High School Social Studies Teacher

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

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

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

Some key aspects of MESA’s design are:

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

Specific Responsibilities

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

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

Salary: Highly competitive, commensurate with experience.

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

High School English Language Arts Teacher

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

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

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

Some key aspects of MESA’s design are:

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

Specific Responsibilities

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

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

Salary: Highly competitive, commensurate with experience.

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

High School Geometry Teacher

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

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

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

Some key aspects of MESA’s design are:

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

Specific Responsibilities

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

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

Salary: Highly competitive, commensurate with experience.

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

High School Math Teacher

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

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

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

Some key aspects of MESA’s design are:

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

Specific Responsibilities

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

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

Salary: Highly competitive, commensurate with experience.

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

High School AP Biology Teacher

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

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

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

Some key aspects of MESA’s design are:

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

Specific Responsibilities

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

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

Salary: Highly competitive, commensurate with experience.

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

High School Chemistry Teacher

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

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

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

Some key aspects of MESA’s design are:

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

Specific Responsibilities

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

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

Salary:  Highly competitive, commensurate with experience.

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

High School Earth Science Teacher

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

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

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

Some key aspects of MESA’s design are:

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

Specific Responsibilities

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

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

Salary:  Highly competitive, commensurate with experience.

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

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

The Opportunity 

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

Responsibilities 

College Process

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

College Readiness 9-12 Curriculum and Courses

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

College Admissions Testing & Reporting

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

College Culture

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

Summer Opportunities

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

Candidate Qualifications 

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

College Advising Experience

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

Educational Background

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

Management Experience

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

Curriculum Development Experience

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

Skills

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

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

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

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

Instructional Leadership and Teacher Development

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

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

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

School Leadership

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

Candidate Qualifications
Instructional Background

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

Leadership Experience

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

Skills

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

• Excellent organizational skills and acute attention to detail

Instructional Coach

About Turnaround

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

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

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

Location

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

FLSA

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

About the Position

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

Key Responsibilities

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

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

Essential Qualifications and Experience

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

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

Still Hiring!

Positions Available for the 2017-2018 School Year:

Kindergarten Teacher

Math Teacher

Special Education Teacher

Art Teacher

Physical Education Teacher

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

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

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

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

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

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

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

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

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

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

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

Competitive salary offered!

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

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

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

Position Responsibilities:

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

Qualifications:

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

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

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

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

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

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

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

Responsibilities

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

Qualifications

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

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

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

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

BUGS team members are:

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

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

Selection Criteria:

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

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

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

About Community Roots:

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

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

Community Roots is hiring:

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

Community Roots Charter School seeks individuals who:

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

Qualifications:

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

To apply:

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

BACKGROUND

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

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

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

About Us

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

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

What We Do

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

The Opportunity

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

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

You will:

Execute against the Diversity, Equity & Inclusiveness strategy, specifically

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

You have:

Required:

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

Preferred

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

Profile:
We are seeking a leader who possesses:

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

Moreover, all E4E staff must demonstrate our Core Values:

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

Benefits & Applying

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

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

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

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

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

RESPONSIBILITIES

Data Systems

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

Stakeholder Service

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

Analytical Projects

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

QUALIFICATIONS

Experience

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

Skills

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

Personal Characteristics

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

Start Date: Immediate Hire!!

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

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

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

BUGS team members are:

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

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

Selection Criteria:

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

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

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

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

Responsibilities:

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

Qualifications:

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

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

The Opportunity:

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

Special Education Teacher Requirements include:

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

Center locations include:

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

Director of Applied Science

About Turnaround for Children

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

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

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

Location

This position is based in New York City.

FLSA

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

About the Position

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

Key Responsibilities (including but not limited to):

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

Science Core

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

Inquiry and Learning

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

Program Design & Implementation

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

Staff Development

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

External Affairs

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

Essential Qualifications & Experience:

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

Leadership Trainer

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

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

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

WHAT YOU’LL DO:

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

SKILLS & KNOWLEDGE YOU SHOULD POSSESS:

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

COMPENSATION:

• After school rates start at $115

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

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

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

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

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

Responsibilities

• Develop and teach highly engaging, rigorous music curriculum and lessons, aligned with HVA’s standards, curriculum and progressive pedagogical philosophy
• Invest several hours per week in professional learning, including personalized instructional coaching, lesson study, co-planning, book study groups and other learning work
• Inspire students to hold themselves to high standards of academics and character
• Establish and uphold classroom routines to ensure a focused, safe and caring environment
• Analyze assessment data and use it to inform and differentiate your instruction
• Collaborate with colleagues to share best practices and ensure student mastery of standards
• Maintain close relationships with families, including phone calls and conferences

Qualifications

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

Temporary Senior Transitional Educator

needed to work at Residential Treatment Center

located in Westchester NY!

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

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

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

Position Overview:

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

Position Qualifications:        

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

 Starting salary is $69,360

 Position is located in Dobbs Ferry, NY.

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

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

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

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

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

Responsibilities

• Develop and teach highly engaging, rigorous music curriculum and lessons, aligned with HVA’s standards, curriculum and progressive pedagogical philosophy
• Invest several hours per week in professional learning, including personalized instructional coaching, lesson study, co-planning, book study groups and other learning work
• Inspire students to hold themselves to high standards of academics and character
• Establish and uphold classroom routines to ensure a focused, safe and caring environment
• Analyze assessment data and use it to inform and differentiate your instruction
• Collaborate with colleagues to share best practices and ensure student mastery of standards
• Maintain close relationships with families, including phone calls and conferences

Qualifications

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

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

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

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

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

Responsibilities

• Develop and teach highly engaging, academically rigorous lessons, aligned with HVA’s standards, curriculum and progressive pedagogical philosophy
• Invest several hours per week in professional learning, including personalized instructional coaching, lesson study, co-planning, book study groups and other learning work
• Inspire students to hold themselves to high standards of academics and character
• Establish and uphold classroom routines to ensure a focused, safe and caring environment
• Analyze assessment data and use it to inform and differentiate your instruction
• Collaborate with colleagues to share best practices and ensure student mastery of standards
• Maintain close relationships with families, including phone calls and conferences

Qualifications

• Two years of teaching experience preferred, in grades pre-K-5
• A commitment to developing progressive pedagogy is essential
• Strong track record of student achievement in your past teaching
• Ability to create a class environment in which students feel safe, supported and challenged to engage deeply in meaningful work
• A strong sense of personal accountability for student achievement
• Unshakeable conviction that all students can learn at a high level

Leadership & Special Projects Coordinator

About Turnaround for Children

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

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

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

Location

This position is based in New York City.

FLSA

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

About the Position

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

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

Key Responsibilities (including but not limited to):

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

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

Essential Qualifications & Experience:

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

Bachelor’s degree or equivalent experience req

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

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

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

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

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

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

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

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

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

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

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

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

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

Responsibilities

• Develop and teach highly engaging, academically rigorous lessons, aligned with HVA’s standards, curriculum and progressive pedagogical philosophy
• Invest several hours per week in professional learning, including personalized instructional coaching, lesson study, co-planning, book study groups and other learning work
• Inspire students to hold themselves to high standards of academics and character
• Establish and uphold classroom routines to ensure a focused, safe and caring environment
• Analyze assessment data and use it to inform and differentiate your instruction
• Collaborate with colleagues to share best practices and ensure student mastery of standards
• Maintain close relationships with families, including phone calls and conferences

Qualifications

• Two years of teaching experience preferred, in grades 4-8
• 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 community of educators working to build an urban K-12 school model based on the principles of progressive education. Located in Harlem, HVA is also the demonstration site for the Progressive Education Institute.

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

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

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

Responsibilities

• Develop and teach highly engaging, academically rigorous lessons, aligned with HVA’s standards, curriculum and progressive pedagogical philosophy
• Invest several hours per week in professional learning, including personalized instructional coaching, lesson study, co-planning, book study groups and other learning work
• Inspire students to hold themselves to high standards of academics and character
• Establish and uphold classroom routines to ensure a focused, safe and caring environment
• Analyze assessment data and use it to inform and differentiate your instruction
• Collaborate with colleagues to share best practices and ensure student mastery of standards
• Maintain close relationships with families, including phone calls and conferences

Qualifications

• Two years of teaching experience preferred, in grades pre-K-5
• A commitment to developing progressive pedagogy is essential
• Strong track record of student achievement in your past teaching
• Ability to create a class environment in which students feel safe, supported and challenged to engage deeply in meaningful work
• A strong sense of personal accountability for student achievement
• Unshakeable conviction that all students can learn at a high level

Why this job: Help shape the future of students in Washington Heights and Inwood by joining the leadership of a successful and expanding school with a revolutionary model aimed at transforming public education. TEP needs a proven leader who can effectively manage the school’s facilities, which currently include 2 campuses and will soon include a 3rd campus when TEP opens a newly constructed 60,000 square foot flagship facility during the 2018-19 school year.

Position Overview: The Director of Facilities is a dynamic leadership role that requires expertise in facilities management. This individual will train and supervise all TEP facility staff and work as part of TEP’s school leadership to support TEP’s expansion into a 1200 student school. This individual will manage TEP’s 3 Upper Manhattan facilities: the campus at 4280 Broadway (360-student-leased facility for Pre-K, K, and 1st grade), the campus at 549 Audubon Ave (30 classroom trailers currently used for middle school but soon to be converted into a 360-student campus for 2nd, 3rd, and 4th grades) and the new campus at 153 Sherman Ave (480-student facility for 5th, 6th, 7th, and 8th grades currently under construction).

Position Responsibilities:

• Project manage all new facility projects including renovation of any newly acquired spaces
• Plan and supervise repair and maintenance projects across all TEP campuses to address short-term and long-term needs
• Co-lead move of TEP Middle School from current campus (30 trailers) to newly constructed 60,000 square foot building at 153 Sherman Ave in early 2019
• Manage all contract services associated with facilities, including building system equipment maintenance contracts and cleaning contracts
• Lead TEP’s environmental sustainability initiative through implementation of comprehensive programs related to energy consumption, waste management, and recycling
• Supervise & train all facility staff on facility-related processes, protocols and initiatives; co-supervise facility personnel with Operations Directors at each campus
• Develop and monitor security systems at each campus and train security staff on these systems; co-supervise security personnel with Operations Directors at each campus
• Interface closely with School Directors and Operations Directors at each campus to ensure that each facility is supporting the programmatic needs of the school

Qualifications:

• Broad knowledge of building systems (mechanical, electrical, plumbing, etc.) required
• Minimum 10+ years of experience in facility management including facility maintenance and repair
• Prior supervisory experience of facility personnel required
• Excellent organizational skills and attention to detail
• Exceptional ability to lead a team and to collaborate effectively with school leaders

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

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

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

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

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

Who are you?

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

What background and skills do you have?

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

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

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. We will also consider a part-time schedule for the right candidate.

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.

Liberty LEADS

Counseling Coordinator

The Liberty LEADS Program (LLP) at Bank Street College is an after-school, dropout prevention and college success program serving students throughout New York City.  We offer a comprehensive program and a wide range of resources for students in grades 5 through 12, Monday through Saturday, for 11 months of the year.   Liberty LEADS works to ensure that urban youth with few economic resources have access to the supports necessary to realize their potential, make positive contributions to society, and smoothly make the transition into college or an entry-level career.  The program is guided by the principle that all children have gifts, talents, and great potential and can contribute to one another’s social and academic growth.

Liberty LEADS seeks an energetic qualified bilingual (Spanish) Licensed Social Worker to join our team. We are looking for someone who will be committed to improving the lives of our students and families. The Social Worker will play a vital role in our community providing direct service to the LLP families and students as well as engaging in administrative and supervisory tasks.

Working as a member of a team in LLP the Social Worker will report directly to the Director.  Responsibilities include the following,

Direct service responsibilities:

• Conduct outreach to ensure high familial and student participation
• Conduct outreach and make a plan with our high risk students and families
• Monitor, evaluate progress of students/families according to measurable goals
• Identify counseling referrals for families and students and connect families to said resources
• Conduct psychosocial intakes of new LLP students and families
• Monitor waiting list of students
• Advocate for students and families in schools/community and program. Conduct school visits.
• When needed provide ongoing individual and group counseling and crisis intervention services for student and families
• Develop and facilitate psycho-educational workshops for students and families parents
• Oversee the planning, implementation and evaluation of summer social emotional learning programs
• Develop and facilitate student leadership retreats

Administrative/supervisory responsibilities:

• Oversee all aspects of counseling programming including Saturday programming
• Set up and maintain system for family/student psychosocial intakes, student advisement, case management and assessment
• Supervise social work interns and counseling adjuncts
• Recruit, train and supervise staff to conduct social emotional learning and activity-based counseling groups for students in the after school and weekend program
• Participate in program wide events
• Maintain student records
• Attend LLP meetings
• Assist in the preparation of reports to State Education Department and other funders

Qualifications:

Bachelors in Psychology, Social Work or related field and 1-2 years of social service work required

Spanish-Bilingual Required

Individual, group and family counseling experience necessary

Masters in Social Work or Counseling Degree Preferred

Experience working with urban adolescent youth

Familiarity with peer mediation and conflict resolution preferred

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

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

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

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

Responsibilities

• Develop and teach highly engaging, academically rigorous lessons, aligned with HVA’s standards, curriculum and progressive pedagogical philosophy
• Invest several hours per week in professional learning, including personalized instructional coaching, lesson study, co-planning, book study groups and other learning work
• Inspire students to hold themselves to high standards of academics and character
• Establish and uphold classroom routines to ensure a focused, safe and caring environment
• Analyze assessment data and use it to inform and differentiate your instruction
• Collaborate with colleagues to share best practices and ensure student mastery of standards
• Maintain close relationships with families, including phone calls and conferences

Qualifications

• Two years of teaching experience preferred, in grades pre-K-5
• A commitment to developing progressive pedagogy is essential
• Strong track record of student achievement in your past teaching
• Ability to create a class environment in which students feel safe, supported and challenged to engage deeply in meaningful work
• A strong sense of personal accountability for student achievement
• Unshakeable conviction that all students can learn at a high level

Harlem Village Academies
Harlem Village Academies is a community of educators working to build an urban school district based on the ideals and tenets of progressive education. Based in Harlem, HVA is also the demonstration site for the Progressive Education Institute.

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

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

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

Responsibilities

• Lead the development and implementation of highly engaging, best-in-class special education program that meets all students’ needs
• Ensure that the school remains in compliance with Special Education laws, as outlined in the CSE’s Standard Operating Procedures Manual (SOPM), as well as those in the Chancellor’s new memorandum
• Coordinate the completion and implementation of Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs)
• Coordinate with the Center for Special Education to secure and manage relevant service provider visits including hearing and vision screenings and student IEP reviews
• Oversee programs including integrated co-teaching classrooms and special education teacher support services
• Manage a Child Study Team to ensure the success of the CSE student referral process
• Provide high-quality instruction to our special education students
• Attend appropriate training and information sessions coordinated by the Special Education Collaborative

Qualifications

• At least 5 years working in special education including in an integrated co-teaching setting
• Extensive experience and knowledge of NYC special education compliance laws and issues
• Skilled in differentiating curriculum across subject areas
• Experience in providing professional development to a special education team
• Proven success with high-quality progressive pedagogy preferred; 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

Start Date: Immediate Hire

The Brooklyn Urban Garden School (BUGS), a small, independent, progressive charter school in South Slope/Windsor Terrace, Brooklyn is looking for a certified Science Teacher.

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

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

BUGS team members are:

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

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

Selection Criteria:

• New York State Teaching certification
• Two years of teaching experience, highly preferred
• Bachelor’s degree required; Master’s degree preferred
• Desire to work in a heterogeneous classroom with a range of ability levels and students of diverse socioeconomic and ethnic backgrounds
• Commitment to collaboration, sustainability, continuous professional growth, and student achievement
• Preference given to candidates who have experience working with young adolescents

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

Background
ExpandED Schools works to ensure that students in low-income communities have opportunities to discover their talents and develop their full potential. We give kids more hours in the school day, bring more role models into the classroom, and infuse their learning with the arts, STEM, sports and character-building activities. These are the supports and experiences kids need in order to grow into caring, confident and successful adults. In our first decade, we created the nation’s first citywide system of K-12 after-school programs and leveraged more than $500 million in private and public funds to match the $125 million of our founding grant. Today, we continue to reimagine learning time – in school, after school and during the summer – developing scalable and sustainable models that provide more, quality learning. Since our founding in 1998, we have reached more than one million students and trained more than 30,000 educators and teachers. We:

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

Position Summary:
The Director of Communications is the lead strategist, creator and protector of ExpandED Schools’ voice, messaging, content and visual presentation across all media, leading a comprehensive marketing and communications strategy that supports ExpandED Schools in meeting its goals and mission.

Key Responsibilities
• Oversee Communications department, serving on the organization’s leadership team and collaborating to design and drive the organization’s communications and marketing strategy.
• Oversee all public relations functions and establish ExpandED Schools’ public presence with key audiences.
• Direct all press outreach, relations and communications.
• Supervise writing, design and production of all publications including blog, e-newsletters, brochures, videos, policy briefs and reports and ExpandED Schools’ annual reports.
• Supervise writing, design and production of all content that supports fundraising and Development publications and events.
• Share leadership of event planning and production for multiple audiences, including press, policy and individual and institutional donors.
• Frequently write and produce a variety of short pieces that include blog posts, advocacy alerts, articles, Ops Eds and social media content.
• Supervise one additional communications staff member (to be hired).

Candidate Profile
• Bachelor’s degree and at least 5-7 years of experience in public relations, media, marketing or nonprofit communications
• Excellent oral and written communication skills
• Experience conducting media relations with up-to-date NYC contacts
• Experience in producing outstanding communications and marketing materials in all media including print, web, social media, animated and live-action video
• Experience producing communications for successful Development campaigns and events
• Strong organizational skills; ability to manage multiple projects
• Commitment to collaboration and participating as a member of a team that recognizes that it is strengthened through its diversity
• Interpersonal skills that inspire team members and colleagues with a commitment to excellence in communications
• Passion for ExpandED Schools’ mission
• Strong computer skills, including Microsoft Office suite
• Ability and willingness to travel throughout New York City (approximately 10%) and to other cities (occasionally)

Benefits
ExpandED Schools offers a generous benefits package which includes:
• Paid time off comprising 20 vacation days, 8 sick days, 4 personal days and 10 paid holidays
• 403b retirement plan with eligibility for employer contribution of 5% of annual compensation after one year of employment (no match requirement)
• Medical, dental and vision plans for employees and dependents
• Health, dependent care and transit pre-tax accounts
• Employer-paid life insurance and supplemental disability coverage
• Commitment to work-life balance
• Partial tuition reimbursement offered to employees after one year of service
• Professional development opportunities, including funds to participate in external training and coaching opportunities

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

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

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

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

Responsibilities

• Develop and teach highly engaging, academically rigorous curriculum and lessons, aligned with HVA’s standards 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
• Communicate regularly with the Center for Special Education regarding special education students’  needs
• Write and update Individualized Education Plans (IEPs)
• Refer students for initial and repeat evaluations
• Ensure compliance with all pertinent special education laws and policies
• 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 special education teaching experience preferred, preferably in grades K-5
• New York State certification in special education required
• Proven success with high-quality progressive pedagogy preferred
• 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 community of educators working to build an urban K-12 school model based on the principles of progressive education. Located in Harlem, HVA is also the demonstration site for the Progressive Education Institute.

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

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

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

Responsibilities

• Develop and teach highly engaging, differentiated and academically rigorous curriculum and lessons, in either ICT co-teaching and/or SETSS settings
• 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

• A strong sense of personal accountability for student achievement
• Bachelor’s and/or master’s degree in special education, with student teaching or equivalent in grades 7-12
• Deep dedication to learning and developing your teaching craft, especially around effectively supporting students with special needs
• Ability to create a class environment in which students feel safe, supported and challenged to engage deeply in meaningful work
• Highly thoughtful and reflective, committed to always getting smarter with colleagues, reflecting on mistakes, welcoming feedback and making continual adjustments in your practice
• Unshakeable conviction that all students can learn at a high level
• New York State teacher certification in Special Education

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

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

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

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

Responsibilities

• Develop and teach highly engaging, academically rigorous 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, book study groups and other learning work
• Ensure consistent student progress toward IEP goals, contributing to revising IEPs as needed
• 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 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 leading a club, reading group, athletic team, or other initiative

Qualifications

• A strong sense of personal accountability for student achievement
• Bachelor’s and/or master’s degree in special education, with student teaching or equivalent in grades 1-8
• Ability to create a class environment in which students feel safe, supported and challenged to engage deeply in meaningful work
• Thoughtful and reflective, committed to always getting smarter with colleagues, reflecting on mistakes, welcoming feedback and making continual adjustments in your practice
• Unshakeable conviction that all students can learn at a high level
• New York State teacher certification in Special Education

New Alternatives for Children, Inc. (NAC) is an innovative and comprehensive child welfare and social services agency that provides essential support to families with at least one family member who has a disability and/or chronic medical condition. Children and their families enter into NAC’s services through the city’s foster care system, preventive services, or by way of community referral. All of our clients have access to a wide array of services including intensive, multi-faceted support for children’s educational needs.

As such, we are looking for a creative problem solver to join a fun, hardworking team as an Education Specialist for High School and College Bound (HSCB) who will assist students and families from all NAC programs including foster care, prevention, and aftercare to access appropriate and meaningful educational services. In addition, the HSCB Education Specialist will assist in the development and delivery of opportunities related to the College Bound program related to the promotion of caregiver and student self-advocacy and empowerment.

Responsibilities of the Education Specialist for High School and College Bound:

• Primary responsibility is to support NAC families in accessing appropriate educational and developmental services.

• Report to the Senior Coordinator of High School and College Bound.

• Serve as a resource to NAC social workers/case managers, as well as, to caregivers and youth in providing technical assistance and guidance with educational matters.

• Liaise with school staff and city agency officials and offices to ensure school/program compliance with federal, state and city laws and regulations.

• Work with teachers and service providers on matters of academic support and related services.

• Support “College Bound” program to identify and support high school students through college prep and college application.

• Assist with and/or facilitate NAC-based College Bound programs, presentations, and workshops.

• Participate in NAC case conferences, school visits, classroom observations, and IEP meetings among other meetings, as necessary.

• Collaborate on grant reporting and application opportunities.

• Participate in agency data project.

Experience and Qualifications:  

• Master’s Degree in Education, Special Education, Social Work, or a related field.

• Knowledge of Federal, State, and City regulations regarding provision of special education and general education services.

• Comfortable with high school level academics, Regents exams, and college admission requirements.

• Strong organizational skills and attention to detail.

• Excellent written and oral skills.

• Willingness to travel throughout NYC, as needed

• Proficiency in Spanish is desirable.

Salary Range: Based on Experience

Why this job: Running a successful charter school includes many operational elements, so TEP needs a leader who can effectively manage the school’s Early Childhood Operations. This opportunity is open at an exciting time in TEP’s development, as TEP’s early childhood program expands in the coming school year. Help shape the future of students in Washington Heights and Inwood by joining the leadership of a successful and expanding school with a revolutionary model aimed at transforming public education.

Position Overview: The Operations Manager is a dynamic leadership role that requires expertise in managing the elementary school’s operations and growing needs. This individual will support in managing operations staff, refine operational systems to continually improve performance, and work with TEP’s school leadership to support TEP’s growth and development.

Position Responsibilities:

• Support Assistant Director in Managing Operations Staff
  • Support supervision of Front Office Team
  • Support supervision of Facility & Security Personnel
• Oversee TEP Customer Service Culture
  • Support training of front line staff
  • Ensure welcoming, solution-oriented service for students, families, staff, & visitors
• Manage Administration of all NY State Assessments
  • Coordinate all logistics of state testing
• Lead Student Recruitment & Enrollment for the Early Childhood Program:
  • Work alongside Assistant Director to oversee student outreach and recruitment for prospective kindergarten students.
  • Work alongside Assistant Director to manage annual lottery and all middle school enrollment processes
• Manage Data Systems
  • Ensure that all student data is updated in TEP’s Student Information System and ATS
• Manage School Facilities
  • Coordinate all day-to-day campus maintenance and periodic facility upgrades
  • Create systems to ensure the facility is properly supported during “off hours”
• Coordinate Student Transportation
  • Manage relationship with DOE Office of Pupil Transportation (OPT)
  • Coordinate all Early Childhood school student transportation logistics (yellow bus, MetroCards)
• Manage Technology Support Vendors
  • Interface with Tech Consulting Firm to support staff and student technology
  • Manage Copier Vendor to ensure functioning machines
• Coordinate School Food Program
  • Setup DOE school meals annually and ensure compliance with Department of Health
  • Ensure timely distribution of breakfast, lunch, and snack
• Plan & Manage School Events
  • Work alongside Assistant Director to coordinate logistics of graduation, family events, concerts, and special events
  • Manage all Field Trips Logistics

Qualifications:

• Must be fully bilingual in English & Spanish
• Prior Supervisory Experience Recommended
• Excellent organizational skills and attention to detail
• Proficient in all Microsoft Office applications
• Excellent customer service ability is required

Personal Attributes:

• Interpersonal
  • Exhibits strong leadership, interpersonal and communication skills
  • Treats others with respect, regardless of gender, race, sexual orientation, background, or ability
• Work Ethic
  • Enjoys the challenge of, and works well in, a dynamic, fast-paced environment
  • Works well in a collaborative, team-oriented work environment
• Philosophy
  • Adheres to the belief that all students can learn given the appropriate supports
  • Is committed to the vision and philosophy of the TEP organization
• Character
  • Is committed to acting with honesty and integrity in all matters involving TEP students, parents, staff, and community members
  • Is flexible and approaches position with a positive nature

Accountability: The Operations Manager reports directly to TEP’s Early Childhood Assistant Director.

Compensation: The Operations Manager earns a competitive annual salary based on individual’s experience level, with benefits including medical, dental, vision insurance, 403b retirement plan, STD, LTD and Life Insurance. The Operations Manager has approximately 5 weeks of vacation (which includes school vacation days).

Chalkbeat, the nonprofit education news organization, is seeking an Operations Assistant to support our our day-to-day operations and plan for rapid growth.

We’re looking for someone who is excited to grow their skills in nonprofit operations and is willing to work on tasks big and small to further Chalkbeat’s expansion. Our ideal candidate views operations as a positive support to the organization’s mission, and never as a bureaucratic obstacle to serving the needs of our team.

You’ll join a tightly-knit operations team responsible for talent, finance and systems development, and you’ll interact regularly with our editorial, product and development teams as part of our vibrant remote culture. This position will be based in our New York City headquarters.

The key responsibilities for this role include:

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

• Posting jobs and screening applications
• Scheduling interviews and serving as the primary point of contact for candidates throughout the hiring process
• Managing our applicant tracking software (Streak)
• Supporting new employee onboarding
• Maintaining employee records in our human resources software and document management system
• Supporting annual open enrollment and ongoing benefits administration

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

• Office support for our New York City headquarters, bureaus and remote work spaces
• Logistics support for team and community events
• Supporting the development and rollout of new policies and procedures
• Researching and purchasing of centralized services
• Coordinating shared subscriptions and accounts
• Preparing documentation for our annual audit

Providing smart logistics and executive support for our management team, including:

• Scheduling and coordinating a variety of team meetings
• Researching and booking cost-effective and efficient travel
• Handling expense reporting for Chalkbeat’s management team

What qualifications we’re looking for:

• Bachelor’s degree preferred
• At least 1-2 years of relevant work experience (e.g. nonprofit operations, human resources, executive support)
• Great task management skills, problem-solving ability and superior attention to detail
• Experience using discretion when communicating about sensitive topics
• Ability to build trusting relationships with Chalkbeat’s full team, even in a virtual setting
• Flexible and comfortable in a work environment where multitasking is the norm, the pace is fast and priorities will evolve
• Proficient with office software, primarily the Google Suite

Bonus points if you’ve got:

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

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.

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’re in five locations — Colorado, Detroit, Indiana, New York and Tennessee — and growing. Read more about our mission and values.

Founded in 1965, Wave Hill is a 28-acre public garden and cultural center overlooking the Hudson River and Palisades, in the Riverdale section of the Bronx.  Its mission is to celebrate the artistry and legacy of its gardens and landscapes, to preserve its magnificent views, and to explore human connections to the natural world through programs in horticulture, education and the arts. For more information about Wave Hill, please visit www.wavehill.org.

The Position Summary: 

Wave Hill seeks a Registrar/Office Manager to join the Education Team. The ideal candidate should be energetic, outgoing and organized. He/she must possess excellent communication, customer service, and computer skills, with the ability to juggle multiple and diverse assignments. He/she will be the point person in handling all incoming calls and inquiries. He/she will interact with visitors, and school groups to ensure they had a positive experience at Wave Hill. Adeptness with interfacing between different information systems is a must. This position reports to the Director of Education. This position requires some weekends and occasional evening work, as requested.

Responsibilities:

• Coordinate and process school registrations, and payments using Altru reservation and payment system.
• Budget-related responsibilities include, but are not limited to, completing invoices, processing check requests, updating budget sheets
• Maintain general school calendar of all visiting school group.
• Work with Education team regarding all visiting school groups
• Ability to handle and fulfill a high volume of incoming requests, phone calls, and emails, related to a variety of departmental requests (i.e. program questions, reservation fulfillment, vendor questions, program-related customer service concerns)
• Using Altru, update and maintain department’s databases
• Providing the department with monthly reports and quarterly statistics on tracking school groups visits
• Developing procedures for ordering supplies, maintaining inventory and checking out equipment for the department.
• Provide general administrative duties for the Director and department such as setting up meetings, booking conference rooms, sending out acknowledgment letters, filing and check request, tracking department expenses, etc.
• Point person for welcoming school group and informing them of Wave Hill’s policies.
• Assist the Forest Project Senior Manager with any administrative work and recruitments as needed
• Other duties/projects may be assigned.

Requirements:

• Associate Degree in Business Administration or Education, (Bachelor preferred but not required).
• 1 to 2 years’ experience in an office environment
• Welcoming, out-going, and open demeanor
• Excellent communication and writing skills
• Experience at a cultural institution a plus.
• Detail-oriented; proficient in Excel & Microsoft Suite
• Works well within a team environment
• Excellent organizational skills
• Ability to multitask; project management skills a plus
• Knowledge of basic accounting
• Excellent customer service skills

This position is under a collective bargaining agreement.

• Full-time; Non-exempt
• 5 days a week.

Salary and Benefits:

• Salary: $33,875.00
• Benefits: major medical, dental, vision, paid time off, 401k with a pension plan, and life insurance

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

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

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

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

Responsibilities

• Develop and teach highly engaging, differentiated and academically rigorous curriculum and lessons, in either ICT co-teaching and/or SETSS settings
• 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

• A strong sense of personal accountability for student achievement
• Bachelor’s and/or master’s degree in special education, with student teaching or equivalent in grades 7-12
• Deep dedication to learning and developing your teaching craft, especially around effectively supporting students with special needs
• Ability to create a class environment in which students feel safe, supported and challenged to engage deeply in meaningful work
• Highly thoughtful and reflective, committed to always getting smarter with colleagues, reflecting on mistakes, welcoming feedback and making continual adjustments in your practice
• Unshakeable conviction that all students can learn at a high level
• New York State teacher certification in Special Education

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

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

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

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

Responsibilities

• Develop and teach highly engaging, academically rigorous 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, book study groups and other learning work
• Ensure consistent student progress toward IEP goals, contributing to revising IEPs as needed
• 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 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 leading a club, reading group, athletic team, or other initiative

Qualifications

• A strong sense of personal accountability for student achievement
• Bachelor’s and/or master’s degree in special education, with student teaching or equivalent in grades 1-8
• Ability to create a class environment in which students feel safe, supported and challenged to engage deeply in meaningful work
• Thoughtful and reflective, committed to always getting smarter with colleagues, reflecting on mistakes, welcoming feedback and making continual adjustments in your practice
• Unshakeable conviction that all students can learn at a high level
• New York State teacher certification in Special Education

ExpandED Schools is a national nonprofit dedicated to closing the learning gap by increasing access to enriched education experiences. In 1998, we were founded as The After-School Corporation. In our first decade, we created the nation’s first citywide system of K-12 after-school programs and leveraged more than four dollars in private and public spending for every dollar of our founding grant. Today, we continue to reimagine learning time – in school, after school and during the summer – seeking to ensure that all kids have opportunities to discover their talents and develop their full potential. We develop scalable and sustainable models that provide more learning time.

We:
• EXPAND the school day: We add more time each day to help close the learning gap by up to 450 hours each school year.
• ENGAGE the community: We bring additional passion, talent, child development expertise and role models into the classroom.
• ENHANCE the learning: We balance the curriculum with the arts, movement and personalized hands-on enrichments such as robotics, book clubs, debate and salsa dance.

Position Summary: Reporting to the Chief Development Officer and working closely with staff across the organization, the Development Officer will contribute to an annual $5M+ dollar private fundraising goal, pursuit of public funding aligned with organizational goals and focus on building partnerships and raising gifts from a portfolio of 50+ corporate and foundation donors and prospects.

The ideal candidate will:
• Have a commitment to educational equity for all children.
• Be results-focused, persistent, intrinsically motivated, highly organized, intuitive, great at building and maintaining strong and trusting relationships
• Have excellent interpersonal skills, judgment, diplomacy and entrepreneurial spirit.
• Have strong organizational and analytical skills with a proven reputation for attention to detail and ability to follow through on multiple initiatives.
• Have the ability to work independently, as well as collaboratively as part of team, and manage multiple projects effectively; highly motivated to meet individual and team goals.
• Have a sense of humor and flexibility.
• Have exceptional written and oral communication skills, including ability to listen, engage and persuade.
• Have the ability to manage relationships with institutional donor and prospects
• Be determined to raise contributions of 5-8 figures and to lead ExpandED Schools’ corporate partnership strategy
• Have prior fundraising experience geared to foundation, government and corporate audiences and a passion for education.
• Have proven, successful experience in asking for and closing complex, multi-year grants, government contracts and partnerships.

Expectations & Critical Outcomes for Success

• Within six months, develop recommendations for 5-10 new corporate partnerships; ensure the support/confidence from senior ExpandED Schools staff and board in communicating our strategy to prospective partners.
• Within nine months, support an organizational culture of philanthropy that enables program and policy staff to feel confident in developing project budgets and creating/formulating goals, objectives, operations plans/timelines and desired outcomes.
• Within twelve months, add five new funders and maintain/grow the capacity of current funders.

Scope of the Position
• Establish a strategic and systemic focus on closing commitments/grants from local and national foundations, corporations, and government agencies through active and personalized stewardship.
• Update and implement an operational plan detailing goals, objectives and performance standards for a corporate partnership program.
• Identify, cultivate, solicit and steward corporate partnerships; Serve as direct contact for both existing and new corporate donors and partners.
• Engage senior managers at ExpandED Schools and partner organizations in philanthropic activities, including donor visits and proposal/partnership creation; earn and maintain the confidence of leaders.
• Guide the development of compelling donor communication and budgets; help teams refine goals, objectives, operations plans, costs and desired outcomes that meet the specifications of funders.
• Report to funders on progress of projects and partnership activities, ensuring accountability and compliance with stated purposes; monitor the progress of projects/partnerships and analyze outcomes.
• Collaborate with communications staff to recognize donors in a timely, appropriate and creative manner, including development of print and web-based materials.
• Research prospective donors and partners and help develop a strategy to maximize potential funding opportunities.
• Coordinate site visits and other funder events.
• Work with the Data Specialist to maintain accurate and current donor records and reports.
• Staff special events and donor stewardship activities.

Job Qualifications:

• Bachelor’s degree and two to five years professional experience required; development experience and proven track record in corporate partnerships preferred.
• Proficiency in Microsoft Office Outlook, Word, Excel and PowerPoint; experience with Raiser’s Edge.

Organizational Climate:
ExpandED Schools staff is concerned with the “big picture” and sees challenge as an opportunity for learning and positive change. ExpandED Schools’ work culture is entrepreneurial, fast-paced and collaborative. We’re passionate about what we do and are committed to working hard and having fun while we do it.

You are the colleague we are looking for if you:

• Are truly committed to donor development with great creativity and idea generation;
• Understand how your role contributes to the overall success of the organization’s mission;
• Are looking for an opportunity to put your skills to work;
• Need to constantly be challenged and enjoy exploring new opportunities;
• Enjoy your work and want to use it to make an impact; and
• Are looking to join a dynamic team.

Benefits:

ExpandED Schools offers a generous benefits package which includes:

• Full-time and eligible part-time employees receive medical, dental and vision plans for employees and dependents, largely subsidized by ExpandED Schools
• Health, dependent care and transit pre-tax accounts
• Employer-paid life insurance and supplemental disability coverage
• A generous paid time off package which includes 20 vacation days, 8 sick days, 4 personal days and 10 paid holidays (prorated for part-time staff)
• 403b retirement plan with eligibility for employer contribution of 5% of annual compensation after one year of employment (no match requirement)
• Commitment to work-life balance
• Partial tuition reimbursement offered to employees after one year of service
• Professional development opportunities, including funds to participate in external training and coaching opportunities

Background NYC Skills Lab

NYC Skills Lab is an initiative funded by the GE Foundation and managed by the NYC Department of Education’s Office of Postsecondary Readiness (OPSR). The purpose of NYC Skills Lab is to help educators and their partners, both employer and youth service professionals, to incorporate 21st century skills development into in and out-of-school learning.

The Research & Development Program Manager (R & D Manager), will be an integral part of the NYC Skills Lab team. This role will serve as the NYC Skills Lab’s bridge between research and practice. The research lead by the R & D Manager and the dissemination of findings will inform program support provided, schools and other stakeholders. The primary responsibilities of the R & D Manager will be to help manage all aspects of the research associates work on the project; analyze survey assessment data; contribute to the development of 21st century skills assessment material; conduct semi-structured interviews; analyze qualitative and quantitative data; participate in collaborative project meetings with NYC Skills Lab team members; present research in formal and informal settings; and lead and help draft manuscripts for peer-reviewed publication and other publication venues. The expectation for the R & D Manager is that s/he will not only be a consumer of knowledge, but a producer of knowledge.

Program Overview

The NYC Skills Lab offers targeted support to educators and their partners through three programs:

Skills Fellowship

The Skills Fellowship coaches innovative teachers who desire to enhance their teaching practices by making 21 st century skills development more prominent in their instruction, feedback and assessment practices.

Workforce Alliance

The Workforce Alliance coaches diverse school professionals, charged with facilitating work-based learning (i.e. internships) at a school-wide level, to support students in transferring developed 21st century skills into internship placements.

Integrated School Partnerships

The Integrated School Partnership supports schools to integrate youth-service organizations into their school structure, with a focus on providing students meaningful and effective 21 st century skill building experiences.

Research & Development Manager Primary Roles

Research and development generated from within the NYC skills Lab’s three program areas

• Attending NYC Skills Lab program convenings and team meetings to document, share & discuss best practices
• Managing the documentation and synthesis of information and insights flowing from all three programs
• Leading both group and individual meetings with NYC Skills Lab staff to share insights gained to drive program effectiveness
• Strategizing creative ways to share program learnings externally with various stakeholders
• Managing and recruiting members for project research team Research and development generated from external research

Research and development generated from external research

• Researching current and best practices for enhancing educator and partner capacity to foster 21st century skills development
• Share relevant external research found with NYC Skills Lab staff

Examples of Expected Work Deliverables

• Digital library of research on the role and importance of 21 st century skills development in post secondary preparation
• Submitted research articles for publication on the impact of 21 st century skills development in postsecondary preparation and emerging ideas
• Informal and formal reports such as White Papers to share internal research & promising practices
• Course offering proposals to higher education institutions focused on training educators to teach and make 21st century skills development more prominent in everyday student learning
• Visual graphics that portray documented student performance data

Selection Criteria

• Deep interest in NYC Skills Lab work and 21st century skills (see framework)
• Ph.D from an accredited institution in a discipline-based in education research, secondary education, youth-studies, higher education, psychology or a related field
• Demonstrated experience with one or more of the following: secondary education/higher education research using qualitative and/or quantitative research methods; instrument development and assessment; analyzing qualitative data
• Work experience in the K-12 setting and or experience doing research for educational programs (i.e. schools, youth service organizations, nonprofits)
• Familiarity with competency-based education, mastery-based learning, project-based learning & instructional design
• Excellent written and oral communication and presentation skills, including public speaking
• Ability to work as a part-time consultant for approximately 20-30 hours a week for the 2017-2018 academic year (with the possibility to continue work during the following school year)
• Ability to participate in virtual meetings and regularly scheduled in-person face-to-face meetings (living in the NYC area)

Additionally the ideal candidate will have:

• Interests in integrating 21st century skills development into everyday student learning
• Ability to seamlessly translate research into practical application
• Ability to work/collaboratively with others and work independently
• Creative eye for identifying best practices

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. Please visit our website for more information about our school: www.communityroots.org 

Community Roots is hiring:

Physical Education teacher for grades K-5.

Community Roots Charter School seeks individuals who:

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

Qualifications:

• Demonstrated success in teaching
• Belief in CRCS mission and philosophy
• Demonstrated ability to collaborate
• Demonstrated ability to prioritize student achievement while creating a nurturing and encouraging school environment
• Hold or are working towards New York State Certification in Physical Education
• Preference for successful experience teaching students in grades K-8

How to apply:

Please email resume and cover letter to Sara Stone at sstone@communityroots.org.

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

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

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

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

Responsibilities

• Develop and teach highly engaging, academically rigorous lessons, aligned with HVA’s standards, curriculum and progressive pedagogical philosophy
• Invest several hours per week in professional learning, including personalized instructional coaching, lesson study, co-planning, book study groups and other learning work
• Inspire students to hold themselves to high standards of academics and character
• Establish and uphold classroom routines to ensure a focused, safe and caring environment
• Analyze assessment data and use it to inform and differentiate your instruction
• Collaborate with colleagues to share best practices and ensure student mastery of standards
• Maintain close relationships with families, including phone calls and conferences

Qualifications

• Two years of teaching experience preferred, in grades 4-8
• 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

Founding 10th Grade Science Teacher

South Bronx Community Charter High School is a new high school borne out of the Young Men’s Initiative in New York City, committed to dramatically increasing the educational opportunities and outcomes for young men and women in the South Bronx. South Bronx Community fosters deeper learning and promotes social justice in a culturally responsive and competency-based learning environment. This school is the newest addition to the EPIC network of schools, and is EPIC’s first charter high school.

What We Are About:

Some notable elements of our school model include the following principles and practices:

Who We Are Looking For:

All staff at SBC have a demonstrated desire and capacity to:

Innovate with curriculum and pedagogy – We seek to support students in taking ownership of their learning. All staff participate in designing and facilitating highly engaging, rigorous learning experiences with resources and scaffolds that allow students to lead their own learning.

Pioneer through start-up – Founding a new school is difficult and can be exhausting in many ways. Staff must be motivated by the challenge and opportunity to develop and design protocols, processes, tools and ultimately establish a culture for learning among young people and staff.

Work in community every day – All learning experiences are interdisciplinary and so staff must be motivated to co-facilitate and co-plan with their colleagues.

Practice social justice – Design, facilitate and participate in experiences and conversations that relate to race, gender, class and sexual identity in ways that empower students and foster community.

Be open to new roles – All staff co-lead group mentoring sessions every week with a small group of students that they support through all four years of high school.

Fail forward – We try new approaches to achieve breakthrough results. All staff contribute to, and learn from, these experiences.

Lead through uncertainty – In order to achieve dramatically better outcomes for young people, sometimes there is no precedent for the strategies we employ. We need staff that can demonstrate leadership in uncharted waters.

Science Teacher Responsibilities

• Design and facilitate 10th grade STEM interdisciplinary course with a specialization in a core science domain -Earth Science, Chemistry or Physics –  in partnership with another teacher.
• Support students to diagnose a problem so that they can create a solution and be able to help students through the inevitable highs and lows of making something.

• Facilitate Advisory and Rites of Passage program in partnership with a Learning Coach (staff member with youth development experience).
• Develop and implement targeted small group skill development for students.

• Participate in and facilitate professional learning sessions with colleagues to norm expectations, promote high quality student learning experiences, engage in inquiry, problem solve, etc.
• Participate in and facilitate restorative circles as a means of fostering student investment in community and resolving conflict.
• Engage actively in professional growth through the development of a personalized learning plan and attendance at staff orientation during the last two weeks of August.
• Use school-wide mastery-based approach to assess learning competencies.
• Maintain proactive relationships with students and their families.
• Be available to support student advisees in crisis, during and outside school hours.
• Participate in and lead elements of a Summer Bridge program for new students during the last two weeks of August.
• Other duties, as needed and assigned by school leaders.

Qualifications:

• Minimum Bachelor’s degree in subject area to be taught, Master’s Degree preferred
• Experience working on projects in Maker environment is highly desirable. This can range from basic Maker experience to more advanced experience with computer-aided design, electronics design/production, computer-controlled cutting, 3-D printing, mechanical design, among other skills.
• Commitment to SBC’s core values and educational approach
• Sustained effectiveness teaching in an urban public high school preferred, but not required
• Valid New York State Certification preferred, but not required
• Spanish language proficiency a plus

About ASPIRA of New York, Inc.

Since 1961, ASPIRA of New York has been dedicated to serving New York City youth and their families, providing opportunities that would otherwise not be available to them, and serving as an effective advocate, fighting to improve education in the Puerto Rican and Latino communities. In the 50 years since it was organized ASPIRA has served thousands of New York City children, youth, parents, schools, and other community based agencies, establishing a record of providing high quality, comprehensive programs and services such as its College Access Leadership Development Program, YES Service Learning Program, Resolution Hall, Parent Empowerment Academy and Middle School Youth Development Clubs.

About Community Schools

ASPIRA’s Community School (CS) Program strategy is driven by strong collaborative partnerships among principals, parents, teachers, and Community Based Organizations (CBOs). The model offers a holistic approach toward improving academic performance driven by parents who are real and active partners in their children’s education. Each student is connected to a mentor, club, or social service. The school climate is joyful and positive and includes robust data monitoring and attendance taking practices. Community members spend time at the school, participating in activities ranging from participating in the School Leadership Team (SLT) to financial and parenting workshops. The model construct focuses on aligning regular school day curricula with Expanded and Extended afterschool or weekend classes. An integral part of the (CS) approach focuses on the school becoming a center of school- and community-based services embedded into the school day. These services can include but are not limited to health, mental health, counseling, and academic enrichment.

Position Overview

The CSD will consult school leadership officials in both IS 131 Albert Einstein and Soundview Academy middle schools. The affiliated parties will recruit, screen and select the CSD. Primary responsibilities include, but are not limited to, implementing and managing Community School (CS) programs and reporting to SLT teams from each respective school. The (CSD) will report to the Senior Managing Director of ASPIRA, and will facilitate the implementation and management of programs and activities within the scope of the Community School (CS) initiative. S/he will oversee programs, services, activities and events that improve student academic achievement while fostering stronger family ties and school-centric community development. The ideal candidate will have 3-5 years of pedagogical and/or administrative experience in secondary schools, as well as the demonstrated ability to implement a coherent academic and instructional focus that unites various programs and stakeholders involved in this initiative.

Roles and Responsibilities 

• Ensure all CS stakeholders pursue unified research-based student achievement and community development strategies.
• Serve on SLTs for both schools and align different service partners within IS 131 and Soundview Academy with campus-wide instructional goals.
• Work with the Principal and attendance team to develop protocols to ensure increased student attendance that meets targeted benchmarks. Data will be shared and used at weekly meetings with the Principal and Attendance Team.
• Work with CS team as a sub-committee of the SLT to maintain a focus on results and track progress via research-demonstrated data-driven metrics; assist with data collection, research and preparing relevant data to bring to meetings to inform decisions made by both principals, SLT and CS team.
• Develop campus resources to assist teachers, paraprofessionals, school and building support staff, extracurricular partners and staff, and parents and students in determining ongoing needs of students and families.
• Serve as liaison for agencies and programs interested in partnering with the school, and identify new partnerships and partners that possess relevant service enhancements and expanded learning and enrichment opportunities that serve campus-wide academic and instructional goals.
• Collaborate with Parent Coordinators of both schools to ensure that families have meaningful opportunities to participate in the school and to ensure full implementation of a transformative family and parent engagement initiative aligned with CS strategy.
• Utilize school partners and teachers to differentiate learning interventions for students, as well as track and monitor the impact of interventions on student engagement in school.
• Establish protocols for ongoing and effective communication among key players in the community school initiative, including local elected officials, school administration and staff, community and health services organizations, parents, volunteers, extracurricular staff, consultants and community members.
• Oversee full implementation of the Community School plan in partnership with both Principals and the SLTs.
• Identify evidence and research-based practices and/or partnerships that address priority areas for  the school community strategy, which may include but are not limited to; Parent/Family Engagement, Community Engagement, Youth Development, Academic Rigor and Instructional Practices and Health, Mental Health, Tutoring, After school programming, Mentoring, Early Childhood.
• Develop and implement ongoing mechanisms or forums to elicit input from teachers, school staff, SLT members, families, parents, and students to determine ongoing needs of students and families.
• Develop, maintain, publicize and disseminate schedule of programs, supports and activities offered at the school on relevant websites or pamphlets for families.
• Organize a community school forum to inform school partners about CS reforms, while guiding parents, students, CBO representatives and community residents on how they can participate in CS initiative.
• Engage school and community stakeholders in forums and monthly SLT and CS team meetings to ensure a strong community voice in the development and implementation of the CS plan.
• Provide training and technical assistance for students with language or other learning barriers.
• Assist school and partner agencies with resource management and development, including fund development and grant maintenance.

Qualifications and Requirements:

• Strong knowledge of secondary urban educational settings and their impact on the community school initiative.
• Master’s degree in Education or related field and seven years of administrative experience, preferably as an administrator or program supervisor in a secondary setting.
• Proven ability to energize parents and students in participating in the school community, including the ability to provide innovative family engagement and parent coordination.
• Case management experience or familiarity with an understanding of how a referral process works among teachers and partner programs.
• Demonstrated work experience in building relationships across multiple public institutions and community-based partnerships to advance program goals and objectives, preferably in a youth development setting.
• Knowledge of program participants’ diverse backgrounds and the ability to integrate this knowledge into service delivery, with a particular concentration on Black and Latino urban youth.
• Data-driven decision maker with demonstrated ability in using data to inform decisions, including strong skillset with web-based data analyses tools.
• Excellent command of oral and written communications skills.
• Ability to work flexible hours, including some weekends and evenings.
• Proficient with both PC and Mac platforms, demonstrated ability to work asynchronously on Google domain and other workflow portals, strong command of MS Word, Excel, PowerPoint, as well as Apple workflow systems.·
• Spanish/English bilingual skills and knowledge of working with diverse populations preferred.

Salary is commensurate with experience; range $70,000- $80,000.

Brooklyn Urban Garden Charter School (BUGS) is hiring for the 2017-2018 SY!!

Start Date: August 2017

The Brooklyn Urban Garden School (BUGS), a small, independent, progressive charter school in South Slope/Windsor Terrace, Brooklyn is looking for certified Special Education Teachers to act a Maternity Leave Replacement in the following subject areas:

• Social Studies
• Science

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

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

BUGS team members are:

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

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

Selection Criteria:

• Valid NYS Special Education certification required
• New York State Teaching certification
• Two years of teaching experience, highly preferred
• Bachelor’s degree required; Master’s degree preferred
• Desire to work in a heterogeneous classroom with a range of ability levels and students of diverse socioeconomic and ethnic backgrounds
• Commitment to collaboration, sustainability, continuous professional growth, and student achievement
• Preference given to candidates who have experience working with young adolescents

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

Phipps Neighborhoods in collaboration with the New York City Department of Education is leading the creation of community schools throughout the Bronx. The Community School model will bring together a strong and active set of partners to address the needs of schools and the surrounding community and employ a governance structure that relies on strong collaboration and interaction.

Key Responsibilities (including but not limited to):

• Serve as relationship manager for a portfolio of individual donors and prospects, identifying (and in some cases executing) the necessary cultivation, solicitation, and stewardship activities necessary to maintain and grow support from that portfolio. Specific activities include:
  • Drafting and compiling concept papers, proposals, and reports that effectively communicate the organization’s mission, vision, and key programmatic activities and highlight the connections and alignment to the donor’s interests and priorities.
  • Preparing for and coordinating one-on-one engagement activities (e.g., phone calls, meetings, school visits, etc.), including preparing senior staff and key volunteers, documenting notes and next steps, and ensuring any necessary follow-up is complete.
  • Executing additional grants administration activities (e.g., submitting invoices, supporting funder audits, etc.) as necessary
• Design and lead the organization’s end of year mailing campaign and other activities designed to engage and solicit base level donors
• Design and lead the long-term strategy to increase the amount of annual revenue provided by individual donors, including:
  • Developing the necessary structures, systems, and practices to support and manage increased involvement of board members and other key volunteers in individual development activities
  • Clarifying and streamlining the organization’s pitch to individual donors, including a clarified value proposition and story of success and impact
  • Identification and launch of the necessary structures (e.g., events, leadership councils, etc.) to more effectively engage individual donors in the organization’s work.
• Manage, coach and support a Development Associate by providing professional development and planning opportunities, delegating responsibilities, and supporting their success and development.
• Partner with the VP of Development to continue to refine and enhance the entire Development team’s practices, systems, and structures and foster a spirit of teamwork and collaboration across the team.

Essential Qualifications and Experience

The ideal candidate will be a results oriented professional who takes an entrepreneurial, business development/revenue generation approach to fundraising.  Specifically, s/he must have:

• A sense of urgency and commitment to the mission of Turnaround for
• Bachelors degree and minimum 5-7 years of relevant experience in marketing, fundraising, sales/relationship management, or business development. Private, public, and nonprofit backgrounds are all valued; experience and/or familiarity with education reform and broader poverty-fighting initiatives preferred.
• Highly developed strategic thinking with a demonstrated ability to effectively balance sales, marketing, and operations management skills to support the effective launch of a program or product
• Experience working with and coaching a CEO, other senior leaders, board members, volunteers, and/or other key external stakeholders, effectively deploying them in service of fundraising/sales as appropriate.
• Experience working with and managing relationships with high net worth individuals.
• Highly developed oral and written communications skills.
• An excellent team player with a positive attitude and the ability to connect and collaborate with others.
• Demonstrated achievement in a demanding work environment.
• Very well organized, with systematic and meticulous attention to details.
• Flexible and adaptable. Able to work with ambiguity and changing conditions and priorities.

Physical Demands and Work Environment

• Ability to push, pull or carry 30 pounds
• Ability to sit for prolonged periods of time
• Ability to use a computer and office technologies
• Work is primarily performed in a professional office setting with varying noise levels; occasional partner site visits may be required

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

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

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

EDUCATION/EXPERIENCE REQUIRED:

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

OTHER REQUIREMENTS:

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

Reports to: Assistant Director of Learning and Career Development

Location: Bronx, NY                

About Phipps Neighborhoods:

Phipps Neighborhoods helps children, youth, and families in low-income communities rise above poverty. We work in the 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.

Program Description:

Phipps Neighborhoods Young Adult Literacy Program offers transformational programming for young people that provides opportunities to get their lives back on track, obtain an education, develop career readiness and fulfill their potential. These programs provide educational advancement, job training, internships, mentoring, and computer skills training, located in three Bronx libraries.. Program services are available to young people between the ages of 16-24 who have had literacy or other educational challenges.

Position Summary:

Instructors will teach math and literacy at one of the library sites. Instructors will also engage students in a Service Learning Project as well as teach an hour of job readiness per week.

Duties and Responsibilities:

Instructors:

• Create engaging instructional strategies and lesson plans in accordance with standards and best practices.
• Provide instruction in math and/or literacy for pre-HSE students, including large and small group instruction as well as one-on-one tutoring.
• Evaluate student progress using standardized assessment tools and administer pre-and post-tests according to schedule.
• Integrate technology into instructional strategies.
• Adapt teaching style and strategies to maximize student learning and retention.
• Monitor attendance and student progress using online database.
• Distribute and record metrocards to the students based on attendance.
• Assist with Outreach and Recruitment

Qualifications:

• Bachelor’s Degree in Education or a related field.
• Minimum of three years of experience teaching young adult learners, and experience with disconnected youth who have been court-involved, educationally challenged and/or with learning disabilities, substance abuse issues, etc.
• Highly skilled in Social Emotional Learning and Youth Development Principals.
• Strong background in teaching reading and writing and/or math.
• Experience working with students of varied ages, levels, and diverse cultural backgrounds.
• Knowledge of ABE, pre-HSE, and/or HSE curriculum, testing procedures, and requirements.
• Strong background in youth development and an assets-driven perspective on how to work with disconnected youth.
• Excited about the opportunity to work in an environment dedicated to the development and growth of youth.
• Ability to integrate technology into the curriculum.
• Experience leading and/or participating in Service Learning preferred.
• Proficient in basic computer applications (Outlook, Word, Power Point)
• Strong interpersonal, oral and written communication skills.
• Flexibility, adaptability and ability to work in a changing environment.
• Establish and maintain cooperative and effective working relationships with others.
• Enthusiasm, creativity and initiative

Elementary School Teacher

Specialization: General Education and/or Special Education
Grades: K-6
Start Date: August 2017
Location: Harlem, NY

The Neighborhood Charter School of Harlem (NCSH) has been chartered by the New York State Education Department and opened in Central Harlem in August 2012 with kindergarten and first grade. As of the 2017-2018 academic year, NCSH will serve grades K-6 and will 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 the school and have the dedication and motivation to make it happen.

Mission of the School
Our mission is to provide the children of Harlem with new educational opportunities through a rigorous, comprehensive K-8 program that cultivates the intellectual, social and emotional development of each child. Our students, who 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.

Each of our teachers will be supported by:
* Attending a new staff orientation
* Professional development sessions that target:
– Working alongside students with disabilities, specifically students with high-functioning autism spectrum disorders
– Conceptual understanding and planning using the Common Core Standards
– Deep knowledge of the curricular programs used in the school

Delivery of Instruction:
* Intensive methodology in scaffolding curriculum to meet diverse learners
* Developing assessments to track effectiveness of lessons
* Higher-order thinking
* Inquiry-based learning
* Classroom management
* Including families as partners

Responsibilities of our Teaching Staff:

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

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

Delivery of Instruction
* Deliver fast paced and stimulating lessons

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

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

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

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

Educational Background and Work Experience
* Bachelor’s degree
* Certification in one of the following: New York State Elementary or Special Education
* 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.

To Apply
* E-mail cover letter and resume to jobs@ncsharlem.org. Please type “Elementary School Teacher” in the subject line of your e-mail.

*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.

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