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.