Middle School Teacher – 2017/2018, Promise Academy
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.
Instructional Assistant
2016-17 Instructional Assistants
Who we are and why it matters – Manhattan Charter School (MCS) is a high performing charter school located on the Lower East Side in New York City that is committed to providing every child with the tools and support necessary for success. Operating as a 501c3 nonprofit organization, MCS has been consistently high-achieving since its founding in 2005.
Manhattan Charter School has 270 students in kindergarten through fifth grade. There are no more than 25 students in a MCS class because we believe much of our success is due to our small school size, and intimate school culture and learning environment. Each school’s principal greets every student by name, every morning, and knows every family. In addition, every teacher knows every child. This intimate environment creates a community of collaboration, communication and accountability for both students and teachers.
MCS focuses on providing a rigorous curriculum of core subjects to help students achieve high academic levels. Though MCS adheres to New York State Learning Standards, its teachers have flexibility when developing their curriculums. Likewise, MCS is committed to offering a well-rounded education program to all students, which it believes helps students develop critical thinking processes, problem solving abilities and supports their learning in the core subject areas. All students receive music instruction each and every day. Other enrichment programs include French, Art, and Physical Education, and hands on experiments in science studies.
Additionally, students explore the historic Lower East Side neighborhood as part of their humanities studies. The Lower East Side is a centrally located, and culturally diverse, neighborhood in Manhattan. Long a fixture of the immigrant experience in New York City, many ethnic groups have resided here over the years as they worked to build a new life for themselves and their families in America. Through walking tours of the neighborhood, students learn about the Lower East Side’s evolution from an area of commercial success and tenement living to the vibrant neighborhood it is today.
The majority of MCS students are minority, live in the neighborhood, and qualify for free lunch. Through its work MCS is demonstrating that all children, regardless of race or economic status, can succeed when given equal access to quality education. The schools pride themselves on delivering rigorous, standards-driven instruction and fostering a culture of high expectations, while maintaining a strong sense of camaraderie amongst students and teachers.
Specific Responsibilities
Instructional Assistants will have the opportunity to work with an experienced Principal, to participate in the school’s professional development programs, and to collaborate with an enthusiastic staff of teachers and highly qualified outside staff developers. The Instructional Assistant will support one or two classes at the same grade level in coordination with the classroom lead teachers.
In addition, our Instructional Assistants will be asked to:
1. Work with teachers to address the individual needs of students
2. Develop and support an inviting, exciting, and innovative learning environment
3. Use materials effectively and keep lessons focused on the objective
4. Keep students on task, assess student performance, and provide feedback
Hours are 7:30 am-4:30 pm Monday through Friday. Some evening events required throughout the school year.
About this position – We are looking for Instructional Assistants across all grade levels to start in mid-August 2016 for the 2016-17 school year.
Qualifications
• Must be currently enrolled in a Master’s program for Education
• Experience in a school setting preferred
• Belief in, and alignment with, Manhattan Charter School’s core beliefs and educational philosophy
• Believes that every child can and will achieve high academic standards, and provides consistent support to our students no matter how challenging the individual situation may be
Compensation
MCS offers a competitive compensation package including medical and dental insurance, bonuses based on school-wide goals and individual student performance and growth, and a 403B retirement plan with 4% match.
As an equal opportunity employer, we hire and promote without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status or disability.
Site Coordinator
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
Head of School at Hebrew Language Academy Charter School 2 (HLA 2)
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.
Hebrew Language Academy 2 was authorized by The New York State Board of Regents, one of only three selected from twenty-five applicants, to be opened in September 2017. The school will open to K-1 students located in CSD 21 in South Brooklyn which includes parts of Midwood, Gravesend, Sheepshead Bay, Brighton Beach, and Coney Island, and plans to add a grade level each school year until we are K-5.
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 principals are integral to the success of their schools. They are seeking a founding leader who will lead the school community in achieving its academic and organizational goals by building and maintaining a strong presence in the community, and developing and cultivating enduring relationships with students, teachers, parents, community members and stakeholders. Reporting to the school’s Board and to the Executive Director of the New York Metro Region, the HOS will serve as the school’s leader, and will, as the team grows, manage a diverse senior leadership team of instructional and operational staff.
This opportunity is ideal for a visionary and driven individual to play a leadership role in founding a school committed to helping students attain high levels of academic achievement.
Primary responsibilities include, but are not limited to:
• Build an active, 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
• Partner with staff, community leaders, community based organizations and others to recruit a diverse student body
• Set rigorous instructional goals and build a culture of continuous improvement
• Actively 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
• Serve as a collaborative partner with the CMO, both in areas of community engagement and instructional vision
• Develop and maintain a strong relationship with the New York State Board of Regents and serve as the liaison between them and the Board
• Develop and sustain a strong, positive, rigorous, nurturing school culture
• Manage relationships with key stakeholder groups, including parents, teachers, students, the Board of Directors, community organizations, and the School’s authorizer
• Coach and develop the school’s leadership team and teachers by providing regular, on-going instructional feedback and support
• Partner with the school’s leadership team and network support staff to ensure the use of effective, research-based teaching methodologies and practices
• Partner with Hebrew Public’s Director of Talent to recruit and select a team of talented educators
• Work with the Director of Operations to oversee the school’s operational needs including meals and busing, finances and compliance functions
• Develop both long-term and short-term strategic plans to support school development to support school growth and improvement
CANDIDATE REQUIREMENTS:
The ideal candidate will possess the following qualifications:
• A passion for and record of driving student achievement and overall success in diverse communities
• Experience successfully engaging and being responsive to parent input and concerns
• High standards for student achievement and behavior
• Strong instructional and classroom management expertise with proven results
• A deep belief that all students can thrive in a challenging, high-quality, nurturing and supportive learning environment
• Experience in managing and coaching teachers to great outcomes
• Strong interpersonal and relationship-building skills and a proven record of creating and fostering excellent relationships through teamwork and empathy
• A strong work ethic and commitment to results
• Proven ability and desire to work in a creative and innovative environment
• Charisma and the ability to motivate staff and students toward common goals
• 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
• Founding school experience a plus, but not required
• Knowledge of dual-language methodology and education practices a plus, but not required
• Knowledge of Modern Hebrew a plus, but not required
• Knowledge of the school’s community in Brooklyn and/or Coney Island a plus
COMPENSATION AND BENEFITS:
Salary and benefits will be highly competitive and commensurate with experience. The targeted start date is during the summer of 2017, with opportunities for paid part-time consulting between now and the start date.
Head of School at Harlem Hebrew Language Academy Charter School (Harlem Hebrew)
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.
Social Studies Teacher (Sped Preferred)
Title: Creative Catalyst. Results-Oriented Idealist. Revolutionary. ROADS Teacher.
Location: Brooklyn, NY
Category: Instructional (Social Studies)
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?
Science/Special Education Teacher – Brooklyn – ROADS Charter School
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?
Math/Special Education Teacher – Broooklyn – ROADS Charter School
Title: Creative Catalyst. Results-Oriented Idealist. Revolutionary. ROADS Teacher.
Location: Brooklyn, NY
Category: Instructional (Math/Special Education)
Position Type: Regular Full-Time, Reporting to Principal
Start Date: Fall 2016
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?
Pre-K to 12th Grade Teacher Recruitment Fair
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
Math Instructional Coach
THE URBAN ASSEMBLY
The Urban Assembly (UA) is a non-profit organization dedicated to empowering undeserved youth by providing them with the academic and life skills necessary for post-secondary success. It creates and supports unique, small public schools that are open to all students, scales up promising programs, and coordinates with hundreds of partner organizations in the private, public, non-profit and higher education sectors. The UA serves over 9,000 students in its 21 existing small district middle and high schools in the Bronx, Brooklyn and Manhattan, and it will open its first charter school, a CTE high school focused on computer science.
MATH INSTRUCTIONAL COACH
The Urban Assembly is seeking a dynamic and creative math guru to join our team of educators. As part of the instructional team, the Math Coach will help us meet our mission by building instructional capacity through coaching and supporting the implementation of curriculum and assessment across all Urban Assembly schools.
QUALIFICATIONS
• Bachelor’s degree
• Master’s degree in education
• Minimum of five years as a classroom teacher
• Minimum of two years in school leadership or coaching position preferred
RESPONSIBLITIES
• Support school leaders and teachers in implementing best instructional practices in the math classroom and deepening content knowledge and pedagogy
• Curate and develop research supported, Common Core aligned curriculum; support implementation of curriculum across Urban Assembly schools
• Lead groups of teachers in analysis of assessment data to determine instructional next steps
• Establish positive working relationships with administrators and school staff
• Monitor the impact of work through network metrics
• Plan and execute high quality professional development to build capacity in mathematics across UA schools
• Facilitate visits across schools including Instructional Rounds and school intervisitations
• Operate as a member of a cross-functional team, including collaborating with team members to analyze relevant data/information in order to develop and refine school support plans
• Liaise with math instructional coaches and thought leaders across NYC and United States
• Maintain an understanding of major developments in educational research and policy
SALARY
• Commensurate with experience.
• Generous benefits package.
The UA is committed to a policy of equal opportunity in all its activities and programs, including employment and promotion. The UA does not discriminate on the basis of race, color, national or ethnic origin, citizenship status, religion, sex, sexual orientation, age, physical disabilities, veteran or marital status.
Charter Teacher Residency Program Director
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.
Social Studies Teacher – Middle School
Organization Overview:
St HOPE Leadership Academy is a college-preparatory public charter middle school in Harlem, New York City. The school opened in 2008 and serves students in grades 6 through 8. St HOPE provides a rigorous curriculum, intensive interventions for students performing below grade level, and a defined character development program in a structured and disciplined learning environment. At St HOPE, community service is valued by students, parents and staff. St HOPE provides multiple opportunities for leadership at the department and grade level. In addition, St HOPE provides a $2,000 stipend per year to every staff member to explore external opportunities for professional development.
Mission:
To educate self-motivated, productive, and critically thinking leaders who are prepared to succeed in a college preparatory high school, committed to serving others, and passionate about lifelong learning.
To ensure every St HOPE scholar graduates ready for a life of learning and service, we are seeking a Middle School Social Studies teacher who has multiple years of teaching experience.
Duties and Responsibilities:
• Responsible for all lesson plans, assignments, assessments, and other instructional materials and methods of teaching in your classroom
• Collect, report, and analyze both quantitative and qualitative data about students and refine lesson plans accordingly
• Support a school culture of high academic and behavioral standards and create a supportive and engaging learning environment
Qualifications:
• Discipline specific Bachelor’s degree required; Master’s degree in Education preferred
• NYS teaching certification or eligibility to be certified
• Demonstrated passion for history and social sciences
• Special Education certification is a plus
• Ability to work as part of a high performing team, including exceptional communication and organizational skills
• Desire to work in an urban middle school, experience in NYC preferred
• Demonstrated belief that all children deserve an excellent education
Salary:
• Competitive and commensurate with experience, with starting offers up to 15% above DOE salary.
Benefits:
• Full benefits package includes retirement plan with employer match, HRA, FSA, STD, LTD, paid time off, medical, dental and vision coverage as well as paid parental leave.
Literacy Educational Consultant
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.
Math Educational Consultant
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 Math Educational Consultant will be to support teachers and administrators in NYC public schools in the following key areas:
– implementing common mathematics 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.
– assisting 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 math 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 math 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 mathematics.
– 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 Master’s 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.
Director of Operations
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.
