The NYC Independent Budget Office, a nonpartisan city agency, is seeking an experienced and self-motivated policy analyst to work in our public education section. This position offers a unique opportunity to study and impact public policy. State education law directs the IBO to provide analyses and issue public reports on educational matters of the city and to enhance official and public understanding of such matters.

A successful candidate for this position will evidence a deep understanding of public policy analysis and an interest in urban public education policy. A successful candidate will also possess knowledge and experience applying rigorous research designs to large data bases of individual and school level data. Interest and proficiency in data visualization and the analysis of geospatial data would be considered a plus. The successful candidate must be able to collaborate with other team members on group projects and also be able to generate and pursue new and interesting lines of inquiry for our research agenda.

Qualifications:
Candidates should be analytic, able to demonstrate skills in quantitative research and policy analysis, and ideally have experience identifying and probing issues of public education in New York City or other settings. Candidates should have experience using SAS to conduct quantitative analyses as well as solid grounding in statistics and research methodology. Commitment to impartial and independent research is essential. Ability to take initiative and meet deadlines is critical.

A graduate degree in Public Policy, Administration, or a related area of social science research, along with two to five years’ experience, is preferred; equivalent work experience may substitute.

Salary range $58,000-$72,000, depending upon experience.

Position may require two year city residency.

EOE

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 strongly preferred;
 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.

Phipps Neighborhoods helps children, youth, and families in low-income communities rise above poverty. We work in South Bronx neighborhoods where we can address the greatest barriers to lasting success through education and career programs, and access to community resources. We’re dedicated to our neighborhoods for the long term, supporting individuals and families as they establish self-sufficiency. Our services create opportunities for people to thrive in every aspect of their lives.

Position Summary:

Phipps Neighborhoods seeks an innovative leader to launch a comprehensive early childhood program serving families with children age zero to five years. The program will offer structured pre-kindergarten classes for 3 and 4 year old children, family resources including prenatal and parenting classes held in a “reading room,” and case management with wrap around supports for families. The programming will ultimately be a continuum of services connecting the families of our youngest participants with the Phipps Neighborhoods cradle to career pipeline. The early childhood continuum will roll out over three phases, with the first including structured prekindergarten classes and a multi-service family reading room. The ideal candidate will provide leadership in the creation, planning, organization, and consistent implementation of a developmentally appropriate curriculum emphasizing a child-centered learning environment for toddlers and preschoolers. This leader will work closely with a UPK Compliance Manger and a Family Resource Specialist to partner with families to ensure the highest quality prekindergarten learning environment.

• Oversee the creation and daily operations of a multi service early childhood family resource center. These services will include, but are not limited to full day prekindergarten classes for 3 and 4 year old children; an early childhood family reading room; parenting classes; family case management; and adult education; craft a plan for early childhood program growth (Phase 2 and 3) that is in alignment with the Phipps Neighborhoods early childhood program strategy.
• Supervise all instructional staff including head teachers, assistant teachers, and school aides; create and implement professional development plans for all instructional staff including regular observation and feedback of classroom instruction; Recruit and hire qualified instructional staff.
• Cultivate, engage, and support external partners and volunteers to work with both the prekindergarten classes and family resource center.
• Support fundraising efforts for early childhood program.
• Supervise the Family Resource Specialist in creating a welcoming and productive learning environment for families of children 0-5 years old.
• Create and manage the site budget and effectively track expenses so spending perfectly aligns with program needs.
• Create, plan, and implement curriculum, assuring they meet the highest quality standards.
• Assist with student recruitment and enrollment.
• Demonstrate knowledge of early childhood education best practices and how to incorporate these practices into, and across, program sites.
• Communicate effectively with parents as needed and maintain a positive relationship with families through parent meetings, counseling, conference, workshops and special events.
• Engage families with learning activities both in the classroom during the school day and strategies for early childhood learning at home.
• Possess a good understanding of current, applicable regulations and be able to perform all necessary steps to make sure programs are in compliance with these regulations, including the NYC Department of Health and Mental Hygiene and Department of Education.
• Develop and implement structures to support successful achievement of outcomes and performance targets.
• Use data consistently for ongoing quality assurance and performance monitoring
• Promote the positive image of the organization and play a major role in making Phipps Neighborhoods a provider of choice in educational programs for the communities we serve

Qualifications:

• MA in Early Childhood Education or related field is required
• Must meet all NYC DOE requirements for early childhood education program supervision
• Minimum of 3-5 years as a group or lead teacher preferred along with 2+ years as an education supervisor, or site manager required.
• Previous experience designing and launching holistic, whole family programs from the ground up.
• A track record of excellence with inspiring teachers, parents, and other community members
• A track of record of fully enrolling programs in areas with high competition
• Excellent written communication skills
• Above average proficiency with the full Microsoft office suite, especially Excel.
• Strong record of yielding student achievement and kindergarten readiness.
• Experience with Teaching Strategies Gold, Early Screening Inventory (ESI), Assessment Survey Quality Evaluation (ASQE), Program Quality Assessment (PQA) and  Salesforce and other data management and evaluation software strongly preferred
• Knowledge of NYC Department of Health and Mental Hygiene Article 47 regulations, Head Start Performance Standards, Department of Education Universal Pre-K and Common Core Standards and Administration of Children Services Standards
• Knowledge of NAEYC and other state and national accreditation standards
• Ability to multi-task, be goal oriented and possess a high energy level in order to succeed in a challenging, fast-paced environment
• Positive, energetic and engaging personality as well as a good sense of humor

The 4th Annual Progressive Public & Charter School Job Fair for Teachers of Color will take place March 10th at the Institute for Collaborative Education. Finding the right school can be hard – our goal is to connect schools with diverse educators who share the same educational beliefs, values, and goals. Come network with like-minded educators, meet school leaders, and enter raffles for demo coaching and resume review! Your dream school is waiting – don’t miss out!

Please contact tomi.okuyemi@gmail.com for more information, and register through our website!

Progressive Public & Charter School Job Fair for Teachers of Color
Saturday, March 10th
12:00 pm – 2:00 pm
Institute for Collaborative Education / 345 EAST 15TH Street
RSVP: PTOCFair.org or contact tomi.okuyemi @ gmail.com

HARLEM VILLAGE ACADEMIES

Harlem Village Academies is a progressive K-12 charter school network in Harlem affiliated with the Progressive Education Institute. We are passionate about creating a rich intellectual life for students as well as teachers.

THE OPPORTUNITY

Our vision is to build an enduring American institution that will produce the most inspiring and effective educators, immersed in sophisticated pedagogy while driven by a sense of urgency and accountability. We aim to transform the way teachers are trained, particularly those serving our nation’s most vulnerable children. Our Harlem campus will become a vibrant learning community of graduate students, aspiring young teachers, experienced master teachers, graduate school faculty, and HVA students. The organization now seeks an accomplished VP, Development to grow and steward a portfolio of passionately supportive major donors.

The Manager of Advancement will play a key role in fulfilling HVA’s vision by managing and growing the organization’s major gifts revenue. The Manager will report to the VP, Institutional Advancement and the Advancement Team on fundraising initiatives. This is a chance to combine fundraising in a high-performing existing organization, with the thrill and challenge of a start-up.

RESPONSIBILITIES

The Manager will have a clear understanding that fundraising is a fundamental aspect of the success of the organization and will enthusiastically participate in those efforts. S/he will work in close collaboration with the VP of Institutional Advancement and the Advancement Team, staff and volunteers to strategically work towards HVA’s desired outcomes in this regard and build and maintain relationships on behalf of the organization. Responsibilities include but are not limited to:

• Executive Assistant to the Vice President of Institutional Advancement
• Advancement Team operations and systems management
• Liaises with various offices and staff within HVA as well as externally
• Providing support for Volunteer Programs
• Providing support for Special Events

QUALIFICATIONS

• At least 2-4 years as an executive assistant, project manager, operations manager, preferably in fundraising
• Demonstrated success as an highly organized team player with immaculate attention to detail
• Highly self-motivated to support the ambitious goals of the VP and the Advancement Team, while keeping the team on track to meet deadlines
• Excellent verbal and written communication skills, with an ability to communicate to various constituencies
• Proficient in project management, budgets and scheduling
• Entrepreneurial mindset and comfortable with exceptionally high standards
• Deeply committed to HVA’s mission; willing to be hands-on (no task too big or too small)
• Adept at managing and following through on multiple projects at once, under deadlines
• Trustworthiness with highly confidential information

What Makes Harlem Village Academies Different?

Harlem Village Academies is a progressive K-12 charter school network in Harlem affiliated with the Progressive Education Institute. We are passionate about creating a rich intellectual life for students as well as teachers.

Progressive Educational Philosophy

We believe students learn best through experience, deep engagement and discovery. We want our students to be intellectually curious, creative, and independent. We want them to love learning, to be articulate and reflective. Students should spend their school days constructing knowledge, grappling with questions, and doing the intellectual heavy lifting, with teachers as adept guides.

Constant Learning for Teachers

We give our faculty access to the most accomplished master teachers and the most sophisticated professional learning opportunities in the country. We’re learning every day, meeting frequently to discuss our instruction, reflect on our lessons and improve our pedagogy. We’re passionate about creating a rich intellectual life for ourselves and our students.

RESPONSIBILITIES

• Plan and teach highly engaging, academically rigorous curriculum and lessons, aligned with HVA’s standards and progressive pedagogical philosophy
• Invest several hours per week in professional learning, including personalized instructional coaching, co-planning, department meetings, grade level meetings and other learning work
• 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 to develop increased agency, responsible autonomy and ownership over learning
• Analyze assessment data and use it to inform 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

• Two years of mathematics teaching experience preferred, in grades 7-12
• 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

Harlem Village Academies

Harlem Village Academies is a K-12 charter network in Harlem 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

• Manages a recruitment efforts to assist in achieving enrollment goals for HVA
• Schedule and coordinate community visits, school fairs, and special events
• Initiates, plans, and executes special projects in conjunction with the goals for student recruitment
• Works with parents and volunteers to assist in the recruitment process
• Provides informational presentations to community partners
• Provides follow-up to prospective families via phone, letter, email, and scheduled appointments
• Completes routine reports related to recruitment and projections

Qualifications

• Knowledge of Microsoft Word, Excel, and PowerPoint
• Demonstrates the ability to work with a wide range of people and commitment to diversity
• Skill in effective communication and public presentations
• Dynamic and energetic public speaker
• Ability to travel and work a varied schedule with flexible hours
• Ability to represent the office and school in a professional manner

Mission:

The mission of Cardinal McCloskey Community Charter School is to address the academic, social-emotional and developmental needs of its students in a safe, supportive and trauma-sensitive learning environment.  Cardinal McCloskey Community Charter School is committed to serving at-risk students, including students in foster care and students receiving preventive services.  Through a rigorous program of instruction utilizing a trauma-informed, Sanctuary approach and by providing a wide range of wraparound support services, Cardinal McCloskey Community Charter School will help each student become more resilient, independent and academically successful.

During its first five-year contract, CMCCS will serve K-5^th grade students, and thereafter, will expand through 8^th grade.  CMCCS will be a separate 501c3 education corporation, which will work closely with Cardinal McCloskey Community Services.  The school will open in August 2018.

‪Sanctuary Model:

‪Cardinal McCloskey Community Charter School is committed to the Sanctuary Model, a comprehensive trauma-informed method for creating change and helping individuals heal from traumatic experiences. It is a whole system approach built around the framework of SELF (Safety, Emotional Management, Loss, and Future). It is designed to facilitate the development of structures, processes, and behaviors on the part of staff, children and the community as a whole that can counteract the physical and psychological wounds suffered by the children, youth, and families we work with. The ultimate outcome of a trauma informed philosophy is the creation of safe, therapeutic living and working environments for our students, families, agency members and ancillary providers, which espouse the proactive principles of growth, change, and empowerment of the individual for the betterment of the community. Each employee across our family of agencies has the responsibility to demonstrate the tenets of the Sanctuary Model in their work with students and in their interaction with other team members. Demonstrating these tenets is considered an essential responsibility for all staff in all positions across our school and family of agencies.

Administrative Assistant

The Administrative Assistant is responsible for managing the Principal’s schedule and calendar and organizing and supervising all the main administrative activities that facilitate the smooth and efficient running of the school’s main office.  The Administrative Assistant reports directly to the Principal, but is expected to carry out tasks as requested by the Principal and the Director of Operations and all instructional staff.

Responsibilities:

• Answering general telephone and email inquiries, and re-directing calls to appropriate administrators, faculty and staff members.
• Maintaining office appliances including computers, photocopier, fax machine, including interacting with suppliers and service engineers and taking responsibility for contracts and their fulfillment.
• Coordinating internal meetings and appointments, including—
  • Managing meeting room bookings
  • Welcoming guests on arrival
  • Clearing rooms after meetings have finished
  • Collating meeting information
• Overseeing school security procedures, in close coordination with the Director of Operations
• Managing postal operations, including:
  • Ensuring that all post is collected daily and on time
  • Ensuring that special/recorded delivery items are sent correctly
  • Distributing incoming post to relevant members of staff each morning
  • Preparing and franking large mailings when required
  • Arranging couriers as and when required and signing for incoming deliveries
• Managing personnel-related records and activities, including:
  • Maintaining records of staff holidays and absence
  • Coordinating temporary staff contracts, including liaison with Director of Finance regarding payment
  • Formulating general office induction procedures
• Maintaining up-to-date copies of all school supplier contracts, contact lists for staff and committee members and records of all domain names owned by school ensuring that registrations are up to date
• Distributing papers/information packs for all meetings organized by the school staff.
• Filing, including management of document archiving and organization and maintenance of common files (both hard copy and electronic format)
• Ensuring that school calendar is kept up-to-date with all conferences/meetings
• Managing/assisting with other assignments or ad hoc tasks as and when required
• Operating according to the professional standards of the school, which are defined in detail within the schools’ staff policies and procedures handbook
• Overseeing the collection and maintenance of all student records, under the oversight of the Director of Operations, including entering data in the ATS (Automate the Schools) System and the School’s internal student information management system.

Expected Qualifications and Training:

• Understanding of and commitment to the mission, goals, educational philosophy and activities of the school, as described in the school’s charter.
• Minimum of Associates Degree or secretarial training
• Demonstrated and successful record of prior employment in an administrative or secretarial capacity in an educational environment.
• Knowledge of and experience with relevant technologies.
• Commitment to continuous improvement and learning through professional development.
• Bilingual (Spanish/English) a plus

In addition to the above requirements, incumbent must:

• ‪‪Complete Sanctuary training in a timely manner;

CMCCS is committed to the practice of trauma-informed care in accordance with the tenets of the Sanctuary Model ® through utilizing the SELF-framework for Sanctuary practice and promulgating ongoing Sanctuary professional development for trauma-informed classrooms.

Amani Public Charter School, a public charter school that serves students in grades 5-8 in Mount Vernon, NY, seeks to hire an Eighth Grade Math teacher:  expected courses to teach will be Common Core Algebra 1 and  8th Grade Math. THIS POSITION IS AVAILABLE JANUARY 22, 2018.  Math Teachers are dedicated to promoting independent, critical thinkers, inspired to develop a love for mathematics and numeracy.  The Math teacher at Amani will build a classroom culture in which scholars love math.  They will provide clear and consistently high quality math instruction for all scholars.  In addition they will create instructional lesson plans and classroom activities that contribute to a climate where scholars are actively engaged in a meaningful learning experience. Finally as a data driven school we are searching for a unique individual who can drive academic outcomes by analyzing student work, studying data, and implementing high -leverage instructional moves to ensure dramatic gains for all scholars.  Our goal is to provide Amani Scholars with the academic and critical thinking skills necessary to succeed in competitive high school programs, college and the career of their choice.  The successful individual will also bring a mastery of classroom management, experience working in an urban environment and a track record of building strong relationships with scholars and families. Candidates must be certified Math Instructor – Secondary Certification, 5-6 extension is a plus

Responsibilities

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

• Collaborate with peers on curriculum development and lesson planning to maximize opportunities for connecting curricula and concepts
• Share student work, and troubleshoot difficult issues relating to student success, difficulties and progress
• Have a complete understanding of curricular goals and objectives

• Observe, assess, record and research instructional strategies that foster mastery of learning for students at all levels of academic achievement, including students with disabilities.
• Utilize a wide range of instructional strategies to meet students’ different learning styles and needs.
• Adapt lessons and differentiate instructional strategies to optimize student mastery of the standards and learning objectives.
• Develop student individual and group learning goals based on data analysis, and other performance assessment indicators.

• Create and maintain conditions within the classroom that lead to accomplishment of the school mission.
• Maintain an atmosphere of high expectations for students, in order to promote effective learning by explicitly identifying mastery goals.
• Respond to inappropriate behavior in a non-coercive, professional manner, using consistent, positive teacher to student interactions.

• • Keep accurate records of student attendance and progress.

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

• Participate in professional development sessions and coordinate lesson topics with other teachers in order to create a coherent curricular design to maximize student understanding and enrich the learning experience   
• Engage in self-reflection and reflection on academic practices in order to succeed in achieving academic goals

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

Qualifications

• Bachelor’s degree required; Master’s Degree Preferred
• New York State Teaching Certification Required
• Demonstrated successful experience working in an urban school  setting.
• Demonstrated ability to communicate and work effectively with staff and parents
• Demonstrated competence in oral and written to communication
• Demonstrated ability to work effectively as a team member
• Flexibility and sense of humor

Harlem Village Academies
Harlem Village Academies is a progressive K-12 charter school network in Harlem affiliated with the Progressive Education Institute. We are passionate about creating a rich intellectual life for students as well as teachers.

The Opportunity
As the College Support Director at Harlem Village Academies, you will lead a team committed to supporting students that are transitioning to and enrolled in college.  You will ensure the highest levels of persistence and graduation from college. You will serve as a crucial guide and role model to your team and students, building close relationships that will inspire them to be their best and achieve their goals. You will support our alumni by implementing programs that meet their diverse needs.

Our ideal candidate is a smart, passionate, educator with an extraordinary ability to connect with, inspire and mentor young people. You are able to deeply understand the needs of young people and then develop programs to address these needs. You’re great at helping students become more reflective and take ownership over their education. You’re genuinely warm and kind, and thrive on a dynamic team.

Responsibilities:

• Develop and manage alumni initiative programs to serve all HVA alumni
• Collaborate closely with the college access team, teachers, and school leaders to build a cohesive, coherent, and robust college access and support team
• Identify metrics to measure success of the program and continually evaluate and report on the effectiveness of the program using data
• Conduct one-on-one counseling and support for a caseload of students
• Establish and maintain partnerships with colleges and universities
• Assist with school transfers and financial aid issues
• Support and promote the school’s culture, professional values and standards, and serve as a role model to alumni
• Maintain accurate data and tracking systems to reflect student progress

Qualifications:

• At least five years of professional experience in alumni support or college counseling
• Demonstrated leader with the skills to manage a team
• At least three years of experience leading a team
• Ability to use data to inform practice, with a clear understanding of the metrics that lead to college success
• A team player, with a strong work ethic and consistent follow-through
• Exceptionally effective at building lasting and meaningful relationships with students
• Ability to develop programs
• Experience working with students from diverse backgrounds
• Strong organizational skills and attention to detail
• Master’s degree required

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 Superintendent will lead and manage the senior level team at the network. Our ideal candidate is a master teacher and experienced leader with broad knowledge of and deep experience in quality instruction and progressive classroom culture, as well as a sense of urgency around student achievement results and a passionate commitment to quality. S/he will work closely with the senior level team at the network to implement and contribute to the continual improvement of HVA’s model of progressive, accountable teaching and learning. Additionally, s/he will ensure the network team is functioning at a high level

• Work with the team to achieve and maintain the vision of exemplary progressive pedagogy in all HVA schools
• Ensure all network teams are functioning at a high level and moving the network vision and goals forward
• Through the management of the team, ensure schools meet all academic, operational, and culture goals
• Through the management of the team, ensure the network meets all hiring, budgetary, and facilities related goals
• Organize and lead high level data analysis around all aspects of the schools and network, producing monthly comprehensive data reports
• Establish and run systems to assess and maintain high quality instruction across the schools
• Streamline and run performance management processes across the network
• Provide individual development and management to members of the senior network team

Qualifications:

• Eight years of experience in educational leadership with a track record of student achievement results
• Extensive understanding of both the academic and operational side of running excellent schools
• Ability to communicate clearly and directly while also inspiring the team
• 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

 Middle School Science Teacher

Join Central Queens Academy (CQA), a new and growing charter middle school serving a multi-ethnic immigrant community. Located in Glendale and Elmhurst, CQA enrolls a diverse student body that hails from all over the world. The mission of CQA is to prepare students for success in education, the workforce, and the community through a school that integrates literacy, standards-based academics, and culturally responsive support services. In 2018-2019, we will serve about 400 students in grades 5 through 8.

We are seeking a Middle School Science Teacher who wants to join a small, student-centered school in Queens. All team members will be called upon to employ a “whatever it takes” mentality and activate innovative thinking to help our students.

What We Ask of our Teachers

• Teach – Drive student mastery of core and character standards through excellent teaching practices
• Collaborate – Support efforts to institutionalize effective team practice and build a strong foundation
• Grow – Engage in continual learning and reflective practices to build your skills and career

What We Look For

• Evidence of self-reflective practices, coachability, self-motivation, and collaboration (required)
• Exhibits a high level of organization, a knack for systems of data collection and analysis, and preparedness for instructional blocks (required)
• Minimum Bachelors Degree (required) and Masters Degree (preferred)
• NYS Certification in respective area of instruction (required)
• At least two years of teaching experience in an urban setting (preferred)
• Experience/strength in content area of application (preferred)
• Expertise in standards-based curriculum design or with UBD framework (preferred)
• Bilingual (Asian or Spanish languages) (preferred)

Compensation

• Competitive salary, commensurate with experience
• Retirement plan participation
• Comprehensive benefits, including medical, vision, and dental insurance

 Middle School Math Teacher

Join Central Queens Academy (CQA), a new and growing charter middle school serving a multi-ethnic immigrant community. Located in Glendale and Elmhurst, CQA enrolls a diverse student body that hails from all over the world. The mission of CQA is to prepare students for success in education, the workforce, and the community through a school that integrates literacy, standards-based academics, and culturally responsive support services. In 2018-2019, we will serve about 400 students in grades 5 through 8.

We are seeking a Middle School Math Teacher who wants to join a small, student-centered school in Queens. All team members will be called upon to employ a “whatever it takes” mentality and activate innovative thinking to help our students.

What We Ask of our Teachers

• Teach – Drive student mastery of core and character standards through excellent teaching practices
• Collaborate – Support efforts to institutionalize effective team practice and build a strong foundation
• Grow – Engage in continual learning and reflective practices to build your skills and career

What We Look For

• Evidence of self-reflective practices, coachability, self-motivation, and collaboration (required)
• Exhibits a high level of organization, a knack for systems of data collection and analysis, and preparedness for instructional blocks (required)
• Minimum Bachelors Degree (required) and Masters Degree (preferred)
• NYS Certification in respective area of instruction (required)
• At least two years of teaching experience in an urban setting (preferred)
• Experience/strength in content area of application (preferred)
• Expertise in standards-based curriculum design or with UBD framework (preferred)
• Bilingual (Asian or Spanish languages) (preferred)

Compensation

• Competitive salary, commensurate with experience
• Retirement plan participation
• Comprehensive benefits, including medical, vision, and dental insurance

Middle School ELA Teacher

Join Central Queens Academy (CQA), a new and growing charter middle school serving a multi-ethnic immigrant community. Located in Glendale and Elmhurst, CQA enrolls a diverse student body that hails from all over the world. The mission of CQA is to prepare students for success in education, the workforce, and the community through a school that integrates literacy, standards-based academics, and culturally responsive support services. In 2018-2019, we will serve about 400 students in grades 5 through 8.

We are seeking a Middle School ELA Teacher who wants to join a small, student-centered school in Queens. All team members will be called upon to employ a “whatever it takes” mentality and activate innovative thinking to help our students.

What We Ask of our Teachers

• Teach – Drive student mastery of core and character standards through excellent teaching practices
• Collaborate – Support efforts to institutionalize effective team practice and build a strong foundation
• Grow – Engage in continual learning and reflective practices to build your skills and career

What We Look For

• Evidence of self-reflective practices, coachability, self-motivation, and collaboration (required)
• Exhibits a high level of organization, a knack for systems of data collection and analysis, and preparedness for instructional blocks (required)
• Minimum Bachelors Degree (required) and Masters Degree (preferred)
• NYS Certification in respective area of instruction (required)
• At least two years of teaching experience in an urban setting (preferred)
• Experience/strength in content area of application (preferred)
• Expertise in standards-based curriculum design or with UBD framework (preferred)
• Bilingual (Asian or Spanish languages) (preferred)

Compensation

• Competitive salary, commensurate with experience
• Retirement plan participation
• Comprehensive benefits, including medical, vision, and dental insurance

About Elm CCS

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

Lead Teacher

Elm CCS is looking for creative and results-driven teachers who align to inquiry-based models, value collaboration with colleagues, prioritize differentiation of instruction, are reflective and open to feedback and continual development, and believe in teaching the whole child.

Responsibilities:

• Building a classroom culture in which students love learning;
• Establishes a positive classroom environment through proactive methods, a clear management system, and strong student rapport;
• Teaching students through an inquiry-based curriculum, and placing the thinking work on all students;
• Adapt and implement curriculum and assessments to student needs; manage the curriculum pacing calendar;
• Design and implement targeted small group instruction according to student data and needs;
• Holds all students to high expectations, with the fundamental belief that students with special needs and emergent bilingual learners are capable of incredible growth and achievement;
• Actively monitors and assesses student achievement and progress based on short-term and long-term goals and objectives;
• Provides timely and frequent feedback for students, based on formal and informal assessments, and aligned to lesson and unit objectives and quarterly goals;
• Proactively builds relationships and collaborates with other staff members to meet team goals, share best practices, and solve grade team concerns;
• Engages and contributes in professional development; proactively applies professional development material into classroom and teaching; trains with colleagues and leaders to receive targeted, in-the-moment feedback on instruction;
• Communicates regularly with families regarding the academic performance and behavior of students.

Qualifications

• Hold certification in Special Education or English as Second Language, Elementary Education, or English as a Second Language
• Master’s Degree in Education with a specialization in early childhood or elementary education highly preferred
• Minimum of 2 years teaching experience in elementary education, preferably in urban education
• Demonstrated ability in adapting curriculum and lessons to various student needs
• Experience in interdisciplinary studies and inquiry-based learning highly preferred

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

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

About Elm CCS

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

Creative Teachers: Vocal Music, Fine Arts, Research & Media Lab, and Shop

Elm CCS is looking for creative and results-driven teachers who align to inquiry-based models, value collaboration with colleagues, prioritize differentiation of instruction, are reflective and open to feedback and continual development, and believe in teaching the whole child. Our Creative Course Teachers are a dedicated team of talented staff who provide our students with excellent education with strong connections to our literacy, math, humanities, and science curriculum.

Responsibilities:

• Building a classroom culture in which students love learning;
• Establishes a positive classroom environment through proactive methods, a clear discipline system, and strong student rapport;
• Teaching students through an inquiry-based curriculum, and placing the thinking work on all students;
• Create the scope sequence, unit overviews, and lessons for content-specific subject, integrating history and culture into the curriculum
• Supports in daily school duties including breakfast, lunch, and recess duty;
• Collaboratively work with teachers to ensure the content-specific subject is horizontally aligned to Elm’s Humanities and STEM curriculum
• Holds all students to high expectations, with the fundamental belief that students with special needs and emergent bilingual learners are capable of incredible growth and achievement;
• Actively monitors and assesses student achievement and progress based on short-term and long-term goals and objectives;
• Design and implement targeted small group literacy instruction according to student data and needs;
• Provides timely and frequent feedback for students, based on formal and informal assessments, and aligned to lesson and unit objectives and quarterly goals;
• Proactively builds relationships and collaborates with other staff members to meet team goals, share best practices, and solve grade team concerns;
• Engages and contributes in professional development; proactively applies professional development material into classroom and teaching; trains with colleagues and leaders to receive targeted, in-the-moment feedback on instruction;
• Communicates regularly with families regarding the academic performance and behavior of students.

Qualifications

• Hold certification in Elementary Education
• Master’s Degree in Education with a specialization in early childhood or elementary education preferred
• Majored in the content-specific subject is highly preferred
• Minimum of 2 years teaching experience in elementary education, preferably in urban education
• Demonstrated ability in adapting curriculum and lessons to various student needs
• Experience in interdisciplinary studies and inquiry-based learning highly preferred

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

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

About Community Roots:
Community Roots Charter School is a rigorous K-8 learning community where learning is embedded in meaningful real world context, where children are deliberately taught to see the connections between school and the world. Community Roots 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 Community Roots students learn to combine curiosity with appropriate application, which leads to deep understanding and the confidence to take on challenges to become who they want to be. Additional information is available at: www.communityroots.org.

Community Roots is hiring:

Community Roots Charter School (CRCS) seeks a maternity leave replacement for a Co-Director, effective March 5, 2018.

Co-Director Individual Responsibilities:

• supervision of grades 3-5 teachers
• monitoring the academic program and assessment of students in grades 3-5
• oversight of state testing and test preparation
• oversight of safety issues and custodial issues

Shared responsibilities between Co-Directors:

• working with families and children
• responding and following through on discipline related issues
• planning professional development
• accessing, analyzing, interpreting, and using school data in decision making; and maintaining a model of true collaboration

Qualifications:

The ideal candidate will hold New York State Certification in School Administration and Supervision, demonstrated successful teaching experience, leadership skills in working with professionals and staff, students and the community, possess excellent organizational and communication skills, and agreement with the academic goals and philosophy of Community Roots Charter School.  

Are you an educator seeking a position that provides cutting-edge educational experiences to change kids’ lives? If so, Bronx Lighthouse College Prep Academy is the right place for you! We are currently seeking an innovative, energetic and committed 9th-12th Grade Teachers to join us for the 2018-2019 school year.

Please submit your application or send your resume directly to Alyse Lewis in Human Resources at alyse.lewis@lha.net for consideration.

DETAILS:

• Bronx Lighthouse College Prep Academy is an established 9th-12th grade school striving to make positive changes in public education in the Bronx, NY area.
• We are currently collecting resumes for teaching candidates interested in 9th-12th Grade positions.
• All licensed teaching candidates interested in a school focused on rigorous academics, restorative practice and arts infusion will be highly considered.

Will you be the next strong addition to our 2018-2019 team of change-agents in the classroom? Find out by applying now!

EDUCATION & EXPERIENCE:
• Bachelor’s degree required, Masters Degree preferred
• Minimum of two years teaching experience in an urban public school or charter school setting preferred
• Required state teaching certification/licensure; Highly Qualified status under No Child Left Behind
• Proven track record of raising student achievement scores in an urban environment
• Strong desire to work within an innovative, urban educational program

CORE COMPETENCIES:
• Mission Focused
• Driven towards Excellence
• Results Oriented
• Culturally Proficient
• Collaborative Colleague
• Constant Learner

KNOWLEDGE & SKILLS:
• Knowledge of or experience with Common Core State Standards or Understanding by Design preferred
• Ability to use data to inform instruction and decision-making related to student achievement
• Ability to turn best practices into high quality, goal-driven  results
• Highly effective writing, oral and interpersonal skills to communicate with a varied audience
• Data managements tools, organizational tools, computer skills (Word, Excel, Access, PowerPoint and Outlook)

Are you an educator seeking a position that provides cutting-edge educational experiences to change kids’ lives? If so, Metropolitan Lighthouse College Prep Acdemy is the right place for you! We are currently seeking an innovative, energetic and committed 9th & founding 10th Grade Teachers to join us for the 2018-2019 school year.

Please submit your application or send your resume directly to Alyse Lewis in Human Resources at alyse.lewis@lha.net for consideration.

DETAILS:

• Metropolitan Lighthouse College Prep Academy is a new & growing school striving to make positive changes in public education in the Bronx, NY area.
• We are currently collecting resumes for teaching candidates interested in 9-10th Grade positions. This will be a founding year for 10th grade expansion.
• All licensed teaching candidates interested in a school focused on rigorous academics, restorative practice and arts infusion will be highly considered.

Will you be the next strong addition to our 2018-2019 team of change-agents in the classroom? Find out by applying now!

EDUCATION & EXPERIENCE:
• Bachelor’s degree required, Masters Degree preferred
• Minimum of two years teaching experience in an urban public school or charter school setting preferred
• Required state teaching certification/licensure; Highly Qualified status under No Child Left Behind
• Proven track record of raising student achievement scores in an urban environment
• Strong desire to work within an innovative, urban educational program

CORE COMPETENCIES:
• Mission Focused
• Driven towards Excellence
• Results Oriented
• Culturally Proficient
• Collaborative Colleague
• Constant Learner

KNOWLEDGE & SKILLS:
• Knowledge of or experience with Common Core State Standards or Understanding by Design preferred
• Ability to use data to inform instruction and decision-making related to student achievement
• Ability to turn best practices into high quality, goal-driven  results
• Highly effective writing, oral and interpersonal skills to communicate with a varied audience
• Data managements tools, organizational tools, computer skills (Word, Excel, Access, PowerPoint and Outlook)

Mission Statement

School in the Square, an independent charter school in Washington Heights,  integrates the core values of democratic living with best practice teaching and learning, ensuring that each child and educator feels known, heard, and safe as well as challenged, supported, and engaged. We are hiring our third cohort of teachers as we welcome a new grade, bringing us to 300 students, grades 6-8.

We’re hiring. We are as committed to adult learning as we are to student learning and are searching for experienced, knowledgeable, reflective and passionate teachers who want to help us build an engaging learning community that respects adolescents.

Our Community

• Values relationships first with an emphasis on social and emotional learning with high academic expectations
• Empowers teachers and provides the resources to insure student growth
• Measures student growth using multiple assessment tools, including but not limited to test scores
• Provides strong support for educators through ongoing feedback, professional development, planning time and celebration
• Values strong relationships with families

Our Teachers

• Respect children and are committed to working towards equity for all
• Want to join a vibrant learning community
• Cultivate collegial relationships through open dialogue, collaboration and sharing of effective practices
• Are open to co-teaching with colleagues or apprentice teachers
• Are open to learning from inevitable mistakes and value honest feedback
• Use data to inform instruction and meet the needs of all learners

Visit our jobs board to see our open positions for the 2018-19 school year.

Qualifications:

• Prior experience and success in teaching middle school students
• New York State Teaching Certification in English Language Arts
• Professional portfolio or collection of work that shows evidence of developing engaging and innovative lessons including standards and effective use of assessments to inform instruction
• Capacity to be self-reflective, accept and implement feedback to improve instruction
• Eager to collaborate, share resources and learn from colleagues
• Enjoyment of teaching and coaching adolescents in both academic and non-instructional situations, respecting and encouraging student efforts
• Participation in ongoing professional learning
• A Master’s degree in Education or relevant content area preferred
• Ability to commit to planning sessions and orientation in Summer 2018

Compensation and benefits

• Competitive salary commensurate with experience.
• Full benefits package including health and extremely competitive 401K

ABOUT BREAKTHROUGH NEW YORK

Since 1999 Breakthrough New York has supported more than 600 motivated, low-income students prepare for, enroll in, and persist in rigorous high schools and colleges. It is our mission to help students break through barriers and obstacles that stand in the way of their success, and we’re proud to be a part of their journey.

During Middle School We…

• Support some of the most talented and motivated middle school students you’ll ever meet with over 200 hours of academic and leadership programming per year
• Guide students and families through the high school application process to ensure their acceptance and enrollment into high schools that will truly prepare them to thrive in college

Our High School Students…

• Develop their leadership potential through experiential community service opportunities, internships, and college prep programming
• Receive academic support to ensure they excel and persist through high school
• Are supported through the college application and decision process so they stand out as exceptional candidates to colleges and universities around the world

After 12^th Grade, Our College Students…

• Remain engaged with the Breakthrough New York family
• Receive academic and college persistence support
• Work with our team to explore career pathways and choose one that best meets their professional aspirations, talents, and skills
• Graduate with the academic credentials and leadership ability to thrive in their professional careers and make a difference in the world

As an added bonus, throughout the entire program, our students…

• Learn and grow with the support of 200+ exceptional Tutors and Teaching Fellows (high school and college students!) in our unique “students-teaching-students” model

Since the inception of our current program model, each year…

• 98% of our rising ninth grade students enroll in college preparatory high schools
• 100% of our high school students matriculate to four year colleges
• 98% of our college students are persisting in college and are on track to graduate within four years

ABOUT THE TEAM

We are a small and mighty team committed to living our core values by:

• Learning and leading flexibly and constantly
• Embracing a sense of the possible
• Valuing relationships
• Modeling integrity
• Being all in

We work together to foster a strong and positive staff culture by supporting each other to advance the work, navigating challenges actively, celebrating our successes, being open and purposeful, and ensuring our community comes first.

ABOUT THE POSITION

As the High School Placement Director you will ensure every BTNY middle school student is prepared to gain acceptance and financial aid into a college prep high school. The HSP Director leads and manages the organizational roll out of all student-related preparation, application, and commitment activities for the HS application process.

Primary Duties and Responsibilities

Vision and Strategy

• Develop, implement, and inspire a vision and strategy for the growing high school placement program at BTNY. This will include setting goals, measures of success, and the operating plan to achieve high school placement goals.
• Quickly able to identify, implement, and codify innovative strategies to ensure all our students gain entry to the most competitive, college preparatory high schools in the country with the adequate financial aid necessary.

Leadership

• In conjunction with the Program Director, develop, implement, and inspire a shared vision and strategy for high school placement aligned with the organization’s mission and goals. Lead program-wide meetings, decisions, and the program operating plan.
• Invest, inspire and engage stakeholders (students, parents, school partners, staff) to gain their trust, confidence, and commitment to high school placement.
• Proven ability to counsel students and families.
• Partner with the senior leadership team to elevate organizational trends and proactively provide solutions to continuously improve high school placement.

Management

• Maintain organizational expertise in the high school placement process – coordinating all high school placement activities, establishing policies, procedures, and training to maximize effectiveness and efficiency.
• Manage the execution of all high school placement activities delivered by full-time and part-time staff.
• Manage BTNY brand and relationships with HS admissions and financial aid officers.
• Lead evaluation processes to assess the strengths of high school placement and program, identify areas for improvement, and prioritize and implement programmatic improvements.
• Manage all vendors associated with high school placement, including test prep companies to ensure student results.
• Develop and manage the high school placement and tuition aid budget including monitoring monthly cash flow, anticipating variances, and elevating resource needs to the senior leadership team.
• Identify and evaluate the risks associated with program activities and take appropriate action to mitigate risks.

Qualifications, Proven Skills, and Mindsets

• Proven ability to articulate, inspire, and achieve a shared vision.
• Curiosity and critical thinking to synthesize information and ideas quickly, recognize opportunities that arise, and take action to seize opportunities.
• Ability to learn quickly and foster a growth mindset culture by modeling continuous learning and adaptability to change.
• Ethos of personal responsibility evident by consistent pattern of achieving ambitious goals on time with high standards.
• Outstanding communication skills, both written and oral, including ability to adjust communication as socially and culturally appropriate.
• Proven ability to build effective relationships across lines of difference, effectively resolve conflict, and gain the confidence of others through honesty, integrity, and authenticity.
• Proven ability to use quantitative and qualitative methods to measure program effectiveness and leverage data to drive strategy.
• Ability to balance daily operations with a strategic and long-term perspective.
• Sound discernment and judgment with the ability to move work forward independently.

Minimum Experience and Education

• A minimum of 5 years of professional experience including no less than 2 years managing the school application process
• Experience developing and applying tools and methods to evaluate program success
• Experience developing systems and processes to transition an organization from the start-up phase to sustainability
• Proficiency with MS Office (Word, Excel, and PowerPoint), Salesforce and comfort learning new systems
• Minimum of a Bachelor’s degree

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/Retirement Plan (with an employer-matching component)
  • Commuter Benefit Plan
  • Health and Dependent Flexible Spending Accounts
• Very generous paid time-off including holiday, vacation, sick, and personal time
• Annual Professional Development Stipend
• Employee Referral Compensation Policy

What Makes Harlem Village Academies Different?

Harlem Village Academies is a progressive K-12 charter school network in Harlem affiliated with the Progressive Education Institute. We are passionate about creating a rich intellectual life for students as well as teachers.

Progressive Educational Philosophy

We believe students learn best through experience, deep engagement and discovery. We want our students to be intellectually curious, creative, and independent. We want them to love learning, to be articulate and reflective. Students should spend their school days constructing knowledge, grappling with questions, and doing the intellectual heavy lifting, with teachers as adept guides.

Constant Learning for Teachers

We give our faculty access to the most accomplished master teachers and the most sophisticated professional learning opportunities in the country. We’re learning every day, meeting frequently to discuss our instruction, reflect on our lessons and improve our pedagogy. We’re passionate about creating a rich intellectual life for ourselves and our students.

RESPONSIBILITIES

• Plan and teach highly engaging, academically rigorous curriculum and lessons, aligned with HVA’s standards and progressive pedagogical philosophy
• Invest several hours per week in professional learning, including personalized instructional coaching, co-planning, department meetings, grade level meetings and other learning work
• 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 to develop increased agency, responsible autonomy and ownership over learning
• Analyze assessment data and use it to inform 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

• Two years of mathematics teaching experience preferred, in grades 7-12
• 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 Elm CCS

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

Curriculum and Data Coordinator

Elm Community Charter School is seeking an innovative Curriculum and Data Coordinator (CDC) with foundational knowledge and experience in developing interdisciplinary and inquiry-based curriculum, as well as an in-depth understanding of data collection and analysis. As an instructional leader, the CDC will collaborate with the Principal in overseeing curriculum development and alignment, and professional development for the staff. Reporting to the Principal, the CDC will be a results-driven leader using data to make decisions to promote student achievement.

Responsibilities:

• Designs and develops curriculum, particularly for Humanities and STEM, working in collaboration with consultants.
• Coordinates necessary field studies, service learning opportunities, and community partnerships related to Humanities and STEM courses
• Provides individual staff support (e.g. coaching, co-planning) in the implementation of curriculum
• Designs and develops benchmark assessments for literacy, math, and science
• Oversees and manages school-wide diagnostic and benchmark assessments
• Leads professional development around data analysis and data-driven instruction
• Prepares academic data reports for the Principal and Board of Trustees; acts as a key guide to Principal on making responsive and timely data-driven decisions with action plans to change teaching practice
• Collaborates with the Principal in Elm’s Response to Intervention Protocol (RtI); advocating for our school design when it comes to special education, skips and holdovers, and diagnosing trends to create effective, actionable plans to change student outcomes; and
• Working with meticulous attention to detail and excellent project management skills with proven systems to maintain integrity

Qualifications

• Minimum of 5 years teaching experience in elementary school, preferably experienced in literacy
• Minimum of 2 years experience developing curriculum, preferably related to interdisciplinary studies
• Master’s Degree in Education
• Demonstrated understanding of instructional practice, including delivery of instruction, assessment and data analysis of student performance
• Alignment to Elm’s mission, core beliefs, and educational philosophy

Successful candidates should also have the following experiences and characteristics:

• Are a leader with conviction who knows how to build relationships across teams and can inspire their school community;
• Have the capacity and interest in developing and growing in capacity and roles;
• Have unparalleled commitment to action-driven analysis; and
• Are deeply self-reflective, passionate, and committed to high quality education for all students

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

Aligned with HVA’s progressive vision, directly manage and support teachers and instructional coaches to produce outstanding instruction and classroom culture

• Develop teachers through professional learning with a focus on planning, modeling, and in-class coaching – and follow-up with urgency to ensure teachers are effectively implementing what they have learned (e.g., follow-up observations same or next day)
• Use student achievement data and student work to drive instructional improvement and decisions and to help teachers achieve learning goals
• Co-lead with principals the teacher performance management process, including direct and clear ongoing feedback, and development
• Develop, supervise, and support teachers in progressive classroom culture that is respectful, focused, independent and aligned with HVA’s student culture

Lead and continually improve the effective implementation of school systems and structures related to:

• Curriculum and instruction
• Professional learning
• Informal daily assessment, including learning targets, as well as regular interim assessments
• Authentic presentations of learning based on criteria for quality student work
• State test preparation
• Communicating student progress to parents and ensuring parents are informed and involved
• Effective data-driven tutoring to ensure students keep pace daily (rather than catching up)
• Collaborate with and supervise the Special Education Coordinator to ensure all students are receiving the appropriate services and making appropriate progress toward learning goals
• Collaborates with the Operations team to ensure the learning environment is beautiful, clean, and designed to support student learning
• Support the leadership team to ensure effective implementation of logistics necessary for running a well-functioning school, such as scheduling, test administration, and other details

Qualifications:

• At least six years’ experience teaching in an urban setting with a track record of results
• Exceptional teaching abilities – engaging, sophisticated, effective, and progressive
• Well-versed in the most important aspects of progressive pedagogy and/or experience in a K-8 suburban, selective, or private progressive school
• Experience analyzing qualitative and quantitative data to inform instructional decisions
• Demonstrated experience leading highly effective training for teachers around instructional best practices
• 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

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

• Educational Vision
  • Ensure all curriculum, assessments, and resources align with the vision and support high levels of student achievement
  • Oversee the implementation of the educational vision across all campuses and ensure schools are producing amazing results for students
• Curriculum
  • Manage the creation and/or curation of all curriculum for K-8, including the scope and sequence of units, daily lesson plans, and resources
  • Create and oversee systems for implementing a consistent curriculum across all campuses
• Data & Analysis
  • Manage the creation and/or curation of all assessments for K-8
  • Oversee the data analysis process across the network, including the data reporting
• Professional Learning
  • Collaborate very closely with leadership on professional learning for teachers
• Management
  • Manage the Literacy, Math, Science, Social Studies, and Arts team members
  • Build a strong, collaborative team with exceptionally high standards for work product, clear and consistent communication, and strong systems for managing multiple projects at once

Qualifications:

• At least six years of experience in literacy-based curriculum development and/or literacy program management with a proven track record of student achievement results
• Exceptional understanding of a progressive approach to instruction and a wide knowledge of the most innovative and successful instructional methods across the country
• Experience creating data analysis systems and implementing those systems across a school or network of schools
• Demonstrated experience leading highly effective professional learning  for teachers and/or leaders around instructional best practices

• 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

The CAMBA After-School Site Coordinator is the individual in charge and on site that ensures the effective and high quality functioning of all operational aspects of CAMBA’s out of school time program in accordance with all program goals, targets and performance outcomes and all CAMBA and program policies, procedures and protocols.

ESSENTIAL DUTIES AND RESPONSIBILITIES: ​

• Ensure the safety and security of each participant by following all CAMBA after-school protocols and procedures regarding safety, supervision, accident and incident reporting;
• Ensure the staff is fully trained in a broad range of areas including child development, effective teaching strategies, behavior management, and positive reinforcement techniques;
• Coordinate and follow up on participant outreach, enrollment and attendance to meet CAMBA and funder goals;
• Plan and organize program activities to maximize program contract’s goals and performance targets;
• Interact with and support the needs of parents through Family Nights, referrals, telephone calls and in-person meetings;
• Collaborate with school administrators and key school staff to share information to ensure the safe transition of participants from day-school to CAMBA;
• Collaborate with school administrators and key school staff to share information to address the academic and social/emotional needs of participants;
• Motivate, coach and counsel staff to excel;
• Monitor participants’ progress regularly; and
• Any and all other tasks necessary for the successful operation of the program.

MINIMUM EDUCATION/EXPERIENCE REQUIRED:

Bachelor’s degree and two years of applicable experience and/or equivalent experience.​

OTHER REQUIREMENTS:  

• Two years supervisory experience required
• Experience working with elementary school students in a school-based or community-based setting; after-school experience preferred
• Familiarity with diverse ethnic and cultural communities;
• Outstanding organizational, critical thinking and writing skills;
• Sensitivity to parent concerns and child development issues;
• Enthusiasm; creativity, initiative and the ability to adapt quickly to change; and
• The proven ability to serve as a dynamic team leader

High School French Teacher

• Are you a passionate, and talented teacher?
• Do you love working in urban schools?
• Are you looking for a high school culture that strikes the perfect balance of structure and freedom, where academic rigor drives all other aspects of school life, and where positive reinforcement for hard work and effort is the norm?
• Do you constantly strive to improve your craft through coaching, incorporation of data, and whatever other resources you can find?
• Do you thrive in the company of equally committed, driven, and gifted teachers?

MESA Charter High School might be the right place for you!

Math, Engineering, and Science Academy (MESA) Charter High School is a community high school in Bushwick, Brooklyn. We opened our doors on August 19, 2013, and we now have 465 students in grades 9-12. We graduated our first class of seniors in June 2017 and our graduate rate is 92%. Our students come from more than forty different middle schools, including public, parochial, and charter schools. Some are advanced students coming from magnet schools; others are beginning English Language Learners. What they all have in common is a desire to succeed. MESA students come to school every day, ready to work—we have a 95% attendance rate and a 97% punctuality rate, both significantly higher than other high schools in our district! When it comes to regents pass rates, MESA outperforms its peers by a rate of 20-30%!

Some key aspects of MESA’s design are:

• Smart teaching—MESA uses a Standards-Based Grading system, which makes data understandable and accessible. This enables teachers to create targeted, focused instruction, and helps students understand and track their own progres MESA teachers love data (or at least aren’t afraid of it!).
• Smart support—MESA teachers have a minimum of rote administrative duties in order to better focus on planning, instruction, and assessment. Teachers receive ongoing coaching and feedback.   MESA is committed to collaboratively developing and growing its teachers. Dedicated time for professional development and collaborative planning is built into the calendar.
• Smart scheduling—MESA’s school day starts and ends later than most DOE schools, as research indicates that a late start helps high-school students succeed.
• Smart culture—MESA provides students with a separate effort grade each week, which will lead to rewards for students. MESA also emphasizes positive reinforcement for student effort and performance. All MESA teachers lead an Advisory, and serve as Advisor to 10-13 students.
• Smart relationships—MESA believes that all parents want their children to succeed, and enlists them as partners through phone calls, workshops, and frequent contact. More than 85% of MESA parents attended parent-teacher conferences, a number generally unheard of in unscreened urban high schools
• Smart calendar—MESA’s calendar has187 days of instruction, as well as dedicated PD and grading days. MESA’s calendar and earlier start allow for “Intersession,” during which students receive enrichment, skill remediation, or Regents preparation.

Job Responsibilities

Teaching Duties

• Design and teach five 52-minute sections of French each day (two periods daily of prep time). Utilize Universal Design for Learning method of planning and instruction to reach all learners.
• Build relationships with all students. MESA teachers believe that rapport is key to student engagement and motivation.
• Attend, participate in, and facilitate team meetings and professional development opportunities, as well as common planning times. MESA believes that good professional development is interactive, practical, and teacher-driven.
• Communicate regularly with parents about both positive and negative interactions with students, making a minimum of two positive contacts (phone, email, or text message) with parents per week.
• Hold office hours (extra help sessions) twice per week, either before or after school.
• Teach one week of Intersession based on teacher interest (additional stipend provided).
• Maintain duties as Advisor.
• Other duties, as assigned by the Principal.

Qualifications: (1) Minimum Bachelor’s degree in subject area to be taught, Master’s Degree preferred; (2) At least four years’ teaching experience in an urban public high school or charter school setting; (3) Proven track-record of high achievement in the classroom and commitment to accountability; (4) Belief in and alignment with MESA’s core beliefs and educational philosophy; (5) Valid New York State Certification preferred; (6) French-speaker required.

Salary: Highly competitive, commensurate with experience.

To apply: Please email your resume and cover letter to Arthur Samuels, Executive Director, at info@mesacharter.org with the subject heading “French Teacher.” Cover letter should specifically indicate why you want to work at MESA. APPLY BY EMAIL ONLY. Due to the nature of the position and the volume of applications received, MESA will not be able to reply to all submissions. MESA will contact candidates with next steps.

High School Instructor for English Language Learners (ELL)

• Are you a passionate, and talented teacher?
• Do you love working in urban schools?
• Are you looking for a high school culture that strikes the perfect balance of structure and freedom, where academic rigor drives all other aspects of school life, and where positive reinforcement for hard work and effort is the norm?
• Do you constantly strive to improve your craft through coaching, incorporation of data, and whatever other resources you can find?
• Do you thrive in the company of equally committed, driven, and gifted teachers?

MESA Charter High School might be the right place for you!

Math, Engineering, and Science Academy (MESA) Charter High School is a community high school in Bushwick, Brooklyn. We opened our doors on August 19, 2013, and we now have 465 students in grades 9-12. We graduated our first class of seniors in June 2017 and our graduate rate is 92%. Our students come from more than forty different middle schools, including public, parochial, and charter schools. Some are advanced students coming from magnet schools; others are beginning English Language Learners. What they all have in common is a desire to succeed. MESA students come to school every day, ready to work—we have a 95% attendance rate and a 97% punctuality rate, both significantly higher than other high schools in our district! When it comes to regents pass rates, MESA outperforms its peers by a rate of 20-30%!

Some key aspects of MESA’s design are:

• Smart teaching—MESA uses a Standards-Based Grading system, which makes data understandable and accessible. This enables teachers to create targeted, focused instruction, and helps students understand and track their own progres MESA teachers love data (or at least aren’t afraid of it!).
• Smart support—MESA teachers have a minimum of rote administrative duties in order to better focus on planning, instruction, and assessment. Teachers receive ongoing coaching and feedback.   MESA is committed to collaboratively developing and growing its teachers. Dedicated time for professional development and collaborative planning is built into the calendar.
• Smart scheduling—MESA’s school day starts and ends later than most DOE schools, as research indicates that a late start helps high-school students succeed.
• Smart culture—MESA provides students with a separate effort grade each week, which will lead to rewards for students. MESA also emphasizes positive reinforcement for student effort and performance. All MESA teachers lead an Advisory, and serve as Advisor to 10-13 students.
• Smart relationships—MESA believes that all parents want their children to succeed, and enlists them as partners through phone calls, workshops, and frequent contact. More than 85% of MESA parents attended parent-teacher conferences, a number generally unheard of in unscreened urban high schools
• Smart calendar—MESA’s calendar has 187 days of instruction, as well as dedicated PD and grading days. MESA’s calendar and earlier start allow for “Intersession,” during which students receive enrichment, skill remediation, or Regents preparation.

Specific Responsibilities:

• Teach and provide services to all of MESA’s English Language Learners, both through push-in and through sheltered instruction pull-out.
• Lead or assist with administration of NYSESLAT and all other assessments, including those that may be necessary to identify ELL students.
• Assist subject-area teachers with adapting lessons to needs of ELL students, and provide ongoing training on best practices for reaching ELL students.
• Build relationships with all students. MESA teachers believe that rapport is key to student engagement and motivation.
• Attend, participate in, and facilitate team meetings and professional development opportunities, as well as common planning times. MESA believes that good professional development is interactive, practical, and teacher-driven.
• Communicate regularly with parents about both positive and negative interactions with students, making a minimum of two positive contacts (phone, email, or text message) with parents per week.
• Teach one week of Intersession enrichment program based on teacher interest (additional stipend provided).
• Maintain duties as Advisor.
• Other duties, as assigned by the Principal.

Qualifications: (1) Minimum Bachelor’s degree in subject area to be taught, Master’s Degree preferred; (2) Experience in an urban public high school or charter school setting; (3) Proven track-record of high achievement in the classroom and commitment to accountability; (4) Belief in and alignment with MESA’s core beliefs and educational philosophy; (5) Valid New York State Certification preferred; (6) Fluent Spanish-Speaker required.

Salary: Highly competitive, commensurate with experience.

To apply: Please email your resume and cover letter to Arthur Samuels, Executive Director, at info@mesacharter.org with the subject heading “High School ELL Instructor.” Cover letter should specifically indicate why you want to work at MESA. APPLY BY EMAIL ONLY. Due to the nature of the position and the volume of applications received, MESA will not be able to reply to all submissions. MESA will contact candidates with next steps.

High School Global Studies Teacher

• Are you a passionate, and talented teacher?
• Do you love working in urban schools?
• Are you looking for a high school culture that strikes the perfect balance of structure and freedom, where academic rigor drives all other aspects of school life, and where positive reinforcement for hard work and effort is the norm?
• Do you constantly strive to improve your craft through coaching, incorporation of data, and whatever other resources you can find?
• Do you thrive in the company of equally committed, driven, and gifted teachers?

MESA Charter High School might be the right place for you!

Math, Engineering, and Science Academy (MESA) Charter High School is a community high school in Bushwick, Brooklyn. We opened our doors on August 19, 2013, and we now have 465 students in grades 9-12. We graduated our first class of seniors in June 2017 and our graduate rate is 92%. Our students come from more than forty different middle schools, including public, parochial, and charter schools. Some are advanced students coming from magnet schools; others are beginning English Language Learners. What they all have in common is a desire to succeed. MESA students come to school every day, ready to work—we have a 95% attendance rate and a 97% punctuality rate, both significantly higher than other high schools in our district! When it comes to regents pass rates, MESA outperforms its peers by a rate of 20-30%!

Some key aspects of MESA’s design are:

• Smart teaching—MESA uses a Standards-Based Grading system, which makes data understandable and accessible. This enables teachers to create targeted, focused instruction, and helps students understand and track their own progres MESA teachers love data (or at least aren’t afraid of it!).
• Smart support—MESA teachers have a minimum of rote administrative duties in order to better focus on planning, instruction, and assessment. Teachers receive ongoing coaching and feedback.   MESA is committed to collaboratively developing and growing its teachers. Dedicated time for professional development and collaborative planning is built into the calendar.
• Smart scheduling—MESA’s school day starts and ends later than most DOE schools, as research indicates that a late start helps high-school students succeed.
• Smart culture—MESA provides students with a separate effort grade each week, which will lead to rewards for students. MESA also emphasizes positive reinforcement for student effort and performance. All MESA teachers lead an Advisory, and serve as Advisor to 10-13 students.
• Smart relationships—MESA believes that all parents want their children to succeed, and enlists them as partners through phone calls, workshops, and frequent contact. More than 85% of MESA parents attended parent-teacher conferences, a number generally unheard of in unscreened urban high schools
• Smart calendar—MESA’s calendar has 187 days of instruction, as well as dedicated PD and grading days. MESA’s calendar and earlier start allow for “Intersession,” during which students receive enrichment, skill remediation, or Regents preparation.

Specific Responsibilities

• Design and teach five periods of Global Studies each day (two periods daily of prep time). Utilize Universal Design for Learning method of planning and instruction to reach all learners.
• Build relationships with all students. MESA teachers believe that rapport is key to student engagement and motivation.
• Attend, participate in, and facilitate team meetings and professional development opportunities, as well as common planning times. MESA believes that good professional development is interactive, practical, and teacher-driven.
• Communicate regularly with parents about both positive and negative interactions with students, making a minimum of two positive contacts (phone, email, or text message) with parents per week.
• Hold office hours before or after school, twice per week, to provide extra help and opportunities for reassessment.
• Teach one week of Intersession enrichment program based on teacher interest (additional stipend provided).
• Maintain duties as Advisor.
• Other duties, as assigned by the Principal.

Qualifications: (1) Minimum Bachelor’s degree in subject area to be taught, Master’s Degree preferred; (2) Minimum of three years teaching experience in an urban public high school or charter school setting, or similar background; (3) Proven track-record of high achievement in the classroom and commitment to accountability; (4) Belief in and alignment with MESA’s core beliefs and educational philosophy; (5) Valid New York State Certification strongly preferred; (6) Spanish-speaker a plus.

Salary: Highly competitive, commensurate with experience.

To apply: Please email your resume and cover letter to Arthur Samuels, Executive Director, at info@mesacharter.org with the subject heading “High School Social Studies Teacher.” Cover letter should specifically indicate why you want to work at MESA. APPLY BY EMAIL ONLY. Due to the nature of the position and the volume of applications received, MESA will not be able to reply to all submissions. MESA will contact candidates with next steps.

High School Social Studies Teacher

• Are you a passionate, and talented teacher?
• Do you love working in urban schools?
• Are you looking for a high school culture that strikes the perfect balance of structure and freedom, where academic rigor drives all other aspects of school life, and where positive reinforcement for hard work and effort is the norm?
• Do you constantly strive to improve your craft through coaching, incorporation of data, and whatever other resources you can find?
• Do you thrive in the company of equally committed, driven, and gifted teachers?

MESA Charter High School might be the right place for you!

Math, Engineering, and Science Academy (MESA) Charter High School is a community high school in Bushwick, Brooklyn. We opened our doors on August 19, 2013, and we now have 465 students in grades 9-12. We graduated our first class of seniors in June 2017 and our graduate rate is 92%. Our students come from more than forty different middle schools, including public, parochial, and charter schools. Some are advanced students coming from magnet schools; others are beginning English Language Learners. What they all have in common is a desire to succeed. MESA students come to school every day, ready to work—we have a 95% attendance rate and a 97% punctuality rate, both significantly higher than other high schools in our district! When it comes to regents pass rates, MESA outperforms its peers by a rate of 20-30%!

Some key aspects of MESA’s design are:

• Smart teaching—MESA uses a Standards-Based Grading system, which makes data understandable and accessible. This enables teachers to create targeted, focused instruction, and helps students understand and track their own progres MESA teachers love data (or at least aren’t afraid of it!).
• Smart support—MESA teachers have a minimum of rote administrative duties in order to better focus on planning, instruction, and assessment. Teachers receive ongoing coaching and feedback.   MESA is committed to collaboratively developing and growing its teachers. Dedicated time for professional development and collaborative planning is built into the calendar.
• Smart scheduling—MESA’s school day starts and ends later than most DOE schools, as research indicates that a late start helps high-school students succeed.
• Smart culture—MESA provides students with a separate effort grade each week, which will lead to rewards for students. MESA also emphasizes positive reinforcement for student effort and performance. All MESA teachers lead an Advisory, and serve as Advisor to 10-13 students.
• Smart relationships—MESA believes that all parents want their children to succeed, and enlists them as partners through phone calls, workshops, and frequent contact. More than 85% of MESA parents attended parent-teacher conferences, a number generally unheard of in unscreened urban high schools
• Smart calendar—MESA’s calendar has 187 days of instruction, as well as dedicated PD and grading days. MESA’s calendar and earlier start allow for “Intersession,” during which students receive enrichment, skill remediation, or Regents preparation.

Specific Responsibilities

• Design and teach five periods of Social Studies each day (two periods daily of prep time). Utilize Universal Design for Learning method of planning and instruction to reach all learners.
• Build relationships with all students. MESA teachers believe that rapport is key to student engagement and motivation.
• Attend, participate in, and facilitate team meetings and professional development opportunities, as well as common planning times. MESA believes that good professional development is interactive, practical, and teacher-driven.
• Communicate regularly with parents about both positive and negative interactions with students, making a minimum of two positive contacts (phone, email, or text message) with parents per week.
• Hold office hours before or after school, twice per week, to provide extra help and opportunities for reassessment.
• Teach one week of Intersession enrichment program based on teacher interest (additional stipend provided).
• Maintain duties as Advisor.
• Other duties, as assigned by the Principal.

Qualifications: (1) Minimum Bachelor’s degree in subject area to be taught, Master’s Degree preferred; (2) Minimum of three years teaching experience in an urban public high school or charter school setting, or similar background; (3) Proven track-record of high achievement in the classroom and commitment to accountability; (4) Belief in and alignment with MESA’s core beliefs and educational philosophy; (5) Valid New York State Certification strongly preferred; (6) Spanish-speaker a plus.

Salary: Highly competitive, commensurate with experience.

To apply: Please email your resume and cover letter to Arthur Samuels, Executive Director, at info@mesacharter.org with the subject heading “High School Social Studies Teacher.” Cover letter should specifically indicate why you want to work at MESA. APPLY BY EMAIL ONLY. Due to the nature of the position and the volume of applications received, MESA will not be able to reply to all submissions. MESA will contact candidates with next steps.

High School English Language Arts Teacher

• Are you a passionate, and talented teacher?
• Do you love working in urban schools?
• Are you looking for a high school culture that strikes the perfect balance of structure and freedom, where academic rigor drives all other aspects of school life, and where positive reinforcement for hard work and effort is the norm?
• Do you constantly strive to improve your craft through coaching, incorporation of data, and whatever other resources you can find?
• Do you thrive in the company of equally committed, driven, and gifted teachers?

MESA Charter High School might be the right place for you!

Math, Engineering, and Science Academy (MESA) Charter High School is a community high school in Bushwick, Brooklyn. We opened our doors on August 19, 2013, and we now have 465 students in grades 9-12. We graduated our first class of seniors in June 2017 and our graduate rate is 92%. Our students come from more than forty different middle schools, including public, parochial, and charter schools. Some are advanced students coming from magnet schools; others are beginning English Language Learners. What they all have in common is a desire to succeed. MESA students come to school every day, ready to work—we have a 95% attendance rate and a 97% punctuality rate, both significantly higher than other high schools in our district! When it comes to regents pass rates, MESA outperforms its peers by a rate of 20-30%!

Some key aspects of MESA’s design are:

• Smart teaching—MESA uses a Standards-Based Grading system, which makes data understandable and accessible. This enables teachers to create targeted, focused instruction, and helps students understand and track their own progres MESA teachers love data (or at least aren’t afraid of it!).
• Smart support—MESA teachers have a minimum of rote administrative duties in order to better focus on planning, instruction, and assessment. Teachers receive ongoing coaching and feedback.   MESA is committed to collaboratively developing and growing its teachers. Dedicated time for professional development and collaborative planning is built into the calendar.
• Smart scheduling—MESA’s school day starts and ends later than most DOE schools, as research indicates that a late start helps high-school students succeed.
• Smart culture—MESA provides students with a separate effort grade each week, which will lead to rewards for students. MESA also emphasizes positive reinforcement for student effort and performance. All MESA teachers lead an Advisory, and serve as Advisor to 10-13 students.
• Smart relationships—MESA believes that all parents want their children to succeed, and enlists them as partners through phone calls, workshops, and frequent contact. More than 85% of MESA parents attended parent-teacher conferences, a number generally unheard of in unscreened urban high schools
• Smart calendar—MESA’s calendar has 187 days of instruction, as well as dedicated PD and grading days. MESA’s calendar and earlier start allow for “Intersession,” during which students receive enrichment, skill remediation, or Regents preparation.

Specific Responsibilities

• Design and teach five periods of English Language Arts each day (two periods daily of prep time). Utilize Universal Design for Learning method of planning and instruction to reach all learners.
• Build relationships with all students. MESA teachers believe that rapport is key to student engagement and motivation.
• Attend, participate in, and facilitate team meetings and professional development opportunities, as well as common planning times. MESA believes that good professional development is interactive, practical, and teacher-driven.
• Communicate regularly with parents about both positive and negative interactions with students, making a minimum of two positive contacts (phone, email, or text message) with parents per week.
• Hold office hours before or after school, twice per week, to provide extra help and opportunities for reassesment.
• Teach one week of Intersession enrichment program based on teacher interest (additional stipend provided).
• Maintain duties as Advisor.
• Other duties, as assigned by the Principal.

Qualifications: (1) Minimum Bachelor’s degree in subject area to be taught, Master’s Degree preferred; (2) Minimum of three years teaching experience in an urban public high school or charter school setting, or similar background; (3) Proven track-record of high achievement in the classroom and commitment to accountability; (4) Belief in and alignment with MESA’s core beliefs and educational philosophy; (5) Valid New York State Certification strongly preferred; (6) Spanish-speaker a plus.

Salary: Highly competitive, commensurate with experience.

To apply: Please email your resume and cover letter to Arthur Samuels, Executive Director, at info@mesacharter.org with the subject heading “High School English Language Arts Teacher.” Cover letter should specifically indicate why you want to work at MESA. APPLY BY EMAIL ONLY. Due to the nature of the position and the volume of applications received, MESA will not be able to reply to all submissions. MESA will contact candidates with next steps.

High School Geometry Teacher

• Are you a passionate, and talented teacher?
• Do you love working in urban schools?
• Are you looking for a high school culture that strikes the perfect balance of structure and freedom, where academic rigor drives all other aspects of school life, and where positive reinforcement for hard work and effort is the norm?
• Do you constantly strive to improve your craft through coaching, incorporation of data, and whatever other resources you can find?
• Do you thrive in the company of equally committed, driven, and gifted teachers?

MESA Charter High School might be the right place for you!

Math, Engineering, and Science Academy (MESA) Charter High School is a community high school in Bushwick, Brooklyn. We opened our doors on August 19, 2013, and we now have 465 students in grades 9-12. We graduated our first class of seniors in June 2017 and our graduate rate is 92%. Our students come from more than forty different middle schools, including public, parochial, and charter schools. Some are advanced students coming from magnet schools; others are beginning English Language Learners. What they all have in common is a desire to succeed. MESA students come to school every day, ready to work—we have a 95% attendance rate and a 97% punctuality rate, both significantly higher than other high schools in our district! When it comes to regents pass rates, MESA outperforms its peers by a rate of 20-30%!

Some key aspects of MESA’s design are:

• Smart teaching—MESA uses a Standards-Based Grading system, which makes data understandable and accessible. This enables teachers to create targeted, focused instruction, and helps students understand and track their own progres MESA teachers love data (or at least aren’t afraid of it!).
• Smart support—MESA teachers have a minimum of rote administrative duties in order to better focus on planning, instruction, and assessment. Teachers receive ongoing coaching and feedback.   MESA is committed to collaboratively developing and growing its teachers. Dedicated time for professional development and collaborative planning is built into the calendar.
• Smart scheduling—MESA’s school day starts and ends later than most DOE schools, as research indicates that a late start helps high-school students succeed.
• Smart culture—MESA provides students with a separate effort grade each week, which will lead to rewards for students. MESA also emphasizes positive reinforcement for student effort and performance. All MESA teachers lead an Advisory, and serve as Advisor to 10-13 students.
• Smart relationships—MESA believes that all parents want their children to succeed, and enlists them as partners through phone calls, workshops, and frequent contact. More than 85% of MESA parents attended parent-teacher conferences, a number generally unheard of in unscreened urban high schools
• Smart calendar—MESA’s calendar has 187 days of instruction, as well as dedicated PD and grading days. MESA’s calendar and earlier start allow for “Intersession,” during which students receive enrichment, skill remediation, or Regents preparation.

Specific Responsibilities

• Design and teach five periods of Geometry each day (two periods daily of prep time). Utilize Universal Design for Learning method of planning and instruction to reach all learners.
• Build relationships with all students. MESA teachers believe that rapport is key to student engagement and motivation.
• Attend, participate in, and facilitate team meetings and professional development opportunities, as well as common planning times. MESA believes that good professional development is interactive, practical, and teacher-driven.
• Communicate regularly with parents about both positive and negative interactions with students, making a minimum of two positive contacts (phone, email, or text message) with parents per week.
• Hold office hours before or after school, twice per week, to provide extra help and opportunities for reassessment.
• Teach one week of Intersession enrichment program based on teacher interest (additional stipend provided).
• Maintain duties as Advisor.
• Other duties, as assigned by the Principal.

Qualifications: (1) Minimum Bachelor’s degree in subject area to be taught, Master’s Degree preferred; (2) Minimum of three years teaching experience in an urban public high school or charter school setting, or similar background; (3) Proven track-record of high achievement in the classroom and commitment to accountability; (4) Belief in and alignment with MESA’s core beliefs and educational philosophy; (5) Valid New York State Certification strongly preferred; (6) Spanish-speaker a plus.

Salary: Highly competitive, commensurate with experience.

To apply: Please email your resume and cover letter to Arthur Samuels, Executive Director, at info@mesacharter.org with the subject heading “High School Geometry Teacher.” Cover letter should specifically indicate why you want to work at MESA. APPLY BY EMAIL ONLY. Due to the nature of the position and the volume of applications received, MESA will not be able to reply to all submissions. MESA will contact candidates with next steps.

High School Math Teacher

• Are you a passionate, and talented teacher?
• Do you love working in urban schools?
• Are you looking for a high school culture that strikes the perfect balance of structure and freedom, where academic rigor drives all other aspects of school life, and where positive reinforcement for hard work and effort is the norm?
• Do you constantly strive to improve your craft through coaching, incorporation of data, and whatever other resources you can find?
• Do you thrive in the company of equally committed, driven, and gifted teachers?

MESA Charter High School might be the right place for you!

Math, Engineering, and Science Academy (MESA) Charter High School is a community high school in Bushwick, Brooklyn. We opened our doors on August 19, 2013, and we now have 465 students in grades 9-12. We graduated our first class of seniors in June 2017 and our graduate rate is 92%. Our students come from more than forty different middle schools, including public, parochial, and charter schools. Some are advanced students coming from magnet schools; others are beginning English Language Learners. What they all have in common is a desire to succeed. MESA students come to school every day, ready to work—we have a 95% attendance rate and a 97% punctuality rate, both significantly higher than other high schools in our district! When it comes to regents pass rates, MESA outperforms its peers by a rate of 20-30%!

Some key aspects of MESA’s design are:

• Smart teaching—MESA uses a Standards-Based Grading system, which makes data understandable and accessible. This enables teachers to create targeted, focused instruction, and helps students understand and track their own progres MESA teachers love data (or at least aren’t afraid of it!).
• Smart support—MESA teachers have a minimum of rote administrative duties in order to better focus on planning, instruction, and assessment. Teachers receive ongoing coaching and feedback.   MESA is committed to collaboratively developing and growing its teachers. Dedicated time for professional development and collaborative planning is built into the calendar.
• Smart scheduling—MESA’s school day starts and ends later than most DOE schools, as research indicates that a late start helps high-school students succeed.
• Smart culture—MESA provides students with a separate effort grade each week, which will lead to rewards for students. MESA also emphasizes positive reinforcement for student effort and performance. All MESA teachers lead an Advisory, and serve as Advisor to 10-13 students.
• Smart relationships—MESA believes that all parents want their children to succeed, and enlists them as partners through phone calls, workshops, and frequent contact. More than 85% of MESA parents attended parent-teacher conferences, a number generally unheard of in unscreened urban high schools
• Smart calendar—MESA’s calendar has 187 days of instruction, as well as dedicated PD and grading days. MESA’s calendar and earlier start allow for “Intersession,” during which students receive enrichment, skill remediation, or Regents preparation.

Specific Responsibilities

• Design and teach five periods of Math each day (two periods daily of prep time). Utilize Universal Design for Learning method of planning and instruction to reach all learners.
• Build relationships with all students. MESA teachers believe that rapport is key to student engagement and motivation.
• Attend, participate in, and facilitate team meetings and professional development opportunities, as well as common planning times. MESA believes that good professional development is interactive, practical, and teacher-driven.
• Communicate regularly with parents about both positive and negative interactions with students, making a minimum of two positive contacts (phone, email, or text message) with parents per week.
• Hold office hours before or after school, twice per week, to provide extra help and opportunities for reassessment.
• Teach one week of Intersession enrichment program based on teacher interest (additional stipend provided).
• Maintain duties as Advisor.
• Other duties, as assigned by the Principal.

Qualifications: (1) Minimum Bachelor’s degree in subject area to be taught, Master’s Degree preferred; (2) Minimum of three years teaching experience in an urban public high school or charter school setting, or similar background; (3) Proven track-record of high achievement in the classroom and commitment to accountability; (4) Belief in and alignment with MESA’s core beliefs and educational philosophy; (5) Valid New York State Certification strongly preferred; (6) Spanish-speaker a plus.

Salary: Highly competitive, commensurate with experience.

To apply: Please email your resume and cover letter to Arthur Samuels, Executive Director, at info@mesacharter.org with the subject heading “High School Math Teacher.” Cover letter should specifically indicate why you want to work at MESA. APPLY BY EMAIL ONLY. Due to the nature of the position and the volume of applications received, MESA will not be able to reply to all submissions. MESA will contact candidates with next steps.

High School AP Biology Teacher

• Are you an experienced, passionate, and talented science teacher?
• Do you love working in urban schools?
• Do you wish you could teach a curriculum that combined rigor with real-world application and would lead to high student engagement?
• Do you ever wish you could be part of a school’s founding faculty, and build from the ground up?
• Do you constantly strive to improve your craft through coaching, incorporating data, and whatever other resources you can find?
• Do you thrive in the company of equally committed, driven, and gifted teachers?

MESA Charter High School might be the right place for you!

Math, Engineering, and Science Academy (MESA) Charter High School is a community high school in Bushwick, Brooklyn. We opened our doors on August 19, 2013, and we now have 465 students in grades 9-12. We graduated our first class of seniors in June 2017 and our graduate rate is 92%. Our students come from more than forty different middle schools, including public, parochial, and charter schools. Some are advanced students coming from magnet schools; others are beginning English Language Learners. What they all have in common is a desire to succeed. MESA students come to school every day, ready to work—we have a 95% attendance rate and a 97% punctuality rate, both significantly higher than other high schools in our district! When it comes to regents pass rates, MESA outperforms its peers by a rate of 20-30%!

Some key aspects of MESA’s design are:

• Smart teaching—MESA uses a Standards-Based Grading system, which makes data understandable and accessible. This enables teachers to create targeted, focused instruction, and helps students understand and track their own progres MESA teachers love data (or at least aren’t afraid of it!).
• Smart support—MESA teachers have a minimum of rote administrative duties in order to better focus on planning, instruction, and assessment. Teachers receive ongoing coaching and feedback.   MESA is committed to collaboratively developing and growing its teachers. Dedicated time for professional development and collaborative planning is built into the calendar.
• Smart scheduling—MESA’s school day starts and ends later than most DOE schools, as research indicates that a late start helps high-school students succeed.
• Smart culture—MESA provides students with a separate effort grade each week, which will lead to rewards for students. MESA also emphasizes positive reinforcement for student effort and performance. All MESA teachers lead an Advisory, and serve as Advisor to 10-13 students.
• Smart relationships—MESA believes that all parents want their children to succeed, and enlists them as partners through phone calls, workshops, and frequent contact. More than 85% of MESA parents attended parent-teacher conferences, a number generally unheard of in unscreened urban high schools
• Smart calendar—MESA’s calendar has 187 days of instruction, as well as dedicated PD and grading days. MESA’s calendar and earlier start allow for “Intersession,” during which students receive enrichment, skill remediation, or Regents preparation.

Specific Responsibilities

• Teach a section of AP Biology and 3-4 other science sections. Utilize Universal Design for Learning method of planning and instruction to reach all learners.
• Build relationships with all students. MESA teachers believe that rapport is key to student engagement and motivation.
• Teach one class of basic science support to a small group of students at risk of failing the Regents.
• Hold at least two sessions of office hours help per week, for 45 minutes either before or after school
• Attend, participate in, and facilitate team meetings and professional development opportunities, as well as common planning times. MESA believes that good professional development is interactive, practical, and teacher-driven.
• Communicate regularly with parents about both positive and negative interactions with students, making a minimum of two positive contacts (phone, email, or text message) with parents per week.
• Teach one week of Intersession enrichment based on teacher interest (additional stipend provided).
• Maintain duties as Advisor.
• Other duties, as assigned by the Principal.

Qualifications: (1) Minimum Bachelor’s degree in subject area to be taught, Master’s Degree preferred; (2) Minimum of three years teaching experience in an urban public high school or charter school setting; (3) Proven track-record of high achievement in the classroom and commitment to accountability; (4) Belief in and alignment with MESA’s core beliefs and educational philosophy; (5) Valid New York State Certification strongly preferred; (6) Spanish-speakers a plus.

Salary: Highly competitive, commensurate with experience.

To apply: Please email your resume and a cover letter explaining specifically why you are interested in MESA to Arthur Samuels, Executive Director, at info@mesacharter.org with the subject heading “High School AP Biology Teacher.” APPLY BY EMAIL ONLY. Due to the nature of the position and the volume of applications received, MESA will not be able to reply to all submissions. MESA will contact candidates with next steps.

High School Chemistry Teacher

• Are you an experienced, passionate, and talented science teacher?
• Do you love working in urban schools?
• Do you wish you could teach a curriculum that combined rigor with real-world application and would lead to high student engagement?
• Do you ever wish you could be part of a school’s founding faculty, and build from the ground up?
• Do you constantly strive to improve your craft through coaching, incorporating data, and whatever other resources you can find?
• Do you thrive in the company of equally committed, driven, and gifted teachers?

MESA Charter High School might be the right place for you!

Math, Engineering, and Science Academy (MESA) Charter High School is a community high school in Bushwick, Brooklyn.  We opened our doors on August 19, 2013, and we now have 465 students in grades 9-12.  We graduated our first class of seniors in June 2017 and our graduate rate is 92%.  Our students come from more than forty different middle schools, including public, parochial, and charter schools.  Some are advanced students coming from magnet schools; others are beginning English Language Learners.  What they all have in common is a desire to succeed.  MESA students come to school every day, ready to work—we have a 95% attendance rate and a 97% punctuality rate, both significantly higher than other high schools in our district!  When it comes to regents pass rates, MESA outperforms its peers by a rate of 20-30%!

Some key aspects of MESA’s design are:

• Smart teaching—MESA uses a Standards-Based Grading system, which makes data understandable and accessible.  This enables teachers to create targeted, focused instruction, and helps students understand and track their own progress.  MESA teachers love data (or at least aren’t afraid of it!).
• Smart support—MESA teachers have a minimum of rote administrative duties in order to better focus on planning, instruction, and assessment.  Teachers receive ongoing coaching and feedback.   MESA is committed to collaboratively developing and growing its teachers.  Dedicated time for professional development and collaborative planning is built into the calendar.
• Smart scheduling—MESA’s school day starts and ends later than most DOE schools, as research indicates that a late start helps high-school students succeed.
• Smart culture—MESA provides students with a separate effort grade each week, which will lead to rewards for students.  MESA also emphasizes positive reinforcement for student effort and performance.  All MESA teachers lead an Advisory, and serve as Advisor to 10-13 students.
• Smart relationships—MESA believes that all parents want their children to succeed, and enlists them as partners through phone calls, workshops, and frequent contact.  More than 85% of MESA parents attended parent-teacher conferences, a number generally unheard of in unscreened urban high schools
• Smart calendar—MESA’s calendar has 187 days of instruction, as well as dedicated PD and grading days.  MESA’s calendar and earlier start allow for “Intersession,” during which students receive enrichment, skill remediation, or Regents preparation.

Specific Responsibilities

• Teach five sections of Chemistry. Utilize Universal Design for Learning method of planning and instruction to reach all learners.
• Build relationships with all students.  MESA teachers believe that rapport is key to student engagement and motivation.
• Teach one class of basic science support to a small group of students at risk of failing the Regents.
• Hold at least two sessions of office hours help per week, for 45 minutes either before or after school
• Attend, participate in, and facilitate team meetings and professional development opportunities, as well as common planning times.  MESA believes that good professional development is interactive, practical, and teacher-driven.
• Communicate regularly with parents about both positive and negative interactions with students, making a minimum of two positive contacts (phone, email, or text message) with parents per week.
• Teach one week of Intersession enrichment based on teacher interest (additional stipend provided).
• Maintain duties as Advisor.
• Other duties, as assigned by the Principal.

Qualifications: (1) Minimum Bachelor’s degree in subject area to be taught, Master’s Degree preferred; (2) Minimum of three years teaching experience in an urban public high school or charter school setting; (3) Proven track-record of high achievement in the classroom and commitment to accountability; (4) Belief in and alignment with MESA’s core beliefs and educational philosophy; (5) Valid New York State Certification strongly preferred; (6) Spanish-speakers a plus.

Salary:  Highly competitive, commensurate with experience.

To apply:  Please email your resume and a cover letter explaining specifically why you are interested in MESA to Arthur Samuels, Executive Director, at info@mesacharter.org with the subject heading “High School Chemistry Teacher.”  APPLY BY EMAIL ONLY.  Due to the nature of the position and the volume of applications received, MESA will not be able to reply to all submissions.  MESA will contact candidates with next steps.

High School Earth Science Teacher

• Are you an experienced, passionate, and talented science teacher?
• Do you love working in urban schools?
• Do you wish you could teach a curriculum that combined rigor with real-world application and would lead to high student engagement?
• Do you ever wish you could be part of a school’s founding faculty, and build from the ground up?
• Do you constantly strive to improve your craft through coaching, incorporating data, and whatever other resources you can find?
• Do you thrive in the company of equally committed, driven, and gifted teachers?

MESA Charter High School might be the right place for you!

Math, Engineering, and Science Academy (MESA) Charter High School is a community high school in Bushwick, Brooklyn.  We opened our doors on August 19, 2013, and we now have 465 students in grades 9-12.  We graduated our first class of seniors in June 2017 and our graduate rate is 92%.  Our students come from more than forty different middle schools, including public, parochial, and charter schools.  Some are advanced students coming from magnet schools; others are beginning English Language Learners.  What they all have in common is a desire to succeed.  MESA students come to school every day, ready to work—we have a 95% attendance rate and a 97% punctuality rate, both significantly higher than other high schools in our district!  When it comes to regents pass rates, MESA outperforms its peers by a rate of 20-30%!

Some key aspects of MESA’s design are:

• Smart teaching—MESA uses a Standards-Based Grading system, which makes data understandable and accessible.  This enables teachers to create targeted, focused instruction, and helps students understand and track their own progress.  MESA teachers love data (or at least aren’t afraid of it!).
• Smart support—MESA teachers have a minimum of rote administrative duties in order to better focus on planning, instruction, and assessment.  Teachers receive ongoing coaching and feedback.   MESA is committed to collaboratively developing and growing its teachers.  Dedicated time for professional development and collaborative planning is built into the calendar.
• Smart scheduling—MESA’s school day starts and ends later than most DOE schools, as research indicates that a late start helps high-school students succeed.
• Smart culture—MESA provides students with a separate effort grade each week, which will lead to rewards for students.  MESA also emphasizes positive reinforcement for student effort and performance.  All MESA teachers lead an Advisory, and serve as Advisor to 10-13 students.
• Smart relationships—MESA believes that all parents want their children to succeed, and enlists them as partners through phone calls, workshops, and frequent contact.  More than 85% of MESA parents attended parent-teacher conferences, a number generally unheard of in unscreened urban high schools
• Smart calendar—MESA’s calendar has 187 days of instruction, as well as dedicated PD and grading days.  MESA’s calendar and earlier start allow for “Intersession,” during which students receive enrichment, skill remediation, or Regents preparation.

Specific Responsibilities

• Teach five sections of Earth Science. Utilize Universal Design for Learning method of planning and instruction to reach all learners.
• Build relationships with all students.  MESA teachers believe that rapport is key to student engagement and motivation.
• Teach one class of basic science support to a small group of students at risk of failing the Regents.
• Hold at least two sessions of office hours help per week, for 45 minutes either before or after school
• Attend, participate in, and facilitate team meetings and professional development opportunities, as well as common planning times.  MESA believes that good professional development is interactive, practical, and teacher-driven.
• Communicate regularly with parents about both positive and negative interactions with students, making a minimum of two positive contacts (phone, email, or text message) with parents per week.
• Teach one week of Intersession enrichment based on teacher interest (additional stipend provided).
• Maintain duties as Advisor.
• Other duties, as assigned by the Principal.

Qualifications: (1) Minimum Bachelor’s degree in subject area to be taught, Master’s Degree preferred; (2) Minimum of three years teaching experience in an urban public high school or charter school setting; (3) Proven track-record of high achievement in the classroom and commitment to accountability; (4) Belief in and alignment with MESA’s core beliefs and educational philosophy; (5) Valid New York State Certification strongly preferred; (6) Spanish-speakers a plus.

Salary:  Highly competitive, commensurate with experience.

To apply:  Please email your resume and a cover letter explaining specifically why you are interested in MESA to Arthur Samuels, Executive Director, at info@mesacharter.org with the subject heading “High School Earth Science Teacher.”  APPLY BY EMAIL ONLY.  Due to the nature of the position and the volume of applications received, MESA will not be able to reply to all submissions.  MESA will contact candidates with next steps.

Harlem Village Academies
Harlem Village Academies is a community of educators working to build an urban K-12 school model based on the principles of progressive education. Located in Harlem, HVA is also the demonstration site for the Progressive Education Institute.

The Opportunity 

HVA High has a solid track record of success, with 95% of students accepted to college every year since inception. The College Counseling Director will manage the college admission process, systems, team and programs at HVA High. The Director will join a dynamic team of educators and will take our work to the next level, continually improving the quality of colleges to which our students are accepted.

Responsibilities 

College Process

• Create, execute, and monitor systems that ensure an efficient and effective college application process.
• Codify and institutionalize all processes, procedures and supporting documents for the college application process.
• Provide one-on-one college counseling to a caseload of seniors through the admissions cycle including, but not limited to, creating a college list, writing and revising the personal statement, advising on financial aid, and making final matriculation decisions.
• Arrange strategic college representative visits to HVA.
• Collaborate with HVA marketing to promote HVA to national colleges and universities.
• Build and maintain relationships with colleges and universities to create partnerships benefiting both the school and students.
• Build strong relationships with teacher teams.
• Create communication systems to work effectively with students and parents.
• Track and ensure progress of all college initiatives.
• Measure and report weekly, monthly, quarterly and annually on results of college benchmarks to high school principal and academic director and to HVA superintendent and chief executive.
• Accountable for accomplishing goals including but not limited to 95%+ of students accepted to four year colleges as well as goals related to college matriculation and college selectivity.

College Readiness 9-12 Curriculum and Courses

• Oversee the refinement and implementation of a world class 9-12 college readiness curriculum.
• Collaborate with the team to teach and/or co-teach the 12th Grade College Readiness class, working directly with students.
• Collaborate with teachers and advisors to implement college and career curriculum.

College Admissions Testing & Reporting

• Maintain relationships and manage college testing processes for PSAT, SAT, ACT and IB, including but not limited to test dates and score reporting.
• Oversee ACT or SAT prep programs, both in-house and external, to meet goals.
• Ensure timely uploading and sharing of test data to inform college and school practices.
• Evaluate test results to identify possible school-wide intervention strategies.

College Culture

• Use data-driven practices to inform yearly benchmarks calendar, college lists, and financial aid timeline.
• Coordinate with advisors and grade level leaders to ensure collaboration and support of college initiatives in the school.
• Ensure operations and academic teams are informed, aligned and supporting the needs of the college team, e.g. transcripts, data imports from student information systems.
• Plan and execute strategic college visits aligned to the 9-12th grade scope and sequence.
• Contribute to high school leadership team to ensure college perspective on school-wide decisions.
• Develop strategic events that celebrate the success of HVA Seniors and build a school-wide college going culture.

Summer Opportunities

• Build and maintain systems for managing the summer opportunities office including the master calendar, success toward articulated goals and metrics, the benchmarks calendar, and the development of new and continued community partnerships.
• Ensure strategic integration of summer opportunities’ benchmarks calendar with the entire school and the college readiness curriculum.

Candidate Qualifications 

The ideal candidate will have at least five years experience working in the admissions office of a selective college, and will be a first generation college student familiar with the challenges of that experience. In addition, the candidate will be passionately committed to urban youth and will have the following skills, background experience and qualifications:

College Advising Experience

• At least six years of demonstrated success in advising low-income, first generation college applicants and their families in all phases of the college and financial aid application processes including student admissions to selective colleges and favorable financial packages.
• Track record of results with college admissions such as over 90% of first generation, low-income applicants admitted to selective four-year colleges.
• Experience developing early college awareness programs resulting in student motivation.
• Wide knowledge of east coast and national colleges including degree programs, opportunity programs, diversity programs, admissions criteria, defining fit for first-generation low-income students, as well as familiarity with admissions personnel.
• Effective participation in local, state, and national college admissions counseling events and professional organizations leading to increased results for student admissions.

Educational Background

• Masters in higher education, school counseling, or related field preferred

Management Experience

• Successfully managed a team to achieve ambitious performance metrics
• Demonstrated experience managing systems, programs, and events with attention to detail
• Demonstrated experience developing and codifying systems to achieve ambitious goals

Curriculum Development Experience

• Experience with college prep and/or college readiness curriculum development
• Teaching or training experience preferred

Skills

• Excellent organizational skills and acute attention to detail
• Ability to see multiple projects with many moving parts through from beginning to end
• Strong analytical and writing skills
• Focus on results and the flexibility and willingness to do “whatever it takes”
• Ability to thrive in a fast-paced, entrepreneurial environment
• Ability to work autonomously, as well as to take direction
• Exceptionally skilled at analysis, communication, persuasion, and negotiation
• Maturity, humility, strong work-ethic, sense of humor, and “roll-up-my-sleeves” attitude
• Solid technical skills and experience with Microsoft Word, Excel, PowerPoint.

Harlem Village Academies
Harlem Village Academies is a community of educators working to build an urban K-12 school model based on the principles of progressive education. Located in Harlem, HVA is also the demonstration site for the Progressive Education Institute.

The Opportunity
Joining a dynamic team of educators, the Director of Instruction & Culture will take our work to the next level. The ideal candidate is a master teacher with broad knowledge and deep experience in quality instruction and progressive classroom culture as well as a sense of urgency around student achievement results and a passionate commitment to quality. S/he will work closely with the principal and the network education leadership team to implement and contribute to the continual improvement of HVA’s model of progressive, accountable teaching and learning.

Responsibilities
Serve as an instructional leader for HVA Elementary responsible for excellence in:

Instructional Leadership and Teacher Development

• Aligned with HVA’s progressive vision, directly manage and support teachers and instructional coaches to produce outstanding instruction and classroom culture
  • Develop teachers through professional learning with a focus on planning, modeling, and in-class coaching — and follow-up with urgency to ensure teachers are effectively implementing what they have learned (e.g., follow-up observations same or next day)
  • Use student achievement data and student work to drive instructional improvement and decisions and to help teachers achieve learning goals
  • Co-lead with principals the teacher performance management process including direct and clear ongoing feedback, and development
• Teach daily at least 60 minutes or more to model exemplary teaching for coaches and teachers
• Develop, supervise and support teachers in progressive classroom culture that is respectful, focused, independent and aligned with HVA’s student culture principles and practices

Instructional Management Systems
Lead and continually improve the effective implementation of school systems and structures related to:

• Curriculum implementation
• Professional learning
• Informal daily assessment including learning targets as well as regular interim assessments
• Authentic presentations of learning based on criteria for quality student work
• State test preparation
• Communicating student progress to parents and ensuring parents are informed and involved
• Effective data-driven tutoring to ensure students keep pace daily (rather than catching up)

School Leadership

• Collaborate with and supervise the Special Education Coordinator to ensure all students are receiving appropriate services and making appropriate progress toward learning goals
• Collaborate with and supervise the reading remediation specialist to ensure all students are receiving reading remediation and achieving 1.5-2 years growth each year
• Collaborate with the Operations Director and teachers to ensure the learning environment is beautiful, clean, and designed to support student independence
• Support the leadership team to ensure effective implementation of logistics necessary for running a well-functioning school, such as scheduling, test administration, and other details

Candidate Qualifications
Instructional Background

• Demonstrated ability in quality instruction particularly in literacy and literacy remediation
• A track record of strong quantitative student achievement results
• Exceptional teaching abilities – engaging, sophisticated, effective, and progressive
• Experience teaching in an urban setting
• Seven years of teaching experience preferred
• Well-versed in the most important aspects of progressive pedagogy and/or experience in a K-8 suburban, selective, or private progressive school
• Experience analyzing qualitative and quantitative data to inform instructional decisions

Leadership Experience

• Experience leading teachers and/or managing a team to achieve ambitious goals
• Experience managing systems and programs with attention to detail
• Ability to build strong adult culture and positive relationships
• Good judgment and ability to navigate challenging situations

Skills

• Incredibly high expectations for all aspects of schools and ownership over results
• Maturity, humility, and a strong work ethic – continually seeks to learn and improve
• Agile and thrives in a fast-paced, entrepreneurial environment
• Ability to work autonomously, as well as to take direction

• Excellent organizational skills and acute attention to detail

Instructional Coach

About Turnaround

Too many students are behind in school and too many schools don’t know what to do about it. Science is key to understanding the problem and key to the solution.

By studying the impact of adversity on the developing brain, Turnaround for Children is on to something big. It is connecting the dots between poverty, stress and academic performance. Turnaround translates the science that explains the impact of stress on learning and behavior into tools and strategies that teachers and administrators can use to cultivate a safe environment, reduce stress, increase engagement in learning and accelerate healthy student development and academic achievement.

Turnaround acts as a catalyst for change by raising awareness about and addressing the challenges that affect any school facing adversity, particularly those in high-poverty communities. Over the past 15 years, the non-profit has grown from an idea into an organization with a $15.2 million annual operating budget and over 60 employees. Currently, Turnaround partners with 13 schools in New York City, Newark, New Jersey and Washington, D.C. serving more than 5,000 students and 600 teachers. Turnaround is also expanding its reach via partnerships with KIPP D.C. and District of Columbia Public Schools by providing hands-on professional support, coaching and training sessions to leadership teams and educators. Turnaround’s central office is located in midtown Manhattan.

Location

This position is based in New York City. Applicants will spend 4 days/week in their given geography, working at several school sites within the five boroughs, and are expected to travel to the central office (Midtown Manhattan) on a weekly basis for planning meetings and professional development.

FLSA

This is an exempt level position that is not eligible for overtime.

About the Position

The Instructional Coach (IC) works in Turnaround partner schools and has primary responsibility for leading instructional change and development of ALL educators (teachers, aides, and para professionals) in a set of high-leverage classroom management and instructional skills and for preparing school leaders to support and sustain these skills through focused observations, descriptive feedback and different forms of assessment and evaluation. ICs leverage prior experience with similar student populations, deep knowledge of best practices for a rigorous academic culture, and skill at managing through influence rather than authority to achieve significant and sustainable results. The IC works as a member of an interdisciplinary team, including a Social Work Consultant and Program Director, and receives ongoing training and support from the central office team. In addition to school-based supports, ICs partner with Turnaround’s Central Office to co-design, revise, and test curriculum tools and resources.

Key Responsibilities

• Under the guidance of the Program Director, provide direct consultation and coaching to school leaders at all levels to ensure successful implementation of Turnaround’s program.
• Deliver the Turnaround curriculum to school personnel by planning and facilitating small and large group professional development sessions; lead professional development sessions for teachers and support staff to build capacity to create and maintain an effective learning environment and improve teaching and learning; customize content to ensure relevance to the targeted audience, including making connections to the practice identified through regular building walkthroughs and classroom observations
• Support teachers in developing strong classroom management practices and engagement through regular observation, one-on-one coaching, co-planning and feedback
• Cultivate strong, purposeful relationships with all school stakeholders, including teachers, school leaders, and other instructional staff to better leverage influence and support
• In collaboration with principals and other Turnaround team members, establish effective school staff teams and facilitate team meetings to address students’ behavioral, academic and social and emotional issues in the school-based environment
• Collaborate with the school-based social worker and Turnaround’s Social Work Consultant to increase the school’s mental health services capacity
• Facilitate school-wide data collection in a variety of metrics, using formative assessment data to provide differentiated, targeted support to struggling teachers and to support tracking and evaluation of program implementation at current and future schools
• Establish the trust and credibility necessary to implement Turnaround’s model
• Serve as on-site representative of the Turnaround program, ensuring understanding of the model, its benefits and services among all on-site staff
• Participate in the ongoing development and refinement of the Turnaround model in collaboration with other school-based and central office staff

• Consult and collaborate with internal partners to assess shared need and develop a cohesive approach to maximize impact of program model

Essential Qualifications and Experience

• Proven experience coaching and developing other teachers to improve their classroom management and instructional practice as well as proven experience coaching and developing school leaders to improve their systems management and capacity building of staff
• Proven experience (minimum of 3-5 years) accelerating student achievement and solid track record of K-12 teaching
• In depth experience working with teachers to implement best practices for highly diverse student populations
• Preference for applicants with exemplary track records as innovative and experienced school, district or educational leaders who have mentored and supported school staff and leaders effectively
• Demonstrated excellence and creativity facilitating adult learning programs or initiatives
• Demonstrated experience implementing academic and behavioral interventions and supports
• Demonstrated experience developing innovative and sustainable strategies to create positive conditions for learning
• Knowledge and experience fostering change in school and/or district environments and successful experience leading diverse teams toward significant change initiatives
• Effective change facilitator familiar with the context in which Turnaround operates (low- performing, high-poverty urban district schools) and demonstrated ability to successfully navigate and overcome barriers present in these environments
• Bachelor’s degree required; advanced degree a plus
• Fluency in Microsoft Office applications (Word, Excel, Outlook, PowerPoint)
• Flexibility and adaptability, including the ability to travel between local school sites daily and into Midtown Manhattan on a regular basis for training and planning purposes.

Amani Public Charter School, a public charter school that serves students in grades 5-8 in Mount Vernon, NY, seeks to hire an Eighth Grade Math teacher: expected courses to teach will be Common Core Algebra 1 and 8th Grade Math. THIS POSITION IS AVAILABLE JANUARY 2, 2018. Math Teachers are dedicated to promoting independent, critical thinkers, inspired to develop a love for mathematics and numeracy. The Math teacher at Amani will build a classroom culture in which scholars love math. They will provide clear and consistently high quality math instruction for all scholars. In addition they will create instructional lesson plans and classroom activities that contribute to a climate where scholars are actively engaged in a meaningful learning experience. Finally as a data driven school we are searching for a unique individual who can drive academic outcomes by analyzing student work, studying data, and implementing high -leverage instructional moves to ensure dramatic gains for all scholars. Our goal is to provide Amani Scholars with the academic and critical thinking skills necessary to succeed in competitive high school programs, college and the career of their choice. The successful individual will also bring a mastery of classroom management, experience working in an urban environment and a track record of building strong relationships with scholars and families. Candidates must be certified Math Instructor – Secondary Certification, 5-6 extension is a plus

Still Hiring!

Positions Available for the 2017-2018 School Year:

Kindergarten Teacher

Math Teacher

Special Education Teacher

Art Teacher

Physical Education Teacher

*Must hold NYS certification for each position listed above.Planning, preparing and delivering lessons to all students in the class;

• Teaching according to the educational needs, abilities and achievement of the individual students and groups of students;

• Adopting and working towards the implementation of the school development plan of the particular school they are giving service in;

• Assigning work, correcting and marking work carried out by his/her students;

• Assessing, recording and reporting on the development, progress, attainment and behavior of one’s students;

• Providing or contributing to oral and written assessments, reports and references relating to individual students or groups of students;

• Participating in arrangements within an agreed national framework for the appraisal of students’ performance;

• Promoting the general progress and well-being of individual students, groups of students or class entrusted to him/her;

• Providing guidance and advice to students on educational and social matters and on their further education and future careers; providing information on sources of more expert advice;

• Communicating, consulting and co-operating with other members of the school staff, including those having posts of special responsibility and parents/guardians to ensure the best interest of students;

All interested candidates should send their email and resume to the Executive Director, Dr. Kevin Brennan at kbrennan@bronxbetterlearning.org.

Competitive salary offered!

The Bronx Charter School for Better Learning provides its students with a solid foundation for academic success, through achievement that exceeds citywide averages and meets or exceeds New York State Standards and national norms in all curriculum areas tested, especially in mathematics and language arts. Our teaching constantly adjusts to the needs of our students, leading to independence, autonomy, responsibility and a sustained love of learning, all of which contribute directly to high academic achievement.

Why this job: Help shape the future of students in Washington Heights and Inwood by joining the leadership of a successful and expanding school that has been a featured in The New York Times, The Wall Street Journal and on 60 Minutes for its radical investment in teachers and its outstanding results. Given TEP’s revolutionary teacher salaries, this is an amazing opportunity for a proven leader who can effectively direct the recruitment and hiring of all TEP teachers, leadership, and staff positions as the school expands from a 480-student middle school to a 1200-student Pre-K through 8th grade school.

Position Overview: The Director of Talent Acquisition is a dynamic leadership role that requires expertise and experience in talent acquisition. This individual will develop and execute a long-range plan and short-term strategies to recruit and hire TEP teachers, leadership, and staff positions as TEP nearly triples the size of its original teaching staff and adds several key leadership roles. This entrepreneurial role is for someone who strongly believes in TEP’s revolutionary approach to attracting educational talent to underserved communities.

Position Responsibilities:

• Develop and manage all marketing efforts aimed at staff recruitment; manage marketing budget, oversee the design of all marketing materials, and manage all marketing partnerships
• Craft high-quality job descriptions and job posts, and edit relevant website recruitment pages using language aligned to TEP’s organizational vision
• Plan and coordinate all recruitment events, such as informational sessions for prospective teachers
• Maintain and grow TEP’s robust pipeline of referrals from existing TEP teachers and staff; referrals are the single most successful mechanism for attracting strong-fit talent to TEP
• Manage the online recruitment platform (Greenhouse) that TEP uses; coordinate all aspects of the hiring process from the time a candidate is a prospect to the time a job offer is made
• Screen all initial applications for all positions and advance top prospects to the next stage; conduct all initial interviews and evaluate all early-stage candidate tasks; advance finalists for each position to late-stage interviews and auditions with relevant TEP leadership
• Manage one staff member – the only other member of TEP’s recruitment team, who supports with all the responsibilities of this position

Qualifications:

• Minimum 5+ years of experience in the field of talent recruitment
• Significant experience in screening and interviewing job candidates
• Exceptional writing ability and oral communication skills
• Excellent organizational skills and attention to detail
• Strong supervisory experience and team-orientation

Accountability: The Director of Talent Acquisition reports directly to TEP’s Chief Operations Officer.

Compensation: The Director of Talent Acquisition earns an annual salary plus a potential performance bonus. The annual salary is in the range of $105K to $120K based on the individual’s experience level. The Director of Talent Acquisition is also eligible to receive a substantial annual performance bonus based on meeting or exceeding specific metrics. A robust benefits package includes medical, dental, vision insurance, a 403b retirement plan, STD, LTD and Life Insurance.

Elementary School Instructional Coaches – Math and ELA (2 positions)

Mott Haven Academy Charter School (Haven Academy) was founded in 2008 and currently serves students in grades Pre-K through grade 5.  As the first charter school in the country specifically designed to meet the needs of children in the child welfare system, Haven Academy is a one of a kind place that offers passionate educators an opportunity to make a difference in today’s education landscape.

Located just two stops from Manhattan in the Mott Haven section of the South Bronx, our unique educational model combines rigorous, data-driven instruction with a variety of on-site social-emotional supports for our distinctive population of general community and child welfare students. Haven Academy is expanding to middle school grades with a target launch date of the 2017-2018 school year. We plan to add one grade per year until we reach full capacity at grade 8.  In preparation for this expansion, we are seeking Instructional Coaches for our elementary school which will serve grades Pre-k through grade 4.  These roles include planning time in July and August.

Our outstanding educators are provided with unmatched opportunities for rewarding professional growth, are committed to using data to improve student results, possess exceptional professionalism, and embrace our school’s belief that all students, regardless of economic status or family structure, are entitled to learn in a system that gives them the best chance for success. Join our team as we pave the way for children in foster care in our groundbreaking academic program.

Responsibilities

• Communicate a sense of urgency around student academic needs
• Collaborate with co-teacher teams to develop and support highly engaging, academically rigorous curriculum and lessons, aligned with Common Core Standards
• Inspire students to dedicate themselves fully to their education
• Establish and support classroom routines to ensure a focused, safe, and caring environment
• Support teachers to analyze assessment data and use data to drive instruction
• Monitor student performance data and effectiveness of instructional responses and interventions
• Analyze performance and observational data to determine professional development needs, including content and pedagogic knowledge, grade level needs, teacher coaching and support
• Collaborate with colleagues and instructional leadership team to share best practices and ensure student mastery of standards
• Provide concrete and actionable feedback for teachers to drive instructional improvement
• Collaborate with instructional leadership team to identify professional development needs, develop and facilitate professional development

Qualifications

• Master’s degree in educational leadership, education, special education, or related field such as math or english
• Minimum five years full-time classroom teaching experience in an urban setting 
• Proven track record of raising student achievement scores in an urban environment
• Strong desire to work within an innovative, urban educational program
• Excellent oral and written communication/interpersonal skills as well as a desire to collaborate with various stakeholders to help develop a whole-school community
• Experience managing and developing family leadership
• Outstanding instructional skills, including the ability to motivate and challenge students
• Demonstrated ability to create and maintain a warm and orderly environment
• A strong sense of personal accountability for student achievement
• Unwavering  conviction that all students can learn at a high level

Brooklyn Urban Garden Charter School (BUGS) is an independent, progressive charter middle school in South Slope/Windsor Terrace, Brooklyn. BUGS is seeking qualified educators to join our team as an Algebra 1 teacher &  Science teacher!

BUGS educators are passionate and creative teachers, collaborative colleagues, and engaged community members who believe in our mission to provide a hands-on, interdisciplinary education to young adolescents of all abilities and backgrounds, with a focus on real-world problem solving and the exploration of environmental sustainability.

At BUGS, we value and respect teachers as educators, professionals, and individuals. As a community committed to the growth and development of our staff, we offer many opportunities for innovation, professional growth, and teacher leadership. We feature a strong, supportive community of learners, an active parent-teacher organization, and a positive student and staff culture.

BUGS team members are:

• Passionate about their content areas
• Dedicated to regularly assessing students and using the results to inform   instruction
• Models of sustainability
• Able to empower adolescents to find their voice and take charge of their learning
• Collaborative with colleagues, students, and families
• Innovative self-starters who contribute to the good of a diverse community
• Committed to coaching adolescents in interpersonal skills and making good   choices
• Passionate about getting students outdoors
• Reflective and open-minded

Our teachers are responsible for teaching subject-area courses in the context of an interdisciplinary, sustainability-focused curriculum. Teachers are supported in using project-based methodology and designing on-going fieldwork to enrich the units of study.

Selection Criteria:

• New York State teaching certification or considered ‘Highly Qualified’ and working   towards certification
• Evidence of strong math and/or science content knowledge
• Two years of teaching experience, highly preferred
• Bachelor’s degree required; Master’s degree preferred
• Desire to work in a heterogeneous classroom with a range of ability levels and   students of diverse socioeconomic and ethnic backgrounds
• Commitment to collaboration, sustainability, continuous professional growth, and   student achievement
• Preference given to candidates who have experience working with young   adolescents

BUGS is an Equal Opportunity Employer and is committed to building a culturally diverse faculty and staff. BUGS strongly encourages applications from minority candidates.

Thank you! We look forward to learning more about you.

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 second grade teacher in an Integrated Co-Taught (ICT) class for the current school year.

Community Roots Charter School seeks individuals who:

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

Qualifications:

• Demonstrated success in teaching
• Belief in CRCS mission and philosophy
• Demonstrated ability to collaborate
• Demonstrated ability to prioritize student achievement while creating a nurturing and encouraging school environment
• Hold or are working towards New York State Certification
• Preference for dual certification in Teaching Students with Disabilities (Special Education) and a content area

To apply:

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

BACKGROUND

• Academically Rigorous Education for a Modern Workforce. Zeta will combine the best of an academically rigorous education, focused on critical thinking and problem solving, with cutting edge technology and tools. Students will excel academically and work to solve the problems of the future, creating and inventing in “innovation laboratories” and developing coding fluency. Zeta will invest in serving the particular needs of at-risk, high-needs, English Language Learner, and advanced populations, with an aim to diversify the approach in order to mine their unique and highest potential.

• Mindfulness and Wellness. Zeta Schools will promote an environment of mindfulness for students, staff, and families. Mindfulness will foster kindness and serve as the foundation for a respectful school community. It will further teach students the value of treating others in a manner they would want to be treated and to learn self-regulation. Students will engage in invigorating daily physical activity and learn healthy habits, and all members of the community will be encouraged to practice and model healthy habits to maximize their own well being.

• High-Performance, People-First Culture. We are focused on hiring and developing great people and maintaining high expectations to enable team members to grow personally and professionally. Zeta cultivates a high-performance culture that fosters extraordinary outcomes, innovation, efficiency, and productivity, while practicing a sustainable people-first culture. With over 300 hours of professional development every year, we put our efforts where we think the biggest returns are: our people. The people-first culture extends to our community as well—we will embrace family involvement in order to best serve the needs of individual children.

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

As a member of the People & Equity team, reporting directly to the Vice President, People & Equity, the Associate, Diversity, Equity & Inclusiveness (DEI) will be charged with executing specific projects outlined in the DEI strategic plan. This person will play a pivotal role in bringing alive the DEI vision and strategy. This will specifically entail coordinating our Diversity Council, its subcommittees, onboarding and development and designing other initiatives.

The ideal candidate for this position will be a constant learner who is energized by opportunities to solve problems, highly self-motivated and can effectively balance collaboration with entrepreneurialism. This person will be joyful, humble and committed to excellence.

You will:

Execute against the Diversity, Equity & Inclusiveness strategy, specifically

1. Design and/or execute project plans for active DEI initiatives
   • Support the development and execution of the Diversity Council scope and sequence in collaboration with the Diversity Council Officers
   • Ensure Diversity Council is prepared for meetings with materials in a timely fashion to achieve its objectives
   • Ensure the effective execution of in-person DEI events, including but not limited to Rites of Passage, identify-based learning communities, etc.
   • Ensure achievement of (and in some cases create) benchmarks for projects such as Diversity Council subcommittees.
   • Manage DEI calendar of events and observances
   • Develop and execute project plans in response to emerging staff needs
2. Capture, organize and report on DEI data
   • Identify opportunities to collect demographic data and staff experience data
   • Design and implement data collection approaches, such as standardized, post-event surveys, etc.
   • Develop and execute plan to report out on DEI data to team leaders, stakeholders and staff to foster clarity and culturally relevant decision-making
   • Manage external DEI professional development opportunities tracker
3. Design and send team communications in alignment with communication strategy
   • Develop a scope and sequence for staff-wide communications about DEI in collaboration with internal communications
   • Identify and execute creative ways to engage our staff
   • Manage our DEI platform, resources and materials
4. Serve as a joyful and positive culture leader
   • Exemplify our core values
   • Actively seek out the perspectives of staff members
   • Build trusting relationships across staff
   • Be responsive to staff issues that arise, alerting stakeholders as necessary

You have:

Required:

• At least 5 years of work experience in diversity or operations role
• The ability to travel roughly four times each year

Preferred

• A Bachelor’s degree
• Demonstrated multicultural competence
• Certification in diversity, equity and/or inclusiveness

Profile:
We are seeking a leader who possesses:

• Ability to develop and utilize systems to manage and track high volume workflow on tight timelines
• Ability to collect, organize and report diversity, equity and inclusiveness data to promote action
• Ability to laterally manage, influence and motivate others to achieve outcomes
• Keen attention to detail
• Outstanding and dynamic written and verbal communication skills
• Strong judgment and decision-making and ability to responsibly manage sensitive information
• Strength in working collaboratively with teams
• Flexibility and openness to maintain a solutions-orientation in an ever-changing environmen
• High emotional intelligence and interpersonal skills
• Professional maturity
• Commitment to constantly learn and grow in diverse ways to improve practice and outcomes
• The consistent ability to remain flexible, calm under pressure and adaptive to change as priorities shift

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

Benefits & Applying

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

Applications can be addressed to Stacey Mitchell, VP of People and Equity and should include a resume and cover letter. Please ensure that all materials address relevant experience and your understanding of how this position connects to the overall mission of E4E.

Educators for Excellence is an equal opportunity employer. We predominantly partner with low-income communities of color. Therefore, though race and other identity markers are never used to make final hiring decisions, we place a particular focus on recruiting staff members who share the backgrounds of our communities.

The New York City Charter School Center (Charter Center) seeks to hire a skilled data and research analyst to help the Charter Center fulfill its role as an essential source of accurate and timely data, and data-driven analysis, about public charter schools, education in NYC, and related topics. The Manager of Data and Research will have primary responsibility for the data systems that allow the Charter Center to collect, maintain, analyze, and share quantitative data that bear on charter school policy questions, including managing the organization’s utilization of a CRM database (Salesforce).

An integral player in the Charter Center’s mission-critical dealings with parents, teachers, school leaders, public officials, reporters, and philanthropists, this position requires both diligent attention to detail and a driving, proactive curiosity. The Manager of Data and Research will work collaboratively with Charter Center colleagues to fulfill data requests, and provide analyses in support of the Charter Center’s advocacy agenda.

RESPONSIBILITIES

Data Systems

• Use, maintain, and manage the Charter Center’s robust policy databases in MySQL and Salesforce
• Establish and implement protocols for routine work on both ends of that database (front-end updating/reconciling and back-end reporting/communicating)
• Manage the Charter Center’s shared CRM database (Salesforce) and create new reports as needed
• Learn about and use the Charter Center’s data-related tools, including Access, Tableau, MySQL, and ArcMap; and continually offer ideas about new technologies and other improvements

Stakeholder Service

• Provide clear, thorough, and timely answers to data-related queries from Charter Center staff and external stakeholders

Analytical Projects

• Contribute to research reports and other analytical projects, not only with data analysis but potentially including writing, editing, information design, and project management (depending on skills, interest, and project needs)

QUALIFICATIONS

Experience

• Graduate degree in management, education, public policy, or quantitative field (Candidates with extraordinary academic credentials will be considered with a four-year bachelor’s degree)
• 0-5 years professional experience
• Substantial experience with statistical or other quantitative research, in a professional or academic setting
• Knowledge of charter schooling and general K-12 education policy
• Experience in a fast-paced/high-stakes setting (e.g. start-up or campaign)
• Demonstrated experience in public policy writing preferred

Skills

• Intermediate to advanced proficiency with Microsoft Excel, Access, and MySQL (or similar)
• Superb writing ability
• Additional skills in statistical analysis, CRM management, program evaluation, survey research, financial analysis, and/or information design

Personal Characteristics

• Commitment to improving public education in NYC
• Critical thought, capable of asking insightful questions and methodically pursuing answers
• Proactive, collaborative work style
• Personal presence and communication skills to represent the Charter Center in diverse forums

Start Date: Immediate Hire!!

The Brooklyn Urban Garden School (BUGS), a small, independent, progressive charter school in South Slope/Windsor Terrace, Brooklyn is looking for a certified Special Education [ICT] English Language Arts Teacher.

BUGS educators are passionate and creative teachers, collaborative colleagues, and engaged community members who believe in our mission to provide a hands-on, interdisciplinary education to young adolescents of all abilities and backgrounds, with a focus on real-world problem solving and the exploration of environmental sustainability.

At BUGS, we value and respect teachers as educators, professionals, and individuals.  As a growing faculty and community, we offer many opportunities for innovation, professional growth, and teacher leadership.  We feature a strong, supportive community of learners, an active parent-teacher organization, and a positive student and staff culture.

BUGS team members are:

• Passionate about their content areas
• Dedicated to regularly assessing students and using the results to inform instruction
• Models of sustainability
• Able to empower adolescents to find their voice and take charge of their learning
• Collaborative with colleagues, students, and families
• Innovative self-starters who contribute to the good of a diverse community
• Committed to coaching adolescents in interpersonal skills and making good choices
• Passionate about getting students outdoors
• Reflective and open-minded

Our teachers are responsible for teaching subject-area courses in the context of an interdisciplinary, sustainability-focused curriculum. Teachers are supported in using project-based methodology and designing on-going fieldwork to enrich the units of study.

Selection Criteria:

• Valid New York State Special Education certification required
• New York State Teaching certification
• Two years of teaching experience, highly preferred
• Bachelor’s degree required; Master’s degree preferred

• Desire to work in a heterogeneous classroom with a range of ability levels and students of diverse socioeconomic and ethnic backgrounds
• Commitment to collaboration, sustainability, continuous professional growth, and student achievement
• Preference given to candidates who have experience working with young adolescents

BUGS is an Equal Opportunity Employer and is committed to building a culturally diverse faculty and staff. BUGS strongly encourages applications from minority candidates.

The YMCA of Greater New York reaches half a million New Yorkers through programs that focus on youth development, healthy living and social responsibility.  The Vanderbilt YMCA is seeking an experienced individual who will plan and implement developmentally appropriate curriculum that supports and encourages the social, emotional, cognitive, and physical needs of preschool students. The Preschool Group Teacher works within the framework of the program to carry out its functions, policies, and procedures; including but not limited to: student assessments, work sampling, individualized plans, and parent / family engagement.

Responsibilities:

• Ensure the health, safety and well-being of children in the program, by providing close supervision of all activities.
• Work as a supportive team member within the Early Childhood Learning Center and the YMCA Branch; providing supervision and coaching to Assistant Teachers, Teacher Aides, Early Childhood Specialists and volunteers.
• Plan and implement developmentally appropriate and engaging lessons and activities, including but not limited to, literacy, arts, math, cooking, science, outdoor / indoor recreation, field trips.
• Develop classroom centers, coordinated with the on-going curriculum, that respond to children’s interests.
• Facilitate student assessments and work sampling.
• Guide students in their academic growth.
• Work with parents to promote understanding the growth and development of their child, through effective communication.
• Encourage parent participation in special events, meetings, and in-class volunteer opportunities.
• Develop effective communication strategies.
• Maintain a clean and safe classroom environment, by reporting and / or removing all potential hazards, and setting up spaces and materials with a focus on supporting child learning.
• Conduct fire drills and manage emergency procedures, in accordance with the guidelines of the Center and the YMCA of Greater New York.
• Prepare food for children and maintain a family style setting for eating, conducive to language, cognitive and social development, as well as the development of healthy habits.
• Maintain accurate program documentation; including but not limited to incident / accident / behavior reports, attendance sheets, sign-in / sign-out sheets, development / growth forms; document eating and sleeping, parent surveys, etc.
• Maintain equipment, storage, and supply inventory.
• Ensure that all YMCA of Greater New York, Department of Health, and Department of Education (if applicable) guidelines are followed.
• Actively participate in all training sessions, designated meetings, and special events.

Qualifications:

• BA in Early Childhood Education or related field and State certification, or NYSED approved certification, or BA in Early Childhood Education and 5 years of experience; Master’s degree preferred.
• Minimum of 3 years of experience working with young children in a group setting.
• Knowledge of child development and developmentally appropriate practices.
• New York State Teaching certification.
• New York State Pre-K Foundation for the Common Core.

At Huntington, we are eager to continue to build our teams! We seek to hire the best, most talented special education teachers into our organization. If you are a qualified, caring and dedicated special education teacher, interested in spending your time working directly with students, we’ll give you the opportunity to do what you love to do – TEACH !

The Opportunity:

• Work with students 1:1
• Flexible, part-time hours
• No lessons to plan or homework to grade
• Competitive hourly rate and paid training
• Professional development opportunities

Special Education Teacher Requirements include:

• 4 year degree required
• Special Education Certification or License required
• Must be a caring and qualified professional committed to the success of students!
• Recent grads and current/retired special education teachers are encouraged to apply!

Center locations include:

• Brooklyn
• The Bronx
• Queens
• Manhattan
• Staten Island

Director of Applied Science

About Turnaround for Children

Too many students are behind in school and too many schools don’t know what to do about it. Science is key to understanding the problem and key to the solution.

By studying the impact of adversity on the developing brain, Turnaround for Children is on to something big. It is connecting the dots between poverty, stress and academic performance.  Turnaround translates the science that explains the impact of stress on learning and behavior into tools and strategies that teachers and administrators can use to cultivate a safe environment, reduce stress, increase engagement in learning and accelerate healthy student development and academic achievement.

Turnaround acts as a catalyst for change by raising awareness about and addressing the challenges that affect any school facing adversity, particularly those in high-poverty communities. Over the past 15 years, the non-profit has grown from an idea into an organization with a $15.2 million annual operating budget and over 60 employees. Currently, Turnaround partners with 13 schools in New York City, Newark, New Jersey and Washington, D.C. serving more than 5,000 students and 600 teachers. Turnaround is also expanding its reach via partnerships with KIPP D.C. and District of Columbia Public Schools by providing hands-on professional support, coaching and training sessions to leadership teams and educators. Turnaround’s central office is located in midtown Manhattan.

Location

This position is based in New York City.

FLSA

This is a fully exempt position that is not eligible for overtime.

About the Position

Turnaround is creating a multi-disciplinary team to support the translation and application of science and research to accelerate student development and academic achievement in schools serving high concentrations of children impacted by adversity. This Applied Science and Translation team will function as an organizational hub, facilitating collaboration across internal teams and with external networks of scientists, educators, researchers and other thought leaders. The Applied Science and Translation team will collaborate closely with senior leaders to infuse science and research into all aspects of the organization and maximize impact with our schools and students.

Key Responsibilities (including but not limited to):

We recognize that we are searching within a rapidly emerging new field focused on the application and translation of developmental science to practice in school settings.  As such, we are seeking to hire a Director of Applied Science that will have dynamic complementary collaborations with the Manager of Applied Science to fulfill the team duties outlined below. If you believe that you have experience, skills and a demonstrated track record of success in some subset of the functional areas below (and preferably working knowledge in the other areas), we encourage you to apply.

Science Core

• Collaborate with an advisory group of leading researchers to establish and maintain a science core that informs Turnaround’s theory of action and guides all aspects of our work.
• Manage membership of the advisory group, ensuring that the researchers represent the most relevant work to the success of Turnaround’s model
• Continuously review and curate current literature and emerging research related to our program.
• Maintain an up-to-date understanding of core concepts and implications for our work with a particular focus on leveraging the science to maximize impact in our schools.

Inquiry and Learning

• Serve as an internal expert and advocate for inquiry and the application of current research and improvement science principles to support continuous learning and improvement.
• Support ongoing development and management of formative and summative measures aligned to program implementation and evaluation.

Program Design & Implementation

• Collaborate with the Program Leadership Team to leverage science in the design and delivery of our program to schools.
• Develop processes to inform, support and review program design and implementation plans to ensure scientific grounding and support, as well as the connection to rigorous research.
• Collaborate with Program Team to consider how research-informed interventions can be adapted for our context and to understand the potential impact of these adaptations on measurement and efficacy of the strategy, as well as implications for implementation (i.e. fidelity, dosage, frequency, etc.) and feasibility to maximize anticipated impact.
• Maintain strong relationships with Program Team members to understand their ongoing needs and identify ways to access relevant expertise, research or other supports.
• In collaboration with the Program Team, build a feedback loop that empowers our practitioners to share questions, insights and hypotheses from their work in schools that will inform the work of the Applied Science and Translation Team.

Staff Development

• Build a working knowledge of the science among all Turnaround staff so that everyone becomes sufficiently conversant to incorporate science into everything, from school staff trainings and coaching sessions to press releases and grant proposals.
• Create systems for assessing learning needs and opportunities within the organization and execute plans for addressing those.
• Create and deliver learning opportunities to teams across the organization driven by accessible translation of relevant research.
• Collaborate with leadership to use the science of adult learning to develop / refine professional learning protocols for team and organization-wide trainings

External Affairs

• Connect Turnaround to the broader science and research community. Collaborate with leadership to manage and access the expertise of the Science Advisory Group and other collaborations, that draw together pertinent research and academic communities around the topic of adversity and learning.
• Serve as an expert advisor and voice in external affairs, working with the CEO and External Affairs team to craft core messages and, where appropriate, represent Turnaround at public speaking engagements and in written media. Build the capacity for other team members to engage in such opportunities.
• Collaborate with the Development team to identify and pursue science-based grant opportunities.

Essential Qualifications & Experience:

• Master’s Degree required, Ph.D. or Ed.D. preferred
• Minimum of 5 – 7 years of relevant work experience for Director-level position
• Minimum of 2 years of leadership experience demonstrating the ability to create a vision for a team and to effectively lead others
• Significant work experience in K-12 classroom and school practice settings, including a comprehensive understanding of the challenges and complexities in these settings and a passionate interest in integrating scientific knowledge with first-hand experience of K-12 settings
• Demonstrated skills, knowledge and experience in child/adolescent development and/or applied developmental science, specifically including the translation of relevant research into practice in educational settings.
• Exceptional creative thinking and an ability to leverage science and research to uncover potential opportunities for innovation in practice that will drive accelerated outcomes for students.
• Experience with cross-functional leadership, change management and/or continuous learning
• Exceptional interpersonal skills; ability to collaborate and effectively interact with internal teams and external partners
• A pioneering and inventive spirit, with the ability to shape and define an uncharted, emerging field
• Personal qualities of integrity, credibility and an unwavering belief in Turnaround’s mission

Leadership Trainer

We’re hiring for the 2017-2018 school year!

Engaging, resilient, flexible, proactive—these are just a few of the characteristics you should possess as a Leadership Trainer. In this role, you will be responsible for bringing mentoring and facilitation through our unique student-centered approach into multiple NYC schools. We work in schools in the Bronx, Queens, Brooklyn and Manhattan.

Think you’re an ideal candidate? Well then, you’re a resourceful and tenacious motivator. You are comfortable working in many different settings. You’re a self-starter, and you’re highly motivated, with the willingness and ability to work well both in a team and with a great degree of autonomy. You come from a strongly resourceful orientation, and your dedication to learn and grow is unmatched. We are hiring for multiple positions.

WHAT YOU’LL DO:

• Work independently in some of the most challenging NYC public schools
• Learn and facilitate our curricula
• Serve as a mentor and positive role model
• Recruit and retain students as needed
• Utilize your background to work on special projects and activities with students and community members
• Attend monthly staff meetings and trainings in our offices
• Be prepared to work in any of our school communities
• Be physically prepared to meet the demands of setting up your physical spaces at school sites, pick-up and drop-off supplies, and faciliate the activities of your assigned placements
• Submit appropriate paperwork and enter activity logs, attendance, and other data into our on-line database bi-weekly

SKILLS & KNOWLEDGE YOU SHOULD POSSESS:

• Bachelor’s Degree or higher
• A minimum of two years experience working in city public schools or equivalent
• Excellent communication and interpersonal skills
• Ability to work well and collaborate with team members
• Are already, or ready to be, fingerprinted through the State Department of Education
• We are in need of candidates with backgrounds in martial arts, athletics, multimedia, chess, and dance, so these skillsets are a major plus, be sure to highlight them. We are also in need of Spanish speakers for a gifted and talented program.
• Experience in Restorative Justice a major plus

COMPENSATION:

• After school rates start at $115

Don’t check all our boxes but still think you’d be a perfect fit for the position? Send us a submission and argue your case. Not ready for work until the new school year? Send us what you’ve got. We’d love to give you a shot.

Harlem Village Academies
Harlem Village Academies is a community of educators working to build an urban K-12 school model based on the principles of progressive education. Located in Harlem, HVA is also the demonstration site for the Progressive Education Institute.

Progressive Educational Philosophy
We believe students learn best through experience, deep engagement and discovery. We want our students to be intellectually curious, creative, and independent. We want them to love learning, to be articulate and reflective. Students should spend their school days constructing knowledge, grappling with questions, and doing the intellectual heavy lifting, with teachers as adept guides.

Constant Learning for Teachers
We give our faculty access to the most accomplished master teachers and the most sophisticated professional learning opportunities in the country. We’re learning every day, meeting frequently to discuss our instruction, reflect on our lessons and improve our pedagogy. We’re passionate about creating a rich intellectual life for ourselves and our students.

Who We’re Looking For
Our teachers are smart, passionate educators who believe that all students can learn at the highest level. We look for teachers with a track record of high performance, who inspire students to love learning, and who play very well with others.

Responsibilities

• Develop and teach highly engaging, rigorous music curriculum and lessons, aligned with HVA’s standards, curriculum and progressive pedagogical philosophy
• Invest several hours per week in professional learning, including personalized instructional coaching, lesson study, co-planning, book study groups and other learning work
• Inspire students to hold themselves to high standards of academics and character
• Establish and uphold classroom routines to ensure a focused, safe and caring environment
• 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

Qualifications

• Bachelor’s and/or master’s degree in music education/teaching, with student teaching or equivalent experience, preferably in grades pre-K-6
• Two years of teaching experience preferred, preferably in grades K-5
• A commitment to developing progressive pedagogy
• Deep dedication to learning and developing your teaching craft
• A strong sense of personal accountability for student achievement
• Unshakeable conviction that all students can learn at a high level
• New York State teaching certification preferred

Temporary Senior Transitional Educator

needed to work at Residential Treatment Center

located in Westchester NY!

Are you looking for an exciting and rewarding career that enriches the lives of children and families? Do you want a feel-good-about-yourself career with a revolutionary company dedicated to your success?

If so, then Children’s Village might be a great fit for you.

We offer competitive salaries, comprehensive benefits, 401(k) plan after one year of employment, three weeks’ vacation, sick days, daycare, low cost housing, and excellent training.

Position Overview:

The Senior Transitional Educator will provide a short-term education for the TRAC youth residing on the campus of The Children’s Village while awaiting placement or re-unification with a Sponsor.  The TRAC youth will receive six (6) hours of education each day as part of the program.

Position Qualifications:        

Master’s Degree or equivalent to work experience required in multi grades settings. Must be certified by the State Department of Education or other appropriate body. NYS Certified in TESOL or Bilingual Education and Complete Professional Development hours as per state recommendation/requirements. A minimum of 2-5 years’ experience or training working with Students with Limited or Interrupted Formal Education, SLIFE and English Language Learners, ELL. Ability to speak, read, and write in English and Spanish.

 Starting salary is $69,360

 Position is located in Dobbs Ferry, NY.

Recruiting a Diverse Workforce EOE -consideration without regard to disability or protected veteran status

Harlem Village Academies
Harlem Village Academies is a community of educators working to build an urban K-12 school model based on the principles of progressive education. Located in Harlem, HVA is also the demonstration site for the Progressive Education Institute.

Progressive Educational Philosophy
We believe students learn best through experience, deep engagement and discovery. We want our students to be intellectually curious, creative, and independent. We want them to love learning, to be articulate and reflective. Students should spend their school days constructing knowledge, grappling with questions, and doing the intellectual heavy lifting, with teachers as adept guides.

Constant Learning for Teachers
We give our faculty access to the most accomplished master teachers and the most sophisticated professional learning opportunities in the country. We’re learning every day, meeting frequently to discuss our instruction, reflect on our lessons and improve our pedagogy. We’re passionate about creating a rich intellectual life for ourselves and our students.

Who We’re Looking For
Our teachers are smart, passionate educators who believe that all students can learn at the highest level. We look for teachers with a track record of high performance, who inspire students to love learning, and who play very well with others.

Responsibilities

• Develop and teach highly engaging, rigorous music curriculum and lessons, aligned with HVA’s standards, curriculum and progressive pedagogical philosophy
• Invest several hours per week in professional learning, including personalized instructional coaching, lesson study, co-planning, book study groups and other learning work
• Inspire students to hold themselves to high standards of academics and character
• Establish and uphold classroom routines to ensure a focused, safe and caring environment
• 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

Qualifications

• Bachelor’s and/or master’s degree in music education/teaching, with student teaching or equivalent experience, preferably in grades pre-K-6
• Two years of teaching experience preferred, preferably in grades K-5
• A commitment to developing progressive pedagogy
• Deep dedication to learning and developing your teaching craft
• A strong sense of personal accountability for student achievement
• Unshakeable conviction that all students can learn at a high level
• New York State teaching certification preferred

Harlem Village Academies
Harlem Village Academies is a community of educators working to build an urban K-12 school model based on the principles of progressive education. Located in Harlem, HVA is also the demonstration site for the Progressive Education Institute.

Progressive Educational Philosophy
We believe students learn best through experience, deep engagement and discovery. We want our students to be intellectually curious, creative, and independent. We want them to love learning, to be articulate and reflective. Students should spend their school days constructing knowledge, grappling with questions, and doing the intellectual heavy lifting, with teachers as adept guides.

Constant Learning for Teachers
We give our faculty access to the most accomplished master teachers and the most sophisticated professional learning opportunities in the country. We’re learning every day, meeting frequently to discuss our instruction, reflect on our lessons and improve our pedagogy. We’re passionate about creating a rich intellectual life for ourselves and our students.

Who We’re Looking For
Our teachers are smart, passionate educators who believe that all students can learn at the highest level. We look for teachers with a track record of high performance, who inspire students to love learning, and who play very well with others.

Responsibilities

• Develop and teach highly engaging, academically rigorous lessons, aligned with HVA’s standards, curriculum and progressive pedagogical philosophy
• Invest several hours per week in professional learning, including personalized instructional coaching, lesson study, co-planning, book study groups and other learning work
• Inspire students to hold themselves to high standards of academics and character
• Establish and uphold classroom routines to ensure a focused, safe and caring environment
• 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

Qualifications

• Two years of teaching experience preferred, in grades pre-K-5
• A commitment to developing progressive pedagogy is essential
• 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

Leadership & Special Projects Coordinator

About Turnaround for Children

Too many students are behind in school and too many schools don’t know what to do about it. Science is key to understanding the problem and key to the solution.

By studying the impact of adversity on the developing brain, Turnaround for Children is on to something big. It is connecting the dots between poverty, stress and academic performance.  Turnaround translates the science that explains the impact of stress on learning and behavior into tools and strategies that teachers and administrators can use to cultivate a safe environment, reduce stress, increase engagement in learning and accelerate healthy student development and academic achievement.

Turnaround acts as a catalyst for change by raising awareness about and addressing the challenges that affect any school facing adversity, particularly those in high-poverty communities. Over the past 15 years, the non-profit has grown from an idea into an organization with a $15.2 million annual operating budget and over 60 employees. Currently, Turnaround partners with 13 schools in New York City, Newark, New Jersey and Washington, D.C. serving more than 5,000 students and 600 teachers. Turnaround is also expanding its reach via partnerships with KIPP D.C. and District of Columbia Public Schools by providing hands-on professional support, coaching and training sessions to leadership teams and educators. Turnaround’s central office is located in midtown Manhattan.

Location

This position is based in New York City.

FLSA

This is a non-exempt level position that is eligible for overtime.

About the Position

Turnaround seeks a highly motivated, collaborative and detail-oriented individual who will thrive in a fast-paced, entrepreneurial environment. The Coordinator will balance strategic thinking, project management and careful execution. The Coordinator plays a critical role in ensuring the efficiency and success of the Executive Office and Leadership Team through strong management of logistics and projects. The Coordinator reports to the Chief of Staff and is a member of the four-person Executive Office involving himself/herself, the CEO, the Chief of Staff and the Special Assistant to the CEO. The Coordinator will provide administrative support to the Leadership Team and contribute to strategic projects and important internal and external deliverables.

This position represents an excellent opportunity for learning and professional growth in the context of addressing a major societal issue. Working with Dr. Pamela Cantor, Turnaround for Children’s Founder and CEO and a visionary in the field of education, the Coordinator will gain first-hand insight into what it means to lead a high-performing, high-impact non-profit organization. S/he will gain both a high-level and on-the-ground perspective of the education reform landscape, as well as its relationship to government, philanthropic and business sectors. S/he will provide support to a diverse, accomplished and passionate team of co-workers who are committed to Turnaround’s success in driving student development and academic achievement in underperforming schools. This role has high potential to evolve based on the particular strengths that s/he brings to the team.

Key Responsibilities (including but not limited to):

• Leadership Team Support: Logistics, Communications and Coordination
  • Manage complex calendars and scheduling for the CEO, Chief Operating Officer and Chief External Affairs Officer
  • Schedule and coordinate large-group internal meetings involving Turnaround’s Leadership Team
  • Anticipate and prepare for internal and external meetings by drafting correspondences, writing research briefings, coordinating with internal teams, organizing materials, managing technological support and more
  • Specific for CEO:
    • Assemble and manage the CEO’s physical materials and contact database
    • Write letters, emails and invitations on behalf of the CEO
    • Maintain an up-to-date understanding of the CEO’s internal and external priorities; track to-do items for the CEO
    • Manage complex travel arrangements, vendor relationships and expense reports on behalf of the CEO
    • Collaborate with the Chief of Staff and Special Assistant to build sustainable systems and move projects forward

• Special Projects
  • Support the Chief of Staff in managing the Board of Directors, including but not limited to:
    • Manage preparation process for quarterly board meetings and committee meetings, including material creation, editing documents prepared by Turnaround’s Leadership Team and preparing materials for distribution
    • Track and facilitate philanthropic giving from Turnaround’s board members
    • Support relationship management of board members through proactive communication
    • Manage all administrative tasks connected to quarterly board and committee meetings
  • Contribute to other high-priority special projects led by a member of Turnaround’s Leadership Team or Executive Office, applying skills including:
    • Write and edit documents for internal and external communication
    • Project management
    • Research and synthesis of relevant literature

Essential Qualifications & Experience:

• Detail orientation – exceptional organizational skills and meticulous attention to detail
• Project management skills – an ability to create and execute systems to manage complex projects
• Excellent communication skills – superior interpersonal skills, with an ability to listen carefully, speak and write clearly and establish and maintain effective relationships with a diverse range of colleagues, including senior leaders
• Flexibility and adaptability – experience working in fast-paced, entrepreneurial environments, with a proven ability to anticipate challenges, solve problems and maintain a calm demeanor in high-stress situations
• Planning/systems orientation – demonstrated ability to efficiently and systematically manage competing priorities, including a high volume of short-term and long-term tasks. A successful candidate will seek to create order, plan ahead and establish elegant systems and processes in all that s/he does
• Responsiveness – desire and commitment to meet the Leadership Team’s needs (some evening and weekend work required)
• Passion for learning and self-improvement – proactive attitude toward seeking out feedback and investing in one’s own personal development
• Strong technological skills – fluency in full Microsoft Office Suite; experience with Salesforce and Asana is a plus
• Mission alignment – passion for social change and educational equity; commitment to Turnaround’s mission

Bachelor’s degree or equivalent experience req

SENIOR MANAGER, MATHEMATICS PROGRAM (INSTRUCTIONAL COACH)
Start Date: As Soon As Possible
Team: Program
Location: NYC partner schools (various locations; TBD) ~4 days/week & Blue Engine HQ, Downtown Manhattan 1 days/week

Who We Are
We believe that the current structure of classrooms actively contributes to massive untapped human potential and an epidemic of lost talent in historically oppressed communities across this nation. Blue Engine partners with schools to fundamentally redesign the traditional classroom and employ an innovative team teaching model, dramatically accelerating academic progress so that all students have the choice to pursue college and career opportunities that reflect their unique talents.
To achieve this, we recruit, train, and support recent college graduates who devote 1-2 years of service (as AmeriCorps members) to accelerating academic achievement in high school classrooms. Full-time Blue Engine Teaching Assistants (“BETAs”) partner with teachers in critical gateway skills: mathematics and literacy. This model dramatically accelerates learning in a given year, inspires students to achieve their potential, and pushes the boundaries of what’s possible in classrooms. In 2017-18, 70 BETAs will work alongside teachers in 9 middle and high schools in New York City, with regional growth planned for the fall of 2018.

The Role
We are looking for an incredible mathematics instructional coach. Reporting to the Vice President of NYC Program Implementation and working as part of a school support team, you will play a key role in deepening and broadening our impact in NYC classrooms, and helping to build and refine our model to prepare for regional and national growth.
The Senior Manager of Mathematics will directly coach a portfolio of 6 math teams across several partner schools. You will manage many internal and external relationships (BETAs, teachers, principals) and spend 80%+ of your time in NYC schools coaching BETA-teacher teams. You will have a lot of autonomy with your teams, while at the same time, working collaboratively with the entire program team to constantly learn, improve, and refine our collective work across all our classrooms.
This is a perfect opportunity for someone who loves instructional coaching, believes we must transform traditional classrooms, believes in teams, and is excited to play a critical role in building, designing, and proving out our program model and coaching approach in classrooms every day.

Primary Responsibilities
By providing effective instructional and team teaching coaching and support for teacher-BETA teams, the Senior Manager, Mathematics Program is on the hook for:
● Maximum student academic growth in one year
● Effective and strong BETA/teacher teams
● Strong relationships with multiple key stakeholders, including principals, teachers, school admin, and BETAs

Specific responsibilities include:
● Working with multiple classroom teams (lead teacher + BETAs) to improve mathematics achievement and instructional practice and reach highly ambitious and inspiring student outcomes
● Coaching teams to set clear, measurable, outcome-oriented academic goals for the year and plan professional development opportunities around those academic goals
● Supporting teachers in developing strong high leverage teaching practices through regular observation, one-on-one coaching, co-planning and feedback
● Supporting curriculum and instructional creation and ongoing decisions
● Collaborating with teachers to find real solutions to challenges faced in the classroom, using data to drive decision making and impact lesson preparation
● Motivating team to reach increasingly high levels of student learning and quality of work
● Advising teachers on classroom environment and team morale
● Monitoring and improving program implementation in each classroom
● Continuously monitoring, analyzing, and interpreting student learning data to inform instruction, individualized student interventions, and coaching supports
● Maintaining, sharing, and leveraging best-practice research
● Contributing to the design and lead implementation of org-wide instructional initiatives
● Supporting the development of the mathematics model by consistently evaluating strengths and areas of growth

Who We Need
Our belief in teams extends beyond the classrooms; we fundamentally believe that we are better together than we are as individuals. Our team supports one another to reflect, improve, and push our individual and collective work to new levels. Blue Engine is a good fit for professionals who possess strong personal drive; demonstrate exemplary professional behavior and values; and who are resourceful, responsible, tenacious, and independent.
You want to be part of something bigger than yourself, driving toward systemic change for students across this country. You will join us in approaching your work through a lens of inclusivity and equity, seeking to understand root causes, trends, and systems of oppression.

Specifically, we are searching for an individual who has/is:
Knowledge/Experience
● 4+ years of mathematics teaching experience (NYC Secondary and Middle School mathematics experience HIGHLY preferred) with a proven track record of success with students
● 1+ years in a leadership position supporting the learning/growth of individual adults and a team (e.g. grade-level or content team)
● Well versed in mathematics content and pedagogy
● Evidence of facilitating dramatic gains in student learning and achievement
● Previous experience in a startup/entrepreneurial environment or education reform a plus
Skills
● Ability to see the big picture of mathematics teaching and learning in a classroom and provide comprehensive and actionable feedback
● Ability to gather and analyze data to provide critical insight into planning, executing highly effective instruction, and strategically allocate resources (human resources, instructional, etc.) to support all students’ learning
● Ability to develop highly effective long term, unit, weekly, and daily plans
● Models outstanding instruction and mentorship for teachers
● Exceptional ability to build relationships with, influence, and motivate adults
● Seeks feedback and consistently reflects on their practice; can articulate their strengths and their areas for growth
● Tries new things and takes risks in the name of improving student outcomes; is open to new/ innovative ideas and wants to try them
● Can operate brilliantly in grey space–proactively assesses challenges, identifies flexible, effective solutions in ambiguous and complex situations
● Proactively seeks diverse perspectives to inform decision making and planning
● Thrives in a highly collaborative setting
● Can translate organizational and program vision into specific strategies and operate independently to execute on those strategies
Mindsets
● Believes that every student and teacher has the ability to grow and be successful
● Believes in questioning current structures and determining if they lead to equitable academic experiences for all students
● Believes supporting students social and emotional cognition is equally as important to supporting student academic cognition
● Believes in the importance of giving and receiving feedback consistently in both formal and informal ways, and is excited by the opportunity to build skill in this area
● Sense of humor and joy is a must

What We Offer
In addition to competitive salary and 100% medical, dental, and vision coverage for employees, we also offer:
● 403b retirement plan with employer match
● 20 days of paid time off per year in addition to three weeks of paid holiday time
● Pre-tax commuter benefits

Our Approach to Diversity, Equity, and Inclusivity
Blue Engine is more than an “equal opportunity employer.” We acknowledge the roles we play as educators and leaders in the very tangible systems of oppression and racism that exist in our city, our communities, and our classrooms, and strive to become an actively anti-racist organization. We do this first by articulating the value of diversity, inclusivity, and anti-racism as separate yet interwoven concepts; we evaluate all decisions and policies through the lens of diversity, inclusivity, and anti-racism; we pursue opportunities for continued learning about how historic and current systems of oppression manifest in individuals and organizations; we strive to increase our collective awareness of the cultural values, biases, and differences in self and others; we utilize skills of interruption to bring to bear cultural breaches along the lines of diversity, inclusivity, and anti-racism, and combine these approaches to embrace and resolve conflict while fostering growth. We make this commitment because we know it enables us to more meaningfully connect with each other, our students, and the communities we serve.