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.

Title: Creative Catalyst. Results-Oriented Idealist. Revolutionary. ROADS Teacher.
Location: Brooklyn, NY
Category: Instructional (Science)
Position Type: Regular Full-Time, Reporting to Principal
Start Date: Immediate

THE ORGANIZATION
Currently in our fourth school year, ROADS (Reinventing Options for Adolescents Deserving Success) Charter High Schools presents a tremendous opportunity to prove that every student, without exception, can thrive, when given access to the right educators and environment. Our student application process and lottery gives a preference to the students most often ignored: those involved in the juvenile justice system; homeless students; former drop outs; those in foster care or child protective services; or those at least one year behind their graduation cohort. Our vision at ROADS is for ALL students to exercise self-determination and resilience, earn a Regents-level diploma and successfully navigate college and career options in order to disrupt the dropout pipeline and end the cycle of poverty. We constantly strive to achieve this vision by:
building trusting relationships that foster a safe community, honor student perspectives, and enable intentional socio-emotional learning;
immersing students in a tailored program that accelerates academic learning, builds professional skills, and broadens career awareness; and
cultivating a mission-driven culture of continuous improvement that is responsive to students’ complex and diverse needs.
THE POSITION
The classroom teacher position at ROADS is a dream job for a dynamic, thoughtful, results-oriented idealist seeking to play a role in changing the conversation around why and how we educate students in the United States today. S/he will work to unleash the passion, purpose, curiosity and sense of possibility inside each young person we serve as a means to college, career and community readiness for all.

If you are one of these needles in the haystack, then you likely have no shortage of teaching opportunities and, no matter where you go, you’ll make a difference in students’ lives. However, you will not find a group of students who need you more than our students need you. Are you ready to prove possibility?

RESPONSIBILITIES

(1) LEAD
Facilitate learning through masterful delivery of instruction.
Take both the initiative and the direction to perform other tasks and assume other responsibilities as needed in order to unlock the potential inside each of our students.
Communicate regularly and effectively with students, parents, caregivers and colleagues to strategically build solutions in response to setbacks, in order to ensure that yesterday is never today.
(2) CREATE
Create a classroom culture defined by rigorous academics, unyielding support and joy! Hold students to high behavioral, academic, and character standards at all times.
Use backward design and project-based learning to develop rigorous, relevant and engaging units, projects, and lessons.
Design and use appropriate assessments to track, monitor, and modify instruction in support of student learning goals.
(3) LEARN
Think, speak and act with genuine curiosity, open-mindedness and empathy.
Receive and apply regular, ongoing feedback and support from colleagues.
Participate in summer professional development, retreats, curriculum planning, team meetings, academic conferences, school-wide events, open houses, parent teacher conferences, student-led conferences, school trips, home visits and occasional student overnight retreats.
QUALIFICATIONS
Bachelor’s Degree.
Valid NY State Teaching Certification.
2+ years of successful full-time classroom teaching experience.
Prior experience working with/for high school students in an urban setting required. Experience working with disconnected populations strongly preferred.
CHARACTERISTICS & SKILLS
Absolutely on fire about our mission.
Entrepreneurial. Magnetized by challenge, ambiguity, complexity and change.
Optimistic in the face of adversity.
Ability to inspire, challenge and support others to meet goals.
Exemplary oral and written communication skills.
Insatiable work ethic, resilience and stamina in the pursuit of excellence.
Self-starter, resourceful, organized and detail-oriented. Ability to meet deadlines, work under time pressure and prioritize without losing sight of other responsibilities.
Sophisticated analytical, strategic and problem solving skills. Unapologetic commitment to data-driven decision making and instruction.
Humble, reflective and hungry to continuously improve.
Great sense of humor. Seriously.
COMPENSATION
Compensation at ROADS is extremely competitive and commensurate with experience. We offer an excellent benefits package and opportunities for professional and personal growth. Oh, and did we mention that our students are incredible?

Learn about the Harlem Children’s Zone family at our Teacher Recruitment Fair!

The Harlem Children’s Zone Promise Academy charter schools and the Harlem Gems Early Childhood program will be hosting a job fair for teachers and staff pre-k to 12th grade. Come meet our leadership and faculty and learn more about our unwavering
commitment to helping our kids fulfill their incredible potential every day, in every way.

Thursday, February 9th, 2017
35 East 125th Street (corner of Madison Avenue)
5:30 pm—6:45 pm

Composed of two K-12 charter schools and four early childhood sites in the center of Harlem, the Promise Academy charter schools and the Harlem Gems Early Childhood program is at the heart of HCZ’s unique birth-through-college “Pipeline to Success.” Join our family and make an impact in the classroom and throughout the Harlem community!

Register at https://hczteacherrecruitmentfair2017.eventbrite.com

Context and Project

In order to increase the recruitment and retention of effective teachers who have the capacity to positively impact student achievement in the New Visions Charter High Schools, we are building a Charter Teacher Residency Program and are seeking a Project Director to lead that initiative. This project will build on the existing successful New Visions Urban Teacher Residency programs that have prepared over 250 teachers over the past eight years.

New Visions Charter High Schools aim to address the gap in high-quality educational options by establishing schools in under-resourced neighborhoods in the Bronx, Brooklyn, and Queens. Over the past five years, our network has experienced success in fostering good will and participation from each school’s surrounding community and building out pathways for students with diverse needs — including high performers, students with disabilities, English Language Learners, and students reading below grade level. Our charter schools serve a student population that is representative of the Community School Districts in which they are located in terms of needs and incoming student skill levels. We have seen improved gains over time in students’ reading and vocabulary comprehension, average daily attendance rates (above 90%), and accelerated credit accumulation. The New Visions charter network had a network-wide average graduation rate of 90.9% in the 2015-2016 school year. Our end goal is to graduate students on time, and prepare them to succeed in subsequent post-secondary and career pathways. The network has seven schools which are all supported by New Visions’ Charter Management Organization (CMO).

In the residency model, aspiring teachers develop their capacity in a preparation program that integrates a full year of hands-on teaching and work in a school, supervised by a mentor, with coursework culminating in a Master’s degree from Hunter College, CUNY, and state certification. In the residency year, each novice teacher is paired one-on-one with a mentor in the same content area and spends a full year collaborating with the mentor, taking on increasing responsibility for planning, teaching, and assessing over time. After the residency year, those who successfully complete the residency by meeting benchmarks in teaching practice and coursework are hired as full-time teachers for the fall. The goals of the New Visions Charter residency program include developing a strong pool of well-prepared, certified Special Education teachers to meet the needs of students with IEPs in our schools; creating a pipeline of teachers whose skills and approaches to teaching are aligned to the New Visions Charter vision, values, culture, and student needs; expanding teacher leadership opportunities and professional development for mentor teachers and coaches; increasing rates of teacher retention (novice and experienced); and creating an innovative, integrated approach to teacher preparation and development as mapped to the New Visions Charter performance management framework and career ladder.

Position Summary

The full-time Charter Residency Program Director will oversee the clinical components of the residency program, including leading a cross-organizational planning team in spring 2017; working with Charter school administrators and CMO staff to create structures for the residency in their schools; supervising the mentor and resident admissions processes; providing professional development and support for mentors and Assistant Principal (AP) Program Leads; co-developing, implementing, and adjusting expectations for the resident and mentor’s role and responsibilities at the school site; providing direct instructional coaching and support to a portion of resident-mentor pairs; maintaining open and frequent communication with AP Program Leads and school administrators and supporting problem-solving to ensure effective program implementation; working with Hunter faculty and CMO Special Education team to increase the alignment of coursework and clinical experiences; and utilizing formative data about the program’s rollout to monitor effectiveness and revise the program. The Charter Residency Project Director will spend approximately 50% of his/her time at the Charter schools and will report to the Director of Teacher Certification, while maintaining close ties to the New Visions CMO.

Essential Job Functions

During Spring 2017, lead planning team to establish systems and structures for the clinical components of the residency and align them to Hunter College coursework and certification requirements.
Develop up to 15 effective novice teachers per cohort
Lead team of AP Program Leads to support resident-mentor pairs. Develop Program Leads’ capacity to coach effectively, monitor, and act on ongoing formative data about resident and mentor progress, and function as a team
Collaborate with program partners (CMO, school leadership, and Hunter College) to implement performance-based assessment system
Provide direct coaching and support to a portion of resident-mentor pairs as needed, and monitor supports for struggling residents or mentors
Support communication, coordination, and coherence between program partners; problem-solve challenges or issues that arise for residents and mentors and advocate for their needs
Improve instructional practice and coaching skills of up to 15 mentor teachers
Develop and implement effective processes for selecting and training mentors
Collaborate with partners to plan and implement ongoing mentor professional learning, related to both mentors’ coaching skills and to their instructional needs.
Build capacity for novice teacher development at Charter schools
Collaborate with CMO staff and Charter school leaders, especially AP Program Leads, to integrate residency work into school setting and leverage residency-related capacity development to support teacher development across the Charters
Collaborate with Hunter College faculty and staff to ensure coherence and alignment of the coursework with the clinical residency components and to use data to assess the effectiveness of the program and revise it based on that formative data
Support the work of the Teacher Certification team and New Visions, including collaboration with team members across various Teacher Certification initiatives

Required Knowledge and Skills

Commitment to providing high-quality educational outcomes for all students and supporting teacher development as a means to achieve those outcomes
Knowledge of best practices in teacher preparation, development, adult learning, and coaching
Ability to use continuous improvement and data-driven decision-making to support learning and growth, and to foster those skills in others
Excellent communications skills, including writing, editing and oral presentation
Strong collaborative interpersonal skills and the ability to build partnerships
Ability to manage complex, time-sensitive initiatives; strong skills in organization, prioritization, and project management
Commitment to developing capacity in internal staff, partners, and program participants

Required Education and Experience​

Masters Degree in related field
Teaching experience in an urban public or public Charter school; urban secondary (grades 7-12) school experience preferred
Experience supporting the growth of adult learners through coaching or mentoring and through designing and facilitating professional development; experiences with novice teacher preparation and/or residency models preferred
Experience with Special Education preferred

New Visions for Public Schools is an Equal Opportunity Employer.​

Teaching Matters (http://www.teachingmatters.org), a leading non-profit educational organization, is seeking exceptional educational coaches to implement a ground-breaking teacher effectiveness support model for urban schools. This career opportunity offers the right candidates the chance to have a major impact on urban K-12 teachers and students.

Teaching Matters is dedicated to increasing teacher effectiveness, one of the most critical factors in student success. Over the course of nearly two decades we have partnered with more than half of New York City’s 1,750-plus public schools. During the past year we provided in-depth programming to approximately 1,600 teachers reaching 23,000 students in over 100 schools—the majority in underserved areas.

The primary role of the Literacy Educational Consultant will be to support teachers and administrators in NYC public schools in the following key areas:
– implementing common literacy curriculum and assessments.
– deepening pedagogy aligned to the Danielson framework.
– developing teacher teams to support instruction and student learning.
– developing the leadership competencies of teacher leaders.
– Assist school administration by recommending school-wide systems and structures that support increased teacher collaboration and student learning.

Work will primarily be school-based and require intensive interaction with school leaders, teacher leaders, and teachers.

Responsibilities include:
– Support teachers and school leaders in implementing best instructional practices in the ELA classroom and deepening content knowledge and pedagogy of teachers.
– Conduct a needs analysis of schools, analyzing data, conducting instructional walks with administration, observing instruction, and reviewing curriculum.
– Develop an action plan for coaching aligned with a measurable goal for the work.
– Execute on a coaching action plan, refining and revising when needed to meet the needs of the school.
– Build teachers’ capacity to effectively implement Common Core aligned curriculum and analyze data effectively to drive instruction.
– Differentiate teacher support based on individual needs
– Facilitate teacher teams reflecting on practice, analyzing data, and looking at student work toward the goal of improving student outcomes.
– Develop leadership skills of teacher leaders
– Guide school leaders in making critical changes to systems, structures, and communication in their school, leading to an environment where professional collaboration is embraced and student success is the focus.
– Lead refinements to Teaching Matters’ programs in response to needs identified in schools.

Key Qualifications:
– Minimum of 4 years experience as a literacy coach/school leader AND minimum of 4 years (grades K-12) of teaching or equivalent experience.
– Demonstrated effectiveness in achieving ambitious, measurable student results in reading and/or writing.
– Experience facilitating teacher teams / groups to achieve student outcomes.
– Dynamic presenter, comfortable engaging large groups of educators in professional workshops and work-sessions
– Proven success in advocating for change in high-needs schools
– Demonstrated knowledge of classroom management strategies.
– Experience in urban schools.
– Technology skills with current computer software, including word processing and online collaboration tools.
– Strong critical thinking and problem-solving skills, well organized.
– Excellent writing and communication skills.
– Superior interpersonal skills to motivate and lead others at all levels within a school.
– Demonstrates deep commitment to Teaching Matters’ mission, vision, and core values.
– Bachelor and Masters Degrees required.

***Teaching Matters is unable to hire any employees of the New York City Department of Education within one year of the end of their employment.***

This is a per diem role.

Academy of the City Charter School

DATE: January 3, 2017
POSITION: Director of Operations (2017-2018 school year)

QUALIFICATIONS
• Bachelors Degree, or higher degree, in Operations Management, Organizational Management, Business or related field.
• At least three years of demonstrated and successful record of prior employment in an operational capacity in a school or educational setting.
• Demonstrated record of leadership, management and interpersonal skills.
• Knowledge of and experience with school facilities and relevant technologies.
• Knowledge of relevant laws, regulations and charter authorizer requirements.
• Understanding of and commitment to the mission, goals, educational philosophy and activities of Academy of the City Charter School, as described in the school’s charter.
• Ability to operate in an independent fashion asking questions and seeking assistance as necessary.

FUNCTIONS AND RESPONSIBILITIES
The Director of Operations is responsible for overseeing the day-to-day operations of the school and reports directly to the Principal. Responsibilities include but are not limited to:
OPERATIONS
• Overseeing all operations in a manner consistent with all applicable local, State, and Federal statutes and in compliance with the organization’s by-laws, policies, and procedures.
• Serving as a member of the Leadership team and meeting weekly to determine school policy and ensure the school is functioning well.
• Reporting to the Board of Trustees at monthly board meetings with respect to operational issues.
• Direct supervision of administrative assistants, security, custodial and contracted service providers.
• Maintaining the school’s master class lists, lottery, enrollment, and wait-list documents.
• Coordinate with the Office of School Food and Office of Pupil Transportation to ensure that these services are provided.
• Planning for and conducting school safety drills, including fire drills, shelter-in drills, and lockdown drills; including yearly review of the school’s safety plan.
• Serving as primary contact for state and city law enforcement and emergency response organizations.

FINANCE
• Working closely with the Chief Financial Officer to ensure that all financial data is entered on a timely basis.
• Preparing and submitting the school’s bi-monthly state invoice for per-pupil funding.
• Overseeing and implementing, with the support of the administrative assistants, the school’s procurement process.
• Reviewing bank account balances and credit card activity, transferring funds as necessary among the school’s bank accounts. Establishing new banking relationships and systems as necessary and as directed by the Board of Trustees and the Principal.
• Reviewing and signing checks issued by bookkeeper weekly.
• Receiving and securing checks and cash from families, debtors, and benefactors as necessary. Logging donations and generating thank-you letters for donations received.

HUMAN RESOURCES
• Recruiting, hiring, and training administrative & operations personnel in coordination with the Principal.
• Conducting goal-setting, mid-year, and end-of-year review meetings with office, security, and custodial staff.
• Approving semi-monthly payroll and overseeing submission of payroll by bookkeeper.
• Reviewing and approving the submission by bookkeeper of retirement contributions to employees’ 403(b) plans.
• Adding, removing, and certifying staff monthly in the DOE’s GALAXY System.
• Reviewing staff sign-in logs, prepared by bookkeeper monthly; issuing warnings or write-ups to staff exhibiting chronic lateness.
• Arranging and tracking substitutes for teachers and non-teaching staff; ensuring coverages are met for absent employees. Logging and, when necessary, approving staff Paid Time Off (PTO) requests.
• Meeting with employees and resolving employee issues and complaints.

FACILITY
• Ensuring that the school site is maintained as a safe and clean environment.
• Reviewing submissions of contract proposals for key services and making recommendations to Leadership team regarding preferred vendors/contractors.
• Ensure facility is in good repair; conducting bi-weekly walkthroughs with custodial staff. Coordinating maintenance and repair of the facility as necessary.
• Meeting bi-weekly with custodial/security team to identify areas of concern.

COMPLIANCE
• Assisting in the preparation / completion of all school compliance reports (including but not limited to the Civil Rights Data Collection, BEDS Data Collection, teacher certification, employee fingerprint clearance, student lunch codes, and authorizer accountability) as well as assisting in the charter renewal process.
• Developing and maintaining the school’s operational plan and operations manual.
• Implementing systems for data management for all school functions and operations, including but not limited to, enrollment, attendance, busing, school food, afterschool, and emergency notifications.
• Attending board meetings as necessary and working with board members and committees to implement policies.
• Planning and implementing the school’s yearly admissions lottery in compliance with the charter law.
• Overseeing public posting of board and committee meeting notices; overseeing public posting of board and committee meeting minutes, posted by Library/Tech Specialist.

OTHER
• Daily coverage (1-2 periods per day); additional coverages as necessary.
• Performing other tasks consistent with the goals and objectives of this position.
• Duties as assigned by the Principal.

SALARY: Commensurate with experience
STARTING DATE: July 1, 2017
ENDING DATE: June 30, 2018
SEND RESUME TO: careers@academyofthecity.org with position in re: section of the email

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