The AppleTree Early Learning Teacher Residency provides the Resident with the appropriate training, education and knowledge in order to be successful during their residency year and the following years as a Lead Teacher. The Resident is part of a 3-person instructional team, under the leadership of a Lead Teacher. The Resident  supports the Lead Teacher in all facets of instructional planning and implementation. Through a gradual release model, the Resident takes on more responsibilities as the year progresses.

The Residency is a two-year program, including a residency year and support during the first year as a Lead Teacher.  The residency year is an apprenticeship during which Residents gain teaching competencies and expand their knowledge of the development of young children, the ways in which young children learn and scientifically based practice to support the social, emotional, and cognitive development of young children. Upon successful completion of the residency year and passing of the Praxis Exams, Residents receive the opportunity to interview to become a Lead Teacher for the following school year.

Duties and Responsibilities

Actively engages in the Residency program to learn and develop instructional skills

• Observes strong instructional practice within one’s classroom and in other classrooms, during opportunities such as Instructional Rounds.
• Incorporates coaching and feedback from regular observations conducted by Instructional Leader and AppleTree Leadership Team members.

• Participates in all required professional development sessions and coursework which includes:
  • Weekly 3-to-4-hour practice sessions to develop and perfect their teaching skills.
  • Approximately 8 hours of weeknight sessions per month
  • Online instruction (8-10 hours per month)
  • Aligned assessments to demonstrate mastery of key teaching skills

Supports the development of young children

• Implements the Every Child Ready instructional model with fidelity, which includes instructional activities that encourage children’s abilities to analyze, conceptualize, synthesize, and evaluate.
• Creates safe, clean, attractive, and engaging physical learning environments that encourage both exploration and complex play.
• Plans intentional, systematic, playful, and engaging activities that promote children’s understanding of the way things work and the world around them into the thematic curriculum.
• Skillfully and systematically motivates students to participate in activities that support the development of their early literacy and mathematical skills.
• Incorporates adequate time for student talk and encourages children’s language use throughout the day. Intentionally provides modeling and support for children’s expressive and receptive language.
• Explicitly teaches children how to recognize and manage their feelings.

Meets the needs of diverse learners

• Uses a variety of observational and direct assessment tools in collaboration with ECR standards to determine children’s varying needs and opportunities in order to differentiate instruction for all children.
• Actively seeks out available resources and supports for children who are not making expected progress, provides additional support for students in need of remediation and differentiation in the classroom.
• Establishes clear behavior expectations, rules, and procedures to maximize learning time. Ensures effective implementation of universal behavior management systems as well as targeted plans to support student behavior.
• Fosters tolerance and a sense of community in their classrooms, modeling and explicitly teaching acceptance and appreciation of others.
• Collaborates and cooperates with related service providers and student support staff (SPED, ELL, PBS, etc.) to ensure the needs of all children are met, as needed.

Collaborates with families and communities

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

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

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

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

Contributes to a community of practice

• Plans collaboratively and shares ideas and resources with instructional team.
• Meets with Lead Teacher regularly to review and support fidelity to AppleTree Early Learning Teacher Residency.
• Actively participates in school and network wide professional development opportunities provided, integrating strategies and methods into their practice.

• Communicates professionally and constructively with colleagues.

• Fulfills the standards of professionalism including appropriate dress, attendance, and timeliness.

Requirements

Candidates must have a bachelor’s degree with a cumulative GPA of 3.0 or greater by May 2018 and possess strong verbal and mathematical abilities. Ideal candidates will demonstrate determination to succeed, creativity, initiative, a passion for social justice, and a strong desire to improve the educational outcomes for young children. Experience working with young children is preferred. The program begins with a 2-week, in-person summer session in July. The official dates of the summer term are released in Spring  2018, and dates vary slightly by year. In addition, Residents will put their practice into action during the summer after their residency year with continued coursework.

Disclaimer                                                                             

• The preceding description is not designed to be a complete list of all duties and responsibilities required of the Resident.

Breakthrough New York Overview

Breakthrough New York is a tuition-free college success program that makes a ten-year commitment to highly motivated, low-income middle school students. We support our students on their pathway to college by providing academic enrichment and guidance from grades 6-12, including a rigorous summer program while they are still in middle school. Our unique “students teaching students” model focuses on selecting and training exceptional college students to serve as Teaching Fellows (TFs) in our summer program, inspiring them to pursue careers in education. All academic classes (math, science, literature, and writing) are co-taught by a team of two TFs.

Instructional Coaching Fellowship Description

In order to ensure the successful instruction and management of our Teaching Fellows, Breakthrough hires an Instructional Coach in each academic discipline (literature, math, science, and writing) to oversee a department of 6 TFs. Instructional Coaches are experienced and successful professional teachers who provide support, training and feedback to Teaching Fellows throughout the nine-week summer program and engage fully in the Breakthrough New York community. Exemplary Instructional Coaches are experts in their specific content areas, able to guide TFs through effective planning and execution, and always hold both TFs and students to the highest expectations.

This role was designed to support classroom teachers who are interested in developing skills as instructional leaders. The role includes targeted professional development for the Instructional Coaches as well, who receive structured feedback about their leadership performance throughout the summer from their site’s Middle School Director. Responsibilities are commensurate with that of a school-year administrator, and this experience will benefit high-performing teachers looking to further expand their own skill set. Past participants have gone on to become academic Deans and Instructional Coaches in full-time school settings.

Summary of Responsibilities

Instructional Coaches have a mix of part-time work in the spring, and closer to full-time work for the nine-week summer program. To read the full job description and responsibilities, please visit our website.

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

Position Summary:

The FT aide shall assist the classroom staff in implementing a structured classroom on an as needed basis. The FT Aide shall be responsible for aiding the lead teacher in the implementation of the daily schedule and routine, leading actives, ensuring safety and security of clients, and supervision of clients. The FT Aide shall develop nurturing relationships with the students within a context of consistency and structured routines.

Position Requirements:

• Candidates must be at least 18 years old and have a high school diploma or equivalent (GED) and be New York State certified as an assistant teacher (CDA), as well as have the appropriate training in the field with 3 years prior experience
• Prior experience working in early childhood preferred.
• DOE/DOI Fingerprint Clearance
• SCR Clearance
• Child Abuse and Maltreatment Certificate (taken every 2 years online)
• Infectious Disease Certificate
• Food Handlers Certificate

Academy of the City Charter School

POSITION:  Lead Teacher for 2^nd, 4^th and 5^th Grades (2018-2019 school year)

QUALIFICATIONS

1. Bachelor’s degree in Education required
2. Master’s degree desirable
3. New York State Certification required
4. Three years teaching experience preferred
5. Ability to work collaboratively and an interest in an interdisciplinary approach to education

 FUNCTIONS AND RESPONSIBILITIES

Work with Children. The classroom teacher is responsible for teaching a group of children in all subject areas, planning to meet the needs of the entire group as well as individual children. The ability to attend to the social/emotional, physical and intellectual development of each child is his/her primary responsibility. An ability to work with some children that are English Language learners and have special education needs will be important.

Work with Environment and Materials. The teacher is responsible for designing, organizing and maintaining a materials-based classroom that reflects the curriculum and current work of the children. An ability to create and prepare materials that serve the curriculum is essential.

Curriculum Development. The teacher is responsible for developing curriculum in all areas based on the New York State standards and children’s developmental capacities and needs. A current understanding of literacy learning, mathematics and interdisciplinary curriculum development in social studies, science and the arts will be important. A multicultural understanding must be reflected in the curriculum developed for children. Special emphasis is placed on social studies as the core of classroom life and learning.

WORK WITH ADULTS

Assistant and Student Teachers. As cooperating practitioners for other teachers who work in their classrooms, teachers plan cooperatively with other adults and hold weekly supervisory meetings. Teachers meet with the student and the advisor, if in a Graduate Program several times per semester.

Staff. An interest in his/her own professional growth is expected. Each teacher meets weekly with their curriculum coordinator and participates in weekly grade level meetings and weekly staff meetings after school. As part of a diagnostic team, teachers work with specialists, nurses, and social workers, and meet with parents and other family members as necessary.

Parents. Teachers are required to meet with parents twice yearly for individual conferences and to be available for additional conferences where needed. Teachers and parents work together to increase each other’s knowledge of the children. There will be two written comprehensive reports on children each year.

SALARY: Commensurate with experience

STARTING DATE:   August 15, 2018

ENDING DATE:       June 30, 2019

SEND RESUME TO: careers@academyofthecity.org with position listed in re: section of the email

ACADEMY OF THE CITY CHARTER SCHOOL IS AN EQUAL OPPORTUNITY EMPLOYER AND DOES NOT DISCRIMINATE ON THE BASIS OF RACE, SEXUAL ORIENTATION, ETHNIC ORIGIN, SEX, OR DISABILITY IN ITS EMPLOYMENT POLICIES.

Overview
Advocates for Children of New York, Inc. (AFC) seeks a staff attorney to obtain high quality, appropriate educational services for underserved immigrant families. The attorney will primarily serve immigrant families of children with special needs, including representation at special education administrative hearings as well as participation in school meetings and school visits. The attorney will also assist immigrant families with education-related issues including school enrollment, bilingual programs, and bullying. The attorney will provide know-your-rights trainings to families, community organizations and service providers. The attorney may also support ongoing policy advocacy efforts focusing on English Language Learners, immigrant students, and language access in schools.

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

Qualifications
 Law degree required and admission to the NYS bar preferred;
 1 – 3 years of legal experience preferred;
 Spanish, Arabic, or Mandarin language fluency required;
 Demonstrated commitment to AFC’s mission;
 Excellent oral and written communication skills;
 Experience working with immigrant, low-income and special needs communities, especially an understanding of the cultural issues that often accompany language barriers;
 Interest in and knowledge of educational issues and issues affecting children, low income families, immigrant communities, etc.;
 Experience working with children and families;
 Strong team player;
 Knowledge and experience of community based agencies and youth and human services providers;
 Organizational skills, flexibility, initiative, maturity, and cooperative attitude.

Compensation
The salary depends on experience and includes generous benefits. AFC is an affirmative action employer that actively seeks to recruit and retain a diverse staff and especially encourages applications from people of color, persons with disabilities, persons of diverse sexual orientations, gender identities or gender expressions and  persons of diverse socioeconomic backgrounds.

Overview
Advocates for Children of New York, Inc. (AFC) is a not-for-profit organization that works in partnership with New York City’s most disadvantaged families to secure quality public education services. AFC works on behalf of children and youth who are at greatest risk of academic failure due to poverty, race, ethnicity, disability, homelessness, immigration status/limited English proficiency, or involvement in the child welfare or juvenile justice systems. We use uniquely integrated strategies to advance systemic reform, empower families and communities, and advocate for the educational rights of individual students.

AFC’s New York State Technical and Education Assistance Center for Homeless Students (NYSTEACHS) focuses on the educational rights of students experiencing homelessness in New York State and provides information, referrals, and trainings to school districts, social service providers, parents, and others about students’ legal protections.

NYS-TEACHS is seeking to hire a dynamic and committed Education Specialist. The  Education Specialist will be primarily responsible for responding to calls and questions about the rights of students in temporary housing through the NYS-TEACHS hotline. The Education Specialist will provide information about the responsibilities of school districts and social service organizations to identify, serve, and support students in temporary housing. The Education Specialist will also help implement NYSTEACHS’ annual workshops and webinars, update our website, draft reports for the State Education Department, coordinate mailings, and assist with related administrative responsibilities such as data entry and analysis. Please see below for a more detailed description of the job responsibilities.

Responsibilities
 Provide clear and accurate information about the educational rights of students experiencing homelessness and other aspects of the McKinney-Vento Act for school district staff, social service providers, parents, and others through the NYS-TEACHS hotline.
 Assist with the preparation and implementation of webinars.
 Assist with the preparation and implementation of statewide workshops, which may require limited travel within New York State.
 Maintain clear and regular records of information from hotline calls in SalesForce.
 Assist with website development and updates as needed.
 Perform simple data analysis using Microsoft Excel.
 Other administrative tasks as needed.

Qualifications
 Demonstrated commitment to assisting underserved children and youth.
 Excellent organizational, written, and verbal communication skills.
 Excellent analytical skills.
 B.A. or B.S.
 Strong interpersonal skills.
 Ability to effectively prioritize tasks and manage time efficiently.
 Familiarity with Microsoft Word, Excel, and PowerPoint.
 Fluency in Spanish preferred.
 Website development skills a plus.

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

Expected Start Date
May/June 2018

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.

ABOUT THE POSITION


As the Chief Program Officer you will lead the program team to create, implement, assess, evaluate, and improve all aspects of the program. As such, you will be responsible for developing an exceptional team, managing and being accountable for program strategy and outcomes, and investing and inspiring stakeholders internally and externally. The Chief Program Officer will be an innovative and collaborative leader who naturally and proactively challenges the assumed status quo for our students and leads the program team to marshal the resources and supports are in place to ensure all our students succeed.

Primary Duties and Responsibilities

Vision and Strategy

• Develop, implement, and inspire a shared vision and strategy for the program aligned with the organization’s mission and goals. This will include setting programmatic goals, measures of success, and the operating plan to achieve program goals.
• Cultivate the program team to identify, implement, and codify innovative strategies to ensure all our students graduate from college prepared for professional success.

Leadership

• Attract, engage, develop, and retain exceptional program staff who meet and exceed their goals.
• Enable program team members to do their best work by removing barriers, encouraging collaboration across the team, and inspiring a shared sense of ownership for program results.
• Invest, inspire and engage stakeholders (students, parents, teachers, and community partners) to gain their trust, confidence, and commitment to the program.
• Partner with the senior leadership team to elevate organizational trends and proactively provide solutions to continuously improve the program.
• Attract, engage, and deploy program volunteers.

Management

• Coordinate activities across the program continuum, and establish policies and procedures to maximize effectiveness and efficiency.
• Lead program evaluation processes to assess the strengths of the program, identify areas for improvement, and prioritize and implement programmatic improvements.
• Develop and manage the program budget including monitoring monthly cash flow, anticipating variances, and elevating resource needs to the senior leadership team.
• Collaborate with development office and senior leadership team to share the qualitative and quantitative data needed to raise money and garner support for the program.
• Identify and evaluate the risks associated with program activities and take appropriate action to mitigate risks.

QUALIFICATIONS, PROVEN SKILLS, AND MINDSETS

• Exceptional people leader capable of developing and empowering 3-4 direct reports and managing a large team through layers.
• 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 and integrity
• 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 10 years of professional experience including no less than 5 years managing a diverse team to results
• 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/RetirementPlan (with an employer-matching component)
  • Commuter Benefit Plan
  • Health and Dependent Flexible Spending Accounts
• Paid time-off including holiday, vacation, sick, and personal time
• Annual Professional Development Stipend
• Employee Referral Compensation Policy

Chalkbeat, the nonprofit news organization covering educational change efforts in the communities where improvement matters most, is seeking a director of product to lead our product and UX team.

Who are you?

You thrive in smaller organizations where you can make a huge impact, and you can draw clear lines from broad organizational goals to products that delight users and drive results. You translate strategy into execution and enjoy doing the work, not just calling the shots. You might be a news nerd or someone who loves reading policy papers, but you’re definitely inspired by our daily journalism and our mission of educational equity. You excel at communication and recognize the importance of conveying the why and how in addition to the what. You’re skilled at presenting data findings, knowing that product strategy is meaningless without the data to support it. You shine at problem-solving in highly collaborative environments and bring clarity to complex situations.

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

• Significant product management experience, ideally at a news organization
• Background in UX and/or design and an innate sense for what looks good and works well
• Experience using data to influence product strategy and the ability to present data findings in an authoritative way
• Strong skills in data analysis and interpretation; experience with analytics platforms (e.g. Google Analytics) and A/B testing methodologies
• Strong technical background, including knowledge of frontend, backend, and infrastructure technologies, and experience managing developers
• Understanding of data visualization
• Proven record of successfully launching and scaling products while working with multiple inputs
• Outstanding communication: stellar listening skills, the ability to clearly capture other people’s viewpoints, and a knack for driving consensus and decision-making across the organization
• Past creator of roadmaps/project plans, style guides, user manuals, and other relevant process documentation
• Familiarity with best-in-class digital products across the journalism landscape and beyond, plus existing relationships with other news and/or product organizations
• Interest in education and passion for Chalkbeat’s equity mission

What will you do?

• Develop a product strategy that advances Chalkbeat’s mission, resonates with our audience, and drives toward our key performance indicators: readership, loyalty, and revenue
• Define and own the product roadmap and feature prioritization to build and improve the user experience and outcomes
• Establish ideal product development process and oversee product requirements and documentation
• Communicate evolving priorities across the company, respond to requests from the newsroom and business teams, and design effective tools to document processes and train people to follow them
• Use data to test assumptions, make recommendations, and drive actions
• Build use cases and user stories and communicate them effectively
• Serve as player-coach: You’re a manager, but you’re also a doer. You demonstrate capability to inspire a team while moving quickly to deliver on organizational objectives.
• Coach, mentor, and manage your direct reports, including a full-stack developer and digital producer, plus oversee relationships with outside web development and design consultants

This position is ideally based in New York City or one of Chalkbeat’s other locations: Chicago, Denver, Detroit, Indianapolis, or Memphis. We will also consider remote candidates. This position will report to Chalkbeat’s executive editor.

This is a full-time position with benefits. Chalkbeat offers a competitive salary, commensurate with experience, and a generous benefits package, including a paid winter recess from December 26-31.

About Chalkbeat:

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

Chalkbeat, the nonprofit news organization covering educational change efforts in the communities where improvement matters most, is seeking a seasoned reporter and editor with management experience to serve as our New York bureau chief.

As the largest school system in the country, New York City provides education inspiration for the entire country. In the past, the city has set the standard for trying to hold teachers and schools accountable for student achievement and for expanding school options for families. Now, the city is setting the pace around providing social services inside schools, while also trying to improve struggling schools through extra resources. If that shift pays off, New York City could become a proof point for advocates who say support, not sanctions, offer the best chance to help the country’s neediest students. Our New York team is answering that question through its daily reporting.

The bureau chief will lead that coverage, with a focus on bottom-up reporting on the debate around how to create educational equity. You will oversee a team of three reporters and be responsible for story budgets, readership growth, and impact, working to shape and edit stories so they connect to the important story Chalkbeat is telling across the country. You will also model incisive reporting and enterprise work for the rest of the team by contributing stories yourself. You will serve as Chalkbeat’s public face in New York, working with our experienced leadership to build a local community strategy and representing the organization at public events. Finally, you’ll oversee the bureau’s budget and office with support from Chalkbeat’s central network.

Who are you?

You are committed to local journalism and respect the transformative power a good story can wield, both as a reporter and as an editor. You find coaching reporters energizing, from helping them connect the dots across several incremental stories to instructing them in the fine art of source-building. You can balance quick news hits with enterprise work, and have experience planning longer-term investigative projects. While you love being on the ground and in the community, you’re also inspired by the idea of collaborating with colleagues across the Chalkbeat network to learn and share best practices and get the support you need to lead your team to greatness. You can serve as a guide for our readers—school personnel, education insiders, parents, students, and curious citizens—in explaining how the city works. And you’re not afraid to call its leaders to task when warranted.

What background and skills do you have?

• 7+ years’ experience in journalism, preferably in digital, with a focus on public policy issues
• Experience covering New York preferred
• Proven strategies for building an effective team and experience managing direct reports
• Strong interpersonal skills with a knack for working with curious reporters and skeptical editors
• Experience working in a CMS, preferably WordPress
• Background in data journalism and visual production
• Stellar news judgment
• Experience managing budgets and other administrative duties preferred
• Passion for education is a must; knowledge of education is a strong plus, but not required

This is a full-time position with benefits. Chalkbeat offers a competitive salary, commensurate with experience, and a generous benefits package, including a paid winter recess from December 26-31.

About Chalkbeat:

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

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.

Director of School Operations

The Cardinal McCloskey Community Charter School Director of School Operations is responsible for overseeing school operations. The Director of School Operations reports directly to the Principal.  The Office Manager, Technology Coordinator and School Nurse all report to the Director of School Operations.

Responsibilities:

• Assisting in the completion of the school’s annual reports and in the charter renewal process.
• Overseeing site management and development.
• Ensuring that the school site is maintained as a safe and clean environment
• Ensuring that the appropriate reflection of the Sanctuary Model ® seven commitments are appropriately reflected through out the facility grounds and classrooms.
• Recruiting, hiring, and training administrative & operations personnel—in coordination with the Principal—including annual performance evaluation of administrative & operations personnel.
• Developing recommendations regarding human resources policies and reporting such recommendations to the Principal.
• Developing and maintaining the school’s operational plan.
• Establishing strong systems for data management (e.g. enrollment and admissions procedures and records; attendance procedures and records).
• Supervising and supporting all compliance-related reporting.
• Overseeing operations in a manner consistent with all applicable local, State and Federal statutes and in compliance with the organization’s by-laws, policies and procedures.
• Overseeing personnel administration, in coordination with the Principal
• Manage the school’s food and transportation services by coordinating with service providers and overseeing deliveries
• Overseeing and implementing with the support of the contracted financial consultant and school-based operations manager, office managers, administrative assistants, the school’s procurement process.
• Carrying out bookkeeping functions with support from the contracted financial consultant
• Ensure the timely implementation of all items on CMCCS’s monthly administrative calendar
• Supporting the Principal in developing, modifying and implementing the school’s student recruitment/outreach plan with a strong focus on enrolling a diverse student population including requirements around targets for low income families and students eligible for free or reduced lunch program as well as ELLs and students with disabilities.
• Leading efforts to ensure effective communication with the parents and the community – including maintaining email lists/groups, an up-to-date web site and newsletters.
• Coordinating and supporting parent/family education and community
• Attending all board meetings and working with board members and committees to implement policies.
• Overseeing the performance of contracted service providers: security and janitorial services.
• Performing other tasks consistent with the goals and objectives of this position.

Expected Qualifications and Training:

• In addition to the above requirements, incumbent must: Understanding of and commitment to the mission, goals, educational philosophy and activities of the school, as described in the school’s charter.
• Demonstrated record of leadership, charter school operations management and interpersonal skills.
• Bachelor’s Degree, or higher degree, in Operations Management, Organizational Management, Business or related field.
• At least three years of demonstrated and successful record of prior employment in an operational capacity preferably in an educational environment, charter school experience a plus
• Knowledge of and experience with school facilities and relevant technologies.
• Knowledge of Sanctuary Model ® or trauma informed organizational change model
• Experience in bookkeeping and the use of accounting software
• Knowledge of relevant laws, regulations and charter authorizer requirements.
• Demonstrated willingness to be held accountable for student results;
• Prior experience as an assistant principal overseeing school operations or school director of operations.
• Commitment to continuous improvement and learning through professional development.

Compensation

Salary for this position is competitive and commensurate with experience. Additionally, Cardinal McCloskey Community Charter School offers a comprehensive benefits package.

Advocates for Children of New York, Inc. (AFC) seeks a full-time Education Specialist for its Helpline to provide critical information and support to families struggling to navigate the New York City public school system.

AFC is a not-for-profit organization that works in partnership with New York City’s most disadvantaged families to secure quality and equal public education services. AFC works on behalf of children and youth who are at greatest risk of academic failure due to poverty, race, ethnicity, disability, homelessness, immigration status/limited English proficiency, sexual orientation, gender identity, or involvement in the child welfare or juvenile justice systems. We use uniquely integrated strategies to advance systemic reform, empower families and communities, and advocate for the educational rights of individual students.

AFC operates the Jill Chaifetz Education Helpline, the only city-wide, independent resource to provide individual callers information, materials, support, and referrals regarding the broad spectrum of issues facing students and families in the New York City school system. The Helpline acts as the front line for AFC’s direct services for families by answering questions from parents, teachers, community advocates, and representatives of elected officials who are trying to assist constituents.

Major Duties and Responsibilities:
 Provide information and guidance on a wide variety of school-related issues.
 Conduct initial intakes, gather documents and assess cases for representation.
 Maintain clear and accurate records of all calls and activities in case management database (Salesforce).
 Develop a strong understanding of DOE regulations and protocols, and stay on top of new developments in public schools.
 Coordinate and monitor the phone system, including changing hold messages, distributing overflow calls, and monitoring call volume and wait time.
 Maintain updated information and referral sources for AFC guides and tip sheets. Review and update internal documentation for Helpline staff.
 Conduct periodic surveys to measure the impact of the Helpline’s assistance.
 Produce reports to identify current trends impacting students as well as reports on helpline usage.

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

Compensation:
The salary depends on experience and includes generous benefits.

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

Harlem Village Academies

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

The Opportunity

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

Responsibilities:

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

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

Qualifications:

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

BLCS special education teachers are more than staff members and classroom managers. They help transform children’s lives by creating opportunities for a brighter future. We are seeking a special education teacher who will make the commitment to teach with determination, integrity and purpose, embodying these essential qualities:
• Past experiences and actions reflect a commitment to the LHA mission, vision, core values
• A passion and ability to build and sustain the LHA K-12 model in a high need, urban environment
• Work in schools that demonstrates a sense of urgency and the relentless pursuit of high academic student achievement
• Reflective, self-aware and adaptable to communication and work styles of others
• Critical thinker and problem solver who takes initiative
• Belief in the power of collaboration and works to build a collaborative culture with LHA network, community, staff, families and scholars

A BLCS special education teacher provides direct services to scholars, consults with other professionals, discusses progress with parents, plans, delivers and evaluates instructional outcomes, and conducts the research needed to perform the essential functions of the position. Instruction is delivered in a classroom through an inclusion model and/or small group pull-out. The essential functions for our special education teachers are as follows:
• Implements the Lighthouse Academies, Inc. curriculum, which includes the incorporation of the arts in daily instruction.
• Collaborates with general education classroom teacher to modify curriculum to reach all learners.
• Writes goals and objectives for IEPs using state’s special education software, such as SESIS.
• Administers and interprets individual formal and informal assessments and measures student achievement of, and progress toward, their objectives and goals.
• Participates in IEP meetings and provides necessary documentation, as requested.
• Provides progress reports to parents as stated in the IEP, maintain timely communication with all parents/guardians concerning student progress and to provide a clear picture of the curriculum and high expectations.
• Communicates and enforces high expectations and standards for behavior, aligned with Restorative Practices, to create a strong culture of achievement and respect.
• Organizes and maintains, in scholar file, all required paperwork for all assigned students and ensures compliance with federal and state regulations.
• Follows through with parent and staff requests and provides consultations regarding students.
• Coordinates services for assigned scholars provided by itinerant staff or
• Accesses meaningful learning experiences (current theory, research, and developments in relevant academic disciplines, professional development opportunities, and ideas from colleagues and supervisors) and exercises judgment in accepting findings as valid for application in classroom practice and teacher improvement. party providers.
• Reflects critically upon teaching experience; identify areas for further professional development as part of a professional development plan that is linked to grade level, school, and network goals; access meaningful learning experiences; and listen thoughtfully to other viewpoints and respond constructively to suggestions and criticisms.
• Writes scholars’ IEPs according to federal and state guidelines

Examples of Work:
• Writes lesson plans that correlate with the IEP
• Completes progress reports and assessment reports as required.
• Maintains students’ files with completed paperwork reflecting the essential components as determined by federal and state laws

EDUCATION: Bachelor’s degree, preferably in Special Education

EXPERIENCE, KNOWLEDGE & SKILLS:
• Two (2) years prior teaching experience in an urban environment preferred
• Required state teaching certification/licensure
• Highly Qualified status under No Child Left Behind
• Knowledge of applicable federal and state regulations and statutes.
• Strong desire to work within an innovative, urban educational program
• Proven track record of raising student achievement scores in an urban environment
• Ability to use data to inform instruction and decision-making related to scholar 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, Bronx Lighthouse Charter School is the right place for you! We are currently seeking innovative, energetic and committed K-8th 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 LCS is an established K-8th grade school striving to make positive changes in public education in the Bronx.
• We are currently collecting resumes for teaching candidates interested in K-8th 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
• Experience in an urban public school or charter school setting preferred
• Required state teaching certification/licensure
• 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

making a difference in the lives of abused and neglected children, at risk families, adults with developmental disabilities, and children in our Head Start program with the hope of a brighter future with community based services.

Education Director Head Start/Early Learn/UPK (ECE)

Position Summary:  Within policy guidelines established by the Board of Directors, the terms of the Purchase of Service Agreement, licensing requirements and any requirements set forth in labor agreements to which the Board may be a party, the director is responsible for overall administration and supervision of the ECE site.  The Education Director is responsible for working cooperatively with the Site Director to assume all administrative duties that will contribute to the successful operation of the center. These responsibilities shall include; providing daily oversight of all aspects of the early childhood program, supervision of staff, ensuring compliance of UPK; Head Start Performance Standards and/or ACS Early Learn; NYC Department of Health regulations; and adherence to OSHA guidelines and regulations.  All responsibilities should be completed collaboratively with the Site Director.

Position Responsibilities:

• Work in collaboration with the Site Director with the day-to-day operations of the program.
• Demonstrate leadership qualities and mature judgment in order to provide oversight of all program activities, and ensure that they are reflective of the needs of the population being served.
• Create and maintain a professional relationship with staff and a positive center environment that successfully engages staff, including having awareness of the particular job of each staff member and its relationship to the whole program.
• Maintaining a program that meets the physical, intellectual and social emotional needs of each child.
• Help staff acquire the understanding and skills needed to effectively maintain a high quality services for the children and families.
• Work collaboratively with the Site Director to maintain high quality educational
• Provide oversight for any volunteers and interns in conjunction with coordinators and other delegated persons.
• Plan, organize, and monitor the recruitment of children and families to meet and maintain full enrollment.
• Monitor and update all licensing information which may include applying to renew Participate in the One Page Plan (OPP) process to evaluate staff.

• Participate in the Strategic Planning meetings for the agency and recommending changes in policy and procedures.
• Perform any other duties as assigned by the management team and Senior Vice President of the ECE Division.
• All schedules and responsibilities are subject to change at any time to meet the needs of the agency.

Essential skills, experience, licensure, certification:

• Valid New York State Teacher’s Certificate (or equivalent certificate from another state, which is recognized by the New York State of Education) Birth – 2 or Nursery – 6
• Master’s  or Bachelor’s degree must be in Early Childhood Education
• 2 years group teacher’s experience plus academic course work pertinent to the appropriate age levels.
• 3-5 years administrative experience in early childhood.
• 1 year of experience with Head Start Performance standards, EarlyLearn/ACS ECE requirements, DOHMH licensing and DOE UPK

CMCS is committed to the practice of trauma-informed care in accordance with the tenets of Sanctuary through utilizing the SELF framework for Sanctuary practice and promulgating Sanctuary training and trauma-informed clinical treatment.

Lessons in Navigating College Transitions (LINCT) Research and Operations Coordinator

About CUNY Office of K-16 Initiatives

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

About Lessons in Navigating College Transitions (LINCT)

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

LINCT Research and Operations Coordinator Position Overview

Under the direction of the LINCT Director and the LINCT Program and Operations Manager, the LINCT Research and Operations Coordinator will be responsible for supporting all programmatic, non-instructional, elements of LINCT.  This organized and dynamic individual will belong to the LINCT Operations Team, whose charge is to ensure that all aspects of LINCT run smoothly so that the team’s 7+ instructional staff members can focus squarely on supporting LINCT classroom teachers in NYCDOE schools.  The LINCT Research and Operations Coordinator take on a variety of responsibilities including:

• Collaborate with the LINCT Program and Operations Manager and the DOE central office staff to plan and execute all programmatic aspects of the program, to solve problems, and to implement project changes as needed;
• Support the LINCT Program and Operations Manager in developing new operational systems and policies for the LINCT team; training and supporting LINCT team members on said systems and policies;
• Collaborate with the LINCT instructional team, the DOE, and CUNY’s Office of Research, Evaluation & Program Support to design and conduct on-going implementation research aimed at identifying emerging successes and challenges that can inform LINCT’s work with teachers and students in real-time;
• Collaborate with the CUNY’s Office of Research, Evaluation & Program Support to support their formative and summative evaluation efforts;
• Support LINCT Director in preparing data reports for internal and external meetings and publications; respond to routine data requests;
• Manage LINCT’s existing data and knowledge management systems and create new systems, as needed; train LINCT staff and partners on said systems;
• Support new school recruitment and induction processes and participant school retention process;
• Support the operational components of LINCT’s extensive professional development offerings, including summer intensives and classroom observations for DOE teachers;
• Visit schools and principals;
• With the Office of K-16’s Digital Media Director, assist with developing a marketing strategy (digital and print) and marketing materials for LINCT; Support LINCT social media efforts;
• Support the development of presentations and reports about LINCT;
• Actively participate in the larger efforts of the Office of K-16 Initiatives

Qualifications

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

• 2-5+ years of experience working in public education, preferably in a programmatic or operations role;
• Experience developing and conducting research projects and formal research methods training (quantitative and qualitative);
• Experience supporting complex logistical projects and programs in a fast-paced, entrepreneurial environment;
• Experience creatively and patiently navigating bureaucratic systems;
• Experience using data management and/or project management software;
• Experience building and managing a database;
• Strong skills in Google Docs;
• Strong writing and public speaking skills;
• Experience working collaboratively and cooperatively with a diverse community of students, faculty, staff and external constituents in a large decentralized public university system;
• Ability to take direction and to work independently in ambiguous and demanding environments; Flexible spirit, can-do attitude, and ability to anticipate problems and recognize opportunities;
• Interest in developing knowledge of the NYCDOE and CUNY, urban education policy issues, and the field of college and career readiness;
• A fierce commitment to social justice

Salary

Commensurate with Experience and Education

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.

Technology Support Coordinator 

The Technology Support Coordinator will work closely with instructional, administrative and operations staff and will be responsible for the development and implementation of technology based tools, resources and services that enhance the educational and instructional experiences.  S/He will report to Director of Operations

Responsibilities:

• Provide maintenance of hardware and software of all computer systems infrastructure
  • Inclusive of server configurations and maintenance, software installation and upgrades
  • Copy, printer and fax machines
• Maintain wireless and LAN connectivity for all users
• Develop and maintain a system for technology equipment checkouts
• Provide troubleshoot support for all technical related issues. Track and escalate issues as appropriate
• Develop systems to assist in the implementation of technology based tools in the classroom
• Assist with professional development classes for teachers and students on technology based tools
• Set up equipment for presentations. Track equipment inventory
• Support technology implementation in classrooms and labs (computers and Smart Boards)
• Manage and liaison all responsibilities related to phone systems and internet connectivity with vendors

Qualifications:

• Minimum of 3-5 years of experience in the education sector
• Strong knowledge of Mac and Windows based desktops, laptops, mobile devices, and server hardware
• Apple Certification is preferred
• Knowledge of SMART Board, or similar technology, set up and usage, SMART certified trainer (SCT) preferred
• Willingness to learn and support all site technology user agreements
• Strong communication and collaboration skills
• Understand and support the schools educational technology goals

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.

ABOUT THE POSITION

As the High School Placement Associate you will ensure every BTNY middle school student is prepared to gain acceptance and financial aid into a college prep high school. The HSP Associate leads and supports 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

• Create a vision and strategy for the growing high school placement program at BTNY, with the support of the Middle School Program Director. This will include setting goals, measures of success, and the operating plan to achieve high school placement goals.
• 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.
• Develop and evaluate the BTNY high school placement curriculum for students and families.

Leadership

• In conjunction with the Middle School 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 operating plan related to high school placement.
• 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 Middle School Program Director and senior leadership team to elevate organizational trends and proactively provide solutions to continuously improve high school placement.

Management

• Maintain organizational operational expertise in the high school placement process – coordinating all high school placement activities, establishing policies, procedures, and training to maximize effectiveness and efficiency.
• Manage Support the execution of all high school placement activities delivered by full-time and part-time staff.
• Manage BTNY brand and support 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.
• Track the high school placement and tuition aid budget including monitoring monthly cash flow, anticipating variances, and elevating resource needs to the senior leadership team and Middle School Program Director.
• 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 an interest in strategic and long-term perspective.
• Sound discernment and judgment with the ability to move work forward independently.

Minimum Experience and Education

• A minimum of 2 years of professional experience, preferably with at least 1 year in operations or supporting the high 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
• Paid time-off including holiday, vacation, sick, and personal time
• Annual Professional Development Stipend
• Employee Referral Compensation Policy

Girl Be Heard seeks a visionary Director of Education and Human Potential to take our rapidly expanding education programs to the next level. The Director of Education and Human Potential sets the goals, priorities, and strategies for the education team and engages all education staff to ensure this work is of the highest caliber, has the biggest impact, and is empowering for both staff and program participants. They are responsible for financial oversight of all education work, including partnership building, budgeting, and contributing to writing and reporting for education-related grants. They represent the education team to the Board of Directors and other key stakeholders, and contribute to the overall direction of the organization as a member of the executive team. An understanding of dismantling racism work and trauma-informed care is key.

The Director of Education and Human Potential is responsible for cultivating safe spaces at every level of Girl Be Heard, ensuring that every member of the Girl Be Heard community has the opportunity to reach their full potential both within and beyond the organization, and has access to the resources necessary to get them there. This includes overseeing the development of curriculum across Girl Be Heard programs, devising the leadership trajectory that girls follow through the various levels of our organization, planning and implementing training and development opportunities for all staff, and serving as a staff liaison for the Girl Be Heard Amplifiers (our young professionals group). Additionally, the Director of Education and Human Potential engages in an ongoing process of program evaluation to determine any gaps that need to be filled in supporting our community to reach its highest potential.

Responsibilities:
• Operationalize the Ed elements of the Strategic Plan
• Oversee the growth and development of all education programs (Afterschool, Mentoring, Girl Power Workshops, special programs such as cross-cultural exchanges, workshops with external organizations, other leadership development initiatives for company members, etc.)
• Oversee ongoing revision and development of all Girl Be Heard curriculum
• Manage the evaluation and monitoring of programs and staff
• Oversee the production of education-related events
• Strategize leadership development and community building opportunities across GBH community
• Work with the leadership of the education department to identify and implement staff training and development opportunities
• Hire all education staff and supervise office-based education staff to include teaching artists, Program Manager, Youth Advocate and interns
• Serve as a member of the executive team to strengthen organizational structure and develop long term goals
• Work with Development Manager to write and report on education-related grants
• Cultivate relationships with key education partners
• Meet with funders to discuss and report on our work
• Report to the Board of Directors on all education-related work
• Manage budgets and spending for overall education-related expenses
• Work with Communications Associate to ensure all education-related collateral is up to date
• Strategize on creating a sustainable work flow with site supervision

Qualifications:
• 5 years experience working in a school, educational or youth-support setting required with at least four years in a role managing or leading others.
• Bachelor’s degree required, Master’s degree in education or similar strongly preferred.
• Strong experience with, or knowledge of, the NYC public school system.
• Excellence in organizational management with the ability to coach staff, manage, and develop high-performance teams, set and achieve strategic objectives, and manage a budget.
• Demonstrated ability to communicate and present ideas with clarity, credibility, humility, and tact; lead with “the why” and incorporate vision into messaging; tailor messaging to audience and maintain professionalism in speaking and writing.
• Proven success operating in ambiguous and changing environments with the demonstrated ability to manage and prioritize projects; delegate tasks appropriately; manage progress against goals for self and others while addressing barriers.
• Possesses openness, responsiveness, and understanding of others’ perspectives with the demonstrated ability to maintain and build relationships through collaboration.
• Experience with data management systems preferred (we use Salesforce).
• Demonstrated commitment to and understanding of issues of social justice and girls’ empowerment.
• Desire to work with a dynamic start-up to help shape the future activist-artists of tomorrow!

Compensation: Full‐time, commensurate with experience. Benefits include health insurance, paid vacation, personal days, and holidays.

Harlem Village Academies

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

The Opportunity

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

Responsibilities

• Develop and teach 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 9-12
• 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

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 

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.

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

Duties and Responsibilities:                                                                              

• Develop lesson plans based on the New York City Department of Education Common Core curriculum framework.
• Lead classroom activities. Supervising the planning and execution of a program that provides quality learning experiences for children.
• Write reports and communicate with parents about children’s progress
• Present curriculum and policy-related information at parent meetings
• Supervise assistant teachers, substitute teachers and volunteers
• Create classroom materials
• Maintain class records and student files
• Input and analyze student data using a variety of agency and curricular platforms
• Maintain class portfolio per National Association for the Education of Young Children requirements
• Ensure appropriate classroom special arrangements.
• Modify the classroom to respond to individual children’s needs.
• Supervise all children’s indoor and outdoor activities while incorporating positive guidance.
• Plan the use of community resources to enrich the educational content of the program.
• Implement sound classroom activities and educational practices appropriate to the age and development of children in order to prepare for positive learning experiences.
• Develop and maintain positive relationships with parents and families of children served.
• Maintain strong relationships with colleagues and administrators.
• Develop a system for quality observations and assessments of children and programming.
• Develop and enhance a program of sound educational goals.

Position Requirements:

• Valid NYSED certification in Early Childhood Education
• 3 year’s Early Child hood classroom experience
• Experience using Creative Curriculum
• Experience using  ESI screening
• DOE/DOI Fingerprint Clearance
• SCR clearance
• Child Abuse and Maltreatment certificate (taken every 2 years online)
• Infectious Disease Certificate
• Food Handlers Certificate

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

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

Position Summary:

The Group Leader is responsible to work intimately with a small group of elementary, middle school or high school students, helping them achieve their best in both academic and non-academic settings. He/she implements and participates in a range of activities that fully engages participants in an academically and culturally enriching environment.

Duties and Responsibilities:

• Provide supervision and ensure the safety of program participants at all times including classrooms, bathroom breaks, gymnasium time, during trips, and snack time.
• Implement classroom management best practices that engages participants in structured activities at all times.
• Maintain accurate participant attendance, activity and sign-out records.
• Attend trainings to learn development of lesson plans and curriculum in accordance with program schedule, programmatic themes, objectives, and outcomes
• Establish a comfortable learning environment and implement clear, consistent age-appropriate expectations and rules.
• Model appropriate child development practices.
• Uphold program policies, procedures, and proper use of supplies and materials.
• Maintain classroom cleanliness and organization.
• Maintain ongoing open communication with program supervisors and peers.
• Attend staff meetings, professional development workshops and program events.
• Communicate with all staff, parents, children and community members in a polite and respectful manner that represents the program in a professional way.
• Must obtain and maintain annual 15 SACC training hours within 3 months of hire date.
• Actively participate as a mentee to Senior Group Leader
• Perform other duties as assigned by the Program Director. 

Qualifications:

• The candidate must be at least a High School Senior or have a HS Diploma or HSE
• Must have excellent communication and interpersonal skills as well as strong classroom management skills
• Excellent oral and written communication skills and computer literacy
• Bilingual (Spanish speaking) preferred
• Enthusiasm, creativity and initiative
• A strong work ethic and a sense of urgency

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:

The Program Director is responsible for developing and managing a comprehensive Bronx-based Beacon program serving children, youth and/or adults in educational, recreational, leadership and arts-based programming.  

Duties and Responsibilities:

General:

• Supervise all aspects of the program
• Establish program goals and outcome measures to determine the success of each program component
• Maintain enrollment and attendance records as required by all funders
• Report program statistics and information as mandated by funders and Phipps CDC
• Prepare reports as mandated by funders and the Managing Director
• Ensure that all facilities and materials are well maintained
• Model appropriate child, youth and adult development practices
• Perform other duties as assigned by the Managing Director

Staffing and Supervision

• Oversee recruitment, training and supervision of all staff
• Oversee weekly timesheets and payroll
• Conduct staff supervision and staff meetings
• Manage evaluation process of all employees

Budget and Development

• Manage all related programmatic budgets
• Provide periodic budgetary updates and reports as requested by the Managing and/or fiscal Directors

Community and stakeholder Engagement   

• Maintain and provide oversight of contractual partnerships with private, state and city agencies
• Serve as a liaison between the school principal and Beacon program
• Establish partnerships between the Beacon and all relevant community groups
• Develop a Beacon Advisory Board and facilitate regular meetings
• Obtain continual feedback from constituents to establish new programs and services
• Establish and maintain strategic partnerships between Phipps CDC and relevant community groups, school administrators, public officials, funders, parents and other critical stakeholders and represent organization to community boards, other institutions, agencies, and organizations 

Qualifications:

• It is essential that the successful candidate have a very strong background in youth development and management of youth development professionals.
• The candidate must have a Baccalaureate degree. A master’s degree is preferred.
• The candidate must have excellent management, administrative and communication skills
• The candidate must have a strong background in program development and strategic planning.
• The candidate must be committed to outcomes driven performance and have an understanding of designing programs toward that end.
• Master’s Degree in related field
• Experience in the field of youth development with progressive responsibilities
• Supervisory experience within the field
• A history of program development and strategic planning responsibilities
• Excellent oral and written communication skills and computer literacy
• Bilingual (Spanish speaking) preferred
• Enthusiasm, creativity and initiative
• A sense of humor and a sense of urgency

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.

Positions Still Available Now:
Special Education Teacher
Social Studies Teacher
Math Teacher
Art Teacher
Physical Education Teacher

Positions Available for the 2018-2019 School Year:
Principal
Assistant Principal
Part-Time Guidance Counselor

*All teaching candidates must hold NYS certification. 

ABOUT BBL

• Founded in 2003
• 2 Schools: BBL 1 and BBL 2 (Founded in 2015)
• School Day: 8:00am—3:00pm
• 80% low-income (free/reduced lunch)
• 91% Black, 7% Hispanic, 2% Asian
• 85-90% first generation, primarily from Jamaica and Africa
• Services provided: Counseling, Speech, ESL, Special Ed., Academic Support Services
• Specials: Art, Music, Technology, Korean, Phys. Education
• Enrichment: Chess, Basketball, Tennis, Chorus, Culinary Arts, Drama, Dance, Science Club, Keyboarding, Archery.

WHAT MAKES BBL UNIQUE?

• Our students outperform all other school groups on state tests.
• Last year we received over 2300 new student applications for 121 open seats.
• Student retention rate is 95%
• Parent satisfaction rate is 97%
• Teacher satisfaction rate is 94%

For more information visit us at www.bronxbetterlearning.org

Harlem Village Academies

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

The Opportunity

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

Responsibilities

• Develop and teach 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-4
• 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

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 trainings 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

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 learning specialist for our elementary school site. The position will start in March 2018.

Learning Specialist Role Description

• CANDIDATES MUST BE CERTIFIED IN SPECIAL EDUCATION
• Meet with teachers regularly to design and create plans that support students’ academic, social and emotional growth.
• Provide academic intervention for reading and writing based on student need.
• Write progress notes on all students on caseload.
• Facilitate and monitor all initial and ongoing assessments of students in intervention so that student’s work can be assessed and interventions and accommodations recommended.
• Write two formal, narrative reports a year documenting student progress in all content areas taught, addressing IEP goals if applicable.
• Participate in Child Study Team meetings as needed as well as monthly Support Provider Meetings.
• Participate in pre-meetings with teachers and support providers for students who have upcoming meetings with the CSE.
• Contribute to the writing of new IEP drafts in preparation for initial, triennial or annual IEP review meetings.
• Attend meetings with the Committee on Special Education for students going through an initial, triennial or annual review or meeting and collect necessary documents.
• Hold family conferences for all students on caseload to review individual student’s progress at least twice a year. If a Learning Specialist is concerned about a student more frequent, regular conferences are arranged.
• Attend grade level meetings to be informed about classroom curriculum, contribute ideas on modifying curriculum and share updates on intervention groups.
• Offer staff support in working with our school curriculum to address interventions and accommodations designed to support students’ needs.

How to Apply:

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

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.

Director of School Culture

The Director of School Culture is responsible building and maintaining systems that ensure a joyous and achievement-oriented school culture. S/he implements the school’s mission through effective support of the school’s students and staff in maintaining a health school climate. Working closely with the Principal, the Director of School Culture will oversee and support integration of the Sanctuary Model into the school’s programs and culture. The Director of School Culture reports to the Principal.

Responsibilities

• Possess clear vision of what great school culture looks like and regularly articulate this vision to students and staff.
• Write, update and maintain systems and policies for attendance, entry, breakfast, class transitions, cafeteria usage, lunch, bathroom usage, dismissal, homework and other areas of student life.
• Help to implement the Sanctuary Model in the school. The Director of School Culture will be a member of the school’s Core .Sanctuary Team.
• Plan and implement a behavior management system consistent with the school’s educational philosophy and Discipline Code.
• Analyze school-wide trends around attendance, behavior, homework and class transitions and develop and lead initiatives to address challenges.
• Invest students and parents in the school’s goals and core values; ensure that all students care deeply about their school community, about their own academic performance, about their futures; ensure students find joy in learning and have fun; emphasize school’s mission and values in one-on-one, class, grade level and school-wide venues.
• Conduct regular school culture walkthroughs to maintain a high bar of excellence.
• Train staff in classroom management, student engagement and parent involvement.
• Work with the school’s social workers and special education teachers as necessary and partner with teachers to provide extra interventions.
• Establish protocols and best practices to ensure that teachers communicate regularly with parents
• Partner with Director of School Operations to ensure smooth entry, dismissal and transit to and from school.

Minimum Standards and Qualifications

• Master’s Degree and NYS Teaching Certification strongly preferred
• Minimum 3 years of teaching or related experience in the Grade K-5 span
• Minimum 2 years of experience in a student dean role or similar role in an elementary school setting
• Understanding of and capacity to engage in and develop and implement professional development regarding the Sanctuary Model.
• Excellent oral and written skills
• Familiarity or experience in the Sanctuary Model
• Bilingual/Spanish a plus
• Successful experience working in an urban educational setting
• Successful experience in communicating with parents and students.

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.

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 history/social studies teaching experience preferred, in grades 7-12
• A commitment to progressive history pedagogy: e.g. making sense of multiple perspectives and accounts of events, grappling with intriguing essential questions, and students speaking and writing like historians
• 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 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 student achievement results across all content areas

• 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
• Lead the teacher performance management process including direct and clear ongoing feedback and development

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
• Collaborate with and supervise the reading remediation specialist to ensure all applicable students are receiving reading remediation and achieving 1.5-2 years growth each year
• 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

• Extensive experience teaching and leading in an urban setting with a track record of results (minimally 6 years teaching and 4 years leading experience preferred)
• 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 professional learning  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

 Middle School Special Education 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 Special Education 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 Social Studies 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 Social Studies 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 ESL 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 ESL 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 Special Education Coordinator

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 Special Education Coordinator 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 Special Education Coordinator

• Teach – Drive student mastery of core and character standards through excellent teaching practices
• Lead – Supervise the special education teachers on the campus and manage the IEP caseload for the school
• 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)
• NYS Certification in school administration & supervision or school building leadership (preferred)
• At least five 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!

STEM Teacher

Elm CCS is looking for creative and results-driven STEM (Science, Technology, Engineering, and Math) 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;
• Collaborate with the Instructional Leadership to design and implement a rich and rigorous STEM curriculum and assessments aligned to state standards; manage the curriculum pacing calendar;
• Design and implement targeted literacy or math 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 Elementary Education, highly preferred: Special Education or English as Second Language
• Master’s Degree in Education with a specialization in early childhood or elementary education highly preferred
• Content knowledge and experience in science and engineering 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 Teacher: Spanish

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.

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

Are you an educator seeking a position that provides cutting-edge educational experiences to change kids’ lives? If so, Metropolitan Lighthouse Charter School is the right place for you! We are currently seeking innovative, energetic and committed K-8th 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 LCS is an established K-8th grade school striving to make positive changes in public education in the Bronx.
• We are currently collecting resumes for teaching candidates interested in K-8th 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
• Experience in an urban public school or charter school setting preferred
• Required state teaching certification/licensure
• 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

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

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 trainings 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

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 Staff Members

• 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

The Dean of Students will work closely with the Principal and the School Leadership Team to provide proactive leadership to engage all stakeholders in developing students’ social and emotional growth along with their academic achievement. The Dean of Students should have secondary school experience and demonstrate an understanding of engagement with a diverse population.

Dean of Students responsibilities include:              

• Participate as a member of the School Leadership Team
• Oversee Parent involvement and supervise the Parent Coordinator
• Supervise Social and Emotional Growth team
• Develop and implement systems to support Restorative Justice practices
• Develop and supervise the high school application process

Qualifications:

• Minimum of 5 years of experience in secondary school
• Familiarity with Social Justice and Mindfulness practices in Middle School preferred
• Bi-lingual Spanish preferred

Compensation and benefits

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

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

Duties and Responsibilities                                                                                                             

Establishes rich and engaging physical learning environments:

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

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

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

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

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

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

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

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

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

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

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

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

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

Supports the development of young children:

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

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

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

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

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

• Intentionally and systematically implements direct instructional opportunities and provides modeling and practice opportunities for activities that promote children’s social and emotional development throughout the school day.

• Plans and implements intentional, systematic, playful and engaging activities that support the development of the above skills.

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

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

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

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

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

Contributes to a community of practice:

• Plans collaboratively and shares ideas and resources with instructional team.

• Share best practices with others throughout the network and with AppleTree leadership.

• Actively participates on at least one site-wide committee.

• Provide informal and formal feedback on instructional materials, school-wide practices and professional development/coaching.

• Guides professional development and growth of teaching assistant and helps team members meet professional goals.

• Actively participates in school and network based professional development opportunities provided and seeks out additional professional development.

• Incorporates coaching and feedback from regular observations conducted by Instructional Leader and AppleTree Leadership Team members.

• Communicates professionally and constructively with colleagues.

• Fulfills the standards of professionalism including appropriate dress, attendance and timeliness.

• Participates and collaborates with families in Kindergarten Transition process and is informed of local DCPS and Public Charter Schools and private schools within the District (Pre-K teachers only).

Requirements

Candidates must have a bachelor’s degree in elementary education, reading, psychology, human development, early childhood education or a closely related field and two or more years of successful professional teaching experience.  Candidates must demonstrate the leadership experience, organizational skills and communication abilities to lead or co-lead the instructional team.  All Lead Teacher candidates must receive a passing score on the *Praxis II: Early Childhood Education (test code 5025) by the start of the school year or within 60 days of hire date, whichever comes first.

*Previous Praxis Early Childhood or Elementary Content Knowledge accepted) (10014).

Temporary Leave Substitute

Inwood Academy for Leadership Charter School is a tuition-free public charter school that began as an idea among community members who longed to see more educational choices offered to the children of Washington Heights and Inwood.

All staff must be willing to commit to our mission: Inwood Academy for Leadership Charter School will empower students in Inwood and Washington Heights to become agents for change through community focused leadership, character development and college preparedness. Our staff regard our student leaders as burgeoning assets to their community and help them develop the tools they need to be successful in college and beyond.

About This Position – the position is a great opportunity for recent college graduates who are interested in a career in education, but do not have prior teaching experience or New York state certification. We offer Passion for education and a dedication to Inwood Academy for Leadership mission. Steadfast belief that all students can achieve at the highest academic levels and deserve an opportunity to succeed in the college and career of their choice. Bachelor’s degree required.

Mindsets and Experience Professional demeanor and excellent organizational skills. Self-reflective and open to regular feedback. An entrepreneurial spirit, embracing the opportunity for creativity and hard work. A positive, solution-oriented attitude and drive for excellence. Willingness to be a team player.

Duties and Responsibilities

• Assume a high level of personal responsibility for the progress of all students
• Create academically rigorous lesson plans, materials, and assessments, and differentiate as needed
• Teach engaging, rigorous, and relevant lessons daily
• Commit to a school culture of consistency by implementing school-wide systems, structures, and procedures
• Reflect on various data sources to improve your practice
• Take on a proactive role in creating a positive, structured, results-oriented and fun school culture
• Responsible for teaching assigned students and classes in specific department
• Engage assigned students in active learning
• Work collaboratively with other staff and teachers daily
• Enforce and uphold school policies and culture
• Communicate effectively and maintain consistent relationships with students, colleagues and families
• Supervise students during transitions in the hallway, during arrival and dismissal
• Other special projects and assignments as designated by School Principal
• Uphold the mission and vision of Inwood Academy for Leadership Charter School in daily decisions

Compensation

IAL offers a competitive compensation package including medical, dental and vision insurance, a 403B retirement plan with 5% match. In addition to extensive professional development, our teachers are equipped with all necessary instructional supplies and technology.

To Apply

Apply online via the Join Our Team page at www.inwoodacademy.org.

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

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

The Special Education Director at Harlem Village Academies will manage a team committed to supporting special education students. The Director will build strong relationships with Education Support coordinators to ensure students with IEPs receive their mandated services and will provide the network with guidance on complex special education topics. S/he will also escalate any cases at risk of non-compliance to the Committee on Special Education (CSE) chairperson.

Our ideal candidate is a smart, passionate special education administrator with a proven track record of successfully managing special education teams. The Director understands the necessity of staying up-to-date on special education compliance topics, as well as maintaining relationships with special education stakeholders at the city and state levels. Our ideal candidate is genuinely warm, kind, and thrives on a results-driven team.

• Ensure all students with IEPs receive their mandated services
• Provide ongoing coaching to all Education Support coordinators throughout the year (individually and as a group) on elements of an effective ICT classroom
• Collaborate with Education Support coordinators to provide a PD plan for paraprofessionals at the start of the year. Present or co-present PD sessions as appropriate
• Liaise with the CSE to address out-of-compliance cases across the network
• Collaborate with Education Support coordinators to review initial referrals to special education
• Collaborate with families to ensure we are best supporting the needs of all of our students, including but not limited to sitting in on PPTs and/or doing some other parent/family facing work
• Meet with Education Support coordinators to confirm Annual Review dates by the first week of school
• Work with Education Support coordinators to determine students in need of re-evaluation and establish re-evaluation dates throughout the year
• Meet with all Education Support coordinators to confirm mandated 3-Year Review dates by the second week of school
• Support the MDR, FBA/BIP point-person to ensure HVA is fully compliant
• Support Special Education coordinators in obtaining related service providers across the network
• Support Special Education coordinators in establishing Child Study team meetings and schedule at the start of the year
• Perform other duties as assigned

 Qualifications:

• 3-4 years of experience as a special education teacher
• 2-3 years of experience in a special education leadership role (department chair, grade level team leader, or dean)
• 2-3 years of experience coaching special education teachers
• Strong leadership, project- and time-management abilities
• Ability to use data to inform practice, with a clear understanding of the metrics that lead to student achievement
• 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

Math Middle School Teacher (5^th and 6^th Grade)  

Start Date:  ASAP

Location: Harlem, NY

The Neighborhood Charter School of Harlem has been chartered by the New York State Education Department and opened in Central Harlem in August 2012 with kindergarten and first grade. During the summer of 2017 we will grow to sixth grade and add a grade each year thereafter until the school accommodates scholars in kindergarten through eighth grade. The school has an accomplished and committed Board, which includes its two founders as well as a Head of School. We are looking for experienced educators who are excited by the challenge of being part of a new school and have the dedication and motivation to make it happen.

Mission of the School

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

Teaching at The Neighborhood Charter School of Harlem:

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

Responsibilities

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

• Planning and Preparation
  • Set and hold students accountable for high academic and behavioral standards
  • Design rigorous, inquiry-based lessons
  • Immediately adjust lessons and teaching style if it is not resulting in academic and emotional growth
  • Consider the various learning styles of students when planning and implement opportunities for all students to participate in every lesson
  • Maintain impeccable order in the classroom with clear expectations and routines
  • Develop and maintain a phenomenal room environment that is clean, organized and student centered
  • Willingness to give and accept feedback in order to promote professional growth
  • Willingness to be a public learner and participate in learning opportunities with colleagues
  • Impeccable teacher attendance and punctuality is expected
  • Superior communication skills
  • Strong work ethic

Educational Background and Work Experience

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

Compensation

We offer a very competitive salary and comprehensive benefits package.

*Please do not apply if you do not hold NYS teaching certification or are not eligible for NYS teaching certification through interstate reciprocity.

The Neighborhood Charter School of Harlem is an equal opportunity employer

Make the Road New York (MRNY) builds the power of Immigrant and working class communities to achieve dignity and justice through organizing, policy innovation, transformative education, and survival services.  We have over 22,000 members and operate five community centers in Bushwick, Brooklyn; Jackson Heights, Queens; Port Richmond, Staten Island; White Plains, Westchester and Brentwood, Long Island.

MRNY’s Youth Power Project (YPP) reaches working class youth of color and supports them in becoming effective thinkers, leaders and decision-makers. Our grassroots campaigns give young people a voice in policies that affect them. Our programs provide academic and emotional support, cultivate creativity and critical thinking skills, and helps students seize educational opportunities. MRNY is the lead partner to the four high schools on Bushwick Campus Community School. Our School Based Team works inside the campus supporting all four schools.  A community school is a hub of resources, programs, and services that contribute to meeting the needs and building on the strengths of the whole student, family and broader community. It supports culture of community where trust and accountability among all stakeholders are nurtured and strengthened.

MRNY is seeking a full time Community School Director (CSD) to lead our School Based Team at Bushwick Campus. The CSD will collaborate with MRNY staff, school leadership and other local stakeholders to build a model where community resources are directed towards students and families. The ideal candidate is a high-energy, collaborative and strategic leader, with a passion for supporting youth and families.

Responsibilities:

• Manage the Community School project and in partnership with the school leadership ensure all Community School components are implemented strategically and effectively. This includes: our Student Success Center college access program, extended learning programs, civic engagement, health and mental health services, restorative justice, youth and family engagement, and community partnerships.
• Develop, deepen and coordinate new and existing community partnerships to meet needs of students and families.
• Coordinate data collection and analysis of student outcomes for ongoing improvement of program model.
• Facilitate the Community School Plan at all levels – promote collective vision, increase community engagement and family and community participation in services and programs, foster student leadership.
•  Ensure alignment and integration of all programming with the Principal’s vision and school-day curriculum to the fullest extent possible.
• Supervise and support the MRNY School Based Team of staff and interns at Bushwick Campus.
•  Improve individual school and campus community climate and culture through the use of restorative justice, social emotional learning, and other tiered interventions and practices.
• Organize and oversee assets and needs assessments on an ongoing basis and seek input from teachers, schools, school staff, parents, and students to determine ongoing needs of students and families.
• Develop and maintain strong relationships with teachers, parents, and students.
• Manage community school budget and support fundraising efforts.
• Identify high needs students, coordinate with school and CBO staff to target interventions, and track and monitor impact of interventions.
• Participate in capacity-building activities, including initiative-wide and site-based trainings, network meetings.
•  Represent MRNY and the community school strategy in various public forums as needed.
• Attend all required MRNY staff meetings.

Requirements:

Bachelor’s degree required, Master’s degree in Education, School Counseling or Social Work preferred.

Extensive experience working with youth and in school based settings, with knowledge of youth development theories.

Commitment to social justice and knowledge of community organizations;

Bilingual (English/Spanish speaking) required.

Strong outreach, interpersonal, writing, and communication skills;

Ability to work with a team as well as independently;

Strong organizational skills and attention to detail;

Demonstrated ability to build and maintain relationships with a variety of stakeholders including  youth, educators, families and communities from a wide range of cultural, social and economic backgrounds.

Compensation and Benefits:

Competitive annual salary based on a democratically designed salary scale, depending on relevant work experience, education, and other factors. MRNY offers a generous benefit package including health insurance and 401K

High School Spanish 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 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 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 Spanish 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) 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 “Spanish 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 Special Education 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

• Provide instructional support for MESA’s Students with Disabilities. This may be through provision of Special Education Teacher Support Services (SETSS), Collaborative Team Teaching (CTT), or Self-Contained Must be comfortable in all settings, able to adapt instruction to the needs and IEPs of MESA students.
• Collaborate closely with other teachers to ensure that instruction is appropriately scaffolded and accessible for Students with Disabilities.
• 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.
• Ensure that all students with disabilities receive appropriate testing accommodations during all assessments, including when taking Regents Exams
• Hold office hours before or after school, twice per week, to provide extra help and opportunities for reassessment.
• Ensure that IEPs are updated and submitted in a timely fashion
• 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 (additional stipend provided).
• Maintain duties as Advisor.
• Other duties, as assigned by the Principal.

Qualifications: (1) Minimum Bachelors Degree; (2) Valid NYS Special Education Certification; (3) Demonstrated ability to work effectively and collaboratively with multiple stakeholders; (4) Demonstrated ability to implement Special Education strategies and accommodations, particularly UDL; (5) Spanish-speaker a strong 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 Special Education 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 US History 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 US History 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 Writing 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 Writing Seminar 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 Writing 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 Statistics 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 Statistics 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 Statistics 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 Algebra 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 Algebra 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 Algebra 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 Forensic Science Teacher

• Are you an experienced, passionate, and talented science teacher who is tired of having to teach a Regents curriculum?
• 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%!

STEM Block: A unique element of MESA’s program is its STEM Block classes. In addition to core math and science classes, MESA students have four periods per week of project-based science instruction that is designed to build excitement about science and supplement core scientific skills.   MESA’s STEM Block class is a Forensic Science class, modeled off the curriculum of Project Lead The Way, a nationally recognized program that designs Biotechnology curricula and trains teachers in that curriculum’s implementation.

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 five sections of STEM classes (80% teaching schedule). Utilize Universal Design for Learning method of planning and instruction to reach all learners.
• Participate in trainings for Project Lead the Way (at MESA’s expense) including pre-training in May and a two week “boot camp” hosted at a university on the east coast.
• 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 Forensic 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.

High School Physics 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 five sections of Physics. 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 Physics 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.