role as a leader on any project and team, 
resulting in successful outcomes regardless of their title or role using a “whatever it 
takes” attitude
• Demonstrates excellence in BTNY’s Core Values:
  • We learn and lead flexibly and constantly
  • We embrace the sense of the possible
  • Relationships matter
  • We model integrity
  • We are all in

BREAKTHROUGH POINTS IF YOU…

• Have taught or worked at a Breakthrough site previously (specifically with the High School/College Bound Program)
• Are familiar with the selective college landscape and placement process
• Are a BTNY Student

COMPENSATION

BTNY strongly believes in attracting, engaging, developing, and retaining the most diverse, qualified candidates. As a Breakthrough New York employee you will receive:

• Competitive salary commensurate with experience and skills
• Benefits
  • Medical, Dental and Vision benefits (100% employer-sponsored)
  • 401K/RetirementPlan (with an employer-matching component)
  • Commuter Benefit Plan
  • Health and Dependent Flexible Spending Accounts
• Paid time-off including holiday, vacation, sick, and personal time
• Annual Professional Development Stipend
• Employee Referral Compensation Policy

About GO Project  (http://goprojectnyc.org/)

The GO Project’s vision is to close the opportunity gap for all under-resourced families who have children that are struggling in their New York City public school. By providing access to coordinated, comprehensive, and effective programs, GO supports families in ensuring their child’s success in school, at home, and in life.

Founded in 1968, the GO Project has a long history of serving public school children that are struggling academically. The GO Project currently serves 725 students in grades K-8 through our summer (GO Summer) and school year program (GO School). Unique to the GO Project model is the partnership we have developed with independent schools in Lower Manhattan and Brooklyn. These schools donate space and resources to the GO Project to enable us to operate our programs in a cost efficient manner. Current independent school and host site partners include Grace Church, Grace Church School, LREI, Avenues: The World School, St. Luke’s, Friends Seminary, and Berkeley Carroll.

Program Results
GO Project intervenes in the early elementary and middle school years because it has been proven to be the most effective time to make an impact. We focus on achieving specific student outcomes which are proven indicators of high school graduation, college acceptance and career readiness.

• 99% of GO students are promoted on time, despite entering the program 1-2 years behind
• 95% of GO students receiving targeted support show improvement in social/ behavioral goals
• 85% of GO students graduate from the GO Project on grade level
• 93% of sixth grade GO students are attending a “strong” middle school, compared to 63% citywide
• 74% of eighth grade GO graduates are attending a “strong” high school, compared to 49% citywide

In addition to making an impact in the life of young people, you will be part of a diverse educational community with strong family support services, and an incubator for professional development opportunities.

Position Description

The GO Project is seeking exceptional K-8 teachers with at least two years of demonstrated success as a Head Teacher for our five-week GO Summer elementary and middle school programs. GO Head Teachers are master teachers with a proven ability to raise student achievement when students are struggling academically or socially.

Responsibilities

Rigorous Academics & Strategic Remediation

• Develop or customize differentiated, highly engaging, appropriately challenging lessons in Reading, Writing, and Math aligned to Common Core Standards and aligned to GO Project mission and philosophy
• Ensure students are performing cognitive work during lessons, are engaging in appropriately challenging thinking, and are using evidence to support their thinking and/or form their answers and opinions
• Inspire students to have ownership of their academic and social development and to hold themselves to high standards
• Ensure that instructional blocks are structured in a way that students are consistently demonstrating their learning through activities or tasks
• Ensure consistent student data collection (formal and informal) and adjust instruction to strategically remediate for misconceptions and lagging understanding

Inclusive Classroom Community Building

• Establish a warm, inviting, and focused classroom environment that welcomes all students in safe and caring space
• Develop a classroom culture in which students demonstrate trust in adults and peers by taking intellectual risks, providing and accepting feedback, and celebrating each other’s successes
• Use GO Project classroom structures, such as Morning Meeting and ASPIRE Values, to develop social-emotional skills

Manage Classroom Staff

• Develop and manage a team of classroom assistants, including Teaching Assistants, GO Getters (high school interns), Student Teachers, and volunteers to ensure that every adult in a classroom is adequately prepared to support students’ continued growth and achievement in small group instruction
• Ensure that classroom staff has the materials and information necessary to complete their classroom responsibilities
• Provide feedback to classroom staff early and often to ensure their time with students is productive

Teamwork & Collaboration

• Actively collaborate with all campus staff and families to contribute to an efficient and positive campus culture
• Execute campus-wide procedures with fidelity at the direction of the Campus Director and in collaboration with teammates
• Deliverables must be high-quality and submitted on or before all deadlines. Deliverables include: Weekly lesson plans, GO Progress Reports, and feedback surveys
• Accept and implement all feedback from your Campus Director

Qualifications

• Two or more years of demonstrated success as a K-8 Teacher with remarkable student growth and/or achievement results
• Experience leading reading, writing, and math for K-5th grade candidates
• Specialization in ELA or Math for 6-8th grade candidates
• An unshakable conviction that all students can learn and grow when appropriately supported and pushed to their highest potential
• High expectations for yourself, your classroom staff, and your students
• Sense of responsibility over students’ growth ownership over achievement results
• Ability to build lasting and meaningful relationships with team members, students, and families
• Experience analyzing qualitative and quantitative classroom data to inform instructional decisions
• Strong commitment to professional and personal growth
• Fluency using Google Drive, Google Sheets, Google Forms, and Google Docs

Program Dates & Training

All dates and trainings are mandatory. Please note that teacher absences are extremely disruptive to the learning process, so ensure you are able to attend all program days. All trainings are mandatory and cannot be rescheduled.

Content Training:
Date TBD, 5:00PM-7:00PM on a weeknight in late June

All Staff Training:
Thursday, June, 28th

Campus-Based PD:
Friday, June 29th

GO Summer Schedule:
Monday, July 2-Friday, August 3 from 8:15AM-2:00PM

*Team members new to GO must attend a 90-minute New Employee Orientation before program begins.

**Hours are 8:30AM-12:30PM the final day of program due to culmination events taking place.

Compensation

GO Summer Head Teacher compensation is $3,550 which covers all required dates and times.

Chalkbeat, the nonprofit news organization covering educational change efforts in the communities where improvement matters most, is seeking a story editor with digital experience to make our news stories sing.

The story editor will be responsible for editing a mix of articles out of our seven local bureaus: Chicago, Colorado, Detroit, Indiana, Newark, New York, and Tennessee. Stories will vary among news pieces, step-back analyses, and longer enterprise work, and each day will be different. You will work with the managing editor, digital producer, and local reporters to ready stories for publication on our website, and coordinate with the growth editor for social promotion. You will also work with the managing editor to help connect the dots across bureaus and ensure that Chalkbeat is telling a cohesive overarching story.

The story editor will provide crucial perspective, adding regional or national context where needed and ensuring that stories read logically, adhere to Chalkbeat style, and are properly sourced. While each piece that comes across the transom is different, all of our stories taken together should add up to a coherent whole, and the story editor is essential to achieving that goal through a mix of line editing, copy editing, and pulled-back critical thinking.

Who are you?

You respect the power of the (virtual) red pen, craft grabby headlines, and geek out on style guides. Although this position does not manage writers directly, you possess a mentoring spirit that’s able to coax the best story possible from reporters both green and seasoned. You believe that it’s better to teach than to tell. You live by your gut instinct for a good story and whack your way through unnecessary words to sniff out the best angle. Nut graphs? You slay them.

What background and skills do you have?

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

The ideal candidate is based in Chicago, Denver, Detroit, Indianapolis, Newark, New York, Memphis, or Washington, DC. Remote candidates will also be considered.

This is a part-time position (20 hours per week). Chalkbeat offers a competitive salary, commensurate with experience.

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 five locations and growing, we seek to provide deep local coverage of education policy and practice that informs decisions and actions, leading to better schools. Read more about our mission and values.

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

Positions by School:

• West End Secondary School
  • Anticipated openings in all subject areas
• The Metropolitan Expeditionary Learning School
  • Spanish
  • Music
  • Special Education
  • Science
  • English
  • Social Studies

• Leaders
  • English as a Second Language (ESL)
  • Science
  • Special Education

• WHEELS
  • Various Positions (grades PreK-12)

• Kurt Hahn
  • Physical Education
  • Various Positions (grades 9-12)

• Launch
  • Middle School ELA Teacher
  • Middle School Math Teacher
  • Middle School Science Teacher
  • Middle School Social Studies Teacher
  • Middle School Special Education Teacher
  • STEM Specialist
• Channel View School for Research
  • Middle School Math Teacher – Grade 7
  • Middle School Science Teacher – Grade 7
  • High School Spanish Teacher
  • Special Ed ICT Teacher – HS Math
  • Special Ed ICT Teacher – HS Science
  • Computer/Technology Teacher
  • Attendance Coordinator 

• The James Baldwin School
  • Various Positions (grades 9-12)

Eligibility Requirements:

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

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

Position Summary:

1. To design the scaling of intervention services for literacy interventions across the network
2. To support lead APs and intervention teachers across the network.
3. To ensure that the state and federal compliance requirements for students with disabilities are met.

Core Duties and Responsibilities:
Meet regularly with school based teams in charter schools to:

• Develop and facilitate the implementation of a school-wide literacy intervention program
• Work through APs to coach literacy intervention teachers across the network
• Review student achievement and assist with placing students in appropriate reading and writing intervention and support services
• Lead the development of systems and structures at the school level to track intervention progress
• Manage and support the implementation of these systems and structures across schools.

• Develop a network level team of teachers that provides opportunities for self directed learning through the framework of improvement science.
• Develop and provide ongoing professional development to school leadership teams across the network.

• Design adult learning modules that develop capacity in essential areas of instructional strategies that support all learners.

• Ensure that all special services for students at a given school are being coordinated effectively and that schools are in compliance with IEPs.
• Liaise between schools and CSE to advocate for particular students when applicable.

Work with other New Visions staff to:

• Understand and monitor the implementation of these systems and structures
• Analyze performance data using the Data Portal and special education data systems to track student progress
• Explore electronic platforms and virtual learning opportunities that promote and support special education compliance, instruction and advocacy

Education and Experience:

• Masters-level degree
• Minimum of 7-10 years of experience in public education, preferably urban schools and secondary level

Required Skill Sets and Knowledge Base:

• Expert knowledge of Wilson Language Interventions is required and other reading interventions such as Just Words, READ 180, and System 44 is preferred
• Expert knowledge of one or more core content areas at the secondary school level
• Leadership in providing professional development and supports to educators
• Experience with teaching reading and writing skills to secondary school students
• Excellent written, oral, organizational, and interpersonal skills including strong facilitation skills;
• Demonstrated experience working collaboratively

New Visions for Public Schools is an equal opportunity employer.

Harlem Village Academies

Harlem Village Academies is a K-12 charter network committed to the ideals of progressive education. Based in Harlem, HVA is also the demonstration site for the Progressive Education Institute.

The Opportunity

Join an incredible community of educators who are passionate about progressive pedagogy while embracing a sense of urgency, a strong work ethic, and accountability for student learning. We select individuals who share our vision and are willing to put in the hard work to achieve it.Responsibilities:

The Associate Superintendent, Network at Harlem Village Academies will manage and run the education team at the network level, including recruitment, school operations, family affairs, special education, and data.
Our ideal candidate is a smart, passionate educator with an extraordinary ability to ensure the network team is incredibly well organized and functioning at a high level. Our ideal candidate is genuinely warm and kind and thrives on a results-driven team.

• Ensure communication between the network team and the schools is seamless and productive
• Oversee the management of all projects and work product related to members of the team, such as:
  • recruiting high quality team members and meeting all hiring goals
  • running schools that are operationally sound and aesthetically beautiful
  • cultivating positive family relationships and managing a strong Dean of Students team
  • providing coherent and high quality data reports to schools and supporting in data analysis
  • meeting all special education requirements and providing our special education students with high quality instruction
• Provide individual development and management to members of the network team through one-on-one meetings, coaching, planning, and feedback

Qualifications:

• Six years of experience in educational leadership with a track record of student achievement
  results
• Strong understanding of how operations and data systems run in a high performing school
• Knowledge of special education compliance and programming within New York City
• Ability to use data to inform practice, with a clear understanding of the metrics that lead to student achievement
• Exceptional results leading others and managing a highly effective team to achieve ambitious goals
• Demonstrated success creating and managing systems and work product
• Incredibly high excellence bar and ownership over results
• A team player with a strong work ethic and consistent follow-through
• Ability to build lasting and meaningful relationships with team members, students, and families
• Strong organizational skills and attention to detail
• Master’s degree

ESSENTIAL QUALITIES

The BLCS Dean of Scholars helps transform children’s lives by creating opportunities for a brighter future. We are seeking a Dean who will make the commitment to teach and lead with determination, integrity and purpose, embodying these essential qualities:

• Past experiences and actions reflect a commitment to the LHA mission, vision, core values
• A passion and ability to build and sustain the LHA K-12 model in a high need, urban environment
• Work in schools that demonstrates a sense of urgency and the relentless pursuit of high academic scholar achievement, as well as improving scholar behavior and culture
• Reflective, self-aware and adaptable to communication and work styles of others
• Critical thinker and problem solver who takes initiative
• Belief in the power of collaboration and works to build a collaborative culture with LHA network, community, staff, families and scholars
• Strong organization and communication skills; the ability to maintain accurate and up to date records

Essential Functions

The  Dean of Scholars is a strategic team member who works to create and enhance a culture of achievement and respect where high expectations and results are the norm.  The Dean of Scholars is responsible for demonstrating significant and measurable gains in behavior data, each year, with all scholars. The actions of our Dean of Scholars must always be aligned with our mission, vision, core values and education program.   The essential functions for our Dean of Scholars are as follows:

INSTRUCTIONAL LEADERSHIP

I.  Culture of Achievement and Respect

• Collaborate with other Deans and the School Leadership Team to create and manage a safe and welcoming learning environment in all aspects of the school building
• Implement the school-wide behavior management system, a systematic approach to managing and intervening on scholar discipline issues based on the BLCS Scholar Family Handbook, and the Restorative Practices
• Coordinate and participate in activities aligned to monthly Town Hall Meetings
• Coordinate and participate in celebrations aimed at promoting scholar achievement
• Coordinate Scholar of the Week in each classroom on every grade level based on school-wide behavior systems
• Participate in and model adult role model behaviors during breakfast, lunch, recess, and arrival and dismissal
• Research and implement new school culture initiatives to further develop the school culture
• Build a culture of achievement and respect with families, scholars and school/ network staff
• Model professionalism and the LHA Essential Qualities at all times

II. Professional Development

• Observe and learn from school leaders to internalize and implement best practices as related to managing positive scholar behavior
• Build a collaborative culture and individual relationships with teachers, school staff, and School Leadership Team members

III.  Data Analysis

• Track and report behavioral data to monitor the social-emotional development of scholars including reporting systems adapted across the school
• Analyze behavioral data to guide and support the creation of interventions through the Response to Intervention process
• Collaborate with BLCS Deans and School Leadership Team to support the school-wide culture goals

OPERATIONAL LEADERSHIP

I.  CULTURE OF ACHIEVEMENT AND RESPECT

• Foster strong relationships with families and collaborate with school staff on family events
• Attend parent events
• Build relationships with community organizations to form partnerships
• Consult with other professional staff, outside agencies and other organizations in order to improve school culture and climate

PROFESSIONALISM

• Collaborate with colleagues (leadership and school-wide meetings, Professional Development days, summer Professional Development) to continuously improve personal practice, instruction, assessment, and scholar achievement, as well as the overall goals and mission of the school and the network.
• Access meaningful learning experiences (current theory, research, and developments in relevant academic disciplines, professional development opportunities, and ideas from colleagues and supervisors) and exercise judgment in accepting findings as valid for application in leadership and teacher improvement.
• Reflect critically upon leadership experience, identify areas for further professional development as part of a professional development plan that is linked to school and network goals, access meaningful learning experiences, and listen thoughtfully to other viewpoints and respond constructively to suggestions and criticisms.
• Use feedback to inform and update professional learning goals.
• Fulfill all outlined and related functions professionally, timely and thoroughly.

I. EDUCATION: Bachelor’s degree

II. EXPERIENCE, KNOWLEDGE & SKILLS:
• Teaching experience is preferred but not required
• Experience coaching and providing professional development to teachers
• Highly effective classroom management skills
• Training and experience with Restorative Practices, as well as other LHA curricular programs
• Proven success in turning best practices into outstanding academic results
• Knowledge of education law and regulations with specific knowledge of special education and student suspension guidelines
• Ability to use data managements tools, organizational tools, and Microsoft Office computer programs

E4E is seeking a dynamic leader to serve as the next Executive Director of our New York Chapter. This exciting role will set the strategic vision for our largest and flagship chapter while also leading a high-performing team. The Executive Director will have strategic and operational responsibility for programs, growth and execution of our mission to elevate the voices of teachers in state and local education policy and to support teachers to become more active in their union. The Executive Director, New York will engage with a wide array of stakeholders (e.g., district leaders, national and local partners, donors, board members, community leaders, teachers, etc.) to help set and execute a vision that elevates the teaching profession and improves student outcomes. This is an ideal opportunity for an experienced and entrepreneurial leader to play a critical role in the continued growth of a dynamic organization.

You will:

Design and Execute a Local Strategic Plan

• Design and execute a local vision and strategic plan for E4E-New York that works in concert with E4E’s national strategic plan and goals
• Manage systems for evaluating progress toward strategic goals, ensuring that local objectives are met while also aligning efforts with the national organization
• Lead the team to achieve chapter goals related to membership and teacher leadership growth and engagement, shape and lead on campaign initiatives (i.e. our current campaign on safe and supportive schools)  and work in partnership with the national development team to fundraise the annual budget of around three million dollars

Build and Manage a High Performing Team and Quality Programming

• Be a model for strong team culture. Recruit, select, coach and retain talented team members
• Manage towards ambitious goals
• Design advocacy campaigns that encourage the implementation of our policy recommendations at the local and state level
• Coach and manage:
  • The New York Managing Director of Outreach on the implementation of E4E’s grassroots organizing model executed by their team of organizers
  • The New York Managing Director of External Affairs in the execution of local policy priorities, including leading E4E- New York Teacher Policy Teams
  • The New York Managing Director of Development in fundraising a multi-million dollar annual local budget from a portfolio of individual donors and foundations
  • The New York Chief of Staff to ensure a strong team culture, clarity of expectations, and effective implementation of all programs and operational systems

Be the face of E4E-New York

• Give speeches, author op-eds, attend education events and conferences, work with media, and engage with teachers and the general public
• Secure opportunities for teachers to share their voice directly in local media, with support and guidance from the National External Affairs Team
• Build and maintain relationships with local policymakers, union leaders, key stakeholders, interest groups, and elected officials
• Establish E4E-New York as a go to source for the opinions and perspectives of progressive educators on issues that impact New York City’s classrooms

Ensure Financial Security

• Develop and expand local fundraising activities, with a strong focus on cultivating new – and leveraging existing – relationships with local foundations and individual donors
• Administer E4E-New York’s budget, ensuring fiscal responsibility and stability
• Build and manage a local Board of Advisors to support the growth and stability of the New York Chapter

You Have:

• At least one year of experience serving as a Pre K-12 classroom teacher
• Experience leading others within the education, education policy, campaign organizing, and/or advocacy space
• Passionate about educational equity and aligned to E4E’s mission and vision
• An acumen for building an inclusive workplace where diversity and individual differences are valued and leveraged to achieve the vision and mission of the organization
• Experience managing high-performing teams by setting clear, well-defined desired outcomes and managing to outcomes, through layers
• Political savvy and demonstrated track record of effectively navigating complex power dynamics and building coalitions
• The ability to build and maintain a deep  knowledge of key NY legislation, economic, social, and political trends and developments; and their impact on the organization, its strategy,  and its internal and external stakeholders
• A clear and effective communication style and an ability to empathize with and understand the perspectives of others
• An ability to persuade and gain the support of others and motivate others to action by leveraging strong internal and external relationships
• Track record of overcoming obstacles in challenging environments

Moreover, all E4E staff 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

Harlem Village Academies

Harlem Village Academies is a K-12 charter network committed to the ideals of progressive education. Based in Harlem, HVA is also the demonstration site for the Progressive Education Institute.

The Opportunity

Join an incredible community of educators who are passionate about progressive pedagogy while embracing a sense of urgency, a strong work ethic, and accountability for student learning. We select individuals who share our vision and are willing to put in the hard work to achieve it.

Responsibilities:

The Associate Superintendent, Schools at Harlem Village Academies will manage the school principals on all aspects of high quality schooling—instruction, culture, and operations. The Associate Superintendent of Schools will ensure the highest levels of schooling are provided to our students.
Our ideal candidate is a smart, passionate educator with an extraordinary ability to connect with, inspire, and mentor school leaders. The Associate Superintendent, Schools understands the needs of students, supports these needs, and helps school leaders and teachers provide the best possible education for our students. Our ideal candidate is genuinely warm and kind, and thrives on a results-driven team.

● Oversee the implementation of the educational vision across all campuses, and ensure schools are producing amazing outcomes for students
● Ensure all schools meet their academic and cultural goals
● Build a strong, collaborative team of principals
● Ensure schools are operationally strong, aesthetically beautiful and clean, within budget, and well-organized
● Oversee performance management systems and the hiring process across the schools
● Manage the college teams in supporting students as they prepare for college
● Provide individual development and management to school principals through one-on-one meetings, coaching, modeling, planning, and feedback
● Lead regular professional learning for school leaders (topics such as instructional leadership, personnel management, school operations, data analysis, school culture, and family investment)
● Study and analyze data on an ongoing basis
● Work with school principals to develop and implement action plans based on academic results

Qualifications:

● Six years of experience in educational leadership with a track record of student achievement results
● Strong understanding of progressive pedagogy
● Demonstrated experience leading highly effective professional learning for teachers and/or leaders around instructional best practices
● Ability to use data to inform practice, with a clear understanding of the metrics that lead to student achievement
● Exceptional results leading others and managing a team to achieve ambitious goals
● Demonstrated success creating and managing systems and work product
● Incredibly high excellence bar and ownership over results
● A team player with a strong work ethic and consistent follow-through
● Ability to build lasting and meaningful relationships with team members, students, and families
● Strong organizational skills and attention to detail
● Master’s degree

Lessons in Navigating College Transitions (LINCT) Program and Operations Manager

About CUNY Office of K-16 Initiatives

The City University of New York’s Office K-16 Initiatives supports the partnership between CUNY and the New York City Department of Education—the two largest education systems of their kind in the country. CUNY K-16 Initiatives creates innovative pathways for young New Yorkers to envision and achieve success by engaging strategic partners in confronting systemic educational inequities. We are home to a group of innovative programs that share a common goal: helping NYC public school students make a successful transition to college, careers and life beyond. We support the city’s commitment to equity by developing high quality transition programs that help eliminate achievement gaps between racial, ethnic, and socio-economic groups. Our programs are nationally recognized for their commitment to long-term student success. Collaboration is fundamental to our work. Only in partnership with the NYC Department of Education are we able to offer programs that support students through the transition to college. Leadership and faculty on CUNY campuses are also integral to the process of planning and implementing programs that strategically support students in attaining their long-term goals.

About Lessons in Navigating College Transitions (LINCT)

Lessons in Navigating College Transitions (LINCT) is a college access program whose primary goal is to reduce traditional barriers to enrollment at CUNY by ensuring that students who graduate from NYC public high schools enter college academically eligible to take and succeed in credit-bearing courses. Previously known as At Home at College, the program is supported by New York City’s Office of the Mayor.  This school year, roughly 3000 students in 80 high schools are enrolled in one or more credit-bearing LINCT courses, and we plan to expand to 100+ schools in the fall. LINCT’s year-long ELA and Math courses are aligned with the Common Core State Standards and are offered in students’ high school as part of students’ regular school day and course sequence. The curricula, developed and supported by CUNY’s LINCT instructional team, engage students in high-interest content. In ELA, students develop academic literacy skills through topics in introductory psychology and sociology, while in Math, they focuses on non-routine problem-solving, proportional reasoning, and core topics in Algebra and Statistics. The courses are intended to prepare students for college placement exams and a range of college and career readiness and life skills. As part of our unique model, the LINCT team at CUNY provides intensive cohort-based professional development to DOE teachers throughout the school year.

LINCT Program and Operations Manager Position Overview

Under the direction of the LINCT Director, the LINCT Program and Operations Manager will be responsible for all programmatic, non-instructional, elements of LINCT. This strategic and dynamic leader will help ensure that all aspects of the LINCT program run smoothly so that the team’s 7+ instructional staff members can focus squarely on supporting LINCT classroom teachers in NYCDOE schools. The LINCT Program Manager will jointly supervise other members of the LINCT’s operations team. This position will take on a variety of responsibilities including to:

• Work in close partnership with DOE central office staff and the CUNY LINCT team to plan and execute all programmatic aspects of the program, to solve problems, and to implement project changes as needed;
• Develop new operational systems and policies for the LINCT team; train and support LINCT team members on said systems and policies;
• Support the process of recruiting, hiring and onboarding new staff on LINCT’s growing team;
• Co-plan and coordinate new school recruitment and induction processes and participant school retention process;
• Collaborate with the CUNY Office of Testing and the Office of Accessibility to coordinate the CUNY Assessment Test cohort testing process;
• Coordinate and schedule LINCT’s professional development offerings, including summer intensives and classroom observations, for DOE teachers;
• Visit schools and principals;
• Collaborate with the LINCT instructional team to support their development of new avenues for fostering excellent instruction, potentially including a LINCT Master Teacher Fellowship;
• With the K-16 operations team and the LINCT director, manage LINCT’s tax-levy budget and oversee the programs largescale textbook, supply and food orders;
• With the LINCT instructional team, the DOE, and CUNY’s Office of Research, Evaluation & Program Support, collaborate with the LINCT Research and Operations Coordinator to gather, analyze, and report on both qualitative and quantitative data regarding LINCT’s emerging successes and challenges;
• Jointly oversee all LINCT data management systems and staff;
• With the K-16 Digital Media Director, assist with developing and executing a marketing and communications strategy (digital and print) and marketing materials for LINCT;
• Craft and deliver presentations and reports about LINCT;
• Actively participate in the larger efforts of the Office of K-16 Initiatives

Qualifications

The successful candidate will have the following knowledge, skills and abilities:

• 5-8+ years of experience working in public education, with progressive project management responsibilities;
• Well-developed knowledge of the NYCDOE and/or CUNY; Experience with education policy issues, especially those related to college and career readiness, and a fierce commitment to social justice;
• Experience developing and overseeing operations systems and managing complex logistical projects in a fast-paced, entrepreneurial environment;
• Experience conducting research and/or program evaluation and using data to inform future work;
• Experience managing budgets;
• Experience creatively and patiently navigating bureaucratic systems;
• Experience hiring and supervising staff;
• Excellent writing and public speaking skills;
• Experience with, negotiation, conflict management, mediation, group facilitation skills;
• Experience working collaboratively and cooperatively with a diverse community of students, faculty, staff and external constituents in a large, decentralized public university system;
• Experience using project management software, data sharing systems, and/or CRMs; Fluency in Google Docs;
• Ability to take direction and to work independently in ambiguous and demanding environments; Flexible spirit, can-do attitude, and ability to anticipate problems and recognize opportunities;

Salary

Commensurate with Experience and Education