ORGANIZATION SUMMARY

Elevate 215 is a catalyst for preparing students for the world of tomorrow by modernizing the learning experience in Philadelphia schools today. We do this by investing in schools and talent, collaborating with our partners, expanding access and resources for families, and advocating to create the conditions for success.

JOB SUMMARY

Elevate 215 is seeking a Director of Data Strategy & Analytics to oversee the development and implementation of a comprehensive organization-wide and broader systemic data strategy. This role involves managing the acquisition and utilization of data, as well as developing and maintaining internal databases to enhance functionality and streamline operational processes. This position is ideal for a strategic thinker with a passion for leveraging data to support systems-level change and drive organizational success. The Director of Data Strategy & Analytics reports directly to the Chief of Staff.

DUTIES AND RESPONSIBILITIES

Data Management and Strategy

• Oversee data strategy, including metric/measure identification, storage, access, tracking, reporting, governance, and compliance, ensuring data quality and integrity.
• Manage the acquisition, organization, and utilization of school and related data for internal and external stakeholders.
• Develop and maintain internal databases to enhance accessibility and functionality and automate data practices to improve operational efficiency.
• Support goal development and the establishment of metrics and measures integral to those goals and aligned to the priorities of the strategic plan.
• Support departments in developing and maintaining metrics to monitor progress and success; assist in creating metric guides and supporting materials.
• Serve as an in-house research expert, providing guidance and support to embed research findings and research-informed practice into strategic planning.
• Supervise assigned technology staff for the purpose of maximizing efficiency and optimizing organizational performance.

Collaboration and Communication

• Collaborate with data-source partners (e.g., PA Dept. of Ed., Phila. School District) to obtain education data.
• Manage external consultants on research and data analysis projects.
• Provide supervision to the Manager Systems Integration & UE.
• Work with internal teams to understand data needs and facilitate access to data.
• Respond to external and internal requests for information.

Research and Analysis

• Identify important, timely research topics and appropriate data sources and references to illuminate research questions.
• Synthesize research to tell compelling data visualization/stories.
• Analyze large and complex datasets originating from multiple sources to provide meaningful information to various stakeholders and inform strategic decision-making.
• Write research reports that distill complex findings for internal and external audiences.
• Analyze data and generate strategic insights using tools like Python, SAS, SQL, and MS Suite.
• Stay informed on educational data trends and participate in relevant national conferences.
• Assist with special projects and duties as

REQUIRED SKILLS AND ABILITIES

• Deep commitment to the mission and vision of Elevate 215 and providing leadership in achieving educational equity for all children in Philadelphia.
• Experience working in the K-12 ecosystem both inside schools and inside or with partners supporting K-12 (talent providers, program providers, funders, other education non-profits).
• Strong interpersonal and communications skills, both oral and written, and a passion to develop relationships with stakeholders.
• Ability to build strong relationships across diverse groups of internal and external
• Superb project management and problem-solving skills with the ability to translate data insights into actionable solutions.
• Evidence of background in interpreting multiple forms of data and creating honest and compelling stories about the progress and impact of investments using analytics.
• A strategic and meticulous thinker with the ability to balance competing priorities, complex situations, and tight deadlines; comfort leading within ambiguity.
• Possesses a self-motivated and entrepreneurial approach with a willingness to work as part of a team to meet tight deadlines.
• Background in interpret coding multiple forms of data and creating honest and compelling stories about the progress and impact of investments.
• Experienced in analytical programming and statistical modeling.
• Dedicated to challenging the status quo in school quality data analytics.
• Proficiency in SQL and Excel; knowledge of Python, Stata, R, PowerShell, AWS, Linux, HTML.
• Familiarity with K-12 school performance data and experience in creating reports, white papers, and data tools.
• Intermediate knowledge of website development and required maintenance

EDUCATION AND EXPERIENCE

• Bachelor’s degree required; advanced degree preferred.
• Minimum of 6 years of professional experience in data management or data analysis roles.
• Experience with database management and Salesforce CRM.
• Prior experience in the K-12 ecosystem preferred but not required.
• A demonstrated passion for educational
• Proficiency in Microsoft Excel, PowerPoint and

PHYSICAL REQUIREMENTS

Ability to physically perform the duties and to work in the environmental conditions required

such as:

• Traveling to offsite meetings – valid driver’s license and/or access to transportation when
• Functioning in office space — reaching file cabinets, filing, faxing, scanning, coping, typing, mailing, making phone calls.
• Must be able to sit for up to two hours looking at a computer monitor, using a keyboard/mouse and typing.

Elevate 215 is an equal-opportunity employer with excellent benefits and an entrepreneurial, results- oriented work culture. Salary is commensurate with experience.

Wissahickon Charter School is looking for an Executive Assistant. The Executive Assistant will be responsible for high-level administrative and executive support tasks for the CEO, Director of Human Capital, and the Director of Development. The Executive Assistant reports to the CEO but works closely with the Director of Human Capital (DHC) and the Director of Development (DoD). Like the CEO, DHC and DoD, the Executive Assistant works across both of our campuses during the school year and is mostly remote during the summer when school is not in session. The ideal candidate will be detail-oriented and highly organized. This is an outstanding opportunity to support an organization focused on improving the academic and social outcomes of children from across the city of Philadelphia.

Key Responsibilities

CEO Support (40%):

• Manage calendar and schedules for the CEO.
• Perform complex and confidential administrative functions for the CEO, including support with staff evaluations
• Prepare materials for and attend monthly board meetings which are held in the evening. Note-take and compile board meeting notes promptly
• Plan and coordinate ordering for cross-site events and employee recognition (e.g. lunches, employee gifts/swag, staff appreciation week)
• Maintains the shared board folder, and provides support to the board as needed
• Organize and ensure updates and maintenance of documents and files, including the student, parent, and employee handbooks
• Collects all receipts for the CEO credit card and sends to business manager

Human Resources Support (40%):

• Own payroll for both campuses in conjunction with our business manager and support from the DHC.
• Support the new hire onboarding process by helping with the distribution, collection and processing of new hire information and respond to new hires’ questions as needed.
• Assist with the timely collection, organization, and maintenance of employee clearances to ensure compliance for audits, the Charter School renewal, etc.
• Support the rollout of an HRIS system and any other new HR systems as they develop
• Complete Employment Verification requests and Act 168 forms for current and former employees
• Manage job postings on external job boards and ensure they are refreshed on a monthly basis
• Conduct reference checks and assist with the scheduling of demos and interviews as needed
• Assist in processing FMLA, short-term disability, unemployment, and worker’s compensation claims
• Other duties as assigned

Development Support (20%):

• Process all donations and pledges, reconcile donations with the accounting team, and ensure that all donors are thanked in a timely manner
• Manages all development deposits
• Places orders for the CEO and Development Director
• Provide support for the annual Spring benefit as needed, including event set-up and support on the event day itself.
• Manage the Wissahickon Charter School website and WCS’ social media content
• Assist with donor communications and appeals

Qualifications

• Bachelor’s degree and at least 3 years of relevant work experience required
• Highly organized, with the ability to prioritize and manage competing tasks and demands
• Skilled with technology, including Word, Excel, Google Drive, and online scheduling and survey tools.
• Attention to detail
• Consistently exhibits poise, tact and diplomacy when handling high and low priority calls and inquiries from internal and external sources
• Sound judgment and a high level of integrity to handle sensitive and confidential information
• Strong interpersonal skills and the ability to communicate with individuals at all levels of the organization; including students, families, colleagues and members of the Board
• Collaborative work style; including maturity, humility, and a sense of humor
• Maintain a positive attitude and growth mindset
• Open to a long-term commitment to the organization
• Belief in Wissahickon Charter Schools’ mission and model

About Wissahickon Charter School

Wissahickon Charter School’s first and current campus, Fernhill, opened in 2002 and serves 480 K-8 students from across Philadelphia. Our second K-8 campus, Awbury, opened in the fall of 2014. The mission of Wissahickon Charter School (WCS) is to provide a community of learning that stimulates and builds the child’s intellectual, social, and character development.

The Academically Based Community Service (ABCS) Research and Program Coordinator of the Netter Center helps advance ABCS and other forms of Community Engaged Scholarship across the University.  Major components of this position include coordinating the development and implementation of ABCS courses for graduate and undergraduate students and helping to conduct research on ABCS development, implementation and impacts.  ABCS course support includes helping faculty and graduate students who teach ABCS courses to develop collaborative partnerships with Penn and community partners, syllabi, and orientation and reflection activities.  It includes orientation and ongoing support of ABCS teaching assistants.  This position helps faculty and graduate students develop community engaged scholarship partnerships and identify University and community resources that could contribute to its growth and success. Informational and reflection and planning events are implemented throughout the year.  For PhD students, the position manages both a fellowship program and a summer research mentorship program which also includes faculty advisors.  These are operated in partnership with the Provost’s Office.  Previous experience with ABCS, service learning, and/or community engaged scholarship in general is required.

Qualifications

Founded in 1992, the Barbara and Edward Netter Center for Community Partnerships is the University’s primary vehicle for advancing civic and community engagement at Penn. It brings together the resources and assets of both the University and the wider community to help solve universal problems such as poverty, health inequities, environmental sustainability, and inadequate, unequal education as they are manifested in the University’s local geographic area of West Philadelphia and Philadelphia at large. The Netter Center develops and helps implement democratic, mutually transformative, place-based partnerships between Penn and West Philadelphia that advance research, teaching, learning, practice, and service and improve the quality of life on campus and in the community. The Netter Center works with and serves as a model for other higher education institutions across the United States and around the world.

The Netter Center’s university-assisted community schools (UACS) is a strategy to educate, engage, empower, and serve all members of the community in which the school is located and engage students (K-16+) in real world, community problem solving.

The UACS Nutrition-Garden Educator  is working to answer the question: How can we best listen to the garden education and food access needs in the K-12 schools and communities we work in – and in an asset-based approach connect the University of Pennsylvania and other partners together with the K-12 schools to meet and exceed these needs?

Position Duties:

This place-based position will be rooted at a local UACS K-12 West Philadelphia public school and is working to answer the question: How can we best listen to the garden education and food access needs in the K-12 schools and communities we work in – and in an asset-based approach connect the University of Pennsylvania and other partners together with the K-12 schools to meet and exceed these needs?

The UACS Nutrition-Garden Educators specifically support school nutrition, garden and wellness education by infusing health and wellness activities and policies throughout UACS programs. The position both helps coordinate and provide direct instruction during the school day, afterschool, and summer.

Primary responsibilities of this role include, school garden, indoor and outdoor growing and maintenance, preparing materials and teaching nutrition and garden education and wellness activities to K-12 students in West Phila. Public schools. A component of the position will be to further develop the educational frameworks of our nutrition and wellness education programming. The position works with staff and partners to select evidence-based curriculum most appropriate and effective for their audience and will implement programming that meets SNAP-Ed requirements.

The UACS Nutrition-Garden Educators take a comprehensive approach to community health improvement, particularly improvement in nutrition and wellness with focus on the following activities: nutrition and garden education initiatives within public schools and community, year-round youth development programming, improving access to quality foods for children, youth, families and faculty within partnering public schools and community, increasing activity and exercise levels, as well as increasing awareness and understanding of food systems and environment. Academic programming includes collaboration with school day teachers and administrators to support enrichment activities that support learning across the core subjects through problem-based learning and community development activities. This position will work closely with ABCS courses and facilitate connections to faculty partners. This position also works with undergraduate fellows, work-study and volunteer Penn students.

Qualifications:

A Bachelor’s Degree and 2-3 years of experience or equivalent combination of education and experience is required. We are seeking an individual who loves gardening, working with young people in schools, and wants to oversee a team that is working together to develop best practices for the maintenance and growth of school gardens as living classrooms. 1-2 years of farming experience and competence in all areas of farm management is required.  Master’s in Education, Environmental Science, Public Health, or equivalent degree strongly preferred. A strong candidate will have experience in urban education, supervision, and youth development. Knowledge about Penn and West Philadelphia is a plus. Ability to prioritize and manage multiple projects and foster high quality connections is critical. Must be collaborative, flexible, and work productively with diverse groups. Must be able to work in a wide variety of weather conditions. Must possess a track record of both self-directed and team-oriented accomplishments and be organized, detail-oriented, dependable, and flexible.

This position is contingent upon funding.

The Zinn Education Project, coordinated by Rethinking Schools and Teaching for Change, is seeking to hire a new full-time staff member to manage communications and fundraising.

This individual will report to the ZEP co-directors, work closely with the leadership team, and supervise the full-time Communications Associate and part-time Social Media Specialist.

This new position will take on responsibilities previously managed by the Teaching for Change executive director.

The salary range for this position is $65K – $70K commensurate with experience.

LEARN MORE: Download the full job description.

Join the Young Scholars Charter School team and help us Imagine New Possibilities in education. We have reimagined our schedule to be more sustainable for teachers and better for students.

Who are we?

Young Scholars Charter School (YSCS) is a free, lottery-based, open-enrollment charter school serving students from across Philadelphia in grades 6-8. The mission of Young Scholars is to provide a personalized middle school education that challenges, engages and prepares all students to passionately pursue their dreams and lead a life of active citizenship. We aim to inspire and equip every student to lead a life of achievement, service and success. Our structured and nurturing community, comprehensive programming and rigorous academic curriculum are designed to build self-motivated citizens, eager learners and strong leaders – regardless of circumstance. Our graduates are driven young people who are prepared for the future demands of high school, college, career and, eventually, the world.

We seek to provide project-based learning and high-quality instruction to help students grow as learners and citizens. We believe in rigorous and culturally relevant curriculum where all students are given an opportunity to reach high academic success. Our teachers engage in extensive planning, strong instructional execution, and common skill-based assessments. Our curriculum engages students in building their academic proficiency and social-emotional skills to be successful.

Who are we looking for?

We are currently looking for a passionate STEM Instructional Coach to join the YSCS team in the 2023-2024 School Year and work with us to Imagine New Possibilities in Education. The STEM Instructional Coach will collaborate with members of the school team to ensure implementation of rigorous instruction for Math and Science classes. The STEM Instructional Coach will be responsible for coaching a small cohort of Math & Science teachers, overseeing content & data team meetings, supporting with assessment coordination, and providing some direct service to students.

At Young Scholars Charter School, ALL members of the school team serve on collaborative teams and support the school in pursuit of excellence for all students. The STEM Instructional Coach will contribute to school success in the following ways:

Your Work

Talent & Instructional Leadership (60% of role)

• Manage and develop a small cohort of Math and Science teachers by providing individualized, actionable feedback and modeling based on evidence from observations and data reviews;
• Develop and implement results-oriented professional development opportunities to increase teacher effectiveness;
• Ensure continuous improvement of instructional practices by monitoring team members’ incorporation of feedback into practice;
• Implement a rigorous and consistent evaluation system aligned to school requirements in order to drive toward continuous improvement;
• Work collaboratively across content areas and departments to promote incorporation of 21st Century Learning Competencies and student portfolio work products;
• Collaborate with members of the school leadership team to support staff in effectively planning and implementing exemplary instruction aligned to student learning needs and Common Core and/or state standards;
• Assess quantitative and qualitative data to monitor outcomes and continuously improve the quality of instruction for all scholars;
• Review lesson plans and provide targeted feedback to ensure delivery of top-quality lessons reflecting effective instructional strategies and content aligned to instructional standards;
• Ensure timely creation, implementation, and evaluation of tiered interventions and instructional supports aligned to student learning needs;
• Guide teachers and staff in adapting lessons and providing interventions to support all scholars.

Assessment and Data (20% of role)

• Adopt or create systems to ensure efficient and timely administration of assessments and maintain accurate information about results to effectively communicate student needs and identify trends at the school or cohort level;
• Adopt or refine protocols for school-wide and cohort-level data analysis to ensure continuous improvement of instructional planning;

Building and Culture Leadership (20% of role)

• Support with capacity of staff to implement school wide routines in order to maximize instructional time and ensure support for all scholars;
• Foster a joyful school community where all scholars experience a sense of belonging;
• Champion consistent and fair implementation of positive reinforcement and consequences aligned to school expectations;
• Uphold high expectations for accountability by communicating clear expectations for staff and students.

Qualifications and Skills

• Pedagogical expertise and 3+ years of instructional coaching experience;
• Degree in education and instructional certification(s);
• Demonstrated skill in building relationships with a variety of stakeholders;
• Record of achieving ambitious results;
• Strong organizational and coordination skills;
• Passion for developing and implementing systems and procedures to make every minute count;
• Excellent strategic thinking skills;
• Ability to thrive in a goal-oriented, fast-paced environment.

The Rewards

• Competitive salary and benefits package;
• Comprehensive medial, dental and vision benefits;
• 403(b) retirement plan with an increase match based on years of experience;
• The opportunity to maximize your impact in schools where we are raising the bar for student achievement.

Reports to:  Education Director

Qualifications:        

1. Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of instructional effects.
2. Strong understanding of special education law and code, ability to write comprehensive Individual Educational Plans, assist with implementation of intervention strategies, accommodations and modifications of curriculum. Able to prepare and implement behavior management plans.
3. B.A/B.S. Degree in Education.
4. Appropriate State of Pennsylvania Department of Education Teaching Certificate in Special Education or qualified to receive a Private Academic Certification by receiving 24 credit hours of Special Education courses from an accredited university or college.  .
5. Required background checks and proof of U.S. citizenship or legal resident alien status
6. Related work experience.

Job Overview: Instructs assigned students in designated subject matter or grade level areas in accordance with the curriculum and/or other educational programs adopted by the Board of Trustees. Supervises classroom instructional assistants and/or para-educators (if applicable).

Responsibilities:

1. Establish and enforce norms for behavior and processes for maintaining a safe learning environment for all students.
2. Observe and evaluate students’ performance, behavior, social development, and physical health.
3. Prepare materials and classrooms for class activities.
4. Adapt teaching methods and instructional materials to meet students’ varying needs and interests.
5. Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
6. Ability to write comprehensive goals and objectives and prepare student assessment utilized in Individual Educational Plans.
7. Conduct and participate in IEP meetings with various professional staff and parents. Monitor each student caseload to ensure that progress is being made toward accomplishment of IEP goals.
8. Facilitate IEP meetings by ensuring that all necessary paperwork is processed, required signatures are provided and ensure parent understanding of the process and purpose of meetings according to law and code.
9. Instruct students individually and in groups, using various teaching methods such as lectures, discussions, technology and demonstrations.
10. Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students.
11. Prepare, administer, and grade tests and assignments in order to evaluate students’ progress.
12. Meet with parents and guardians to discuss their children’s progress, and to determine their priorities for their children and their resource needs.
13. Maintain accurate and complete student records as required by law, school policies, and administrative regulations.
14. Prepare students for later grades by encouraging them to explore learning opportunities and to persevere through challenging tasks.
15. Guide and counsel students with adjustment and/or academic problems, or special academic interests.
16. Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of the state of Pennsylvania and the school including SAS.
17. Provide a variety of materials and resources for children to explore, manipulate and use, both in learning activities, technology and in imaginative play.
18. Meet with other professionals to discuss individual students’ needs and progress.
19. Use computers and technology, audiovisual aids, and other equipment and materials to supplement presentations.
20. Prepare for assigned classes, and show written evidence of preparation including lesson plans upon request of immediate supervisors.
21. Instruct and monitor students in the use and care of equipment and materials, in order to prevent injuries and damage.
22. Organize and facilitate activities designed to promote physical, mental and social development through our robust SEL curriculum.
23. Attend professional meetings, educational conferences, and teacher training workshops in order to maintain and improve professional competence.
24. Plan and supervise class projects, field trips, visits by guest speakers or other experiential activities, and guide students in learning from those activities.
25. Organize and label materials, and display students’ work.
26. Attend staff meetings, and have the opportunity to serve on committees.
27. Administer standardized ability and achievement tests, and interpret results to determine student strengths and areas of need to implement specific instructional programs.
28. Ensure compliance with state and federal law through implementation and adherence to the IEP process.
29. Adhere to Professional Standard of Conduct.
30. Perform other duties appropriate to the position and job title.

Terms of Employment:  Ten (10) months.  Contract terms and salary to be determined by the Education Director.

Evaluation:  Performance of this job will be evaluated annually in accordance with provisions of state law.

HIVE Academy is an Equal Opportunity Employer. Personnel are chosen on the basis of ability without regard to race, color, religion, sex, national origin, disability, marital status or sexual orientation, in accordance with federal and state law.

Wissahickon Charter School is seeking middle school Math and/or Science teachers for the 2024-2025 school year. Teachers are responsible for developing and implementing instruction that builds positive classroom community and promotes academic and social/emotional growth. Teachers must be committed to the belief that all students can learn and must be relentless in their efforts to address the wide range of learning styles, needs and interests of Wissahickon Charter School students. The ideal candidate will have classroom teaching experience in an urban setting and will thrive in a collaborative work environment. This is an outstanding opportunity to improve the academic and social outcomes of children from across the city of Philadelphia.

Key Responsibilities

• Establish and maintain a learning environment that excites, invests, and motivates students to achieve academic and behavioral expectations
• Design and implement organized, differentiated unit and lesson plans aligned with WCS’ curriculum
• Work collaboratively with grade team, learning specialists, teaching assistants, and other staff to support student growth
• Build classroom community through the development of CARES values (CARES stands for Collaboration, Academic Excellence, Responsibility, Empathy and Self-Reflection)
• Consistently implement WCS’ student management practices within the classroom and throughout school
• Establish and maintain relationships with families through regular communication, updates and opportunities for involvement
• Track student performance and use data from Wissahickon Charter School’s internal assessments to drive instruction and behavior interventions
• Exemplify WCS’ CARES values in all interactions with students, families and colleagues
• Seek out and be receptive to feedback from the school’s administrators and peers with the goal of improving instructional and culture-building skills
• Participate in all professional development, team planning and data analysis meetings
• Assume other duties as assigned by the administrative team

Qualifications

• Bachelor’s degree required; Master’s degree preferred
• Current or pending relevant teaching certification strongly preferred
• Teaching experience in an urban setting
• Strong instructional and classroom management skills, with a record of increasing students’ academic and behavioral growth
• Knowledge of Pennsylvania and Common Core Standards
• Receptiveness to feedback, positive attitude, and a desire to continuously improve
• Flexible and able to adjust instructional strategies in order to reach goals
• High level of personal organization, planning, and follow-through
• Strong oral and written communication skills and the ability to effectively communicate with students, families, supervisors and colleagues
• Collaborative work style; including maturity, humility, and a sense of humor
• All required clearances
• A commitment to honest and open dialogue about race, equity and bias in our school systems and relationship
• Belief in Wissahickon Charter Schools’ mission and environmental education model, and the belief that all children can learn and succeed

About Wissahickon Charter School

Wissahickon Charter School’s first campus, Fernhill, opened in 2002 and serves 480 K-8 students from across Philadelphia. Our second K-8 campus, Awbury, opened in the fall of 2014. The mission of Wissahickon Charter School (WCS) is to provide a community of learning that stimulates and builds the child’s intellectual, social, and character development. Wissahickon Charter Schools are planned around three essential elements: an environmental focus that allows students to experience the curriculum, recognition of service learning projects as key in students’ success, and an emphasis on parents as partners in the learning experiences of their children.

Wissahickon Charter School is an Equal Opportunity Employer and does not discriminate in hiring or employment, or in the administration of its educational policies, admissions policies, or other programs. We are committed to hiring a diverse staff and encourage those from traditionally under-represented backgrounds to apply.

Big Brothers Big Sisters Independence

Position: Manager, In-School Mentoring

Location: Philadelphia, PA (on-site Schools 4-5 days/week)

Employment Status: Exempt Fulltime

Reporting to: VP, Program Growth and Impact

Salary: $52,000 to $54,000

AGENCY OVERVIEW 

JOIN A FORWARD-THINKING AGENCY THAT SEEKS TO ENSURE THAT ALL YOUTH ACHIEVE THEIR FULL POTENTIAL. Big Brothers Big Sisters Independence (BBBSI) is the largest BBBS agency in the state and one of the largest in the nation. Our mission is to ignite the power and promise of youth and close the mentoring gap, by creating and supporting one-to-one mentoring relationships and strengthening the quality of the mentoring field.

You will love it here if you (1) set the bar high, (2) are intentional and thoughtful about their choices, (3) collaborate as a means to community solutions, (4) are positive, can-do, and solution-oriented, (5) embrace diversity, equity, and inclusion, and (6) are accountable and get it done.

JOB DESCRIPTION

Big Brothers Big Sisters Independence (BBBSI) seeks an In-School Mentoring Program Manager will oversee this new program in designated North, West, and/or Southwest Philadelphia schools. Stationed at one of the schools, this role involves supervising and coaching a team of Lead Mentors who provide 1:1 and group mentoring to 50 middle school students each. The Manager ensures effective program delivery, fostering positive development in mentees.

KEY RESPONSIBILITIES

• Leadership & Management:
  • Supervise on-site mentoring, ensuring compliance with BBBSI and school policies.
  • Coach Lead Mentors through observations, 1:1 meetings, and planning sessions.
  • Facilitate training and communication among BBBSI, school staff, and partners.
• Program Coordination:
  • Manage youth enrollment and match assignments.
  • Oversee program logistics and scheduling of mentoring sessions.
  • Ensure implementation fidelity and provide exceptional customer service.
• Progress Monitoring & Support:
  • Review session notes and progress data.
  • Conduct quarterly individual meetings with mentees and bi-monthly with Lead Mentors.
  • Engage informally with youth and conduct exit interviews to assess match outcomes.
• Partnership Engagement:
  • Build and maintain relationships with school leadership, staff, and partners.
  • Participate in monthly check-ins with school leadership to gather and apply feedback.

Academic Requirements:

High School Diploma with a minimum of 6 years relevant work experience in related fields, such as social work, counseling, social services, child development, or education. Previous experience working in school classrooms or other coaching situations is strongly preferred. Associate’s or Bachelor’s degree in a related field preferred.

Skills and Professional Requirements:

• Minimum 2+ years functional experience in a human service or teaching environment required, ideally in a Middle School

• Minimum 3+ years management/supervisory experience required

• Passion for youth development and a commitment to BBBSI mission, vision and values

• Shared lived experience with Littles is ideal

• Education experience (e.g., paraprofessional, coaching), preferably in Middle Schools

• Bilingual skills, particularly Spanish and English, preferred

• Demonstrated ability to work with and motivate a wide variety of diverse groups, with a preference for candidates with lived experience in racially, ethnically, and socio-economically diverse urban and/or recent immigrant communities.

• Attentive and active listening skills, organization, flexible thinking, attention to detail, ability to function well in a fast-paced environment and works well on a team

• Strong understanding of child development and family dynamics

• Ability to effectively interview, assess, and manage cases

• Ability to build and foster positive, productive, collaborative relationships with school staff, Lead Mentor, families, and Littles based on positive youth development and volunteer satisfaction

• Ability to effectively assess and execute the following relational support skills: guiding, supporting, confronting, advising, and/or negotiating

• Knowledge of mentorship best practices and experience facilitating groups

• Strong group facilitation and public speaking skills, specifically working with youth

• Ability to work autonomously with drive, enthusiasm, and flexibility to go along with a willingness to work as needed to accomplish job requirements

• Proficiency in Microsoft Office and CRM/Case Management packages required (Salesforce preferred)

• Flexible to accommodate job responsibilities (including ability to work evenings/weekends as required)

Work Environment: This position will be based out of an assigned school in the Philadelphia School District. Attendance at the BBBSI headquarters will be required when school is not in session and as needed. Regular hours will be Monday through Friday, aligning with the school hours.

Ability to commute to school site and BBBSI offices 5 days a week is required.

COVID-19 vaccinations or medical/religious exemptions are required.

WORKING CONDITIONS

The work environment characteristics described here are representative of those an employee encounters while performing work in a school and office environment and include the essential functions of this job. The noise level in the work environment is usually moderate.

PHYSICAL DEMANDS

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job: the ability to work independently; remain sedentary for extended periods of time (6+ hours per day); lift 10-15lbs; push, pull, bend kneel, as needed for normal operations. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

BENEFITS

BBBSI offers a robust benefits package including but not limited to paid vacation and PTO, 403(b) retirement plan, medical/dental/vision options, telemedicine, employee assistance program (EAP), life insurance, AD&D, short-term disability, flexible spending accounts (medical, dependent day care, commuter benefits-parking & transit). Please note that some of these offerings may require full-time employment.

APPLICATION INSTRUCTIONS 

If interested, please apply with resume and cover letter.  Only those applicants believed to be viable candidates for this opportunity will be contacted. No phone calls or 3rd party solicitation please.

WHO SHOULD APPLY

At BBBSI, we serve many youths annually in Chester, Delaware, Montgomery and Philadelphia Counties in Pennsylvania, and Burlington, Camden and Gloucester Counties in New Jersey. Our aspiration is to develop an organization that reflects our constituent base. We embrace justice, equity, diversity and inclusion (JEDI). We recognize, affirm, and celebrate the diverse backgrounds, lives, and experiences of all of our stakeholders, including youth, families, donors, volunteers, and staff. Candidates with lived experience similar to the youth in our programs are encouraged to apply. This relevant lived expertise is highly valued.

BBBSI is an equal opportunity employer and does not discriminate on the basis of race, color, sex, sexual orientation, gender identity, religion, national or ethnic origin, age, disability, veteran status, first and second-generation immigrants, and people from low-income families, or any legally protected factor.  Please review our JEDI Intentionality Statement.

Wissahickon Charter School is seeking teachers for 3rd through 5th grade for the 2024-2025 school year. Teachers are responsible for developing and implementing instruction that builds positive classroom community and promotes academic and social/emotional growth. Teachers must be committed to the belief that all students can learn and must be relentless in their efforts to address the wide range of learning styles, needs and interests of Wissahickon Charter School students. The ideal candidate will have classroom teaching experience in an urban setting and will thrive in a collaborative work environment. This is an outstanding opportunity to improve the academic and social outcomes of children from across the city of Philadelphia.

Key Responsibilities

• Establish and maintain a learning environment that excites, invests, and motivates students to achieve academic and behavioral expectations
• Design and implement organized, differentiated unit and lesson plans aligned with WCS’ curriculum
• Work collaboratively with grade team, learning specialists, teaching assistants, and other staff to support student growth
• Build classroom community through the development of CARES values (CARES stands for Collaboration, Academic Excellence, Responsibility, Empathy and Self-Reflection)
• Consistently implement WCS’ student management practices within the classroom and throughout school
• Establish and maintain relationships with families through regular communication, updates and opportunities for involvement
• Track student performance and use data from Wissahickon Charter School’s internal assessments to drive instruction and behavior interventions
• Exemplify WCS’ CARES values in all interactions with students, families and colleagues
• Seek out and be receptive to feedback from the school’s administrators and peers with the goal of improving instructional and culture-building skills
• Participate in all professional development, team planning and data analysis meetings
• Assume other duties as assigned by the administrative team

Qualifications

• Bachelor’s degree required; Master’s degree preferred
• Current or pending relevant teaching certification highly preferred
• Teaching experience in an urban setting
• Strong instructional and classroom management skills, with a record of increasing students’ academic and behavioral growth
• Knowledge of Pennsylvania and Common Core Standards; experience with EL and/or Bridges Math a plus
• Familiarity/experience with Responsive Classroom approach a plus
• Receptiveness to feedback, positive attitude, and a desire to continuously improve
• Flexible and able to adjust instructional strategies in order to reach goals
• High level of personal organization, planning, and follow-through
• Strong oral and written communication skills and the ability to effectively communicate with students, families, supervisors and colleagues
• Collaborative work style; including maturity, humility, and a sense of humor
• All required clearances
• A commitment to honest and open dialogue about race, equity and bias in our school systems and relationship
• Belief in Wissahickon Charter Schools’ mission and environmental education model, and the belief that all children can learn and succeed

About Wissahickon Charter School

Wissahickon Charter School’s first campus, Fernhill, opened in 2002 and serves 480 K-8 students from across Philadelphia. Our second K-8 campus, Awbury, opened in the fall of 2014. The mission of Wissahickon Charter School (WCS) is to provide a community of learning that stimulates and builds the child’s intellectual, social, and character development. Wissahickon Charter Schools are planned around three essential elements: an environmental focus that allows students to experience the curriculum, recognition of service learning projects as key in students’ success, and an emphasis on parents as partners in the learning experiences of their children.

Wissahickon Charter School is an Equal Opportunity Employer and does not discriminate in hiring or employment, or in the administration of its educational policies, admissions policies, or other programs. We are committed to hiring a diverse staff and encourage those from traditionally under-represented backgrounds to apply.

Wissahickon Charter School is looking for an Assistant Principal for our Fernhill Campus. The Assistant Principal at Wissahickon Charter School (WCS) is a member of the school’s leadership team and is responsible for supervising, coaching and evaluating all apprentice and assistant teachers in addition to up to five lead teachers. S/he/they help enable faculty to best address the wide range of learning styles, needs and interests of WCS students. To this end, the Assistant Principal regularly collaborates with the Principal, Director of Learning Support, and Director of School Culture to plan and execute cohesive, targeted professional development that moves the school towards accomplishing its academic and behavioral goals. The Assistant Principal is also the first-line administrator working with the Director of School Culture, Dean of Culture, and Behavioral Support Team when a child presents escalating behavioral issues, as well as the primary contact for the Wissahickon Parent committee. As a member of the leadership team, the Assistant Principal plays a key role in establishing and sustaining a positive school culture for students and adults. The ideal candidate will have a record of successfully supporting and developing students and teachers, and will possess a deep-seated belief that all children can learn. This position reports to the Principal. Serving as the Assistant Principal at WCS is an outstanding opportunity to improve the academic and social-emotional outcomes of children from across the city of Philadelphia.

Key Responsibilities

Curriculum, Instruction, Assessment

• Work closely with the Principal and leadership team to ensure a seamless K-8 educational program
• Support the implementation of clear, cohesive curricula and classroom management techniques, and stay abreast of researched best practices in education
• Analyze internal and external student performance data to identify struggling students, curriculum shortfalls and teacher quality issues, and make logical adjustments as needed

Supervision, Coaching, Professional Development

• Support, coach and evaluate all Apprentices, Assistants, and other teachers as assigned to ensure effective instruction
• Provide timely individualized verbal and written feedback
• Gather feedback from staff regarding their professional development needs and create and implement regular staff, team, and school-wide professional development
• Be involved in the hiring and assignment of all instructional staff, and manage personnel in a manner consistent with the school’s values and goals

General School Leadership

• Establish and maintain an approachable and transparent culture of leadership
• Proactively build school culture in collaboration with the Principal, Director of School Culture and entire leadership team
• Oversee day-to-day administration of the school alongside other members of the on-site leadership team, and communicate and respond appropriately in emergency situations
• Assist in the process of recruiting and on-boarding new families and staff to WCS
• Lead regular meetings with the school faculty to address school matters
• Build relationships with families to support student growth and inform educational decisions and support teachers in engaging parents and communicating with families

Qualifications

Required

• Four or more years of classroom teaching experience, with at least 2 years in an urban school setting
• At least two years of leadership and/or coaching experience in a school setting
• Bachelor’s degree
• Student-centered mindset with an ability to set a high standard of excellence and hold all community members accountable
• Superior grasp of effective behavioral strategies
• Deep knowledge of curriculum and instruction, including and one or more of the following: Pennsylvania Standards, EL, Bridges, Open Up math
• Demonstrated success in raising academic performance and improving school culture, using data to measure progress and manage accountability
• Collaborative management style, with the ability to build, lead and foster collaboration among a high-performing leadership team and faculty
• Strong oral and written communication skills, and the ability to communicate effectively across a diverse range of stakeholders and constituents
• A commitment to honest and open dialogue about race, equity and bias in our school systems and relationships
• Commitment to the mission of Wissahickon Charter School and the belief that all children can learn

Preferred

• Master’s degree in education or related field
• Pennsylvania Principal Certification strongly preferred
• Experience teaching at the middle school level
• Strong process, people, and project management skills with a proven ability to train, supervise and coach instructional staff
• Ability to prioritize and implement program goals and effectively manage school processes and systems

Organization Summary

Elevate 215 is a catalyst for preparing students for the world of tomorrow by modernizing the

learning experience in Philadelphia schools today. We do this by investing in schools and talent, collaborating with our partners, expanding access and resources for families, and advocating to create the conditions for success. Elevate 215 is seeking a Chief Development Officer who will lead the organization in establishing a strategic vision to secure the financial resources needed for sustainability and growth.

Job Summary

The Chief Development Officer (CDO) will be a collaborative and results-oriented leader, who will be responsible for designing and leading Elevate 215’s fundraising strategy to meet the organizational mission of investing in 30 schools, developing 500+ educators, and elevating outcomes for 25,000 students. The CDO will collaborate and report to the Executive Director to manage existing funding relationships with the goal of identifying and cultivating new relationships and diversifying revenue streams in support of our $7M- $8M organization.

The Chief Development Officer will be responsible for:

Strategic Campaign Planning

• Create short and long-term strategic campaign plans to ensure Elevate 215 secures the funding needed to meet its mission; annual organization budget of $7M-8M.
• Develop a multi-year plan to diversify the funding streams to include private donations, foundation grants, public funding, and sponsorships.
• Establish performance metrics and annual revenue goals for the fundraising department, monitor results and fundraising trends, and use that information to adjust course nimbly.

Thought Leadership

• Support Elevate 215’s Board of Directors, the Executive Director and Senior Leadership in fundraising initiatives, serve as the primary resource on fundraising best practices and relevant philanthropy trends.
• Foster a fundraising culture at Elevate 215 and among Board members and friends of the organization.

A Relationship-Based Fundraising Approach

• Work closely with the Executive Director to ensure authentic relationships with donors are built and stewarded; invest donors in seeing Elevate 215’s strategy as a key lever to modernizing the learning experience in schools across Philadelphia and desiring to engage as partners in the mission.
• Develop and maintain key long-term relationships with major donors, foundations, and corporate partners, ensuring a diversified funding portfolio.
• Develop a systemic and strategic approach of personal meetings, outreach and follow up to ensure all donors and prospects are consistently meaningfully engaged; develop strategies to enhance the donor solicitation process and stewardship.
• Implement a strategic and aggressive approach to diversify funding sources including identifying potential new corporate, individual and foundation donors and developing tailored plans for engagement.

Team Leadership

• Develop and lead the Development team.
• Intentionally build the skills and abilities of the Development team in key areas (grants, communications, stewardship, major gifts, events, donor relations, operations, etc.).
• Oversee the operations function (including but not limited to materials production, data management, issuing correspondence, gift processing, research, event and meeting support), constantly evaluate for greater impact and efficiencies.
• Manage the grant writing function, provide leadership and guidance on expanding Elevate 215’s portfolio of grant makers and determine approach and data needed for proposal writing, constantly evaluating for greater impact and efficiencies.

Board Management

• Equip the Board of Directors and the Development Committee with tools needed to become champions of the mission of Elevate 215 and to introduce new donors to the organization, provide guidance and support as needed.
• Staff the Development Committee and engage Board members to assist with fundraising.
• Report to the Board at and in between Board meetings, clearly share successes and challenges and actively engage Board Members as partners.

Communications

• Create annual communications plan, provide relevant, strategic and timely communications with donors, staff members, the Board of Directors, Board Committees, and volunteers.
• Create effective development tools and resources (including but not limited to: presentations, prospectuses and annual reports, other printed and interactive marketing communications).
• Interpret multiple forms of data and create honest and compelling stories about the progress and impact of investments.

Other

• Maintain accountability and ensure compliance with all regulations and laws.
• Regularly traveling, mainly within Philadelphia and surrounding areas.
• Perform other duties as assigned.

Required Skill and Abilities

• Deep commitment to the mission and vision of Elevate 215 and its role in achieving educational equity for all children in Philadelphia.
• Strong interpersonal and communications skills, both oral and written, and a passion to develop relationships with stakeholders.
• Ability to build and maintain strong relationships across diverse groups of internal and external stakeholders.
• Superb project management and problem-solving skills with the ability to translate data insights into actionable solutions.
• Evidence of background in interpreting multiple forms of data and creating honest and compelling stories about the progress and impact of investments using analytics.
• Skilled at managing a team and multiple work streams toward measurable outcomes. Track record in hiring and coaching staff to higher performance and skill development.
• A strategic and detail-oriented thinker with the agility to balance competing priorities, complex situations, and tight deadlines; comfort leading within ambiguity.

Experience and Education

• Bachelor’s degree required; advanced degree preferred.
• Minimum of 5 years of professional experience in development or fundraising.
• Demonstrated success leading development/fundraising strategy including raising six and seven figure gifts.
• Experience working in the K-12 ecosystem both inside schools and inside or with partners supporting K-12 (talent providers, program providers, funders, other education non-profits) – preferred but not required.

Physical Requirements

Ability to physically perform the duties and to work in the environmental conditions required such as:

• Traveling to offsite meetings – valid driver’s license and/or access to transportation when necessary;
• Functioning in office space — reaching file cabinets, filing, scanning, coping, typing, mailing, making phone calls;
• Must be able to sit for up to two hours looking at a computer monitor, using a keyboard/mouse and typing.

Elevate 215 is an equal-opportunity employer with excellent benefits and an entrepreneurial, results-oriented work culture. Salary is commensurate with experience.

Wissahickon Charter School is looking for a Guidance Counselor for our Awbury site for the 2024-25 school year. The Guidance Counselor’s primary responsibilities include providing individual and group counseling and crisis intervention across grades K-8. The position also includes helping to manage the high school admissions process and teaching guidance classes. The ideal candidate will have a Master’s degree in social work and will have experience working with students in an urban setting.

Key Responsibilities

Counseling

• Working with the existing guidance counselor, establish schedules and provide individual, group and IEP-mandated counseling
• Work as part of the administrative team to determine trends in students’ social and emotional needs across the school
• Work collaboratively with the existing guidance counselor, school leaders, teachers, learning specialists, and other staff to support students
• Provide crisis prevention/ intervention, including steps related to child abuse, suicide, bullying and homelessness
• Support classroom teachers with behavior and emotional concerns of students
• Act as a liaison for outside agencies as needed
• Participate in student-focused meetings and hearings
• Establish and maintain relationships with families through regular communication, updates and opportunities for involvement
• Track student data to help inform interventions
• Supervise and monitor the Peace Center, our hub for student-led conflict resolution

Possible Additional Duties

High School Application Preparation

• Stay abreast of current high school admissions processes
• Build and maintain relationships with School District of Philadelphia, charter, private, parochial and alternative high schools and admissions staff
• Coordinate and manage all administrative duties related to the high school admissions process, including hosting events for families and students and working with teachers to provide necessary documentation

Teaching

• Plan and teach up to 8 guidance classes a week to 5th-8th graders, including content related to high school admissions, career planning, puberty, sexual education, financial literacy and other topics relevant to students’ needs
• Consistently implement classroom management and grading practices

Overall Professionalism

• Exemplify WCS’s CARES values (Collaboration, Academic Excellence, Responsibility, Empathy, Self-Reflection) in interactions with all students, families, colleagues and community partners
• Seek out and be receptive to feedback from the Middle School Principal, existing guidance counselor, and peers
• Participate in all professional development and team planning meetings

Qualifications

Required

• Master’s degree in a position-related field
• All required FBI & PA clearances
• Belief that all children can learn and succeed
• Belief in WCS’s mission and vision
• Collaborative work style; including maturity, humility, and a sense of humor
• Strong oral and written communication skills with all constituents
• High level of personal organization, planning, and follow-through
• Flexibility to adjust strategies in order to reach goals
• Receptiveness to feedback, positive attitude, and a desire to continuously improve
• Willingness to speak openly and honestly about issues of race and equity and to work to dismantle white supremacist culture

Strongly preferred

• Master’s in Counseling or Social Work
• Minimum of 2 years counseling experience in an urban school
• Familiarity/experience with Philadelphia high school admissions process
• Prior K-8 teaching experience

Compensation:

This is a full time, 10-month position with 100% employer-paid benefits (medical, dental and vision) for the employee and any spouse or dependents.

About Wissahickon Charter School

Wissahickon Charter School’s first campus, Fernhill, opened in 2002 and serves 480 K-8 students from across Philadelphia. Our second K-8 campus, Awbury, opened in the fall of 2014. The mission of Wissahickon Charter School (WCS) is to provide a community of learning that stimulates and builds the child’s intellectual, social, and character development.

Job Title: SPECIAL EDUCATION TEACHER

Independence Charter School – Center City (ICS- CC) is a K-8 Philadelphia citywide admission charter focused on academic excellence, second language acquisition and developing global citizens. ICS is now recruiting culturally proficient educators to join the 2024-2025 staff.  This is a full-time teaching position. Work is performed under the supervision of the Supervisor of Special Education.

JOB SUMMARY: To plan, organize and implement a culturally responsive instructional program in a special education learning environment that guides and encourages students to develop and fulfill their academic potential.

Essential functions of the job may include but are not limited to the following:

• Works with students individually or in small groups on a daily basis focusing on specific skills.
• Responsible for coordinating the development, monitoring, and implementation of student’s Individual Education Plan (IEP).
• Develops/adapts lessons and assessment to enhance the affective and cognitive development of students.
• Provides information, support, and communication with parents and families.
• Consistently monitors progress on IEP goals and communicates weekly with teachers and supervisor regarding all pull-out sessions.
• Co-teach with math and English teachers.
• Participates in ongoing professional development designed to improve student achievement.
• Use relevant technology to support and differentiate instruction.
• Encourage and monitor the progress of individual students and use information to adjust teaching strategies.
• Maintain accurate, updated and complete records of students’ progress and development as required by laws, district policies and school regulations.
• Participate in department, school and parent meetings.
• Communicate necessary information regularly to students, colleagues and parents regarding student progress and student needs.
• Other duties as assigned.

Knowledge Skills and Ability Required:

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.  The requirements listed below are representative of the knowledge, skill, and/or ability required.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• A/B.S degree in teaching from an accredited college or university.
• Pennsylvania State Special Education Certification – K-8 or N12 REQUIRED
• Demonstrated cultural responsiveness and skill in encouraging students from diverse backgrounds to feel a sense of belonging and in creating a safe space where they feel respected, heard, and challenged.
• Demonstrated understanding, appreciation and compassion for students who learn differently
• Commitment to ICS values of equity, courage, community, and growth
• Ability to establish and maintain cooperative and effective working relationships with others.
• Ability to communicate effectively orally and in writing.
• Must have the ability to report to work on a regular and punctual basis.

Physical Requirements

Regularly required to sit, stand, walk, talk, hear, operate a computer, hand-held learning devices and other office equipment, reach with hands and arms, and must occasionally lift and/or move up to 10 pounds.

Salary range is $46,500 to $62,492

Wissahickon Charter School is seeking Apprentice Teachers for 5th through 8th grade to start immediately. The Apprentice Teacher position is a wonderful opportunity for recent graduates or career changers who are looking for a pathway into the teaching profession. Candidates currently enrolled in or recently graduated from teacher education programs are strongly encouraged to apply. This position provides invaluable classroom experience and professional development. Experience as an Apprentice Teacher for one to two years is great preparation for becoming a lead teacher in the future.

Key Responsibilities

• Plan collaboratively with two teachers
• Provide one-on-one and small group instruction to students for additional academic support
• Substitute teach when a lead teacher in assigned grade band(s) is out and for grade band specialists.
• Partner with lead teachers to implement curriculum and utilize classroom routines and procedures with consistency
• Work closely with lead teachers to assess, track and analyze student progress
• Lead a teaching elective, special, and/or study hall
• As instructional skills gradually increase, may be responsible for providing whole group instruction to students in select subjects
• Participate in on-going professional development
• Complete administrative duties as necessary (data entry, homework review, filing, copying, etc.)
• Support intake, dismissal and transitions between classes
• Assist lead teachers and/or the Principals with other responsibilities as requested

Qualifications

• Bachelor’s degree required
• Experience working with students in the relevant grade range, in an urban school setting preferred
• Reflective and open to feedback and coaching
• Ability to work with a variety of colleagues who have diverse teaching and organizational styles
• All required FBI & PA clearances
• A commitment to honest and open dialogue about race, equity and bias in our school systems and relationships
• Interest in the mission of Wissahickon Charter School, and a belief that all children can learn

Compensation:

This is a full time, 10-month position with a salary of $40,000 plus 100% employer-paid benefits (medical, dental and vision) for the employee and any spouse or dependents.

About Wissahickon Charter School

Wissahickon Charter School’s first campus, Fernhill, opened in 2002 and serves 480 K-8 students from across Philadelphia. Our second K-8 campus, Awbury, opened in the fall of 2014. The mission of Wissahickon Charter School (WCS) is to provide a community of learning that stimulates and builds the child’s intellectual, social, and character development. Wissahickon Charter Schools are planned around three essential elements: an environmental focus that allows students to experience the curriculum, recognition of service learning projects as key in students’ success, and an emphasis on parents as partners in the learning experiences of their children.

Out of School Time (OST ECS) program at Episcopal Community Services is currently looking for Assistant Group Supervisors to assist with leading its Out of School Time Programs at several Philadelphia area schools (full listing below.)  ECS OST provides a safe and nurturing environment, enrichment activities, academic assistance, field trips, service learning, physical activity, and nutritious snacks and meals in order to support children’s development and reinforce academic skills. SDP classroom curricula in science, technology, engineering, arts, and mathematics (known as STEAM) are reinforced through project-based learning and the contracting of expert consultants. The program has a strong commitment to the whole family not just to the child.  If you enjoy working with youth and are committed to making a positive difference through active support, this is the perfect role for you.

During the school year the program operates Monday through Friday from 2:30PM to 6:00PM (hours vary based on location) for a total of 15-20 hours per week.  Additional hours may be required during school half days. During the summer the camp programs operate from 9:00 AM to 5:00 PM for a total of 40 hours per week for six weeks.

Primary Functions:

• Supervise children in the OST Program.
• Assist with the implementation of daily program activities in the OST Program.
• Implement and track structure activity projects.
• Provide academic assistance for children and youth in OST Program.
• Champion the ECS Path to Prosperity model (adapted from EMPath’s Mobility Mentoring Model®) throughout all of ECS by providing peer coaching, team support and Prosperity Model coaching as part of participant services.

Qualifications:

• High school diploma and two (2) years/2500 hours of experience with children OR High school diploma, 15 credit hours from an accredited college in education or human services field and one (1) year experience with children OR High school diploma and 30 credit hours from an accredited college in education or human services field. Associates degree in related discipline is highly desired.
• All OST Employees are required to have or acquire PA related background clearances prior to beginning work
• Good oral and written communication skills.
• Classroom and behavioral management skills.
• In-depth knowledge of and experience working with children and youth.
• Ability to maintain a flexible schedule (e.g. able to work half days, professional development, and attend agency meetings).
• Ability to relate and work with culturally diverse children and families in a helpful and non-judgmental manner.
• Requires excellent relationship building and critical thinking skills

Starting rate of $18.54 per hour, hiring and quarterly bonuses,  transportation/cellphone subsidy; 401(k) retirement plan; tuition reimbursement; student loan forgiveness; adoption assistance; first time home owner assistance; and ability to accrue sick leave.

Organization Summary

Independence Mission Schools (IMS) is a network of Catholic schools that provides a transformative education to develop students intellectually, emotionally, and spiritually. IMS provides children of all faiths across the City of Philadelphia with the opportunity to learn in an academically rigorous environment and to grow in a culture of love, setting them on the path to a promising future.

The vision of the IMS network is for students to leave the school community  formed by IMS’ Catholic example, performing at or above grade level, and enrolled in their first-choice high school.

During their first nine years, the IMS network has established a successful private school network, having served 4,000+ students in 14 Pre-K through 8^th grade schools.  IMS’ goal is to remain a top tier academic destination for a wide range of families in the City of Philadelphia.

As it approaches its tenth anniversary year, IMS is in the process of implementing a strong strategic plan, with priorities that are aligned with and will be supported by a comprehensive campaign.

Position Summary

Reporting to the Chief Executive Officer (CEO), the Chief Advancement Officer (CAO) is an active member of the Executive Leadership Team with responsibility for leading and implementing IMS’ fundraising strategies, managing and building the advancement team, and driving advocacy and awareness for IMS’ mission.  The CAO will oversee all fundraising functions in support of IMS’ mission: annual, capital, institutional and planned giving; donor relations and stewardship; advancement operations and communications.   IMS intentionally seeks an experienced CAO candidate, who has a track record of successful fundraising, especially in the context of comprehensive campaigns, team building, and advancement services.  The successful individual will have seven to ten years of experience in advancement, with increasing levels of responsibility, working across many functions and with many stakeholders to maximize impact.  The CAO will also serve as a champion of IMS’ mission and vision both internally and externally.

IMS is an equal-opportunity employer with benefits that may be found here https://imsphila.org/careers/working-at-ims/. We take pride in our collegial, entrepreneurial, results-oriented work culture.

Duties and Responsibilities

Executive Leadership

• Serve as a key member of the executive leadership team, working collaboratively with the CEO and other senior leaders to implement IMS’ strategic plan and vision.
• Provide leadership and direction to the Development Team as needed to ensure alignment with the IMS’ goals and objectives.
• Lead the annual planning and budgeting process for the development department and schools.
• Represent IMS in public forums and develop and maintain relationships with external stakeholders, including donors, community leaders, and peer organizations, to advance the organization’s mission and goals.
• Collaborate with the Executive Team to prioritize and plan for institutional leadership support and resources.

Advancement Leadership

• Lead and manage all aspects of the fundraising program, as outlined in the position summary
• Overseen the development and implementation of marketing and communications strategies to support fundraising efforts, including creating collateral materials, social media content, and other communications to promote the organization’s mission, programs, and services and ensure a successfully completed anniversary campaign.
• Manage and maintain relationships with major gift donors through personalized engagement and stewardship activities, such as one-on-one meetings, cultivation events, and recognition programs.
• Position the CEO and other essential high-level staff and volunteers in relationship building for fundraising success.
• Manage a budget for the Development Team that is aligned with the organization’s strategic priorities and goals.
• Oversee and support staff who create and implement technological and other solutions to support fundraising and development operations, including donor engagement and stewardship.
• Ensure productive and accurate systems are in place for tracking, reporting and reconciling fund-raising progress and success.
• With staff, develop strategies for identifying and cultivating major gift prospects, including individuals, corporations, and foundations, to expand the organization’s donor base.
• Develop and implement strategies to raise awareness of IMS’ mission, programs, and services to increase its visibility and support.

Network Management and Support

• Ensure IMS achieves annual and multi-year financial sustainability goals and budget results through development efforts throughout the schools in its network.
• Work in close collaboration with colleagues to develop and deliver best-in-class services to schools.
• Serve as a culture carrier for the network in building positive morale.
• Set vision for and manage efficient and effective use of the team’s time and talents across major institutional priorities and work streams described above.
• Manage a high-performing development team that is aligned with IMS’ mission, values, and strategic priorities and able to successfully achieve campaign goals.
• Develop and implement performance metrics and evaluation tools to ensure the team’s performance meets or exceeds fundraising targets and other organizational goals.

Board Management

• Serve as the primary liaison to the IMS Board – Development Committee.
• Work with the CEO and Board of Directors to develop and maintain a robust donor pipeline to support the organization’s long-term fundraising goals.
• Work closely with the Board of Directors to solicit major gifts and to develop tailored proposals and gift agreements that align with donors’ interests and the organization’s priorities.
• Provide regular updates to the CEO and Board of Directors on fundraising progress and challenges and make recommendations for course correction as needed.
• Additional duties as assigned.

Qualifications

• Commitment to IMS’ mission, vision, and core beliefs.
• Commitment to serving children of all faiths in an urban environment with the belief that all students can learn.
• Experience creating and implementing strategic multi year fundraising plans and building consensus among stakeholders to achieve fundraising goals.
• Proven experience overseeing and developing grant writing programs and securing funding from a variety of sources, including foundation, state, and federal grants, with a track record of achieving fundraising goals.
• Ability to lead, model and inspire others to deliver high performance in a collaborative, collegial working environment.
• Strong strategic thinking and planning skills, with the ability to leverage qualitative and quantitative information in decision-making.
• Ability to plan and manage complex projects and develop effective systems or processes.
• Ambitious and innovative mindset with a track record of translating strategy into action and delivering results.
• Exceptional communicator: adept at sharing information both verbally and written in a way that resonates with a variety of audiences, both internally and externally.
• Understanding of the complexity of managing school-based organizations, and the ability to communicate effectively with a full range of stakeholders involved in a school’s community.
• Demonstrated professionalism and responsibility, and a strong work ethic.
• A positive, high-energy attitude, and a drive for personal excellence.
• Flexible attitude, ability to work with urgency.

Education and Experience

• Minimum of ten (10) years relevant work experience required.
• Ideally experience in a Chief Advancement Role or similar role working at the executive level in large and/or complex organizations required.
• Minimum of three (3) years of experience leading a team required.
• Experience working or serving in a faith-based, Catholic School, preferred.
• Experience in education, nonprofit, or higher education organizations required; Knowledge of or exposure to education preferred.
• Experience cultivating partnerships with individuals and institutions across the public, private, and philanthropic sectors.
• Experience effectively managing complex budgets and the strategic allocation of resources.

Physical Requirements

Ability to physically perform the duties and to work in the environmental conditions required such as:

• Local Travel to external meetings– valid driver’s license and/or access to transportation when necessary.
• Functioning in office space – reaching file cabinets, filing, faxing, scanning, copying, typing, mailing, making phone calls.
• Must be able to sit for up to two hours looking at a computer monitor, using a keyboard/mouse and typing.

Compensation

Salary and benefits will be competitive and commensurate with experience.

Please note that all applications must be submitted here: https://app.smartsheet.com/b/form/e06ed0c105044bc9973fbd7f639e7870

Title Research Director

Work Location Remote, within proximity to Philadelphia, PA*

The Opportunity

Research For Action (RFA) is looking for two Research Directors to build and lead two newly restructured and collaborative education research departments that apply a wide range of culturally responsive and community-informed research approaches in education to identify, explore, support, and evaluate initiatives that aim to promote systems change for the advancement of racial equity and social justice. The Research Directors will be responsible for developing and overseeing a portfolio of mission-aligned education research projects within their departments, spanning pre-K through postsecondary, and for leading a collaborative team of diverse researchers in its execution through human-centered and equitable management practices. They will provide day-to-day leadership for their department and project teams. Reporting directly to the Chief Research Officer (CRO), Research Directors are key members of RFA’s leadership structure who actively contribute to developing organizational strategies that further advance RFA’s mission internally and externally and serve as a critical liaison between research team members and leadership.

The Research Directors will play an integral role in refining the goals and strategy of their new departments through a highly collaborative and inclusive process. Candidates for these positions thrive in dynamic environments and are able to capitalize on the opportunities that come with uncertainty. They bring a strong commitment and toolkit to apply critical and equitable approaches to research, a strong asset-based approach to management, and a complementary set of research skills and expertise. *The persons in these positions must be based in or within a proximal distance of Philadelphia, PA that allows them to spend approximately two days per month at RFA’s Center City Philadelphia office for in-person meetings or events.

Presently, RFA staff are working remotely from PA and other states with occasional inperson organizational activities taking place in Philadelphia. Many RFA researchers engage in in-person research and other job-related activities across the nation. About Research for Action RFA is an independent, non-profit educational research organization with a mission of using culturally responsive and community-informed research to promote racial equity and social justice.

For 30 years, we have conducted research and developed partnerships to strengthen public schools and postsecondary institutions; provided research-based recommendations to policymakers, practitioners and the public at the local, state and national levels; and enriched the civic and community dialogue about public education. RFA’s portfolio of local and national research, evaluation, and policy studies span critical topics related to advancing equity for students, families, and communities across the education pipeline. Some of our recent and current projects examine teacher diversity and Black teacher retention and attrition, the impact of statewide developmental education reform on community colleges, inequities in educational opportunity for minoritized K-12 students across the nation, the implications of new high school graduation requirements on district-wide outcomes, the rollout and impact of College Promise Programs, the implementation of an anti-violence community program, and the impact of COVID on Head Start and Early Head Start workforce stability. A focus on and commitment to community engagement is a defining component of RFA’s research enterprise. Our Community Engagement division hosted its first Teach-In in April 2022.

Through December 2023, RFA is engaging in a year-long strategy- and culturebuilding process to further establish its mission, vision, and values, to chart its theory of action for impact, and to strengthen its culture in the post-COVID remote/hybrid environment. Team members who join RFA during this time will have the opportunity to contribute to organizational change and to shaping how RFA will aim to promote racial equity and social justice through culturally responsive and community-informed educational research focused on supporting systems change.

Key Responsibilities

Departmental Team and Portfolio Management

• Build RFA’s capacity to conduct and deliver rigorous and culturally responsive education research that stands to serve students, partner communities, and the field in advancing racial equity and social justice through systems change.
• Build and develop a strong and cohesive research team in the remote environment, using equitable and human-centered management practices, and serve as team members’ trusted advocate and liaison with senior management.
• Provide direct supervision to associate-level researchers, and guidance and support to all team members, supervisors, and project teams within the department (presently, departments include 8-12 multi-method researchers and a portfolio of 10-15 projects).
• Mentor, supervise, coach, and provide feedback to develop staff and supervisees using a supportive and collaborative approach and two-way feedback.
• Promote a culture of high performance, accountability, transparency, fairness, and continuous improvement that values learning and a commitment to equity and RFA’s mission.
• Manage RFA’s portfolio of work within the department, including project staffing levels and budgeting to meet organizational objectives. Oversee, direct, and organize the work of the department’s research team.
• Demonstrate self-reflection of strengths and areas for improvement, address constructive feedback, and work collegially with project directors and team members to identify and engage in opportunities for growth. Strategy, Vision, and Portfolio Development
• Develop and drive strategies to ensure the department’s portfolio, partnerships, business opportunities, and dissemination efforts advance RFA’s mission to advance racial and social justice in education.
• Execute and expand RFA’s vision, toolkit, and capacity to pursue, conduct, and disseminate culturally responsive, community-informed, and equitable research and evaluation projects and deliverables.
• Identify and pursue business opportunities to strategically expand the work and influence of the department through partnership development and response to RFPs.
• Collaborate with colleagues across the organization to support the development of strategies and approaches that further RFA’s mission externally and internally, including advancing an equitable work culture that promotes staff well-being and thriving

Organizational Leadership

• Take initiative to proactively and actively identify opportunities and challenges for meeting RFA’s mission internally and externally and propose human-centered collaborative solutions.
• Collaborate effectively with colleagues across the organization, offer and receive constructive feedback, and manage generative conflict.
• Effectively represent and implement leadership decisions internally.
• Provide constructive feedback and support across all levels of the organization; build and rebuild trust with and among colleagues.
• Consistently and reliably implement RFA’s research and administrative practices in a timely, efficient, and thoughtful manner.

Qualifications RFA considers any combination of professional experience, volunteer work, coursework, and other transferable skills as qualifications. Candidates need not demonstrate all criteria to be considered for the role.

• Demonstrated passion for RFA’s mission and areas of work.
• Successful track record of serving in leadership role(s) at non-profit and or/ research organizations.
• Successful track record of developing a portfolio of applied research projects and securing funding opportunities.
• Successful track record of research team management that is asset-based and based in human-centered and equitable management practices. Able to delegate and empower team members to exercise agency and creativity, and deploy and grow their own expertise.
• Experience conducting and overseeing a wide range of high-quality applied education research studies. Ph.D. or advanced degree in the social sciences preferred.
• Experience with a variety of mixed methods social science research methods and approaches, e.g., exploratory research, emergent design, participatory research methods, developmental evaluation, implementation research, program evaluation, experimental and quasi-experimental methods, and impact and confirmatory analyses.
• Experience with culturally responsive and equitable evaluation (CREE) and applying critical approaches to research.
• Experience working closely with external partners and funders on evolving research projects with shifting timelines and deliverables, facilitating discussions with multiple stakeholders and constructive decision-making, and providing continuous feedback to project partners.
• Excellent written and oral communication skills and ability to relay complex and technical information to a wide array of internal and external audiences, and represent an organization externally.
• An active and effective strategic thinker who routinely identifies ways to improve their organization and expand its impact.
• Willing to travel locally and nationally to support projects, development partnerships, and represent the organization externally.

Work for RFA

Culture: RFA is a fast-paced, team-based, diverse organization with staff that have a wide range of expertise and experience in various educational settings and research areas. Our staff members strive to engage in self-reflection continually both to support each other and to serve communities with an orientation toward social justice. Presently, RFA is undergoing a strategic planning and culturebuilding process where staff participate in culture-building activities and in setting RFA’s strategic direction and core values. RFA is currently a remote organization with occasional in-person, Philadelphia-based activities. We are seeking individuals who are interested in shaping the direction of the organization, who embrace continual growth and change, and who are excited to critically engage with issues of racial and social justice. RFA welcomes applications from people of all underrepresented backgrounds and credentials.

Salary and benefits: The salary range for the Research Director position starts at $140,000 per year. RFA’s total compensation package includes a low-cost to the employee health, dental, and vision insurance program, flex spending plans, an employer-funded retirement plan after two years of service, and a generous paid holiday and time off program for all benefits-eligible staff.

Other requirements: The Research Director position is a full-time position. A location in Philadelphia or proximal distance to RFA’s Center City Philadelphia office that allows the directors to spend approximately two days per month at RFA’s Center City Philadelphia office for in-person meetings or events is required. This position may require additional episodic project-related U.S. travel of up to 15% (dependent on COVID mitigation measures). RFA is unable to sponsor or take over sponsorship of an employment Visa at this time.

ORGANIZATION SUMMARY

Elevate 215 is a catalyst for preparing students for the world of tomorrow by modernizing the learning experience in Philadelphia schools today. We do this by investing in schools and talent, collaborating with our partners, expanding access and resources for families, and advocating to create the conditions for success. Elevate 215 is seeking a Manager of Development (MoD) who will support the organization’s fundraising strategy.

JOB SUMMARY

Elevate 215 seeks a Manager of Development to report directly to the Chief Development Officer (CoD). The MoD will be responsible for maintaining and improving systems and standard operating procedures for the Development team, managing a portfolio of donors, engaging in extensive prospect research, and supporting the CoD and Executive Director with executing on the organization’s fundraising initiatives.

The Manager of Development will collaborate closely with internal and external stakeholders and should possess a deep commitment to educational equity, strong written and oral communication skills, and impeccable organization with a keen attention to detail.

DUTIES AND RESPONSIBILITIES

Systems and Data Management

• Manage and maintain development database and systems for tracking existing donors, prospective donors, philanthropy secured, and grant management (ex. reporting deadlines).
• Process gifts and write/send acknowledgement letters.
• Identify new ways to improve existing systems and standard operating procedures (SOPs) to optimize the efficiency and effectiveness of the development function.
• Ensure alignment with cross-functional systems (Salesforce, Google Workspace, etc.).

Donor Management and Prospecting

• Support the execution of the annual fundraising strategy for the organization; contribute to the Development team’s annual fundraising goal of approximately $5-10M.
• Manage a portfolio of approximately 10-15 donors, specifically in the corporate and foundation space; portfolio is expected to grow over time.
• Leverage publicly available resources, internal prospect data, etc. to analyze and synthesize prospect research into actionable recommendations that inform strategy.
• Lead and/or collaborate at donor meetings with the CoD and Executive Director.
• Partner with CoD and others to design compelling written materials to directly support fundraising efforts, including grant proposals and reports, pitch materials, presentations, etc.
• Draft press releases, email blasts, newsletters, and other

Cross-Team Collaboration

• Partner closely with Elevate 215 department managers and other team members across all functions on supporting fundraising strategy and efforts.
• Prepare for and manage donor meetings by holding recurring internal meetings across teams and creating effective agendas for meetings.
• Partner and collaborate with the Public Affairs/Marketing and Communications team to align and amplify efforts.
• Coordinate and execute special events.
• Assist with additional special projects and duties as assigned.

REQUIRED SKILLS AND ABILITIES

• Deep commitment to the mission and vision of Elevate 215 and providing leadership in achieving educational equity for all children in Philadelphia.
• Experience working in the K-12 ecosystem both inside schools and inside or with partners supporting K-12 (talent providers, program providers, funders, other education non-profits).
• Strong interpersonal and communications skills, both oral and written, and a passion to develop relationships with stakeholders.
• Ability to build strong relationships across diverse groups of internal and external stakeholders.
• Superb project management and problem-solving skills with the ability to translate data insights into actionable solutions.
• Evidence of background in interpreting multiple forms of data and creating honest and compelling stories about the progress and impact of investments using analytics.
• A strategic and meticulous thinker with the agility to balance competing priorities, complex situations, and tight deadlines; comfort leading within ambiguity.
• Possesses a self-motivated and entrepreneurial approach with a willingness to work as part of a team to meet tight deadlines.
• Demonstrated success raising gifts for a nonprofit organization preferred.
• Ability to work independently and balance competing priorities.
• Strong research skills with the ability to effectively gather, analyze and synthesize information on prospective donors.

EDUCATION AND EXPERIENCE

• Bachelor’s degree required; advanced degree preferred.
• Minimum of 3 years of professional experience required.
• Experience in development and/or grant writing preferred.
• Experience working in K-12 ecosystem highly preferred.
• A demonstrated passion for educational equity.
• Experience in Salesforce and/or Wealth Engine preferred.
• Proficiency in Microsoft Excel, PowerPoint and Word.

PHYSICAL REQUIREMENTS

Ability to physically perform the duties and to work in the environmental conditions required such as:

• Traveling to offsite meetings – valid driver’s license and/or access to transportation when necessary.
• Functioning in office space — reaching file cabinets, filing, scanning, copying, typing, mailing, making phone calls.
• Must be able to sit for up to two hours looking at a computer monitor, using a keyboard/mouse and typing.

Elevate 215 is an equal-opportunity employer with excellent benefits and an entrepreneurial, results- oriented work culture. Salary is commensurate with experience.

Our Why

Teach Plus is a national nonprofit whose mission is to empower excellent, experienced, and diverse teachers to take leadership over key policy and practice issues that advance equity, opportunity, and student access. The Teach Plus team exists to breathe life into the Student Opportunity Mandate: All students should have the opportunity to achieve their potential in an education system defined by its commitment to equity, responsiveness to individual needs, and ability to prepare students for postsecondary success. At the heart of our work is advocacy for collective impact, beginning with classroom teachers.

What We Do

At Teach Plus, we believe in equity-driven teacher leadership. When we invest in developing our most talented teachers into teacher leaders who are well-informed, persuasive, and prepared to lead, they have deep leverage in advancing equity for students, especially for students of color, low-income students, and those from underserved communities. To close the opportunity gap and to ensure equitable access to a world-class education for all students in the schools and communities we serve, we ignite systems change at multiple levels through our Policy Fellowship and Instructional Leadership programs designed to inspire and equip teachers. We are committed to leading change in our Equity Focus Areas.

What You’ll Do

In July 2023, Teach Plus is launching the Philadelphia Affinity Group Network, which seeks to cultivate authentic, inclusive, intersectional spaces shaped by and for educators of color. These affirming and supportive spaces, rooted in an asset-based understanding of diversity, will support educators in navigating and improving their school environments. They will be connected to a larger network to build alliances and address systemic issues. 

As the Education Leadership Coach, you will support and coach 20-25 teacher leaders as facilitators and participants in the Philadelphia Affinity Group Network as they build solidarity and community and identify opportunities for local responsiveness. Reporting to and partnering with the Pennsylvania Managing Director of Programs, you will develop the capacity of the teacher leaders to skillfully facilitate affinity spaces for educators of color, build individual and collective efficacy and agency, and support educator satisfaction and retention. You will also lead program implementation and logistics, provide organizational and thought leadership, and represent the initiative with external audiences. Position responsibilities include the following:

Coach and Support Teacher Leaders as Affinity Group Facilitators

• Support teacher leaders’ ongoing growth and development as Affinity Group Facilitators by providing timely, growth-oriented feedback and support through coaching conversations, professional learning sessions, and collaboration opportunities. 
• Help to develop and refine the curriculum for the Affinity Group Program per the program’s objectives, budget, and evaluation feedback.
• Foster High Functioning, High Impact Teacher-Leader-led Affinity Groups by:
  • developing strong relationships and professional collaboration with adult learners;
  • ensuring that Affinity Groups are rooted in racial equity, culturally responsive leadership, intersectionality, and identity work;
  • observing and strategically contributing to Affinity Group meetings when possible;  
  • designing and facilitating monthly coaching sessions for Affinity Group Facilitators;
  • working with Affinity Group Facilitators to thoughtfully use an implementation budget for each Affinity Group and track the receipts of funds used by the Affinity Group;
  • Plan in-person convenings for participants.

Program Management and Implementation 

• Lead or co-lead the Philadelphia Affinity Group Steering Committee comprised of district partners and other supporting organizations to ensure stakeholders are informed of progress and updates and to create a collaborative space to help strengthen and grow the network.

• In collaboration with the PA Managing Director of Programs, represent Teach Plus in conversations with stakeholders, and liaise with program funders to ensure we are complying with the requirements of the grant agreement, such as creating quarterly & annual reports, facilitating meetings, and completing other requirements as outlined in the grants.
• Document and report on the program’s high and consistent quality delivery and fidelity, and, when seeing common trends across Affinity Groups, develop recommendations that could be implemented citywide.

• Work with Affinity Group Facilitators to identify challenges to teacher retention in the local context and to propose solutions.
• Work with the Teach Plus National Program Team to communicate critical support, outcomes, metrics, and resource needs and develop systems that allow teacher leadership to be implemented more efficiently and effectively.
• Support district/network-level leadership to help build capacity within their district/network to continue this work beyond the initial launch and implementation. 

Who You Are

To be successful in this role, you will have the following: 

• 6+ years in the education field, including coaching experience, with preference given to candidates with a teaching background and experience coaching teachers and school leaders in diverse school environments.
• Preference is given to leaders who have led transformational work in education.
• Strong background in racial equity work, including culturally responsive leadership, intersectionality, and identity.
• Experience in leadership development and facilitation of inquiry with teachers or school leaders.
• Experience creating and building professional development materials and training.
• Experience leading and/or participating in an Affinity Group is preferred.

Start Date and Term

The start date for this position is July 2023 and is flexible based on the candidate’s availability. An official offer is contingent upon anticipated grant approval and finalization of funding. This is a two-year grant-funded position, with renewal on an annual basis based on performance, funding of continued work with partners, and the organization’s needs.  

Location, Travel, and Commitment 

Applicants must live in the Philadelphia Region of PA. This position will require a combination of in-person and virtual coaching and support for Affinity Group Facilitators and internal and external meeting participation.   

Compensation and Benefits

The salary range for this position is between $80,000 and $90,000. The salary offered will be determined based on the selected candidate’s specific qualifications, years of relevant experience, specialized knowledge, and internal pay equity. Teach Plus provides a comprehensive benefits package and time-off, including 15 vacation days, 3 personal days, 5 sick days, 13 holidays, July break, Winter break, paid parental leave, and a 4-week paid sabbatical for every five years of service.

Commitment to Diversity

In order to better-serve the teachers and students at the core of our mission, Teach Plus is committed to maximizing the diversity of our organization. We are an equal opportunity employer and do not discriminate in any aspect of employment based on race, color, ancestry or national origin, religion, sex, sexual orientation, gender identity, gender expression, marital status, disability, veteran status, genetic information, or age.

Wissahickon Charter School is looking for a Library Media Specialist for the 2023-24 school year. The Library Media Specialist manages all aspects of maintaining the school library, including prioritizing book purchasing, running book drives, organizing materials, and continuing to implement library processes and protocols. The Library Media Specialist also teaches research and library skills to students across grades K-8. The ideal candidate will have education and work experience in Library Science, preferably in an urban school setting. This is an outstanding opportunity to grow readers and enrich the lives of students.

Key Responsibilities

Library Management

• Works with the on-site leadership team and administrative staff to identify, prioritize, and purchase library materials.
• Plans and executes book drives and organizes materials collected.
• Organizes library material, equipment, and facilities for effective and efficient utilization and circulation.
• Plans, equips and maintains attractive facilities.
• Sets up and maintains the library catalog.
• Trains staff on library processes and procedures and follows up regularly.
• Keeps the collection current within the constraints of the annual budget by purchasing quality print and non-print materials.
• Establishes an attractive and easily accessible library that is conducive to learning.
• Effectively utilizes clerical, volunteer, student and/or other personnel to provide quality library service to users.
• Maintains appropriate records of library materials.
• Establishes behavioral standards for students in the library.
• Evaluates and selects materials needed to meet both the curricular and individual needs of students, teachers, and administrators who will be using the library.
• Determines the needs of teachers and students as a basis for the selection of new materials and equipment.
• Does a periodic inventory of library collection as well as library AV equipment and library computers.
• Supervises the withdrawal of outdated and worn out materials.

Teaching

• Assists students in becoming effective users of library resources.
• Helps students develop habits of independent reference work and skills in the use of reference material related to school assignments.
• Through a working knowledge of books and authors in the collection, assists students with reading selections.
• Is aware of and supports the curriculum through collection development.
• Provides leadership in all aspects of the school media program.
• Develops a research and library skills program related to the needs of the students.
• Guides students in finding and using a wide variety of materials.
• Instill in students the ability to be motivated learners by promoting the spirit of inquiry and teaching effective fact-finding skills.
• Plans with teachers, when appropriate, for meaningful and effective grade appropriate reference work and/or literature appreciation activities for their students.
• Actively plans with teachers and groups of teachers to integrate library services and multimedia materials with the instructional program.
• Creates lessons and learning environments that are safe, respectful, and interesting.
• Selects, adapts and individualizes materials appropriate for diverse student populations, skills and learning styles.
• Follow all requirements regarding lesson planning.
• Is aware of students’ IEP components when necessary. Implements specially designed instruction and provides for IEP goals when appropriate.
• Works with the supervisor to determine appropriate modes of assessing student outcomes and engagement in class, and grades students.

Qualifications

• Bachelor’s degree required, Masters in Library Science preferred.
• PA Library Media Specialist Certificate a plus
• At least three years of experience running a library, preferably in a school setting.s
• Passionate about growing readers and creating a culture of reading.
• Ability to relate to a diverse population of students and families.
• A desire to teach and the ability to implement strong classroom management and engaging lessons.
• High level of personal organization, attention to detail, planning, and follow-through.
• Strong oral and written communication skills and the ability to effectively communicate with students, families, colleagues and supervisors.
• Process-driven with proven experience multi-tasking, organizing and prioritizing work in a fast-paced environment.
• Advanced proficiency in computer skills, including the Google Suite and Google Classroom, and the ability to learn new programs/software quickly.
• Collaborative work style; maturity, humility, and a sense of humor.
• Self-directed, proactive and a problem solver.
• High degree of professionalism and positivity.
• Ability to work occasional weeknights and weekends for special events.
• All required FBI & PA clearances
• A commitment to honest and open dialogue about race, equity and bias in our school systems and relationships
• Interest in the mission of Wissahickon Charter School, and a belief that all children can learn

About Wissahickon Charter School

Wissahickon Charter School’s first and current campus, Fernhill, opened in 2002 and serves 480 K-8 students from across Philadelphia. Our second K-8 campus, Awbury, opened in the fall of 2014. The mission of Wissahickon Charter School (WCS) is to provide a community of learning that stimulates and builds the child’s intellectual, social, and character development. Wissahickon Charter Schools are planned around three essential elements: an environmental focus that allows students to experience the curriculum, recognition of service learning projects as key in students’ success, and an emphasis on parents as partners in the learning experiences of their children.

Our Why  

Teach Plus is a national nonprofit whose mission is to empower excellent, experienced, and diverse teachers to take leadership over key policy and practice issues that advance equity, opportunity, and student access. The Teach Plus team exists to breathe life into the Student Opportunity Mandate: All students should have the opportunity to achieve their potential in an education system defined by its commitment to equity, responsiveness to individual needs, and ability to prepare students for postsecondary success. At the heart of our work is advocacy for collective impact, beginning with classroom teachers.

What We Do

At Teach Plus, we believe in equity-driven teacher leadership. When we invest in developing our most talented teachers into teacher leaders who are well-informed, persuasive, and prepared to lead, they have deep leverage in advancing equity for students, especially for students of color, low-income students, and those from underserved communities. To close the opportunity gap and to ensure equitable access to a world-class education for all students in the schools and communities we serve, we ignite systems change at multiple levels through our Policy Fellowship and Instructional Leadership programs designed to inspire and equip teachers. We are committed to leading change in our Equity Focus Areas.

What You’ll Do

As a Program and Operations Associate, you will provide administrative support in a variety of areas including recruitment and selection, communications, logistics and event planning, and data and systems management. Reporting to the Program and Operations Manager, you will join a team of other Program and Operations Associates who work cross-functionally and collaboratively with the ultimate goal of ensuring smooth operations. This is an ideal opportunity for a hyper-organized, systems-oriented person looking to learn about various aspects of program management and implementation.

Program and Operations Support 

• Liaise between regions and national teams, including People, Communications, Evaluation, Finance, and Program to ensure smooth and effective implementation of operations across these functions.
• Maintain tasks and deadlines for multiple regions and projects through the team use of Asana.
• Support regional team leads with all communication activities including social media and periodic newsletters to keep local teachers informed about key educational issues and to promote Teach Plus.

• Facilitate the submission of stipends, reimbursements, and other payables within finance processes and guidelines for timely payments.

• Provide support to state/program leaders to build and track budget to program expenses.
• Secure contracts and make other purchases as approved by the region/program leader.

• Serve as the central support for all operational systems, including but not limited to, Salesforce, Alchemer, and Campaign Monitor to maintain accurate and timely data, to provide programmatic accountability and funder reports, and to maintain mailing lists. 
• Coordinate logistics and set up for monthly Policy Fellows and other program sessions (in-person and virtual) including, but not limited to, sending pre-work, reviewing presentation materials, communicating logistics with teachers, building and sharing surveys, and sending follow up emails.
• Project plan and coordinate logistics for 4-5 retreats in-person and conferences annually (attending some, as needed), including identifying venues, ordering food, managing registration, creating materials, etc.   

Recruitment and Selection

• Support the recruitment and selection process across all Teach Plus programs and internal staff positions by supporting outreach activities, logistics, and promoting opportunities, etc.  
• Conduct application reviews, monitor the applicant tracking system (Salesforce), assign assessments, and track candidates’ statuses and communication.
• Support the regional teams by communicating application requirements and program details to applicants through multiple channels, including in-person presentations, webinars, etc.

Who You Are

• Early career- at least one year of professional/internship experience, non-profit experience preferred
• Highly organized and able to manage multiple tasks and projects simultaneously, with high attention to detail
• An effective collaborator who can easily build cross-functional relationships through effective and timely communication
• A quick learner with a desire to learn and serve as central support for a variety of applications and software (i.e. Campaign Monitor, Salesforce, Alchemer, Google suite) and social media platforms 
• Have a passion for and commitment to advancing equity and improving public education, including by supporting outstanding and diverse teachers to contribute to the success of all students

What We Offer

The salary for this role is $50,000. Teach Plus offers a benefits package including medical, dental, and vision insurance, 3% matching 401k plan, disability, life insurance, and Flexible Spending Accounts for medical and dependent care expenses. Teach Plus offers generous time off benefits, including 15 vacation days, 3 personal days, 5 sick days, 13 holidays, two org-wide breaks (July and December), and summer ½ day Fridays in July and August. Teach Plus offers paid parental leave and a 4-week paid sabbatical for every five years of service.

Location and Travel

Candidates located in Pennsylvania are strongly preferred and those in nearby states within the Eastern time zone will be prioritized. This is a remote position supporting Pennsylvania and several National Programs within our current portfolio.  Some travel to support program events may be required on an as needed basis. 

Commitment to Diversity

In order to better-serve the teachers and students at the core of our mission, Teach Plus is committed to maximizing the diversity of our organization. We are an equal opportunity employer and do not discriminate in any aspect of employment based on race, color, ancestry or national origin, religion, sex, sexual orientation, gender identity, gender expression, marital status, disability, veteran status, genetic information, or age.

Spanish Teacher
Independence Charter School West (ICS West)

Our Beliefs

• ICS West exists to equip and empower global citizens, so that our communities are united.
• Our students are becoming the leaders who will bring a divided world back together, and as a team, it is our responsibility to give them everything they need to do so.
• We believe that every student, with no exception, can achieve at their highest level, and our Big Goal reflects this – our students who are below grade level will make more than one year of growth every school year until they are at or above grade level in all subjects.
• Right now, many of our students are not at this level. Supporting them in getting there is the focus of everything we do as a team.
• We believe deeply in being an open enrollment, neighborhood public school, with the responsibility to meet the needs of every student who enrolls, with no exception. Special education students currently make up 27% of our student population.
• Finally, we believe that being a cohesive team is the way to realize our vision. Building trust with each other enables us to honor the unique perspectives that every team member brings, talk candidly about these perspectives as we commit to decisions, and hold each other accountable for the results our students deserve.

Fast Facts

• ICS West was founded in 2016.
• The school is located at 5600 Chester Avenue in the Kingsessing neighborhood of Southwest Philadelphia.
• We serve approximately 800 students in grades K-8 in the 22-23 school year, and we will grow to our full enrollment of 900 students in the 2023-24 school year.
• All of our students are taught Spanish starting in Kindergarten.

Your Role

• You will support 4 cohorts of students (approximately 26-28 students in each cohort) in one grade to make the academic growth necessary in Spanish, according to the ACTFL standards, to be on a path toward being bilingual.

• You will work with our Spanish Coordinator and the Assistant Principal of your grade team to become an expert in Spanish instruction, and to continually refine your classroom practices, ensuring that every student is working and thinking at an appropriately rigorous level, all the time.

• You will work with your school team to implement effective Responsive Classroom and Development Designs strategies that cultivate a student-centered, social and emotional learning approach to teaching and discipline.

Salary, Schedule and Benefits

• This is a 10-month position.
• Your start date will be August 14, 2022, the first day of our two-week summer professional development session.
• Our work day is 8:15am to 4:15pm.
• The salary range for this position is $43,000 to $65,000, depending on experience and certification.
• ICS West pays for 100% of the cost of employee and dependent health benefits, and matches 403b contributions up to 5%. We do not participate in PSERS.

Application Details

• Requires at least a Bachelor’s Degree and one year of relevant experience.
• Send your resume and a cover letter to hiring@icswest.org, and we will be in touch shortly with next steps.

Special Education Teacher
Independence Charter School West (ICS West)

Our Beliefs

• ICS West exists to equip and empower global citizens, so that our communities are united.
• Our students are becoming the leaders who will bring a divided world back together, and as a team, it is our responsibility to give them everything they need to do so.
• We believe that every student, with no exception, can achieve at their highest level, and our Big Goal reflects this – our students who are below grade level will make more than one year of growth every school year until they are at or above grade level in all subjects.
• Right now, many of our students are not at this level. Supporting them in getting there is the focus of everything we do as a team.
• We believe deeply in being an open enrollment, neighborhood public school, with the responsibility to meet the needs of every student who enrolls, with no exception. Special education students currently make up 27% of our student population.
• Finally, we believe that being a cohesive team is the way to realize our vision. Building trust with each other enables us to honor the unique perspectives that every team member brings, talk candidly about these perspectives as we commit to decisions, and hold each other accountable for the results our students deserve.

Fast Facts

• ICS West was founded in 2016.
• The school is located at 5600 Chester Avenue in the Kingsessing neighborhood of Southwest Philadelphia.
• We serve approximately 800 students in grades K-8 in the 21-22 school year, and we will grow to our full enrollment of 900 students in the 2023-24 school year.
• All of our students are taught Spanish starting in Kindergarten.

Your Role

• You will support a group of students with IEPs to meet their IEP goals and make the academic growth necessary in all subject areas to be at or above grade level within the timeline set out in their IEPs.
• You will work with our Director of Student Support, our Supervisor of Special Education, our Lead Case Manager, our Assistant Principals, and our Content Coaches to become an expert in all relevant content areas, and to continually refine your classroom practices, ensuring that every student is working and thinking at an appropriately rigorous level, all the time.
• You will collaborate with Lead teachers to provide push in/pull out support.
• With the support of the Instruction Leadership Team, you will plan rigorous lessons utilizing the following curricula: o Touch Math, Do the Math, and Math Links for math instruction o LLI, Just Words, Visualizing and Verbalizing, and Language Live for reading instruction.
• You will utilize STAR Renaissance for detailed data collection.
• You will work with your school team to implement effective Responsive Classroom and Development Designs strategies that cultivate a student-centered, social and emotional learning approach to teaching and discipline.

Salary, Schedule and Benefits

• This is a 10-month position.
• Your start date will be August 14, 2022, the first day of our two-week summer professional development session.
• Our work day is 8:15am to 4:15pm.
• The salary range for this position is $45,000 to $75,000, depending on experience and certification.
• ICS West pays for 100% of the cost of employee and dependent health benefits, and matches 403b contributions up to 5%. We do not participate in PSERS.

Application Details

• Requires at least a Bachelor’s Degree and one year of relevant experience.
• Requires a Special Education Teaching Certification.
• Send your resume and a cover letter to hiring@icswest.org, and we will be in touch shortly with next steps.

ORGANIZATIONAL OVERVIEW

The Philadelphia Academy of School Leaders (“School Leaders”) is a nonprofit organization that develops, engages, and retains Principals and system leaders who transform schools, dramatically improve student outcomes, and drive systemic change to prepare all Philadelphia students for college, career, and life.

Our fundamental belief is that Philadelphia’s Principals and school system leaders change students’ lives. Through an investment in results-driven leadership development experiences, the Philadelphia Academy of School Leaders empowers individuals to drive student outcomes and advance equity in Philadelphia’s district, charter, and faith-based schools.

Our flagship experience, the Neubauer Fellowship in Educational Leadership, provides proven Principals with the resources and guidance to sharpen their leadership capacities. The Fellowship is a transformative two-year experience that develops critical leadership skills needed to elevate school performance and student outcomes in their schools and across the city. Fellows receive best-in-class professional development and build relationships with a network of outstanding peers who share strategies and problem-solve with one another. Through Leaders of Leaders, we support Principal supervisors to effectively supervise and develop Principals, improve Principal practice, and increase student outcomes. Across our programs, School Leaders serves over 150 educational leaders in Philadelphia who collectively impact nearly 100,000 students each and every day.

POSITION OVERVIEW

The Leader Coach will play an instrumental role in supporting School Leaders’ vision of achieving educational equity in Philadelphia so every child in every neighborhood attends a school that prepares all students to attain their dreams. This requires a highly effective Principal in each Philadelphia district, charter, and faith-based school who ensures every student is prepared for college, career, and life. The Leader Coach will develop the capacity of Principals and/or school leaders to drive school level change and achieve dramatically improved student results.

RESPONSIBILITIES

The Leader Coach’s responsibilities will include, but not be limited to, the following:

Coach Individuals and Groups of Principals

• Build strong relationships with Principals that serve as the foundation of coaching
• Establish a high bar for leadership according to School Leaders’ Leadership Levers: Lead Authentically, Develop People, Advance Equity, and Drive Results
• Utilize research-based tools and resources to assess Principal mindsets, skills, and abilities along with their school’s effectiveness based on the Leadership Levers
• Support the Principal to set ambitious and attainable goals for their leadership development, their school’s effectiveness, and all of their students’ results
• Regularly meet with Principals to analyze their goals and progress, create strategic action plans to improve system efficiency, effectiveness, and people’s individual capacity (including the Principal) resulting in improved outcomes
• Regularly observe the Principal’s “leadership in action” onsite and provide feedback and coaching aligned to School Leaders’ Leadership Levers
• Communicate specific and compelling feedback and next steps that motivate leaders, develop their capacity, and accelerate student achievement
• Support and coach Principals in providing teachers and leaders with targeted, actionable feedback and identifying resources aligned with that feedback to improve teaching and leadership practice
• Support the creation and implementation of foundational, instructional, operational, and school culture systems including but not limited to:
  • curriculum, instructional approaches, and assessments
  • systems for data driven instruction (DDI), observation and feedback, lesson and content internalization, and high-quality adult learning systems
  • strong student culture systems, including social emotional learning supports
  • strong adult culture systems with clear support and accountability
  • tools and processes for coaching grounded in instructional walkthroughs
  • approaches to diversity, equity, and inclusion
• Coach the Principal on adaptive leadership elements such as core beliefs, emotional intelligence, team building, and an equity focused mindset
• Develop Principals in their operational management skills to increase efficiency of resource management, budgetary decisions, and school-wide logistics
• Support Principals to create and lead effective school-based leadership teams

Connect Coaching to School Leaders’ Programs

• Support the internalization of skills and mindsets introduced in program and ensure the skills are applied in the Principal’s work
• Collaborate with Program Directors by sharing “in the field learnings” about highly effective practices that can be incorporated into programs
• Analyze and codify high quality practices and resources from schools who range in their ideological and pedagogical approach
• Provide input on user-friendly tools to support implementation of key systems aligned to Leadership Levers and high-quality instruction
• Serve as a thought partner to colleagues, help solve a variety of day-to-day challenges, and generate creative solutions for internal and external improvements
• Collaborate with the School Leaders’ team to develop our vision, strategy, and best practices for leadership development
• Collaborate with the Program Team and system leadership (across district, charter, and faith-based schools) to design and deliver professional development sessions and group coaching for school leaders in School Leaders’ program
• Propose innovative solutions to complex challenges at the school and system level

Evaluate Programs

• Collect and compile data that help measure impact of coaching, which includes identifying and documenting metrics that evaluate progress resulting from coaching engagements
• Routinely collaborative with other Coaches and/or Program Directors to norm and align practices
• Document areas of development, learning, and behavior changes of Principals being coached
• Identify what is being worked on in coaching sessions to inform programming needs
• Gather testimonials of actual progress and change
• Identify mitigating factors that can affect coaching outcomes and can assist in interpreting results

Additionally, the Leader Coach will fulfill any other responsibilities as needed or assigned by the Executive Director.

QUALIFICATIONS

The ideal candidate will demonstrate the following competencies:

• Passionately believes that all students can achieve at high levels
• A fundamental belief that a strong school leader is essential to the success of a school.
• Immediate understanding of what effective teaching looks like and a deep commitment to effective instruction.
• Strong familiarity and expertise with College and Career-Ready standards, such as the Common Core State Standards (CCSS) and the PA Core.
• Possess an expertise in designing and facilitating powerful learning experiences for adults with the content expertise to create rich training materials, conceptualize meaningful interactive learning experiences, and facilitate training sessions for school leaders that help them shift their practice and support them in implementing learning experiences at the campus-level.
• Authentic self-awareness, high emotional intelligence, and a strong equity mindset that contribute to a culture of diversity, equity, and inclusion.
• Exhibits a strong focus on goals and results – including a track record of meeting or exceeding goals – and holds self personally accountable
• Demonstrates excellent analytical skills, data-driven decision-making, and judgment
• Communicates effectively in both written and verbal communication – tailor messages for audience, context, and mode of communication
• Builds positive relationships with diverse stakeholders and maintains a service orientation
• Demonstrates excellent project management and implementation skills – works efficiently, maintains attention to detail, and is able to plan, multi-task, adapt, and balance requests from many stakeholders
• Demonstrates an entrepreneurial mindset and ability to work in a fast-paced environment
• Exhibits a commitment to diversity, equity, and inclusion
• Maintains a positive attitude, flexibility, and humor

The ideal candidate will have the following experience:

• Experience as a K-12 Principal and a proven track record of raising student achievement.
• A proven track record of training, developing, and/or coaching adult learners to improve practice
• Excellent computer skills including Microsoft Office and Google-based applications
• Bachelor’s degree required. Master’s degree in education, public policy, management, or related field preferred.

TO APPLY

Please send your resume and a role-specific cover letter to careers@phillyschoolleaders.org. Applications to this position will be considered on a rolling basis until the position is filled.

Compensation is competitive and based on experience. The Philadelphia Academy of School Leaders, Inc. offers a comprehensive benefits package to all employees.

The Philadelphia Academy of School Leaders, Inc. is an Equal Opportunity Employer.

For more information about School Leaders, please visit our website at phillyschoolleaders.org.

The Philadelphia Outward Bound School (POBS) seeks a dynamic and collaborative leader to serve as its Executive Director (ED).

Founded in 1992, POBS’s mission is to change lives through challenge and discovery. POBS uses an experiential learning framework based on Kurt Hahn’s educational philosophy to inspire students to discover innate capabilities, develop character and leadership skills, and engage in service to others to improve their lives and their communities. A robust $3.4M nonprofit educational organization headquartered in and committed to the City of Philadelphia, POBS serves a diverse student body, the majority of whom attend public schools in the region. With 30 full-time employees and 25 seasonal instructors, POBS engaged more than 8,500 youth and adult participants in 2022 in experiential single and multi-day programs that foster character development, leadership and community service. POBS is one of 10 regional Outward Bound schools in the US and serves Pennsylvania, New Jersey, and northern Delaware from its headquarters at The Discovery Center in East Fairmount Park near the Strawberry Mansion neighborhood. POBS is the only Outward Bound school accredited by the Association for Experiential Education.

POBS is operating under a current strategic plan to fulfill a ten-year vision that originally had an implementation focus on the period 2020-2022. Given disruptions to service related to the pandemic, work towards goals has been extended through 2023. The strategic initiatives outlined in this plan focus on five pathways – program & evaluation, recruitment & retention of effective staff, program partnerships & community engagement, sustainable business model, and diversity, equity & inclusion. Organizational accomplishments are many and include increasing the number of students served from 5,000 in 2018 to over 8,500; completing an organizational culture audit as part of a commitment to JEDI (justice, equity, diversity, and inclusion) and adopting a racial justice statement and action plan; launching new public facing programs in The Discovery Center; and increasing revenues (earned and contributed) from $1.3M in 2018 to $3.4M in 2022. The organization has diverse revenue streams, including from a wide variety of program participants and from individual, corporate, and foundation donors.  For more information on POBS, please visit outwardboundphiladelphia.org.

The new ED will inherit a vibrant and impactful organization and will build on these accomplishments with an inspired and committed staff and engaged board. The ED and various stakeholders will develop a  new strategic plan for 2024-2026. As the public face and champion for POBS, the ED will initiate and deepen relationships with various partners, e.g.,school districts, community groups, Outward Bound USA colleagues, Audubon Mid-Atlantic, corporations, foundations, elected and appointed officials, and donors, and continue to elevate the profile of POBS. The ED will report to the board and will collaborate with the staff to ensure the organization is delivering the highest caliber programs. The ED will be accountable for the successful execution of mission, vision, strategy, operations, fiscal management, and development.

The next ED will have extensive leadership experience, preferably with a background in experiential education and/or youth development, and a proven track record in fundraising and building partnerships with diverse stakeholders. The individual must embrace POBS’s core values (compassion, excellence, integrity, inclusion, and diversity) and be committed to justice, equity, diversity, and inclusion. They must also be a strategic and experienced manager, as well as an effective communicator.

Interested candidates should submit a letter of interest and resume to Andrew Wheeler, Lincoln Leadership at awheeler@lincolnleadership.co or 267.257.1910. All submissions will be held in strictest confidence.

Anticipated salary is approximately $150k, plus participation in a discretionary performance bonus. This position is eligible for benefits including Medical, Dental, and Vision Plan, Paid Time Off, Paid Holidays, and an employer matching contribution to a 403b retirement plan.

Coordinator, Advancement Services and Operations

Norwood-Fontbonne Academy (NFA) is seeking a dynamic, energetic, and ambitious Coordinator, Advancement Services and Operations to serve as an integral member of its Mission Advancement team. NFA is a pre-K through grade 8, Catholic, independent, co-ed school sponsored by the Sisters of Saint Joseph and located in the beautiful Chestnut Hill community in Philadelphia. The Coordinator is responsible for providing support for NFA’s comprehensive Institutional Advancement program and team.

NFA is a vibrant community that strives to live out the mission of the Sisters of Saint Joseph, which challenges us to help each child grow as “one who enjoys learning, treasures self, others, and the earth, lives Gospel values, and makes reflective choices as a self-directed person.” This position allows for a one-of-a-kind opportunity to interact directly with the students, families, and staff that make NFA the engaged and welcoming community that it is.

Position Overview

Reporting to the Director of Institutional Advancement (DIA), the Coordinator, Advancement Services and Operations oversees and maintains data integrity related to all constituent relations, with a focus on fundraising from individuals, institutions, and associations (i.e., Parents Association) related fundraising activities. The Coordinator possesses an acute attention to detail and deep understanding of best practices related to development, and demonstrates an ability to be innovative and proactive in all related use of such data.

The Coordinator has primary responsibilities for planning and executing all events sponsored by Advancement. These events require volunteer recruitment and management, planning, budgeting, execution, and follow-up that takes place throughout the year. Working in collaboration with the DIA, the Coordinator is also responsible for managing donor/prospect pipeline, identifying and qualifying new funding sources, and providing detailed assistance in support of corporate/foundation proposals and reports.

This position is an exempt, on-site, full-time, 12-month position and provides exceptional benefits, including paid time off over all school-related breaks and holidays.

Essential Duties and Responsibilities

• Serves as the database administrator for NFA’s DonorPerfect database, conducting regular maintenance, ensuring data hygiene, administering secure access for all users, etc.
• Maintains data integrity related to all constituents and Advancement record keeping. Creates protocols and facilitates trainings, as needed, for consistent data entry and reporting.
• Performs gift processing and updates records in DonorPerfect in real time (alumni, parents, parents of alumni, faculty and staff, institutions, and friends of the school) as new information is provided.
• Provides pipeline and moves management support to the DIA and other Advancement staff.
• Conducts ad hoc prospect research.
• Completes all stewardship – including acknowledgements, pledge reminders, matching gift forms, etc. – in a timely manner; coordinates with others for personalization, as needed.
• Reconciles fund balances, provides audit documentation, verifies designation of gifts, reconciles credit card transactions (monthly), prepares reports for DIA for submission to Business Office.
• Builds reports and dashboards, pulls lists for communications, and provides regular (weekly, monthly, quarterly, annually) reports to monitor progress towards fundraising goals.
• In collaboration with the Advancement team and select committees/groups, provides support in the planning and execution all Advancement events. This includes preparing mailing lists using specified criteria, entering and distributing attendee info, tracking RSVPs, preparing materials for the event, tracking attendance, and ensuring follow-up.
• Supports the Advancement team in submitted proposals to foundations and corporations and assists in the administration of NFA’s tax credit scholarship program.
• Attends select non-Advancement and school related events and other Advancement initiatives, which may fall outside of regular business hours.
• Maintains Advancement operating budget, tracks expenses, submits requests, follows up with vendors as necessary, participates in annual budget review and justification.
• Provides office support for Advancement, as needed (ordering supplies, letter preparation, calendars, etc.).
• Attend select non-advancement or school related events and other advancement initiatives.

Essential Skills, Requirements, Education, and Experience

• Demonstrates a commitment to embracing Catholic education, specifically the mission of NFA and the Sisters of Saint Joseph.
• Associate degree required; Bachelor’s degree preferred. Education preferably supplemented by advanced training in advancement services, plus two years of experience, preferably in advancement/development, in an educational setting or other relevant organization. Preference for independent school experience.
• High proficiency with fundraising databases/constituent relationship management systems; DonorPerfect experience preferred; Microsoft Office Professional Suite, Google Suite skills desired.
• Event planning experience preferred.
• Excellent analytical, organizational, time management, and writing skills with meticulous attention to detail.
• Exceptional personal integrity, accountability, and commitment to results.
• A team player and team builder that has a passion for and commitment to achieving excellence in all aspects of the school’s mission.
• Ability to multi-task and work independently.
• Ability to manage multiphase projects from inception to completion.
• Exceptional verbal and written communication skills; editing experience preferred.
• Strong ability to identify and resolve issues.
• Results-oriented, able to see concepts and ideas through to implementation with the assistance of key constituencies; demonstrates a strong ability to set and meet deadlines.
• Self-motivated with a strong work ethic, requiring minimal direction for completing assignments and projects.

ORGANIZATION SUMMARY

Elevate 215 is a catalyst for preparing students for the world of tomorrow by modernizing the learning experience in Philadelphia schools today. We do this by investing in schools and talent, collaborating with our partners, expanding access and resources for families, and advocating to create the conditions for success. Elevate 215 is seeking a Program Officer who will lead the organization in establishing a strategic vision to secure the financial resources needed for sustainability and growth.

JOB SUMMARY

The Program Officer reports directly to the Deputy Chief of Investments and will manage a subset of Elevate 215’s investment portfolio in new and replication schools, school improvement efforts, talent strategies, and/or conditions for success.  S/he will collaborate with members of the Investment Team at Elevate 215 to source new investments, conduct due diligence on potential grantees, propose new investments to the investment committee and board, and manage ongoing relationships with a set of portfolio members in one or more investment areas (e.g., new or replication schools/networks, school improvement efforts, talent development, or community engagement organizations). S/he will be a visible and tactical leader responsible for maintaining and enhancing Elevate 215’s relationships with grantees and in helping guide the organization toward high-potential investments.

In this role, the Program Officer will:

• Scan the local and national landscape for potential investments aligned to Elevate 215’s strategy and encourage potential grantees to apply for funding
• Solicit and propose grants to the investment committee of the Board
• Understand and be able to articulate the aims of different school and program model designs to the Elevate 215’s Board and appropriate stakeholder groups
• Manage relationships with portfolio members and monitor appropriate performance outcomes
• Work closely with portfolio member leaders as they strive to meet grant objectives aligned to Elevate 215’s goals for increasing quality educational opportunities for young people in Philadelphia

DUTIES AND RESPONSIBILITIES

General

• Directly manage a set of portfolio investments for Elevate 215
• Source potential school, talent, and successful conditions-creating investments from local and national sources for expansion or improvement opportunities in Philadelphia; including meeting with entrepreneurs, support organizations, and/or school leaders/districts/networks
• Review applications from potential grantees and structure investment proposals for recommendation to the Elevate 215 investment committee
• Conduct intensive due diligence on investments including, but not limited to, visiting schools/programs, evaluating management teams and boards, analyzing financial projections and student outcomes data, and reviewing business/project plans
• Develop grant agreements
• Create investment memos and/or presentations for the board regarding proposed investments and portfolio member progress

Grantee Support

• Provide strategic and technical support to portfolio members, including serving as a thought-partner to school leaders and connecting them to resources that will accelerate their growth and/or achievement efforts
• Lead Communities of Practice and other learning initiatives to provide opportunities for our schools to collaborate and grow
• Manage the development and execution of citywide convenings and conferences alongside the Investment Team

Data Collection and Analysis

• Review and interpret annual data reporting from grantees
• Oversee data collection, tracking and reporting on portfolio member grants, including, but not limited to creating grant agreements, collecting, and tracking grantee data and payments, creating progress reports for the board, and managing the grants tracker
• Continuously assess current organizational practices on the investment team and improve services to portfolio members
• Perform additional duties

REQUIRED SKILLS AND ABILITIES

• Deep commitment to the mission and vision of Elevate 215 and providing leadership in achieving educational equity for all children in Philadelphia
• Experience working in the K-12 ecosystem both inside schools and inside or with partners supporting K-12 (talent providers, program providers, funders, other education non-profits)
• Experience in leading professional development and/or designing adult learning experiences for teachers and/or school leaders
• Strong interpersonal and communications skills, both oral and written, and a passion to develop relationships with stakeholders
• Ability to build strong relationships across diverse groups of internal and external stakeholders
• Superb project management and problem-solving skills with the ability to translate data insights into actionable solutions
• Evidence of background in interpreting multiple forms of data and creating honest and compelling stories about the progress and impact of investments using analytics
• A strategic and meticulous thinker with the agility to balance competing priorities, complex situations, and tight deadlines; comfort leading within ambiguity
• Ability to assess quality classroom instruction and school culture norms inside K-12 schools
• Possesses a self-motivated and entrepreneurial approach with a willingness to work as part of a team to meet tight deadlines

EDUCATION AND EXPERIENCE

• Bachelor’s degree required; advanced degree preferred
• Minimum of 7 years of professional experience required
• Experience working in K-12 education (public, public charter, or private) required, experience in two or more sectors preferred
• Leadership experience in K-12 schools or educational non-profit with deep functional expertise and a proven record of success in one or more of the following areas: instruction/academics, talent development, school leadership, finance, family/parent engagement, or school operations
• Experience managing and leading the investment process in schools and/or other education sector innovations preferred
• Knowledge of how to use data to determine trends and understand school or program progress and outcomes

PHYSICAL REQUIREMENTS

Ability to physically perform the duties and to work in the environmental conditions required such as:

• Traveling to offsite meetings – valid driver’s license and/or access to transportation when necessary
• Functioning in office space — reaching file cabinets, filing, faxing, scanning, coping, typing, mailing, making phone calls
• Must be able to sit for up to two hours looking at a computer monitor, using a keyboard/mouse and typing

APPLICATION INSTRUCTIONS

Email cover letter and resume to Molly Farley, Human Resources Consultant, at Molly@mfconsultantsllc.com.

Elevate 215 is an equal-opportunity employer with excellent benefits and an entrepreneurial, results- oriented work culture. Salary is commensurate with experience.

Wissahickon Charter School (WCS) is seeking a special education teacher for our Awbury Campus for the current school year. Special education teachers are responsible for ensuring that students progress academically and socially in the classroom, as measured by achievement on Individualized Education Program (IEP) goals. The special education teacher must be committed to improving the knowledge and skills of students with disabilities and must be relentless in their efforts to address the wide range of learning styles, needs and interests of students. The ideal candidate will have special education teaching experience in an inclusive, urban school and will thrive in a collaborative work environment.

Key Responsibilities

• Develop and implement IEP’s that translate into measurable success for students
• Establish and maintain a learning environment that excites, invests, and motivates students to achieve academic and behavioral expectations
• Design and facilitate modified, differentiated unit and lesson plans that are aligned with WCS’ curriculum
• Support general education teachers’ work to include students with special needs
• Implement remedial education as needed
• Work collaboratively with the Director of Learning Support, grade teams, teaching assistants, and other staff to support student growth
• Consistently implement WCS’ student management practices within the classroom and throughout school
• Mentor and coach students on self-regulation and organizational skills
• Establish and maintain relationships with families through regular communication, updates and opportunities for involvement
• Monitor student progress and use data to drive instruction and behavior interventions
• Exemplify WCS’ CARES values in all interactions with students, families and colleagues
• Seek out and be receptive to feedback with the goal of improving instructional and culture-building skills
• Participate in all professional development, team planning and data analysis meetings
• Assume other duties as assigned by the administrative team

Qualifications

• Bachelor’s degree required; Master’s degree preferred
• Current PA Special Education teacher certification required
• Experience working with students with various disabilities in an inclusive setting
• Prior teaching experience in a Title 1 school a plus
• Strong knowledge of instructional strategies for students with disabilities
• Solid technology skills and the ability to learn new technologies quickly
• Instructional and classroom management skills, with a record of increasing academic and behavioral growth for students with special needs
• Skilled at collaborating with others
• Flexible and able to adjust priorities and strategies in order to meet the changing needs of the team and of students
• High level of personal organization, planning, and follow-through and comfort with autonomy
• Strong oral and written communication skills and the ability to effectively communicate with students, families, supervisors and colleagues
• Knowledge of Pennsylvania and Common Core Standards
• Familiarity/experience with Responsive Classroom approach a plus
• Receptiveness to feedback, positive attitude, and a desire to continuously improve
• PA Criminal Record Check, PA Child Abuse History Clearance, FBI clearance and proof of a negative TB test
• Willing and able to comply with all of WCS’ COVID-19 safety protocols
• Belief in Wissahickon Charter Schools’ mission and the belief that all children can learn and succeed

Our Mission

The mission of Teach Plus is to empower excellent, experienced, and diverse teachers to take leadership over key policy and practice issues that affect their students’ success. Since 2009, Teach Plus has developed thousands of teacher leaders across the country to exercise their leadership in shaping education policy and improving teaching and learning to create an education system driven by access and excellence for all. 

What We Do

At Teach Plus, we advance teacher leadership in pursuit of opportunities and outcomes for students. When we invest in developing our most talented teachers into teacher leaders who are well-informed, persuasive, and prepared to lead, they have deep leverage in advancing equity for students, especially for students of color, low-income students, and those from underserved communities. To close the opportunity gap and to ensure equitable access to a world-class education for all students in the schools and communities we serve, we ignite systems change at multiple levels through our Policy Fellowship and Instructional Leadership programs designed to inspire and equip teachers. We are committed to leading change in our Equity Focus Areas: High-quality early childhood education; Recruitment and retention of a diverse teaching force; Rigorous curricula, high standards, and meaningful accountability; Teacher preparation, development, and leadership; Whole child, student-centered learning; and Equitable Funding.

What You’ll Do

The Managing Director of Programs will serve as the visionary for practice work in Pennsylvania, creating strategic cohesion across practice programming in Pennsylvania. They will serve as the liaison between the Pennsylvania Executive Director, National Program Team, National Evaluation team, and regional program staff to codify, synthesize, and elevate learning and best practices across the portfolio of work. The Managing Director of Programs will also oversee program/project management, Pennsylvania funder relationships, and communications (funder and partner) for practice work.

As a member of the Teach Plus Pennsylvania team reporting to the Pennsylvania Executive Director, the Managing Director of Programs will oversee all Teach Plus PA’s school- and district-focused practice programs across Pennsylvania. They will provide comprehensive support and leadership development to program coaches and directors associated with these projects. The Managing Director of Programs manages all practice work in Pennsylvania, which currently includes:

• Pennsylvania Equity Leadership Institute – a partnership in southwestern Pennsylvania supporting 6-8 districts to form teams of teachers and administrators focused on improving educator diversity using an evidence-based continuous improvement process
• Literacy Content Cadre – a partnership with a Philadelphia non-profit network of Catholic schools to support 15-20 elementary teacher leaders in leading cross-school literacy professional learning communities to improve the implementation of a high-quality literacy curriculum
• School District of Philadelphia Shared Leadership Project – a partnership with six elementary schools in the School District of Philadelphia to build shared leadership and leader efficacy among grade-level teacher leaders and administrators through cross-role instructional visits, professional learning communities, and instructional leadership team meetings
• Other potential future projects as they become funded, including a likely project in Philadelphia supporting 10-20 teacher leaders across the city to lead racial affinity groups for teachers of color to support educator retention and satisfaction

Responsibilities include the following:

Team Leadership

• Leading and Supporting Pennsylvania Program Staff: Providing effective leadership and support of 3-5 regional staff members (coaches and program directors), with an emphasis on developing a shared vision, creating clear expectations and goals, building opportunities for regular team collaboration and communication, supporting continuous improvement and learning, and providing resources to support personal and professional growth, along with managerial duties of goal-setting/evaluating, approving expenses, managing days off, and checking in weekly or biweekly with each direct report;
• Coaching: Provide leadership coaching and development to all staff within the portfolio through regular observation and feedback of programs;
• Professional Learning: Design and facilitate high-impact professional learning for Teach Plus Pennsylvania staff. 

Program Design and Management 

• Program/Project Management: Ensure that all Pennsylvania school- and district-focused practice programs are operating effectively and impactfully by building/supporting systems, structures, and people;
• Program Design: In partnership with Pennsylvania ED, National Program Team, program leads, funders, and partners, oversee the design and implementation of new high-impact teacher leadership programming to meet the identified and emerging needs of districts and schools in Pennsylvania; share learnings, resources, and systems/ structures across the organization; 
• Program Evaluation: In partnership with the National Evaluation Team, National Program Team, and Pennsylvania Executive Director, and taking into account any relevant grant or partnership goals, determine evaluation metrics and plans for all Pennsylvania programs; work with the National Evaluation Team to ensure implementation of comprehensive data plans;
• Data Collection & Analysis: Lead data collection and measurement of programs within the portfolio through various methods, including participant surveys, measurement of teacher leader growth, analysis of student achievement data, and other methods aligned with program goals; use data to monitor progress towards goals and make recommendations about any program modifications; provide support and course corrections where necessary to achieve goals;
• Program Implementation: In partnership with program leads, oversee the design and implementation of all program components (including recruitment & selection, creation of marketing materials, summer training, cohort sessions, teacher leader coaching, and administrator check-ins/ consultations) for all Pennsylvania programs; collaborate Pennsylvania ED, National Program Team, and program leads to strategize solutions for and address challenges that may arise with program implementation at the school and district level;
• Direct Coaching and Professional Development Facilitation: As needed, design and deliver coaching and professional development directly to teacher leaders and administrators; topics including but not limited to purpose-driven instructional leadership, evidence-based decision-making, skillful facilitation of adult learning, acting as a change agent and equity advocate, and creating structures to support shared leadership.

Partnership Development & Management

• Partnership Development: Partner with the Pennsylvania Executive Director to secure, design, and implement new practice opportunities in the region and participate in the national dialogue about creating and customizing quality practice programs;
• Prospect Development: In collaboration with the Pennsylvania Executive Director, identify high-potential prospects for partnerships in the public and charter school sectors, including prospects for grant-funded and fee-for-service work; maintain, manage, and grow relationships with statewide and local funding sources; 
• Program Coherence, Quality & Growth: Ensure the quality of Teach Plus  work in Pennsylvania across different program models and building Teach Plus’ reputation as the “go-to” teacher leadership organization among funders, district leaders, and school leaders; represent Teach Plus in conversations with district leaders, stakeholders, and external audiences
• Communications: Partner with Pennsylvania Executive Director and program leads as a point of contact with funders, district partners, and school leaders within the Managing Director of Programs’ portfolio to communicate program requirements and to check-in with leaders on a regular basis;
• Continuous Improvement: With support from Teach Plus staff, collaborate with district and network leaders to monitor progress of programs, build district and network capacity to support teacher leadership, and share best practices.
• Research & Thought Leadership: Participate in opportunities to share best practices at conferences, contribute to articles, and share knowledge and skills to support the ongoing development of the organization.
• Grant Writing and Reporting: In partnership with the National Development Team, coordinate the grant writing, program proposal process, and grant reporting process for programs, ensuring timely written reports and tracking of grant metrics.

What You’ll Need to be Successful

• 6+ years in the education field, with at least 3 years of experience managing and/or coaching others:
  • Preference given to candidates who have both a teaching and administrative background, are experienced instructional leaders, and have led transformative change and improved student achievement at the school and/or district level
  • Preference given to candidates with experience in leadership development, leading professional development, and/or designing adult learning experiences for teachers and/or school leaders
• Excellent written and oral communication skills, relationship-building, and interpersonal skills
• Dedication to equity for students and a deep belief in the power of teachers and administrators to bring about positive change:
  • Preference is given to candidates with experience supporting adult learning and courageous conversations around racial equity
• Ability to learn quickly and in a self-directed manner while also skilled at collaborating with others, asking the right questions, and supporting the progress of a team
• Strong organizational and project management skills, including the ability to support multiple projects simultaneously and prioritize based on the potential for impact
• A relentless focus on data and results:
  • Ability to identify and synthesize the right qualitative and quantitative data points to assess program impact and identify opportunities for improvement
  • Preference for candidates for experience in program evaluation and/or design of program metrics

What we Offer

The compensation range for this position is between $95,000 and $115,000, and salary will be determined based on the selected candidate’s specific qualifications, years of relevant experience, specialized knowledge, and internal equity.  

Teach Plus offers a benefits package including medical, dental, and vision insurance, 3% matching 401k plan, disability and life insurance, and Flexible Spending Accounts for medical and childcare expenses. Teach Plus offers generous time off benefits, including 15 vacation days, 3 personal days, 5 sick days, 11 holidays, and winter break. Additionally, Teach Plus offers paid parental leave and a 4-week paid sabbatical for every five years of service.

Teach Plus is an equal-opportunity employer and encourages applications from diverse candidates. Teach Plus does not discriminate in any aspect of employment based on race, color, ancestry or national origin, religion, sex, sexual orientation, gender identity, gender expression, marital status, disability, veteran status, genetic information, or age.

Location and Travel

This is a remote position based in Pennsylvania; candidates who reside near Philadelphia or Pittsburgh are preferred. While Teach Plus Pennsylvania operates remotely, some regional travel will be required to visit schools and convene with teacher leaders and other members of the Teach Plus Pennsylvania team.

Database Specialist

Girard College is a full-scholarship boarding school that fosters intellectual curiosity, social development, and emotional growth in academically focused students from underserved communities. We ensure every student the opportunity and the means to achieve excellence and preparation for advanced education through purposeful academic and residential programs.

Position Overview:

The Database Specialist is responsible for managing, supporting, and maintaining school-wide on-premises and cloud-based database systems. The incumbent will build data integrations and optimization across academic and operational databases such as Infinite Campus, School Admin, Magnus Health, Naviance, Paycom, and other systems as needed. The Database Specialist position requires a strong blend of people skills (necessary to understand, refine, and prioritize user requirements) and technical skills (necessary to configure our databases and create queries, reports, etc. that meet those requirements). The specialist will work closely with teachers, and residential and administrative employees to support innovative pedagogy and technology integration to enhance learning outcomes. This full-time position is located on the campus of Girard College in Philadelphia, PA. The Database Specialist will report to the Director of Data Strategy and Impact and will collaborate with the Director of Information Technology on specific database tasks.

Job Responsibilities Include:

• Serve as the lead database specialist for Infinite Campus, the institution’s student information system, ensuring data integrity across all modules in the database and integrated secondary databases/services; querying, exporting, reporting, and maintaining integrity through clean and accurate data import and export
• Develop tutorials, identify online resources, and design and deliver training workshops for faculty, staff, administrators, students, and parents
• Committed to Diversity, Equity, Inclusion, and Belonging (DEIB) demonstrated by a demonstrated willingness to examine personal identity and biases and comfort engaging in conversations around race, class, and privilege
• Commit to professional growth, self-reflection, receptiveness to feedback, and a desire to continuously improve
• A deep commitment to Girard’s mission and alignment with Girard’s values
• Support and train all database end-users, support includes a query and custom report requests
• Serve as the primary builder of custom reports, modules, tabs, forms, and queries across multiple data systems for departments and divisions
• Engage in professional development around database capabilities (specifically, Infinite Campus SIS) and features (and how to configure them) via direct training from the vendor and independent research
• Ensures good database health by auditing data
• Provide support for the SIS, and LMS back-end and support academic leadership for course creation, scheduling, grade book, yearly calendar turnover, and other tasks as necessary
• Obtain knowledge of database systems and the unique requirements of different services
• Provide institutional support for campus data systems, Infinite Campus, Magnus Health, and other attributable data systems
• Develop, coordinate, and execute regular synchronization of data between multiple applications via import and export or custom scripts
• Provide strategic management for efficient data flow across Girard’s databases
• Provide support with creating visualizations and dashboards in Tableau and importing dashboards to Infinite Campus; import data and visualizations from Tableau Online to Infinite Campus
• Perform other duties as assigned

Education, Experience, and Skills:

• Minimum of an Associate Degree, Bachelor’s preferred
• 1-2 years of relevant work experience
• 1-2 years experience working with an SIS, ERP, or CRM
• Proficient in MSSQL, MySQL, and online forms, Excel, Tableau. Microsoft Dynamics is a plus
• Demonstrated experience with scripts, APIs, and data importing/exporting to synchronize information between applications
• Experience working as part of an IT or Data team at a school or university is a plus
• Demonstrated ability to quickly understand new technology processes and platforms
• Demonstrated work experience producing dynamic data visualizations and reports using Tableau
• Demonstrated work experience using relational databases, including writing queries in SQL and building dynamic reports
• Proficient project management skills, attention to detail, and ability to multitask, as well as prioritize work, and meet deadlines

Salary:

$55,000-$65,000

COVID-19 Vaccination Policy:

Girard College is an equal opportunity employer and actively encourages applications from people of all backgrounds. Compensation is competitive and commensurate with experience. We offer a complete benefits program and opportunities for professional growth.

UPDATE AS OF MAY 2022 – Please review Girard College’s Health and Safety Plans here to learn about our approach to vaccination and testing and our response to COVID-19 for the 2022-23 school year. For ongoing positions, Girard College’s roles are designated as in-person, with regular on-site responsibilities, unless otherwise noted.  As such, Employees must be able to support Girard College’s academic plan and business strategies on-site.

Exceptions to this requirement will be considered on an individualized basis.

All Girard College employees are required to be fully vaccinated for COVID-19.

Wissahickon Charter School is seeking a 6th Grade Apprentice Teacher for our Awbury campus. The Apprentice Teacher position is a wonderful opportunity for recent graduates or career changers who are looking for a pathway into the teaching profession. Candidates currently enrolled in or recently graduated from teacher education programs are strongly encouraged to apply. This position provides invaluable classroom experience and professional development. Experience as an Apprentice Teacher for one to two years is great preparation for becoming a lead teacher in the future.

Key Responsibilities

• Plan collaboratively with two 6th grade teachers across all subject areas
• Partner with lead teachers to implement curriculum and utilize classroom routines and procedures with consistency
• Provide one-on-one and small group instruction to students in the 6th grade for additional academic support
• Work closely with lead teachers to assess, track and analyze student progress
• Participate in on-going professional development
• Lead a teaching elective, special, and/or study hall
• Substitute teach when a lead 6th grade teacher is out
• As instructional skills gradually increase, may be responsible for providing whole group instruction to students in select subjects
• Complete administrative duties as necessary (data entry, homework review, filing, copying, etc.)
• Support intake, dismissal and transitions between classes
• Accompany the students to recess and/or help monitor indoor recess as needed
• Assist lead teachers and/or the Middle School Principal with other responsibilities as requested

Qualifications

• Bachelor’s degree required
• Experience working with adolescents, in a school setting preferred
• All required FBI & PA clearances and compliance with all of WCS’ COVID-19 safety protocols
• Reflective and open to feedback and coaching
• Appreciation of the unique strengths and challenges of adolescents
• Ability to work with a variety of colleagues who have diverse teaching and organizational styles
• Willingness to speak openly and honestly about issues of race and equity and to work to dismantle white supremacist culture
• Interest in the mission of Wissahickon Charter School, and a belief that all children can learn

Compensation:

This is a full time, 10-month position with a salary of $40,000 plus 100% employer-paid benefits (medical, dental and vision) for the employee and any spouse or dependents.

About Wissahickon Charter School

Wissahickon Charter School’s first campus, Fernhill, opened in 2002 and serves 480 K-8 students from across Philadelphia. Our second K-8 campus, Awbury, opened in the fall of 2014. The mission of Wissahickon Charter School (WCS) is to provide a community of learning that stimulates and builds the child’s intellectual, social, and character development. Wissahickon Charter Schools are planned around three essential elements: an environmental focus that allows students to experience the curriculum, recognition of service learning projects as key in students’ success, and an emphasis on parents as partners in the learning experiences of their children.

Elementary Special Education Teacher

Hebrew Public issued a COVID Vaccine mandate for all staff. This will require all staff to receive the COVID Vaccination.

Location: 3300 Henry Avenue, Philadelphia, PA

Start Date: Summer 2022

Network Website: www.hebrewpublic.org

School Website: www.philadelphiahebrewpublic.org

About the Organization:

Hebrew Public Charter Schools for Global Citizens. Hebrew Public is a national network of diverse-by-design public charter schools that teach children of all backgrounds to become productive global citizens. Our schools are models of racial and economic integration, academic excellence, and foreign language learning.

Hebrew Public’s network currently contains thirteen schools in four states and the District of Columbia, serving more than 2,500 students. In New York City, we serve as the Charter Management Organization for schools in Brooklyn and Harlem.

The network’s first school in Philadelphia, Philadelphia Hebrew Public, opened in 2019, serving 156 students in kindergarten and 1st grade. The school will expand to 4th grade in 2022-23 and will add a grade level each year until it ultimately serves grades K to 8 in the 2026-27 school year. PHP provides students with a sophisticated core curriculum in English Language Arts, mathematics, Modern Hebrew, the sciences, social studies, art, music, and physical education.

About the Position: 

This is an exciting time to join Philadelphia Hebrew Public in its third year.  Join a remarkable community of educators and social change-makers who are passionate about meaningful integration and global education and are relentlessly committed to ensuring students from all backgrounds attain high levels of academic achievement. We select individuals who share our vision and are willing to put in the hard work to achieve it. We are seeking a driven Elementary Special Education Teacher for the 2022-2023 school year that operates with a high sense of urgency and possesses a strong work ethic. The School is fully committed to a culturally diverse faculty and student body. The school is eager to consider applications from traditionally underrepresented groups.

Job Responsibilities and Characteristics:

• Provide instructional services to students with IEPs in the areas of reading, mathematics, and writing;
• Deliver prescribed instructional delivery methods as determined by the student’s IEP;
• Consult with school personnel to coordinate efforts in providing services to students;
• Communicate and conference with parents providing information on student progress;
• Manage and support an organized and professional classroom that is conducive to learning;
• Work closely with peers and administration to develop multifaceted curriculum that integrate multiple subjects and approaches to meet the individual needs of students;
• Lead classroom differentiation through curricular modifications, instructional techniques, parallel instruction, and integrated classroom strategies;
• Assess and develop goals for the IEP process;
• Implement IEP goals and strategies into an integrated classroom;
• Maintain an awareness of school’s strategic initiatives and incorporate them into your work;
• Regularly and accurately report student progress and maintain accurate and up to date records related to student achievement, performance, and IEP goals;
• Review data daily and amend your approach accordingly;
• Take an active role in your professional development by identifying and creating opportunities to expand your skills to meet the demands of individual student needs;
• Attend IEP meetings and parent conferences;
• Develop strong relationships with parents and students to create investment in school culture and academics;
• Meet professional obligations through efficient work habits such as: meeting deadlines, honoring schedules and collaborating effectively with co-teachers and colleagues;
• Commitment to professional growth through self-reflection, receptiveness to feedback and a continuous desire to improve; and
• Demonstrate a solutions-oriented mindset and flexible thinking when faced with challenges.
• A person who believes in the critical importance of diversity in the life of a school

Minimum Requirements:

• Bachelor’s degree from an accredited institution required; Masters degree preferred
• A minimum of 2-years of teaching experience required; experience in an urban school setting in which the students were selected by lottery and not by entrance exam or by discretionary criteria is preferred
• Hold a PA special education certification or be in the process of obtaining certification
• Excellent oral and written communication skills

COMPENSATION AND BENEFITS:

Salary and benefits will be highly competitive and commensurate with experience.

Hebrew Public is committed to building a diverse team that reflects the communities we serve. Candidates of color and those from backgrounds that are underrepresented in school leadership roles are particularly encouraged to apply.

Wissahickon Charter School is seeking Middle School Math & Science Apprentice Teachers for the 2022-23 school year. Apprentice Teachers will support 7th and 8th grade students in Math and Science. The Apprentice Teacher position is a wonderful opportunity for recent graduates or career changers who are looking for a pathway into the teaching profession. Candidates currently enrolled in or recently graduated from teacher education programs are strongly encouraged to apply. This position provides invaluable classroom experience and professional development. Experience as an Apprentice Teacher for one to two years is great preparation for becoming a lead teacher in the future.

Key Responsibilities

• Collaborative planning with 2 middle school teachers across 2 subject areas
• Partner with lead teachers to implement curriculum and utilize classroom routines and procedures with consistency
• Provide one-on-one and small group instruction to students in grades 7th and 8th for additional academic support
• Work closely with lead teachers to assess, track and analyze student progress
• Collaborate with the middle school team to ensure student growth in subject areas of focus
• Participate in on-going professional development
• Lead a teaching elective, special, and/or study hall
• Provide substitute teaching coverage for colleagues, as needed
• As instructional skills gradually increase, may be responsible for providing whole group instruction to students in select subjects
• Complete administrative duties as necessary (data entry, homework review, filing, copying, etc.)
• Accompany the students to recess and/or help monitor indoor recess as needed
• Support intake, dismissal and transitions between classes
• Assist lead teacher with other student responsibilities as requested

Qualifications

• Bachelor’s degree required
• Strong content knowledge and skill in math and science
• Experience working with adolescents, in a school setting preferred
• All required FBI & PA clearances and compliance with all of WCS’ COVID-19 safety protocols
• Reflective and open to feedback and coaching
• Appreciation of the unique strengths and challenges of adolescents
• Ability to work with a variety of colleagues who have diverse teaching and organizational styles
• Willingness to speak openly and honestly about issues of race and equity and to work to dismantle white supremacist culture
• Interest in the mission of Wissahickon Charter School, and a belief that all children can learn

Compensation:

This is a full time, 10-month position with 100% employer-paid benefits (medical, dental and vision).

About Wissahickon Charter School

Wissahickon Charter School’s first campus, Fernhill, opened in 2002 and serves 480 K-8 students from across Philadelphia. Our second K-8 campus, Awbury, opened in the fall of 2014. The mission of Wissahickon Charter School (WCS) is to provide a community of learning that stimulates and builds the child’s intellectual, social, and character development. Wissahickon Charter Schools are planned around three essential elements: an environmental focus that allows students to experience the curriculum, recognition of service learning projects as key in students’ success, and an emphasis on parents as partners in the learning experiences of their children.

Wissahickon Charter School is seeking a Math Interventionist for the 2022-23 school year. Interventionists are responsible for supporting student achievement across grades K-8 in math. The Interventionists will provide small group or one-on-one instruction to students identified as needing additional academic support in order to meet grade level proficiency benchmarks. This position is also responsible for monitoring, reporting, and communicating student progress and performance. Candidates who have recently graduated from teacher education programs are strongly encouraged to apply. This position provides invaluable teaching experience and professional development, and is great preparation for becoming a lead teacher in the future.

Key Responsibilities

• Provide targeted math instruction to individual students and small groups
• Use data to provide instruction to students and to work to bring their skills to grade-level
• Work to build a close rapport with students
• Use identified research-based interventions focused specifically on individual student needs
• Maintain documentation of continuous monitoring of student performance and progress
• Communicate with the Math Program Coordinator, teachers, administration, and families regarding student progress, and may be asked to participate in meetings to discuss this information
• Provide assessments for students as needed
• Provide input for program development
• Other duties as assigned

Qualifications

• Bachelor’s degree required
• Strong content knowledge and skill in math
• Knowledge of Bridges math and/or Open Up a plus for math
• Experience working with students in grades K-8, in an urban school setting preferred
• All required FBI & PA clearances and compliance with all of WCS’ COVID-19 safety protocols
• Reflective and open to feedback and coaching
• Appreciation of the challenges for students returning to in-person instruction after a potentially traumatic time during the pandemic
• Ability to work with a variety of colleagues who have diverse teaching and organizational styles
• Willingness to speak openly and honestly about issues of race and equity and to work to dismantle white supremacist culture
• Interest in the mission of Wissahickon Charter School, and a belief that all children can learn

Compensation:

This is a full time, 10-month position with 100% employer-paid benefits (medical, dental and vision) for the employee and any spouse or dependents. This position is funded by federal pandemic relief funds that will expire at the end of the 2022-2023 school year. While the hope is to make this a permanent position, WCS cannot commit to the position beyond that date at this time.

About Wissahickon Charter School

Wissahickon Charter School’s first campus, Fernhill, opened in 2002 and serves 480 K-8 students from across Philadelphia. Our second K-8 campus, Awbury, opened in the fall of 2014. The mission of Wissahickon Charter School (WCS) is to provide a community of learning that stimulates and builds the child’s intellectual, social, and character development. Wissahickon Charter Schools are planned around three essential elements: an environmental focus that allows students to experience the curriculum, recognition of service learning projects as key in students’ success, and an emphasis on parents as partners in the learning experiences of their children.

How to Apply

To be considered, visit our website at http://wissahickoncharter.org/join-our-team and click on the Apply Now button. Please note that a cover letter and resume are required.

Wissahickon Charter School is committed to hiring a diverse staff and encourages those from traditionally under-represented backgrounds to apply. Wissahickon Charter School does not discriminate in hiring or employment, or in the administration of its educational policies, admissions policies, or other programs.

Independence Mission Schools is seeking School Leadership candidates for the 2022-2023 school year for upcoming vacancies in our network of 14 schools.

Position responsibilities:

1. Vision-Driven – Advance the Catholic identity of the school, being mindful of our welcome to children of all faiths, while ensuring a school culture of student achievement and high expectations grounded in moral development. Inspire teachers and staff to realize this vision throughout the school.

1. Leadership & Management– Recruit and develop talented teachers and staff. Lead faculty development in their roles as Catholic instructional leaders driving student achievement. Direct the work of school staff to provide structure and support to the school operations. Establish a school culture built on student achievement, empowerment and collaboration and ensure a learning environment that is transformative, holistic and safe. Using data to establish performance goals for student academic results and faculty development and outcomes. Working with IMS leadership team to ensure core values are effectively communicated and upheld within the school community.
2. Instructional Expertise – Build the capacity of school staff to deliver exceptional, high-quality instruction in service to student learning. Promulgate the effective use of data to support student achievement.  Evaluate and address the requirements and needs of the school’s student population and identify resources to provide access for all students.
3. School Advancement – Serve as an ambassador and advocate of the school’s mission, goals and achievements and oversee student recruitment, admissions and advancement. Support school development and community relations, including public relations and fundraising activities for the school as needed.

Educational and credential requirements

• An individual of strong Catholic faith who is possessed of a growth mindset, is mission-driven and is committed to serving children of all faiths in an urban environment.
• Current PA School Administrator’s License (K-12)
• A Master’s (or higher) degree in education or related fields

Qualifications

• Experience in teaching and/or coaching teaching staff to use Common Core Standard’s aligned curriculum materials, Highly Desirable.
• Demonstrated success as a teacher/school leader, backed by data-driven instruction, recommendations, and outcomes
• Possessed of deep capability to effectively build, develop and maintain strong relationships with internal and external constituents including staff, teachers, parents, students, board members, and community stakeholders
• Strong leadership and staff development skills including an encouraging, motivating presence exhibited in team building, staff engagement and successful conflict resolution
• Ability to self-direct and prioritize among competing goals, exhibit flexibility and good judgment, and drive results in a fast-paced, entrepreneurial environment
• Capable of representing the organization and its goals effectively in both oral and written communications to diverse audiences

To learn more about Independence Mission Schools, please visit: https://independencemissionschools.org/

Successful candidates must be able to clear all background check and clearances.

EOE: IMS is proud to be an equal opportunity employer and celebrates staff diversity. We strive to be and build a diverse team that is representative of our students and the communities in which we serve. If you identify as an individual of color, we highly encourage you to apply!

About IMS: Independence Mission Schools (IMS) educate students of all faiths living throughout Philadelphia. Our inspiring new network of 14 schools blends the best of Catholic education with innovative teaching strategies designed to meet the unique learning needs of all students.

Since our inception in 2012, our enrollment has grown over 20%, our students are outperforming 80% of their neighboring public and charter schools in Reading, and we have received increasing recognition as a network that successfully integrates faith, character, and academics to create warm, energizing schools that are sustainable for students, staff, and community. Ultimately, IMS recognizes  that our students are on track to make their own choices in pursuit of college and career opportunities because they are on grade level academically and enrolled in a high-quality high school.

Perks of IMS: Teachers at IMS enjoy ongoing development through coaching, mentorship, and professional development and a benefits package that matches 403b contributions, provides low-cost healthcare, and guarantees paid sick time and personal time. Learn more here.

We are seeking middle school  teacher candidates for the 2022-2023 school year for upcoming vacancies in Math, Science, English, Language Arts and/or Social Studies across our network.  

Successful candidates:

• Believe in the mission and vision of IMS and are excited about working in diverse communities
• Model outstanding character traits according to the ethics, values, and philosophy of the Catholic teachings, and exhibit these traits through a positive classroom atmosphere
• Model a growth mindset for themselves and others and demonstrate this growth mindset through enthusiastic application of new learning and feedback
• Hold themselves highly-accountable for their work and demonstrate a commitment to accomplish ambitious goals
• Set high behavioral and academic expectations for all students
• Are experts in their content areas and understand their content’s Common Core State Standards (CCSS)
• Understand data-driven instruction and other best instructional practices to ensure aligned, effective learning experiences
• Believe in the power of collaboration and work well with a team of subject and grade level colleagues to integrate cross-curricular instruction and real-world problem solving skills across all classrooms
• Lend their skills and interests to coaching and moderating  extra-curricular activities
• Communicate effectively with families, peers, and leadership to build a strong classroom community
• Plan meticulously and remain highly-organized to ensure every student has an excellent learning experience
• Perform other duties as needed or as assigned

Experience:

• Experience teaching diverse learners and differentiating instruction (preferred)
• A track record of leading students to successfully achieve those expectations (preferred)
• Experience working with children and communities in an urban setting (preferred)

Certification, Degrees, and Qualifications:

• Bachelor’s Degree (required)
• Pennsylvania Instructional Certificate (preferred)
• Clearance on all required background checks (required)

Note: A teaching certification is preferred but is not required. If you have content expertise in math or science we encourage you to apply!

EOE: IMS is proud to be an equal opportunity employer and celebrates staff diversity. We strive to be and build a diverse team that is representative of our students and the communities in which we serve. If you identify as an individual of color, we highly encourage you to apply!

Our Hiring Process:  Independence Mission Schools (IMS) values finding a great match between teaching applicants and our 15 unique schools. While this means applicants are only hired when vacancies are identified and become active within the network, submitting an early application to teach Elementary (PK – 4) or Middle (5-8) School helps us identify a match to your desired position as soon as it is available. As new vacancies arise, we will continue to share your information with school leaders so that we can find you the perfect teaching home.

*Please note that this is a general pool job posting; any applications submitted here will be considered for any current and future openings within the network (based on your regional and grade preferences). If you are highly interested in a school-specific posting (i.e. “Grade 3 at IMS School”), please submit an application to the school-specific posting to let us know of your interest. There is no limit on the number of applications you can submit.

If you have any questions, please reach out to the Talent Recruitment Manager, Natalie Roche, at nroche@imsphila.org

Job Title: 6^th GRADE SPECIAL EDUCATION TEACHER

JOB SUMMARY:

To plan, organize and implement an appropriate instructional program in a K-8 environment that guides and encourages students to develop and fulfill their academic potential.  Work is performed under the direction of the Special Education Coordinator.

Essential functions of the job may include but are not limited to the following:

• Works with students individually or in small groups on a daily basis focusing on specific skills.
• Responsible for coordinating the development, monitoring, and implementation of student’s Individual Education Plan (IEP).
• Maintains accurate and confidential records of all assigned students.
• Assess the ability and potential of students requiring a specific study program using a variety of tests and other forms of assessments.
• Develops/adapts lessons to enhance the affective and cognitive development of students.
• Provides information, support, and communication with parents and families.
• Assesses student performance frequently and objectively as required by IEP.
• Interprets the educational program to parents and other community members through personal conferences and meetings when appropriate.
• Consistently monitors progress on IEP goals and communicates weekly with teachers and supervisor regarding all pull-out sessions.
• Co-teach with math and English teachers.
• Participates in ongoing professional development designed to improve student achievement.
• Plan, prepare and deliver lesson plans and instructional materials that facilitate active learning.
• Develops schemes of work, lesson plans and tests that are in accordance with established procedures.
• Instruct and monitor students in the use of learning materials and equipment.
• Use relevant technology to support and differentiate instruction.
• Encourage and monitor the progress of individual students and use information to adjust teaching strategies.
• Maintain accurate and complete records of students’ progress and development.
• Update all necessary records accurately and completely as required by laws, district policies and school regulations.
• Prepare required reports on students and activities.
• Participate in department, school and parent meetings.
• Communicate necessary information regularly to students, colleagues and parents regarding student progress and student needs.

Other functions of the job include but are not limited to the following:

• Demonstrate preparation and skill in working with students from diverse cultural, economic and ability backgrounds.
• Encourage parent and community involvement, obtain information for parents when requested, promptly return phone calls and answer emails.
• Participate in appropriate professional activities.
• Participate in extracurricular activities such as social activities, sporting activities, clubs and student organizations as directed.
• Other duties as assigned.

Knowledge Skills and Ability Required:

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.  The requirements listed below are representative of the knowledge, skill, and/or ability required.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• A/B.S degree in teaching from an accredited college or university.
• Pennsylvania State Special Education Certification – K-8 or N12 REQUIRED
• Ability to establish and maintain cooperative and effective working relationships with others.
• Ability to reteach and reinforce middle school math and English skills.
• Ability to communicate effectively orally and in writing.
• Must have the ability to report to work on a regular and punctual basis.
• Meet professional teacher education requirements of school, district and state.

Physical Requirements

Regularly required to sit, stand, walk, talk, hear, operate a computer, hand-held learning devices and other office equipment, reach with hands and arms, and must occasionally lift and/or move up to 10 pounds.

Compensation 

• Annual salary commensurate with experience – $46,500- $62,492

Music Teacher K-8

Independence Charter School West  (ICS West)

Our Beliefs

• ICS West exists to equip and empower global citizens, so that our communities are united. Our students are becoming the leaders who will bring a divided world back together, and as a team, it is our responsibility to give them everything they need to do so.
• We believe that every student, with no exception, can achieve at their highest level, and our Big Goal reflects this – our students who are below grade level will make more than one year of growth every school year until they are at or above grade level in all subjects. Right now, many of our students are not at this level.  Supporting them in getting there is the focus of everything we do as a team.
• We believe deeply in being an open enrollment, neighborhood public school, with the responsibility to meet the needs of every student who enrolls, with no exception.  Special education students currently make up 27% of our student population.
• Finally, we believe that being a cohesive team is the way to realize our vision.  Building trust with each other enables us to honor the unique perspectives that every team member brings, talk candidly about these perspectives as we commit to decisions, and hold each other accountable for the results our students deserve.

Fast Facts

• ICS West was founded in 2016.
• The school is located at 5600 Chester Avenue in the Kingsessing neighborhood of Southwest Philadelphia.
• We serve approximately 800 students in grades K-8 in the 21-22 school year, and we will grow to our full enrollment of 900 students in the 2023-24 school year.
• All of our students are taught Spanish starting in Kindergarten.

Your Role

• You will support cohorts of students in kindergarten through 8th grade (approximately 26-28 students in each cohort) in developing the musical skill and enjoyment to enhance their academic and life path.
• You will develop a music program that provides students with opportunities to observe, reflect and participate both in the music of their culture and the cultures of others.
• You will design and deliver engaging, standards-aligned lessons that meet the needs of students in kindergarten through eighth grade.
• You will work with our Instructional Coach and our Assistant Principals to become an expert in music instruction, and to continually refine your classroom practices, ensuring that every student is working and thinking at an appropriately rigorous level, all the time.
• You will work with your school team to implement effective Responsive Classroom and Development Designs strategies that cultivate a student-centered, social and emotional learning approach to teaching and discipline.

Salary, Schedule and Benefits

• This is a 10-month position.  
• Your start date will be August 8, 2022, the first day of our three-week summer professional development session.
• Our work day is 8:15am to 4:15pm.
• The salary range for this position is $45,000 to $65,000, depending on experience and certification.
• ICS West pays for 100% of the cost of employee and dependent health benefits, and matches 403b contributions up to 5%.  We do not participate in PSERS.

Application Details

• Requires at least a Bachelor’s Degree and one year of relevant experience.
• Send your resume and a cover letter to icswesthiring@icswest.org, and we will be in touch shortly with next steps.

School Counselor

Independence Charter School West  (ICS West)

Our Beliefs

• ICS West exists to equip and empower global citizens, so that our communities are united. Our students are becoming the leaders who will bring a divided world back together, and as a team, it is our responsibility to give them everything they need to do so.
• We believe that every student, with no exception, can achieve at their highest level, and our Big Goal reflects this – our students who are below grade level will make more than one year of growth every school year until they are at or above grade level in all subjects. Right now, many of our students are not at this level.  Supporting them in getting there is the focus of everything we do as a team.
• We believe deeply in being an open enrollment, neighborhood public school, with the responsibility to meet the needs of every student who enrolls, with no exception.  Special education students currently make up 27% of our student population.
• Finally, we believe that being a cohesive team is the way to realize our vision.  Building trust with each other enables us to honor the unique perspectives that every team member brings, talk candidly about these perspectives as we commit to decisions, and hold each other accountable for the results our students deserve.

Fast Facts

• ICS West was founded in 2016.
• The school is located at 5600 Chester Avenue in the Kingsessing neighborhood of Southwest Philadelphia.
• We serve approximately 800 students in grades K-8 in the 21-22 school year, and we will grow to our full enrollment of 900 students in the 2023-24 school year.
• All of our students are taught Spanish starting in Kindergarten.

Your Role

• You will work with our Director of Student Support and our School Social Worker to ensure that we have a comprehensive support system for our students in the areas of mental and physical health and safety, adapting to the academic and social demands of school and attendance.
• Within this comprehensive support system, you will assess and counsel individuals and groups of students as they overcome whatever challenges they might face as they make the growth necessary to be at or above grade level in all subjects.  
• Where appropriate, you will also be part of students’ IEP teams to provide counseling as a related service.
• You will meet regularly with the school team to identify and address the needs of students.

Salary, Schedule and Benefits

• This is a 10-month position.  
• Your start date will be August 8, 2022, the first day of our three-week summer professional development session.
• Our work day is 8:15am to 4:15pm.
• The salary range for this position is $45,000 to $65,000, depending on experience and certification.
• ICS West pays for 100% of the cost of employee and dependent health benefits, and matches 403b contributions up to 5%.  We do not participate in PSERS.

Application Details

• Requires at least a Bachelor’s Degree and one year of relevant experience.
• Requires a Counseling Certification.
• Send your resume and a cover letter to icswesthiring@icswest.org, and we will be in touch shortly with next steps.

Wissahickon Charter School is seeking a middle school math teacher for the 2022-2023 school year. Middle School math teachers are responsible for teaching 7th and 8th grade students. S/he/they are also responsible for developing and implementing instruction that builds positive classroom community and promotes academic and social/emotional growth. Teachers must be committed to the belief that all students can learn and must be relentless in their efforts to address the wide range of learning styles, needs and interests of Wissahickon Charter School students. The ideal candidate will have classroom teaching experience in an urban setting and will thrive in a collaborative work environment. This is an outstanding opportunity to improve the academic and social outcomes of children from across the city of Philadelphia.

Key Responsibilities

• Establish and maintain a learning environment that excites, invests, and motivates students to achieve academic and behavioral expectations
• Design and implement organized, differentiated unit and lesson plans aligned with WCS’ curriculum
• Work collaboratively with grade team, learning specialists, teaching assistants, and other staff to support student growth
• Build classroom community through the development of CARES values (CARES stands for Collaboration, Academic Excellence, Responsibility, Empathy and Self-Reflection)
• Consistently implement WCS’ student management practices within the classroom and throughout school
• Establish and maintain relationships with families through regular communication, updates and opportunities for involvement
• Track student performance and use data from Wissahickon Charter School’s internal assessments to drive instruction and behavior interventions
• Exemplify WCS’ CARES values in all interactions with students, families and colleagues
• Seek out and be receptive to feedback from the school’s administrators and peers with the goal of improving instructional and culture-building skills
• Participate in all professional development, team planning and data analysis meetings
• Assume other duties as assigned by the administrative team

Qualifications

• Bachelor’s degree required; Master’s degree preferred
• Current or pending relevant teaching certification
• Teaching experience in an urban setting highly preferred
• Strong instructional and classroom management skills, with a record of increasing students’ academic and behavioral growth
• Knowledge of Pennsylvania and Common Core Standards; experience with Open Up Math Curriculum a plus
• Familiarity/experience with Responsive Classroom approach a plus
• Receptiveness to feedback, positive attitude, and a desire to continuously improve
• Flexible and able to adjust instructional strategies in order to reach goals
• High level of personal organization, planning, and follow-through
• Strong oral and written communication skills and the ability to effectively communicate with students, families, supervisors and colleagues
• Collaborative work style; including maturity, humility, and a sense of humor
• Belief in Wissahickon Charter Schools’ mission and environmental education model, and the belief that all children can learn and succeed

About Wissahickon Charter School

Wissahickon Charter School’s first campus, Fernhill, opened in 2002 and serves 480 K-8 students from across Philadelphia. Our second K-8 campus, Awbury, opened in the fall of 2014. The mission of Wissahickon Charter School (WCS) is to provide a community of learning that stimulates and builds the child’s intellectual, social, and character development. Wissahickon Charter Schools are planned around three essential elements: an environmental focus that allows students to experience the curriculum, recognition of service learning projects as key in students’ success, and an emphasis on parents as partners in the learning experiences of their children.

Senior Manager, Academics (ELA)

Northeast Region

TNTP seeks a full-time Senior Manager, Academics (ELA) to join our Consulting Team in the Northeast Region. This position is based in a home office anywhere in the Northeast: DC, Maryland, Delaware, Pennsylvania, New Jersey, New York, Connecticut, Rhode Island, Massachusetts, New Hampshire, Vermont and Maine. Candidates must reside or be willing to relocate to a state in TNTP’s Northeast region to be considered for this role.  Frequent travel of up to 40% will be required, contingent upon organizational/state/federal travel regulations.

Who We Are
A national nonprofit founded by teachers, TNTP believes our nation’s public schools can offer all children an excellent education. Today we’re a diverse team from a wide range of fields, united by a fierce commitment to helping school systems end educational inequality. We work at every level of the public education system to attract and train talented teachers and school leaders, ensure rigorous and engaging classrooms, and create environments that prioritize great teaching and accelerate student learning.

Staff in TNTP’s Consulting Division work alongside teachers, school leaders, districts, and states to help them achieve their goals for students. Our Northeast Regional team supports districts across the region in the implementation of a rigorous vision for equitable ELA and Math instruction through the use of high-quality instructional materials. We support teachers and leaders to build their understanding and mindsets of research-based practices in ELA or Math, including a focus on knowledge-building and explicit teaching of foundational skills.

What You’ll Do

As a Senior Manager, Academics (ELA), you will partner with school districts across the region to support, coach, and develop teachers and leaders to shift and improve their instructional practice in ELA classrooms.

Specific responsibilities include:

• Supporting district and school leaders to deliver on their instructional leadership priorities and improve instruction for all students, by supporting them with key aspects of their roles, such as:
  • Leading compelling and practical professional learning on research-based practices in literacy instruction with a focus on equity.
  • Designing and executing regular cycles of teacher professional learning, observation and feedback, or student work analysis intended to improve instruction and student outcomes.
  • Conducting classroom visits to assess the quality of instruction and support coaches and leaders in identifying trends within and across schools.
  • Modeling effective observation and feedback practices.
  • Facilitating the implementation of strong instructional materials aligned to the shifts and demands of the state standards.
  • Setting up and maintaining data systems and supporting teachers and leaders to engage in ongoing reflection and use of data to drive improvements.
• Building and maintaining strong relationships with academic departments and school-based staff.
• Tracking progress towards contract goals and making strategic decisions regarding client management and support.
• Motivating and influencing clients to consistently integrate equity-focused mindsets and practices into their academic strategy, including authentic community engagement and cultural proficiency.
• Developing strategies to tackle instructional challenges and creating plans to implement them.
• Contributing to the creation of high-quality, data-driven reports demonstrating the effect of the team’s approaches towards quality of instruction.
• Designing tools and resources in real-time to respond to client needs, in support of academic or instructional goals.
• Engaging with and communicating progress to a variety of district school and community stakeholders.

What You Bring

First and foremost, we are looking for amazing people who have diverse backgrounds and experiences, are inspired by our mission, and are highly motivated to change children’s lives through education.  We value diversity of ethnicity, race, socioeconomic status, sexual identity, gender, religion, language, ability, and experience and exemplify this through the makeup of our team at all levels. You’ll be right at home here if you cultivate strong relationships and push yourself, your work, and the people around you to the next level. We encourage those with the following identities to apply: Black, Latinx, Asian American, and Pacific Islander, local Indigenous people, LGBTQIA+ and non-binary people, people living with disabilities, and others with lived experience being part of marginalized communities.

We expect our Senior Managers to:

• Have a passion and understanding of the education landscape and communities.  You bring deep background knowledge in the current education landscape and a passion for embedding community engagement and involving communities in our work.
• Know great teaching and learning when you see it. Whether you are watching how students engage during a lesson or looking at student performance data, you can identify whether students are grappling with the right content and diagnose what needs to happen to improve student learning outcomes immediately and in the long-term. You understand the implications of the shifts in instruction required by the Common Core State Standards for students, teachers, school leaders, and district staff. You know high-quality instructional materials in ELA and can support partners in their implementation at the classroom and school level.
• Translate your instructional knowledge and ELA content expertise. We’re counting on your strong public presentation skills, ability to assess and adjust to the learning needs of your audience, and ability to communicate complex information to a variety of audiences, including teachers, school leaders, and district staff.  You have a deep understanding of effective ELA instruction. You use this knowledge to meet our clients where they are at by designing reasonable solutions to their challenges.
• Connect the dots in ambiguous circumstances. You’ll use your analytical and problem-solving skills to design and facilitate trainings and meetings, craft strategic academic interventions that improve student performance, and propose solutions to academic challenges every day. Ambiguity doesn’t scare you; just the opposite, you thrive on it. Your creative instincts will help you deal with vague situations and develop new approaches with limited guidance.
• Partner with education leaders. You’ll regularly interact with, and be expected to influence clients, motivating and guiding them to lead transformative change efforts.
• Build relationships. You have the ability to connect and build relationships with diverse communities. Multilingual or Bilingual abilities are considered a strong asset – Spanish language fluency is a plus.
• Embrace cross-cultural agility.  Authentic self-reflection, self-awareness, and high emotional intelligence are central to who you are, and you utilize these skills to contribute to a culture of diversity, equity, and inclusion. You have an adept cultural understanding of yourself and use your understanding of yourself and others to build trusting relationships with colleagues and stakeholders.
• Manage time carefully.  You may manage multiple projects simultaneously, and you’ll need to prioritize your time carefully to meet deadlines and the needs of our school and district partners.

Qualifications

• Deep knowledge of content and instruction in ELA, particularly with highly rated instructional materials, with at least three years Pre-K-12 teaching experience, preferably in high-need schools or with high-need populations, and a proven track record of raising student achievement.
• Experience designing and delivering strong professional development for adult learners and creating systems to support ongoing learning and development.
• Teacher leadership experience and experience coaching teachers or other leaders.
• Strong familiarity and expertise with the College and Career-Ready standards, like the Common Core State Standards (CCSS), in literacy, including:
  • Experience as a practitioner in a school system that has adopted the CCSS and/or a deep conceptual understanding of the instructional shifts in ELA.
  • Experience with the role of complex text in ELA instruction and research-based approaches to foundational skills and the major work of each grade.
  • Experience using high-quality ELA curricular materials and knowledge of how the curriculum supports strong, rigorous instruction.
• Prior experience with equity-based, asset-oriented and culturally responsive practices, especially in teaching and learning.
• Multilingual or bilingual abilities are considered a strong asset – Spanish language fluency is a plus.

What We Offer
TNTP offers a competitive salary commensurate with experience in a similar position with the potential for an annual performance-based bonus. The salary range for this position is $72,800 – $109,200. New hires are typically brought into the organization at a salary between the range minimum and the salary range midpoint depending on qualifications, internal equity, and the budgeted amount for the role.  We offer a comprehensive benefits plan, covering the majority of the employee premium for the base medical plan and subsidizing the majority of costs for a spouse/domestic partner and children. Other benefits include dental and vision plans, disability, life insurance, parenting benefits, flexible spending account options, generous vacation time, commuter benefits, referral bonuses, professional development, and a 403(b) plan. We also offer an inclusive environment where staff are encouraged to bring their whole selves to work every day. TNTP may offer a relocation stipend to defray the cost of moving for this role, if applicable.

Wissahickon Charter School is looking for a Technology Assistant for our Awbury campus. The Technology Assistant will be responsible for supporting the Technology Director and Technology Manager in providing consistent delivery of information systems to students and staff and responding to all technology needs in a timely, customer-friendly manner. The Technology Assistant will also be responsible for teaching daily classes on typing and technology throughout the school year. This is a 12-month position that reports to the Technology Manager.

Key Responsibilities

• Teach typing and technology classes to students in 3rd through 6th grade
• Provide technical support to students, families, and staff. Supported products include PowerSchool, Apple, Google Workspace, Chrome OS, Securly, Zendesk, Microsoft Office, RUVNA, various web-based applications, and a growing suite of other applications
• Assist with workstation administration and management set-up, configuration, and support of workstation hardware and software. Common tasks include operating system installation, configuration and upgrades, application installation and configuration, hardware upgrades, and hardware/software troubleshooting
• Rollout, implementation, and support of new technologies on an ongoing basis

Qualifications

• Bachelor’s degree preferred
• Passionate about teaching 3rd-6th grade students; classroom teaching experience a plus
• 2 to 5 years experience providing technical support in an education/business environment
• Ability to communicate with users effectively and display good interpersonal skills
• Excellent troubleshooting skills with the ability to diagnose and research solutions
• Ability to prioritize and work on multiple tasks
• Ability to work with other technical personnel for collaborative problem solving
• A desire to teach, and ability to implement strong classroom management and engaging lessons
• Flexible and able to adjust priorities and strategies in order to meet the changing needs of the team and of students
• High level of personal organization, planning, and follow-through and comfort with autonomy
• Strong oral and written communication skills and the ability to effectively communicate with students, families, supervisors and colleagues
• Receptiveness to feedback, positive attitude, and a desire to continuously improve
• PA Criminal Record Check, PA Child Abuse History Clearance, FBI clearance and proof of a negative TB test
• Willing and able to comply with all of WCS’ COVID-19 safety protocols
• Belief in Wissahickon Charter Schools’ mission and the belief that all children can learn and succeed

About Wissahickon Charter School

Wissahickon Charter School’s first and current campus, Fernhill, opened in 2002 and serves 452 K-8 students from across Philadelphia. Our second K-8 campus, Awbury, will open in fall 2014. The mission of Wissahickon Charter School (WCS) is to provide a community of learning that stimulates and builds the child’s intellectual, social, and character development. Wissahickon Charter Schools are planned around three essential elements: an environmental focus that allows students to experience the curriculum, recognition of service learning projects as key in students’ success, and an emphasis on parents as partners in the learning experiences of their children.

How to Apply

To be considered, visit our website at http://wissahickoncharter.org/join-our-team and click on the Apply Now button.

Wissahickon Charter School is committed to hiring a diverse staff and encourages those from traditionally under-represented backgrounds to apply. Wissahickon Charter School does not discriminate in hiring or employment, or in the administration of its educational policies, admissions policies, or other programs.

Wissahickon Charter School is looking for a Library Media Specialist for our Awbury campus for the 2022-23 school year. The Library Media Specialist will manage all aspects of maintaining the school library, including prioritizing book purchasing, running book drives, organizing materials, and continuing to implement library processes and protocols. The Library Media Specialist will also teach research and library skills to students across grades K-8. The ideal candidate will have education and experience in Library Science, preferably in an urban school setting. This position reports to the Middle School Director. This is an outstanding opportunity to grow readers and enrich the lives of students.

Key Responsibilities

Library Management

• Works with the on-site leadership team and administrative staff to identify, prioritize, and purchase library materials.
• Plans and executes book drives and organizes materials collected.
• Organizes library material, equipment, and facilities for effective and efficient utilization and circulation.
• Plans, equips and maintains attractive facilities.
• Sets up and maintains the library catalog.
• Trains staff on library processes and procedures and follows up regularly.
• Keeps the collection current within the constraints of the annual budget by purchasing quality print and non-print materials.
• Establishes an attractive and easily accessible library that is conducive to learning.
• Effectively utilizes clerical, volunteer, student and/or other personnel to provide quality library service to users.
• Maintains appropriate records of library materials.
• Establishes behavioral standards for students in the library.
• Evaluates and selects materials needed to meet both the curricular and individual needs of students, teachers, and administrators who will be using the library.
• Determines the needs of teachers and students as a basis for the selection of new materials and equipment.
• Does a periodic inventory of library collection as well as library AV equipment and library computers.
• Supervises the withdrawal of outdated and worn out materials.

Teaching

• Assists students in becoming effective users of library resources.
• Helps students develop habits of independent reference work and skills in the use of reference material related to school assignments.
• Through a working knowledge of books and authors in the collection, assists students with reading selections.
• Is aware of and supports the curriculum through collection development.
• Provides leadership in all aspects of the school media program.
• Develops a research and library skills program related to the needs of the students.
• Guides students in finding and using a wide variety of materials.
• Instill in students the ability to be motivated learners by promoting the spirit of inquiry and teaching effective fact-finding skills.
• Plans with teachers, when appropriate, for meaningful and effective grade appropriate reference work and/or literature appreciation activities for their students.
• Actively plans with teachers and groups of teachers to integrate library services and multimedia materials with the instructional program.
• Creates lessons and learning environments that are safe, respectful, and interesting.
• Selects, adapts and individualizes materials appropriate for diverse student populations, skills and learning styles.
• Follow all requirements regarding lesson planning.
• Is aware of students’ IEP components when necessary. Implements specially designed instruction and provides for IEP goals when appropriate.
• Works with the supervisor to determine appropriate modes of assessing student outcomes and engagement in class, and grades students.

Qualifications

• Bachelor’s degree required, Masters in Library Science preferred.
• PA Library Media Specialist Certificate preferred.
• At least three years of experience running a library, preferably in a school setting.
• Willing and able to comply with all of WCS’ COVID-19 safety protocols
• Passionate about growing readers and creating a culture of reading.
• Ability to relate to a diverse population of students and families.
• A desire to teach and the ability to implement strong classroom management and engaging lessons.
• High level of personal organization, attention to detail, planning, and follow-through.
• Strong oral and written communication skills and the ability to effectively communicate with students, families, colleagues and supervisors.
• Process-driven with proven experience multi-tasking, organizing and prioritizing work in a fast-paced environment.
• Advanced proficiency in computer skills, including the Google Suite and Google Classroom, and the ability to learn new programs/software quickly.
• Collaborative work style; maturity, humility, and a sense of humor.
• Self-directed, proactive and a problem solver.
• High degree of professionalism and positivity.
• Belief in Wissahickon Charter Schools’ mission and environmental education model, and the belief that all children can learn and succeed.
• Ability to work occasional weeknights and weekends for special events.

About Wissahickon Charter School

Wissahickon Charter School’s first and current campus, Fernhill, opened in 2002 and serves 480 K-8 students from across Philadelphia. Our second K-8 campus, Awbury, opened in the fall of 2014. The mission of Wissahickon Charter School (WCS) is to provide a community of learning that stimulates and builds the child’s intellectual, social, and character development. Wissahickon Charter Schools are planned around three essential elements: an environmental focus that allows students to experience the curriculum, recognition of service learning projects as key in students’ success, and an emphasis on parents as partners in the learning experiences of their children.

How to Apply

To be considered, visit our website at http://wissahickoncharter.org/join-our-team and click on the Apply Now button. Please note that a cover letter and resume are required.

Wissahickon Charter School is committed to hiring a diverse staff and encourages those from traditionally under-represented backgrounds to apply. Wissahickon Charter School does not discriminate in hiring or employment, or in the administration of its educational policies, admissions policies, or other programs.

Wissahickon Charter School is seeking Lower School Apprentice Teachers for the 2022-23 school year. Apprentice Teachers support students in Literacy or Math. The Apprentice Teacher will support teachers and students in the 3rd, 4th and 5th grade. This position is a wonderful opportunity for recent graduates or career changers who are looking for a pathway into the teaching profession. Candidates currently enrolled in or recently graduated from teacher education programs are strongly encouraged to apply. This position provides invaluable classroom experience and professional development. Experience as an Apprentice Teacher for one to two years is great preparation for becoming a lead teacher in the future.

Key Responsibilities

• Collaborative planning with 3rd through 5th grade lead teachers.
• Partner with lead teachers to implement curriculum and utilize classroom routines and procedures with consistency
• Provide one-on-one and small group instruction in content area to students in grades 3rd through 5th for additional academic support
• Work closely with lead teachers to assess, track and analyze student progress
• Collaborate with the 3rd-5th grade team to ensure student growth in subject area of focus
• Participate in ongoing professional development
• Provide substitute teaching coverage when 3rd-5th grade teachers are out
• As instructional skills gradually increase, may be responsible for providing whole group instruction to students in select subjects
• Complete administrative duties, including but not limited to data entry, homework review, filing, and copying.
• Accompany the students to recess as needed
• Assist lead teachers with other student responsibilities as requested

Qualifications

• Bachelor’s degree or higher
• Strong content knowledge and skill in literacy
• Experience working with students, in a school setting preferred
• Ability to work with a variety of colleagues who have diverse teaching and organizational styles
• Commitment to learning about and consistently implementing Wissahickon Charter Schools’ behavioral management plan
• Solid technology skills and the ability to learn new technologies quickly
• Reflective and open to feedback and coaching
• Appreciation of the unique strengths and challenges of 3rd-5th graders
• Pennsylvania Criminal Record Check, Pennsylvania Child Abuse History Clearance, FBI clearance and proof of a negative TB test.
• Willing and able to comply with all of WCS’ COVID-19 safety protocols
• Interest in the mission of Wissahickon Charter School, and a belief that all children can learn

Compensation:

This is a full time, 10-month position with health benefits.

How to Apply

To be considered, visit our website at http://wissahickoncharter.org/join-our-team and click on the Apply Now button.

Wissahickon Charter School is an Equal Opportunity Employer and does not discriminate in hiring or employment, or in the administration of its educational policies, admissions policies, or other programs. We are committed to hiring a diverse staff and encourage those from traditionally under-represented backgrounds to apply.

Wissahickon Charter School is seeking teachers for kindergarten through fifth grade for the 2022-2023 school year. K to 5 teachers are responsible for developing and implementing instruction that builds positive classroom community and promotes academic and social/emotional growth. Teachers must be committed to the belief that all students can learn and must be relentless in their efforts to address the wide range of learning styles, needs and interests of Wissahickon Charter School students. The ideal candidate will have classroom teaching experience in an urban setting and will thrive in a collaborative work environment. This is an outstanding opportunity to improve the academic and social outcomes of children from across the city of Philadelphia.

Key Responsibilities

• Establish and maintain a learning environment that excites, invests, and motivates students to achieve academic and behavioral expectations
• Design and implement organized, differentiated unit and lesson plans aligned with WCS’ curriculum
• Work collaboratively with grade team, learning specialists, teaching assistants, and other staff to support student growth
• Build classroom community through the development of CARES values (CARES stands for Collaboration, Academic Excellence & Assertion, Responsibility, Empathy and Self-Reflection)
• Consistently implement WCS’ student management practices within the classroom and throughout school
• Establish and maintain relationships with families through regular communication, updates and opportunities for involvement
• Track student performance and use data from Wissahickon Charter School’s internal assessments to drive instruction and behavior interventions
• Exemplify WCS’ CARES values in all interactions with students, families and colleagues
• Seek out and be receptive to feedback from the school’s administrators and peers with the goal of improving instructional and culture-building skills
• Participate in all professional development, team planning and data analysis meetings
• Assume other duties as assigned by the administrative team

Qualifications

• Bachelor’s degree required; Master’s degree preferred
• Current or pending relevant teaching certification preferred
• Teaching experience in an urban setting highly preferred
• Strong instructional and classroom management skills, with a record of increasing students’ academic and behavioral growth
• Knowledge of Pennsylvania and Common Core Standards; experience with Bridges Math a plus
• Familiarity/experience with Responsive Classroom approach a plus
• Receptiveness to feedback, positive attitude, and a desire to continuously improve
• Flexible and able to adjust instructional strategies in order to reach goals
• High level of personal organization, planning, and follow-through
• Strong oral and written communication skills and the ability to effectively communicate with students, families, supervisors and colleagues
• Collaborative work style; including maturity, humility, and a sense of humor
• PA Criminal Record Check, PA Child Abuse History Clearance, FBI clearance and proof of a negative TB test
• Willing and able to comply with all of WCS’ COVID-19 safety protocols
• Belief in Wissahickon Charter Schools’ mission and environmental education model, and the belief that all children can learn and succeed

About Wissahickon Charter School

Wissahickon Charter School’s first campus, Fernhill, opened in 2002 and serves 480 K-8 students from across Philadelphia. Our second K-8 campus, Awbury, opened in the fall of 2014. The mission of Wissahickon Charter School (WCS) is to provide a community of learning that stimulates and builds the child’s intellectual, social, and character development. Wissahickon Charter Schools are planned around three essential elements: an environmental focus that allows students to experience the curriculum, recognition of service learning projects as key in students’ success, and an emphasis on parents as partners in the learning experiences of their children.

Wissahickon Charter School is an Equal Opportunity Employer and does not
discriminate in hiring or employment, or in the administration of its educational policies, admissions policies, or other programs. We are committed to hiring a diverse staff and encourage those from traditionally under-represented backgrounds to apply.

K-8 SCHOOL VICE PRINCIPAL
Now Hiring for the 2022-2023 School Year 

EMPLOYMENT DETAILS 

Title: K-8 Vice Principal
Reports To: Principal
Commitment: Full-Time
Term: 12 Months Annually, 2022-2023 School Year

ABOUT THE POSITION

At New Foundations, the Vice Principal’s primary role is to be a high quality individual dedicated to student achievement and the school community. The Vice Principal will lead the efforts to develop positive school culture and ensure high behavior expectations for all students, develop high quality paraprofessionals, ensure rigorous instruction, engage families, and promote the mission of NFCS through programming and activities. The Vice Principal will step in for the Principal as necessary.

Our Mission: The mission of the New Foundations Charter School is to provide students with the academic, social, and emotional foundations and skills necessary to become high-achieving, socially competent stewards of their communities. The teachers and staff of New Foundations Charter School will ensure a commitment to lifelong learning and achievement of all of our students by creating an atmosphere of caring that pervades every aspect of school life and promotes responsibility for all members of our school community.

Our Vision for Impact: In 2019, New Foundations embarked on an ambitious five year strategic plan.  The Strategic Plan’s “Vision for Impact” is that by June 2025, New Foundations will provide daily opportunities for all students to engage in rigorous academic preparation, integrated and well-rounded character development, and inclusive and expansive specials and extracurricular activities that prepare them for individualized post-secondary success.

ABOUT OUR SCHOOL
Founded by Sheryl Perzel and Paul Stadelberger, New Foundations Charter School opened in 2000. Our core principle was simple: be student-centered and growth focused. This ethos remains and at New Foundations we maintain that in order for our children to thrive as leading members of society, they must grow academically, socially, and emotionally today.

Twenty years later, New Foundations is a prominent public charter school serving grades K-12 in Northeast Philadelphia and a leader in academic excellence, social emotional awareness, and community engagement. In a constantly changing world, we continue our work to evolve and improve. We are ambitious about New Foundations’ future. We’re a great school, but we still have work to do to be better and to redefine what it means to be a great school.

Our Students

As an open enrollment public charter school, we seek to prepare each student for the college, career and service opportunity of their choice. New Foundations Charter School currently educates 1,500 students across a K-8 & High School campus in Northeast Philadelphia.

New Foundations has a highly diverse and representative student/family population: 57% White, 22% Black, 13% Latino, 5% Asian and 3% Mixed Races & Other; 40% Free Lunch, 30% Reduced-Price Lunch, 30% Paid Lunch.  The political and ideological diversity of our student and family body is representative of the United States as a whole.

Our Buildings 

The K-8 and High School buildings are located within walking distance of each other in the Holmesburg neighborhood of Philadelphia.  Both buildings include recent renovations and are well-maintained to provide a positive learning environment for students and staff.

Building highlights include bright and spacious classrooms, technology-enabled classrooms, science labs, gymnasiums with full size basketball courts, cafeterias and learning commons.  The buildings are near major roadways with on-site parking for staff and within walking distance from the SEPTA Regional Rail Suburban station with trains to Center City.

Our Community 

New Foundations opened in 2000 and has had a strong, positive presence in its Northeast neighborhood of Philadelphia throughout the past 20 years.  New Foundations is highly-regarded on various academic performance measures compared with other Philadelphia charter and district schools and we have an admissions wait-list of over 10,000 students.

QUALIFICATIONS 

All staff at New Foundations Charter School are expected to:

• Embrace our mission and embody our vision for New Foundations’ future;
• Model our core values of being student-focused, serving our community and consistently engaging in solutions-oriented and caring conversations;
• Welcome the opportunity to be constantly challenged to grow, learn and improve;
• Demonstrate role model mentality in all interactions and activities;
• Have a track record of success and achievement within an environment of limited resources.

The Vice Principal at New Foundations Charter School is expected to:

• Possess a Master’s degree, its equivalent, or a higher degree, with a record of academic achievement in a relevant field;
• Possess valid Pennsylvania certification as a supervisor or principal;
• Demonstrate professional expertise and enthusiasm for instruction;
• Possess a minimum of five years of teaching experience, preferably in an urban public school or charter school setting;
• Preferably possess prior school leadership experience.

COMPENSATION 
New Foundations offers a competitive salary and comprehensive benefits package. We are committed to pay equity.

RESPONSIBILITIES 
Core Responsibilities  

1. Culture
2. Instruction
3. Tone Setting
4. Professional Comportment
5. Other

Culture

• Serves as the leader of the schools’ efforts to maintain student compliance with code of conduct, and reinforce through discipline and positive school culture.
• Serves as the direct supervisor of assistant teachers and lunch/recess staff through coordination of scheduling, providing training opportunities, communicating regularly, and evaluating performance annually.
• Works with the staff, students, parents, and community in establishing and maintaining an effective culture and safe climate to promote the improved organizational performance and higher student achievement
• Engages teachers in the observation process, including planning, feedback and targeted support.
• Collaborates with teachers to plan and implement family based activities such as Family Nights and Parent Workshops.
• Supervises the lunch and recess program to create a cohesive schedule of activities, supervision, and logistics to ensure quality programming.
• Provides oversight and logistical coordination of student activities, such as field trips, assemblies, and in-school extracurricular activities.
• Shares ideas and resources for professional development, faculty meetings, and PLC groups.
• Regular and two way communication with Principal and CEO to ensure ongoing progress monitoring and discussion of key tasks and goals
• Progress toward and the completion of long term goals is reported semi- annually
• Supports Principal and CEO in other efforts as needed.

Instruction

• Designs and implements a program of effective supervision and evaluation of all personnel in the schools.
• Leads the teaching staff in the development, adoption, evaluation, and modification of an effective program of student behavior and discipline that promotes higher achievement.
• Supervises and evaluates all assistant teachers and aides assigned to regular and special education classrooms to assure cooperation with the teaching staff and program coordinators and to provide oversight to students when outside of the classroom.
• Provides training for assistant teachers in the development of skills to improve assistance to the teachers and in support of student learning.
• Creates positive relationships with teachers and other school staff to ensure a productive work environment.
• Develops special and mutually supportive relations with parents in order to provide and sustain consistent expectations for student behavior and discipline.
• Supports teachers in the collection, maintenance, analysis, and appropriate use of data to initiate planned improvement strategies.
• Provides resources and feedback for improvement in planning, instruction, school culture, and professionalism through observations, walkthroughs, and modeling.

Tone Setting

• Articulates the expectations for results among all stakeholder groups for student behavior and discipline.
• Supports high expectations and standards for the academic and social development of all students and the performance of adults.
• Demands student behavior and discipline that ensures student achievement of academic standards as outlined in the charter agreement.
• Uses multiple sources of data collection to analyze barriers to achievement and to identify and apply behavior improvement strategies.
• Supports the efforts of the Principal to actively engage the community to create shared responsibility for student and school success.
• Documents teacher performance, reflections, and improvement efforts through the PA-ETEP teacher observation system.

Professional Comportment

• Establishes and maintains effective two-way communications with all members of the school community regarding perceptions, expectations, and results.
• Models a professional and personal belief system that is based in honesty, trustworthiness, unselfishness, and lifelong learning.
• Works towards positive and productive relationships with all school stakeholders.
• Acts ethically and professionally at all times.
• Interprets and recommends the application of all laws, regulations, policies, and procedures pertinent to the behavior and discipline of students.
• Utilizes the knowledge of laws, regulations, policies, and procedures pertinent to the behavior and discipline of students to creatively solve problems.

Other

• Become a member of the school community, building strong relationships and being highly engaged.
• Do whatever else is necessary or requested to provide students with the academic, social, and emotional foundations and skills necessary to become high achieving, socially competent stewards of their communities.
• Any and All Other Duties as Assigned by the Principal or CEO and/or Required by Statute, Regulation, or Policy.

I. Overview of Teach Plus

Teach Plus is dedicated to the mission of empowering excellent, experienced, and diverse teachers to take leadership over key policy and practice issues that advance equity, opportunity, and student success. Since 2009, Teach Plus has developed thousands of teacher leaders across the country to exercise their leadership in shaping education policy and improving teaching and learning, to create an education system driven by access and excellence for all. teachplus.org

II. Position Summary and Responsibilities

Reporting to the Pennsylvania Executive Director, and with guidance from the National Program Team, the Pennsylvania Program Director will launch and lead the Pennsylvania Equity Leadership Institute, plan and lead monthly convenings of district teams, and provide customized coaching and support to each district team, while also engaging other stakeholders such as educator preparation programs.
Additionally, in partnership with the Pennsylvania Executive Director and Pennsylvania Policy Manager, the Director will help expand Teach Plus’ statewide policy and advocacy efforts around teacher diversity and culturally responsive education.

Equity Leadership Institute

• The Director will lead the Pennsylvania Equity Leadership Institute and ensure its success by:
• In partnership with the Pennsylvania Executive Director, recruiting and selecting partner districts for ELI and supporting those districts in assembling strong and diverse teams, including teacher leaders.
• Handling scheduling, logistics, and communications for ELI convenings, both virtual and in-person, including two extended in-person convenings per year.
• In partnership with the Pennsylvania Executive Director and the National Program Team, planning content for ELI convenings, including developing a scope and sequence of topics, identifying and recruiting content experts and guest speakers to participate in sessions, and developing and distributing materials for sessions.
• Supporting each district team in analyzing data related to teacher diversity, learning about research-based best practices, and developing and implementing plans to better support teachers of color. Each district team will set one goal around improving school culture and one goal around changing district policy in ways that will improve recruitment and/or retention of teachers of color.
• Developing customized coaching and support plans for each district team to support their development and refinement of action plans; providing follow-up coaching to district teams and helping them overcome barriers and obstacles.
• When relevant, engaging local educator preparation programs and other partners to design partnerships to address challenges and develop pipeline programs.
• With support from the Director of Evaluation, designing, administering, and analyzing internal evaluations and surveys that track the progress and impact of Equity Leadership Institute.

Policy & Advocacy Work

• In partnership with the Pennsylvania Executive Director and Pennsylvania Policy Manager, the Director will help expand Teach Plus’ statewide policy and advocacy efforts around teacher diversity and culturally responsive education by:
• Participating in the Pennsylvania Educator Diversity Consortium and supporting Teach Plus’ leadership within the Consortium as a member of its Acting Circle of Leaders and leader of its Policy & Advocacy Committee; this may involve eventually replacing the Pennsylvania Executive Director as the lead representative of Teach Plus within PEDC and taking on sole ownership of leading the Policy & Advocacy Committee.
• Supporting development of Teach Plus Pennsylvania’s policy agenda and strategy related to educator diversity and culturally responsive education, including policy changes at the legislative, regulatory, and administrative level; building relationships with policymakers in the General Assembly, Department of Education, and State Board of Education and increasing awareness of needed policy changes to diversify the educator pipeline.
• Leading statewide communications and research efforts related to teacher diversity and culturally responsive education, including potentially organizing convenings or conferences, designing research projects and reports, and recruiting partners and allies to amplify our message and work in coalition toward shared policy goals.
• Engaging Teach Plus Policy Fellows and Network teachers in Teach Plus’s policy strategy, including potentially supporting working groups related to educator diversity and culturally responsive education.

III. Skills and Experience

• A demonstrated commitment to diversifying the educator workforce and making schools more culturally responsive, ideally with a track record of success in achieving measurable outcomes at the school, district, or state level;
• A deep understanding of different levers to increase recruitment and retention of teachers of color at the school, district, and state level, including familiarity with successful models in Pennsylvania and nationally;
• Previous experience as a school or district leader, in addition to past teaching experience, is a significant plus;
• Experience and expertise in designing and facilitating adult learning;
• Experience leading a team to accomplish a shared goal, including an understanding of change management, continuous improvement, strategic planning, and project management;
• Experience providing coaching or technical assistance to individuals in a variety of roles;
• Excellent written and oral communication and relationship-building skills;
• Ability to establish credibility easily with teachers, school leaders, district leaders, public officials, and media;
• Strong relationships within the educational community in southwestern Pennsylvania, including with districts, charter schools, intermediate units, and educator preparation programs.

IV. Commitment to Diversity

In order to better-serve the teachers and students at the core of our mission, Teach Plus is committed to maximizing the diversity of our organization. We are an equal opportunity employer and encourage individuals of all ethnic and racial backgrounds, sexual orientations, and gender identities to apply to our positions.

V. Compensation and Benefits

The compensation range for this position is between $80,000 and $95,000, and salary will be determined based on the selected candidate’s specific qualifications, years of relevant experience, specialized knowledge, and internal equity. Teach Plus offers a benefits package including medical, dental, and vision insurance, 3% matching 401k plan, disability and life insurance, and Flexible Spending Accounts for medical and childcare expenses. Teach Plus offers generous time off benefits including 15 vacation days, 3 personal days, 5 sick days, 11 holidays, and winter break. Additionally, Teach Plus offers paid parental leave and a 4-week paid sabbatical for every five years of service.

VI. Location, Travel, and Hours

Because the majority of participating Equity Leadership Institute districts will be located in southwestern Pennsylvania, residency in or near Pittsburgh is strongly encouraged. Work will be conducted virtually (primarily from a home office), with frequent in-person meetings with district partners. Additionally, occasional travel to Harrisburg and Philadelphia will be required, up to 10%. This role will require occasional nights and weekends to support Policy Fellowship and/or Equity Leadership Institute convenings that are scheduled for those times. The tentative start date will be in June 2022 but is flexible depending on the candidate’s availability.

VII. How to Apply

To apply, please complete an online application found here. The online application will require you to upload a resume and cover letter. The cover letter should include an explanation of your interest in the position as well as a summary of relevant qualifications and experience. Teach Plus will receive applications until the position is filled.

Application Link: https://teachplus.tfaforms.net/328167

ORGANIZATIONAL OVERVIEW

The Philadelphia Academy of School Leaders (“School Leaders”) is a nonprofit organization that develops, engages, and retains principals and system leaders who transform schools, dramatically improve student outcomes, and drive systemic change to prepare all Philadelphia students for college, career, and life.

Our fundamental belief is that Philadelphia’s principals and school system leaders change students’ lives. Through an investment in results-driven leadership development experiences,​ the Philadelphia Academy of School Leaders empowers individuals to drive student outcomes and advance equity in Philadelphia’s district, charter, and faith-based schools.​

Our flagship experience, the Neubauer Fellowship in Educational Leadership, provides proven principals with the resources and guidance to sharpen their leadership capacities. The Fellowship is a transformative two-year experience that develops critical leadership skills needed to elevate school performance and student outcomes in their schools and across the city. Fellows receive best-in-class professional development and build relationships with a network of outstanding peers who share strategies and problem-solve with one another.

As Neubauer Fellowship alumni are promoted, they join Leaders of Leaders, designed to provide the tools needed to effectively supervise and develop principals, improve principal practice, and increase student outcomes. Fellowship alumni also serve as coaches to promising principals in our Performance Partners experience, where high-potential principals deepen the instructional skills necessary to coach teachers, resulting in improved teacher practice and student outcomes.

POSITION OVERVIEW

The Director of Communications is responsible for the strategic development and execution of School Leaders’ comprehensive communications plan.  This position is both strategist and storyteller.  The Director will focus on effective communication with key internal and external stakeholders while creating efficient and engaging ways to streamline and share the organization’s message.  The Director will partner with the full School Leaders’ team to ensure consistent messages, identify and share case studies and promising practices, and convey impact.  The Director will work closely with – and directly report to – the Executive Director to elevate School Leaders’ profile in the Philadelphia region as well as nationally while also supporting its development needs as a non-profit.

RESPONSIBILITIES

The Director of Communication’s responsibilities will include, but not be limited to, the following:

Communication Strategy

• Establish and drive a cohesive multichannel communications strategy for School Leaders
• Manage organization voice and brand standards, ensuring adherence to these and other communications protocols
• Develop and manage annual communications/content calendar
• Track effectiveness of communications activities and use data to inform strategy

Consistent, Compelling Narrative

• Craft and deliver a compelling, inspiring narrative about School Leaders’ work, mission, and results, rooted in data and impact
  • Create clear, consistent, compelling messages as the foundation for all communications
  • Combine data with storytelling to highlight successes and communicate impact
• Develop effective collateral that clearly conveys who we are, what we do, why it is important, and results
  • Create organizational overview, program materials, annual report, and impact briefs
  • Redesign organizational website, including updated photography and videography
  • Build a content bank to highlight case studies, promising practices, and successes

Stakeholder Engagement

• Prepare, manage, and coordinate participant, partner, board, and funder communications, including press releases, e-newsletters, annual report, and more
• Create consistent and efficient processes for ongoing communications with key stakeholders
• Develop and coordinate communications touchpoints to cultivate/maintain relationships and optimize stakeholder experience, understanding, and engagement
• Engage program participants in an authentic process that encourages them to be active ambassadors for School Leaders

Public Relations

• Elevate the organization’s profile and work by coordinating thought leadership among senior executives
• Establish and maintain relationships with relevant local, regional, and national press to secure impactful media opportunities
• Serve as the primary press contact for School Leaders
• Create and implement a social media strategy to increase digital presence, viewership, and engagement

Project Management

• Identify and coordinate with outside communications professionals on any needed joint efforts
• Partner with the full School Leaders’ team to identify and share anecdotes, case studies, and impact
• Prepare and manage annual communications budget and timelines

Additionally, the Director of Communication will fulfill any other responsibilities as needed or assigned by the Executive Director.

QUALIFICATIONS

The ideal candidate will demonstrate the following competencies and attributes:

• Passionately believe that all students can achieve at high levels
• Communicate effectively in both written and verbal communication
  • Tailor message for audience, context, and mode of communication
  • Demonstrate excellent, detail-oriented proof reading and editing skills
  • Combine data and storytelling
• Build positive relationships and effectively collaborate with diverse stakeholders
• Maintain a service orientation
• Exhibit a strong focus on goals and results – including a track record of meeting or exceeding goals – and hold self personally accountable

• Demonstrate ability to successfully plan, organize, and lead complex initiatives

• Demonstrate excellent project management and execution – work efficiently, maintain attention to detail, manage timelines, and is able to multi-task, adapt, and balance requests from many stakeholders
• Develop and improve organizational processes
• Exhibit proactive and forward thinking with an ability to be nimble and responsive

• Demonstrate proven interest in implementing innovative technologies, processes, and ideas
• Maintain a positive attitude, flexibility, and humor

The ideal candidate will have the following experience:

• A minimum of 5-7 years of communications experience
• Experience:

• • Managing multiple stakeholder groups and crafting nuanced messaging for each
  • Creating communications cadence/sequencing for organizations

• Undergraduate degree in communications, journalism, English, or related field

• Outstanding written, verbal, and editing skills including a comprehensive knowledge of AP Style

• Awareness of – and proficiency with – communications technologies, including social media platforms

• Excellent computer skills including Microsoft Office and Google-based applications

• Familiarity with Philadelphia and both its media and civic landscape
• Relationships in education and/or the nonprofit environment is a plus

COMPENSATION

The Philadelphia Academy of School Leaders offers a competitive benefits package that includes excellent health care for employees, generous paid time off, supportive work and family benefits, professional development opportunities, and more.  Compensation is competitive and based on experience.

The Philadelphia Academy of School Leaders, Inc. is an Equal Opportunity Employer.

For more information about School Leaders, please visit our website at phillyschoolleaders.org.

Wissahickon Charter School is looking for a full-time Building Substitute for our Fernhill campus for the current school year.

Key Responsibilities

• Serve as a substitute teacher for K-8 classes, specials, apprentice teachers or assistant teachers depending on the need each day
• Should there not be a need for a substitute on a given day, be willing and able to provide classroom and/or admin support as needed
• Lead daily routines and lessons, closely following the lesson plans from the teacher
• Implement consistent classroom management practices using the school’s behavioral management model
• Ensure that students are meeting WCS’ behavioral expectations and are safe at all times. Mediate when conflicts arise among students.
• Develop an awareness of individual student’s progress and learning needs
• Communicate with teachers and admin as needed about students progress toward realizing academic and character development goals with teachers
• Report any observations of students struggling severely socially or emotionally to the lead teacher and/or Deans of Culture as appropriate
• Be willing to offer support to and receive constructive feedback from teachers and administration
• Help shape and develop a school-wide atmosphere that best suits the needs of students, staff, and families

Qualifications

• Bachelor’s degree
• Experience working with K-8 students/children in an educational setting (after school program, student teaching, etc.)
• Experience teaching underserved students (preferred)

• Strong record of helping students achieve academic success, primarily with minority and low-income students
• Desire to continuously learn and increase effectiveness as a teacher and professional; offer and receive constructive feedback
• Willingness to be flexible

• All required FBI & PA clearances and compliance with all of WCS’ COVID-19 safety protocols
• Belief that all children can learn and succeed
• Belief in WCS’s mission and vision
• Collaborative work style; including maturity, humility, and a sense of humor
• Strong oral and written communication skills with all constituents
• High level of personal organization, planning, and follow-through
• Receptiveness to feedback, positive attitude, and a desire to continuously improve as a teacher and professional
• Willingness to speak openly and honestly about issues of race and equity and to work to dismantle white supremacist culture

Compensation:

This is a full time, 10-month position with 100% employer-paid benefits (medical, dental and vision).

This position is funded by federal pandemic relief funds that will expire at the end of the 2022-2023 school year. While the hope is to make this a permanent position, WCS cannot commit to the position beyond that date at this time.

About Wissahickon Charter School

Wissahickon Charter School’s first Fernhill, opened in 2002 and serves 480 K-8 students from across Philadelphia. Our second K-8 campus, Awbury, opened in the fall of 2014. The mission of Wissahickon Charter School (WCS) is to provide a community of learning that stimulates and builds the child’s intellectual, social, and character development.

Wissahickon Charter School is looking for a Library Media Specialist for our Awbury campus for the current school year. This position would start immediately or as soon as possible. The Library Media Specialist will manage all aspects of maintaining the school library, including prioritizing book purchasing, running book drives, organizing materials, and continuing to implement library processes and protocols. The Library Media Specialist will also teach research and library skills to students across grades K-8. The ideal candidate will have education and experience in Library Science, preferably in an urban school setting. This position reports to the Middle School Director. This is an outstanding opportunity to grow readers and enrich the lives of students.

Key Responsibilities

Library Management

• Works with the on-site leadership team and administrative staff to identify, prioritize, and purchase library materials.
• Plans and executes book drives and organizes materials collected.
• Organizes library material, equipment, and facilities for effective and efficient utilization and circulation.
• Plans, equips and maintains attractive facilities.
• Sets up and maintains the library catalog.
• Trains staff on library processes and procedures and follows up regularly.
• Keeps the collection current within the constraints of the annual budget by purchasing quality print and non-print materials.
• Establishes an attractive and easily accessible library that is conducive to learning.
• Effectively utilizes clerical, volunteer, student and/or other personnel to provide quality library service to users.
• Maintains appropriate records of library materials.
• Establishes behavioral standards for students in the library.
• Evaluates and selects materials needed to meet both the curricular and individual needs of students, teachers, and administrators who will be using the library.
• Determines the needs of teachers and students as a basis for the selection of new materials and equipment.
• Does a periodic inventory of library collection as well as library AV equipment and library computers.
• Supervises the withdrawal of outdated and worn out materials.

Teaching

• Assists students in becoming effective users of library resources.
• Helps students develop habits of independent reference work and skills in the use of reference material related to school assignments.
• Through a working knowledge of books and authors in the collection, assists students with reading selections.
• Is aware of and supports the curriculum through collection development.
• Provides leadership in all aspects of the school media program.
• Develops a research and library skills program related to the needs of the students.
• Guides students in finding and using a wide variety of materials.
• Instill in students the ability to be motivated learners by promoting the spirit of inquiry and teaching effective fact-finding skills.
• Plans with teachers, when appropriate, for meaningful and effective grade appropriate reference work and/or literature appreciation activities for their students.
• Actively plans with teachers and groups of teachers to integrate library services and multimedia materials with the instructional program.
• Creates lessons and learning environments that are safe, respectful, and interesting.
• Selects, adapts and individualizes materials appropriate for diverse student populations, skills and learning styles.
• Follow all requirements regarding lesson planning.
• Is aware of students’ IEP components when necessary. Implements specially designed instruction and provides for IEP goals when appropriate.
• Works with the supervisor to determine appropriate modes of assessing student outcomes and engagement in class, and grades students.

Qualifications

• Bachelor’s degree required, Masters in Library Science preferred.
• PA Library Media Specialist Certificate preferred.
• At least three years of experience running a library, preferably in a school setting.
• Willing and able to comply with all of WCS’ COVID-19 safety protocols
• Passionate about growing readers and creating a culture of reading.
• Ability to relate to a diverse population of students and families.
• A desire to teach and the ability to implement strong classroom management and engaging lessons.
• High level of personal organization, attention to detail, planning, and follow-through.
• Strong oral and written communication skills and the ability to effectively communicate with students, families, colleagues and supervisors.
• Process-driven with proven experience multi-tasking, organizing and prioritizing work in a fast-paced environment.
• Advanced proficiency in computer skills, including the Google Suite and Google Classroom, and the ability to learn new programs/software quickly.
• Collaborative work style; maturity, humility, and a sense of humor.
• Self-directed, proactive and a problem solver.
• High degree of professionalism and positivity.
• Belief in Wissahickon Charter Schools’ mission and environmental education model, and the belief that all children can learn and succeed.
• Ability to work occasional weeknights and weekends for special events.

About Wissahickon Charter School

Wissahickon Charter School’s first and current campus, Fernhill, opened in 2002 and serves 480 K-8 students from across Philadelphia. Our second K-8 campus, Awbury, opened in the fall of 2014. The mission of Wissahickon Charter School (WCS) is to provide a community of learning that stimulates and builds the child’s intellectual, social, and character development. Wissahickon Charter Schools are planned around three essential elements: an environmental focus that allows students to experience the curriculum, recognition of service learning projects as key in students’ success, and an emphasis on parents as partners in the learning experiences of their children.

Are you interested in supporting Assistant Principals and ninth grade teacher teams in working effectively to use data to help ninth graders be successful? Are you a problem-solver who is also strong at building relationships and passionate about increasing outcomes for Philadelphia students? Are you open to learning new skills in the areas of data analysis, leadership coaching, and professional development? Philadelphia Academies, Inc. is looking for a passionate professional to serve in these roles as we partner with school leaders to increase 9th Grade On-Track rates in order to increase high school graduation rates and long-term student success.

Who We Are: Philadelphia Academies, Inc. is a 52-year-old non-profit whose mission is to alleviate poverty by creating opportunities for underserved students to thrive. By partnering with schools on one hand and Industry and Post-Secondary Institutions on the other, we accomplish our mission by providing career-connected educational programming for middle- and high-school students, capacity building for teachers and school leaders, and industry organizing – all in support of student success.

Position: 9th Grade Success & Data Coach (Full-Time)
The 9th Grade Success & Data Coach is responsible for providing coaching and technical assistance to 4 – 5 partner schools in our 9th Grade Success Network, a network of over a dozen School District of Philadelphia high schools committed to improving their practices in support of ninth graders and increasing 9th Grade On-Track rates. The 9th Grade Success & Data Coach supports these schools with data utilization and intervention planning strategies, as well as implementing supportive practices for 9th grade students. The 9th Grade Success & Data Coach works as part of a team of professionals and reports to the Associate Director of Data Supports and Evaluation.

Effective October 29, 2021 Philadelphia Academies, Inc. requires all employees to be fully vaccinated with an FDA authorized and/or approved COVID-19 vaccination as a condition of employment.

The ideal candidate for this position will have experience working in public schools and facilitating teacher meetings or professional development sessions; have experience with Microsoft Excel, tracking and monitoring systems, and data-driven decision making; and have strong written and interpersonal communications skills.

This is an excellent opportunity for a passionate professional who is interested in expanding their skill base while supporting students and teachers through coaching and technical assistance in the areas of easing the transition to high school, keeping students on-track for graduation, and continuous improvement methodologies.

Duties and Responsibilities Include:
• Coach 9th Grade Assistant Principals at 4-5 high schools in the School District of Philadelphia via weekly coaching meetings centered on data utilization strategies, effective team meetings, protocols, intervention tracking and monitoring systems, building distributed leadership, and accountability in order to promote 9th Grade On-Track rates
• Guide school leaders in looking at data dashboards and analyzing trend data in order to impact their thinking and planning; help leaders translate and communicate relevant data trends to their teams in a succinct way
• Assist with planning and executing school-level professional development sessions and Network-level Community of Practice meetings for school leaders and teachers
• Assist with planning and executing the two-day Summer Summit and one-day Winter Retreat for the 9th Grade Success Network schools
• Lead quarterly data review and practice reflection meetings with assigned schools’ Assistant Principal and Principal
• Attend all assigned schools’ weekly 9th Grade Team meetings and offer support, suggestions, and coaching during and/or after meetings
• Collect “best practices” from schools for Network-wide sharing and help assigned schools integrate best practices from other schools
• Engage school leaders in regular reflection, practice analysis, and planning
• Document and track school progress toward their goals, including writing in-depth quarterly reports
• Collaborate with partners from the School District of Philadelphia and University of Chicago’s To&Through Project in order to advance adaptation of data tools and best practices for 9th graders across the School District of Philadelphia
• Participation in all PAI signature events and fundraisers, as needed
• Other duties as assigned

Additional Qualifications and Required Skills:
• Bachelor’s Degree required
• Coaching and/or professional development experience preferred
• Classroom or teaching experience preferred
• Experience working with teachers and/or administrators to achieve specific goals preferred
• Experience working in public high schools strongly preferred
• Passion for racial equity and commitment to applying an equity lens to your work
• Strong attention to detail
• Demonstrated ability for public speaking, as well as leading/facilitating meetings or trainings
• Organization and time management
• Strong interpersonal communication and relationship building skills
• Ability to analyze and respond to problems and communicate potential solutions in an approachable way
• Able to work well both independently and in a team, with strong collaboration skills
• Experience with Continuous Improvement methodologies is a bonus
• Access to reliable transportation or a high comfort level using Philadelphia Public Transit a must, as well as comfortability in visiting schools in-person on a regular basis.

Salary Range: $50,000-$55,000, with full benefits package including but not limited to Health, Life Insurance, Paid Time Off and 401K.

JOB SUMMARY

The Coordinator, Projects – Access Initiatives reports directly to the Manager, GreatPhillySchools. He/she will play a key role in supporting the successful execution of key projects related to GreatPhillySchools, specifically ensure the quality of GPS data and resources and to build awareness in communities across the city.

The Coordinator, Projects – Access Initiatives will serve as the primary point of contact with schools and early childcare providers in order to effectively maintain and update the GPS website and print resources and to lead data collection and verification for the website and school-directory publications. The Coordinator, Projects – Access Initiatives will also lead efforts to promote school selection resources and events on social media and as part of paid marketing campaign. S/he will also provide event support, playing an integral role in planning and executing the annual High School Fair.

DUTIES AND RESPONSIBILITIES

School and Provider Communications

• Primary point of contact for K-12 schools and early childhood providers for all GPS resources and services.
• Responsible for drafting and sending regular email communications to school and early childhood contacts to solicit profile updates, make announcements, and share resources and other information.
• Provide technical support to schools and providers to assist them with making updates to their GPS profiles.
• Work closely with the Coordinator, Family Support – Access Initiatives to align GPS family and community email campaigns and messages to messages to schools and providers.
• Collaborate with the Coordinator, Family Support – Access Initiatives to develop and execute GPS communications strategy for schools, providers and families.

Data Collection and GPS Ratings

• Responsible for collecting, reviewing and verifying qualitative K-12 school and ECE data to be published on the GPS website, guides and related tools.
• Responsible for collecting, reviewing, and verifying qualitative and quantitative K-12 private school data to be published on GPS website, guides and related tools and to be used in the GPS ratings.
• Assist the Manager, GreatPhillySchools and Data and Analytics unit the annual production and review of the GPS ratings.
• Work in collaboration with the Data and Analytics unit to facilitate quarterly OCDEL refresh of ECE data.

 Content and Resource Creation

• Create and update website content articles for all covered topics
• Assist the GPS Project Manager in annual updates to and production of the K-12 school guides and toolkits and early childhood toolkit
• Ensuring timely distribution of GPS resources by managing delivery vendor, tracking orders, and monitoring inventory

Marketing

• Executing and monitoring paid social media campaigns related to the promotion of GPS and the High School Fair
• Work in collaboration with the Coordinator, Family Support – Access Initiatives to promote GPS resources and events

Events