About the Team

The Program Framework department will be responsible for the strategy, direction, and definition of the Teach To One (TTO) program design.  The team will guide the overall program design and steward the alignment of implementation with that design.  Design activities encompass the TTO program as a whole, including Instructional Design & Progressions, Implementation, Scheduling, Technology, User Experience, and more.  The team will work closely with the Chief Program Officer and Chief Academic Officer to ensure a cohesive vision for the TTO program, and use that vision to guide its design and development.

This is a new team and all of the roles on the team are new. As such, successful candidates for the team will be entrepreneurs, ready to partner and collaborate to figure out how the work will be done. Relatedly, members of this team will have the opportunity to shape not only how they work but to shape the future of TTO: Math.

About You

• You consider the perspective of Students, Teachers, School Administrators, and New Classrooms staff supporting the Program Implementation in Schools
• You enjoy working collaboratively to solve complex, multi-faceted problems. You have the ability to use both inductive and deductive reasoning;

  –Inductive Reasoning takes observations and then uses those observations to come up with a general theory.  They find the clues, make observations about them and then come up with a theory of what happened.
  –Deductive Reasoning starts from a general theory and then works towards a specific hypothesis that can be tested.The scientific method uses deduction to test hypotheses and theories.

• You understand the elements of how to effectively lead and manage change in schools and can also identify the many potential operational implications for realizing that change over time
• You can generate creative ideas and solutions without being constrained by best practices or current state

What You Would Do

Ensure that the solutions being designed can reasonably be implemented in schools:

• Review and consult on solution designs (both new Program features and issues with existing Program features), such that they sufficiently include elements that address the logistical, instructional and political realities of school environments
• Enrich the team’s problem solving capabilities by deeply understanding the following elements:

  -Realities of the opportunities, constraints, and challenges in implementing the Program in schools
  -Teaching and learning pedagogies that lead to student achievement
  -Operational, cultural, and organizational dynamics between Students, Teachers, and School Administrators in initial and ongoing implementation of the Program

• Participate as a contributing team member in cross functional projects and ongoing issue resolution by reviewing or, in many cases, directly collaborating on solutions
• Consult on common or potential trends in program implementation challenges across Schools / Districts in existing and future possible partnerships
• Remain current on the realities of our school environments by occasionally:

  -Observing teaching and learning in TTO program classrooms
  -Providing instruction and/or facilitation by serving as a stand-in educator
  -Providing site operational support for key Pilot implementations of new program features in Schools

• Collaborate with Program Implementation in prioritization of short-term and project changes to program offerings and customer based product improvements

What We Are Looking For

• Experience teaching in public K-12 schools, preferably in under-resourced environments
• Familiarity with staffing and human resources practices in schools
• Deep knowledge of all operational aspects of K-12 schools, including at least 5 years of experience working directly in a school context
• Confidence/poise to participate in group problem solving sessions, involving challenging issues and conflicting perspectives
• Flexible with a willingness to embrace change and to adapt strategies on the fly
• Willingness to travel to observe and support school sites

About New Classrooms

New Classrooms is a nonprofit organization that leverages classroom design, teacher talent, and technology to enable personalized learning for more than 13,000 students in 40 pioneering schools in 10 states and Washington D.C. this fall. New Classrooms’ first-of-its-kind technology draws from tens of thousands of high quality lessons to create a customized and dynamic curriculum for each student each day. Our flagship instructional model, Teach to One, integrates large group, small group, and individual instruction in ways that enable students to not just learn skills but apply them in real world contexts.

Teach to One grew out of a New York City pilot program called School of One, which TIME magazine named one of the best inventions of 2009. Visit www.newclassrooms.org to learn more about our efforts to unleash a wave of innovation in K-12 education that will dramatically improve outcomes for all students.

We are a passion-led, mission-driven organization. Our team includes a dynamic mix of education policy experts, passionate academics, technology junkies, and business entrepreneurs. We all share a strong belief in every child and a deep-seated interest in improving our schools, solving problems in innovative ways, and getting things done in a fast-paced and highly collaborative work environment.

Working at New Classrooms

We are a passion-led, mission-driven organization – one that continually looks to match our team members with roles that fit their strengths and interests.  We look to bring on new team members who share a deep-seated interest in improving our nation’s schools, solving problems in innovative ways, getting things done in a fast-paced and highly collaborative work environment, and growing professionally.

Mott Haven Middle School for Social Leadership respects the diverse voices of its students, families, and team members in order to build a social-emotionally responsive learning environment that prepares citizens to become:
Owners of their academic and emotional growth. Haven Academy believes that students should graduate with the emotional intelligence to recognize their strengths and weaknesses to improve themselves and their community. Scholars are supported to become owners of their personal development—both academic and emotional.
Confident social leaders. Haven Academy is committed to prepare students to become engaged, effective civil leaders that advocate for justice and equality. Scholars develop a nuanced understanding of American and global social history to become leaders in the social justice movement.
Graduates able to meet their goals. Haven Academy believes in the innate potential in all students, regardless of their background. Scholars will develop the knowledge and skills to succeed in high school and earn the opportunity to choose their futures.
Mott Haven Academy Middle School for Social Leadership is seeking 5th and 6th Grade Mathematics Teacher dedicated to progressive teaching practices and providing high quality educational opportunities to underserved communities.

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.

We are looking for a candidate who:

Innovates with curriculum and pedagogy – We seek to support scholars in taking ownership of their learning. All staff actively participate in designing and facilitating highly engaging, rigorous learning experiences with resources and scaffolds that allow scholars to lead their own learning.
Develops and grow through expansion – Expanding a 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 maintain a culture for learning among young people and staff.
Practices social justice – Design, facilitate and participate in experiences and conversations that relate to race, gender, class and sexual identity in ways that empower scholars and foster community.
Leads 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 who can demonstrate leadership and try new approaches to achieve breakthrough results. All staff contribute to, and learn from, these experiences.

Responsibilities
Develop and maintain a classroom environment conducive to effective learning
Design and facilitate 5th grade course in a core domain of Mathematics
Plan a program of study that meets the individual needs, interests, and abilities of students
Select lab supplies and other instructional materials
Organize classroom procedures and manage student behavior to ensure all students are fully engaged and learning
Collaborate with colleagues to develop and teach highly engaging, academically rigorous curriculum and lessons, aligned with Common Core Standards
Inspire students to dedicate themselves fully to their education
Analyze assessment data and use data to inform instruction
Collaborate with colleagues to share best practices and ensure student mastery of standards
Facilitate Advisory
Develop and implement targeted small group skill development for scholars
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 scholar 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
Maintain proactive relationships with scholars and their families
Participate in and lead elements of a summer program for new scholars during the last two weeks of August
Other duties, as needed and assigned by school leaders

Qualifications
Two or more years of teaching experience strongly preferred
Master’s Degree in Education preferred; NYS Teaching Certification
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
Sustained effectiveness teaching in an urban school
Demonstrated evidence of high student achievement
Commitment to Mott Haven Middle School for Social Leadership core values and educational approach
Spanish language proficiency a plus

• Are you passionate about urban education?
• Are you an Excel Wizard (or at least Wizard-in-Training)?
• Are you looking to work at a high-performing high school where you can grow, and innovation and creativity are nurtured?
• Do you wan to be part of a driven and talented team that always seeks to find better ways to serve students?
• Do you thrive in the company of equally committed, motivated, and gifted colleagues?

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

Math, Engineering, and Science Academy (MESA) Charter High School is a new high school in Bushwick, Brooklyn. On August 19, 2013, we opened our doors, and we now have 460 students in grades 9-12. 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 96% punctuality rate, both significantly higher than other high schools in our district! When it comes to regents pass rates, MESA outperforms our peers by a rate of 30-40%!

Some key aspects of MESA’s design are:

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

Specific Responsibilities

• Meet regularly with Principal, Assistant Principal, and Dean of Students to evaluate academic and student culture data, present findings and make actionable recommendations for instructional interventions and next steps. This includes data on:
  • Standards Based Grading—Manage and report learning goal and assessment data using JumpRope Student Management System platform
  • New York State Regents Exams—Track student performance and growth on Regents and Mock Regents exams
  • Kickboard Student Behavioral System—Track grade-level, teacher-level, and student-level culture data
  • Reading Inventory—Track student growth on Scholastic Reading Inventory, Fountas & Pinell, and other reading assessments
  • NYSESLAT Exam—Track student growth trends for English language acquisition assessments for English Language Learners
  • SAT and Advanced Placement data
  • Attendance and other data from the NYC Department of Education
• Generate reports and represent data to track trends and progress throughout the academic school year.
• Design and maintain platform to systematize data warehouse of academic data for transcript and graduation auditing purposes.
• Create and maintain dashboards that inform student and teacher performance
• Coordinate logistics for administration of NY State Regents Exams, SAT/PSAT Exams, Advanced Placement Exams, and all internal interim trimester assessments.
• Collaborate with Principal, Assistant Principal, and Director of Operations on core operational systems, such as managing teacher coverages of classes in the event of absences and supporting with course programming and scheduling.
• Manage and streamline MESA’s “Effort Score” system, including growth tracking as well as score distribution
• Organize scheduling for key remediation sessions and distributing to advisors
• Track attendance data in order to flag student trends and communicate to stakeholders for possible student interventions.
• Provide data and information support to MESA’s External Affairs Team for purposes of grant application, fundraising, or other reporting.
• Other duties as assigned by Principal, Assistant Principal, or Director of Operations.

Qualifications: (1) Minimum Bachelor’s degree; (2) Comfort and proficiency with Microsoft Excel and other data management tools required. (3) Experience in an urban public high school or charter school setting, or similar; (4) Ability to multi-task, manage multiple different projects and workstreams and produce high-quality work in a timely manner; (5) Belief in and alignment with MESA’s core beliefs and educational philosophy;

Salary: Highly competitive, commensurate with experience.

ABOUT PHIPPS

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.

NOW HIRING!!!

Positions Available for the 2017-2018 School Year:

Upper Grades Math Teachers

Upper Grades ELA Teachers

General and Special Education Teachers

Office Secretary

Physical Education Teacher

School Aide

*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;

Job Type: Full-time

Required education:

• Bachelor’s

Required experience:

• Teaching: 1 year

Required license or certification:

• Teaching Certificate

Job Type: Full-time

Required education:

• Bachelor’s

Required license or certification:

• Teaching Certificate

Northside Charter High School is looking for a Development Manager.

Northside Charter High School (NCHS) is a single site, publicly chartered secondary school located in Brooklyn, New York.

NCHS Mission: The mission of Northside Charter High School (NCHS) is to provide a grade 9-12 educational program that results in mastery of the New York State Learning Standards, high school graduation, and acceptance to colleges and universities of choice by all students.

NCHS Vision: NCHS graduates will be prepared for their life journey, having the agency and competency to fulfill their goals through academic self-efficacy, strong emotional intelligence, problem solving, critical thinking, and analytical skills. An NCHS education will be well-rounded with strength in academics, the arts, Latin, technology, and athletics.

Job Summary:

We’re looking for a fundraising professional to work closely with NCHS leadership and the Board of Trustees to ensure the school has the resources needed to continue offering quality education and enrichment programming to this community for the long-term. This position will play a key role in the development and execution of short and long-term fundraising strategies, including future capital projects.

Essential Functions:

• Work closely with the Executive Director and Board members on overall fundraising strategy, generating timelines and project management systems, and collaborate with the team to complete all development-related tasks.
• Oversee donor development, solicitation & acknowledgement; Candidate should have experience securing individual gifts and donations/sponsorships via events.
• Organize and oversee fundraising event planning and coordination.
• Researches grants in the education and youth development sectors and presents opportunities to school leadership and the Board of Trustees.
• Coordinate grant applications and reports, including collating information needed for the application or report, writing first drafts, editing final drafts, preparing budgets and other attachments and submitting all necessary information. Research new potential funding sources.
• Collaborate with staff to create marketing materials such as the annual report, newsletters, etc.

Qualification, Skills, and Knowledge Requirements

• Bachelor’s degree
• 3+ years’ work experience in a combination of grant writing, fundraising, AND marketing
• 2+ years of experience implementing non-profit marketing campaigns, including multiple social media channels
• Experience coordinating special events
• Strong tech and social media skills
• Strong project management and organizational skills, with the ability to multi-task and seamlessly manage various priorities and tasks simultaneously in a growing, dynamic, fast-paced environment
• Incredibly high attention to detail, a results-based orientation, and strong problem-solving and follow-through skills
• Excellent verbal and written communication skills and demonstrated ability to collaborate internally and externally to achieve goals
• Flexibility and willingness to adjust work schedule as necessary
• Unquestionable integrity, credibility and character with demonstrated high moral and ethical behavior
• Strong call to serve with a commitment to youth and their potential to thrive
• NYSED Fingerprint Clearance

ABOUT PHIPPS

Department: 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, NAC is looking for a creative problem solver to join a fun, hardworking team as an Education Specialist for early childhood who will support families from all of NAC programs in wide-ranging school/schooling related matters. Additionally, the Education Specialist will assist in the development and delivery of opportunities related to the promotion of caregiver and student self-advocacy and empowerment.

Responsibilities of the Education Specialist for early childhood:

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

• Report to the assistant director of education.

• 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.

• Coordinate with early intervention and preschool special education service providers.

• 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.

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

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

• Collaborate on grant reporting and application opportunities.

Experience and Qualifications:

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

• At least one year of relevant experience; 3 years’ experience preferred.

• Knowledge of and/or experience with federal, state, and city special education and early intervention laws and regulations.

• Knowledge of child development.

• Excellent writing and verbal communication skills; strong organizational skills.

• Knowledge of and/or experience with the New York City public school system and/or early learning centers and service providers a plus.

• Proficiency in Spanish is desirable.
• Salary Range: Based on Experience

The Science Teacher is responsible for planning and implementing high quality, rigorous science instruction that creates a high degree of clarity for students. The teacher will create an educational atmosphere where students have the opportunity to fulfill their potential for intellectual and emotional growth. Our teachers help DRIHSCS reach our mission and goals by implementing instruction that results in students achieving academic success and personal development. Essential practices of a DRIHSCS teacher include: universal co-teaching, differentiated teaching strategies, student-centered instructional strategies, and data-driven instruction.

Responsibilities:

• Provide clear and consistently high quality science instruction for all students
• Create instructional lesson plans and classroom activities that contribute to a climate where students are actively engaged in a meaningful learning experience
• Implement instructional strategies and resources that are aligned with the rigor of the Common Core to meet the needs of all students, including those with varying backgrounds, learning styles and special needs
• Assess changing curricular needs and implement plans for improvement
• Guide students in preparing to be successful on the NY State Grade 8 Science Exam
• Maintain effective and efficient data gathering procedures
• Provide a positive environment in which students are actively engaged in the learning process
• Attend all professional development meetings and workshops, as well as a summertime professional development before the opening of the school year
• Meet professional obligations through efficient work habits such as: meeting deadlines, honoring schedules and collaborating effectively with co-teachers and colleagues

Education & Experience:

Organization Overview:

St HOPE Leadership Academy is a college-preparatory public charter middle school in Harlem, New York City.  The school opened in 2008 and serves students in grades 6 through 8. St HOPE provides a rigorous curriculum, intensive interventions for students performing below grade level, and a defined character development program in a structured and disciplined learning environment. At St HOPE, community service is valued by students, parents and staff. To help meet our students’ diverse learning needs, each core class at St HOPE is taught by two teachers. St HOPE provides multiple opportunities for leadership at the department and grade team level.  In addition, St HOPE provides a $2,000 stipend per year to every full-time staff member to explore external opportunities for professional development.

Our mission is to educate self-motivated, productive, and critically thinking leaders who are prepared to succeed in a college preparatory high school, committed to serving others, and passionate about lifelong learning.

We are seeking a Science teacher who is passionate about their students and content.

Duties and Responsibilities:

• Responsible for all lesson plans, assignments, assessments, and other instructional materials and methods of teaching in your classroom
• Collect, report, and analyze both quantitative and qualitative data about students and refine lesson plans accordingly
• Support a school culture of high academic and behavioral standards and create a supportive and engaging learning environment

Qualifications:

• Discipline specific Bachelor’s degree required; Master’s degree in Education preferred
• NYS teaching certification or eligibility to be certified
• Special Education certification is a plus
• Ability to work as part of a high performing team, including exceptional communication and organizational skills
• Desire to work in an urban middle school, experience in NYC preferred
• Demonstrated belief that all children deserve an excellent education

Salary:

• Competitive and commensurate with experience, with starting offers up to 15% above DOE salary.

Benefits:

• Full benefits package includes retirement plan with employer match, HRA, FSA, STD, LTD, paid time off, medical, dental and vision coverage as well as paid parental leave.

Organization Overview:

St HOPE Leadership Academy is a college-preparatory public charter middle school in Harlem, New York City.  The school opened in 2008 and serves students in grades 6 through 8. St HOPE provides a rigorous curriculum, intensive interventions for students performing below grade level, and a defined character development program in a structured and disciplined learning environment. At St HOPE, community service is valued by students, parents and staff. To help meet our students’ diverse learning needs, each core class at St HOPE is taught by two teachers. St HOPE provides multiple opportunities for leadership at the department and grade team level.  In addition, St HOPE provides a $2,000 stipend per year to every full-time staff member to explore external opportunities for professional development.

Mission:

To educate self-motivated, productive, and critically thinking leaders who are prepared to succeed in a college preparatory high school, committed to serving others, and passionate about lifelong learning.

To ensure every St HOPE scholar graduates ready for a life of learning and service, we are seeking an English Language Arts teacher who has multiple years of teaching experience.  Our priority is on differentiated, small group instruction.  Classrooms will have two co-teachers that work together in a supportive, collaborative environment.

Duties and Responsibilities:

• Responsible for all lesson plans, assignments, assessments, and other instructional materials and methods of teaching in your classroom
• Collect, report, and analyze both quantitative and qualitative data about students and refine lesson plans accordingly
• Support a school culture of high academic and behavioral standards and create a supportive and engaging learning environment

Qualifications:

• Bachelor’s degree required; Master’s degree preferred
• NYS teaching certification or eligibility to be certified
• Special Education certification highly preferred
• Love of literature, knowledge of YA books, and a passion for reading and writing
• Ability to work as part of a high performing team, including exceptional communication and organizational skills
• Desire to work in an urban middle school, experience in NYC or other urban setting preferred
• Demonstrated belief that all children deserve an excellent education

Salary:

• Competitive and commensurate with experience, with starting offers up to 15% above DOE salary.

Benefits:

• Full benefits package includes retirement plan with employer match, HRA, FSA, STD, LTD, paid time off, medical, dental and vision coverage as well as paid parental leave.

Organization Overview:

St HOPE Leadership Academy is a college-preparatory public charter middle school in Harlem, New York City.  The school opened in 2008 and serves students in grades 6 through 8. St HOPE provides a rigorous curriculum, intensive interventions for students performing below grade level, and a defined character development program in a structured and disciplined learning environment. At St HOPE, community service is valued by students, parents and staff. To help meet our students’ diverse learning needs, each core class at St HOPE is taught by two teachers. St HOPE provides multiple opportunities for leadership at the department and grade team level.  In addition, St HOPE provides a $2,000 stipend per year to every full-time staff member to explore external opportunities for professional development.

Mission:

To educate self-motivated, productive, and critically thinking leaders who are prepared to succeed in a college preparatory high school, committed to serving others, and passionate about lifelong learning.

To ensure every St HOPE scholar graduates ready for a life of learning and service, we are seeking a Math teacher who has multiple years of teaching experience.  Our priority is on differentiated, small group instruction.  Classrooms will have two co-teachers that work together in a supportive, collaborative environment with one taking the lead on content, one taking the lead on problem solving, and both sharing the responsibility of one-on-one and small group conferencing.

Duties and Responsibilities:

• Responsible for all lesson plans, assignments, assessments, and other instructional materials and methods of teaching in your classroom
• Collect, report, and analyze both quantitative and qualitative data about students and refine lesson plans accordingly
• Support a school culture of high academic and behavioral standards and create a supportive and engaging learning environment

Qualifications:

• Discipline specific Bachelor’s degree required; Master’s degree in Education preferred
• NYS teaching certification or eligibility to be certified
• Special Education certification is required
• Ability to work as part of a high performing team, including exceptional communication and organizational skills
• Desire to work in an urban middle school, experience in NYC preferred
• Demonstrated belief that all children deserve an excellent education

Salary:

• Competitive and commensurate with experience, with starting offers up to 15% above DOE salary.

Benefits:

• Full benefits package includes retirement plan with employer match, HRA, FSA, STD, LTD, paid time off, medical, dental and vision coverage as well as paid parental leave.

Leadership of this small educational non-profit is primarily focused on fundraising, operations, and coordinating a talented team

About the Organization

The Adams Street Foundation (ASF) is a grassroots non-profit organization that functions as the in-house college advising and student enrichment arm of the Urban Assembly School for Law and Justice (SLJ), consistently among the top unscreened public high schools in New York City. Though many students enter below grade level, by senior year all apply and are admitted to college. Recent admissions include full scholarship offers to Columbia, University of Pennsylvania, and Franklin & Marshall.

Success at SLJ begins with strong academics and community support but depends just as heavily on the college preparatory and enrichment programs provided by ASF. These include the After-School Learning Academy, Young Men’s and Women’s Initiatives, Summerbridge, professional internships, pre-college programs, academic supports, leadership opportunities, service learning, study abroad, and individualized college and career advising.

About the Position

Leading ASF requires an energetic and confident approach to fundraising; a detail-oriented approach to planning and financial oversight; and strong interpersonal and management skills. Above all, it requires a dedication to working collaboratively with our diverse team of educators and administrators to constantly carry out several high-impact programs at once.

The role will appeal most, and offer greatest fit, to a former or current manager or director of development whose primary passion is for the relationships, processes, and structures of organizational fundraising, and who either has complementary experience in operations and human resources or is ready to take that on as a next challenge and opportunity.

Responsibilities

Development

• Craft and implement a detailed and ambitious annual development plan
• Plan and execute a major annual fundraising event
• Manage seasonal giving campaigns and appeals to corporate and individual donors
• Pursue grant funding and work closely with existing institutional supporters
• Deepen relationships with key donors and supporters
• Communicate SLJ’s goals and successes to a broad audience as chief spokesperson
• Guide a high-functioning Board of Directors to deliver on its duties and commitments
• Support and expand a Junior Board

Operations and Administration

• Manage financial and human resources in consultation with the Board and SLJ’s principal
• Oversee complex operations and maintain sophisticated systems and databases
• Organize compliance and performance data and maintain tight procedural controls
• Collaborate with SLJ’s principal on strategic planning for program development

Program

• Coordinate the activities of the College Services Director and Enrichment Program Director
• Support relationships with existing program partners and develop new partnerships
• Collaborate with SLJ’s staff to target programs to SLJ’s students needs and aspirations

Qualifications

To succeed in the role of Executive Director, you should perceive as we do the extent of inequity in public education and share our commitment to the work of reversing this trend. Our community will rely on your skills in fundraising, grant acquisition and donor networking, project management, and operations, as well as your leadership and enthusiasm for our organization and for our mission to create opportunity through education.

You bring high-level perspective and experience, but you are also eager to roll up your sleeves and work side by side with staff, students, and families. You understand there are institutional barriers that perpetuate poverty and lack of resources for many in our community. You are eager to lead program expansion and new initiatives in a period of growth.

Additionally, you:

• Hold a Bachelor’s Degree (Master’s preferred) from an accredited college or university
• Have at least three years’ experience in fundraising, including data management and record-keeping (preferably in a youth-serving context)
• Are confident with a variety of fundraising strategies and environments
• Understand operations and are able to work with numbers, systems, and policies
• Have very strong writing and communication skills and enjoy interacting with others
• Have event planning skills and like to be responsible for events
• Are proactive, deadline-driven, and detail-oriented
• Can face a demanding workload with high productivity and good humor
• Believe passionately in urban education and in closing the achievement gap

Are you an educator seeking a position that provides cutting-edge educational experiences to change kids’ lives? If so, the brand new Metropolitan Lighthouse College Preparatory Academy is the right place for you! We are currently seeking innovative, energetic and committed Founding 9th Grade Teachers for Mathematics, English Language Arts, History and Science for the 2017-2018 school year.

DETAILS:

• Metropolitan CPA is a brand new high school opening August 14, 2017 striving to make positive changes in public education in the Bronx.
• We are seeking teaching candidates interested in a Founding 9th Grade position with a salary structure up to 10% above the NY DOE.
• All licensed teaching candidates interested in a school focused on rigorous academics, restorative practice and arts infusion will be highly considered .

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

The Assistant Principal of Humanities is an experienced teacher and leader with at least five years teaching experience and three years of leadership experience. This position supports MESA’s Humanities Department and is a school-level administrative position.

• Are you a passionate, and talented teacher and leader?
• 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 and professionals?

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

Math, Engineering, and Science Academy (MESA) Charter High School is a new high school in Bushwick, Brooklyn. On August 19, 2013, we opened our doors, and we now have 460 students in grades 9-12. 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 96% punctuality rate, both significantly higher than other high schools in our district! When it comes to regents pass rates, MESA outperforms our peers by a rate of 30-40%!

Some key aspects of MESA’s design are:

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

Job Responsibilities

• Teach one section of ELA, Writing Seminar, or Social Studies. The class may be taught individually or collaboratively with another teacher.
• Provide curricular oversight of the humanities department. This includes systems and quality control of lesson plan submissions, scopes and sequences, strategic Regents supports, and analysis of benchmark data.
• Support teachers and maintain a consistent “pulse” on teacher performance across the humanities department in all three domains of the MESA Teaching and Learning Framework.
• Collaborate with principal to guide staff-wide professional development and faculty supports.
• Provide direct coaching and support to humanities department leaders to highlight long-term literacy growth goals for students, as well as short-term instructional adjustments in the classroom.
• Guide the humanities departments to establish a vertical alignment and interdisciplinary vision for skills and competency goals for students over the four-year course sequence at MESA. This includes conversations about developmentally appropriate scaffolds and literacy supports for each grade as well teacher actions to bridge skills to the next grade level.
• Design and maintain a sustainable means of assessing student reading levels and an effective means of boosting reading levels and literacy skills for students in all grade levels. This includes establishing clear, quantitative, and measurable goals for teachers and both long-term and short-term goals for literacy.
• Lead professional development and support teachers through Common Core ELA shifts by leveraging department meeting time and individual check-ins with teachers and department leaders. This includes guiding teachers with integrating literacy into the curriculum.
• Build relationships with all students. MESA teachers believe that rapport is key to student engagement and motivation.
• Collaborate with principal to manage all aspects of Summer Institute, setting up teacher supports, and building staff morale.
• Take a lead on or play a major supporting role in all school-wide administrative initiatives at MESA. These may include but are not limited to: Summer Institute, Summer VISTA, student office hours, after school conferences, student and staff recruitment initiatives, staff wide PD and PD days, school-wide or external facing events, and any other administrative responsibilities as assigned by the principal or executive director.
• Strategize and create support plans for struggling teachers utilizing the MESA Teaching and Learning Framework.
• Utilize teacher and student performance data to support academically at- risk students. This will include coordinating aspects of advisory conferences.
• Coordinate positive and productive partnerships between co-teachers and guide teachers with effective planning time. This may also include off site check-ins with teachers.
• Create a positive academic culture within the school. This includes academic awards and celebration, positive student check-ins, and positive family communication.
• Conduct and coordinate all diagnostic, interim benchmarks, mock Regents, and Regents testing. This includes quality control and Regents-alignment analysis and working closely with humanities department leaders.
• Analyze all testing data to guide humanities teachers with instructional decisions and adjustments.
• 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.

Qualifications: (1) Minimum bachelor’s degree in subject area to be taught, master’s degree preferred; (2) Minimum of five years teaching experience and three years leadership 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-speaker a plus.

Salary: Highly competitive, commensurate with experience.

The Program Associate for the New York regional office will be part of a team of educators delivering Facing History and Ourselves program services to the New York area, including building implementation of Facing History at our current and future in-depth schools; working with individual teachers, teacher teams, administrators, and whole faculties; strengthening our network of teacher leaders; developing innovative ways to reach and support educators, and facilitating online connections between teachers through our networked community. S/he will support and coach trained teachers of the program, co-facilitate professional development workshops and seminars both face-to-face and online, document relationships and communications with educators and key constituencies in our organizational database, recruit new teachers and schools to explore and implement Facing History and Ourselves, and manage events or projects on a case-by-case basis.

Facing History & Ourselves equips teachers with the content, skills, and tools to teach middle and high school students about the consequences of racism, antisemitism, and violence. Candidates must have strong background knowledge of history and literacy skills.

Program Associate responsibilities include:
Delivering program services to new and continuing Facing History teachers, including:
· Working collaboratively with the program team to develop and implement New York area events and projects.
· Managing event program and project coordination for specific education projects coming out of the New York office. This could include coordination of teacher participation in multiple events and aspects of Facing History work and maintaining regular communication for grant-funded projects.
· Conducting follow-up/coaching activities with participants from workshops and seminars, through site visits, Facing History Internet resources (including new models of online program delivery), telephone calls, meetings, and letters
· Consulting with teachers on curriculum design, resources and speakers related to Facing History content and pedagogy
· Co-facilitating professional development workshops and summer seminars
· Recruiting teachers for Facing History professional development opportunities
· Delivering overview of Facing History in presentations to a variety of educator and community audiences
· Maintaining accurate and timely information and documentation of program activities in Salesforce database
· Identifying outstanding Facing History teachers for local and national teacher education teams
· Assisting in the implementation of new models of Facing History program delivery by experimenting with and developing effective use of technology and Internet resources
· Presenting to multiple audiences beyond educators
· Outreach and contracting with teachers, schools, and key education leaders in the construct of New York priorities
· Supporting New York regional work with Board members, donors and potential donors to the organization
· Participating as a New York team member for community events and building visibility for the work of Facing History and Ourselves.

Participating as part of the international Facing History program team to identify opportunities for growth and development of the regional program, including:
· Developing a solid knowledge base of Facing History resources, historical content pieces, and literature guides.
· Regular participation in program meetings and national program staff retreats to build and share understanding and practices
· Identifying educational opportunities in a variety of school environments – urban, suburban and independent
· Actively participating in New York staff meetings and team-building activities
· Representing New York on national project teams as assigned
· Participating in pilot program projects as assigned
· Other duties and projects as assigned by supervisor

Essential Skills/Qualities:
· BA/BS required; MA preferred
· Excellent communication and facilitation skills
· Desire to work collaboratively in a team environment
· Classroom teaching experience required
· In-depth knowledge of European and US history required (Facing History’s resources focus on the Holocaust and other examples of collective violence, US history with a focus on civil rights and eugenics);
· Experience with literacy, writing/English/language arts/humanities, and Common Core standards
· Fluency in online digital media literacy skills and comfort with integrating the use of Internet and other social media technologies required
· Experience with school reform movement and small schools a plus
· Interest in, and ability to articulate the mission of this non-profit
· Willingness to deepen knowledge in new content areas
· Ability to organize and execute tasks in a non-profit context
· Knowledge of Internet and web communication for support of national network of teachers and students
· Occasional evening and weekend work required
· Entrepreneurial and collegial

Learning to Work (LTW) for Transfer Schools Program will provide services to 91 students, ages 16-21 who are over-aged for grade, under-credited, and have spent at least one year in another high school to earn a high school diploma and gain valuable vocational and life skills supports.  Using the Primary Person Model, each student will have a Career Advocate who will: guide students towards removing barriers toward graduation, engage students in college preparatory activities, provide supportive services, and increase self-direction and self-sufficiency through meaningful career exploration experiences, including subsidized internship placements for 91 students.

Essential Duties and Responsibilities: The person filling this position is expected, under general supervision, to:  (1) serve as young adult students’ primary motivator and coordinator of program services; and (2) assist “at-risk” young adult students in eliminating barriers to education/employment.

MINIMUM EDUCATION/EXPERIENCE REQUIRED:

Bachelor’s degree and/or equivalent experience.

OTHER REQUIREMENTS: 

• Must obtain Dept. of Education fingerprint clearance.
• Ability to maintain fingerprint clearance throughout the duration of employment.
• Ability to adapt to the culture and environment of a public school.

​Learning to Work (LTW) for Transfer Schools Program will provide services to 300-350 students, ages 14-21 who are over-aged for grade, under-credited, and have spent at least one year in another high school to earn a high school diploma and gain valuable vocational and life skills supports.  Using the Primary Person Model, each student will have a Career Advocate who will: guide students towards removing barriers toward graduation, engage students in college preparatory activities, provide supportive services, and increase self-direction and self-sufficiency through meaningful career exploration experiences, including subsidized internship placements for 66 students.

Essential Duties and Responsibilities:  The person filling this position is expected, under general supervision, to: (1) develop and maintain employer relationships with the goal of identifying and meeting their HR needs; (2) match appropriate students with appropriate internship openings and arrange for interviews; and (3) inform prospective employers and student applicants of the features and advantages of CAMBA’s internship placement services.

MINIMUM EDUCATION/EXPERIENCE REQUIRED:

High school diploma or G.E.D. and two years of applicable experience or BA and/or equivalent experience.

OTHER REQUIREMENTS:

• Must obtain Dept. of Education fingerprint clearance.
• Ability to maintain fingerprint clearance throughout the duration of employment.
• Ability to adapt to the culture and environment of a public school. 

Become a teacher, join a network of like-minded individuals, and be an innovator in the struggle towards a more equitable city. Approximately 8.5% of New York City teachers are males of color.  Meanwhile, male students of color make up 43% of the entire public school demographic.  By infusing New York City public schools with teachers that reflect the vast diversity of the city, we can make a difference in the lives of young people who are not accustomed to seeing themselves represented in the front of the class. Our candidates will take on the charge to Educate the next generation of leaders, Engage with classrooms and communities with cultural relevancy, and Empower young people by reflecting their value in the classroom and to the city.

Led by Mayor Bill de Blasio’s Young Men’s Initiative, NYC Men Teach is an engagement and recruitment effort aimed to inspire more men of color to become teachers in New York City. In collaboration with the Department of Education, the City University of New York, and Teach for America, NYC Men Teach will bring more diverse cultures and perspectives into our classrooms by increasing the number of male educators of color in schools. NYC Men Teach is tasked with recruiting more teacher applicants to join NYC public schools, assisting interested candidates in finding the pathway to certification that is best for them, as well as providing hiring, mentoring, and teaching supports. Candidates will have access to a strong network and support structures to ensure their success – both in the classroom, and as leaders in education.

Compensation and Benefits

New York City public schools offer competitive starting salaries ranging from $54,000 to $81,694, based on prior teaching experience as well as your undergraduate and graduate education.

You may also become eligible for additional income through a wide array of incentives and school positions that will stretch and challenge you as an educator.  You might earn additional grants by teaching in a select, high-need school as part of our Teachers of Tomorrow program, or by helping your colleagues develop in one of our many teacher leadership roles.

Supports and Services of NYC Men Teach

NYC Men Teach offers support to first-year teachers apart of the initiative in two ways. First, NYC Men Teach assists prospective teachers in selecting the most appropriate pathway into the classroom based on educational background, past experience, and future goals. Through info sessions and consulting hours, NYC Men Teach highlights the various partners it works with which present multiple pathways to earn New York State teaching certification. In addition, while NYC Men Teach participants work towards their certification, the initiative offers free sessions on certification exam preparation, and interview and demo lesson preparation.

Secondly, NYC Men Teach will provide assistance to teachers apart of the initiative throughout their first year by delivering: a mentor, professional development on restorative justice, cultural relevancy, and mastery based teaching & learning, networking series with other young professionals, and hiring fairs with our network of principals and school leaders throughout the summer to help secure employment.

If you want to sign up for the NYC Men Teach newsletter to learn more about the initiative as you apply to one of our pathways, click here to express your interest.

Requirements (Previously Certified/Reciprocity)

If an NYC Men Teach candidate already possesses a teaching certification from within or outside of New York State or is currently working towards one, you would need to:

• Possess or be on track to earn a New York State Department of Education (NYSED) teaching certification by the start of the 2016-17 school year. If you are not already NYSED-certified, there are several ways to obtain certification.
• Complete an online teacher application at TeachNYC.net

Requirements (Not Previously Certified)

If an NYC Men Teach candidate does not currently possess a teaching certification, you would need to first apply to either one of our partners that grant alternative certification while you teach throughout your first year, or you can elect a traditional certification route through our higher education partner, the City University of New York (CUNY).

With both of these options, all candidates would need to meet the individual requirements of each partner organization and complete their independent application processes.

Alternative Certification Partners

• NYC Teaching Collaborative
• New York Teaching Fellows
• Teach For America
• PE Works

CUNY Campus Partners (MA/MEd)

• Brooklyn College
• City College
• College of Staten Island
• Hunter College
• Lehman College
• Queens College

*Though focused on the recruitment of African, African American/Black, Caribbean and Latino/Hispanic, and Asian/Pacific Islander males and other underrepresented groups, NYC Men Teach does not discriminate based on race or gender and will serve as a model for improving diversity in education overall. All programs and activities of the NYC Men Teach program are open to all eligible applicants, without regard to race, gender, or national origin.

St HOPE Leadership Academy is a college-preparatory public charter middle school in Harlem, New York City.  Our school opened in 2008 and serves students in grades 6 through 8. St HOPE provides a rigorous curriculum, intensive interventions for students performing below grade level, and a defined character development program in a structured and disciplined learning environment. At St HOPE, community service is valued by students, parents and staff. To help meet our students’ diverse learning needs, each core class at St HOPE is collaboratively co-taught.  St HOPE offers several opportunities for leadership at the department and grade level.  Additionally, St HOPE provides a $2,000 annual stipend to every staff member to explore external opportunities for professional development.

Our mission is to educate self-motivated, productive, and critically thinking leaders who are prepared to succeed in a college preparatory high school, committed to serving others, and passionate about lifelong learning.

We are seeking a U.S. History teacher who is passionate about students and American History.  Our classrooms have two co-teachers who collaborate in a supportive environment that allows for small group work and differentiation.

Duties and Responsibilities:

• Responsible for all lesson plans, assignments, assessments, and other instructional materials and methods of teaching in your classroom
• Collect, report, and analyze quantitative and qualitative data about students and refine instruction accordingly
• Support a school culture of high academic and behavioral standards and create a supportive and engaging learning environment
• Work with students to complete a historical research paper by the end of the school year

Qualifications:

• Social Sciences Bachelor’s degree required; Master’s degree in Education preferred
• NYS teaching certification or eligibility to be certified
• Special Education certification is a plus
• Ability to work as part of a high performing team, including exceptional communication and organizational skills
• Desire to work in an urban middle school, experience in NYC preferred
• Demonstrated belief that all children deserve an excellent education

Salary:

• Competitive and commensurate with experience, with starting offers up to 15% above DOE salary.

Benefits:

• Full benefits package includes retirement plan with employer match, HRA, FSA, STD, LTD, paid time off, medical, dental and vision coverage as well as paid parental leave.

About KIPP NYC:
KIPP NYC is a non-profit network of free, public charter schools that prepares students for success in college and life. In 1995 we started our first middle school, KIPP Academy, in the Bronx. Our goal was to graduate students with the strength of character and academic abilities needed to succeed in high school, college and beyond – and in so doing, to prove what is possible in for all students. Today, our New York City network is comprised of five elementary schools, five middle schools, one high school, and KIPP Through College, a comprehensive support program for our alumni. KIPP NYC currently serves more than 6000 students and alumni, has a staff of more than 700 and a budget of over $98M. At full growth, we will serve nearly 6300 students and alumni.

Our five KIPP NYC elementary schools:
• KIPP Academy Elementary School, South Bronx, founded in 2009: http://www.kippnyc.org/kaes
• KIPP Infinity Elementary School, West Harlem, founded in 2010: http://www.kippnyc.org/kies
• KIPP Washington Heights Elementary School, Washington Heights, founded in 2011: http://www.kippnyc.org/whes
• KIPP AMP Elementary School, Crown Heights, Brooklyn, founded in 2013: http://www.kippnyc.org/ampes
• KIPP STAR Harlem College Prep Elementary School, West Harlem, founded in 2014: http://www.kippnyc.org/ksh

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Position Overview
The Dean is responsible for creating a positive, structured, disciplined school culture and for ensuring that students’ learning experiences are exciting and rigorous. The Dean coordinates curriculum and instructional content, coaches teachers, assesses student performance, and coordinates professional development. It is also important that a Dean cultivates productive relationships with all members of the school community, including faculty, students, and families. This position reports directly to the Principal, who provides guidance and sets school policy.
________________________________________
Duties and Responsibilities:
(1) Curriculum and Assessment
• Develop and execute high-quality, standards-based school curriculum and instructional content consistent with the philosophy, values, and mission of the school and KIPP NYC.
• Clearly articulate student performance goals for each grade level and work with teachers to set measurable student goals in individual classes.
• Continuously monitor student achievement by analyzing independent work, standardized tests results, and other data points in order to target interventions.
• Attend and facilitate productive content team meetings.
(2) School culture
• Work closely with the leadership team to develop a positive, structured, achievement-oriented, and creative school culture.
• Lead the implementation of values integration and character development within the classroom community.
• Be highly present and visible during school hours, relentlessly ensuring the school has a strong culture.
• Support execution and coordination of cross-school instructional and cultural initiatives.
(3) Student Discipline
• Model positive interactions with students, as well as a variety of ways to handle misbehavior and disruptions (principles of Love and Logic, Lemov techniques, etc).
• Recognize and celebrate exemplary student achievement and behavior, communicating with families of students on a regular basis.
• Reinforce the effective use of a school-wide behavior plan and serve as a point person for discipline and culture issues.
• Assist teachers, students, and parents in the effective creation and implementation of individual behavior plans (in conjunction with the Social Worker/Guidance Counselor).
(4) Teacher coaching and professional development
• Plan, implement, and provide ongoing professional development and feedback to all staff, focusing on building positive student relationships, student culture, and classroom community.
• Support teachers in developing their classroom management and instructional practice (unit and lesson planning, lesson execution, and collection and use of assessment data).
• Conduct classroom observations and follow-up with targeted feedback and support to help teachers become even more effective.
• Complete quarterly, mid-year, and end-of-year teacher performance evaluations.
• Organize summer training and professional development days in coordination with other Deans and the Principal.
• Recognize and celebrate staff professional growth and success.
(5) Operational support
• Participate in teacher recruitment and hiring process, in collaboration with the Principal.
• Teach classes when necessary, for coverage purposes or professional development of teachers.

Qualifications:
• Zest, grit, hope, love, social intelligence, gratitude, and a sense of humor
• A passion for being part of a team-oriented, mission-driven school culture
• At least five years of full time classroom teaching experience
• At least one year of adult management/teacher coaching
• Model effective and high-quality teaching
• Demonstrated success in raising the achievement levels of traditionally under-served students
• Demonstrated success developing academic programs and academic culture
• Demonstrated success planning staff professional development and leading teams of teachers
• An analytical view of student progress towards standards
• Articulate, professional demeanor with strong self-confidence and initiative
• Extreme flexibility to accommodate multiple priorities and a strong work ethic to accommodate high level of responsibilities

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 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 qaulity 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

MATH PROGRAM MANAGER

THE URBAN ASSEMBLY

The Urban Assembly (UA) is a non-profit organization dedicated to empowering undeserved youth by providing them with the academic and life skills necessary for post-secondary success. It creates and supports unique, small public schools that are open to all students, scales up promising programs, and coordinates with hundreds of partner organizations in the private, public, non-profit and higher education sectors. The UA serves over 9,000 students in its 21 existing small district middle and high schools in the Bronx, Brooklyn and Manhattan, and it will open its first charter school, a CTE high school focused on computer science.

MATH PROGRAM MANAGER

The Urban Assembly is seeking a dynamic and creative math guru to join our team of educators. As part of the instructional team, the Math Program Manager will help us meet our mission by building instructional capacity through driving our instructional program, coaching and supporting the implementation of curriculum and assessment across all Urban Assembly schools. The ideal candidate has strong project management skills, is great at building and maintaining relationships and is a math superhero.

QUALIFICATIONS

• Bachelor’s degree
• Master’s degree in education
• Minimum of five years as a classroom teacher
• Minimum of two years in school leadership or coaching position preferred

RESPONSIBILITIES

• Lead a vision for math instruction (middle and high school) across 21 schools
• Project manage the implementation of a new curricular model for a pilot group of schools
• Support school leaders and teachers in implementing best instructional practices in the math classroom and deepening content knowledge and pedagogy
• Coach school leaders to provide feedback to teachers
• Support a group of schools implementing a math curriculum, including launch of curriculum and analysis of shared assessments
• Establish positive working relationships with administrators and school staff
• Monitor the impact of work through network metrics
• Facilitate visits across schools including Instructional Rounds and school intervisitations
• Operate as a member of a cross-functional team, including collaborating with team members to analyze relevant data/information in order to develop and refine school support plans
• Liaise with math instructional coaches and thought leaders across NYC and United States
• Maintain an understanding of major developments in educational research and policy

The UA is committed to a policy of equal opportunity in all its activities and programs, including employment and promotion. The UA does not discriminate on the basis of race, color, national or ethnic origin, citizenship status, religion, sex, sexual orientation, age, physical disabilities, veteran or marital status. Salary is commensurate with experience.

About Us

The mission of New York City Charter School of the Arts is to inspire a diverse community of young people to engage with the arts as a pathway to rich and rigorous academic learning and a creative, purposeful life.  City School of the Arts opened our doors to 102 sixth grade students in the fall of 2016. The school will add an additional grade each year until we reach our capacity of 306 students ranging from grades 6-8.

Arts-based learning has been proven to boost academic achievement in math, science, history and literacy, while helping students build capacities like problem-solving, critical thinking, empathy, resilience and willingness to engage across differences. Our creative, academically challenging program is designed to meet the needs of all learners and is uniquely well-suited to supporting English Language Learners and students with learning differences. City School of the Arts is not a traditional “art school”, but rather a high-performing, academically-focused school where the arts and the imagination are used to help a new generation of young leaders create, learn and thrive.

Responsibilities of a City School of the Arts Teacher will include but are not limited to:

• Be present and engaged from 7:30AM to 4:30PM Monday-Friday;
• Implement curricula and activities to meet Common Core aligned grade level standards;
• Design and implement formative assessments that measure progress towards academic standards;
• Use formative, summative, and interim assessment data to refine curriculum and inform instructional practices;
• Participate in professional learning communities;
• Co-plan, manage, and maintain a positive culture and climate in “Home” (homeroom), leveraging relationships to promote positive academic experiences and mindful, effective communication;
• With support, deliver a socio-emotional curriculum to a group of ‘advisees’ twice a week;
• Participate in collaborative curriculum development to integrate the arts and interdisciplinary learning across grade level;Collaborate with colleagues to infuse artistic practice and the creative process into the planning and executing of each lesson
• Integrate visual and performing arts into lessons and units of study
• Stay current on events and exhibits at local contemporary and historic artistic centers and institutions
• Serve as a camp counselor/ chaperone on three overnight field trips.  
• Fulfill other responsibilities in collaboration with the Principal and grade-level team
• Other duties, as assigned by the Principal

Mott Haven Middle School for Social Leadership respects the diverse voices of its students, families, and team members in order to build a social-emotionally responsive learning environment that prepares citizens to become:
Owners of their academic and emotional growth. Haven Academy believes that students should graduate with the emotional intelligence to recognize their strengths and weaknesses to improve themselves and their community. Scholars are supported to become owners of their personal development—both academic and emotional.
Confident social leaders. Haven Academy is committed to prepare students to become engaged, effective civil leaders that advocate for justice and equality. Scholars develop a nuanced understanding of American and global social history to become leaders in the social justice movement.
Graduates able to meet their goals. Haven Academy believes in the innate potential in all students, regardless of their background. Scholars will develop the knowledge and skills to succeed in high school and earn the opportunity to choose their futures.
Mott Haven Academy Middle School for Social Leadership is seeking 5th and 6th Grade English Language Arts Teacher dedicated to progressive teaching practices and providing high quality educational opportunities to underserved communities.

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.

We are looking for a candidate who:

Innovates with curriculum and pedagogy – We seek to support scholars in taking ownership of their learning. All staff actively participate in designing and facilitating highly engaging, rigorous learning experiences with resources and scaffolds that allow scholars to lead their own learning.
Develops and grow through expansion – Expanding a 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 maintain a culture for learning among young people and staff.
Practices social justice – Design, facilitate and participate in experiences and conversations that relate to race, gender, class, and sexual identity in ways that empower scholars and foster community.
Leads 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 who can demonstrate leadership and try new approaches to achieve breakthrough results. All staff contribute to, and learn from, these experiences.

Responsibilities
Develop and maintain a classroom environment conducive to effective learning
Design and facilitate a highly engaging, academically rigorous 5th or 6th grade course in a core domain of English Language Arts
Plan a program of study that meets the individual needs, interests, and abilities of students
Select lab supplies and other instructional materials
Organize classroom procedures and manage student behavior to ensure all students are fully engaged and learning
Collaborate with colleagues to develop and teach highly engaging, academically rigorous curriculum and lessons, aligned with Common Core Standards
Inspire students to dedicate themselves fully to their education
Analyze assessment data and use data to inform instruction
Collaborate with colleagues to share best practices and ensure student mastery of standards
Facilitate Advisory
Develop and implement targeted small group skill development for scholars
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 scholar 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
Maintain proactive relationships with scholars and their families
Participate in and lead elements of a summer program for new scholars during the last two weeks of August
Other duties, as needed and assigned by school leaders

Qualifications
Two or more years of teaching experience strongly preferred
Master’s Degree in Education preferred; NYS Teaching Certification
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
Sustained effectiveness teaching in an urban school
Demonstrated evidence of high student achievement
Commitment to Mott Haven Middle School for Social Leadership core values and educational approach
Spanish language proficiency a plus

Start date: July 2017

Location: Harlem, New York

Website: harlemvillage.org

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 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

Why this job: Running a successful charter school includes many operational elements, so TEP needs a proven leader who can effectively direct the middle school’s operations. This opportunity is open at an exciting time in TEP’s development, as TEP’s middle school will be moving into a new 60,000 square foot building in the 2018-19 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 Director of Operations is a dynamic leadership role that requires expertise in managing the middle school’s extensive school operations. This individual will supervise operations staff, refine operational systems to continually improve performance, and work as part of TEP’s school leadership to support TEP’s growth and development.

Position Responsibilities:

• Supervise Operations Staff
  • Manage Front Office Team
  • Manage Facility & Security Personnel
• Oversee TEP Customer Service Culture
  • Train 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 Middle School Student Recruitment & Enrollment
  • Oversee student outreach and recruitment for prospective 5th graders
  • 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
• Coordinate Student Transportation
  • Manage relationship with DOE Office of Pupil Transportation (OPT)
  • Coordinate all middle 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
  • 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 Required
• Excellent organizational skills and attention to detail
• Proficient in all Microsoft Office applications

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

Accountability: The Director of Operations reports directly to TEP’s Middle School Director.

Compensation: The Director of Operations 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 Director of Operations has approximately 8 weeks of vacation (which includes school vacation days).

The Learning to Work (LTW) Program will provide services to 250-300 students, ages 17 ½ -21 who are over-aged for grade, under-credited, and have spent at least one year in another high school to earn a high school diploma and gain valuable vocational and life skills supports.  Using the Primary Person Model, each student will have a Career Advocate who will: guide students towards removing barriers toward graduation, engage students in college preparatory activities, provide supportive services, and increase self-direction and self-sufficiency through meaningful career exploration experiences, including subsidized internship placements for 90 students.

The person filling this position is expected, under general supervision, to: (1) provide individual and/or group counseling services to assist individuals and their families to achieve effective personal development and adjustment; and, (2) counsel clients in dealing with such issues as: behavior, educational progress, family dynamics, mental and physical health, housing, personal finances, substance abuse, mental and/or physical trauma.

EDUCATION/EXPERIENCE REQUIRED:

Licensed Master of Social Work (LMSW) degree required.

OTHER REQUIREMENTS:

Must obtain Dept. of Education fingerprint clearance.

Ability to maintain fingerprint clearance throughout the duration of employment.

Ability to adapt to the culture and environment of a public school.

The hours of this position are 1-9 PM.

The Research and Analytics Assistant will play a critical role Turnaround’s work to collect, clean, visualize, analyze, report and communicate data on the organization’s functioning and effectiveness. By helping internal colleagues and external partners and stakeholders gain data-driven insights about our program, this role will help ensure that students receive the interventions needed to thrive in school and in life.

Key Responsibilities (including but not limited to):

• Assist in all stages of research and analytics, including data cleaning and processing, routine updates to reports, and literature reviews
• Assist in Organizational Learning and Impact team operations, including data collection and technical assistance for school-based colleagues
• Contribute to various stages of producing reports and materials
• Provide general project support, including scheduling meetings and note-taking

Essential Qualifications and Experience

Join C3S (NYC Coalition of Community Charter Schools) and Hunter College School of Education for our Citywide Independent Charter School Job Fair. Independent charter schools in NYC provide unique opportunities for new and experienced entrants in the field of education. Our schools represent a remarkable diversity in teaching models and school culture, where your ideas are valued and supported. Many of our schools feature collaborative working environments to best meet the needs of our students.

Our schools are looking for teachers, specialists, school leaders, guidance counselors, operations, social workers, and more!

Please join us and RSVP on our website: http://bit.ly/2nl6gW6

Registering will grant job seekers express entry into our job fair.

Spanish Middle School Teacher

Grades: 5-6
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.

Responsibilities

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

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

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

Compensation
* We offer a very competitive salary and comprehensive benefits package.

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

*Please do not apply if you do not hold a 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.

Assistant Principal

Start Date: Spring 2017

Location: Harlem, NY

The Neighborhood Charter School of Harlem is the highest performing independant charter school in New York City. NCSH has an accomplished founding leadership team that has been in place since the inception of the school in 2012. NCSH is looking for a highly motivated, dedicated and skilled Assistant Principal to join our leadership team. The ideal candidate has leadership experience in a high needs community, strong knowledge of curriculum and an unyielding belief that all children with succeed.

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.

Responsibilities of the Assistant Principal

• Assist the Head of School in all aspects of effectively running the school
• Spend at least 90% of the school day supervising staff members and providing actionable feedback which results in professional growth of teaching staff and improves Scholars achievement
• Meet very high targets which are set by the Board of Trustees and Head of School
• Design Common Core aligned curriculum across all subject areas which includes rigorous assessments and performance tasks aligned to the Common Core Learning Standards
• Design and deliver professional development sessions which result in academic growth among scholars
• Build relationships with families and be available 24 hours per day should there be a need
• Supervise after school and weekend programs as assigned by the Head of School
• Create reports that track teacher effectiveness and scholar achievement for the Head of School
• Other duties as assigned by the Head of School

Qualifications

• Extensive knowledge of scholars with IEPs
• Experience working in a urban area with an unyielding belief in city schools
• Personal and professional dedication to public education and high expectations for scholars in New York City
• Excellent communication skills
• Impeccable organization skills
• Ability to work in a fast-paced, no excuses environment
• Self-starter and motivated to “think outside of the box”
• Ability to work long hours, which includes early arrival and late departure
• Have high expectations for self and other staff members
• Ability to “connect” with staff, families, community and scholars
• Represent the Head of School and school in the community
• Ability to address large crowds of people with superior speaking abilities
• Bilingual preferred but not a requirement

Compensation

NCSH offers a competitive salary and benefits package.

To Apply

E-mail cover letter and resume to Mr. Brett Gallini, Head of School, at bgallini@ncsharlem.org. Please type “Assistant Principal Position” in the subject line of your e-mail. Please do not apply if you do not have prior education experience as well as leadership experience.

The Neighborhood Charter School of Harlem is an equal opportunity employer.

Mott Haven Academy Charter School (Haven Academy) was founded in 2008 and currently serves students in grades Pre-K through grade 6. 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 educational 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 for our Fall 2017 opening.

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 fields
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

Organizational Mission and Vision

New Visions Charter High Schools (NVCHS) provide all students, regardless of their previous academic history, the highest quality education in an atmosphere of respect, responsibility and rigor.  At the New Visions Charter High Schools, we ensure that our students have the skills and knowledge to graduate ready for college, pursue a career, and engage with the 21st century economy.  We develop learning experiences that allow risk-taking, cultivate students’ imaginative and creative abilities, and celebrate achievement.  Through an intensive study of math concepts in our math and science schools, and literature, English, social studies and arts in our humanities schools, students learn how to generate research questions, develop the skills necessary to answer those questions, create products that demonstrate understanding, and
defend their knowledge publicly.

Position Summary

The Director of School Operations (DSO), is critical to the successful and efficient running of the New Visions Charter High Schools. The DSO functions similar to what is commonly referred to as an Assistant Principal of Operations in some schools and oversees operational performance through managing finance, administration, technology, facilities, compliance and general school operations in order to support student achievement and financial success. At full growth, each school will comprise over 60 staff and close to 600 students. The DSO reports to the Principal and manages the school’s Operations team. S/he will work closely and collaboratively with the Principal and will be a member of the school’s Leadership team. The DSO is responsible for all matters of school administration that do not directly relate to instruction. This role is essential to the New Visions Charter School model, which intentionally relieves the Principal of non-instructional obligations so that s/he can focus on student achievement and professional development of the teaching staff.

Detailed Job Responsibilities

Communications

• Create and proofread professional correspondence
• Work with CMO to coordinate the necessary clearances and permissions for students and staff to appear in brochures, videos, etc.

Community Engagement

• Maintain ongoing contact with Community Engagement team at the CMO around Community Advisory Board, student recruitment and family engagement activities (e.g., speaker visits, events involving the community)
• Develop and manage relationships with community organizations/external partners  that are involved with providing
  services to the school’s educational program

Compliance

• Oversee, in coordination with New Visions CMO on the preparation and submission of all Federal, State, and Local grant applications and reporting
• Ensure that essential personnel policies and procedures are followed in a timely manner
• Ensure that the school completes all required Federal, State and Local  compliance activities on time and completely with the assistance of the New Visions CMO
• Understand accountability metrics and annual reporting required of charter schools and oversee the submission of all accountability metrics
• Ensure that the new student lottery is implemented in compliance with State law and maintain student waiting list, in
  conjunction with the New Visions CMO
• Oversee, in coordination with New Visions CMO, year-end audits as well as any site audits from State or Federal agencies

Data Analysis and Reporting

• Oversee, with New Visions CMO, all data analysis and reporting for Federal, state, City & Board

Enrollment Management & Student Services

• Oversee student outreach and recruitment process including student registration and management of the wait list
• Oversee the development and implementation of the capital program

Facilities

• Oversee processes and procedures to address facility needs (lighting, repairs in rooms, etc.) and ensure that facility and systems are designed to maximize student learning
• Oversee processes and procedures for preparation for public events (hallways, bulletin boards, classrooms)

Finance

• Review monthly financial reports and update monthly financial estimates
• Oversee the performance of basic Accounts Payable and Accounts Receivable functions in the routine course of daily operations
• Provide financial and operational oversight for invoice approval, budget development, delivery tracking and  inventory control
• Confirm accuracy of payroll processing in conjunction with New Visions CMO
• Work with the school Principal, New Visions CMO and the Charter Board of Trustees to implement and manage the school’s budget

Food Services

• Oversee all aspects of free and reduced lunch programs including managing entire application process
• Manage National School Breakfast program, National School Lunch Program, and snacks

Governance

• Actively participate on the school’s leadership team

Human Resources – Management

• Manage payroll processes in conjunction with New Visions CMO
• Deploy Operational staff so that all critical operational functions are covered and carried out efficiently
• Directly manage, at full growth, a department of at least 10 non-instructional staff carrying out Operations functions in the school

Human Resources – Talent Management

• Serve as primary HR liaison for the school including managing the recruitment and on boarding of operations staff,
  and overseeing new hire and termination procedures for all staff
• Manage the performance appraisal process (e.g., goal-setting and regular feedback mechanisms for business and operations staff

Management

• Meet with direct reports regularly to manage projects and tasks

Safety

• Assist in supervising student entrance/dismissal, locker rooms, lunchroom and hallway duty as needed under the direction of the principal and or other appropriate staff members

Student and Family Engagement

• Respond to student, parent and staff inquiries and act in the absence of administration
• Foster an attitude of cooperation and positive support with all school patrons and parents
• Working closely with all school, parent and community organizations to increase parent involvement
• Attends parent meetings along with the principal, where appropriate

Student Services

• Serve as Hearing Officer in cases when a student has violated the school’s Code of Conduct and a removal from school is contemplated.  The role of the Hearing Officer is to preside over a hearing and, based on the evidence, make a recommendation to the Board of Trustees
• Serves as a school liaison for vendors providing student support services

Systems Development

• Oversee the purchasing and maintenance of technology equipment and implementation of technology training in partnership with the New Visions CMO Technology team
• Manage school-wide data systems (managing student attendance, tracking the student discipline incidents, managing parent data systems, coordinating community engagement activities)
• Ability to set up systems that forecast the growth of the school

Technology

• Oversee implementation of  student information systems related to attendance, student biographical information, etc.

Additional Job Responsibilities

• Willingness to work non-standard hours as needed
• Additional responsibilities as needed to meet the needs of the organization

Qualifications

• Master’s degree from an accredited college in education, policy, finance or other related field with MBA/MPA preferred
• At least 10 years of operations management experience and/or project management experience preferred. Certified PMP a plus
• Experience working in an urban school setting strongly preferred with previous charter school experience and/or working with young people, a plus
• Excellent computer skills including proficiency with Google Docs and Microsoft Office Suite, particularly Word, Excel and Access

Experience

• Demonstrated success in monitoring budgets in excess of $7 million and in managing contracts of at least $100,000
• Prior supervisory experience and demonstrated ability to manage staff including experience managing cross-functional teams to develop and implement systems and processes to increase the effectiveness and efficiency of a growing organization
• Prior experience ensuring legal and regulatory compliance are maintained

Characteristics

• Attention to detail and ability to manage multiple deadlines coupled with the ability to think and act strategically
• Experience and zeal for working in an entrepreneurial school environment
• Excellent interpersonal and communication skills, including exceptional writing, editing and grammatical skills
• Ability to work effectively in a student-centered environment
• Demonstrated commitment to the school vision and mission
• Experience and/or passion for working with youth
• Ability to clearly articulate outcome requirements and provide the necessary and appropriate resources and support for school-based staff to successfully deliver on outcomes
• Ability to ensure integrity of information and workflow processes
• Ability to inspire trust and teamwork and motivate staff to work diligently and collaboratively
• Effective at establishing and cultivating strong relationships to work collaboratively with others to achieve common goals and objectives

New Visions for Public Schools is an equal opportunity employer.

Yeshiva of Central Queens is a premier yeshiva day school of 950 students whose goal is to cultivate a desire for knowledge. In our school, both teachers and students will find the highest standard of learning, along with mutual respect and warmth; where every student and faculty member feels welcome. Through a partnership between administration, faculty and parents, all children will be guided to reach their fullest potential and gain a set of moral values based on honesty, integrity, trust and good judgment.

Yeshiva of Central Queens is dedicated to providing students with the best possible educational, social and emotional experience.  YCQ recognizes the unique qualities of each student and encourages the development of self-knowledge and awareness in a loving and accepting environment, together with a strong academic program.  As a Blue Ribbon School, we are committed to engaging every student to be an integral part of the educational experience while promoting the achievement of excellence in education.

Yeshiva of Central Queens is dedicated to working with, supporting,  and encouraging teachers to grow in the classroom.  As part of our junior high school faculty, you will find teamwork, dedication, and professional growth.

Our math teachers work Monday-Thursday from 12:30-4:30 and Friday from 11:00-1:30.  Teaching experience and common core knowledge are required for this position.

Please feel free to contact us with any questions regarding our school and employment opportunities.

New York City P-TECH Schools Want You!

It is our pleasure to invite you to apply for open teaching positions within our seven Early College High Schools.

The NYC P-TECH schools are six-year high schools (spanning grades 9 through 14) where students have the opportunity to earn a high school diploma, an Associate degree—at no cost—and work experience in a growing industry field. Through a program designed in collaboration with industry and college partners, NYC P-TECH schools redefine traditional school experiences for students by seamlessly integrates rigorous academics, college coursework, and career exploration for personal growth.

Working for a P-TECH School is an experience that no other educational institution could possibly offer. We are looking for experienced, educated, innovative, and forward thinking teachers with a passion for youth development.

We’re looking for candidates who are passionate about making college and careers a reality for all students! NYC P-TECH staff members are eager to be part of a cross-disciplinary professional learning community that includes their college and industry counterparts. Our schools support learners from all backgrounds and seek educators who can meet students where they are through effective teaching styles using technology, their colleagues, and their community. Our schools seek individuals who will be proactively involved in the development of the school’s unique design and development, from its sequence of courses to the work-place learning component.

Are You a Match? Find out by applying to our speed-interviewing event, where qualified candidates will be selected to interview with principals, faculty and staff based on their content area.

Positions we are hiring for include:

• Art
• CTE: Design
• CTE: Technology/IT
• ESL
• ELA
• Global Studies/Global History
• Math (Algebra I/II)
• Math (Geometry)
• Physical Education
• Spanish
• Special Education
• Science: Earth Studies
• Science: Physic
• Science: Biology
• Science: Chemistry
• US History
• Guidance Counselors
• College Advisors
• Work Based Learning Coordinator
• Parent Coordinator
• Secretary
• Social Worker
• Assistant Principal

Riverhead Charter Schools 2017 Job Fair being held on Saturday April 8th, 2017 at Riverhead Charter School from 10:00 a.m. – 1:00 p.m. for multiple teaching positions.

Riverhead Charter School is a public school of choice, with no tuition, serving families of Kindergarten through eighth grade students on Eastern Long Island. Our mission is to embrace the cultural diversity of our community and foster the attainment of each student’s full potential with the purpose of providing life-long skills for success. We set high academic standards of achievement, emphasize personal excellence and character development for our students. We are seeking teachers that will bring passion to our mission and a desire for working in a school setting that fosters a love for children.

Please send an email if you have any questions or concerns.

Requirements for the job fair:

Resume

Sample Lesson Plan

Three References

Looking forward to meeting you!

Job Type: Full-time

Required education:

Bachelor’s

Required experience:

Teaching: 1 year

Riverhead Charter Schools 2017 Job Fair being held on Saturday April 8th, 2017 at Riverhead Charter School from 10:00 a.m. – 1:00 p.m. for multiple teaching positions.

Riverhead Charter School is a public school of choice, with no tuition, serving families of Kindergarten through eighth grade students on Eastern Long Island. Our mission is to embrace the cultural diversity of our community and foster the attainment of each student’s full potential with the purpose of providing life-long skills for success. We set high academic standards of achievement, emphasize personal excellence and character development for our students. We are seeking teachers that will bring passion to our mission and a desire for working in a school setting that fosters a love for children.

Please send an email if you have any questions or concerns.

Requirements for the job fair:

Resume

Sample Lesson Plan

Three References

Looking forward to meeting you!

Job Type: Full-time

Required education:

• Bachelor’s

Required experience:

• Teaching: 1 year

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.

The Opportunity

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

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

Responsibilities:

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

Qualifications:

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

NYS Certificated Teacher Assistant

Locations: Bronx, Douglaston and Whitestone

Responsibilities:

A certified direct care worker who assists a classroom teacher and supervises students under the supervision of the teacher.

All applicants must have or be willing to obtain NYS Teacher Assistant Certification

-Experience working with special needs children.

-Ability to run.

-Ability to safely assist lifting individuals of various weights & 20 lb items.

-Clearance through state mandated Background/Fingerprint Check(s).

-Must be able to communicate effectively with others and individuals serve

Qualifications:

-Experience working with special needs children.

-Ability to run.

-Ability to safely assist lifting individuals of various weights & 20 lb items.

-Clearance through state mandated Background/Fingerprint Check(s).

-Must be able to communicate effectively with others and individuals served

Special Education Teachers

Looking for more than just a job?

Join our team of dedicated behavior analysts and certified teachers

and start making a difference!

QSAC is looking for dedicated and energetic professionals who are passionate about teaching and making a significant difference in the lives of students with autism spectrum disorder (ASD) and their families. We offer opportunities for growth both professionally and within the organization. We provide extensive support, training and opportunities for growth.

Part-time special education teachers are needed for our home and community based EI, SEIT and SETSS programs (NYC boroughs). Full-time teachers are needed in our preschool (Douglaston) and day schools (Whitestone & Bronx). All programmatic instruction is designed and implemented according to the principles and procedures of Applied Behavior Analysis (ABA).

QSAC is a New York City and Long Island based nonprofit that supports children and adults with ASD, together with their families, in achieving greater independence, realizing their future potential, and contributing to their communities in a meaningful way by offering person-centered services.

QSAC pursues this mission through direct services that provide a supportive and individualized setting for children and adults with ASD to improve their communication, socialization, academic, and functional skills.

Responsibilities

• Create a reinforcing, structured learning environment
• Develop individualized plans of learning that increase socially appropriate behaviors and develops key functional skills to enhance independence and quality of life
• Participate in collaborative instructional practices, seek to improve performance and commit to continual professional growth
• Conduct behavioral assessments, refine curriculum, implement instructional practices, analyze data, write and revise behavior-analytic treatment plans

Minimum Qualifications

• New York State Permanent Certification in Special Education or Students with Disabilities (B-2, 1-6, or 7-12) Initial or Professional certification
• Experience working with students with ASD
• ABA experience preferred, but not required. We are willing to train the right candidate!
• Self-motivated, attention to detail and compassionate
• Willingness to be a team player

• Excellent interpersonal skills to communicate effectively with students, families, colleagues and administrators

Benefits

Our benefits go beyond health and retirement, you will be joining a passionate community of professionals and staff who support each other, in a challenging and rewarding work culture.

• Paid sick time and paid breaks for full time school employees
• Medical, Dental, and Vision Insurance with minimal full-time employee cost as low as $1.00 per paycheck
• Group Life Insurance and Long Term Disability – QSAC pays majority of the cost
• Flexible Spending Accounts
• Employee Assistance Program
• 403b Tax Deferred Annuity with company discretionary match
• Tuition Assistance after 1 year of service
• Mileage reimbursement based on position
• Mentors
• Referral bonuses
• Opportunities for career advancement
• Conference and professional development opportunities
• Training and supervision provided by a Board Certified Behavior Analyst (BCBA). Possibility for supervised fieldwork contract if you are working towards a BCBA.
• Monthly staff trainings, staff events, annual holiday party, and other fun opportunities!

QSAC values motivated and passionate teachers. Make a difference.

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

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

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

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

We are seeking Middle School Teachers for the 2017-2018 school year . The ideal Middle School Teacher will bring a passion for the mission of HCZ Promise Academy, an understanding and respect for the culture of all residents of Harlem, and a desire for working in a school setting that fosters a love for children.

Middle School Positions at Promise Academy:

• ELA Teacher
• Math Teacher
• Science Teacher
• Special Education Teacher
• Social Studies Teacher
• Spanish Teacher

Middle School Teacher Essential Duties and Responsibilities

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

Middle School Teacher Qualification, Skill and Knowledge Requirements

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

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

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

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

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

We are seeking an Assistant Principal for our Promise Academy II Lower Elementary School. The ideal candidate will have a passion for the mission of HCZ Promise Academy, a demonstrated track record of success moving students and using data to inform the big picture, and an understanding and respect for the families and community of Central Harlem.

Essential Duties and Responsibilities

This list is intended only to illustrate the various types of work that may be performed. The omission of specific statements does not exclude them from the position if the work is similar, related or a logical assignment to the position.

• Work with School Principal to ensure the implementation of curriculum across all grade levels
• Aid teachers in implementing effective instructional practices and monitoring student achievement on an ongoing basis
• Participate in the hiring process of teachers
• Work with Principal and school coaches in documenting, communicating, and implementing scope and sequence for each grade level
• Monitor student achievement using benchmark and interim assessments
• Reviews syllabi, lesson plans and Quarterly and Year-End Assessments during the summer and school year to ensure rigor, grade-level appropriateness, and alignment with the Common Core State Standards
• Plan and conduct teacher training programs and conferences dealing with new classroom procedures, instructional materials and equipment, and teaching aids
• Attend teacher meetings, supports teachers, and facilitates positive faculty dynamics
• Coordinate development and implementation of the school schedule
• Perform other duties as assigned by the School Principal

Qualification, Skill and Knowledge Requirements

• Master’s degree with 5 years of experience is required; must have at least 3 years of experience in an administrative/leadership capacity
• Must have a valid New York State School Building Leader (SBL) or School District Leader (SDL) certification
• Must be able to  demonstrate successful teaching experience and/or administrative experience
• Extensive course work experience in curriculum development
• Excellent oral and written communication skills

• 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-based high school in Bushwick, Brooklyn.  On August 19, 2013, we opened our doors, and we now have 470 students in grades 9-12.  Our students come from more than fifty 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 our peers by a rate of 30-40%!

Some key aspects of MESA’s design are:

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

Job Responsibilities

Teaching Duties

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

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

Salary: Highly competitive, commensurate with experience.

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 new high school in Bushwick, Brooklyn. On August 19, 2013, we opened our doors, and we now have 470 students in grades 9-12. Our students come from more than fifty 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 our peers by a rate of 30-40%!

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

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.

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 new high school in Bushwick, Brooklyn. On August 19, 2013, we opened our doors, and we now have 470 students in grades 9-12. Our students come from more than fifty 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 our peers by a rate of 30-40%!

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.

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 new high school in Bushwick, Brooklyn. On August 19, 2013, we opened our doors, and we now have 470 students in grades 9-12. Our students come from more than fifty 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 our peers by a rate of 30-40%!

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

● 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.

High School Physics Teacher

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

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

Math, Engineering, and Science Academy (MESA) Charter High School is a new high school in Bushwick, Brooklyn. On August 19, 2013, we opened our doors, and we now have 470 students in grades 9-12. Our students come from more than fifty 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 our peers by a rate of 30-40%!

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

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

Salary: Highly competitive, commensurate with experience.

High School Writing Teacher

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

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

Math, Engineering, and Science Academy (MESA) Charter High School is a new high school in Bushwick, Brooklyn. On August 19, 2013, we opened our doors, and we now have 470 students in grades 9-12. Our students come from more than fifty 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 our peers by a rate of 30-40%!

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

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

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

Salary: Highly competitive, commensurate with experience.

What Makes Harlem Village Academies Different?
Harlem Village Academies is a community of educators working together to build an urban school district in Harlem based on the ideals and rich tradition of progressive education.

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
• Inspire students to hold themselves to high standards of academics and character
• Establish and uphold classroom routines to ensure a focused, safe and caring environment
• Analyze assessment data and use it to inform and differentiate your instruction
• Collaborate with colleagues to share best practices and ensure student mastery of standards
• Maintain close relationships with families, including phone calls and conferences

Qualifications

• Two years of teaching experience preferred, in grades pre-K-4
• A commitment to developing progressive pedagogy is essential
• Strong track record of student achievement in your past teaching
• Ability to create a class environment in which students feel safe, supported and challenged to engage deeply in meaningful work
• A strong sense of personal accountability for student achievement
• Unshakeable conviction that all students can learn at a high level

What Makes Harlem Village Academies Different?
Harlem Village Academies is a community of educators working together to build an urban school district in Harlem based on the ideals and rich tradition of progressive education.

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

Qualifications

·         Two years of teaching experience preferred, in grades 4-8
·         A commitment to progressive mathematics pedagogy: e.g. using inquiry, problem solving, and discussion to help students think like mathematicians and develop deep conceptual understanding
·         Strong track record of student achievement in your past teaching
·         Ability to create a class environment in which students feel safe, supported and challenged to engage deeply in meaningful work
·         A strong sense of personal accountability for student achievement
·         Unshakeable conviction that all students can learn at a high level
·         Highly thoughtful and reflective, committed to always getting smarter with colleagues, reflecting on mistakes, welcoming feedback and making continual adjustments in your practice

Seeking Classroom Teachers

The Teachers College Community School (TCCS) invites inquiries and applications for the 2017-18 school year. Openings are anticipated in elementary general and special education, and secondary English, Social Studies and Math. A cluster position is also anticipated in the arts (music, visual arts or dance) or technology. A New York State teaching license is required. Final approval of positions will be subject to budget.

Who We Are

The Teachers College Community School is a unique PreK-8 university-assisted demonstration public school in Harlem, managed by the New York City Department of Education, and formally affiliated with Teachers College. The school opened in 2011 and admits students by lottery. Growing by one grade a year, TCCS currently serves 275 students from PreK-5, and will inaugurate its middle school program in 2017-18 with the first 6^th grade class.

Mission and Special Features

TCCS is a small, dynamic learning environment that focuses on nurturing children’s academic, social, emotional, and physical well-being. TCCS prides itself on having a very diverse student body and actively engaged parents. The school’s theory of action is rooted in student choice, voice and ownership of their learning. The school staff is highly collaborative and committed to development of a robust learning community. Teachers College provides intellectual, human and fiscal resources to enrich curriculum and student learning, and support teacher professional development. For more information about our school community visit: www.tccsps517.org.

Desired Characteristics

We are seeking educators with a track record of collaborative teamwork, experiential pedagogy and integration of technology, along with a demonstrated commitment to student development and achievement, and to their own professional growth. Initial review of candidates will begin immediately.

An Invitation to Apply for the Position of

Elementary School Special Education Teacher

Coney Island Preparatory Public Charter School

Brooklyn, New York

About Coney Island Prep

Coney Island Prep is a college preparatory public charter school in Brooklyn, New York. Merging growth, performance and commitment, the Coney Island Prep community takes its responsibility to prepare students for the college and career of their choice very seriously. Professionals balance their sense of ownership and responsibility with humility and levity and are supported every step of the way.

In the 2017-2018 school year, Coney Island Prep will reach full capacity, serving approximately 1,000 scholars in grades K–12. Coney Island Prep Elementary School was founded in 2013, and in the 2017-2018 school year will be fully grown with 300 scholars in grades K-4.

The mission of Coney Island Prep is to prepare every student to succeed in the college and career of their choice. We achieve success through a rigorous academic program in a supportive and structured school community.

Commitment

There is no more urgent task than to educate students from low-income backgrounds. So we hire professionals who are committed to the core. It’s high-energy, fast-paced, tiring and sometimes all-consuming. But we wouldn’t have it any other way. And neither would you.

What We Have to Offer

There are plenty of ways you can make an impact. And our team is all in. You have the opportunity to work with students, and there’s always someone who’s got your back from coaching you through a bad day to helping you grow professionally. And while the environment can be hectic and ever-changing, you’ll have all of the technology and caffeine you need to get the job done.

What We Ask In Return

You have to be all in too. You own your work and when you reach your goals, you reach higher. Our professionals work incredibly hard, and are inspired by the urgency of what we do. We need professionals who aren’t afraid to ask for help, feedback, and support. They’re driven by personal responsibility, data, and results, and they’re not above doing whatever’s asked. They make friends at work, smile through hectic days, and add a little levity in along the way.

Mindsets and Experience

• Passion for education and a dedication to Coney Island Prep’s mission
• Steadfast belief that all students can achieve at the highest academic levels and deserve an opportunity to succeed in the college of their choice
• Bachelors degree required; Masters degree and NY state certification preferred
• Professional demeanor and excellent organizational skills
• Self-reflective and open to regular feedback
• An entrepreneurial spirit, embracing the opportunity for creativity and hard work inherent in a start-up
• A positive, solution-oriented attitude and drive for excellence
• Willingness to be a team player

Responsibilities

• Assume a high level of personal responsibility for the progress of all students
• Create academically rigorous lesson plans, materials, and assessments, and differentiate as needed
• Teach engaging, rigorous, and relevant lessons daily
• Communicate effectively with all stakeholders, including scholars, families, and staff
• Commit to a school culture of consistency by implementing school-wide systems, structures, and procedures
• Reflect on various data sources to improve your practice
• Take on a proactive role in creating a positive, structured, results-oriented and fun school culture

Teachers share a classroom with one other teacher (their co-teacher) and an Apprentice Teacher, and remain with that homeroom for the entire day. As a homeroom teacher, teachers teach all core subjects, including reading, writing, math, and social studies. At CIPES, there are varied methods of delivering instruction to scholars, including individual scholar counseling, small group work, parallel teaching, as well as whole group teaching.

Benefits and Compensation

• Teachers at Coney Island Prep are provided with an extremely generous salary and are eligible for a school-wide performance-based bonus.
• As a regular full time employee of Coney Island Prep School, you will be eligible for benefits that include medical, dental and vision, as well as a generous retirement benefit package.
• Teachers are provided with laptops and access to all the necessary technology and resources needed to succeed in the classroom.

Start Date

August 2017

An Invitation to Apply for the Position of

High School Special Education Teacher

Coney Island Preparatory Public Charter School

Brooklyn, New York

About Coney Island Prep

Coney Island Prep is a college preparatory public charter school in Brooklyn, New York. Merging growth, performance and commitment, the Coney Island Prep community takes its responsibility to prepare students for the college and career of their choice very seriously. Professionals balance their sense of ownership and responsibility with humility and levity and are supported every step of the way.

In the 2017-2018 school year, Coney Island Prep will reach full capacity, serving approximately 1,000 scholars in grades K–12. Coney Island Prep High School will proudly send our first graduating class to the college of their choice at the end of this year. This is the result of the tireless work of our teachers and students at all three campuses who prove everyday that our scholars’ dreams will not be denied.

The mission of Coney Island Prep is to prepare every student to succeed in the college and career of their choice. We achieve success through a rigorous academic program in a supportive and structured school community.

Commitment

There is no more urgent task than to educate students from low-income backgrounds. So we hire professionals who are committed to the core. It’s high-energy, fast-paced, tiring and sometimes all-consuming. But we wouldn’t have it any other way. And neither would you.

What We Have to Offer

There are plenty of ways you can make an impact. And our team is all in. You have the opportunity to work with students, and there’s always someone who’s got your back from coaching you through a bad day to helping you grow professionally. And while the environment can be hectic and ever-changing, you’ll have all of the technology and caffeine you need to get the job done.

What We Ask In Return

You have to be all in too. You own your work and when you reach your goals, you reach higher. Our professionals work incredibly hard, and are inspired by the urgency of what we do. We need professionals who aren’t afraid to ask for help, feedback, and support. They’re driven by personal responsibility, data, and results, and they’re not above doing whatever’s asked. They make friends at work, smile through hectic days, and add a little levity in along the way.

Mindsets and Experience

• Passion for education and a dedication to Coney Island Prep’s mission
• Steadfast belief that all students can achieve at the highest academic levels and deserve an opportunity to succeed in the college of their choice
• Bachelors degree required; Masters degree and NY state certification preferred
• Professional demeanor and excellent organizational skills
• Self-reflective and open to regular feedback
• An entrepreneurial spirit, embracing the opportunity for creativity and hard work inherent in a start-up
• A positive, solution-oriented attitude and drive for excellence
• Willingness to be a team player

Responsibilities

• Assume a high level of personal responsibility for the progress of all students
• Create academically rigorous lesson plans, materials, and assessments, and differentiate as needed
• Teach engaging, rigorous, and relevant lessons daily
• Communicate effectively with all stakeholders, including scholars, families, and staff
• Commit to a school culture of consistency by implementing school-wide systems, structures, and procedures
• Reflect on various data sources to improve your practice
• Take on a proactive role in creating a positive, structured, results-oriented and fun school culture
• Actively participate in weekly professional development at the school

At Coney Island Prep High School, teachers can expect to teach 4 hour-long blocks per day. You will have 3 hour-long planning periods. All teachers share community duties, such as monitoring lunch, study hall, and hallway transitions.

Benefits and Compensation

• Teachers at Coney Island Prep are provided with an extremely generous salary and are eligible for a school-wide performance-based bonus.
• As a regular full time employee of Coney Island Prep School, you will be eligible for benefits that include medical, dental and vision, as well as a generous retirement benefit package.
• Teachers are provided with laptops and access to all the necessary technology and resources needed to succeed in the classroom.

Start Date

August 2017

Become a teacher, join a network of like-minded individuals, and be an innovator in the struggle towards a more equitable city. Approximately 8.5% of New York City teachers are males of color.  Meanwhile, male students of color make up 43% of the entire public school demographic.  By infusing New York City public schools with teachers that reflect the vast diversity of the city, we can make a difference in the lives of young people who are not accustomed to seeing themselves represented in the front of the class. Our candidates will take on the charge to Educate the next generation of leaders, Engage with classrooms and communities with cultural relevancy, and Empower young people by reflecting their value in the classroom and to the city.

Led by Mayor Bill de Blasio’s Young Men’s Initiative, NYC Men Teach is an engagement and recruitment effort aimed to inspire more men of color to become teachers in New York City. In collaboration with the Department of Education, the City University of New York, and Teach for America, NYC Men Teach will bring more diverse cultures and perspectives into our classrooms by increasing the number of male educators of color in schools. NYC Men Teach is tasked with recruiting more teacher applicants to join NYC public schools, assisting interested candidates in finding the pathway to certification that is best for them, as well as providing hiring, mentoring, and teaching supports. Candidates will have access to a strong network and support structures to ensure their success – both in the classroom, and as leaders in education.

Compensation and Benefits

New York City public schools offer competitive starting salaries ranging from $54,000 to $81,694, based on prior teaching experience as well as your undergraduate and graduate education.

You may also become eligible for additional income through a wide array of incentives and school positions that will stretch and challenge you as an educator.  You might earn additional grants by teaching in a select, high-need school as part of our Teachers of Tomorrow program, or by helping your colleagues develop in one of our many teacher leadership roles.

Supports and Services of NYC Men Teach

NYC Men Teach offers support to first-year teachers apart of the initiative in two ways. First, NYC Men Teach assists prospective teachers in selecting the most appropriate pathway into the classroom based on educational background, past experience, and future goals. Through info sessions and consulting hours, NYC Men Teach highlights the various partners it works with which present multiple pathways to earn New York State teaching certification. In addition, while NYC Men Teach participants work towards their certification, the initiative offers free sessions on certification exam preparation, and interview and demo lesson preparation.

Secondly, NYC Men Teach will provide assistance to teachers apart of the initiative throughout their first year by delivering: a mentor, professional development on restorative justice, cultural relevancy, and mastery based teaching & learning, networking series with other young professionals, and hiring fairs with our network of principals and school leaders throughout the summer to help secure employment.

If you want to sign up for the NYC Men Teach newsletter to learn more about the initiative as you apply to one of our pathways, click here to express your interest.

Requirements (Previously Certified/Reciprocity)

If an NYC Men Teach candidate already possesses a teaching certification from within or outside of New York State or is currently working towards one, you would need to:

• Possess or be on track to earn a New York State Department of Education (NYSED) teaching certification by the start of the 2016-17 school year. If you are not already NYSED-certified, there are several ways to obtain certification.
• Complete an online teacher application at TeachNYC.net

Requirements (Not Previously Certified)

If an NYC Men Teach candidate does not currently possess a teaching certification, you would need to first apply to either one of our partners that grant alternative certification while you teach throughout your first year, or you can elect a traditional certification route through our higher education partner, the City University of New York (CUNY).

With both of these options, all candidates would need to meet the individual requirements of each partner organization and complete their independent application processes.

Alternative Certification Partners

• NYC Teaching Collaborative
• New York Teaching Fellows
• Teach For America
• PE Works

CUNY Campus Partners (MA/MEd)

• Brooklyn College
• City College
• College of Staten Island
• Hunter College
• Lehman College
• Queens College

*Though focused on the recruitment of African, African American/Black, Caribbean and Latino/Hispanic, and Asian/Pacific Islander males and other underrepresented groups, NYC Men Teach does not discriminate based on race or gender and will serve as a model for improving diversity in education overall. All programs and activities of the NYC Men Teach program are open to all eligible applicants, without regard to race, gender, or national origin.

Opportunities at VOICE Charter School

VOICE Charter School (http://www.voicecharterschool.org/) is an elementary and middle school located in Long Island City, Queens that serves about 650 students across grades K-8.  We are located just minutes from Manhattan (two stops outside of Manhattan on the F, N, and W train lines) and Long Island City’s growing waterfront district, thriving arts community, and rapid residential growth. We are looking to identify extraordinary educators and administrators committed to urban education who wish to join a dynamic professional learning community.

Our mission is to create a safe and healthy learning environment that will nurture, motivate and challenge all of our children to achieve the highest level of academic excellence and to develop into mindful, responsible, contributing participants in their education, their community and the diverse society in which we live.

What makes VOICE different?

At VOICE, it’s not just about the music. It’s about the people. It’s about what you can be. It’s about using your passion. It’s about relationships. It’s about having the opportunity to choose. It’s about caring enough. It’s about each individual child and adult.

We believe in efficacy. At the core of our academic culture is the idea that all students are capable of doing well in any discipline. At VOICE, all students will learn – being smart is not something that you are, it is something you become.  At VOICE, you will be pushed to become more.

We support and develop the effectiveness of our teachers. We believe that teachers need time to collaborate to build their practice, so we provide our team with over two hours of planning time a day as well as additional days for collaborative thought partnership and planning during the school year.

We promote participation in music and the arts. As music and art help develop problem solving and critical thinking skills and open children’s imaginations, all VOICE students participate in and learn from daily activities in the arts including rigorous choral training. We design our arts-integrated curriculum to bring joy and wonder to the lives of our children, providing them with the skills necessary to forge their own path.

All Staff at VOICE:

• Love and nurture all of our students as they become deeply caring and responsible individuals;
• Take personal responsibility and work collaboratively to ensure that all students achieve and grow, understanding that the performance and progress of our students is directly under our control;
• Ask questions and empower students to exercise curiosity and wonder about the world around them;
• Hold themselves to the highest standards;
• Push and support themselves, their students, and their colleagues;
• Proactively seek and incorporate feedback;
• Help each individual child gain the opportunity to choose what his or her future will be.

____________________________________________________________

We are actively hiring for the following positions for the 2017-2018 school year and would love to have the opportunity to speak with you about your qualifications and experiences:

Instructional:

General Education Teacher

Special Education / ICT / SETSS Teacher

ESL Teacher

Art Teacher

Physical Education Teacher

Music Teacher (K-2)

Music Teacher (3-5)

Music Teacher (6-8)

Science Teacher

Middle School ELA Teacher (6-8)

Middle School Math Teacher (6-8)

Middle School Special Education / ICT / SETSS Teacher (6-8)

Support:

Talent Support Assistant

While VOICE is not actively hiring for the following positions, we are accepting applications for:

Instructional:

Middle School Physical Education Teacher (6-8)

Middle School Art Teacher (6-8)

Middle School Social Studies Teacher (6-8)

Middle School Science Teacher (6-8)

If you’re interested in applying for a position that is not currently listed or if you’re unavailable this upcoming school year but may available during future school years, please reach out to us at opportunities@voicecharterschool.org — timing shouldn’t ruin a great match!

Compensation and Benefits: Compensation is competitive and based on experience.  We offer a comprehensive benefits package, including participation in the TransitChek program and partial reimbursement for monthly commuting expenses, gym reimbursement, cultural enrichment reimbursements, participation in the Teachers Retirement System pension program, frequent access to baked goods, and many opportunities to get to know your VOICE colleagues!

How to Apply: Please submit an electronic application (including a VOICE-specific cover letter and resume) at https://voicecharterschool.tedk12.com/hire/index.aspx

VOICE Charter School is an Equal Opportunity Employer. In its employment decisions, VOICE does not discriminate on the basis of an applicant or employee’s race, color, religion, sex, gender, gender identity or expression, sexual orientation, age, national origin, disability, veteran status, unemployment status, or any other status protected by law.

Organizational Mission and Vision
New Visions Charter High Schools (NVCHS) provide all students, regardless of their previous academic history, the highest quality education in an atmosphere of respect, responsibility and rigor. We ensure that our students have the skills and knowledge to graduate ready for college, pursue a career, and engage with the 21st century economy. We develop learning experiences that allow risk-taking, cultivate students’ imaginative and creative abilities, and celebrate achievement. Through an intensive study of math & science concepts in our math and science schools and literature and English, social students and arts concepts in our humanities schools, students learn how to generate research questions, develop the skills necessary to answer those questions, create products that demonstrate understanding, and defend their knowledge publicly.

Position Summary
The principal is the instructional leader and leads all aspects of instruction and oversees budget and community engagement in the New Visions Charter High School. At full growth, each school will comprise over 60 staff and close to 600 students. The principal reports directly to the New Visions Vice President, Charter and to the Board of Trustees. The principal is ultimately responsible for ensuring that the school provides students with the skills, knowledge and experience necessary to succeed academically and socially. The principal must have: the skills needed to adeptly facilitate and collaborate with faculty and staff; experience teaching using alternative pedagogy; ability to identify and use diagnostic and formative assessments; and ability to engage in and support classroom and organizational level inquiry to inform decision making.

The ideal candidate will have demonstrated leadership experience. Preference will be given to candidates who have participated on an established Inquiry Team in a NYC school or graduated from a recognized leadership certification program. NVCHSs use a challenge-based approach to engage students in learning and foster the use of imaginative capacities for problem-solving. Winning candidate will have demonstrated alignment with the New Visions mission to empower young people by challenging them academically and providing them with the support they need to excel.

The principal must work closely with the school’s Director of School Operations (DSO) and the New Visions Charter Management Organization (CMO) to ensure that the school embodies the New Visions Charter High School model and implements best practices in all instructional and operational areas.

Core Duties and Responsibilities

Curriculum, Instruction and Assessment

Lead a challenge-based curriculum that has embedded in it, community learning opportunities for students.
Deliver the academic preparation and requisite support for all students to be prepared to succeed in college and career.
Reinforce and institutionalize the implementation of New Visions Charter School practices. Foster connections between academic learning, the community, and the natural world.

Staff Supervision and Development

Hire and support the development of all school staff.
Create a professional community that focuses on instruction and assessment as the primary vehicles for improving student achievement and school culture.
Provide on-going observation, coaching and evaluation.
Motivate teachers to continue to develop their content knowledge and instructional repertoire, and to provide the resources needed for them to do so.

School Culture

Build a school culture that evidences high expectations for courtesy, respect, compassion and an intellectually-engaged environment for both students and adults.
Ensure a safe, supportive and productive environment for students, staff and families.
Model effective instructional practices in staff meetings, professional development sessions and team meetings.

Community Engagement

Prepare for and attend regular Board Meetings.
Collaborate with the Board of Trustees and the Community Advisory Board to cultivate strong partnerships with community organizations and regional and national partners.
Initiate and implement community support and advisory groups.
Leverage community relationships to strengthen and support the school’s instructional and operational programs.

Accountability

Understand accountability metrics and annual reporting required of charter schools and oversee the submission of all accountability metrics.
Collaborate with the Board of Trustees to ensure the academic and fiscal success of the school.
Develop and implement the school’s budget along with the New Visions CMO and the school’s DSO.

Development

Collaborate with the Board of Trustees and the New Visions CMO to support development efforts to expand instructional and operational capacities of the school.

Education and Experience

Masters degree in Administration/Management
School leadership training, certification, and/or experience that is consistent with the core concepts of the New Visions Charter School Model.
Possession of or in the process of obtaining the New York State School Building Leader certification.
Teaching experience, preferably at the high school level, with a history of improving student achievement.
Demonstrated leadership capabilities, including management and team-building skills.
Experience working in an urban school setting.
Experience with supervising, evaluating and professional development of teachers and teachers-in-training.
Experience implementing pedagogical strategies and developing curriculum relevant to the New Visions Charter School model including, but not limited to: challenge-based curriculum, inquiry, data-based decision making, analysis of student performance on an ongoing basis, alternative use of time through scheduling and programming, systems of adult learning.
Experience developing schedules and budgets.
Experience working in a shared DOE space, a plus.

Required Skill Sets and Knowledge Base

Demonstrated commitment to the school vision and mission.
Commitment to democratic governance and collaborative, data-based decision-making.
Rigorous approach to problem-solving – collecting all relevant information, consulting diverse perspectives, and creating feedback systems.
Recognition of self as a learner and reflective practitioner, able to identify areas for growth and commitment to working in these areas.
Experience and zeal for working in an entrepreneurial environment.
Excellent interpersonal and communication skills.
Passion for creating a school community that supports the development and achievement of all students, particularly those underserved and at risk in other school settings.

Mott Haven Academy Charter School (Haven Academy) is seeking a Director of External Affairs. This person should be a dynamic, business-minded, proactive individual with strong technical and communications skills. The Director of External Affairs will lead the school’s research, development , funding initiatives, and external work in sharing our practices within our unique model.

Haven Academy is a not-for profit public 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 great opportunity for passionate individuals committed to making a difference in today’s education landscape.

Responsibilities:
Coordinates private grant writing and management for school initiatives connected to the school’s unique model and development of brand
Cultivates and creates foundation and research partners, as well as corporate relationships for the purpose of brand building and fundraising
Partnerships
Funders (grant writing & reporting, building and managing donor relationships)
Various organization liaison (development, coordination of programming, volunteerism)
Information sharing: calls, emails, presentations, and tours
Facilitating program partnerships with outside agencies
Strategy
Board liaison (coordinating, minutes, maintaining records)
Events management
Fundraising
Social Media / PR / opportunities to present
Other responsibilities include:
Ensure that student records, child welfare status and family details are kept confidential and are only discussed with school employees when relevant
Keep an organized workspace
Participate in a variety of staff development programs, including a yearly individualized professional development plan, two-week summer PD, and individual PD sessions
Participate in developing and meeting the goals of an individualized professional development plan
Uphold and promote the school’s mission and vision

Qualifications:
Minimum Bachelor’s degree; Master’s degree preferred
Minimum 2 years professional writing experience
Spanish speaking preferred but not required
Strong understanding of nonprofit organizations
Exceptional writing, presentation and communication skills
Outstanding organizational skills and attention to detail
Ability to manage multiple priorities and projects

Community Schools Director
The Urban Assembly Unison School

Background on The Urban Assembly Unison School:
The Urban Assembly Unison School is a small middle school located in the Bedford Stuyvesant neighborhood of Brooklyn in a shared building with an elementary school. Unison, as we are fondly called, is in its fifth year and in its fourth year under the current principal, Emily Paige. This year, Unison is undertaking an innovative shift to become a unique Community School serving the school’s neighborhood, families and larger community. The school has an ambitious plan to transform into a thriving middle school that offers its students an enriched, hands-on curriculum shaped around career exploration labs and also offers its students and their families with a wide range of supports and services to ensure that each and every student at Unison is able to take his or her rightful seat at the table in school and in their worlds.

Community Schools Director Position:
We are actively seeking a Community Schools Director that will, with leadership and guidance from the school administration, collaboratively develop a plan and then oversee the actual transition to becoming a community school. This will include managing school services partnerships, developing and operating a Family Resource Center in the school building and overseeing the curricular job exploration partnerships through the Urban Assembly. The position will be staffed through Unison’s Community School Community Based Organization partner, The Urban Assembly.

Background on The Urban Assembly:
The Urban Assembly (UA) is a non-profit organization dedicated to empowering underserved youth by providing them with the academic and life skills necessary for post-secondary success. It creates and supports unique, small public schools that are open to all students, scales up promising programs, and coordinates with hundreds of partner organizations in the private, public, non-profit and higher education sectors. The UA serves over 9,000 students in its 21 existing small district middle and high schools in the Bronx, Brooklyn and Manhattan.

Responsibilities:
● Collaborate with key stakeholders (students, families, school staff and community members) to develop a needs assessment and then to create and implement a community school plan
● Develop and lead a Community School Team of stakeholders to implement the plan and monitor progress
● Create and implement a robust parent and community engagement action plan
● Communicate and build relationships with community partners, key-stakeholders, and volunteers
● Form partnerships with community agencies aligned with school goals, and bring services into the school (i.e. health, mental health, dental, after school, GED, arts etc.) for students and parents
● Create and implement a Family Resource Room action plan
● Manage the Family Resource Room
● Provide oversight and coordination of programming during the school day and extended day hours for students, families and the community
● Track program activity and progress and use data and evaluation to strengthen the program

Qualifications:
● Bachelor’s Degree required, Masters in social work, education, public administration or another related field preferred
● Five years of relevant experience as a community school director or in education, youth development, social work, community organizing or another related field
● Demonstrated ability to build and maintain effective working relationships with key stakeholders in the school
● Understanding of high-needs communities and schools and knowledge of community organizing principles
● Ability to work with a high degree of autonomy, and in a school under a dual reporting structure
● Ability to track and manage a program budget as well as negotiate agreements with other organizations
● Ability to work in fast-paced environment, flexible, organized and can-do attitude
● Interest in and comfort with working with data to inform practice
● Strong presentation and communication skills (oral and written)
● Bilingual (Spanish) a plus
● Must be able to pass background check and clearance by NYC Department of Education

Salary, Location and Hours:
● School-based position at The Urban Assembly Unison School, 170 Gates Avenue, Brooklyn, NY 11238, 3rd Floor
● Full-time, some weeknight and Saturday hours
● Year-round position
● Salary commensurate with experience
● Urban Assembly and DOE are Equal Opportunity Employers

Bridge to Enter Advanced Mathematics: Summer Faculty Positions

This summer, change the lives of talented middle school students from underserved backgrounds: teach them what mathematics really is.

Bridge to Enter Advanced Mathematics (BEAM), a project of the Art of Problem Solving Foundation, is seeking instructors for a program that gives everyone a chance to excel in mathematics. Faculty design and teach their own courses to bright, underserved middle school students. During summer 2017, we will run two programs, a residential program on college campuses in the Hudson Valley, and a day program in New York City.

==Residential Program (BEAM 7)==
Compensation: $5,000 for four weeks (or $3,300 for junior faculty such as graduate students or early-career teachers), plus room, board, and a transportation stipend.
Location: Bard College and a second campus TBD, both located about 2 hours out of NYC. Our students, all from high-poverty New York City public schools, will be discovering a new environment in these idyllic settings.
Dates: July 6 to August 2, 2017

Courses at BEAM 7 can be:
Pure math such as number theory, combinatorics, graph theory, or logic;
Applied math such as circuit design, programming, astrophysics, or genetics; or
Problem solving, either Math Team Strategies or Solving Big Problems.

==Non-residential Program==
Compensation: $2,400-$5,600 for six weeks depending on course load (part-time positions available).
Location: New York City
Dates: July 5 to August 15, 2017

BEAM 6 teachers receive outlines to help plan courses in Logical Reasoning, Math Team Strategies, Math Fundamentals, or Applied Math, and we are flexible for many different courses that meet our learning goals.

==For both programs==
Ideal candidates include college or university professors (as well as graduate students) with strong teaching backgrounds, and middle or high school teachers with strong mathematics backgrounds. We’ve found that the community of teachers that we create, bringing together instructors from across many different academic areas, is one of the program’s strengths and provides a great experience for all participants.

Good candidates will work well on a close-knit team and will be able to bring unique curriculum perspectives to the program. Experience with other extracurricular outreach programs (such as math summer programs or math circles, MATHCOUNTS, programming workshops, or similar) are also a plus. We will provide mentorship, textbooks, and other resources as needed.

This is a unique opportunity to influence the lives of young students. Our students have tremendous potential and a strong ability for abstract reasoning, but because of their schools and backgrounds they often have not had the same training as more affluent peers. They are devoted, doing many hours of math each day (and loving it). We hope that you will join us (and them)!

For more information and the application, contact us at info@beammath.org or visit our website at www.beammath.org.

THE ORGANIZATION
Harlem Village Academies is transforming the lives of children in Harlem by providing them with an excellent education. HVA sets high standards for students’ academics and conduct and engenders in students a love of learning, a spirit of community, and dedication to excellence. The results have been extraordinary, and Harlem Village Academies has achieved national prominence as one of the highest performing urban schools in the country.

THE CHALLENGE
At HVA, we believe that instructional staff at our schools should be free to focus on providing our students with a high-quality education. The operations teams at HVA support schools by maintaining efficient systems and removing obstacles, ensuring that our teachers and principals can concentrate on educating our students.

THE OPPORTUNITY
The Director of Data plays a critical role in supporting HVA students’ success. By helping to build data systems that will get more data into the hand of parents, teacher and school leaders, and providing leaders with timely information, insightful analysis, and thought leadership using data, this role drives smart decisions and continual improvement across the organization.

Our ideal candidate is a smart, motivated high performer, with superlative organization skills, attention to detail, a strong sense of urgency and a customer service focus. You care about students receiving the best possible education and you want to grow in the education field. You connect with people quickly and effortlessly. You get around any obstacle in order to accomplish ambitious goals. You thrive as part of a dynamic, fun and committed team.

RESPONSIBILITIES

Manage all external data reporting for SUNY, DOE, donors and other stakeholders
Continuously improve processes, create specialized systems, and implement new technologies
Evaluate, streamline and oversee data systems and internal reporting
Support in the production of the organization’s annual report, and help prepare data for school inspections and charter renewal applications
Project manage the annual setup of student information databases for all campuses
Support analysis of student and school data to improve student, teacher, and school performance
Additional data support and analysis as needed

CANDIDATE REQUIREMENTS
The ideal candidate will be a highly intelligent, driven individual with a passion for public education. They will have a track record of success in data systems, analysis, and reporting, including using data to recommend strategic improvements to an organization’s performance. In addition, s/he will have all or most of the following:
Five years or more in data analysis in an educational setting
Experience with PowerSchool, ATS, SESIS or other educational database strongly preferred
Effective oral and written communication skills with an ability to communicate with various constituencies and to work comfortably with a variety of staff at all levels within the organization
A self-starter with an extraordinary work ethic and capacity for problem-solving
Commitment to being held accountable for results and holding others to high standards, with focus on results, teamwork, and continuous learning
Shares all HVA values, including a deep conviction that educators are accountable for student motivation and learning at a high level
Bachelor’s degree required; relevant Master’s degree preferred

ORGANIZATIONAL CULTURE
All staff members are expected to be committed to the mission, vision and values of Harlem Village Academies, have a positive and professional attitude, exhibit a very strong work ethic and possess an inner drive for personal and professional excellence. The ideal candidate will thrive in an entrepreneurial and results-driven environment.

What Makes Harlem Village Academies Different?
Harlem Village Academies is a community of educators working together to build an urban school district in Harlem based on the ideals and rich tradition of progressive education.

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
Inspire students to hold themselves to high standards of academics and character
Establish and uphold classroom routines to ensure a focused, safe and caring environment
Analyze assessment data and use it to inform and differentiate your instruction
Collaborate with colleagues to share best practices and ensure student mastery of standards
Maintain close relationships with families, including phone calls and conferences

Qualifications
Two years of teaching experience preferred, in grades pre-K-4
A commitment to developing progressive pedagogy is essential
Strong track record of student achievement in your past teaching
Ability to create a class environment in which students feel safe, supported and challenged to engage deeply in meaningful work
A strong sense of personal accountability for student achievement
Unshakeable conviction that all students can learn at a high level

What Makes Harlem Village Academies Different?
Harlem Village Academies is a community of educators working together to build an urban school district in Harlem based on the ideals and rich tradition of progressive education.

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 engaging, academically rigorous lessons, aligned with HVA’s standards, curriculum and progressive pedagogical philosophy
· Invest several hours per week in professional learning, including instructional coaching and co-planning
· Build strong, lasting relationships with students, inspiring them to hold themselves to a high standard of academics and character
· Establish and uphold classroom expectations that support students’ growth, ownership over their learning and responsible autonomy
· Analyze assessment data and use it to inform and differentiate your instruction
· Collaborate with colleagues to share best practices and ensure student mastery of standards
· Maintain close relationships with families, including phone calls and conferences
· Contribute to the school community by attending school events, leading a club, reading group, athletic team, or other initiative
Qualifications
· Two years of teaching experience preferred, in grades 4-8
· A commitment to progressive mathematics pedagogy: e.g. using inquiry, problem solving, and discussion to help students think like mathematicians and develop deep conceptual understanding
· Strong track record of student achievement in your past teaching
· Ability to create a class environment in which students feel safe, supported and challenged to engage deeply in meaningful work
· A strong sense of personal accountability for student achievement
· Unshakeable conviction that all students can learn at a high level
· Highly thoughtful and reflective, committed to always getting smarter with colleagues, reflecting on mistakes, welcoming feedback and making continual adjustments in your practice

Dean of Culture
Grades: Kindergarten-2nd Grade
Start Date: August 2017
Location: NCSH Northwest

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.

Responsibilities of our Dean of Culture
• The Director of Culture is responsible for ensuring that all scholars are present for learning (i.e. attentive, sitting up straight, respectful, participating during the mini-lesson and working during independent practice) and when this is not evident, performs an immediate intervention
• Visit classrooms to check for uniform compliance and contact families where necessary
• Coach teachers in real-time regarding behavior management
• Meet with teachers before and after school to strategize effective practices
• Be a strong presence and positive role model for NCSH scholars by connecting with scholars and families and providing constant encouragement, care and passion for good citizenship and academic achievement
• Participate in NCSH’s structured breakfast/lunch program and make necessary changes where necessary
• Ensure all classrooms are ready for instruction for the following day before leaving for the day (clutter free, orderly, prepared, etc.)
• Monitor scholar attendance/tardiness. Conduct family phone calls of scholars with frequent absentees/tardiness reviewing the NCSH attendance policy
• Work with families and strategize a plan to improve scholar attendance/tardiness
• The DOC is responsible for promoting the NCSH virtue of the month, rallying scholars around the virtue, decorating school common areas (bulletin boards, etc.) with the virtue, sending notice to families at the start of each month and engaging scholars in dialogue around the virtue for the duration of the month. The DOC is responsible for organizing and holding an awards assembly across both campuses, which recognizes scholars who have successfully demonstrated the virtue
• The DOC is responsible for recognizing the accomplishments of NCSH staff members by publicly recognizing them and devising a communication plan for public recognition with both of NCSH’s Assistant Principals. Examples of recognitions includes but is not limited to:
o Teacher/staff shout out written on post cards
o Teacher/staff member of the month
o Organization of after school staff outings
o Plan programs that promote staff morale, motivation, and inspiration
• Plan interesting and stimulating school assemblies and programs for scholars (plays, etc.)
• Plan family nights that include both teachers and families to participate in game nights, movies, social gatherings, pasta nights, etc.
• Plan collaborative events between both the Central Harlem and Northwest Campus

Educational Background and Work Experience
• Bachelor’s degree
• 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 (preferred)

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 “Dean of Culture” in the subject line of your e-mail.

The Neighborhood Charter School of Harlem is an equal opportunity employer.

Title: Activity Specialist
Reports to: Program Director
Location: Bronx, NY

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

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

Position Summary:
The Activity Specialist will be able to provide daily hands on activities in their specialty area. The Activity Specialist will teach a weekly class in a specific content area (ie. Dance, Step, Sports, Art, or Chess) in our after school program designed to improve youth development, social-emotional learning, and academics This dynamic specialist will use activities as a vehicle to promote healthy social, physical, and emotional development.

Duties and Responsibilities:
• Work individually with students, and collaborate with other tutors and staff to provide an enriching learning experience for all participants
• Create individualize learning plan for each participant based on academic strength/area of specialty.
• Establish a comfortable learning environment and implement clear, consistent age-appropriate expectations
• Document student progress
• Maintain accurate participant attendance, activity and sign-out records
• Maintain classroom cleanliness and organization
• Model appropriate child development practices
• Perform other duties as assigned by the Program Director

Qualifications:
• HS Diploma or HSE; 3-5 years proven experience in activity area
• Demonstrated expertise in specific content area of either sport, arts, performing arts etc.
• Experience with the design and implementation of group activities
• The ability to work with young people at multiple grade levels and varying stages of development.
• Previous experience working in an urban environment
• Bachelor’s Degree in related field
• Excellent oral and written communication skills and computer literacy
• Bilingual (Spanish speaking) preferred
• Enthusiasm, creativity and initiative
A sense of humor and a sense of urgency

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

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

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

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

We are seeking High School Teachers for the 2017-2018 school year . The ideal Middle School Teacher will bring a passion for the mission of HCZ Promise Academy, an understanding and respect for the culture of all residents of Harlem, and a desire for working in a school setting that fosters a love for children.

High School Positions at Promise Academy:
English Teacher
Math Teacher (Algebra, Trigonometry, Geometry)
Science Teacher (Chemistry, Biology, Living Environment, Physics)
Special Education Teacher
History Teacher
Spanish Teacher

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

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

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

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

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

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

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

We are seeking Middle School Teachers for the 2017-2018 school year . The ideal Middle School Teacher will bring a passion for the mission of HCZ Promise Academy, an understanding and respect for the culture of all residents of Harlem, and a desire for working in a school setting that fosters a love for children.

Middle School Positions at Promise Academy:

ELA Teacher
Math Teacher
Science Teacher
Special Education Teacher
Social Studies Teacher
Spanish Teacher

Middle School Teacher Essential Duties and Responsibilities

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

Middle School Teacher Qualification, Skill and Knowledge Requirements

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

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

Summary

The Afterschool Program is committed to providing academic enriching activities to students in 1 st – 5 th grade. The Site
Coordinator is responsible for the oversight, development, and implementation of the afterschool activities and services
largely sponsored by New York State’s Advantage After School Program. This position directly supervises 10-15 part-time staff and is ultimately responsible for all volunteers, interns, and consultants who with the afterschool participants.

The Site Coordinator also communicates clear expectations of the mission and vision of The Committee for Hispanic Children and Families (CHCF).

Essential Job Functions

Oversee and manage government and foundation contracts as well as program deliverables

Carry out supervisory responsibilities in accordance with CHCF’s policies and applicable laws

Responsible for recruiting, interviewing, and supervising program staff and volunteers

Develop and maintain program curricula and structures each academic year

Use creativity to ensure the program includes activities that contribute to the cognitive, social-emotional, and physical well-being and growth of each student

Ensure programs are in compliance with city and state regulations

Assist in troubleshooting issues with staffing, students, parents, etc.

Create an open communication environment

Complete all mandated reports

Ensure all afterschool personnel records and registered student’s files are completed

Recruit and register students for the after school program

Community Collaborations, Outreach, and Networking

Attend PS 59, New York City Department of Education,

ExpandEDSchools and CHCF meetings

Build relationships with community groups and stakeholders (including but not limited to government officials, community leaders, educators, foundations, and other individuals or organizations involved in youth development)

Maintain relationships with intermediaries, networks, by attending events, seminar, etc.

Manage parent engagement activities through outreach programs and building relationships with parents, guardians, and families

Human Resources and Staffing:

Work with Human Resources to coordinate training and orientation of new staff and in training and orientation of
existing staff taking on new responsibilities

Deliver regular feedback to staff through group and one-on- one meetings

Work with Supervisor and Human Resources to provide his/her staff performance evaluations

Plans and facilitate monthly meetings

Offer emotional support and guidance to staff

Financial Management and Sustainability:

Monitor budget by using CHCF’s tracking tool to ensure that budget is maintained

Follow the DYCD and DOE procurement policies for ordering equipment

Review and approve staff timesheet for bi-weekly payroll

Evaluation:

Develop, distribute and collect student and parent surveys to be submitted for research and data collection

Use NYSAN – QSA Tool to ensure the programs are meeting the needs of the students, stakeholders, and the organization

Work with program staff to measure programmatic, operational, and youth outcomes; ensure all reporting on outcomes are completed accurately

Desired Knowledge, Skills, and Abilities:

Bachelor Degree required. School-Age Child Care Credential or Masters preferred (e.g., Education)

Excellent supervision, management, and leadership skills

Excellent organizational and independent working skills

Excellent office management and computer literacy (IT) skills (including MS Office applications, internet research, and Data Collection Systems)

Excellent written and oral communication, conflict management, and presentation skills

Experience with after school program development and coordination, curriculum development, finance/budget monitoring, and direct youth services coordination

Familiar with computer coding programming and STEM-related curriculum

Familiar with Mental Health Sevices

Experience supervising staff

Knowledge of research methods

Experience with community outreach and education, school district operations, community collaboration, and multicultural education

Enthusiasm for community education and commitment to youth development and services

Bilingual (Spanish/English) and bicultural skills required

Ability to work flexible hours

ABOUT THE ORGANIZATION:
Hebrew Public (formerly the Hebrew Charter School Center) is a national network of public charter schools with the following unique characteristics:

• Racially and economically diverse schools (we are a member of the National Coalition of Diverse Charter Schools)
• A focus on global citizenship, helping students become empathetic, ethical, intellectually curious young adults committed to solving the world’s problems
• A dual language partial immersion program in Modern Hebrew with accompanying focus on the study of Israel

Hebrew Public’s network currently includes 9 schools (2 middle and 7 elementary) in four states and the District of Columbia, serving more than 1,700 students. In NYC, they serve as the Charter Management Organization for schools in Brooklyn and Harlem.

The Harlem Hebrew Language Academy Charter School (Harlem Hebrew) is a flagship dual language public elementary school operated by Hebrew Public. Founded in 2013, Harlem Hebrew’s mission is to provide a nurturing yet rigorous dual language program committed to fostering academic excellence and a high degree of Hebrew language proficiency. Harlem Hebrew currently serves 325 students in Kindergarten through grade 4. The school plans to add a grade level each school year until it ultimately serves grades K to 8 in the future. The school uses Teachers College Readers and Writers Workshop, a specialized Social Studies curriculum focusing on Harlem’s history as a focal point of migration and immigration and promotes individualized instruction to meet the needs of all learners. Hebrew language instruction is incorporated across the curriculum through a dual language model where students are taught in both English and Hebrew.

This is an exciting time to be with the organization as it continues its phase of growth, with a team committed to creating a diverse and high-performing public charter school.

To learn more about Hebrew Public, please visit www.hebrewpublic.org. Read about their work and mission: https://www.the74million.org/article/learning-to-laugh-in-hebrew-how-two-nyc-charter-schools-used-an-ancient-language-to-achieve-integration.

ABOUT THE POSITION:
Hebrew Public believes that strong leaders are integral to the success of their schools. Hebrew Public seeks a Head of School (HOS) to lead the staff and broader community of Harlem Hebrew, manage the instructional leadership team and represent Harlem Hebrew to its impressive and growing audience of external stakeholders and funders. As a showcase campus within the Hebrew Public network, the Head of Schools will serve as a lead ambassador and external face of the network’s educational model.

The successful candidate will be a proven leader with a commitment to Hebrew Public’s mission. This individual will be an exceptional manager, motivating leader, and a strong relationship builder, who has demonstrated breakthrough outcomes in a similarly mission-aligned organization, non-profit, or school setting. Reporting to the school’s Board and to the Executive Director of the New York Metro Region, the Head of School will serve as the school’s instructional leader, and will manage and develop a diverse senior leadership team of instructional and operational staff.

This opportunity is ideal for an accomplished and driven individual to play a leadership role in growing and strengthening Hebrew Public’s flagship campus.

Primary responsibilities include, but are not limited to:

• Manage the Directors of Instruction to ensure the use of effective, data-driven and research-based teaching methodologies and practices across classrooms
• Manage relationships with key stakeholder groups, including funders, the Board of Directors, instructional leaders and staff, parents, students, community organizations, and the school’s authorizer
• Serve as a collaborative partner with the CMO, both in areas of community engagement and instructional vision
• Work with the Director of Operations to oversee the school’s operations, finances and compliance functions
• Partner with the Director of Talent to recruit and select a team of talented educators
• Partner with staff and the school’s authorizer to recruit students
• Develop both long-term and short-term strategic plans to support school growth and improvement
• Represent Harlem Hebrew to outside stakeholders or visitors, ensuring that the school’s strengths and opportunities are expressed clearly and with gravitas
• Coach and develop Harlem Hebrew’s leadership team by providing regular, on-going feedback and support
• Develop and sustain a strong, positive, rigorous, nurturing school culture
• Build an active and engaged professional learning community among the school’s staff
• Partner with the Hebrew Public and school leadership teams to provide high-quality professional development based on identified school and teacher needs
• Ensure rigorous instructional goals are set and that the culture is focused on continuous improvement
• Monitor the progress of student and staff growth through collection of formal and informal data; analyze data in collaboration with the leadership team to inform strategic and instructional planning

CANDIDATE REQUIREMENTS:
The ideal candidate will possess the following qualifications:
• Leadership experience with a record of success in leading and growing a reputable education organization, non-profit, or similarly-focused school
• Strong track record of managing a cross-functional team to achieve ambitious results through periods of organizational growth
• Exceptional verbal, written, listening, and interpersonal skills, with an ability to motivate and persuade others
• Leadership experience motivating a staff with urgency and passion to achieve strong academic results for students
• Strong strategic thinking and planning skills, with an ability to manage concurrent projects and priorities effectively
• Experience forming, cultivating, and expanding partnerships with key stakeholders in the public and private sectors, such as foundations, individuals, and government agencies
• A passion for and record of driving student achievement and overall success in diverse communities
• A deep belief that all students can thrive in a challenging, high-quality, nurturing and supportive learning environment
• A strong work ethic and commitment to results
• Proven ability and desire to work in a creative and innovative environment
• An authentic commitment to the Hebrew Public mission and school model
• An ideal candidate will have the following attributes: self -knowledge, interpersonal skills, intelligence, work ethic, self-care, mission alignment

Educational Background and Work Experience:
• A minimum of three years of experience as a successful elementary or middle school teacher, ideally in a public school setting
• A minimum of two years of experience in an educational leadership role, ideally in an elementary or middle school setting
• Knowledge of dual-language methodology and education practices preferred, but not required
• Knowledge of Modern Hebrew a plus, but not required

COMPENSATION AND BENEFITS:
Salary and benefits will be highly competitive and commensurate with experience.