SEARCH
Comments Off on Senior Program Manager, BOS

Senior Program Manager, BOS

Posted by | 18 mins ago |

Organization Profile: 

Founded in 1999, BUILD’s mission is to use entrepreneurship to ignite the power of youth in under-resourced communities to build Career success, Entrepreneurial mindsets, and Opportunity. We help students become the CEO of their own lives

 

BUILD’s unique program offers students a four-year entrepreneurship experience designed to develop 21st Century Skills and motivate student engagement in school. Starting in 9th grade, BUILD students work with their peers and community mentors to develop business ideas, pitch to funders and launch real businesses. As students journey through high school and continue to grow their businesses, BUILD helps them explore college and career options, and assists students with the college application process. Entrepreneurship is the spark – college, career, and life success are the goals.

 

BUILD currently serves approximately 2,000 high school students annually at programs located in the San Francisco Bay Area, Washington DC, New York City and Boston. Our new digital offerings are reaching up to 15,000 students in 50 cities. For more information, please visit www.build.org. 

 

Our Culture:

BUILD is made up of a diverse, results driven and passionate team who believe in the potential of every student and the power of entrepreneurship to transform the education landscape. We work in a collaborative environment where perseverance, flexibility, and an entrepreneurial spirit are encouraged and celebrated. Our culture thrives by embracing diversity, equity and inclusion, including cross-cultural understanding. Kindness, empathy and respect are at the forefront of the way we treat each other, our students, our teachers and our supporters. We believe in the potential of every student and are dedicated to breaking down the educational, economic and social barriers that stand in the way of their long-term success.  The remarkable young men and women whom we serve are at the center of everything we do. We are intentional about our culture so that we can best support them.
                                                                                                                   

Position Summary:

Reporting to the Boston Program Director, the Sr. Program Manager, Y3+ (SPM) will play a leading role in implementing and growing the BUILD Your Future curriculum in our partner schools in the greater Boston area. The SPM will provide programmatic leadership, relationship management, and  high quality training and support for BUILD instructors. This position will work closely with all program team staff and with Postsecondary Pathways leadership, with a focus on preparing BUILD students for postsecondary success. Serving primarily 11th-12th grade students and recent high school graduates, this role is designed to develop BUILD students’ navigational capital and access to career pathways, financial wellness, networking opportunities, and college pathways. 

 

The SPM will liaise with multiple teams and stakeholders at BUILD to cultivate a culture of teamwork, excellence, collaboration, and learning among existing and future BUILD sites and community partners. Working in collaboration with the Boston program and development staff as well as other BUILD staff nationwide, the SPM will ensure that the BUILD Your Future curriculum and programmatic offerings are operating effectively and meeting the needs of students in alignment with BUILD’s mission and values. In addition, the SPM will support the cultivation and maintenance of new school and community partnerships. This role serves as the lead for balancing Boston program quality, consistency, cost-effectiveness, and student-centered innovation.

 

Position Responsibilities: 

 

Coaching and Training

  • Provide coaching and professional development, ensuring program excellence, to BUILD teachers and partner facilitators
  • Collaborate with BUILD staff locally and nationally to provide trainings in using effective instructional practices for virtual and blended learning with youth from under-resourced communities
  • Develop and maintain relationships with BUILD teachers, facilitators, volunteers, staff, and board members by demonstrating care, respect, and high expectations
  • Organize and lead workshops and events related to postsecondary success

 

School and Community Partnerships 

  • Foster a culture of belonging, trust, effective communication, perseverance, collaboration, and overall excellence across partner sites
  • Support regional team in developing and managing partnerships with new schools to ensure effective and sustainable implementation of BUILD offerings
  • Support the identification and selection of new school partners in collaboration with the Regional Executive Director, Directors and school and district leadership
  • Explore opportunities for partnership with community-based organizations and higher education institutions

 

Program Implementation, Evaluation, and Instructional Design

  • Utilize data to identify promising practices, celebrate successes, surface areas of improvement, and recommend strategies to promote organizational growth locally and nationally
  • Support the creation, implementation, and improvement of BUILD curriculum development and digitization
  • Collaborate with teachers to effectively deliver the BUILD Your Future curriculum and support positive learning environments for all students
  • In collaboration with regional and national program staff, help to design curricular content aligned with the principles of project-based learning, 21st century skill development, and design thinking

 

Alumni Network Development & Support

  • Work in collaboration with the Postsecondary Pathways team and with BUILD graduates to build a strong Boston alumni network that offers postsecondary guidance and mentorship opportunities for BUILD alums
  • Organize and execute the annual process for BUILD Scholarship applications, selections, and disbursements

 

Qualifications:

  • BA or BS degree in education, social work, or related field.  Master’s degree preferred.
  • 5+ years of classroom teaching experience or direct service working with youth. 
  • Knowledge of systems and processes for college and career exploration.
  • Experience supporting high school students navigating postsecondary success.
  • Can effectively deliver entrepreneurship curriculum and utilize experiential learning.
  • Demonstrated ability to foster healthy and high performing strategic partnerships.
  • Experience coaching and supporting educators and/or other adult learners.
  • Familiarity with leveraging digital tools to promote a fun and engaging learning environment.
  • Knowledge of urban public school systems.
  • High cultural competence with experience serving diverse populations and students from under-resourced communities.
  • Self-starter, thrives in a fast-paced environment and has a sense of humor.
  • Capable of thriving in a fast-paced work environment.
  • Fluency in one of the five main languages spoken in Greater Boston is a plus (Spanish, Haitian Creole, Chinese, Portuguese/Cape Verdean Creole, Vietnamese).  
  • BUILD requires vaccination against COVID-19 for all employees. Reasonable accommodations based on a qualifying medical exemption or sincerely held religious belief are being considered in accordance with applicable law.

 

Successful candidates will demonstrate the following competencies through a combination of previous education/work experiences: 

 

BUILD’s Core Values:

Keep Students at the Center – As BUILDers, we hold an unwavering passionate commitment and belief in the power and potential of youth. Our organization exists to serve students. We seize each opportunity to contribute to the foundation of knowledge, skills, and networks from which students can build extraordinary lives. Our operating principles and decisions focus on what is in the best interest of our students.

Bring the Spark – As BUILDers, we excel in the entrepreneurial Spark Skills that we teach our students – Communication, Collaboration, Problem Solving, Innovation, Grit and Self-Management. We communicate through transparent and honest dialogue. We cherish teamwork, tenacity, and thinking outside the box. We demonstrate a relentless pursuit of excellence and approach work with a positive can do attitude. When we bring the spark we achieve great things together, and we model the way for our students.

Bridge Communities – As BUILDers, we develop and foster relationships in service of creating access and opportunities for our students, staff, and stakeholders. We value all who come to the table as partners to maximize our collective impact. By connecting the communities in which we work, we build empathy, equity, and social capital.

Promote Diversity and Social Action – As BUILDers, we understand that Diversity, Equity and Inclusion matters, but what matters even more is Action. We strive to create equity of voice, access, influence and power across lines of difference – both in and beyond BUILD, specifically for groups that have been historically denied social and economic justice. If we are not part of the solution, then we are part of the problem. We welcome, celebrate, and embrace the unique expressions and contributions of us all – our backgrounds, race, ethnicity, gender, language, sexual orientation, and social class.

 

Competencies:

  • Strategic Thinking – Take into account and analyze various points of view and pieces of data to form a perspective appropriate to a particular context.
  • Relationship-Building/Relationships Management – Utilize effective interpersonal skills and techniques to reach mutually beneficial goals over time.
  • Entrepreneurialism – Demonstrate comfort with risk- and initiative-taking in order to achieve unique and aggressive goals.
  • Creativity/Innovation – Envision new ideas that transcend traditional approaches and practices to move work forward.  
  • Qualitative Analysis – Review non-numeric, often subjective, data sets in order to recognize patterns, identify additional information or data needed, and draw conclusions.  
  • Time Management – Effectively prioritize and execute projects based on time estimates and relative importance.

 

Position Details: 

  • Full-time/exempt position
  • Location: BUILD Offices, Boston, MA
  • Frequent travel between local sites is required so employees should have their own vehicle for transportation (valid proof of insurance required). Mileage for work-related travel beyond the normal commute will be reimbursed at the stipulated IRS rate.
  • Occasional travel is required during the year for college tours and visits to BUILD sites and gatherings nationally.

 

Compensation:

The salary for the Sr. Program Manager ranges from $70-75k in accordance with BUILD’s equity focused salary bands. BUILD offers a competitive benefits package for eligible employees.  This includes employer paid medical, dental & vision coverage, flexible spending accounts, employer paid life insurance, and a 403(b) plan with match.  In addition, eligible BUILD employees qualify for generous vacation, sick time, paid Federal holidays,  and a flexible work environment.

 

COVID-19 Commitment to Safety: 

BUILD requires vaccination against COVID-19 for all employees. Reasonable accommodations based on a qualifying medical exemption or sincerely held religious beliefs are being considered in accordance with applicable law.

Comments Off on JED High School Implementation Manager

JED High School Implementation Manager

Posted by | September 20, 2022 |

High School Advisor – Implementation Manager (National Field Position)

This is a remote position.

The High School Advisor (HSA) is an individual with public health, implementation science, or systems change expertise and experience who works with high schools and districts to implement technical assistance that reduces suicide and improves student mental health. He/She/They will work closely with their external high school and district level contacts for 30-40 schools and internally will partner with High School Advisor colleagues and the Design and Impact team. In this role, your daily work will be communication with faculty and administration to drive the meaningful impact of the JED program but will not have regular student engagement.

Outcomes:
The successful HSA will:
  • Manage a portfolio of 30-40 schools/districts, all at various implementation stages of the JED High School Program;
  • Provide effective provision of ongoing technical assistance as schools implement strategic plans;
  • Create and track all school-related implementation documentation, including collecting and providing timely and accurate data to the Design and Impact team.

Key Responsibilities

Relationship Building and Advising Support
  • Build relationships with school/districts contacts within the assigned portfolio;
  • Assist schools in developing and executing strategic plans and measuring the efficacy of the mental health promotion efforts they implement;
  • Provide ongoing support to participating JED High School schools on mental health promotion, suicide, and substance use programming, services, and policies;
  • Serve as a resource consultant to schools, districts, and to the JED staff;
  • Create presentations and reports for various internal and external audiences.
Assessment, Data Analysis, and Reporting
  • Analyze student data of assigned schools/districts to inform support provided to schools;
  • Draft feedback reports and executive summaries for school stakeholders;
  • Aid schools/districts in the ongoing assessment of their efforts. Benchmark the work of schools/districts against a measurement rubric;
  • Utilized Salesforce to record and codify contacts with participating schools to track progress, types of intervention, and utilization of resources.

Skills Knowledge and Expertise

  • Minimum of master’s level training in public health, public policy, social work, school administration, or related field required. Individuals with an MPH, MPP, or early to mid-career PhD/PsyD/EdDs are encouraged to apply.
  • Minimum of five years of experience working with adolescent populations in education, policy, healthcare, or community settings is required.
  • Experience working with high school administration within a high school and across a district leading programs
  • Experience in research and evaluation methodology is strongly preferred.
  • Strong verbal communication.
  • Strong written communication; excellent attention to detail.
  • Strong interpersonal and relationship management skills, including comfort with establishing new partnerships.

Location/Expectations

This is a remote position. The High School Advisor must have the ability and desire to travel to high school campuses (generally in the Northeast region, but may be national), conferences, and the JED headquarters office in NYC as needed (25% travel).

About The Jed Foundation

JED is a nonprofit that protects emotional health and prevents suicide for our nation’s teens and young adults. We’re partnering with high schools and colleges to strengthen their mental health, substance misuse and suicide prevention programs and systems. We’re equipping teens and young adults with the skills and knowledge to help themselves and each other. We’re encouraging community awareness, understanding and action for young adult mental health.
Comments Off on Director of Human Resources

Director of Human Resources

Posted by | August 31, 2022 |

Position: Director of Human Resources (Los Angeles)

Type: Full-Time, Non-Exempt, Hourly

Reports to: Managing Director of Operations

Start Date: As soon as possible

Closing date of this position: Open until filled

ABOUT EQUALITY CALIFORNIA

Equality California is the nation’s largest statewide lesbian, gay, bisexual, transgender and queer+ (LGBTQ+) civil rights organization with over 900,000 members. Equality California brings the voices of LGBTQ+ people and allies to institutions of power in California and across the United States, striving to create a world that is healthy, just, and fully equal for all LGBTQ+ people. We advance civil rights and social justice by inspiring, advocating, and mobilizing through an inclusive movement that works tirelessly on behalf of those we serve. For more than 20 years, Equality California has been fighting for full, lived LGBTQ+ equality in a number of ways: electing pro-equality leaders up and down the ballot; passing pro-equality legislation in California, Nevada and Washington, DC; and fighting for LGBTQ+ civil rights and social justice in the courtroom.

Equality California Institute is a 501(c)(3) organization that has a parallel mission to Equality California, its 501(c)(4) counterpart. Equality California Institute works to achieve full, lived LGBTQ+ equality by reducing disparities in LGBTQ+ health and well-being, developing a pipeline of LGBTQ+ leaders and increasing civic participation within the LGBTQ+ community.

POSITION SUMMARY

Equality California is hiring an experienced, high-performing Director of Human Resources to develop and lead all human resource functional areas, including benefits administration, talent acquisition and retention, compensation and performance appraisal, leadership development, and workforce culture. Additionally, the Director of Human Resources will manage several organizational administrative responsibilities, including facilities management, contract and vendor relationships, and technology consultants.

The Director of Human Resources is responsible for all areas of the employee experience while developing and improving Equality California culture. This position supports a partially unionized workforce and is pivotal in helping to ensure Equality California employees feel supported and enjoy working at the organization. The Director of Human Resources will report to the Managing Director of Operations and will manage an Administrative Manager.

The ideal candidate must be a strong HR practitioner. Candidates should have at least 2+ years of direct management with + 8 years of HR experience including – HR functional and strategic skills, relationship building, policy creation, coaching, mentoring, and culture development. Candidates should have demonstrated success in managing and growing HR functions.  

RESPONSIBILITIES

The Director of Human Resources’ Primary Responsibilities include:

  • Strategic Development:
    • Manage ongoing negotiations with union and relationship with union members
    • Design and implement culture programs that improve office dynamics and are rooted in the organization’s values as the nation’s largest statewide LGBTQ+ civil rights organization
    • Develop and operationalize the performance evaluation process
    • Support employee growth and development by connecting them to stellar training opportunities
    • Manage and develop direct reports to ensure professional growth, including coaching and providing ongoing timely and direct feedback about performance
  • Culture-Building & Employee Experience:
    • Serve as the first point of contact for all staff and provide day-to-day direction and support for all aspects of human resources
    • Develop relationships with all employees and advise on HR, cultural, and other organizational concerns
    • Conduct culture surveys and implement improvement strategies with accountable KPIs
    • Ensure the organization’s core values are woven into the internal structure and nurture a positive organizational culture by communicating policies, guidelines, and positions to all employees in a timely manner
    • Drive employee engagement and satisfaction through ongoing learning and development
    • Ensure compliance training for all local, state, and federal laws
    • Lead the racial equity steering committee by facilitating meetings and developing work plans to support efforts around racial equity within the organization’s external and internal programs
  • Recruitment and Retention:
    • Lead talent acquisition strategy to ensure that the organization is sourcing, recruiting, and ultimately hiring qualified and diverse candidates
    • Manage full-cycle recruitment, including sourcing, application review, conducting interviews, support reference checks, and offering equitable hiring recommendations
    • Support new hires in a comprehensive and positive onboarding experience to ensure that new employees are set up for success and acclimated to Equality California’s organizational history, goals, culture, and values
    • Develop and analyze compensation structure
    • Manage a clear and concise offboarding process for departing employees
  • HR Management & Administration Support
    • Manage outside benefit administrators and other HR supporting contractors
    • Maintain accurate administrative and personnel files, including documentation of all staff changes
    • Maintain employee handbook with new and developing legislature and policies
    • Own all facilities-related matters. Including interfacing with key facility stakeholders, including, the building management and owners, janitorial support, and security
    • Manage the state charitable solicitation registration process, including registration, renewal, and compliance
    • Lead key administrative projects, such as office relocation, adoption of new technology, office furniture, and storage
    • Conduct assessment and renewal of organizational insurance policies, including general liability, etc.
  • Technology Support 
    • Supervise and lead the organization’s technical design by working with outside IT consultants
    • Set the technical tools and systems for operational effectiveness
    • Develop a tracking system for the organization’s technology purchases and lead the process for updating technology
    • Manage relationships and contracts with related vendors (i.e., accounting, property management, office equipment, IT support)
    • Ensure the proper functioning and maintenance of Equality California facilities
    • Lead troubleshooting efforts related to technology, facilities, and other duties as assigned

KEY EXPERIENCE QUALIFICATIONS AND SKILLS

What you’ve accomplished (required):

  • Bachelor’s Degree in HR or related field, Master’s Degree strongly preferred
  • At least 2+ years of direct management experience and  8 +years of HR experience required; in a union environment preferred
  • Communication, decision-making, and interpersonal skills coupled with sound judgment; optimistic and forward-looking in all messages and decisions

Other things you might have accomplished or would be excited to learn here:

  • Demonstrated experience providing vision and leadership
  • Detail orientated, logical, and methodological approach to problem solving
  • Excellent communication skills, both written and verbal
  • Excellent interpersonal skills – ability to relate to individuals at all levels
  • Experience with union negotiations and management

Skills you have developed and knowledge you have acquired:

  • Ability to adapt to the needs of the organization and employees
  • Ability to prioritize tasks and delegate them when appropriate to meet deadlines and expectations
  • Thorough knowledge of employment-related laws and regulations
  • Excellent presentation skills; ability to present and facilitate employee trainings and culture initiatives
  • Supervisory and people management experience
  • Proficient in Microsoft Office and Google Workspace

COMPENSATION & BENEFITS

Salary will be based on experience and includes competitive benefits (healthcare, dental, vision, long/short term disability, life insurance and 401K). This full-time position will be based out of the Los Angeles office with the option of working remotely two days a week. A flexible schedule including evening and weekend work time, as well as regular travel across California and sometimes, Nevada. Applicants will be reimbursed for mileage but must have a reliable car and be able to drive in California.

RELEVANT POLICIES AT EQUALITY CALIFORNIA

Equality California is an equal employment opportunity employer. Equality California does not make employment decisions or discriminate based on protected characteristics including, but not limited to, race, color, religion, national origin, ancestry, marital status, sex, gender (including gender identity and/or gender expression), sexual orientation, age, physical or mental handicaps, veteran status, or genetic information as prescribed by applicable local, state, and federal law. We strongly encourage diverse candidates to apply, including, but not limited to, women, people of color, people of diverse gender identities, and non-LGBTQ+ allies.

Qualified Applicants with Criminal Histories will be considered for employment in a manner consistent with the requirements of the California Consumer Reporting Agencies Act and Los Angeles’s Fair Chance Initiative for Hiring Ordinance.

Comments Off on Program Coordinator

Program Coordinator

Posted by | August 25, 2022 |

OVERVIEW
We are looking for a part-time Program Coordinator to support the member-facing work of the
Colorado Youth Congress and act as the lead-facilitator & coordinator in a young, mission-driven
organization. If you love youth leadership development, you’re a great facilitator, and you care deeply
about issues of justice and systems change, then we’d love for you to apply.
This role is part-time, 15-20hrs/week, based in Colorado but otherwise flexible on location, with a
beginning hourly rate of $30/hr. This role requires availability to work bi-weekly on Saturdays and a few
evenings a week, and involves occasional travel. The deadline to apply is September 9th, 2022. More
details below.

WHO WE ARE
The Colorado Youth Congress works with high school leaders — from urban, suburban and rural
communities across Colorado — to lead systems change in the areas of racial justice and mental health.
We operate with the firm belief that in order to transform systems, we must focus on three levels of
change:
1) Individual: The first evolution is always internal. We work with young people to reflect on and
build a strong sense of identity and the skills needed for a lifetime of effective leadership.
2) Community: We build the type of community we want to see replicated in society — diverse and
equitable with a whole lot of love.
3) Systems: We honor the complexity and interconnectedness of our problems and engage deeply
with partner organizations to co-create systems change.

WHO YOU ARE
1) You love supporting young people as they develop into bold, self aware, justice-minded leaders.
2) You have significant facilitation experience, having facilitated dialogue in small and large groups, as
well as experience facilitating workshops and trainings.
3) You know how to decenter yourself and elevate co-creation in all aspects of your job. You know how
to balance facilitating dialogue and decision making processes without taking control over the
process.
4) Your value system centers on diversity, equity and inclusion. You have a clear understanding of the
historical threads of oppression and have reflected deeply on your own positionality. You’ve
demonstrated a desire to dismantle unjust systems and re-build something just and sustainable.
5) You take initiative in your work, notice opportunities for growth in the program, yourself, and the
community and are comfortable proactively taking steps to implement supports, strategies, or
interventions
6) You are able to work on evenings and weekends to support CYC members (with full autonomy over
your schedule elsewhere to support a healthy, sustainable workload).

YOUR KEY RESPONSIBILITIES
1. Facilitate CYC meetings & support member’s campaigns
● Facilitate sessions to support interns & members in the design and implementation of their
campaigns, during bi-weekly Saturday program meetings & weekly project team meetings
(which take place during afternoons/evenings)
● Support smaller project teams aka “crews” to establish key priorities, draft meeting agendas,
set project timelines and goals, and work towards meeting their goals
● Co-lead the CYC Systems Change Network with members, interns, and partners; ensure
authentic and equitable youth leadership of the network, help set strategies and tactics
alongside members
● Ensure high levels of collaboration and communication between different crews
● Coach interns and members on their personal and collective leadership skills
● Get to know each member personally and support their personal development
● Surface challenges and tensions within the program and co-design adaptations with the team
● Provide space for members to learn how to address tensions within work situations so they can
grow as leaders

2. Design & implement training opportunities and program interventions
● Design training opportunities for interns and members to support them in organizing towards
their campaign goals, and co-facilitate those trainings
● In partnership with the Director of Programs, identify opportunities for deepened learning, skill,
issue comprehension, or opportunities for conflict transformation and design and implement
programmatic interventions

NOTES ON THE WORK SCHEDULE
As mentioned, the vast majority of our programming takes place on weekends and evenings. We will have
a virtual meeting (almost) every other Saturday throughout the school year from 10am – 12pm (although
the time is subject to change a bit depending on members’ preferences)
We will also have three in-person weekend retreats where all of our members and staff come together. The
retreats will be held on the following dates: Oct 7 – 9, Jan 20 – 22, Apr 21 – 23

COMPENSATION AND BENEFITS
● This is a part-time position for an estimated 15-20 hours per week
● Pay is $30/hr
● You will have access to wellness support based on what you need to be a whole and healthy person.

Comments Off on ULTIMATE Student Assessor

ULTIMATE Student Assessor

Posted by | July 20, 2022 |

The Marsico Institute for Early Learning is housed in the Morgridge College of Education (MCE) at the University of Denver. We have dedicated ourselves to improving learning environments and outcomes for children, birth to age 8. We identify the best in early learning research, practice, and policy, and we deliver that information at just the point it will be useful to academics, practitioners, policymakers, and parents — the people who can create and implement changes to improve the lives of young children. The quality of relationships and learning opportunities that young children experience can set the stage for what they will be able to accomplish throughout the rest of their lifetimes.

Position Summary  

The Marsico Institute is accepting applications for Student Assessors who will work as part of a team for an efficacy research study implementing and evaluating an early math intervention under the direct supervision of the Principal Investigators and Project Director. They will use a standardized assessment tool, the Research-based Early Math Assessment (REMA), to collect baseline and post-intervention assessment data on preschool and kindergarten student knowledge and skills along research-based developmental progressions.

This position involves driving or commuting to sites, assessing students using a computer adaptive test, and interviewing students with a standardized protocol.  Assessors must videotape each assessment and review these recordings to verify data accuracy. During the month of August 2022 and prior to data collection, all assessors must participate fully in a 2-3 day in-person training on the REMA assessment at the University of Denver. All assessors must also complete a fidelity certification video in which they administer and score the entire assessment; certification is achieved once a minimum of 80% accuracy in administration and scoring has been achieved. Assessors who do not meet certification requirements will not move forward with child data collection. In addition to this fidelity work and inter-rater reliability work, assessors may also be asked to enter and code collected data and other related duties, as assigned.

This is a temporary, grant-funded position to begin work on or after August 8, 2022 through October 31, 2022. Student Assessors must be available to travel and observe classrooms at multiple school sites in Boulder, Colorado between 7:45 am to 3:30 pm at least 3 days a week (access to vehicle required).

This is a non-benefited position, not to exceed 1,000 hours in a calendar year.

Essential Functions 

  • Conduct pre- and post-intervention student assessments.
  • Verify data collected.
  • Clean and code data.
  • Participate in fidelity work and inter-rater reliability training.
  • Travel to data collection sessions at specified dates, times, and locations in Boulder, CO.
  • Prepare instructional materials.
  • Provide general project support.

Knowledge, Skills and Abilities 

  • Must be able to develop a good rapport with young children and school personnel.
  • Facility with MS Office Suite/O365 programs, videotaping equipment, and basic features of virtual collaboration software.
  • Close attention to detail.
  • Excellent time management and organizational skills.
  • Capable of successfully working independently and as part of a team.
  • Basic knowledge of research methods.

Required Qualifications 

  • Some college coursework.
  • Experience working with young children, in a classroom setting, or in social science qualitative research.

Preferred Qualifications 

  • Bachelor’s degree.
  • College coursework in Education, Psychology, Research, Social Science, or related field.
  • Experience conducting assessments using standardized data collection tools.
  • Spanish language proficiency.

Work Schedule 

Part-time, varies. Evenings and weekends as required. Regular local travel to Boulder and occasional travel to Denver is required.

Application Deadline 

Applications will be reviewed until the position is filled.

Special Instructions 
Candidates must apply online through jobs.du.edu to be considered. Only applications submitted online will be accepted.

Salary Range

The hourly range for this position is $20.00/hr – $27.00/hr, commensurate with education and experience.

The University of Denver has provided a compensation range that represents its good faith estimate of what the University may pay for the position at the time of posting. The University may ultimately pay more or less than the posted compensation range. The salary offered to the selected candidate will be determined based on factors such as the qualifications of the selected candidate, departmental budget availability, internal salary equity considerations, and available market information, but not based on a candidate’s sex or any other protected status.

Benefits:
The University of Denver offers some benefits for non-benefited employees. The University of Denver is a private institution that empowers students who want to make a difference. Learn more about the University of Denver.

Please include the following documents with your application:

  1. Resume
  2. Cover Letter (no longer than 1 page)

The University of Denver is an equal opportunity employer. The University of Denver prohibits discrimination on the basis of race, color, national origin, age (40 years and over in the employment context), religion, disability, sexual orientation, gender identity, gender expression, genetic information, marital status, veterans status, and any other class of individuals protected from discrimination under federal, state, or local law, regulation, or ordinance in any of the university’s educational programs and activities, and in the employment (including application for employment) and admissions (including application for admission) context, as required by Title IX of the Education Amendments of 1972; Title III of the Americans with Disabilities Act of 1990, as amended in 2008; Section 504 of the Rehabilitation Act of 1973; Title VI and VII of the Civil Rights Act of 1964; the Age Discrimination Act of 1975; the Age Discrimination in Employment Act of 1967; and any other federal, state, and local laws, regulations, or ordinances that prohibit discrimination, harassment, and/or retaliation. For the university’s complete Non-Discrimination Statement, please see non‑discrimination‑statement.

All offers of employment are contingent upon satisfactory completion of a criminal history background check.

Advertised: July 19, 2022
Applications close: Open until filled

Comments Off on Executive Director

Executive Director

Posted by | June 29, 2022 |

ABOUT THE ELIZABETH PEABODY HOUSE

A community hub in Greater Boston for more than 125 years, The Elizabeth Peabody House (TEPH) supports families in reaching their full potential through early childhood education, youth development, and family assistance. Founded in 1896 as a settlement house, TEPH continues its mission today as a modern nonprofit with deep roots in Somerville, MA’s Winter Hill neighborhood.

The Elizabeth Peabody House fosters the holistic development and wellbeing of its students and their families through its preschool, after school program, summer camps, and food pantry. Welcoming all families, TEPH serves a racially, ethnically, linguistically, and economically diverse community hailing from Somerville and the surrounding area. 

The entrepreneurial team at TEPH stands ready to nimbly respond to community needs today and into the future. We seek a self-starting leader who shares our passion for strong families and strong communities, is able to spot opportunity amid challenge, and thrives on a tight-knit team.

 

POSITION OVERVIEW

The Elizabeth Peabody House is currently looking for a passionate and experienced individual to lead the organization as Executive Director (ED). Reporting to the Board of Directors, the Executive Director will set the strategic direction and oversee daily operations of The Elizabeth Peabody House. Managing a team of five direct reports and a staff of fifteen, the Executive Director will be responsible for achieving TEPH’s mission by delivering effective programs, ensuring a strong financial position, fostering a positive and inclusive culture, and engaging families, civic leaders, and community members.

The ideal Executive Director is a highly relational leader with a proven track record of success in the nonprofit sector, possesses a passion for community wellness and child development, and excels in connecting with diverse communities. 

  

RESPONSIBILITIES

The Executive Director’s primary responsibilities include:

  •  Strategic Vision and Leadership  
      • Collaboratively define and build a strategic plan and related resources for TEPH  to serve more students and community members 
      • Champion and foster a data-driven culture to elevate effective practices across the organization 
      • Lead Board of Directors development and engagement to maximize impact  
  • Resource Development 
      • Build new and existing revenue-generating and fundraising activities to support the existing operating budget of $1.2M and future growth 
      • Lead fundraising efforts across the organization and communicate effectively across all stakeholders including donors, partners, staff, and board members  
      • Work to diversify and deepen funding sources
      • Develop and cultivate high-level relationships with major individual, corporate, and foundation donors 
      • Partner with board and internal teams to advance program goals through fundraising and partnerships  
      • Oversee financial stability by ensuring the diligent management of TEPH’s budget and developing budgets that align with organizational priorities 
  • Brand Management and Partnerships  
      • Amplify the brand by acting as the key spokesperson, positioning TEPH as a lead community partner tackling the opportunity gap  
      • Assure the organization and its mission, programs, and services are consistently presented to key constituents (e.g., employees, students, teachers, parents, volunteers, donors, and overall community)  in a strong, positive manner that builds awareness and deepens investment 
  • Team Management and Development  
    • Align, motivate, and inspire internally and externally; support stakeholders at all levels of the organization; nurture relationships between and among the various programs and overall community
    • Oversee operations across the organization
    • Ensure the attraction, motivation, and retention of talent 
    • Lead and manage in a way that builds a positive and inclusive staff culture
    • Drive the team towards achieving individual and broader goals and hold everyone accountable to both collective and individual goals  

 

KEY EXPERIENCE QUALIFICATIONS AND SKILLS

What you’ve accomplished (required):

  • 10+ years of work experience in education, youth development, or nonprofit management (5+ years of direct management experience)
  • Experience managing full-time staff members to strong job performance and satisfaction while centering Diversity, Equity, and Inclusion
  • Proven track record of developing direct reports and cultivating a high performing team
  • Experience serving or working with marginalized communities and holds an asset-based belief in our students and families
  • Bachelor’s degree or higher

Skills you have developed and knowledge you have acquired:

  • A highly relational professional with the capacity to build strong, trusting relationships with both staff, students, and community stakeholders
  • Strong visionary leader who galvanizes others and influences actions internally and externally
  • Effective project manager who manages competing priorities and implements strategy with fidelity 
  • A strategist who approaches work through an intentional lens in service of thoughtful prioritization, purposeful pivots, and contingency planning to ensure outcomes are met
  • An experienced fundraising professional with the ability to secure revenue from various funding streams

How you work and what you value:

  • You have a deep and authentic commitment to diversity, equity and inclusion and are eager to manage staff, engage students, and support our community
  • You will be excited to innovate, enjoy the iterative nature of that work, and are an entrepreneurial and self starter
  • You enjoy working on a team and will operate in ways that will build trust with teammates (integrity, reliability, empathy, etc.)
  • You enjoy managing others and are adept at coaching and developing others to strong job performance and satisfaction outcomes

 

COMPENSATION & BENEFITS

The Executive Director  is a full-time, overtime-exempt role and will be eligible to receive: 

  • A competitive base salary range of $100-$150k based on work experience 
  • Paid time-off (15 PTO days; 12 holidays; up to 80 hours of sick time)
  • Health benefits (medical and dental)
  • Retirement plan (403(b) with match)
  • Ongoing professional development
  • Educational financial assistance

 

RELEVANT POLICIES AT THE ELIZABETH PEABODY HOUSE

The Elizabeth Peabody House adheres to all state and local COVID-19 regulations. Vaccination for COVID-19 is recommended for all staff, but not required. Currently, masks are worn indoors by staff, students, and visitors. Thorough cleaning and disinfection are conducted regularly.

The Elizabeth Peabody House strives to build a staff that reflects the cultural diversity of the communities that we partner with. The Elizabeth Peabody House provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws. We encourage BIPOC-identifying individuals to apply. All candidates are evaluated solely on their qualifications to perform the work required.

Comments Off on Managing Director of Operations

Managing Director of Operations

Posted by | June 5, 2022 |

Position: Managing Director of Operations (Los Angeles)

Type: Full-Time, Non-Exempt, Hourly

Reports to: Executive Director

Start Date: As soon as possible

Closing date of this position: Open until filled

ABOUT EQUALITY CALIFORNIA

Equality California is the nation’s largest statewide lesbian, gay, bisexual, transgender and queer+ (LGBTQ+) civil rights organization with over 900,000 members. Equality California brings the voices of LGBTQ+ people and allies to institutions of power in California and across the United States, striving to create a world that is healthy, just, and fully equal for all LGBTQ+ people. We advance civil rights and social justice by inspiring, advocating, and mobilizing through an inclusive movement that works tirelessly on behalf of those we serve. For more than 20 years, Equality California has been fighting for full, lived LGBTQ+ equality in a number of ways: electing pro-equality leaders up and down the ballot; passing pro-equality legislation in California, Nevada and Washington, DC; and fighting for LGBTQ+ civil rights and social justice in the courtroom.

Equality California Institute is a 501(c)(3) organization that has a parallel mission to Equality California, its 501(c)(4) counterpart. Equality California Institute works to achieve full, lived LGBTQ+ equality by reducing disparities in LGBTQ+ health and well-being, developing a pipeline of LGBTQ+ leaders and increasing civic participation within the LGBTQ+ community.

POSITION SUMMARY

Equality California is hiring an experienced operations leader to envision and create an extraordinary culture for small, successful teams.  The Managing Director of Operations will be responsible for setting vision for and leading the organization’s human resources, talent management, development, and programmatic functions. This position will manage four department heads and develop a comprehensive and cohesive strategy to ensure that the organization moves collectively in unison and in alignment with the overall mission.

This position supports a partially unionized workforce and is pivotal in helping to ensure Equality California employees feel supported and enjoy working at the organization. The Managing Director of Operations will report to the Executive Director, Tony Hoang, and will serve as a member of the organization’s leadership team. This role will also work closely and build a deep partnership with the Managing Director of External Affairs, Samuel Garrett-Pate, ensuring that all departments have the resources, representation, and tools for success.

The ideal candidate has the ability to balance several projects at once and work with multiple internal and external stakeholders at different levels of seniority. A successful Managing Director of Operations believes in building deep, authentic relationships and operates in a highly strategic and reliable manner.

RESPONSIBILITIES

The Managing Director of Operations’ Primary Responsibilities include:

  • Strategy
    • Access and build upon the existing vision and approach for operations (goal setting, team meetings and routines, executive support, etc.) to ensure strong planning, alignment and execution across the organization
    • Access and build upon the existing vision and approach for hiring, training and supporting our team with a focus on growth mindset and career development
    • Create a clear charge for self and others in pursuit of operations and talent goals and build an aligned plan to reach those goals that is grounded in naming and shepherding the resources necessary to find success
    • Build authentic, deep relationships across the organization in order to keep a pulse on the organizational health and ensure that the vision and approach to our work are responsive to the needs of the organization and the staff who work here
    • Work with the Boards of Directors and the various board committees to facilitate ongoing engagement with the organization’s work and overall strategy
  • Organizational Operations Management
    • Partner with the Executive Director to operationalize and support their vision for the annual strategic planning process
    • Partner with the Executive Director to operationalize and support their vision for key meetings (leadership team, operations meeting, team retreats, board meetings, etc.)
    • Collaborate with the Managing Director of External Affairs to ensure allocation of resources, short-term strategic execution, and long-term strategic planning
    • Manage institutional knowledge management, including both systems/processes and strategy that is grounded in smart prioritization
  • Organization Culture-Building & Employee Experience:
    • Serve as the strategic leader for support for all aspects of employee wellness
    • Develop relationships with all employees and advise on HR, cultural, and other organizational concerns
    • Ensure the organization’s core values are woven into the internal structure and nurture a positive organizational culture by communicating policies, guidelines, and positions to all employees in a timely manner
  • Serve as a member of the leadership team
    • Monitor and advance organizational performance so we are consistently achieving goals that advance our strategic plan
    • Collaborate with the Leadership Team to share ideas, feedback, and advice on org-wide initiatives and to seek input on the initiatives you are leading
    • Reinforce our culture and values by modeling our core values, collaborating with the Leadership Team to strengthen our organizational culture, and creating space for shared reflection and learning

KEY EXPERIENCE QUALIFICATIONS AND SKILLS

What you’ve accomplished (required):

  • Bachelor’s Degree in HR or related field, Master’s Degree strongly preferred
  • At least 6 years of relevant experience; in a union environment preferred
  • Communication, decision-making, and interpersonal skills coupled with sound judgement; optimistic and forward-looking in all messages and decisions

Other things you might have accomplished or would be excited to learn here:

  • Demonstrated experience providing vision and leadership
  • Detail orientated, logical, and methodological approach to problem solving
  • Excellent communication skills, both written and verbal
  • Excellent interpersonal skills – ability to relate to individuals at all levels
  • Experience with union negotiations and management

Skills you have developed and knowledge you have acquired:

  • A strategist who is able to define and constantly redefine the organization’s operational strategy through thoughtful prioritization, disciplined and purposeful pivots, and contingency planning to ensure outcomes are met
  • An adept operator who is capable of managing multiple functions in a concerted way, complex project management in a multifunctional division, and is highly effective at managing others through solid and dotted lines to outcomes
  • A highly relational leader who is capable of building effective relationships at every level in the organization and with all external stakeholders
  • A team leader who enjoys managing, coaching, and developing staff members
  • A values driven and empathetic professional who will find success at Equality California

COMPENSATION & BENEFITS

Salary will be based on experience and includes competitive benefits (healthcare, dental, vision, long/short term disability, life insurance and 401K). This full-time position will be based out of the Los Angeles office with the option of working remotely two days a week. A flexible schedule including evening and weekend work time, as well as regular travel across California and sometimes, Nevada. Applicants will be reimbursed for mileage but must have a reliable car and be able to drive in California.

TO APPLY

Equality California has partnered with RCG Talent Solutions on our search for the Managing Director of Operations. Please follow this link to submit your application and direct all questions to openroles@rcgtalent.com.

RELEVANT POLICIES AT EQUALITY CALIFORNIA

Equality California is an equal employment opportunity employer. Equality California does not make employment decisions or discriminate based on protected characteristics including, but not limited to, race, color, religion, national origin, ancestry, marital status, sex, gender (including gender identity and/or gender expression), sexual orientation, age, physical or mental handicaps, veteran status, or genetic information as prescribed by applicable local, state, and federal law. We strongly encourage diverse candidates to apply, including, but not limited to, women, people of color, people of diverse gender identities, and non-LGBTQ+ allies.

Qualified Applicants with Criminal Histories will be considered for employment in a manner consistent with the requirements of the California Consumer Reporting Agencies Act and Los Angeles’s Fair Chance Initiative for Hiring Ordinance.

Comments Off on Director of Programs and Advocacy

Director of Programs and Advocacy

Posted by | May 30, 2022 |

About Denver Families for Public Schools (Denver Families) 

Denver Families for Public Schools works to increase civic engagement and electoral participation in order to promote educational equity and empower communities. Families in Denver know that every student deserves a great public education at a school that puts their needs first regardless of zip code or income. We believe that public school families can contribute to a quality education by uniting as a powerful voice for children, our schools and our communities. At Denver Families we unite these voices to advocate for outstanding public school options for every child in our city. 

Position Overview: 

The Director of Programs and Advocacy will build a team with passion and clarity toward transformational change centered on empowerment, movement-building and representation. They will collaborate with the Chief Executive Officer to design strategies that promote civic engagement and electoral participation in Denver. As a recently founded nonprofit, the professional hired to take on this role will have an exceptional opportunity to shape an organization’s priorities and key activities. The Director of Programs and Advocacy will work with school leaders, school staff, parents, students, and community members to develop and execute advocacy-based programs and initiatives. Reporting directly to the Chief Executive Officer, the Director of Programs and Advocacy will focus on four core areas: grassroots organizing, leadership development, campaign management and coalition building. 

Responsibilities: 

  • Grassroots Organizing – 50%: Empowering families, educators and community members to take an active role in shaping the systems and policies that define public education is the heart of our mission. The Director of Programs and Advocacy will lead the Denver Families team in designing and executing programs that result in a true grassroots movement to support a vibrant public education system in Denver. This will include working with Denver Families staff, contractors and school employees to develop and execute educational and advocacy-generating programs. They will work closely with the CEO and Director of Communications and Public Affairs to hone and run bold community-centered initiatives that encourage electoral participation and advocacy.
  • Leadership Development – 20%: Denver Families seeks to identify community stakeholders with a passion for public education and equip them with the tools to be vocal leaders at all levels of policy formation. The Director of Programs and Advocacy will be responsible for developing and implementing a leadership training program focused on building power and politically engaging public school families, educators and community members. The training program will equip individuals with the knowledge and skills to advocate for change, build power in their community, and shape the public education system in Denver. They will create systems to track the success of leadership development initiatives and will recruit a leadership council to help drive the direction of community engagement strategies.
  • Campaign Management – 20%: Denver Families will consistently monitor the education landscape in Denver and develop campaigns to advocate for policies that further the effort to ensure that every student has access to a great public school option regardless of zip code or income. The Director of Programs and Advocacy will lead the strategic direction of issue campaigns, aligning these campaigns to civic engagement, Denver Families’ core messaging and growing Denver Families’ base of support. They will need to draw on experience developing and executing comprehensive campaign plans and rallying a coalition of stakeholders around a central vision for transformational change.
  • Coalition Building – 10%: To be successful in bringing about transformational change in the way families, educators and community members engage in the political process, Denver Families must build strong relationships with policymakers, “grasstop” leaders and community-based organizations. The Director of Programs and Advocacy will collaborate with the CEO to develop long-term agendas for strategic coalitions and promote Denver Families’ mission with new audiences. They will support the implementation of Denver Families’ theory of change by driving the organization to strategically build power in every aspect of its work.

Qualifications: 

  • Belief in the power of grassroots organizing, passion for educational justice and urgency around improving educational outcomes. 
  • A minimum of 6 years of experience working in community engagement, organizing, advocacy, policy, and/or elections with success in developing and winning campaigns. 
  • Experience supervising staff in an organizing setting, with a strong track record of building teams and developing staff leadership. 
  • Demonstrated commitment to serving others and empowering marginalized communities
  • Strong track record of operationalizing a model for transformative grassroots organizing.
  • Strong interpersonal, relational and organizational communication skills, and an ability to build relationships quickly with diverse stakeholders 
  • Understand and appreciate the use of outcomes-based data and information to help drive performance. Experience utilizing campaign and voter file databases. 
  • Ability to operate with purpose and accuracy in a fast-paced, deadline-driven environment.
  • Spirit of flexibility, openness to feedback and a commitment to learning. 

Nice to have: 

  • Knowledge of education policy, education entrepreneurship and school governance models are a plus. 
  • Prior experience in public education or supporting public education is a plus.
  • Track record of leadership and measurable accomplishments. 
  • Proficiency in Spanish is a plus. 

Compensation & Benefits:

The salary range for this position is $90,000 – $110,000. 

In addition to a competitive salary, Denver Families for Public Schools offers a comprehensive benefits package, including: an unlimited paid time off policy; paid sick leave; paid holidays; 401K retirement plan with a 5 percent employer-paid match; and competitive employee health, dental, short-term disability and caregiving and family leave plans. 

At Denver Families for Public Schools diversity, equity and inclusion are at the core of our mission. We believe that diverse teams lead to better solutions. We understand that a greater depth in lived experiences promotes creative thinking and empowers us to address complex issues. We strive in our hiring to ensure that our candidate pool is diverse in terms of race, age, gender, sexual orientation, socioeconomic background, physical or mental ability, origin, and religion. 

Comments Off on Special Education Teacher (2022-23 School Year) – $2,500 Signing Bonus!

Special Education Teacher (2022-23 School Year) – $2,500 Signing Bonus!

Posted by | May 19, 2022 |

We are looking for highly motivated and skilled Special Education teachers to join our team at District of Columbia Public Schools (DCPS). Special Education candidates who commit to teaching at one of our RISE schools by July 1 are eligible to receive a signing bonus of up to $2,500 for the 2022-23 school year. We are primarily hiring for several Inclusion/Resource classrooms as well as Communication and Education Supports (Autism) classrooms. We seek individuals who are passionate about transforming the DC school system and making a significant difference in the lives of our students with special educational needs.

DCPS serves more than 51,000 students in the nation’s capital through the efforts of approximately 4,000 educators in 117 schools. As part of a comprehensive reform effort to become the preeminent urban school system in America, DCPS intends to have the highest-performing, best paid, most satisfied, and most honored educator force in the nation.

 

Position Overview

Vision

Every student feels loved, challenged, and prepared to positively influence society and thrive in life.

Mission

Ensure that every school guarantees students reach their full potential through rigorous and joyful learning experiences provided in a nurturing environment.

Strategic Priorities

  • Promote Equity: Define, understand, and promote equity so that we eliminate opportunity gaps and systematically interrupt institutional bias.
  • Empower our People: Recruit, develop, and retain a talented, caring, and diverse team.
  • Ensure Excellent Schools: Increase the number of excellent schools throughout the city.
  • Educate the Whole Child: Provide rigorous, joyful, and inclusive academic and social emotional learning experiences to ensure all students are college and career ready.

This position is a safety-sensitive position. As a result, throughout employment this position will be subject to the Employee Mandatory Drug and Alcohol Testing Policy.

The Teacher (10-month) will report to the Principal.

 

Essential Duties and Responsibilities

The below statements are intended to describe the general nature and scope of work being performed by this position. This is not a complete listing of all responsibilities, duties, and/or skills required. Other duties may be assigned.

  • Sets and reinforces clear expectations and routines that are aligned with the school’s overall vision. Develops and implements curricula and activities to meet academic standards.
  • Thoughtfully plans daily lessons and implements specific strategies to meet the needs of all students, providing extra support, enrichment, or variation of work when necessary.
  • Demonstrates strong content knowledge.
  • Designs and implements assessments that measure progress towards academic standards; and diagnoses areas of student misunderstanding.
  • Uses assessment data to refine curriculum; and informs instructional practices.
  • Is accountable for students’ academic growth; and increases each individual student’s achievement. Creates a positive, achievement-oriented learning environment.
  • Reflects on successes and areas of growth as a teacher, seeks to improve performance, and responds to feedback.
  • Participates in collaborative curriculum development, grade-level activities, and school-wide functions. Invests parents and families in their children’s academic success through regular communication.

Qualifications

  • Bachelor’s degree.
  • Demonstrates licensability, which includes providing evidence of:
    • A valid (active) license from OSSE; or
    • A valid and full (non-provisional) license from another state; or
    • Passing scores on the Praxis basic skills exams or waiver via SAT/GRE/ACT/PCMAS or cumulative 3.0 or higher undergraduate GPA
  • Previous exposure to or experience in the education sector a plus
  • Strong instructional skills and classroom management Enthusiasm for and demonstrated mastery of subject matter.
  • Unrelenting commitment to students, self, and school’s constant learning and development. Ability to self-reflect on teaching practices and be responsive to feedback.

 

DCPS Values

  • STUDENTS FIRST: We recognize students as whole children and put their needs first in everything we do.
  • COURAGE: We have the audacity to learn from our successes and failures, to try new things, and to lead the nation as a proof point of PK-12 success.
  • EQUITY: We work proactively to eliminate opportunity gaps by interrupting institutional bias and investing in effective strategies to ensure every student succeeds.
  • EXCELLENCE: We work with integrity and hold ourselves accountable for exemplary outcomes, service, and interactions.
  • TEAMWORK: We recognize that our greatest asset is our collective vision and ability to work collaboratively and authentically.
  • JOY: We enjoy our collective work and will enthusiastically celebrate our success and each other.
Comments Off on Teacher – 2022-23 School Year ($2,500 Signing Bonuses Available!)

Teacher – 2022-23 School Year ($2,500 Signing Bonuses Available!)

Posted by | May 19, 2022 |

Are you ready to join the nation’s fastest improving urban school district? We are looking for highly motivatedskilled, and equity-minded talent to join our team at District of Columbia Public Schools (DCPS) for the 2022-23 school year. We seek individuals who are passionate about transforming the DC school system and making a significant difference in the lives of our public school students, parents, and the greater DC community. 

Signing bonuses of up to $2,500 will be offered to those who commit to teaching in one of our highest need content areas (SPED, Math, Health & PE, Science, ESL, Elementary, Visual and Performing Arts) at one of our RISE schools and are hired by July 1, 2022. 

DCPS serves approximately 49,000 students in the nation’s capital through the efforts of approximately 4,200 educators in 117 schools. As part of a comprehensive reform effort to become the preeminent urban school system in America, DCPS intends to have the highest-performing, best paid, most satisfied, and most honored educator force in the nation and a distinctive central office staff whose work supports and drives instructional excellence and significant achievement gains for DCPS students. 

 

Position Overview 

Vision 

Every student feels loved, challenged, and prepared to positively influence and thrive in life. 

Mission 

Ensure that every school guarantees students reach their full potential through rigorous and joyful learning experiences provided in a nurturing environment. 

Strategic Priorities 

Promote Equity: Define, understand, and promote equity so that we can eliminate gaps and systematically interrupt institutional bias. 

Empower Our People: Recruit, develop, and retain a talented, caring, and diverse team. 

Ensure Excellent Schools: Increase the number of excellent schools throughout the city. 

Educate the Whole Child: Provide rigorous, joyful, and inclusive academic and social emotional learning experiences to ensure all students are college and career ready. 

 

This position is a safety-sensitive position. As a result, throughout employment this position will be subject to the Employee Mandatory Drug and Alcohol Testing Policy. The Government of the District of Columbia values the safety of our employees, our residents, and our visitors. In support of these values, if you are selected for this job, effective December 20, 2021 you must be fully vaccinated against COVID-19 with a booster shot. There will be no test-out option. If you are invited to join our team, you must submit proof that you are fully vaccinated against COVID-19 by uploading a copy of your vaccination card to your candidate dashboard. You will not be extended an offer of employment until you comply with the requirement to upload your vaccination card or opt out of being vaccinated. 

The Teacher (10-month) will report to the Principal. 

 

Essential Duties and Responsibilities 

The statements below are intended to describe the general nature and scope of work being performed by this position. This is not a complete listing of all responsibilities, duties, and/or skills required. Other duties may be assigned. 

  • Sets and reinforces clear expectations and routines that are aligned with the school’s overall vision. 
  • Develops and implements curricula and activities to meet academic standards.
  • Thoughtfully plans daily lessons and implements specific strategies to meet the needs of all students, providing extra support, enrichment, or variation of work when necessary.
  • Demonstrates strong content knowledge. 
  • Designs and implements assessments that measure progress towards academic standards and diagnoses areas of student misunderstanding. 
  • Uses assessment data to refine curriculum and informs instructional practices. 
  • Is accountable for students’ academic growth and increases each individual student’s achievement.  
  • Creates a positive, achievement-oriented learning environment. 
  • Reflects on successes and areas of growth as a teacher, seeks to improve performance, and responds to feedback.  
  • Participates in collaborative curriculum development, grade-level activities, and school-wide functions. 
  • Invests parents and families in their children’s academic success through regular communication. 

Qualifications                                                                                                                           

  • Bachelor’s degree. 
  • Must meet one of the following criteria:
    • Hold an OSSE-issued credential or valid teaching credential from another state
    • Be currently enrolled in a teacher preparation program
    • Have 1 year of full-time lead teaching experience
    • Have passing scores on at least 2 of the 4 required educator credential exams
    • Have earned a cumulative undergraduate degree GPA of 3.0 or higher
  • Strong instructional skills and classroom management. 
  • Enthusiasm for and demonstrated mastery of subject matter. 
  • Unrelenting commitment to students, self, and school’s constant learning and development. 
  • Ability to self-reflect on teaching practices and be responsive to feedback. 

 

DCPS Values

  • STUDENTS FIRST: We recognize students as whole children and put their needs first in everything we do. 
  • COURAGE: We have the audacity to learn from our successes and failures, to try new things, and to lead the nation as a proof point of PK-12 success. 
  • EQUITY: We work proactively to eliminate opportunity gaps by interrupting institutional bias and investing in effective strategies to ensure every student succeeds. 
  • EXCELLENCE: We work with integrity and hold ourselves accountable for exemplary outcomes, service, and interactions. 
  • TEAMWORK: We recognize that our greatest asset is our collective vision and ability to work collaboratively and authentically. 
  • JOY: We enjoy our collective work and will enthusiastically celebrate our success and each other. 
Comments Off on Reporter

Reporter

Posted by | April 28, 2022 |

Idaho EdNews seeks journalist

Idaho EdNews is hiring a journalist to cover breaking news, state government and education policy creation in Idaho. This full-time position includes reporting on the people who influence state government and public education, including elected officials, lobbyists, and state agency leadership.

Our downtown Boise office is walking distance from the state Capitol, State Department of Education and State Board of Education.

We offer an attractive compensation package, including a competitive salary, healthcare and retirement benefits, and generous PTO.

Most importantly, this is a workplace where a journalist has the time and support to do award-winning work. We are building a new kind of journalism – entrepreneurial and public-service oriented – and a new kind of civic reporting. We also are building a new kind of work environment for a journalist – one that is flexible and focused on strengths and interests. Our support team includes a full-time data analyst, who collects and mines data for journalists, and a managing editor with more than 30 years of experience.

About Idaho Education News

Idaho Education News is an enjoyable place to work. We are a non-profit online news source that provides statewide awareness of critical issues that affect Idaho’s children and their future. We are independent. We take no position on how to achieve better schools.

We are award-winning journalists who dig for and shine a light on education data. We demand transparency. We hold lawmakers and educators accountable for taxpayer dollars and student achievement.

Idaho Education News has seven full-time employees with an office in Downtown Boise, Idaho, and a bureau in East Idaho.

Our websites – IdahoEdNews.org and IdahoEdTrends.org – are free of advertising and paywalls and they have more than 1 million visitors a year.

Comments Off on Elementary Classroom Teacher (K-6)

Elementary Classroom Teacher (K-6)

Posted by | April 27, 2022 |

Responsibilities are representative but may not capture all tasks to be performed. The candidates will be expected to complete all duties which may be required in the performance and scope  of their position.

 

We are looking for a dynamic educator who will:  

  • Collaboratively plan and implement instructional units that are aligned to the New York State Common Core Standards and the curriculum of the Renaissance Academy Charter School of the Arts
  • Use data from all assessment sources to monitor student progress toward meeting academic targets
  • Provide a nurturing, supportive, and positive learning environment with high expectations that encourages student responsibility and creates community
  • Collaborate with the classroom instructional team, which can include a teaching assistant, an Arts Integration (AI) teacher, ENL teacher, etc. 

 

  • Differentiates instruction for students as needed
  • Coordinates, plans, meets and co-teaches with other teachers to meet program requirements of Renaissance Academy Charter School of the Arts
  • Provides an inviting, exciting, innovative, learning environment 
  • Evaluates and tracks student progress
  • Engages in effective and appropriate classroom management
  • Maintains and enriches expertise in subject area
  • Performs other instructional duties, as necessary
  • Has knowledge of effective practices that motivates students to adhere to high standards of conduct–Maintain a classroom environment conducive to learning by following a positive behavior approach through Restorative Practices and Whole Brain Teaching. 
  • Analyzes data on student learning to identify needs for improvement in instruction
  • Understands, practices and is accountable for professional expectations as defined by the 4 domains of Charlotte Danielson
  • Demonstrates the capacity to work collaboratively across disciplines
  • Maintain open communication with parents and encourage parent participation
  • Organize and plan for flexible, goal-oriented groups that are based on students’ instructional needs
  • Ensures lessons are enriched and rigorous which allow for students to elaborate, analyze, make cross-curricular connections, apply what they have learned, and develop creativity and problem-solving strategies
  • Attends professional development training
Comments Off on Summer Camp Director and Instructor

Summer Camp Director and Instructor

Posted by | April 26, 2022 |

Summer Camp Director, In-Person Coding/Tech in locations throughout Greater Boston (full-time seasonal) 

Location: Several throughout the Greater Boston area such as in Newton, Lexington, Cambridge, Boston, Milton, North Andover, and Natick 

Hours/Dates: Full time, approximately 8am-4:30pm M-F. Camps run 6-10 weeks, June 27-Sept 2.

Pay: $21-25 per hour 

Are you a strong leader with great interpersonal skills? Do you have a passion for coding, tech, video games, and/or digital arts? Are you looking for a fun, high-paying and fulfilling summer job? Come join us! As a Summer Camp Director with Empow Studios, you will lead a team of instructors to inspire and educate youth to create projects using today’s latest computer technologies, and engage campers with games, outdoor play, and other fun activities to reinforce learning and create a positive environment for all. 

We offer a fun, supportive environment, with kids who love coming to camp; amazing training and coaching; experience using best-in-class education technology and curriculum; enough outdoor time to keep kids happy and focused in class; amazing colleagues; and great pay. 

Imagine Yourself 

  • Leading and coaching a team of instructors and dozens of campers 
  • Coaching instructors to create an experience that maximizes learning and fun for every student 
  • Developing strong relationships with each camper’s caregivers and actively communicating with them about their child(ren)’s successes, challenges and recommended next steps 
  • Hosting weekly showcases where parents see the amazing projects their children have created 
  • Engaging your team and students with games and other fun bonding activities during breaks
  • Making sure that your team takes advantage of Empow Studio policies and best practices 
  • Using a wealth of weekly quality data to pinpoint opportunities for improvement
  • Leveraging Empow’s regional resources including subject matter experts and instructional  trainers to ensure that your site meets or surpasses Empow’s high quality standards  

Minimum Requirements

  • At least 4 weeks experience as an instructor of elementary or middle school students in a camp, school, or after-school program (any subject matter) 
  • At least 2 seasons experience in a leadership role at a camp OR similar leadership experience that can be augmented by completing a camping administration course
  • Have or be able to complete training and certification in first-aid/CPR and healthcare supervision 
  • Able to start Empow training in person or online in June (paid, part-time, flexible hours) 
  • Have reliable local transportation 
  • 21+ years of age

Summer Camp STEM Instructor (full-time seasonal) 

Location: Several throughout the Greater Boston Area such as in Newton, Lexington, Cambridge, Boston, Milton, North Andover, and Natick 

Hours/Dates: Full time approximately 9am-5pm M-F. Camps run 10 weeks, June 27-Sept 2. Minimum instructor availability for 6 of those weeks.  

Pay: $17-25 per hour 

Empow Studios, an award-winning provider of tech classes and camps for kids 7-15, is looking for dozens of energetic and enthusiastic technology-loving instructors for its upcoming 2022 summer camps. Camp instructors teach one tech class of typically 8 students per week, and ensure that students have a great time learning and building cool stuff. No prior experience teaching tech is necessary, but working with children previously is a must. Our paid training and curriculum will give everything you need to succeed!

This is a fun and rewarding job that is a great fit for college and grad students and teachers looking for a fun and lower-stress learning experience. We offer a fun, supportive environment, with kids who love coming to camp; amazing training and coaching; experience using best-in-class education technology and curriculum; flexible hours; just the right amount of outdoor camp activities; and great pay. 

Who You Are

Empow Studio instructors (camp counselors) are motivated and engaging individuals who care about making a difference and delivering a quality experience for children.

What You’ll Do

  • Teach one or a few of our exciting technology-based courses this summer to kids 7-15 
  • Receive outstanding training and coaching on our curriculum and approach to classes 
  • Lead indoor and outdoor fun and games
  • Participate in Friday showcases where students show off their amazing projects to family and friends 

You Should Have

  • Strong experience working with children
  • High comfort with technology
  • Have at least some college education (current college students and incoming freshmen are very welcome!)  (We also have positions for HS Students: check out empow.me/jobs)
  • Ability to clear background checks
Comments Off on Summer Camp Director and Instructor

Summer Camp Director and Instructor

Posted by | April 26, 2022 |

Summer Camp Director, In-Person Coding/Tech in locations throughout Greater Boston (full-time seasonal) 

Location: Several throughout the Greater Boston area such as in Newton, Lexington, Cambridge, Boston, Milton, North Andover, and Natick 

Hours/Dates: Full time, approximately 8am-4:30pm M-F. Camps run 6-10 weeks, June 27-Sept 2.

Pay: $21-25 per hour 

Are you a strong leader with great interpersonal skills? Do you have a passion for coding, tech, video games, and/or digital arts? Are you looking for a fun, high-paying and fulfilling summer job? Come join us! As a Summer Camp Director with Empow Studios, you will lead a team of instructors to inspire and educate youth to create projects using today’s latest computer technologies, and engage campers with games, outdoor play, and other fun activities to reinforce learning and create a positive environment for all. 

We offer a fun, supportive environment, with kids who love coming to camp; amazing training and coaching; experience using best-in-class education technology and curriculum; enough outdoor time to keep kids happy and focused in class; amazing colleagues; and great pay. 

Imagine Yourself 

  • Leading and coaching a team of instructors and dozens of campers 
  • Coaching instructors to create an experience that maximizes learning and fun for every student 
  • Developing strong relationships with each camper’s caregivers and actively communicating with them about their child(ren)’s successes, challenges and recommended next steps 
  • Hosting weekly showcases where parents see the amazing projects their children have created 
  • Engaging your team and students with games and other fun bonding activities during breaks
  • Making sure that your team takes advantage of Empow Studio policies and best practices 
  • Using a wealth of weekly quality data to pinpoint opportunities for improvement
  • Leveraging Empow’s regional resources including subject matter experts and instructional  trainers to ensure that your site meets or surpasses Empow’s high quality standards  

Minimum Requirements

  • At least 4 weeks experience as an instructor of elementary or middle school students in a camp, school, or after-school program (any subject matter) 
  • At least 2 seasons experience in a leadership role at a camp OR similar leadership experience that can be augmented by completing a camping administration course
  • Have or be able to complete training and certification in first-aid/CPR and healthcare supervision 
  • Able to start Empow training in person or online in June (paid, part-time, flexible hours) 
  • Have reliable local transportation 
  • 21+ years of age

Summer Camp STEM Instructor (full-time seasonal) 

Location: Several throughout the Greater Boston Area such as in Newton, Lexington, Cambridge, Boston, Milton, North Andover, and Natick 

Hours/Dates: Full time approximately 9am-5pm M-F. Camps run 10 weeks, June 27-Sept 2. Minimum instructor availability for 6 of those weeks.  

Pay: $17-25 per hour 

Empow Studios, an award-winning provider of tech classes and camps for kids 7-15, is looking for dozens of energetic and enthusiastic technology-loving instructors for its upcoming 2022 summer camps. Camp instructors teach one tech class of typically 8 students per week, and ensure that students have a great time learning and building cool stuff. No prior experience teaching tech is necessary, but working with children previously is a must. Our paid training and curriculum will give everything you need to succeed!

This is a fun and rewarding job that is a great fit for college and grad students and teachers looking for a fun and lower-stress learning experience. We offer a fun, supportive environment, with kids who love coming to camp; amazing training and coaching; experience using best-in-class education technology and curriculum; flexible hours; just the right amount of outdoor camp activities; and great pay. 

Who You Are

Empow Studio instructors (camp counselors) are motivated and engaging individuals who care about making a difference and delivering a quality experience for children.

What You’ll Do

  • Teach one or a few of our exciting technology-based courses this summer to kids 7-15 
  • Receive outstanding training and coaching on our curriculum and approach to classes 
  • Lead indoor and outdoor fun and games
  • Participate in Friday showcases where students show off their amazing projects to family and friends 

You Should Have

  • Strong experience working with children
  • High comfort with technology
  • Have at least some college education (current college students and incoming freshmen are very welcome!)  (We also have positions for HS Students: check out empow.me/jobs)
  • Ability to clear background checks
Comments Off on Principal

Principal

Posted by | April 19, 2022 |

About Carlos Rosario International Public Charter School and Position Summary 

CRIPCS is an adult charter school that delivers high-quality education, career training, and supportive services that enable adult immigrants to realize their dreams while strengthening our community and economy. When you join the team at CRIPCS, you become part of a unique, mission-oriented organization that is actively and innovatively tackling some of the greatest challenges faced by adult learners and English language learners today. We have a laser-beam focus on equity of opportunity for those we exist to serve. We are proud to live into our commitment to continuous improvement and challenging the status quo. This documented and celebrated commitment to high-quality work has earned us a seat at the table with governmental bodies who can impact our ability to do our best work for our students. In line with our commitment to Diversity, Equity, and Inclusion, we are centering our priorities on empowering our staff, building for the future, and centering our mission.

We are seeking an educational leader who will be responsible for setting and executing a strategic vision for teaching and learning to ensure that all students are learning and achieving their potential in line with the mission of the school.  This principal position at CRIPCS requires expertise in serving adult immigrant communities, second language acquisition, workforce development, and/or alternative pathways. This role is best suited for someone who is excited about the prospect of leading ambitious change and pushing themselves to constantly evolve. Primary responsibilities include coaching and performance management, leadership development, budget management, and scheduling.  The principal cultivates a culture of inclusion and belonging within the school community with an unwavering focus on quality.

 

Our Commitment to Principals

CRIPCS is proud to offer a total rewards package including:

  • A competitive starting salary commensurate with experience
  • 46 total days of time off (a combination of paid holidays, vacation, sick, and personal time) per year. This number increases over time.
  • A flexible work schedule; Principals may choose to work remotely one day a week
  • Competitive health benefits and retirement match (up to 6% of the base salary)
  • Deep investments in individualized professional development inclusive of coaching, conference attendance, and tuition reimbursement

 

The main responsibilities for principals include, but are not limited to the following: 

Instructional Leadership

  • Ensure all students have access to high-quality education and support for achieving their goals.
  • Lead and manage professional development, provide feedback, and facilitate meetings to ensure all academic programs provide high-quality learning experiences to students.
  • Provide instructional resources and materials to support teaching staff in accomplishing instructional goals.

People Leadership

  • Actively work to develop and support a strong, collaborative staff culture. Identify areas where staff members’ talents can be leveraged to distribute leadership and responsibilities.
  • An ability to build and foster inclusive, high-performing teams with a deep understanding of how each faculty member plays a role in the success of the school.
  • Serve as a model for collaboration and leadership to others; actively incorporates priming practices in leadership in their day-to-day work.
  • In alignment with the School’s values, foster a culture of inclusion and belonging that values and welcomes diversity of backgrounds and perspectives; actively brings an equity and access lens.
  • Modeling a commitment to centering students in all aspects of the work, including seeking out and accommodating student needs; creates an environment where all students feel valued, seen, and included.
  • Communicate and promote expectations for high-level performance to staff and students.
  • Recognize and celebrate excellence and achievement, in alignment with the campus performance management system.
  • Observe employee performance and provide regular feedback; conduct more formal, timely evaluations for staff and full-time faculty.

Operational Leadership

  • Work in conjunction with the Chief Academic Officer to ensure compliance with applicable District policies, state and federal laws and regulations, and Public Charter School Board policies.
  • In collaboration with the Chief Financial Officer, develop school budgets based on documented program needs, estimated enrollment, personnel, and other fiscal needs.
  • Establish schedules and classroom assignments that meet the needs of our students (in-person, virtual, hybrid, and evening classes)
  • Maintain a strong presence at the school

Visionary Leadership and Commitment to Continuous Growth & Improvement 

  • Build a common vision for school success and improvement in alignment with the Chief Academic Officer’s organization-wide vision for success; an ability to translate a larger vision into a site-based plan for success.
  • Aligns to the School’s strategic priorities, values, and accountability goals. Maintain a laser-like focus on strategic goals and benchmarks.
  • Collaborate with faculty, School-based management, and the Chief Academic Officer to identify, analyze, and apply data findings to promote school improvement.
  • In line with our commitment to continuous improvement and challenging the status quo, ensure that the school meets its annual Performance Management Framework and Charter Contract targets.

 

Required Qualifications:

  • Minimum of a Master’s Degree in Education Administration, Adult Education, Business Administration, or a related field.
  • A minimum of 6+ years of relevant professional experience (a combination of teaching and leadership experience in the field of adult education and/or TESOL  required)
  • Demonstrated success in effectively managing and developing others through complex change and uncertainty.
  • Excellent interpersonal skills, including the ability to understand the perspectives of others and influence and motivate team members to meet goals
  • Ability to communicate effectively in English and another language, preferably Spanish.
  • Ability to work collaboratively with team members and stakeholders from diverse backgrounds and build a culture that fosters diversity and inclusiveness
  • Strong understanding of the best practices in adult and second language education.
  • Working knowledge of curriculum and instruction; ability to evaluate the instructional program and teaching effectiveness; ability to manage budget and personnel; ability to coordinate school functions; ability to interpret policy, procedures, and data;  and strong organizational, communication, public relations, and interpersonal skills.
  • Must be able to provide proof of completed Covid-19 vaccination
  • Deep commitment to CRIPCS’s core values and ability to model those values in relationships with colleagues and partners:
    • Integrity
    • Respect
    • Perseverance
    • Compassion
    • Inclusivity
    • Collaboration
Comments Off on Website Analyst (Web Administrator V)

Website Analyst (Web Administrator V)

Posted by | March 31, 2022 |

MISSION: The Texas Education Agency (TEA) will improve outcomes for all public-school students in the state by providing leadership, guidance, and support to school systems.

POSITION OVERVIEW:
TEA aims to improve outcomes for over 5.5 million students in Texas public schools through an ambitious Strategic Plan designed to prepare students for college, career, or the military. One of the key enablers underpinning this plan is district and campus academic performance, which is based, in part, on the Texas Assessment Program. The Texas Assessment Program measures the academic achievement and growth of Texas students and provides data that is used by multiple stakeholders through the parent-facing assessment website, texasassessment.gov. The Texas Assessment website provides information to help members of the Texas public school community understand the performance and progress of students in the state.

This position is responsible for coordinating the process of iteratively improving the Texas Assessment website to increase usability, functionality, and efficiency. This position coordinates a set of cross-functional workstreams that require collaboration with senior stakeholders across the agency, including extensive interaction with the Commissioner of Education. The role also requires effective management of the assessment vendors and a strong understanding of best practices in applying user feedback from a wide range of education stakeholders. This position involves gathering, monitoring, and evaluating data related to the Texas Assessment website. This position is responsible for providing consultative and technical assistance to agency staff, local education agencies, communities, and governmental agencies. This role works under limited supervision, with considerable latitude for the use of initiative and independent judgment. The position reports to the Director of Policy and Publications in the Student Assessment Division.

This position plays a critical role in helping to drive innovation and measurement methods used to define educational outcomes and support research-based instructional practices in Texas. The position supports the Texas Assessment Program, which impacts over 1,200 districts and 5.5 million Texas students.

Please note that a resume is a required attachment for applying to this position. Incomplete applications will not be considered. 

Applicants who are strongly being considered for employment must submit to a national criminal history background check.  

ESSENTIAL FUNCTIONS:

  • Coordinate the development of product requirements outlining the specific technical functionality needed to deliver on user needs
  • Work with the Information Technology (IT), Strategic Communications, Performance Reporting, Curriculum, and Assessment teams to test and release new features and functionality
  •  In collaboration with the vendor, develop and track key usage metrics to ensure consistent and increasing user engagement
  • Evaluate data to understand strategic trends, synthesize learnings to determine effectiveness of operations, and communicate trends and outcomes to senior staff to recommend and implement process and strategy improvements

MINIMUM QUALIFICATIONS:

Mission Focused: Share the belief that all Texas students can achieve at high levels and are able to succeed in college, career, or the military.

Education: Graduation from an accredited four-year college or university; bachelor’s degree in an analytical field preferred

Experience: At least four [4] years of experience in a data or business analysis role; consulting, data science, or equally rigorous/quantitative experience preferred

Substitution: An advanced degree may substitute for two years of required experience.

Click to learn more and apply today!

 

Comments Off on Assistant Director of Admission, Middle School/Spanish Language Liaison

Assistant Director of Admission, Middle School/Spanish Language Liaison

Posted by | March 30, 2022 |

Colorado Academy seeks an Assistant Director of Admission for the Middle School. This position oversees the admission and financial aid process for Middle School and collaborates with the Director of Admission & Financial Aid and the Office of Inclusivity on initiatives to broaden the school’s community outreach and ensure an equitable admission process. As the school’s Spanish Language Liaison, this position also serves as the first point of contact for Spanish-speaking families and assists the Office of Inclusivity with arranging interpretation and translation for events for Pre-K through 12th grade.

This is a full-time, 12-month position which reports directly to the Director of Admission & Financial Aid.

DUTIES AND RESPONSIBILITIES

  • Oversees and coordinates the Middle School admission process including working with the Middle School Admission Committee, onboarding new MS students, and serves on the Financial Aid Committee with a focus on MS families
  • Guides Spanish-speaking families through all aspects of the admission process and, when needed, the financial aid process.
  • Represents the school in the Denver community by joining community organizations, attending school fairs and other activities that promote recruitment and community outreach
  • Supports the planning and execution of major admission events: Admission Preview, Visit Days, Arts and Athletics Showcases, Accept Parties, New Family Orientation Events, etc.
  • Play an active role in the MS by attending divisional meetings and SPEAK events and serve as co-sponsor of MS Student council

QUALIFICATIONS: 

  • Minimum of a Bachelor’s degree
  • Previous admission and/or independent school experience with an overall understanding of successful recruitment and enrollment management practices
  • Excellent interpersonal skills and ability to work with a diverse group of people including students, parents, faculty and staff
  • Discretion; attention to professional boundaries in the handling of privileged information
  • Fluency or high level of proficiency in Spanish required; ability to conduct tours/interviews in Spanish and correspond effectively with Spanish-speaking families
  • Flexibility to work long hours, including weekends and evenings during the admission season

Candidates should be eager to join a professional community where collaboration is valued, where rich curricular conversations are common, and where openness to growth is the norm. Excellent interpersonal skills are required. Demonstrated intercultural competence: the ability to understand and bridge diverse perspectives, identities, and lived experiences is a must.  All CA teachers are expected to carry out the mission of CA, “Creating Curious, Kind, Courageous, and Adventurous Learners and Leaders,” and to support the vision of the School.

The pay range for the position is $65,000 – $75,000. Although $65,000 – $75,000 is a good faith and reasonable estimate of the possible compensation at the time of posting, Colorado Academy reserves the right to pay more or less than the posted range. Any wage differential that may exist for the position does not relate to sex, gender or gender identity, but relates solely to a seniority system, a merit system, or relevant education, training and/or experience. The Academy offers an excellent compensation package, wide-ranging opportunities for professional development, and an environment notable for its dedicated teaching professionals and supportive administrators. Medical, Dental, Vision and Life Insurance benefit programs are available, as is a 403(b) retirement plan. Eligibility for all benefit programs is defined by the applicable plan document.

Applicants are invited to visit the Colorado Academy website (www.coloradoacademy.org) to learn more about the program and the school.

Colorado Academy does not discriminate or allow unlawful harassment in any of its programs, procedures or practices on the basis of age, color, disability, national or ethnic origin, ancestry, political affiliation, race, religion or creed, gender, sex (including pregnancy, childbirth and related medical conditions), sexual orientation, gender identity or expression, military service, marital status or other protected classifications defined by applicable law. The policy applies in all aspects of employment with the Academy.

 

 

Comments Off on Reporter

Reporter

Posted by | March 14, 2022 |

Idaho EdNews seeks experienced journalist

Idaho Education News is seeking an experienced journalist who wants to investigate Idaho’s most pressing education issues and hold the powerful accountable.

We want a journalist who has a passion for advancing the story and probing beneath the surface to enlighten Idahoans, highlight injustice and uncover the truth.

We want someone with a clear writing style who also can entertain and engage our audiences. This is a great job for a journalist who wants to make a difference in the world.

Our favorite candidates also need to:

  • Care about Idaho’s education system and its students and teachers.
  • Feel comfortable interacting with people on a regular basis.
  • Be inquisitive.
  • All employees are encouraged to find new and innovative ways to conduct business more efficiently.

Our employees are well compensated, and they have the time they need to do high-quality work.

Comments Off on Chief Operations Officer

Chief Operations Officer

Posted by | March 14, 2022 |

About Carlos Rosario International Public Charter School 

CRIPCS is an adult charter school that delivers high-quality education, career training, and supportive services that enable adult immigrants to realize their dreams while strengthening our community and economy. When you join the team at CRIPCS, you become part of a unique, mission-oriented organization that is actively and innovatively tackling some of the greatest challenges faced by adult learners and English language learners today. We have a laser-beam focus on equity of opportunity for those we exist to serve. We are proud to live into our commitment to continuous improvement and challenging the status quo. This documented and celebrated commitment to high quality work has earned us a seat at the table with governmental bodies who can impact our ability to do our best work for our students. In line with our commitment to Diversity, Equity, and Inclusion, we are centering our priorities in empowering our staff, building for the future, and centering our mission.

 

We are seeking a Chief Operations Officer who will build the necessary relationships to establish themselves as a strategic leader and key member of our senior leadership team. The COO will set and execute a vision for effective, coordinated, and inclusive school finances and operations to support an ambitious vision for student achievement. An effective COO will be able to build and support the implementation of strong processes and systems that will set people up to be successful in the short and long term. This role is ideal for someone who 1. is able to tackle complex change management in a way that inspires actions of people across the organization and 2. someone who believes deeply in challenging the status quo in order to unlock our abilities to do our best work for students. As we take on this new chapter of our organization, we require a COO who understands the organization and people development and can empower those who report to them to lead their teams and functions successfully.

 

The COO will lead a team committed to ensuring financial stability, organizational compliance, strong data, and reporting practices, and efficient and streamlined operations for both campuses and Home Office. The COO is a key member of the Executive Team and will play an integral role in our school’s return to in-person learning as well as vision setting and strategic planning for the future. The COO will collaborate closely with the CEO and Chief Academic Officer and manage a cross-functional team—including Finance, Technology, and other operational areas key to the Schools success including Covid operations, Food Services, and Transportation.

 

Over the first 12-24 months in the role, a successful COO would have built strong relationships across the organization, developed and empowered their direct reports to do their best work, challenged and evolved current systems and processes in service of building a more efficient and effective organization, and set a 2–3-year vision for process improvements and system enhancements in line with our strategic plan.

 

We will know that this person is successful if our students and teachers have access to and leverage the resources that they need to thrive in the evolving landscape of hybrid learning in adult education. Our work is complex, so a successful COO has established the appropriate processes and systems that ultimately will help our students persist. This means staff have the necessary technology and tools to support learning, teachers have the data systems that they need to be responsive in real-time, our budgeting process surfaces the resources that we need to meet our priorities and seamlessly execute key practices that allow our community to thrive (e.g, student scholarships).

 

Our Commitment to the Chief Operating Officer 

CRIPCS is proud to offer a total rewards package including:

  • A competitive annual starting salary range of $130,000-$195,200 commensurate with experience.
  • 46 total days of time off (a combination of paid holidays, vacation, sick, and personal time) per year. This number increases over time.
  • A flexible, hybrid work schedule.
  • Competitive health benefits and retirement match (up to 6% of the base salary)
  • Deep investments in individualized professional development inclusive of coaching, conference attendance, and tuition reimbursement

Responsibilities

People-Centered Leadership

  • Set vision for organization-wide operations success in partnership with senior leadership team members
  • Build buy-in, support others, and establish accountability systems in executing a vision for operations success
  • Adept at empowering their direct reports to successfully lead their functions; displays a consistent ability to offer the right level of support at the right time
  • Provide regular coaching, feedback, and development opportunities to the Director of Finance, IT Directors, and other School operational leads including Covid Lead, food services, and transportation.
  • Will function as a significant partner in leading and evolving our Human Resources.
  • Engage in ongoing self-reflection on issues of identity and equity and provide leadership to others around equitable and antiracist systems and practices, particularly in the areas of finance and operations.
  • Leverage a human-centered design approach to build and enhance current policies, processes, and systems.
  • Collaborate with other senior leadership team members to understand the needs of each team and serve as a solutions-oriented thought partner.

Financial Leadership

  • Oversee the organization’s finances ($32,000,000 annual budget) including budget development, accounts payable, financial reporting compliance, and audits.
  • Liaise regularly with the Board of Trustees regarding the School’s finances. Serve as a staff liaison to the Board’s Finance and Development Committee.
  • Manage a finance team (a combination of in-house and outsources capabilities) to ensure seamless execution of day-to-day financial operations.
  • Oversee vendor relationships and procurement with a focus on equitable and inclusive practices.
  • Recruit and hire a Finance Director within the first 6 months in the role.
  • Provide finance leadership and operations support to a close external partner, Community Capital Corporation, in line with our mutual services agreement.

Operational Leadership

  • Ensures systems, processes, resourcing, training, and compliance around emergency preparedness including Covid Response Operations.
  • Set the vision and strategy for student transportation and food services and collaborate with campus and district leaders to support coordination.
  • Serve as the main point of contact with Community Capital Corporation for facilities usage and maintenance.
  • Roll out IT governance structure in partnership with Data Governance Director.
  • Oversee the development and continuous improvement of key systems, including the Student Information System and IT infrastructure.
  • Collaborate with the executive team on data and accountability for the annual report.

Required Qualifications

  • 10+ years of progressive experience in the nonprofit and/or social impact sectors, including 5+ years in operations leadership.
  • Demonstrated success in effectively building, developing, and leading teams.
  • Experience leading teams in courageous conversations and meaningful action on issues of race, power, privilege, and bias.
  • Knowledge and experience using the Google and Microsoft Suites.

Preferred Qualifications 

  • Advanced degree from an accredited college or university; MBA preferred
  • Experience working within education management and/or school-level operations leadership
  • Experience overseeing custodial, facilities maintenance, or IT
  • Bilingual/Spanish and English

 

Core Competencies for the COO 

  • Dedication: Being persistent, punctual, and dependable, with a positive, can-do attitude
  • A demonstrated commitment to educational equity
  • Deep commitment to CRIPCS’s core values and ability to model those values in relationships with colleagues and partners:
    • Integrity
    • Respect
    • Perseverance
    • Compassion
    • Inclusivity
    • Collaboration
  • Excellent planning, forecasting, and project management skills, with keen attention to detail
  • Ability to work collaboratively with and seek feedback from team members and stakeholders from diverse backgrounds and build a culture that fosters diversity and inclusiveness
  • Ability to creatively address challenges and lead/manage teams through change, including the adoption of new or redesigned tools and systems
  • Excellent written and oral communication skills
  • Strong strategic thinking skills, with a data-driven and generative approach to problem-solving
  • Capacity to delegate, give authority to work independently, set expectations, and monitor and delegate work assignments
  • Ability to assess systems and operations from the “ten thousand foot” level in order to identify strengths, opportunities, and risks
  • A strong track record of managing complex, cross-functional projects, from design to implementation to evaluation
  • Expertise in making meaning of large data sets and using data to empower others and achieve priorities
  • Capacity make decisions and exhibit sound and accurate judgment in a dynamic, fast-paced environment
  • Must be able to provide proof of completed Covid-19 vaccination
Comments Off on Director of Programs and Advocacy

Director of Programs and Advocacy

Posted by | March 13, 2022 |

About Denver Families for Public Schools (Denver Families)
Denver Families for Public Schools works to increase civic engagement and electoral participation in order to promote educational equity and empower communities. Families in Denver know that every student deserves a great public education at a school that puts their needs first regardless of zip code or income. We believe that public school families can contribute to a quality education by uniting as a powerful voice for children, our schools and our communities. At Denver Families we unite these voices to advocate for outstanding public school options for every child in our city.

Position Overview:
The Director of Programs and Advocacy will build a team with passion and clarity toward transformational change centered on empowerment, movement-building and representation. They will collaborate with the Chief Executive Officer to design strategies that promote civic engagement and electoral participation in Denver. As a recently founded nonprofit, the professional hired to take on this role will have an exceptional opportunity to shape an organization’s priorities and key activities. The Director of Programs and Advocacy will work with school leaders, school staff, parents, students, and community members to develop and execute advocacy-based programs and initiatives. Reporting directly to the Chief Executive Officer, the Director of Programs and Advocacy will focus on four core areas: grassroots organizing, leadership development, campaign management and coalition building.

Responsibilities:

  • Grassroots Organizing – 50%: Empowering families, educators and community members to take an active role in shaping the systems and policies that define public education is the heart of our
    mission. The Director of Programs and Advocacy will lead the Denver Families team in designing and executing programs that result in a true grassroots movement to support a vibrant public
    education system in Denver. This will include working with Denver Families staff, contractors and school employees to develop and execute educational and advocacy-generating programs. They will work closely with the CEO and Director of Communications and Public Affairs to hone and run bold community-centered initiatives that encourage electoral participation and advocacy.
  • Leadership Development – 20%: Denver Families seeks to identify community stakeholders with a passion for public education and equip them with the tools to be vocal leaders at all levels of policy formation. The Director of Programs and Advocacy will be responsible for developing and implementing a leadership training program focused on building power and politically engaging public school families, educators and community members. The training program will equip individuals with the knowledge and skills to advocate for change, build power in their community, and shape the public education system in Denver. They will create systems to track the success of leadership development initiatives and will recruit a leadership council to help drive the direction of community engagement strategies.
  • Campaign Management – 20%: Denver Families will consistently monitor the education landscape in Denver and develop campaigns to advocate for policies that further the effort to ensure that every student has access to a great public school option regardless of zip code or income. The Director of Programs and Advocacy will lead the strategic direction of issue campaigns, aligning these campaigns to civic engagement, Denver Families’ core messaging and growing Denver Families’ base of support. They will need to draw on experience developing and executing comprehensive campaign plans and rallying a coalition of stakeholders around a central vision for transformational change.
  • Coalition Building – 10%: To be successful in bringing about transformational change in the way families, educators and community members engage in the political process, Denver Families must build strong relationships with policymakers, “grasstop” leaders and community-based organizations. The Director of Programs and Advocacy will collaborate with the CEO to develop long-term agendas for strategic coalitions and promote Denver Families’ mission with new audiences. They will support the implementation of Denver Families’ theory of change by driving the organization to strategically build power in every aspect of its work.

Qualifications:

  • Belief in the power of grassroots organizing, passion for educational justice and urgency around improving educational outcomes.
  • A minimum of 6 years of experience working in community engagement, organizing, advocacy, policy, and/or elections with success in developing and winning campaigns.
  • Experience supervising staff in an organizing setting, with a strong track record of building teams and developing staff leadership.
  • Demonstrated commitment to serving others and empowering marginalized communities
  • Strong track record of operationalizing a model for transformative grassroots organizing.
  • Strong interpersonal, relational and organizational communication skills, and an ability to build relationships quickly with diverse stakeholders
  • Understand and appreciate the use of outcomes-based data and information to help drive performance. Experience utilizing campaign and voter file databases.
  • Ability to operate with purpose and accuracy in a fast-paced, deadline-driven environment.
  • Spirit of flexibility, openness to feedback and a commitment to learning.

Nice to have:

  • Knowledge of education policy, education entrepreneurship and school governance models are a plus.
  • Prior experience in public education or supporting public education is a plus.
  • Track record of leadership and measurable accomplishments.
  • Proficiency in Spanish is a plus.

 

Compensation & Benefits:

The salary range for this position is $90,000 – $110,000.

In addition to a competitive salary, Denver Families for Public Schools offers a comprehensive benefits package, including: an unlimited paid time off policy; paid sick leave; paid holidays; 401K retirement plan with a 5 percent employer-paid match; and competitive employee health, dental, short-term disability and caregiving and family leave plans.

At Denver Families for Public Schools diversity, equity and inclusion are at the core of our mission. We believe that diverse teams lead to better solutions. We understand that a greater depth in lived experiences promotes creative thinking and empowers us to address complex issues. We strive in our hiring to ensure that our candidate pool is diverse in terms of race, age, gender, sexual orientation, socioeconomic background, physical or mental ability, origin, and religion.

Comments Off on Operations Associate

Operations Associate

Posted by | March 10, 2022 |

Position Title: Operations Associate

Location: Metro Denver

Salary Range: $50,000 – $60,000

 

ABOUT US

Founded in 2017, Moonshot edVentures is recognized nationally as a model for a place-based approach to identifying a diverse pipeline of educators and accelerating them to found and/or lead schools and programs centered on innovative and learner-centered practices. Moonshot is currently training our fifth cohort of Fellows and continuing to grow our alumni network and services. Moonshot identifies educators who are at least 2 or 3 years away from launching their idea and provides them with high-quality, comprehensive programming focused on leadership development, model design, and pathways to launch. Through mentorship, partnerships and local community engagement, Fellows complete the program ready to launch innovative and effective learning environments for students who have been traditionally underserved by our current education system.

 

Moonshot’s key program components include:

  • Moonshot Fellowship
  • Explore: The first stage of the Fellowship (August – December) where Fellows hone their leadership, co-create their design with students and families, and build their knowledge of pathways to launch their venture.
  • Cultivate: The second stage of the Fellowship (January – May) where Fellows test key assumptions of their model, execute two pilots, and manage a group of their peers to execute programming for students. 
  • Prepare For Launch: The third and final stage of the Fellowship (Summer/Fall) where Fellows pilot independently for 1-2 weeks. 
  • Residency
  • Residency Bridge Year: A part-time, year-long program where Moonshot alumni seeking to launch or lead schools develop their academic models and instructional leadership, and, if applicable, create their school launch plan.
  • School Launcher Track: A full-time, year-long program where Residents work as administrators at host schools and engage in Moonshot workshops with the goal of submitting a high-quality charter application at the completion. 
  • Program Launcher Track: Expected to launch in 2022, this full-time year-long program will be for Moonshot alumni program founders. Through this track, Residents will work with Moonshot building their skills and long-term plans for fundraising, revenue-generation, proof of model, and scaling. 
  • Alumni Supports & Services: Moonshot supports its 84 and growing alumni base with a menu of services including a micro-grant program, an Expert Bench of consultants that alumni access free-of-cost, and 1:1 support on fundraising, career development, and piloting. 

 

In the coming year, we aim to add 16 fellows to our network (84 to 100), six new ventures (24 to 30), add at least two new schools (2 to 4-6), and provide 200 hours of support for our alumni(800 to 1000). We will also engage in a strategic planning process that will build on Moonshot’s success and set the strategic direction for the next five years. 

 

THE OPPORTUNITY

Moonshot edVentures seeks an Operations Associate to support the Moonshot team in delivering high-quality programming and supporting a high-functioning, sustainable organizational culture. The Operations Associate will provide critical executive support to the CEO and Managing Director to ensure high levels of productivity on key organizational priorities. Additionally, the Operations Associate will manage all travel and marketing logistics for the team and Fellowship and provide administrative support on programming, finance, and operations. The Operations Associate will be joining during a pivotal time as the Moonshot team builds out the next 5-year strategic direction and expands programming opportunities.

 

The Operations Associate will be based in the Metro Denver, CO area. This role will report directly to the Chief Executive Officer and will provide operational support to all five members of our team. This person’s contributions will help us succeed in building and growing our program in service of improving educational outcomes for students of color.

 

RESPONSIBILITIES

The primary responsibilities will include, but are not limited to the following:

  • Meeting and calendar management for CEO & MD, Program
  • Schedule and organize team meetings and conference calls ensuring that meetings run smoothly by managing calendar invites and call details
  • Prepare any needed meeting materials & preparation including supporting with any post-meeting follow-up action items
  • Maintain and manage calendars for the Chief Executive Officer and the Managing Director, Programs utilizing Google Calendar
  • Travel and marketing logistics
  • Book and track travel for all Moonshot edVentures team and current fellows
  • Manage all travel arrangements including air, hotel, ground transportation
  • Develop and format monthly network newsletters collaborating with team to create engaging content and helpful resources
  • Administrative support
  • Program
  • Create and maintain systems in the team’s task management platform (ClickUp)
  • Support program team in creation of templates and materials for the Fellowship
  • Drafting and sending thank you cards and gifts for speakers and donors
  • Drafting speaker feedback using Fellowship surveys
  • Finance & Operations
  • Filing materials and managing archives in GSuite
  • Managing team office supplies, including ordering & inventory
  • Support Finance & Operations Senior Manager in tracking invoices and receipts to allow for a timely monthly close

 

KEY QUALIFICATIONS

Success in this position will require the following:

  • What you’ve accomplished (required):
      • 1+ years of experience in one of these capacities:
        • in a similar role ideally with a mission-driven organization
        • as a K-12 teacher successfully managing your own classroom
        • as a recent college graduate having held a significant campus/extracurricular leadership role
      • You have successfully led a project from start to finish mapping out timeline and deliverables
  • Experiences you’ve either developed or would be excited to learn here:
    • You are interested in education equity and learning about the K-12 education space from the perspective of school leadership
    • You seek to grow your project management skills while working closely with executive leaders who will prioritize your growth through feedback and professional development opportunities
  • How you work and what you value:
  • An empathetic team member aligned to our mission & values with a deep commitment to racial and social justice and a drive to support leadership development programs that help students of color to excel and succeed.
  • A continuous learner who welcomes feedback, takes initiative of their own learning, and is able to manage ambiguity in start up, sustaining and scaling environments
  • An exemplary operator who plans ahead and organizes their time effectively while managing many moving pieces and facing competing priorities. 
  • An expert at managing your time and other team member’s time while measuring your work and tackling many moving pieces and competing priorities.
  • An innovator and builder who finds energy and excitement in building and creating new systems and processes that make the work more efficient. 
  • A self-starter who can move projects forward without heavy oversight being proactive in figuring out details on their own
  • A relationship-builder with a strong customer service mindset who provides a positive experience for our fellows and alumni

 

COMPENSATION & BENEFITS

  • The salary range for this position is $50,000 – $60,000.
  • We offer excellent benefits, including a 401k plan, 90% coverage of medical and dental insurance, opportunities for local and national personal and professional development, generous PTO and sick days, and relocation assistance if needed.  
  • Staff who are required to work nights and weekends receive 1:1 comp time (e.g. if you work 4 hours on a Thursday night, you might have Friday morning off)
  • Flexible work culture with the option to work from coworking space or from home with the exception of in person team meetings and programming

 

COVID-19 RESPONSE

Moonshot is currently operating our programs with a hybrid approach including a mix of in-person and virtual experiences. We are closely monitoring the COVID-19 pandemic, including district, city, state and national guidance, and adjust our approach as necessary to prioritize the health and safety of everyone in our program and organization. 

 

TIME STATUS

Full-time

 

TO APPLY

Moonshot edVentures is partnering with RCG Talent Solutions to find our next Operations Associate. Please follow this link to submit your application and direct all questions to Miranda Cortez (miranda@rcgtalent.com). 

 

EEO STATEMENT

Moonshot edVentures is an equal opportunity employer and all qualified applicants will receive consideration for employment. In compliance with federal, state and local laws, all hiring decisions will be made without regard to race, color, religion, sex, national origin, disability status, protected veteran status, sexual orientation, gender identity, or any other characteristic protected by law. We are deeply committed to building diverse candidate pools for all positions and creating a work culture and environment inclusive of all. Women, people of color, LGBTQ+ individuals, people with disabilities, and veterans are strongly encouraged to apply.

Comments Off on Senior Program Manager

Senior Program Manager

Posted by | March 10, 2022 |

Organization Profile: 

Founded in 1999, BUILD’s mission is to use entrepreneurship to ignite the potential of youth in under-resourced communities and equip them for high school, college and career success. BUILD’s mission is to ignite the power of youth in under-resourced communities to build Career success, Entrepreneurial mindsets, and Opportunity.

BUILD’s unique program offers students in middle and high school access to engaging entrepreneurial experiences designed to develop 21st Century Skills and motivate student engagement in school. Through these experiences, BUILD helps students become the CEO of their own lives.

We are building entrepreneurial mindsets and skills for youth in communities that are underserved, overlooked, and underestimated. With a 20-year proven track record of providing an award-winning, innovative entrepreneurship program, BUILD is uniquely positioned to build a new generation of entrepreneurs.

Students engage with BUILD through the design challenge or in school in an entrepreneurial course. After completing the intro entrepreneurship programs, students can access opportunities and programs at BUILD to grow their businesses, explore college and career options, and work through the college application process.

BUILD currently serves thousands of high school students annually at programs located in our legacy regions of San Francisco Bay Area, Washington DC, New York City and Boston. Generation Entrepreneur (Gen E) is how BUILD is pushing for an equitable society to build leaders and change makers across America through digital acceleration, geographic expansion and systemic change.

Our Culture:

BUILD believes in the potential of every student and is dedicated to breaking down the educational, economic and social barriers that stand in the way of their long-term success.  The remarkable young men and women whom we serve are at the center of everything we do. We are intentional about our culture so that we can best support them. Our culture thrives by embracing diversity, equity and inclusion, including cross-cultural understanding. We work in a collaborative environment where flexibility, creativity and an entrepreneurial spirit are encouraged and celebrated.  Kindness, empathy and respect are at the forefront of the way we treat each other, our students, our teachers and our supporters.

Position Summary:
Reporting to the Program Director, BUILD Boston, the Senior Program Manager (SPM) will play a leading role in developing strong school partnerships and high quality teacher and volunteer training for our school partners in Boston. The SPM will provide instructional and programmatic leadership, training, coaching, and relationship management. The SPM will liaise with multiple teams and stakeholders at BUILD to cultivate a culture of teamwork, excellence, collaboration, and learning among existing and future BUILD sites and community partners. Working in collaboration with other program staff, the Director of Mentor and Community Engagement, Regional Executive Director, and other BUILD staff, the SPM will ensure that each site is operating effectively and meeting the needs of students in alignment with BUILD’s mission and values. In addition, the SPM will support the cultivation and maintenance of new school partnerships. This role serves as the lead for balancing program quality, consistency, cost-effectiveness, and student-centered innovation.

 

Position Responsibilities: 

Teacher and Volunteer Training

  • Provide coaching and professional development, ensuring program excellence, to BUILD Boston teachers and partner facilitators.
  • Collaborate with BUILD staff locally and nationally to provide trainings in using effective instructional practices for virtual and blended learning with under-resourced youth
  • Develop and maintain relationships with BUILD Boston teachers, facilitators, volunteers, staff, and board members by demonstrating care, respect, and high expectations

School & Community Partnerships 

  • Foster a culture of belonging, trust, effective communication, perseverance, collaboration, and overall excellence across partner sites
  • Support regional team in developing and managing partnerships with new schools to ensure effective and sustainable implementation of BUILD offerings
  • Support the identification and selection of new school partners in collaboration with the Regional Executive Director, Directors and school and district leadership

Program Implementation, Evaluation & Development 

  • Utilize data to identify promising practices, celebrate successes, surface areas of improvement, and recommend strategies to promote organizational growth nationally
  • Support the creation, implementation and improvement of BUILD curriculum digitization and development

Team Management

  • Effectively supervise and coach the Program Manager to successfully fulfill their duties as described in the Program Manager job description (link).
  • Identify professional development needs and opportunities for the Program Manager and, when appropriate, other members of the program team.

Qualifications:

  • BA or BS degree in education or youth development, or related field or commensurate experience required. Master’s degree preferred.
  • 5+ years of classroom teaching experience or direct service working with youth.
  • Experience with entrepreneurship education and experiential education preferred; partnership development and volunteer management a plus.
  • High cultural competence with experience serving diverse populations and students from under-resourced communities.
  • Self-starter, thrives in a fast-paced environment and has a sense of humor
  • Capable of moving about in a fast-paced office environment.
  • Fluency in one of the 5 main languages spoken in Greater Boston is a plus (Spanish, Haitian Creole, Chinese, Portuguese/Cape Verdean Creole, Vietnamese).

Successful candidates will demonstrate the following competencies through a combination of previous education/work experiences:

BUILD’s Core Values:

  • Keep Students at the Center – As BUILDers, we hold an unwavering passionate commitment and belief in the power and potential of youth. Our organization exists to serve students. We seize each opportunity to contribute to the foundation of knowledge, skills, and networks from which students can build extraordinary lives. Our operating principles and decisions focus on what is in the best interest of our students.
  • Bring the Spark – As BUILDers, we excel in the entrepreneurial Spark Skills that we teach our students – Communication, Collaboration, Problem Solving, Innovation, Grit and Self-Management. We communicate through transparent and honest dialogue. We cherish teamwork, tenacity, and thinking outside the box. We demonstrate a relentless pursuit of excellence and approach work with a positive can do attitude. When we bring the spark we achieve great things together, and we model the way for our students.
  • Bridge Communities – As BUILDers, we develop and foster relationships in service of creating access and opportunities for our students, staff, and stakeholders. We value all who come to the table as partners to maximize our collective impact. By connecting the communities in which we work, we build empathy, equity, and social capital.
  • Promote Diversity and Social Action – As BUILDers, we understand that Diversity, Equity and Inclusion matters, but what matters even more is Action. We strive to create equity of voice, access, influence and power across lines of difference – both in and beyond BUILD, specifically for groups that have been historically denied social and economic justice. If we are not part of the solution, then we are part of the problem. We welcome, celebrate, and embrace the unique expressions and contributions of us all – our backgrounds, race, ethnicity, gender, language, sexual orientation, and social class.

Role Specific Competencies:

  • Strategic Thinking – Take into account and analyze various points of view and pieces of data to form a perspective appropriate to a particular context.
  • Relationship-Building/Relationships Management – Utilize effective interpersonal skills and techniques to reach mutually beneficial goals over time.
  • Entrepreneurialism – Demonstrate comfort with risk- and initiative-taking in order to achieve unique and aggressive goals.
  • Creativity/Innovation – Envision new ideas that transcend traditional approaches and practices to move work forward.
  • Qualitative Analysis – Review non-numeric, often subjective, data sets in order to recognize patterns, identify additional information or data needed, and draw conclusions.
  • Time Management – Effectively prioritize and execute projects based on time estimates and relative importance.

Position Details: 

  • Full-time/exempt position
  • Location: BUILD Offices, Boston, MA
  • Frequent travel between local sites is required so employees should have their own vehicle for transportation (valid proof of insurance required). Mileage for work-related travel beyond the normal commute will be reimbursed at the stipulated IRS rate.
  • Occasional travel is required during the year for college tours and visits to BUILD sites and gatherings nationally.

Compensation:
The salary for Sr. Program Manager ranges from $70-75k in accordance with BUILD’s equity focused salary bands. BUILD offers a competitive benefits package for eligible employees.  This includes employer paid medical, dental & vision coverage, flexible spending accounts, employer paid life insurance, and a 403(b) plan with match.  In addition, eligible BUILD employees qualify for generous vacation, sick time, paid Federal holidays,  and a flexible work environment.

Comments Off on Teacher – 2022-23 School Year ($2,500 Signing Bonuses Available!)

Teacher – 2022-23 School Year ($2,500 Signing Bonuses Available!)

Posted by | March 9, 2022 |

Are you ready to join the nation’s fastest improving urban school district? We are looking for highly motivatedskilled, and equity-minded talent to join our team at District of Columbia Public Schools (DCPS) for the 2022-23 school year. We seek individuals who are passionate about transforming the DC school system and making a significant difference in the lives of our public school students, parents, and the greater DC community. 

 

Signing bonuses of up to $2,500 will be offered to those who commit to teaching in one of our highest need content areas (SPED, Math, Health & PE, Science, ESL, Elementary, Visual and Performing Arts) at one of our RISE schools and are hired by July 1, 2022. 

 

DCPS serves approximately 49,000 students in the nation’s capital through the efforts of approximately 4,200 educators in 117 schools. As part of a comprehensive reform effort to become the preeminent urban school system in America, DCPS intends to have the highest-performing, best paid, most satisfied, and most honored educator force in the nation and a distinctive central office staff whose work supports and drives instructional excellence and significant achievement gains for DCPS students. 

 

Position Overview 

 

Vision 

Every student feels loved, challenged, and prepared to positively influence and thrive in life. 

 

Mission 

Ensure that every school guarantees students reach their full potential through rigorous and joyful learning experiences provided in a nurturing environment. 

 

Strategic Priorities 

Promote Equity: Define, understand, and promote equity so that we can eliminate gaps and systematically interrupt institutional bias. 

Empower Our People: Recruit, develop, and retain a talented, caring, and diverse team. 

Ensure Excellent Schools: Increase the number of excellent schools throughout the city. 

Educate the Whole Child: Provide rigorous, joyful, and inclusive academic and social emotional learning experiences to ensure all students are college and career ready. 

 

This position is a safety-sensitive position. As a result, throughout employment this position will be subject to the Employee Mandatory Drug and Alcohol Testing Policy. The Government of the District of Columbia values the safety of our employees, our residents, and our visitors. In support of these values, if you are selected for this job, effective December 20, 2021 you must be fully vaccinated against COVID-19 with a booster shot. There will be no test-out option. If you are invited to join our team, you must submit proof that you are fully vaccinated against COVID-19 by uploading a copy of your vaccination card to your candidate dashboard. You will not be extended an offer of employment until you comply with the requirement to upload your vaccination card or opt out of being vaccinated. 

 

The Teacher (10-month) will report to the Principal. 

 

Essential Duties and Responsibilities 

The statements below are intended to describe the general nature and scope of work being performed by this position. This is not a complete listing of all responsibilities, duties, and/or skills required. Other duties may be assigned. 

 

  • Sets and reinforces clear expectations and routines that are aligned with the school’s overall vision.  
  • Develops and implements curricula and activities to meet academic standards. 
  • Thoughtfully plans daily lessons and implements specific strategies to meet the needs of all students, providing extra support, enrichment, or variation of work when necessary. 
  • Demonstrates strong content knowledge. 
  • Designs and implements assessments that measure progress towards academic standards and diagnoses areas of student misunderstanding. 
  • Uses assessment data to refine curriculum and informs instructional practices. 
  • Is accountable for students’ academic growth and increases each individual student’s achievement.  
  • Creates a positive, achievement-oriented learning environment. 
  • Reflects on successes and areas of growth as a teacher, seeks to improve performance, and responds to feedback.  
  • Participates in collaborative curriculum development, grade-level activities, and school-wide functions. 
  • Invests parents and families in their children’s academic success through regular communication. 

 

Qualifications                                                                                                                           

  • Successful completion of Praxis I and II exams (unless already holding a standard teaching license). 
  • Strong instructional skills and classroom management. 
  • Enthusiasm for and demonstrated mastery of subject matter. 
  • Unrelenting commitment to students, self, and school’s constant learning and development. 
  • Ability to self-reflect on teaching practices and be responsive to feedback. 

 

DCPS Values 

  • STUDENTS FIRST: We recognize students as whole children and put their needs first in everything we do. 
  • COURAGE: We have the audacity to learn from our successes and failures, to try new things, and to lead the nation as a proof point of PK-12 success. 
  • EQUITY: We work proactively to eliminate opportunity gaps by interrupting institutional bias and investing in effective strategies to ensure every student succeeds. 
  • EXCELLENCE: We work with integrity and hold ourselves accountable for exemplary outcomes, service, and interactions. 
  • TEAMWORK: We recognize that our greatest asset is our collective vision and ability to work collaboratively and authentically. 
  • JOY: We enjoy our collective work and will enthusiastically celebrate our success and each other. 

 

Comments Off on President/CEO

President/CEO

Posted by | February 25, 2022 |

Job Title:                    President/CEO

Reports To:               Chavez/Huerta K-12 Preparatory Academy Board of Directors

Approved By:            Chavez/Huerta K-12 Preparatory Academy Board of Directors

Date Approved:         February 21st, 2022

FLSA Status:             Exempt

Salary Range:            $95,747 – $159,426 BOE plus benefits

The President/CEO is responsible for providing strong, decisive, energetic leadership to all levels of the school, and is charged with overall organizational operation and leadership within the boundaries established by the Board of Directors. The President/CEO is responsible for upholding the vision and mission of the school. The role of the President/CEO is one of a visionary leader who maintains open lines of communications on campus and in the community and who engenders confidence by being trustworthy, accessible and visible. The K-12 President/CEO is the primary link between the school and the Board of Directors, and plays a significant role in setting the climate for the entire K-12 program. The President/CEO has responsibility for all shared educational resources for the K-12 school. This person reports to the Board of Directors and serves as a non-voting member of that Board.

DUTIES AND RESPONSIBILITIES

  1. Serves as the executive leader of Chavez/Huerta K-12 Preparatory Academy (CHPA), unifying program levels and departments and ensuring the fulfillment of the vision and mission throughout every aspect of the K-12 program.
  • Implements the vision and mission for the school through direct reports.
  • Serves as a non-voting member of the Board of Directors and ensures board initiatives are implemented and acted upon.
  • Fosters a climate of innovation and excellence through a positive school culture with an appropriate distinction of implementation by program level.
  • Interacts with school community members to build supportive relationships.
  • Fosters communication and collaboration among faculty, staff, parents, volunteers, and students to support school goals; encourages participation from all stakeholders in school programs and activities.
  • As a part of the communications pathways, supports the Chief Academic Officer and the Principals with the resolution of any problems that might arise among staff, teachers, students, and parents.
  1. Guides and integrates curricular and instructional programs on a K-12 level to ensure that student achievement is maximized.
  • Ensures the implementation of the K-12 standards and benchmarks, curriculum and assessments in a manner consistent with the CHPA mission statement.
  • Oversees vertical and horizontal teaming initiatives throughout the K-12 program.
  • In collaboration with the Chief Academic Officer, Principals and Specialist for data, oversees the effective use of data to monitor and evaluate student progress and collaborate leadership of instructional/curricular improvement.
  • Stays current in and demonstrates comprehensive knowledge of effective, research-based practices and professional development for staff and faculty to improve student achievement.
  1. In conjunction with Chief Officers, the Business staff, the Finance Staff and other advisors oversees the financial and business health of the K-12 school; directs the equitable distribution of all K-12 educational shared resources.
  • Participates in budget planning and management process with the Chief Officers, Business staff, the Finance Staff, other advisors, Principals and the Board of Directors.
  1. Fosters a positive and cooperative team atmosphere through clear, high expectations for all staff.
  • Ensures philosophical alignment in leading and supervising direct reports.
  • Inspires and empowers school leaders to develop their leadership capacity for the benefit of the entire K-12 program.
  • Leads the Leadership Team and assists the Chief Academic Officer with K-12 program development and maintenance.
  • Participates in hiring and evaluations for all full-time employees including direct reports.
  • Serves as administrator in charge when on campus or when duty is not delegated to one of the designated Executive Leadership Team Members.
  1. Serves as primary spokesperson for the school to raise awareness of CHPA K-12 programs, to support student recognition and opportunities outside the classroom, and to foster connections with colleges, universities, and local community
  • Serves as primary public relations spokesperson for the school; communicates regarding CHPA K-12 programs to the community, the state and nation.
  • Builds beneficial relationships within the business community and higher education.
  • Builds beneficial relationships within the educational and charter school community.
  • Supports the Chief Academic Officer in generating leads and opportunities for student internships.
  • Helps guide the fund development program by creating partnerships and networking outside the immediate CHPA K-12 community.
  • Participates in open enrollment meetings for annual benefit offerings and elections.
  • Represents CHPA and communicates the mission and programs to the school community and to the community at large, the Pueblo District 60 Superintendent or designees, and D60 constituents as needed in support of CHPA K-12 programs.
  1. Aids fund development at a high level by cultivating and supporting key strategic relationships and advancement work including grant writing processes as appropriate.
  2. Encourages and supports department heads in recruiting parent/volunteer engagement in a strategic way for the benefit of the school. 
  1. Oversees, in coordination with Chief Officers, the Operations staff, the Finance Staff, and other advisors; compliance with policies, procedures and regulations for the following entities: federal, state, district, CHPA K-12 Charter School authorizer of the charter contract, and granting authorities.
  • Participates in the accountability initiative including relations with the Colorado Department of Education, and assists as necessary with the preparation and submission of required reports to the Pueblo D60 Board of Education concerning achievement of school mission and objectives.
  • Serves as a liaison to the Pueblo D60 Board of Education for educational school-wide issues.
  • Participates in District and Charter education forums as relevant.
  • Serves as the liaison with various educational associations and professional communities related to Charter Schools as well as other organizations as appropriate.
  1. Other duties as assigned by the Board of Directors.

SUPERVISORY RESPONSIBILITIES

The President/CEO has direct supervisory responsibility for the following direct reports: Chief Officers, Director of Enrollment & Marketing, Executive Director of Student Services, Executive Assistant to the President/CEO and the Board along with any other positions as determined by the CHPA K-12 Board of Directors. This position is also responsible for the overall campus and assigned supervisory duties during the school day including other school sanctioned events that may occur outside the regularly scheduled school day and weekends.

REPORTING STRUCTURE

The President/CEO will report directly to the CHPA Board of Directors.

QUALIFICATIONS/EXPERIENCE

The President/CEO will need to demonstrate significant knowledge and experience in the fields of K-12 instruction, organizational leadership and management, business, finance, human resources, and communications.

  • Minimum of a Master’s Degree in Education, Business, Leadership or related field Required
  • Doctorate Degree Preferred
  • Minimum of 3 years of Full-Time K-12 Teaching experience Required; 5 years Preferred
  • Experience with Higher Education Teaching in addition to K-12 Teaching is Preferred
  • Minimum of 5 years Senior/Executive Leadership experience Required
  • Willing to pursue an Administrator Licensure within the first year of employment and maintain throughout employment
  • Valid Administrative Licensure and/or Teacher Licensure held within last 10 years Preferred (does not have to be active/current)
  • Experience and knowledge of multi-million-dollar budget preparation, oversight, or management in alignment with strategic priorities for organizations
  • Bilingual Oral and Written Skills Preferred (Spanish/English desired)
  • Knowledge of current research, best practices and trends in K-12 education, including Special Education/ESS practice and the importance of developing technologies
  • Commitment to CHPA K-12 Mission & Vision
  • Demonstrated flexibility and experience in effectively solving challenging problems through a positive, collaborative approach
  • Demonstrated ability to build relationships with a variety of populations
  • Knowledge of and experience with fund development and grant writing/application development and processes
  • Demonstrated commitment to accountability requirements and strategic planning including CDE School Performance Statuses and Criteria to achieve higher levels and improve Academic Achievement
  • Expert-level written and oral communication skills
  • Strong interpersonal and team building skills
  • Excellent organization skills and the ability to meet deadlines
  • Knowledge of and commitment to relevant and current K-12 Curricula, Advanced Placement strategies and an overall understanding of a College Preparatory Learning Environment
  • Knowledge of and commitment to character development and charter school culture
  • Demonstrated initiative and skills in the following areas: relationship and community building, educational leadership, communication, conflict resolution, creativity, problem solving, decision making, and time management 

Professional Skills and Experience

  • Demonstrated commitment to progressive, inquiry-based teaching and learning
  • Entrepreneurial spirit, with an eagerness to turn obstacles into opportunities; wrestle with tough questions; and seek out opportunities, partners, and resources
  • Demonstrated knowledge, certifications or work experience in organizational management, accounting, and finance
  • Significant and proven experience in coalition building and community outreach, including forgoing relationships across diverse communities
  • Significant experience in building strong allies through media and public relations
  • Successful track record of cultivating financial and in-kind support from public and private sources
  • Familiarity with compliance requirements for the District, including charter school governance, financial management, and employment policies

 Interpersonal Skills

The President/CEO must be a self-starter with strong ability to take initiative, stay organized, juggle multiple tasks in a complex project, and maintain optimism and focus in the face of obstacles. Additionally, the ideal candidate will evidence:

  • Ability to establish strong, trusting and authentic relationships with a wide variety of individuals, including new and experienced teachers, parents and families, funders, political officials, and the business community
  • Clear, concise, and persuasive writing and speaking skills
  • Integrity and a sense of humor
  • Leadership style that is clear and strong, yet respectful, flexible, and collaborative

 Language Skills

  • Ability to communicate with Spanish speaking families desired
  • Ability to read and interpret documents such as safety rules, policy and expectation documents, unified improvement plans, key performance indicators, a strategic plan, staff agreements, evaluation rubrics, district, state, and national policy documents that define required actions, charter school laws and documents, budget documents, curriculum proposals and relevant human relations procedures
  • Ability to effectively correspond with staff from all levels
  • Must have ability to read current literature and lead book studies on a given topic
  • Must have the ability to effectively document all required paperwork based on job responsibilities
  • Must have expert level written and oral communication skills and be able to effectively correspond with all stakeholders from all levels
  • Ability to speak effectively before groups of staff, Board of Directors, administrators and parents

Mathematical Skills

  • Ability to calculate figures and amounts as required for budgets and interpreting statistical data

Reasoning Ability

  • Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form
  • Ability to deal with problems involving several concrete variables in standardized situations

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. The hours may be long when specific needs arise, thus some extended schedules will be necessary. This is a position that must attend the needs of staff, administrators, CHPA K-12 Board of Directors and parents. Work may consist of (10) plus hour days with weekend work required from time to time. CHPA K-12 is a dynamic school subject to changing work environments, adaptation of new educational principles and values, and evolving culture. Adaptability to change is essential.

Comments Off on Instructional Specialist

Instructional Specialist

Posted by | February 10, 2022 |

Description

Position assists in the implementation of Future Forward tutoring work with site-based staff to manage and train school-based Program Managers and tutors.

Duties And Responsibilities

The ideal candidate is self-motivated, organized, and successful at communicating with the team to accomplish program goals.

  • Help regional teams recruit and hire site staff.
  • Educate all stakeholders on implementing the Future Forward model.
  • Assist with annual week-long training for key site-based staff, including Program Managers, Family Engagement Coordinators, and other interested parties covering all aspects of program implementation and expectations.
  • Provide ongoing training, on-site and remotely.
  • Conduct site visits to help train staff & tutors on tutoring best practices & how to use resources; assist in coordinating tutoring schedules; model reading instruction, observe lessons, review lesson plans and student growth data.
  • Generate monthly, quarterly, and annual reports as requested.
  • Use reporting tools for monitoring and tracking program implementation.
  • Work with site-based staff and national team colleagues to update the Program Manual annually with best practices and most up-to-date information about program implementation.
  • Assist with the use of the Future Forward platform for reporting, program management, communication, and access to training and resources.
  • Participate in training and continuing education opportunities, as appropriate.
  • Other duties as assigned & agreed upon

Education And Experience

  • Bachelor’s degree in education or related field
  • At least two years of program management and implementation experience.
  • At least two years of experience in the delivery of programming for young people between the ages of 5-10.
  • Experience with literacy and reading instruction.

Travel Requirements

  • Travel to Future Forward sites is required.
  • Valid driver’s license is required.

Physical Requirements

  • Ability to use computers daily in an interactive manner for extended periods of time and up to 8 hours per day.
  • Ability to remain in a stationary position for extended periods of time and up to 6 hours at a time.
  • Ability to frequently and accurately communicate with employees, customers, and vendors in person, via the telephone, or by email.
  • Ability to lift and move up to 40 pounds on an occasional basis.

Skills:

  • Ability to inspire and empower staff
  • Enthusiasm and patience for working with direct service staff.
  • Ability to inspire and empower staff, students, and families.
  • Proven “customer service” skills with the ability to work through diverse challenges and differing personalities, communities, and work styles.
  • A high degree of independence, self-motivation, and creativity.
  • Excellent organizational, communication, and team-building skills.
  • High level of creativity and problem-solving ability.
  • Basic computer literacy and the ability to learn and use new technologies

Benefits

  • $65,000 salary
  • Annual merit bonuses
  • 9 paid holidays of your choosing and 26.5 vacation days/year
  • Generous 401k and health benefits
    • EA contributes 12% of salary into a 401K for all staff, and we also match up to an additional 3% of salary. So, a staff member who contributes 3% will receive an additional 15% from EA for their 401K. A staff member who does not contribute anything will still receive 12% of their salary and bonus into their retirement.

NOTEThis job description is not intended to be allinclusiveEmployees may perform other related duties as requested to meet the ongoing needs of the organization.

Education Analytics is committed to creating a diverse environment and is proud to be an equal opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, or veteran status.

We want to let candidates know that EA is a federal contractor with over 50 employees. As the situation has evolved with federal requirements, we now require vaccinations for all employees. Medical and Religious accommodations will be granted where they do not cause Education Analytics undue hardship or pose a direct threat to the health and safety of others. Keep this requirement in mind and please reach out if you have any questions or would like to request accommodation.

Comments Off on Future Forward – Project Director

Future Forward – Project Director

Posted by | February 10, 2022 |

Description

The position manages relationships with Future Forward team members and local implementation partners. This person is the key communication hub for all program implementation and works closely both with the national team and all site-based staff.

Duties And Responsibilities

  • The ideal candidate is self-motivated, organized, and successful at communicating with the team to accomplish program goals.
  • Has exceptional customer service skills and is a highly gifted communicator both verbally and in writing.
  • Must be comfortable speaking with large groups of high-level officials with local education agencies, schools, and community partnership organizations.
  • Educate all stakeholders on implementing the Future Forward model.
  • Conduct site visits to build relationships with local teams and community partners and be able to speak with first-hand experience about implementation in various communities.
  • Generate monthly, quarterly, and annual reports as requested.
  • Review reporting tools for monitoring, tracking, and sharing program implementation.
  • Work with site-based staff and national team colleagues to troubleshoot challenges and celebrate successes.
  • Assist with the use of the Future Forward platform for reporting to key stakeholders, communication, and resources.
  • Assist in broader organizational communications, as available.
  • Assist in outreach and engagement with potential new partners, as available.
  • Participate in training and continuing education opportunities, as appropriate.
  • Other duties as assigned & agreed upon

Education And Experience

  • Bachelor’s degree in communication, education, or other relevant fields
  • At least five years of communication, education, youth service, or nonprofit experience.
  • Experience in organizing, directing, and coordinating multiple diverse stakeholders.
  • Bilingual/ multilingual speakers with lived experience and understanding of literacy skill development for bilingual and multilingual communities are highly preferred.

Travel Requirements

  • Travel to Future Forward sites is required.
  • Valid driver’s license is required.

Physical Requirements

  • Ability to use computers daily in an interactive manner for extended periods of time and up to 8 hours per day.
  • Ability to remain in a stationary position for extended periods of time and up to 6 hours at a time.
  • Ability to frequently and accurately communicate with employees, customers, and vendors in person, via the telephone, or by email.
  • Ability to lift and move up to 40 pounds on an occasional basis.

Skills:

  • Ability to inspire and empower staff
  • Enthusiasm and patience for working with direct service staff.
  • Ability to inspire and empower staff, students, and families.
  • Proven “customer service” skills with the ability to work through diverse challenges and differing personalities, communities, and work styles.
  • A high degree of independence, self-motivation, and creativity.
  • Excellent organizational, communication, and team-building skills.
  • Management skills and the ability to create and implement learning opportunities.
  • High level of creativity and problem-solving ability.
  • Demonstrated examples of managing through a crisis.
  • Basic computer literacy and the ability to learn and use new technologies

Benefits

  • $75,000 annual salary
  • Annual merit bonuses
  • 9 paid holidays of your choosing and 26.5 vacation days/year
  • Generous 401k and health benefits
    • EA contributes 12% of salary into a 401K for all staff, and we also match up to an additional 3% of salary. So, a staff member who contributes 3% will receive an additional 15% from EA for their 401K. A staff member who does not contribute anything will still receive 12% of their salary and bonus into their retirement.

NOTEThis job description is not intended to be allinclusiveEmployees may perform other related duties as requested to meet the ongoing needs of the organization.

Education Analytics is committed to creating a diverse environment and is proud to be an equal opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, or veteran status.

We want to let candidates know that EA is a federal contractor with over 50 employees. As the situation has evolved with federal requirements, we now require vaccinations for all employees. Medical and Religious accommodations will be granted where they do not cause Education Analytics undue hardship or pose a direct threat to the health and safety of others. Keep this requirement in mind and please reach out if you have any questions or would like to request accommodation.

Comments Off on Content Developer

Content Developer

Posted by | February 9, 2022 |

The Content Developer will report to the Vice President of Communications and will be
responsible for developing, maintaining, and executing the communications content
calendar for the National Association of Charter School Authorizers (NACSA). By amplifying
the work of NACSA and our key partners, this role will be critical to advancing our mission
and meeting our strategic plan goals.

POSITION RESPONSIBILITIES

  • Create and maintain an organizational content calendar for web, social, and email
    content by working collaboratively across functions and initiatives.
  • Draft and edit content across a variety of channels including, but not limited to, web
    pages, blog, social media (LinkedIn, Facebook, Twitter), email, and newsletters that is
    consistent with NACSA’s brand and voice.
  • Provide strategic communications counsel and create communications content for
    internal teams, projects, and initiatives.
  • Create basic illustrations for content using tools like Canva.
  • Post content to NACSA’s website using WordPress.

SKILLS & QUALIFICATIONS

  • Bachelor’s degree in communications, marketing, journalism, or comparable area of
    study
  • Five (5) years of experience preferred
  • Experience in K-12 education, specifically charter schools, preferred
  • Knowledge of and demonstrated experience with Microsoft Office suite, Canva,
    WordPress, and Hootsuite
  • Desire to continue professional development
  • Excellent organization skills and an ability to coordinate multiple tasks and activities
  • Outstanding verbal and written communication skills and an ability to collaborate
    across multiple stakeholder groups
  • An ability and enthusiasm for promoting the organization and its mission to a broad
    and diverse group of people
  • Excellent work ethic, positive attitude, flexibility, and willingness to perform tasks
    assigned
Comments Off on Regional Partnerships Director, DC – Maryland – Virginia

Regional Partnerships Director, DC – Maryland – Virginia

Posted by | February 9, 2022 |

About the opportunity

LENA is hiring a  Regional Partnerships Director to oversee growth and strategy implementation in the DC Metro region, which also includes partnerships throughout Maryland and Virginia. As the Regional Partnerships Director, you will develop and execute on a strategy to build our portfolio of Head Start programs, child care resource and referral agencies, school districts, and other community-based organizations adopting LENA’s transformational technology-enabled programs. You will be responsible for devising a regional pipeline strategy to meet your ambitious targets, and for closing new business and expanding on existing partnerships using a consultative sales approach. 

In 2022, you will achieve defined goals including securing sales orders of $750,000 and growing that 4-fold in the next 3 years. The Regional Partnerships Director will report to the Chief Growth Officer and work closely with other members of the Growth team including our marketing, philanthropic partnerships, and sales support functions.

About LENA

LENA is a game changer in early childhood. Research shows that back-and-forth interaction (conversational turns) between children and their adult caregivers in the earliest years is a key to school readiness and long-term outcomes. We integrate our patented “talk pedometer” technology into innovative programs to increase the capacity of parents, caregivers, and teachers in accelerating children’s development, school readiness, and social-emotional health.  

LENA’s programs combine LENA’s best-in-class educational technology with practice-based coaching with LENA Grow, our job embedded professional development program leading the way of our growth. In recent years, LENA has begun to scale, now serving more than 12,000 children in 26 states annually and well on our way to serving 100,000 annually in 2025. 

The successful candidate will be:

  • A passion and commitment to equity and access to opportunity for all children: You understand the headwinds that children, families, and caregivers face, particularly in low-income communities, and are dedicated to ensuring that all children have the tools to fulfill their potential from the earliest age.
  • A relationship connector: To drive sales and increased awareness in your region, you will be a creative and authentic relationship-builder. You will be naturally curious and a networker. You understand the importance of leveraging relationships and building mutually beneficial partnerships.
  • Present and persuasive: To build partnerships and ensure relevance, you will be present at the appropriate roundtables, collaboratives and meetings regarding early childhood and its ecosystem across the region.state. You will utilize a consultative sales approach focused on listening, learning, problem solving, and influencing.
  • Driven by goals: You are motivated by goals and driven to achieve. It is important in this role to problem solve, pivot on the spot, and figure out how puzzle pieces fit together. While we are a highly collaborative organization and you are part of a larger team, you will take initiative and creatively navigate obstacles. 
  • Able to build data-driven sales strategies and tactics: Effectively leverage sales and associated technology (Hubspot, etc) to inform approaches to lead development. 
  • Adept at balancing the macro and the micro: You can juggle building a region-wide strategy while chasing new leads and closing deals. 
  • A stand-out representative for LENA externally: You will raise awareness through active participation in state, district, and local coalitions and proactively seek opportunities to represent LENA (from presentations, conferences, and other influential activities). You are a compelling storyteller who can convey LENA’s mission and impact effectively to a variety of audiences.
  • Reflective and growth-oriented: You look back on your wins and challenges to find the opportunities to grow and improve. You seek and incorporate feedback from your colleagues and partners to increase your personal impact in your role,  as well as LENA’s impact in the field.

Required experience: 

  • At least 3 years of sales, business development, or comparable partnership/fundraising experience
  • Track record of prospecting, generating leads, converting leads, and successfully closing deals of at least $50,000 
  • Demonstrated customer orientation driving both successful implementations and expansion of reach or impact over time (pre-sales to ongoing cultivation)
  • Demonstrated ability to rapidly build a productive network of connections
  • Knowledge of the early childhood ecosystem (Head Start, Workforce Solutions, and so forth) which may include experience in policy, as a teacher/director, or working in a similar role

Compensation:  

LENA’s team is passionate, fun and supportive, to learn more visit: www.lena.org/joinourteam

We offer an excellent benefits package (including medical, dental, vision, disability, life insurance, generous PTO, 11 holidays and a 401k with match). For candidates with 5+ years of experience in education sales or partnerships, the expected compensation is $100,000-115,000. The minimum of this position’s range is $80,000.  

Location and Travel:

The Regional Partnerships Director will be based in a home office in their region. Relocation is not offered for this role. 

The Director can expect to visit partners and potential partners throughout the region a few times a month, depending upon schedule and meetings. Mileage and expenses are reimbursed. Overnight travel may be required for company or team wide meetings 1-3 times per year.

COVID Policies:

COVID-19 vaccination is required unless a medical or religious accommodation is requested and approved. Our full vaccination policy is available upon request.

Apply now:

LENA has partnered with RCG Talent on this search. To apply, please complete the online application form and submit your resume and cover letter here.

 

LENA is an equal opportunity employer, and LENA encourages candidates from historically underrepresented groups to apply. All employment is decided on the basis of qualifications, merit, and business need. We are committed to building a team that represents a variety of backgrounds, identities, perspectives, and skills. The more inclusive we are, the better our work will be. To learn more visit www.lena.org/joinourteam. EOE/M/F/D/V

Comments Off on Reporter

Reporter

Posted by | February 8, 2022 |

Idaho EdNews seeks experienced journalist

Idaho Education News is seeking an experienced journalist who wants to investigate Idaho’s most pressing education issues and hold the powerful accountable.

We want a journalist who has a passion for advancing the story and probing beneath the surface to enlighten Idahoans, highlight injustice and uncover the truth.

We want someone with a clear writing style who also can entertain and engage our audiences. This is a great job for a journalist who wants to make a difference in the world.

Our favorite candidates also need to:

  • Care about Idaho’s education system and its students and teachers.
  • Feel comfortable interacting with people on a regular basis.
  • Be inquisitive. All employees are encouraged to find new and innovative ways to conduct business more efficiently.

Our employees are well compensated, and they have the time they need to do high-quality work.

About Idaho Education News

Idaho Education News is a non-profit online news source that provides statewide awareness of critical issues that affect Idaho’s children and their future. We are independent. We take no position on how to achieve better schools.

We are award-winning journalists who dig for and shine a light on education data. We demand transparency. We hold lawmakers and educators accountable for taxpayer dollars and student achievement.

Idaho Education News has seven full-time employees with an office in Downtown Boise, Idaho, and a bureau in East Idaho.

Our websites – IdahoEdNews.org and IdahoEdTrends.org – are free of advertising and paywalls and they have more than 1 million visitors a year.

Comments Off on Editorial Director

Editorial Director

Posted by | January 19, 2022 |

Editorial Director

WELCOME TO BRIGHTBEAM!

Brightbeam is a nonprofit network of education influencers demanding a better education and a brighter future for every child. Using the power of storytelling, we shine a light on communities that challenge decision-makers to provide the learning opportunities all children need to thrive. We help strong voices tell powerful stories that unite and move their communities to action. Brightbeam amplifies these stories through a variety of digital platforms, including Education Post, Citizen Ed, Project Forever Free and more than 20 local and regional sites that spotlight education issues nationally. We also partner with on-the-ground initiatives, projects or organizations that align with our mission. To learn more, visit brightbeamnetwork.org.

Brightbeam offers a fast-paced and dynamic workplace where individuals are honored and valued for their unique strengths, perspectives, and backgrounds. We strive to be a democratic, mutually supportive and energized team of self-motivated nonprofit professionals dedicated to making a difference for children. Brightbeam provides competitive salaries and excellent benefits, including a 3% employer match to your retirement fund with no match required. Brightbeam is a virtual organization and this position is based in a home office anywhere in the United States. Occasional travel is required.

To apply, please send a resume and cover letter to jobs@brightbeamnetwork.org.

JOB DESCRIPTION

As brightbeam’s Editorial Director, you will set the editorial direction for brightbeam’s national digital platforms, with guidance from our Chief Program Officer and in close collaboration with our Director of Digital Content. You will manage a small team of full-time Senior Writers/Editors, as well as hire freelance journalists. You will possess more than just strong news judgment—you’ll have a keen sense for eye-catching news and commentary that can move people to action. You’ll also bring a deep understanding of K-12 education and a proven track record in editorial leadership and project management.

While maintaining brightbeam’s established position, amplifying the authentic voices of parents, teachers and students, you’ll devise new ways to find and tell compelling stories that help us advance our ambitious goals for popular engagement on education issues. You’ll ensure our stories, broadcasts and visuals meet high editorial standards and reach our target audiences. To make this happen, you’ll coach and support our core team of writers and recruit outstanding freelancers to extend our capacity as needed.

Most importantly, you bring a sense of urgency about the need to improve public education, and a passionate, optimistic commitment to making a difference for children through compelling storytelling.

ROLES & RESPONSIBILITIES

  • Lead development of brightbeam’s editorial strategy, finding and telling stories that move audiences to action
  • Manage, develop and support a team of in-house and external writers, including coaching and mentoring as needed to deepen their understanding of education and related child justice issues so they can consistently deliver compelling content
  • Work with internal and external experts in social media, graphics and broadcast to ensure our stories reach as many audiences as possible
  • Oversee editorial calendar and workflows
  • Monitor the latest research, especially from our content partners, and ensure teams across the organization are briefed on new developments
  • Collaborate with internal and external content experts to develop compelling stories and explainers that motivate audiences to take action intended to improve education and promote child justice
  • Recruit freelancers and manage freelance budget
  • Maintain high editorial and creative standards across brightbeam platforms
  • Track progress towards ambitious team goals, and work with team members to course correct where necessary

AREAS OF EXPERIENCE & QUALIFICATIONS

  • Great editorial judgment and instincts
  • Deep understanding of the U.S. education landscape, primarily in K-12 education policy and education reform
  • Experience in journalism or communications, preferably related to education
  • Exceptional project management skills, especially setting priorities and managing multiple projects simultaneously
  • Experience setting editorial agendas and managing editorial workflow
  • Experience managing freelance budgets and freelancers
  • Demonstrated ability to write and edit effectively, for a wide variety of audiences
  • Demonstrated ability to translate research into clear written, audio and visual content, with actionable messages and strategies that can ultimately improve student outcomes
  • Proven track record of meeting ambitious goals
  • Comfort in a virtual, remote work environment
  • Self-starter who thrives in a high-change, fast-paced, and experimental environment
  • Passion for improving education and enthusiasm about the potential to make change through compelling storytelling

OUR COMMITMENT TO DIVERSITY & INCLUSION

Studies have shown that women and people of color are less likely to apply for jobs unless they believe they meet every one of the qualifications as described in a job description. Our top priority is finding the best candidate for the job and if you are interested in the position, we would encourage you to apply, even if you don’t believe you meet every one of our qualifications described.

Comments Off on Executive Director

Executive Director

Posted by | January 13, 2022 |

Educational Arts Team Seeks ED

Founded in 1974, the Educational Arts Team (EAT) is dedicated to bettering the educational and social lives of young people through creative writing, dance, drama, storytelling, music, and visual art. The organization fosters the creative spirit of children out of a belief that imagination is a positive force, which can change a child’s world. Through the arts, EAT helps children increase their self-worth, discover their individuality, gain pride in their heritage and community, heighten their academic achievement, and create a vision of a larger world where they can achieve their goals. EAT offers year-round workshops for students, hands-on training and professional development for educators, as well as holistic literacy workshops for parents and children to learn together. During the summer months, EAT operates Camp Liberty, an eight-week camp that provides over 1,000 children each year with artistic, cultural, and recreational experiences in a beautiful outdoor setting.

The organization currently has four full-time staff, six part-time staff, 50 seasonal staff, eight board members, and an operating budget of around $850,000. The organization is currently operating on a hybrid basis and has made adjustments to programming necessitated by COVID-19 protocols, adopting virtual delivery where possible, while planning for a return to in-person programming for the upcoming summer camp.

Position

Reporting to the Board of Directors, the Executive Director of the Educational Arts Team (EAT) serves as the primary spokesperson and advocate for its mission. Under the supervision of the Board of Directors, the Executive Director is responsible for planning, implementing and supervising all programs and activities of the organization while ensuring that principles of Justice, Diversity, Equity and Inclusion are embedded throughout the organization and it’s program offerings. This includes supervision of staff as well as the provision of guidance to educational arts programming. The Executive Director is also responsible for identifying areas of unmet program needs for new proposal development, and represents EAT publicly in a variety of forums for the expression of positions endorsed by the board as policy.

The ED will develop/maintain relationships with its members, elected officials and community leaders, generate new sources of revenue in support of EAT’s goals and commitments, and expand the reach of new and existing programming. The ED will work closely with diverse stakeholders to develop and maintain collaborations for programming, funding, and advocacy.

The ideal candidate should be an inspiring & results-driven leader with expertise in Arts Education, a passion for EAT’S mission and knowledge of the Jersey City Community

Responsibilities

Financial Performance, Fundraising and Viability: Develops existing and new resources sufficient to ensure the continued financial health of the organization

  • Responsible for identifying and pursuing/overseeing fundraising opportunities, grant proposals and developing other tools and resources necessary to support EAT’s operations and mission and ensure the continued financial health of the organization
  • Responsible for assisting with the fiscal integrity of EAT to include working in collaboration with the Treasurer of the board. This position assists with the submission to the Board a proposed annual budget and monthly financial statements, which accurately reflect the financial state of the organization;
  • Responsible for the fiscal management that generally anticipates operating within the approved budget, ensures maximum resource utilization, and maintenance of the organization in a positive financial position.
  • Promoting the organization among funders, nurturing important relationships, and ensuring appropriate compliance with funding requirements
  • In partnership with the Treasurer and Finance Committee, responsible for the fiscal integrity of EAT, including performing organizational audit and provide necessary recommendations to the board

Board Governance: Works closely with the Board of Directors in order to fulfill the organization’s mission

  • Responsible for leading EAT in a manner that supports and guides the organization’s mission as defined by the Board of Directors
  • Responsible for engaging and communicating effectively with the Board while providing, in a timely and accurate manner, all information on activities, plans and state of the organization necessary for the Board to function properly and to make informed decisions
  • Report to the Board on activities and plans, as well as regular and timely assessment of the organization’s financial position and needs
  • Seek advice and approval from the Board of Directors on unmet program needs and new policies needed to procure funds and implement new programs
  • Serve on all Board Committees as ex officio or designate an appropriate staff representative

Organization Mission and Strategy: Works with the Board to guide the organization and ensure that its mission is fulfilled through programs, strategic planning, partnerships and community outreach

  • Ensures principles of Justice, Diversity, Equity and Inclusion are embedded throughout the organizations program offerings
  • Responsible for oversight of EAT’s programs and program staff, ensuring the stability and/or growth of programs in keeping with the mission, vision and programmatic priorities
  • Conduct a rigorous program evaluation and ensure programmatic excellence
  • Responsible for strategic planning to ensure that EAT can successfully fulfill its mission into the future
  • Review current systems and make recommendations around timelines and resources needed to achieve strategic goals

Community Engagement

  • Responsible for establishing and maintaining relationships with its stakeholders and collaborative organizations
  • Being active and visible in the community by working closely with other professional, civic and private organizations to strategically enhance EAT’s mission;
  • Responsible for taking the lead in collaborating with municipal partners, to gain a deeper understanding of each community’s strengths and needs, with the goal of identifying where EAT can play a significant role in offering greater access to arts education.
  • Represent the organization’s interests with Jersey City and New Jersey State elected officials and representatives including the Jersey City Board of Education.

Organization Operations: Works with and oversees the operations and business development of the organization to ensure that resources and business opportunities are maximized.

  • Oversee the organization’s day-to-day operations, finances, budget, and programs, including managing and supporting staff, responsibly allocating resources, and ensuring contractual obligations are fulfilled
  • Responsible for development and oversight of the operating plan
  • Oversight of programs, staff, and general business development
  • Provide appropriate support to development and communications staff
  • Responsible for preparing and presenting monthly reports to the Board on the organization’s activities and progress in achieving its mission and reaching its financial objectives.
  • Oversee Camp processes and plan for a return to “normal” school programs

Professional Qualifications

Leadership

  • Passion for arts education with a knowledge of associated educational programming in literacy, SEL and DEI
  • Enthusiastic, entrepreneurial, and visionary leader with outstanding interpersonal skills and the ability to connect with and build trust with a variety of community stakeholders
  • A leadership style that encourages teamwork, collaboration, staff development, and effective delegation while inspiring and motivating all parties
  • History of effective program planning, problem solving and the ability to implement strategic vision
  • Demonstrated commitment to diversity, equity, and inclusivity in education and/or workplaces
  • Demonstrated ability to value and empower the creative process
  • Ability to promote and sustain a positive work culture in an entrepreneurial setting among a small and diverse staff

Industry Experience

  • At least 5 years experience working with diverse communities and an understanding of education in a highly diverse urban community, preferably working in the field of arts education, literacy, education or youth development
  • Experience working with state agencies, county and district leaders, curriculum leaders, and educators to introduce innovative, inquiry-based instructional materials and learning tools
  • Experience with developing and maintaining effective systems for program management
  • Experience with collective impact
  • Familiarity with Jersey City community

Nonprofit Management

  • Proven management and leadership skills and experience developed over at least five years in nonprofits, preferably working in the field of arts education, literacy, education or youth development
  • Strong financial acumen and budget management experience
  • Demonstrated ability to interact professionally with dedicated Board and staff members who have diverse professional skills and perspectives
  • Strategic planning and execution of mission driven strategy with the ability to measure and track impact with data
  • An understanding of non-profit financial management and performance metrics

Revenue, Fundraising, Business Development

  • Demonstrated business acumen, and experience in developing a sustainable business model with secure and diverse revenue streams
  • A history of building and maintaining strong donor and funder relationships, creating an environment in which everyone is a fundraiser
  • Demonstrated success in creating effective development systems which engage individual donors, foundations, corporations and government
  • Experience securing and managing government contracts/grants
  • Experience with earned income Models
  • Experience cultivating donations through digital platforms (social media, web-site, crowdfunding, etc.) preferred

Program Development

  • Experience in program management, expansion, and growth
  • Experience with developing and launching innovative, culturally competent, new business and program activities
  • Appreciation of the role of research and the use of data to inform and support an effective outcome model that measures and communicates the vision, mission, success and impact of the organization
  • Experience institutionalizing program models and systems

Community Engagement

  • Demonstrated commitment to diversity, equity, and inclusivity in local communities
  • Articulate spokesperson able  to increase visibility and articulate a shared vision
  • Experience in building partnerships, collaborations and community recognition
  • Experience with marketing and external communications
  • Experience with elected and school officials/political savvy
  • Excellent written and communication skills
  • Knowledge of Jersey City and NJ State Government preferred

Technology

  • Web-based Communications and Productivity Tools
  • Experience using technology in the nonprofit environment
  • Knowledge of online marketing and fundraising platforms

Facilities

  • Knowledge of facility management and facility-based programming preferred
  • Experience in lease/contract negotiation

Human Resource

  • Demonstrated commitment to building an inclusive, accessible, and collaborative workplace
  • Builds and develops strong teams through professional development and learning

Compensation

The successful candidate will be offered a competitive compensation package.

Location & Commitment Expectations

This job is a full-time position located in Jersey City, NJ

Comments Off on Director of Academics

Director of Academics

Posted by | January 3, 2022 |

OPPORTUNITY
Green Dot Public Schools Southeast Texas (GDSTX) is seeking a Director of Academics to codify and implement the Green Dot academic program across a network of 1882 partnership schools in Southeast Texas serving over 10,000 students by 2030. With the Green Dot Public School National organization, the Director of Academics will set vision and direction for GDSTX academic program. In pursuit of accelerating the learning trajectory of ALL students, the Director of Academics will lead a team of curriculum specialists to effectively implement and evaluate GDSTX academics and instruction. The Director of Academics  will design and codify all aspects of the GDSTX academic model including: curriculum, instruction, assessments, school evaluation, and instructional staff development models. Additionally, the Director of Academics will serve on the GDSTX regional leadership team, charged with defining the regional organization’s direction and providing the organizational management to lead GDSTX to become a best in class 1882 partner in the Southeast Texas region.

ESSENTIAL RESPONSIBILITIES
>Collaborate with Green Dot Public Schools National to set vision and strategic direction for Green Dot’s Academic Model including: curriculum, instruction, assessments, and instructional staff development model.
>Foster an organizational culture focused on accelerating student-centered results and college readiness.
>Translate strategic direction into district wide teaching and learning goals, objectives, initiatives and programs to accelerate student learning, aligned to Green Dot Public School’s Academic Vision.
>Implement, oversee, and evaluate academic programs and student academic support services (including Special Education, 504 and English Learner programs/services) to attain ambitious student achievement short and long-term goals.
>Use data to evaluate school effectiveness and Green Dot Southeast Texas academic programs and services. Recommend and implement improvements.
>Lead, supervise, and foster the development of a team of curriculum specialists leading curriculum implementation and Green Dot Southeast Texas’ coaching framework across district schools.
>Monitor educational research and trends related to all aspects of Green Dot’s academic model to improve GDSTX academic programs.
>Maintain knowledge of and adhere to compliance of governmental laws, regulations, and reporting requirements.
>Oversee the coordination of instructional staff’s professional development programs across GDSTX schools, including, but not limited to: school leader and teacher coaching, training, evaluation programs and collaboration.
>Observe teachers execute instructional moves aligned to our vision of strong instruction and provide feedback real-time and in coaching conversations.
>Observe and support instructional leaders to execute on and build systems for lesson internalization meetings, observation/feedback sessions, and student work analysis meetings.
>Interpret regional and state-specific requirements to adapt academic programs in new regions.
>Serve as liaison between the Green Dot Home Office, Green Dot regions and other high quality peer organizations to ensure collaboration and implementation of best practices in academics.
>Serve as a member of the Green Dot Southeast Texas Leadership Team, including strategic planning, resource management, and daily oversight of regional organization operations.

QUALIFICATIONS
>Graduate degree in education or related area, Masters or Ph.D preferred
>5-7 years experience as a school and/or instructional leader at a successful school serving students from economically disadvantaged communities
>Substantial expertise in K-12 education and in-depth knowledge of curriculum, instruction and assessment
>Demonstrated personal commitment to improving schools and driving education reform
>Experience working in entrepreneurial environment or a fast-growing organization
>Demonstrated personal commitment to improving schools and driving education reform
>Proven ability to scale an education model with quality across a large number of schools
>Strategic thinker with proven ability to execute effectively against strategy
>Excellent communication, interpersonal and customer service skills
>Demonstrates high levels of time management, organization, prioritization, and follow-up/follow-through skills
>Effective problem-solving, critical thinking and ability to clearly present information to individuals and groups
>Must be able to work in a fast-paced environment and apply effective change management strategies to navigate the culture effectively

The information contained herein is not intended to be an all-inclusive list of the duties and responsibilities of the job, nor is it intended to be an all-inclusive list of the skills and abilities required to perform the job.

COMPENSATION
The compensation for this position is between $100,000-$125,000 and considers the individual’s relevant experience and skill-set. We offer a comprehensive benefits plan including, but not limited to: medical, dental, vision, life insurance, and retirement options. We also provide generous time off to support overall work-life balance while giving employees the opportunity to impact a growing, mission-driven organization that is committed to the success of all students.

Comments Off on Technology Operations Manager

Technology Operations Manager

Posted by | December 20, 2021 |

We are looking for an enterprising operator who is a rigorous problem solver and systems thinker, and loves motivating others to utilize technology. This role will build the foundation of a healthy and inclusive technology organization culture – creating and maintaining systems that make it easier and more efficient for team members to utilize our platforms. This role will be a part of the Global Operations team and work in concert with the Director of Technology Operation to build our technology vision and strategy that will allow us to scale our impact across the globe.

YOUR OPPORTUNITY FOR IMPACT

Be our resident Salesforce expert: Serving as our in-house Salesforce Administrator, you’ll become an expert in our existing Salesforce configuration, pursue opportunities for greater efficiency and user adoption, and manage requests for improvements across all teams.

  • Collaborate cross-functionally to identify requirements, develop solutions, and maintain them over time
  • Identify new opportunities to leverage Salesforce to support additional business processes
  • Provide recommendations for improvements by staying informed on new Salesforce releases, features, and functionality
  • Manage advanced aspects of Salesforce – e.g. user profiles and roles, custom objects, Flow, workflow, Process Builder, etc.

System Administration: Own day-to-day administration, maintenance, and optimization of our technology stack (Airtable, Zapier, LastPass, FormAssembly, Slack, Confluence, etc.)

  • Ensure data integrity by maintaining health of systems through monitoring, data integrity efforts, and training
  • Understand user needs and craft approaches to maximize user adoption across the organization
  • Identify and train “Subject Matter Experts” across teams
  • Roll out new initiatives related to cybersecurity, compliance, data governance, etc.

IT Support: Design a system to appropriately manage and prioritize technology-related questions and issues across the organization

  • Create efficient process to oversee requests
  • Prioritize requests and ensure prompt resolutions
  • Ensure transparency and accountability throughout process
  • Communicate and document progress and solutions to various stakeholders in a streamlined, effective manner

Training & Collaboration: Support greater efficiency and value for all users and increase user adoption

  • Create and implement strong technology onboarding program
  • Create and implement ongoing training opportunities for all staff to improve adoption rates and satisfaction
  • Convene technology working groups (e.g. Salesforce Power Users) to support cross-collaborative efforts

 

WHO WILL THRIVE IN THIS ROLE

We are looking for more than just hard skills; we want teammates who will add value to our organizational culture by bringing these mindsets to their work:

  • Connected to our mission: Something in your own life experience drives your passion for Global Citizen Year’s mission and vision.
  • Attention to detail: You’re used to juggling lots of balls and never letting a single one drop, all while performing at a very high level. You enjoy being a step ahead of those around you and this attention to detail guides your work.
  • Problem solver: You possess a positive, can-do attitude, and are adept at identifying creative solutions that turn challenges into opportunities.
  • Quick study: You thrive learning new skills quickly and independently.
  • Strategic Thinker: Examines issues and plans with a long-term perspective.
  • Independent: Functions effectively without assistance or direction from others.
  • Develops others: Through coaching, encouragement, accountability and support helps others reach their potential.
  • Persistent: Perseveres in spite of opposition or difficulty.
  • Commitment to quality: Believes in and works to achieve the highest standards.

The following skills are required:

  • 5+ years of experience administering Salesforce
  • 5+ years in a technology-related role

Bonus points if you have/are:

  • Salesforce certification
  • Experience leading a large-scale ($150,000+) technology migration or implementation project, preferably in Salesforce
  • Proficiency in any of these tools: Airtable, Zapier, FormAssembly

 

YOUR LEGACY

We are a technology forward organization with a lot of bold ideas and a vision for how we can utilize technology to improve our staff and student experience and scale. Help us launch these ideas and set an example for how a people-centered technology strategy can elevate an organization to the next level.

 

POSITION LOGISTICS

Location: Global Citizen Year is headquartered in Oakland CA, but currently our staff is working remotely. We are open to whether this position is based in Oakland or is remote.

Start date: We are prioritizing applications received by November 19, 2021; ideal start date is January 14, 2022

Compensation: The salary range for this role is $80,000 to $90,000. We are proud to provide a total compensation package that puts the person first. You can learn more about our benefits here.

Comments Off on Marketing Design Manager

Marketing Design Manager

Posted by | December 20, 2021 |

We are looking for a creative designer to combine their imaginative power and technical skillset to bring Global Citizen Year’s story, brand, and voice to life. Reporting to the Associate Director of Creative and Content, you will be responsible for designing marketing assets for all target audiences including applicants, students, donors, partner organizations, and more. You’ll be a critical member of our in-house creative team, solving marketing and communication challenges and bringing the brand’s visual language to life.

YOUR OPPORTUNITY FOR IMPACT

Delight with design

  • Take creative briefs from concept to execution, owning the design process and providing creative visual solutions to meet project goals.
  • Produce dynamic and engaging design solutions for a range of marketing channels, audiences, and departmental needs. Including but not limited to:
    • Channels: Paid/organic social media, email, online/offline advertising
    • Audiences: donors, parents, partner organizations, students, alumni
    • Mediums: Landing pages, pitch decks, digital, print, brand swag
  • Ensure brand standards, including typography, composition, and color, are met for all content.
  • Collaborate with internal stakeholders across the organization to align on project goals, clearly communicate design choices, and incorporate feedback.

Build our creative bank

  • Develop and manage an organized library of design assets and templates so that it is easy to navigate, and up to date, empowering all teammates to accurately utilize our visual brand.
  • Identify ways to maximize designs and collateral to build efficiencies.

 

WHO WILL THRIVE IN THIS ROLE

We are looking for more than just hard skills; we want teammates who will add value to our organizational culture by bringing these mindsets to their work:

  • Innovative: You think outside the box, and constantly look for fresh and creative approaches to improve results.
  • Organized: You plan projects according to priorities and create orderly systems for both tracking progress and filing designs.
  • Detail oriented: You are rigorous with your attention to detail, and meticulous with your commitment to accuracy; you notice the small things others might overlook.
  • Collaborator: You like working with others, and believe that ultimately the best results come from shared investment and buy-in across all levels of a team.
  • Adaptable: You are responsive to rapidly changing situations, and can shift easily among competing tasks to meet deadlines.
  • Quality commitment: Quality is your middle name. You keep high standards despite schedule pressures and avoid short-cuts that may adversely impact quality.
  • Self motivated: You set your own goals and timetables to achieve results, and can work independently to achieve success and realize potential.
  • Connected to our mission: Something in your own life experience drives your passion for Global Citizen Year’s mission and vision.

The following skills are required:

  • 3-5 years of visual design experience in digital and print
  • High level of proficiency in Adobe Photoshop, Adobe Illustrator, Adobe InDesign
  • Experience with senior stakeholder management and vendor management
  • A strong portfolio that demonstrates a sense of visual storytelling, creative thinking and a wide range of design abilities

Bonus points if have/are:

  • Experience with Asana for project management and collaboration
  • Experience with Canva for creating easy-to-adapt templates
  • Video editorial skills a plus

 

YOUR LEGACY

Apply your design skills and creativity to help us build awareness and bring Global Citizen Year’s brand to life.

 

POSITION LOGISTICS

Location: Global Citizen Year is headquartered in Oakland CA, but currently our staff is working remotely. We are open to whether this position is based in Oakland or remote.

Start date: We will be reviewing applications on a rolling basis.

Compensation: The salary range for this role is $70,000 – $80,000. We are proud to provide a total compensation package that puts the person first. You can learn more about our benefits here.

Comments Off on Communications Manager

Communications Manager

Posted by | December 15, 2021 |

Comments Off on Teacher – All Subject Areas (2022-23 School Year)

Teacher – All Subject Areas (2022-23 School Year)

Posted by | December 14, 2021 |

Are you ready to join the nation’s fastest improving urban school district? We are looking for highly motivated, skilled, and equity-minded talent to join our team at District of Columbia Public Schools (DCPS) for the 2022-23 school year. We seek individuals who are passionate about transforming the DC school system and making a significant difference in the lives of our public school students, parents, and the greater DC community. 

 

*Signing bonuses of up to $2,500 will be offered to those who commit to teaching in one of our highest need content areas at one of our RISE schools and are hired by June 1, 2022.*

 

DCPS serves approximately 49,000 students in the nation’s capital through the efforts of approximately 4,200 educators in 117 schools. As part of a comprehensive reform effort to become the preeminent urban school system in America, DCPS intends to have the highest-performing, best paid, most satisfied, and most honored educator force in the nation and a distinctive central office staff whose work supports and drives instructional excellence and significant achievement gains for DCPS students. 

 

 

Position Overview 

 

Vision 

Every student feels loved, challenged, and prepared to positively influence and thrive in life. 

 

Mission 

Ensure that every school guarantees students reach their full potential through rigorous and joyful learning experiences provided in a nurturing environment. 

 

Strategic Priorities 

  • Promote Equity: Define, understand, and promote equity so that we can eliminate gaps and systematically interrupt institutional bias.
  • Empower Our People: Recruit, develop, and retain a talented, caring, and diverse team.
  • Ensure Excellent Schools: Increase the number of excellent schools throughout the city.
  • Educate the Whole Child: Provide rigorous, joyful, and inclusive academic and social emotional learning experiences to ensure all students are college and career ready. 

 

This position is a safety-sensitive position. As a result, throughout employment this position will be subject to the Employee Mandatory Drug and Alcohol Testing Policy. The Government of the District of Columbia values the safety of our employees, our residents, and our visitors. In support of these values, if you are selected for this job, you must be fully vaccinated against COVID-19, except when vaccination is not medically advised or violates your sincerely held religious beliefs. If you are invited to join our team, you must submit proof that you are fully vaccinated against COVID-19 by uploading a copy of your vaccination card, or uploading proof of your approved medical or religious exemption, to your candidate dashboard. If you are granted an exemption, you must submit to weekly COVID-19 testing and will be required to upload weekly a negative COVID-19 test to maintain employment with the Government of the District of Columbia. You will not be extended an offer of employment until you comply with the requirement to upload your vaccination card or your approved medical or religious exemption. 

 

The Teacher (10-month) will report to the Principal. 

 

Essential Duties and Responsibilities 

The below statements are intended to describe the general nature and scope of work being performed by this position. This is not a complete listing of all responsibilities, duties, and/or skills required. Other duties may be assigned. 

 

  • Sets and reinforces clear expectations and routines that are aligned with the school’s overall vision.  
  • Develops and implements curricula and activities to meet academic standards. 
  • Thoughtfully plans daily lessons and implements specific strategies to meet the needs of all students, providing extra support, enrichment, or variation of work when necessary. 
  • Demonstrates strong content knowledge. 
  • Designs and implements assessments that measure progress towards academic standards and diagnoses areas of student misunderstanding. 
  • Uses assessment data to refine curriculum and informs instructional practices. 
  • Is accountable for students’ academic growth and increase each individual student’s achievement.  
  • Creates a positive, achievement-oriented learning environment. 
  • Reflects on successes and areas of growth as a teacher, seeks to improve performance, and responds to feedback.  
  • Participates in collaborative curriculum development, grade-level activities, and school-wide functions. 
  • Invests parents and families in their children’s academic success through regular communication. 

 

Qualifications                                                                                                                           

  • Bachelor’s degree. 
  • Previous exposure to or experience in the education sector a plus. 
  • Possesses or is eligible for a valid District of Columbia Teaching License issued by the Office of the State Superintendent of Education (OSSE). 
  • Successful completion of Praxis I and II exams (unless already holding a standard teaching license). 
  • Strong instructional skills and classroom management. 
  • Enthusiasm for and demonstrated mastery of subject matter. 
  • Unrelenting commitment to students, self, and school’s constant learning and development. 
  • Ability to self-reflect on teaching practices and be responsive to feedback. 

 

DCPS Values 

  • STUDENTS FIRST: We recognize students as whole children and put their needs first in everything we do. 
  • COURAGE: We have the audacity to learn from our successes and failures, to try new things, and to lead the nation as a proof point of PK-12 success. 
  • EQUITY: We work proactively to eliminate opportunity gaps by interrupting institutional bias and investing in effective strategies to ensure every student succeeds. 
  • EXCELLENCE: We work with integrity and hold ourselves accountable for exemplary outcomes, service, and interactions. 
  • TEAMWORK: We recognize that our greatest asset is our collective vision and ability to work collaboratively and authentically. 
  • JOY: We enjoy our collective work and will enthusiastically celebrate our success and each other. 
Comments Off on Associate Director

Associate Director

Posted by | December 13, 2021 |

Associate Director
Engaging Schools
Remote/Location Flexible

About Engaging Schools

At Engaging Schools, we envision school communities where all adults support each and every student to strengthen skills and mindsets needed to thrive and make positive contributions in school, work, and life. To achieve this, we collaborate with educators to create equitable and engaging classrooms and schools that support students’ social, emotional, and academic learning and development. We offer professional development and resources with practical strategies that are grounded in the values of equity, community, and democracy.

Our core services for middle and high schools include Engaged Classrooms  and District Codes of Character, Conduct, and Support. These research-based services strengthen teacher effectiveness and develop a systematic, positive approach to school discipline that is integrated with student support and rooted in restorative and equitable practices.

Our team of specialists, program associates, and consultants are former teachers and administrators with deep experience managing organizational change and supporting districts and schools in their efforts to build healthy school culture, improve school climate, and transform educational practice. Engaging Schools is a national nonprofit leveraging 40 years of experience. We work with a geographically distributed team and are dedicated to building an antiracist and inclusive culture with an increasingly diverse staff. With our district and school partners, we strategically work to dismantle systemic racism and achieve greater equity for marginalized students in schools.

For more information about our work, please visit https://engagingschools.org/.

The Opportunity

We are seeking an Associate Director to provide organization-wide leadership for our programs, business development, and communications. Working with a deeply knowledgeable and committed team, the Associate Director will help grow our impact and reach more school communities with our comprehensive approach to transforming school and district climate and culture. They will bring strategic leadership and a deep commitment to our systemic, values-centered approach to supporting implementation of policies and practices that increase equity. The Associate Director will ensure that we continue to offer responsive, effective, high-quality programs to our school and district partners by leading program strategy and supporting our staff in effective implementation and evaluation. A key external-facing leader, the Associate Director will position us for continued growth by building relationships with new potential district and school partners and funders, and by increasing our visibility as a thought leader in the education sector.

The Associate Director will report to the Executive Director, acting as a close collaborator on organizational strategy, and will supervise a team of program specialists who manage the delivery of our services and our program staff.

Key Responsibilities:

Organizational Strategy and Management

  • Serve on our management team and consult with the Executive Director on organization-wide strategy, including playing a leading role in the development of our strategic plan
  • Work on cross-functional teams that coordinate activities across the organization related to business development and communications
  • Present to and engage with the Board of Directors on program and organization-wide strategy

Program Leadership

  • Develop annual program goals and priorities and support the program team to achieve them; oversee the program department annual budget to ensure appropriate resources
  • Oversee capacity building, project development, implementation, and continuous improvement of our services
  • Support the Climate and Culture and Engaged Classrooms Specialists in their roles as coaches of program staff and project directors; provide leadership related to ongoing professional learning and development for our staff
  • Advise Specialists on navigating challenges during the implementation of our programs, acting as a strategic thought partner on complex engagements
  • Oversee formative assessment, evaluation, and research on the impact of our work; support the Evaluation and Contracts Specialist to ensure the development and use of data collection and evaluation tools and protocols
  • Co-develop and facilitate an Equity Council of external constituents that will advise us on continuing to align our programming with our commitment to equity

Business Development and Communications

  • Cultivate relationships with decision-makers and influencers in the field, identifying opportunities for multi-year engagements with large and/or high-profile clients
  • Secure new state, district, and intermediary contracts through effective negotiations and coach others on the team to secure renewals and new contracts
  • Represent Engaging Schools at meetings and conferences, including delivering compelling presentations
  • Partner with the Executive Director and Development and Communications Director in identifying and cultivating foundation and major donor support, including developing plans for funding proposals
  • Support communications strategies to raise Engaging Schools’ visibility, including writing and/or contributing to implementation briefs, journal articles, webinars, blogs, and other materials

Candidate Profile

As the incoming Associate Director, you will possess many, though perhaps not all, of the following experiences, competencies, and attributes:

  • You come to this role with deep understanding of the context we work within, demonstrated by a preferred 12 years’ experience in middle or high-school settings, including a preferred 6 years in district or school leadership roles, or in organizations providing support to schools and school districts. You are able to build rapport and work effectively with educators from diverse backgrounds.
  • You bring a deep understanding of the dynamics of working in racially diverse, multi-cultural settings, including urban school districts, and are experienced in supporting structural and systemic change in order to achieve greater equity.
  • You have substantial experience in designing and developing professional services and resources for educators, either in district-level roles or in organizations providing services and supports to middle and high schools.
  • You demonstrate significant expertise in topics such as educational and racial equity, secondary school redesign and reform, school climate and culture, social and emotional learning, multi-tiered systems of supports, engaging instruction, and classroom management. You are familiar with systems and structures that support restorative, accountable, and equitable discipline and student support.
  • You have experience collaborating with district leaders and can leverage strong networks and skills in relationship-building, presentation, influencing, and negotiation skills in support of business development goals.
  • You bring experience in program management, including strategic planning, budgeting, staff supervision, and facilitating collegial teams.
  • You demonstrate strong organizational skills and the ability to work well in a highly collaborative environment.
  • You demonstrate excellent oral and written communication skills and are able to engage and inspire a wide range of audiences.
  • You hold a Master’s degree in education.

 

Compensation & Benefits

The salary range for this position is $107,000 – $160,000, commensurate with experience. Engaging Schools offers a robust benefits package, including comprehensive medical and dental plans, short- and long-term disability insurance, life insurance, 403(b) contribution, and a generous PTO policy.

 

Location

Engaging Schools is seeking candidates who reside in the Northeast, Mid-Atlantic, Southeast, or Midwest. We operate as a remote-friendly organization, with most of our team working fully remotely, though a candidate who would prefer to be based out of our Cambridge, MA headquarters would have the option to do so. There will be moderate travel outside of one’s immediate geographic area required for this role, once it is safe to do so.

Contact

Engaging Schools has engaged Cassie Scarano and Kirstin Griffiths of Koya Partners to help with this hire.  To express your interest in this role please submit a cover letter addressed to Executive Director Larry Dieringer and resume here. All inquiries and discussions will be considered strictly confidential.

……………..

Engaging Schools is an equal opportunity employer. Given the diversity within and among the district and school partners we serve, we strongly encourage applicants with lived experience of racism and other forms of oppression or discrimination.

 

About Koya Partners

Koya Partners, a part of the Diversified Search Group, is a leading executive search and strategic advising firm dedicated to connecting exceptionally talented people with mission-driven clients. Our founding philosophy—The Right Person in the Right Place Can Change the World—guides our work as we partner with nonprofits & NGOs, institutions of higher education, responsible businesses, and social enterprises in local communities and around the world.

 

For more information about Koya Partners, visit www.koyapartners.com.

Comments Off on Operation Assistant

Operation Assistant

Posted by | December 10, 2021 |

Operation Associate

WELCOME TO BRIGHTBEAM!

Brightbeam is a nonprofit network of education influencers demanding a better education and a brighter future for every child. Using the power of communications, we shine a light on communities that challenge decision-makers to provide the learning opportunities all children need to thrive. We help strong voices tell powerful stories that unite and move their communities to action. Brightbeam amplifies these stories through a variety of digital platforms, including Education Post, Citizen Ed, Project Forever Free, and more than 20 local and regional sites that spotlight education issues nationally. We also partner with on-the-ground initiatives, projects or organizations that align with our mission. To learn more, visit brightbeamnetwork.org.

Brightbeam offers a fast-paced and dynamic workplace where individuals are honored and valued for their unique work views and backgrounds. We strive to be a democratic, mutually supportive, and energized team of self-motivated nonprofit professionals dedicated to making a difference for children. Brightbeam provides competitive salaries, excellent benefits, including a 3% employer match to your retirement fund with no match required; brightbeam is a virtual organization and this position is based in a home office anywhere in the United States. Occasional travel is required.

To apply, please send a resume and cover letter to jobs@brightbeamnetwork.org.

JOB DESCRIPTION

The Operation Associate reports to the Director of Finance and Operations and serves as a key team member on the Operations Team.

The Operation Associate position requires experience in operations and accounts payables, nimbleness, and great customer service. This individual utilizes good judgment, discretion and superior organizational skills to support a broad range of responsibilities. Paramount to this position are superior interpersonal and communication skills, a positive and helpful attitude and the ability to anticipate needs and initiate and implement solutions.

ROLES & RESPONSIBILITIES

Operations/Finance

●  Assist in any and all office operations, including but not limited to expense reconciliation, participating in maintaining virtual office furnishings tracking, holiday gift card purchases and coordination and some internal operations documents/processes.

●  Assist in the hiring and on-boarding process of potential and new employees and interns.

●  Participate in the intern search process.

●  Act as liaison between brightbeam and IT organization.

●  Maintain organization of cloud storage spaces.

●  First level of support responding to a broad range of internal and external operational inquiries and requests with the support of the Director of Finance and Operations.

●  Participate in financial operations, including, but not limited to:

  •  Dissemination and reconciliation process of monthly credit card statements.
  •  Send monthly invoicing reminders to vendors, code all bill.com expenses for payment and interface with accounting staff on timing of invoice payment.

●  Assist in researching cost savings throughout the year with vendors, eg, insurance,credit card offerings, annual contracts, etc.

●  Establish invoicing introductions and systems for new columnists, platform managers and other vendors in conjunction with the accounting team.

●  Manage materials production, such as mailings, employee list, vendor lists, promotional materials and brand identity materials (business cards, ordering flowers, wellness week gifts, etc.).

●  Maintain brightbeam operational calendar.

●  Provide additional support to the Director of Finance and Operations as needed.

Organization

● Organizational support on business tasks: e.g., travel arrangements for events, large team travel, etc.

AREAS OF EXPERTISE & QUALIFICATIONS

●  Two years of professional office coordination/administrative experience as this position is focused on polishing these skills.

●  Understanding of office operations and principles of sound administrative procedures and practices.

●  Fundamental knowledge of financial management, preferably in a non-profit environment.

●  Proven ability to handle a high volume of work, manage several projects at once and meet deadlines.

●  Proficiency with Microsoft Office suite software, especially Excel, Google Calendar, Google Mail and should be comfortable with technology and integration under general IT supervision.

●  Experience with cloud-based data management/database programs, e.g, Dropbox.

●  Excellent attention to detail, communication, interpersonal and organizational skills.

●  Exceptional writing, grammar, proofreading and editing abilities.

●  Strong time management skills—highly proactive, nimble, reliable, flexible and

punctual—and ability to self-manage.

●  Ability to communicate with leaders and external stakeholders and demonstrate a high degree of confidentiality and professionalism.

●  Experience in a virtual environment is preferred.

OUR COMMITMENT TO DIVERSITY & INCLUSION

Studies have shown that women and people of color are less likely to apply for jobs unless they believe they meet every one of the qualifications as described in a job description. Our top priority is finding the best candidate for the job and if you are interested in the position, we would encourage you to apply, even if you don’t believe you meet every one of our qualifications described.

 

Comments Off on Educator Engagement Coordinator, ECRA

Educator Engagement Coordinator, ECRA

Posted by | December 7, 2021 |

The National Center for Youth Law (NCYL) works to amplify youth power, dismantle racism and other structural inequities, and build just policies, practices, and culture in support of young people. Our efforts advance justice through research, community collaboration, impact litigation, and policy advocacy that fundamentally transforms our nation’s approach to education, health, immigration, foster care, and youth justice. Our vision is a world in which every young person thrives and has a full and fair opportunity to achieve the future they envision for themselves.

The Team – Education Civil Rights Alliance

NCYL’s Education Civil Rights Alliance (ECRA) team engages in education justice and resource equity work in partnership with many entities at the national, state, and local levels, across the nation. The team seeks systemic change – through coalition-building, policy advocacy, litigation, communications, and organizing – to increase equity within the education systems that serve children and youth, from early childhood through post-secondary education. A description of our work can be found here: www.edrights.org.

Position

The Educator Engagement Coordinator will build on existing work to recruit and train educators on key education equity issues and to speak out in the media and with policymakers. This is an exceptional opportunity to lead new work organizing and engaging educator voices.  The Educator Engagement Coordinator will work to ensure that children have access to culturally diverse curricula and materials in school and can learn the full and accurate history and current realities of racism and other discrimination in our nation.

Essential Functions

  • Lead and manage the educator engagement work with multiple partners and deliverables while providing a high level of communication about implementation and progress.
  • Connect and build relationships with and among educators and mobilize educators to action.
  • Plan and facilitate meetings with ECRA membership, allies, and committees and represent the organization at national, state, and local events.
  • Interpret complex policy and/or research for educator audiences by synthesizing materials, distilling key points, and reducing jargon.
  • Produce high-quality materials with and for educators, such as fact sheets, policymaker letters and testimony, as well as op-eds, social media posts, and other communications materials with the support of ECRA teammates and NCYL communications staff.

Required Qualifications

  • Minimum of two years of work experience teaching in public elementary and/or secondary school(s).
  • Minimum of two years of experience in large groups or coalitions working to achieve collective action.

Other Qualifications

  • Three years of professional work experience involving written and oral communication, beyond the 2 years of teaching experience.
  • One year in a leadership/facilitator role in a large group or coalition.
  • Passion for education equity, including ensuring that curricula and materials are culturally affirming and truthful.
  • Commitment to fostering, cultivating, and preserving a culture of equity, diversity, and inclusion with an ability to use a racial justice lens.
  • Demonstrated ability to think and plan strategically, then execute and implement effectively and efficiently.
  • Strong organizational skills, attention to detail, ability to meet deadlines and produce high-quality work product in a fast-paced environment.
  • Ability to interpret complex policies and research and then synthesize materials, distill down to key points, and reduce jargon.
  • Ability to distill complicated content into compelling messaging.
  • Understanding of public policy and advocacy.
  • Ability to navigate cloud servers, Zoom, Twitter, Microsoft Office Suite, Google Suite and other software.

Physical Requirements

Prolonged periods sitting at a desk and working on a computer.

Salary and Location

This is a full-time, exempt position. Salary is competitive at $94,194.00 annually. A geographic salary differential may be applied if the candidate resides somewhere other than Oakland, CA, Los Angeles, CA, or Washington, DC.

This position requires the ability to work remotely and requires some travel.

This position is eligible for 100% remote work for 2022. Candidates must reside in CA, AZ, RI, DC, VA, MD, NY, CO, or WI. It is possible that in 2023, NCYL will require people to work in an office, in which case they will need to be in a location where they can commute to the office daily.

Benefits

NCYL provides a robust benefits package including health, dental, vision, life, generous vacation and sick benefits, flexible spending account, commuter benefits, employer contribution to a retirement plan, and short-term and long-term disability insurance.

Comments Off on Digital Marketing Consultant

Digital Marketing Consultant

Posted by | November 16, 2021 |

– Contract, Remote, 10-20 Hours Per Week, Flexible Schedule – Gunnison Watershed School District (GWSD) is looking for a multidisciplinary content and digital marketing consultant who can create and implement integrated marketing and communications campaigns from start to finish, with an emphasis on paid search and advertising. Immediate availability, and location based in Crested Butte, Gunnison, or the Colorado Front Range, are preferred.

Content Creation

  • Interview and gather content from subject matter experts and stakeholders
  • Write copy for a wide variety of marketing and communications materials, including social media, email, ads, presentations, web pages, mailers, talking points, etc.
  • Create related graphics and design materials using template-based software such as Canva
  • Local candidates: capture photos and videos for use within digital marketing and communications
  • Edit photos and videos for use within digital marketing and communications

Integrated Marketing & Communications Implementation

  • Build profiles for Instagram, TikTok, and Twitter, including initial content libraries
  • Select an email marketing platform and oversee initial adoption
  • Identify and implement needed website restructuring and content builds
  • Create and implement digital marketing campaigns including Google Ads, social media ads, paid search, and remarketing
  • Create and implement social media campaigns including Facebook, Instagram, Twitter, and TikTok
  • Allocate and manage budget and monitor key performance indicators

Experience & Skills

  • At least five years of experience in a professional marketing and communication role
  • Experience with talent recruitment preferred
  • Comprehensive and current knowledge of social-media platforms, both strategy and implementation, inclusive of organic and paid campaigns
  • At least two years of experience creating paid search campaigns
  • Foundational graphic design and video editing skills
  • Exceptional written communication skills
  • Self-starter who is able to prioritize time and make independent decisions with limited opportunities for guidance
  • Experience allocating, managing, and reporting against a marketing budget

Hourly, $75 – $100 per hour, depending upon experience and qualifications.

Comments Off on Educational Specialist

Educational Specialist

Posted by | September 27, 2021 |

Role Description:
REACH, LLC is looking to grow our team! We’re excited to bring on an exceptional educational specialist to support children experiencing learning differences and families. Our specialists support children in the development of their academic, executive functioning, and/or social-emotional skills.

Our specialists work 1:1 with children in 60-minute sessions in the home and coach parents on how best to support their children between sessions. Specialists work with REACH’s director and the parents to design completely tailored programs to meet children’s academic and social-emotional needs. Specialists act as case coordinators for families. When applicable, specialists also coordinate with teachers and other service providers to ensure wraparound support for children and families.

This is a contract position with limited hours to start. It has the potential to grow. Income and clients are not guaranteed. The number of clients is based on current needs.

About REACH:

REACH Learning Services is an integrated academic and social-emotional private practice specializing in supporting students with learning differences and some type of social-emotional need. Our approach is to work collaboratively with the schools and parents to provide supports to our students.
REACH builds highly customized programs and works one-on-one with children and their families to increase academic development while also supporting emotional health. REACH serves children experiencing one of the following; a learning disability, ADHD compounded with a learning disability and/or social-emotional needs, twice-exceptional learners, social-emotional and mental health needs that affect academic performance, and those with learning differences who may not meet criteria for other supports. To learn more about REACH, please visit our website and get to know us! https://reachlearningservices.com/

Are you a good fit?

Mission & Culture Fit

  • You have a deep belief in REACH’s mission
  • You reflect the REACH core values
  • Relationships are Key
  • Always Go Above & Beyond
  • Customized learning propels data-driven results
  • Your “for fun” reads are related to education, learning, special education, psychology, child development, etc.
  • You could talk with your friends for hours about literacy, social-emotional learning, and dis/abilities
  • You are a motivated self-starter who follows through with commitments

Organization & Detail Orientation

  • You have a track record of maintaining systems to meet goals and deadlines
  • You do not let details slip through the cracks
  • You work efficiently with great follow-through
  • You consider yourself to be an analytical and data-driven thinker & problem solver
  • You love a good color-coded to-do list

Relationship Building

  • You have a track record of building strong rapport w/ students and families
  • You readily share ideas with collaborators on how to solve problems
  • You aren’t afraid to pick up a phone to call a parent/teacher/therapist. You do what you gotta do to serve your families.

Education Experience

  • You have 3-5 years of experience of classroom teaching experience
  • You have a track record of measurable results
  • You have a Masters Degree (required)
  • You are trained in Orton Gillingham, Lindamood-Bell, or other high-level intervention approaches (preferred – not required)
  • You have a keen interest in social-emotional learning

REACH LLC is an equal opportunity employer. We celebrate diversity and are committed to creating an inclusive environment for all employees. This is a contract position with limited hours to start. It has the potential to grow. Income and clients are not guaranteed. The number of clients is based on current needs.

Comments Off on Senior Grant Writer

Senior Grant Writer

Posted by | September 21, 2021 |

THE ORGANIZATION

The Charter School Growth Fund (CSGF) is a leading nonprofit venture philanthropy fund that identifies the nation’s best public charter schools, funds their expansion, and helps to increase their impact. The portfolio includes 150+ charter networks that operate 1,000+ schools and serve more than 500,000 students. We are committed to expanding the impact of schools that are closing achievement and opportunity gaps. Our investment strategy is like that of a nonprofit venture capital firm for charter schools. The diverse “portfolio” of schools and leaders that we support and help to grow include single-site schools as well as established networks that operate in several states. Ultimately, we believe these networks can serve more than one million students nationwide and in doing so, show how public schools can help students achieve excellent outcomes at scale.

This is an exciting time to join CSGF. We are building on our 15-year track record of success and launching our next philanthropic fund in 2022. Our new five-year “Fund IV” will be larger in size and scope than previous funds, with a goal to continue to fuel charter sector growth, accelerate innovation, and strengthen long-term outcomes for students, particularly students of color and those from low-income backgrounds. We will continue to prioritize investments in leaders of color in the new fund; in our current portfolio, more than 50% of networks are led by people of color and more than 50% are led by women. We believe it is vital for the leadership teams of the networks we support to understand and relate to the experiences of the students and communities they serve.

THE OPPORTUNITY

CSGF is seeking a Senior Grant Writer to be part of our Investor Relations team. Reporting to the Vice President, Investor Relations, the Senior Grant Writer will be responsible for developing grant proposals, reports, presentations, and memos to help CSGF achieve its ambitious fundraising goals in 2022 and beyond. The ideal candidate enjoys and brings new ideas and energy to CSGF’s written donor communications as well as our fundraising and reporting systems. The Senior Grant Writer will synthesize information from written and verbal sources to prepare data-driven, persuasive proposals and progress reports to principals, executives, and program officers who have a wide range of philanthropic priorities. The Senior Grant Writer role will be exciting and fulfilling for someone who:

  • Enjoys telling an organization’s story to secure the funds needed to pursue ambitious goals and has experience writing “A+” quality proposals to individual donors and private foundations,
  • Likes a combination of behind-the-scenes work (writing detailed narratives, analyzing data, preparing budgets, and creating PowerPoint slides), ideating with others, and engaging with donors,
  • Thrives in roles through which they can manage and execute on a variety of high-stakes, time-sensitive, deliverable-focused projects.

KEY RESPONSIBILITIES

  • Develop compelling funding proposals, reports, and donor correspondence: Prepare narrative proposals, pitch presentations, and custom reports that use data and storytelling to inform and engage donors,
  • Serve as lead author of CSGF Annual Investor Report: Help develop the vision for and serve as the lead writer of CSGF’s formal update to donors and partners, including narrative, charts, tables, and images,
  • Create engaging materials for donor meetings: Craft PowerPoint slides and memos about CSGF’s impact to discuss with donors and help write new content for the CSGF website and marketing materials, and
  • Build and manage intuitive tables and progress trackers: Maintain detailed records of donor communications, grant agreements, payments, and budgets using Salesforce and Google tools.

SKILLS AND MINDSETS TO SUCCEED

The successful candidate must demonstrate:

  • Exemplary writing, editing, and proofreading skills: Can synthesize complex information, make nearly anything sound interesting, outline, write, and edit complex deliverables that demonstrate CSGF’s core competencies and values,
  • Detail orientation: High level of conscientiousness, integrity, and commitment to communicating clearly and objectively, can effectively proofread writing and data analysis, incorporate feedback from multiple stakeholders, navigate ambiguity, proactively problem-solve, and make complex projects actionable,
  • Analytical thinking: Able to write narrative to accompany budgets, tables, and charts and analyze large data sets to calculate and explain complex performance metrics,
  • Relationship-building acumen: Knows how to build relationships with donors and internal program teams to translate complex work into digestible and compelling experiences and content,
  • Systems-orientation: Strong planning and organizing skills; able to build intuitive tools to facilitate collaboration; natural inclination to use and improve existing information management systems,
  • A commitment to Diversity, Equity, and Inclusion: A way of interacting with others that shows belief in the value of diverse perspectives and a desire to be part of an inclusive culture of feedback and ideas.

PREFERRED EXPERIENCE

  • 5+ years of crafting and managing six and seven figure grants from private foundations on behalf of a high-performing charter school network or other highly effective education-focused non-profit or business,
  • Ideally, 2+ years of professional experience communicating with business and/or financial professionals in narrative and PowerPoint formats, and
  • Proficiency using all Microsoft Office programs, Google suite, and Salesforce or similar grant database.

WORKING AT CSGF

We are focused on hiring and developing great people and believe that building diverse perspectives across our team make us more effective in expanding our impact. (This is reflected in Our Commitment to Diversity Statement.) Our core values are:

  • Results. We work relentlessly to create efficient, measurable, and sustainable results. We strive for excellence and pursue our mission tenaciously. Ideally, you thrive working in a self-directed manner in a fluid environment where flexibility and tenacity are required.
  • Entrepreneurship. We embrace calculated risks and new approaches. We have an entrepreneurial spirit that welcomes innovation, diversity of ideas, and risk. We rely on you to question conventional wisdom and think independently.
  • Integrity. We are truthful, fair, and trustworthy in all aspects of our work. We hold ourselves and our partners to the highest ethical standards. We trust you will too.
  • Respect. We appreciate the challenges faced by education entrepreneurs and recognize the limits of our own knowledge. We understand that our ultimate success depends on that of our partners. Your humility will be key to building trusted and authentic relationships.
  • Teamwork. We value each of our team members as individuals but believe that we achieve the best results by working together. We willingly sacrifice individual interests and recognition for greater collective impact. We hope having fun at work is important to you and that you are a team player.

COMPENSATION

Compensation is commensurate with experience and education. The target salary range for this role is $80,000-$100,000 annually. CSGF offers a very competitive package of benefits, including health, life, disability, and dental insurance coverage; vacation/holidays and parental leave; and participation in CSGF’s 403(b) plan. Candidates must have permanent authorization to work in the US.

START DATE AND LOCATION

CSGF encourages all qualified candidates to apply but prefers those who can start by November 2021. Candidates can be based anywhere in the United States but be able to travel to the Denver, CO area at least two times each year.

Charter School Growth Fund provides equal employment opportunity for all applicants and employees.

Comments Off on Reporter

Reporter

Posted by | September 9, 2021 |

Idaho Ed News seeks experienced journalist

Idaho Education News is seeking an ambitious and innovative journalist who can break news and wants to investigate Idaho’s most pressing education issues. We want a journalist who has a passion for advancing the story and probing beneath the surface to enlighten Idahoans. We want someone with a clear writing style who also can entertain and engage our audiences.

This job is focused on covering K-12 public education.

This is a great job for a journalist who wants to make a difference in the world.

Our favorite candidates also need to:

  • Care about Idaho’s education system and its students and teachers.
  • Feel comfortable interacting with people on a regular basis.
  • Be inquisitive. All employees are encouraged to find new and innovative ways to conduct business more efficiently.

About Idaho Education News

Idaho Education News is a non-profit online news source that provides statewide awareness of critical issues that affect Idaho’s children and their future. We are independent. We take no position on how to achieve better schools.

We are award-winning journalists who dig for and shine a light on education data. We demand transparency. We hold lawmakers and educators accountable for taxpayer dollars and student achievement.

Idaho Education News has eight full-time employees with an office in Downtown Boise, Idaho, and a bureau in East Idaho.

Our websites – IdahoEdNews.org and IdahoEdTrends.org – are free of advertising and paywalls and they have more than 1 million visitors a year.

 

Comments Off on Regional Director of Operations

Regional Director of Operations

Posted by | September 8, 2021 |

Start date:         October 2021

Team:                 Operations

Location:            Bridgeport, Connecticut; Hartford, Connecticut and New Haven, Connecticut

About Achievement First

Achievement First, a non-profit 501(c)3 charter school management organization, operates 41 public charter schools in Brooklyn, Connecticut and Rhode Island for the 2021-22 school year. The mission of Achievement First is to close the achievement gap and deliver on the promise of equal educational opportunity for all children, regardless of race or economic status. Achievement First currently educates more than 135300 students in historically underserved neighborhoods, with over 90% of our students identifying as Black and Latino. With its college-preparatory focus, Achievement First schools are attaining breakthrough academic gains throughout the network. Beyond our students and schools, Achievement First is an engaged and prominent partner in the larger national conversation about how to improve public education and drive student achievement. Achievement First’s approach to teaching and learning enables every student to succeed at the highest levels.

For more information about Achievement First’s mission, approach, schools and team, please visit our website at www.achievementfirst.org.

About the role

Achievement First is currently seeking a strategic and dynamic Regional Director of Operations (RDO) who holds a high bar for excellence in operations and has a strong track record in coaching and developing others to reach that bar. Reporting to the Vice President of Operations, the RDO will be responsible for overseeing the successful and seamless operations of multiple Achievement First schools in Connecticut (Bridgeport, Hartford, New Haven).

The RDO is responsible for ensuring all facets of the school operations run seamlessly and with purpose, so that the instructional leadership in schools can intensely focus on ensuring great instruction happens in every classroom, every day. Our mission in ops is to remove (or eliminate) every obstacle that gets in the way of instruction. Through observation and feedback, and direct coaching of the directors of operations (DSOs) in the school, the RDO drives each school-based ops team to improve continuously and deliver high-quality operations for their school.

Key outcomes

Over the next 12 months, the RDO will be responsible for achieving the following:

  1. Managing all schools in their portfolio to operational performance and compliance outcomes, including: ○ Excellent Execution: 92% of Ops Teams successfully execute the top monthly priority and score Strong or Exemplary.

○ Enrollment: 90% of schools meet whole-school budgeted enrollment targets by geo-specific timeline. 90% of schools come in at or below budget.

○ Attendance: We make daily contact with 98% of our families.

○ Certification: By 1/1, 60% of RI staff requiring certification are certified.

○ School-Based Operations Learning and Development: By 5/1, 80% of all DSOs and 93% of DSOs with less than 4 YOE return for SY21-22. By 4/1 80% of SBOs Agree or Strongly Agree they are learning and developing in their position.

○ Meeting all compliance requirements for finance, human capital, safety, facilities, and data management.

Achievement First – Regional Director of Operations 1 of 2

  1. Coaching DSOs to excel in strong operational partnership with their principals and to be strong school leaders in their building, with an orientation towards delivering excellent service and support to staff, students, and families.
  2. Identifying geography-specific processes to be centralized, operationalizing each process, and establishing sustainable ongoing management and execution.
  3. Actively partnering with Regional Superintendents, Network Support staff, and Team School Operations colleagues on meeting these goals.

Skills and characteristics

  • Belief in Achievement First’s mission and educational model
  • Track record of operational excellence and continuous improvement
  • Highly reliable organizational systems and project management skills
  • Extraordinary detail orientation
  • Adaptive leadership style with the ability to unlock the potential of direct reports to become stronger leaders; Effective management across lines of difference; Strong written and verbal communicator; Can influence and motivate direct reports and peers
  • Focused on outcomes; Flexible and critical thinker and strategic problem-solver who can unstick murky problems, drive towards outcomes, and deeply believes the chief metric is student achievement ● Builds strong relationships throughout the organization and remains oriented on making sure the work of Network Support stays focused on serving and supporting our schools with excellence
  • Maturity, humility, strong work ethic, and a roll-up-my-sleeves attitude

Educational background and work experience

  • Bachelor’s degree required; Advanced or professional degree preferred
  • Experience in a school-based operational role and/or a school-based operations management role preferred ● Minimum 3 years experience managing 3+ direct reports required; Experience managing other managers strongly preferred

Regular travel between our geographies required, in addition to evening and, at times, weekend work.

Compensation

Salary for this position is competitive and commensurate with experience. Additionally, Achievement First offers a comprehensive benefits package.

 

 

Comments Off on Director of Communications and Partnerships

Director of Communications and Partnerships

Posted by | September 4, 2021 |

ERS is a national non-profit that partners with district, school, and state leaders to transform how they use resources (people, time, technology, and money) so that every school prepares every child for tomorrow, no matter their race or income. We are a highly regarded and well-established organization with fifteen years of field leadership and maintain a strong entrepreneurial spirit that embraces teamwork and innovation.

ERS is seeking a Director of External Relations to lead efforts that elevate ERS as a thought leader, field builder, and essential partner in school and system transformation. Reporting to the CEO, this hire will oversee all aspects of communications – inclusive of content creation and dissemination, thought leadership, and field building – as well as fundraising and foundation relations. This hire will work across program teams to create high-quality reports, tools, and other communications, engage a variety of targeted audiences, and ensure that ERS communicates with a singular voice and vision.

 

THE ROLE

ERS is seeking a Director of Communications and Partnerships to lead efforts that elevate ERS as a thought leader, field builder, and essential partner in school and system transformation. Reporting to the CEO, this hire will oversee all aspects of communications inclusive of content creation and dissemination, thought leadership, and field building. The Director of Communications and Partnerships will manage a team of communications professionals including a communications function leader, two communications professionals, and a number of vendors supplying support for content creation. The Director of Communications and Partnerships will also oversee a development function lead who is responsible for our foundation relationships and broader fundraising efforts with the support of a half a full time operational staff member. Our annual operating budget is 10mm and our annual fundraising goal is 4mm with the remaining operating budget funded through earned revenue. Our philanthropic funds primarily come from 10 foundations. While our fundraising is stable, this person will be responsible for leading the team to foster and establish relationships with new funders.

 

This Director of Communications and Partnerships will work across program teams to create high-quality reports, tools and other communications, engage a variety of targeted audiences, and ensure that ERS communicates with a singular voice and vision. We are eager to hire a Director of Communications and Partnerships who is first and foremost a seasoned communications professional with experience communicating complex ideas about education to audiences with a high level of context. The ideal candidate does not need to have experience leading fundraising but does have experience writing to foundation audiences in service of funding and forging strong external relationships regardless of whether they are for funding or other purposes (e.g. educational leaders, press contacts, etc.).

 

Specifically, the Director of Communications and Partnerships will: 

 

Design, implement, and oversee a comprehensive strategy for communications and partnerships

  • Evolve, strengthen, and articulate a strategic vision that leverages ERS’ unique position as a leader in the field of school system transformation. 
  • Oversee the creation and distribution of compelling content to ERS’ various audiences, inclusive of funders, district leaders, school leaders, researchers, think tanks, policymakers, and other actors. 
  • Author, edit, or manage production of a range of written and multimedia communications, inclusive of reports, interactive tools, podcasts, videos, white papers, presentations, opinion pieces, grant proposals, and grant reports. 
  • Oversee management of ERS website as core platform for dissemination, including search engine optimization, user experience, design and messaging.
  • Collaborate with program staff and leverage ERS’ research and knowledge in content creation. Translate complex information in ways that clearly convey the meaning behind ERS’ work. 
  • Pursue strategic ways to convene the collective brain power of funders, researchers, educators, and other actors to build two-way connections between ERS’ work and the larger education field.
  • Lead media relations, pursue relevant sources and outlets at education trade publications (e.g. EdWeek, the 74, Chalkbeat), and maintain relationships with media, thought leaders, and other influencers to pitch and place stories.
  • In partnership with CEO and the Associate Director of Partnerships and Development, oversee efforts to steward the philanthropy of current national foundations and cultivate relationships with new institutional and individual funders, taking an approach that reflects a deep understanding of ERS’ work and connects it to the education world and funders’ specific interest areas and goals. Take ownership of an annual fundraising goal of $4M in 2021. 
  • Support the CEO, Managing Director for Consulting, and other public speakers in developing content and tools for events, conferences, and research projects, and other field-building activities. 
  • Ensure that ERS’ communications reflect an understanding of the patterns of structural racism and oppression that impact under-resourced school districts and a commitment to enacting transformational change that drives towards equitable resource allocation. 
  • Become a knowledgeable ambassador for ERS with an understanding of the broader educational landscape. Keep a finger on the pulse of trends and news within the educational field, and ensure the ERS remains relevant and central in the broader conversation about school system transformation.
  • Ensure monitoring, learning, and reporting is accomplished by close tracking of metrics, milestones, and goals.
  • Oversee the management of ERS’ brand, supporting communications team staff in creating and maintaining high-use branding assets e.g. style guide, key messages, templates. 

 

Serve as key senior organizational leader and department manager

  • As a member of ERS’ Leadership Team, contribute to overall leadership of the organization and build an organizational culture that is focused on our Core Values and Diversity, Belonging, Inclusion & Equity (DBIE) Theory of Action. 
  • Build and manage a team of high-performing communications and fundraising staff. Add new positions as needed over time. Foster a team environment of collaboration and producing high-quality work product. Support individual direct reports’ professional development and career goals. 
  • Manage external contractors and vendors as needed, inclusive of editorial writers, grant writers, designers, and digital marketing consultants. 

 

CANDIDATE PROFILE

The Director of External Relations calls for a strategic, forward-thinking, and versatile communications professional with at least 10 years of professional experience, ideally at an educational services, education policy, think tank, or similar organization. Strong candidates will possess demonstrated knowledge of how to build and promote an organization’s brand as a thought leader and field builder. They will bring the ability to deeply understand issues and work with subject matter experts and practitioners to translate complex ideas into clear and compelling content. 

 

The strongest candidates will thrive in a collegial and fast-paced environment that values teamwork, candor, learning, work-life balance, service, and impact. They place a high value on relationships and collaboration, and bring strength in working with and through others. Above all, they will bring enthusiasm for ERS’ mission, and an authentic commitment to racial equity in education and ERS’ role in transforming the structures, policies, resource decisions and cultural messages in order to drive equitable outcomes in the education system. 

 

In terms of performance and personal competencies required for the position, we would highlight the following: 

 

  • Strategic Acumen and Tactical Execution: Strong candidates will approach communications and fund development through a strategic lens informed by metrics and data. They are skillful at seeing the big picture, noticing patterns, and drawing connections. They leverage the wisdom of themselves and others, along with best practice, resources, and insights from the field when making strategic decisions. As a member of a senior leadership team, they will have the skills and perspective  to contribute to and deliver on an organization’s vision and strategy. 

 

  • Content Creation and Dissemination: Strong candidates are excellent writers and editors with experience producing content for print, web, and external relations (e.g. media placement, thought leadership.) They are attuned to the context surrounding an issue area and are skillful in articulating the “why” behind an organization’s mission and impact for a range of audiences. They stay current on industry trends and bring a forward-thinking mindset in determining the best ways to communicate a message. Grant writing and grant reporting experience is a plus. 

 

  • People Leadership and Influence: Strong candidates bring a warm, energetic, and authentic personality that translates to building lasting relationships, both internally and externally. They prioritize partnership and collaboration, and bring success at working with and through people, namely subject-matter experts within and outside of the organization. They are cognizant and appreciative of asks for others’ time and talents. As a supervisor, they bring a management style that reflects the needs and goals of each direct report. They demonstrate experience attracting, retaining, and motivating a diverse and talented staff.

 

  • Commitment to Equity and Inclusion: The ideal candidate will have an understanding and recognition of systemic racism and how it impacts education in this country and a demonstrated commitment to eliminating systemic inequities in education and within ERS. The ideal candidate will be able to engage in ongoing learning to continually develop the team’s skills to discuss race and equity – internally and externally – and to create a more inclusive and equitable culture.
Comments Off on Program Manager, STEM Classes and Camps

Program Manager, STEM Classes and Camps

Posted by | September 1, 2021 |

Reporting to the Greater Boston Senior Program Manager, you will be a key member of the regional program team that ensures that all of our STEM classes and camps are delivered to our high-quality standards. With the guidance and support of the Senior Program Manager, you will lead particular programs (such as camps or school partnerships), geographies within our region, and/or particular parts of the program team’s efforts (such as recruiting and training teachers); your responsibilities will change and grow as you develop, with the intent of preparing you for more senior program roles. This is an ideal opportunity for a strong ambitious program manager with a passion for and background in STEM education to make a meaningful difference in the lives of hundreds of young people in the state.

About Empow Studios

At Empow Studios, we educate children ages 7-17 in coding, engineering, and digital arts with a focus on fun, discovery, and building a life-long passion in STEM. We have won more awards for excellence, and offer more programs, in more locations, than any other STEM education provider in Massachusetts.  

 The Greater Boston office provides: 

  • STEM summer camps at 20 locations throughout Massachusetts
  • School-year STEM programs for students after school, on weekends, and during school breaks both directly and through partnerships, in more than 50 locations in the state
  • Support to schools and educational institutions via teacher training, our online learning platform and STEM curriculum, field trips to our centers, and comprehensive delivery of their entire STEM program 

Empow’s pedagogy sits at the intersection of project-based learning and technology-mediated instruction; we help students explore STEM, find their passions, accelerate their learning, and build their long-term engagement. Our proprietary project-based learning management system enables us to provide learners a great deal of independence in the classroom, getting just-in-time individualized support as they tackle increasingly complicated projects, which allows our instructors to focus on inspiring, coaching, facilitating collaboration, and supporting students’ social and emotional needs. 

This past year we brought in the leadership team and investment capital needed for national expansion of our award-winning programs.

What You Will Do

Run high quality programs 

  • Plan and manage program operations to ensure that our programs run smoothly: schedule classes and teachers, ensure compliance with regulations, and manage inventory of program materials
  • Lead specific elements of our program delivery by type (e.g., camps, classes, schools) or region across multiple key program functions (e.g., recruiting, training, customer service, and evaluation). 
  • Manage and coach instructors to implement with fidelity Empow’s defined pedagogy, curriculum, and program design 
  • Review program metrics and student progress; identify risks and proactively solve problems to ensure high quality results for each student, teacher, and school 

Build strong relationships with families and schools 

  • Educate potential and current customers about the range of Empow programs; help them find the programs that best meet their needs
  • Ensure strong communications with families including instructor progress reports and tailored recommendations 
  • Ensure that instructors build strong mentor relationships with their students
  • Manage relationships with school partners, ensuring that our instructors, technology, curriculum, and support staff are working together to achieve stated goals; proactively identify and solve problems  
  • Address customer concerns quickly and effectively

 

Maintain a strong, engaged team

  • Collaborate with the Senior Program Manager to hire and retain an exceptional team of instructors and site directors 
  • Train and coach instructors leveraging materials and resources provided by our national office
  • Help ensure that working at Empow Studios is an amazing experience

Characteristics of an Ideal Candidate 

At Empow Studios, we believe a diverse team leads to diversity in thinking, making our products better for students, families and schools. If you read this job description, feel energized by what you see here, and believe you could bring passion and commitment to the role, but you aren’t sure you meet every qualification, please apply! Above all, we are looking for the right person!

    • At least two years’ experience as an instructor, camp director, or program manager
    • Passion for STEM and familiarity with much of the breadth of the technologies covered in Empow’s STEM curriculum 
    • Proven project management skills including strong attention to detail and experience tracking and managing components of multiple projects simultaneously
    • Willingness and ability to proactively identify and offer solutions to potential challenges
  • Demonstrated ability to lead a team to achieve outstanding results 
  • Ability to work through resistance and advocate internally for needs of self and team
  • Desire to provide quality customer service and help families and partners find the Empow programs that best meet their needs 
  • Dedication to personifying that values at the core of Empow’s culture through nurturing and cultivating fun, creativity, collaboration, individuality, and discovery 
  • Interest in and dedication to building authentic relationships, providing coaching and support to both staff and students, and ensuring families receive their best-fit education experience for their children
  • Actively seeks out opportunities for rapid growth including targeted and supported stretch assignments
  • Able and willing to review program quality and support program delivery which will require working some early evenings and weekends, and driving to locations throughout the Greater Boston area 
  • A BA/BS degree or higher in education or a STEM field or appropriate equivalent experience is required
Comments Off on High School Teachers (ELD, Math, Science, Humanities, SPED,

High School Teachers (ELD, Math, Science, Humanities, SPED,

Posted by | August 29, 2021 |

Our Philosophy

Phoenix Charter Academy’s mission is to challenge young people in our area with an academically rigorous and individually tailored curriculum. Phoenix scholars will have the support, resources and training needed to succeed academically in high school and college, and become economically secure in their future. Phoenix Charter Academy is named after a mythological figure of strength, healing and renewal.

Phoenix schools challenge resilient, disconnected young people with rigorous academics and relentless supports, so they take ownership of their futures and succeed in high school, college, and as self-sufficient adults.

At Phoenix we do not just accept difference – we celebrate it, support it, and thrive on it for the benefit of our scholars and the communities we serve. We believe difference makes us stronger. Phoenix Charter Academy is an equal opportunity employer and as such, we do not discriminate against any team member or candidate because of race, creed, color, religion, gender, sexual orientation, gender identity/expression, national origin, disability, age, veteran status, marital status, pregnancy, or any other basis protected by federal, state or local law. Phoenix Charter Academy is committed to making any reasonable accommodation necessary to support an individual’s employment.

 

The Opportunity

Phoenix teachers do more than simply teach academic lessons; they serve integral roles as advisers and mentors for our scholars. In order to best support our scholars, Phoenix offers rigorous adult and professional development opportunities in the form of weekly Friday afternoon professional development sessions, quarterly content days, individualized coaching cycles and more.  Phoenix teachers are responsible for preparing and delivering rigorous, high-quality instruction in their assigned content areas. They provide relentless support to benefit the socio-emotional needs of scholars with a focus on college and career readiness. Phoenix teachers model and promote the Phoenix mission by maintaining high expectations and fighting for equity for the scholars and communities they serve.

Location: Chelsea, Springfield, Lawrence

Qualities of a Phoenix team member: 

  • Unwavering Belief in Phoenix Scholars – Phoenix staff operate with the deeply held belief that all young people want to and can succeed even in the face of what can seem like insurmountable barriers and societal constraints.
  • Ability to Put Scholars First – Phoenix staff go above and beyond to ensure mastery of the skills and development of positive self-identity that will ensure success for college, careers and beyond.  Phoenix staff find every opportunity to engage in teaching and learning with scholars, using conflict to build supportive relationships with scholars and never taking things personally.
  • Eager to Learn Under Pressure – Phoenix staff must be able to learn as they go in a fast paced, ever evolving, urgent environment. They have the desire to receive direct feedback and the ability to implement the feedback into practice quickly.
  • Humility – Phoenix staff approach problem solving with curiosity and desire to understand the perspectives of others.  They carry an internalized sense of “I can always learn more”  from others, and know that adults at Phoenix must model the qualities of being open-minded and willing to make mistakes and learn from them.
  • Experience with Low Income Communities –  Staff have the proven ability to work across cultures and experience serving low-income communities and/or academically-disconnected adolescents.
  • Ability to Find Inspiration In the Small Things – In the face of challenge and hard work,  Phoenix staff must have the ability to find humor, inspiration, success and joy in the day to day interactions with scholars and the larger Phoenix Community.
  • Personal Commitment to Cultural Proficiency and Ongoing Development – Phoenix staff are ongoing learners about diversity, equity and inclusion and seek to understand the ways that their self-identity and experiences impacts and interacts with their daily work, colleagues and scholars.

 

Your Contribution

In addition to demonstrating the qualities of a Phoenix staff member, Teachers will be responsible for the following:

Duties & Responsibilities:

  • Design and deliver rigorous instructional lessons to meet curriculum requirements
  • Support the social-emotional learning connected to college and career readiness
  • Provide 1:1 support to scholars as needed
  • Participate in 3 hours weekly of professional development on Fridays from 1:30– 4:30 PM
  • Participate in supervision, weekly coaching cycles and meet or exceed the deliverables set by the Director of Curriculum and Instruction
  • Create required curriculum supplements, weekly overviews, quarterly Scopes and Sequences and Quality Performance Assessments in alignment with frameworks
  • Collaborate with ESL and Academic Support staff in order to best reach all scholars
  • Actively participate in the coaching cycle process as a way to improve instruction and scholar learning
  • Participate in mid-year summative  and end of year formative  evaluations with your direct supervisor

Non-curricular Responsibilities:

  • Communicate with parents/adult supporters through phone calls, email correspondence, and/or in-person meetings
  • Provide school support and coverage duties deemed necessary by the Head of School or their designee.
  • Set high standards and goals for scholars; consistently use real data to measure growth towards these goals
  • Publicly display evidence of great scholarship in and around your classroom
  • Seek to create personal, warm relationships with ALL scholars, sending a clear message that the academic work is the priority and that the teacher will not give up on them
  • Communicate scholar support needs with Director of School Culture and Social Worker whenever necessary
  • Commit to growing professionally through consistent and constant formal and informal feedback and reflection; remain humble and relentless

Qualifications:

  • Bachelor’s degree required, Masters degree preferred
  • At least 1 year of direct scholar-serving (teaching, tutoring, academic support, etc.) experience preferred.
  • Strong content knowledge required
  • Strong computer skills and experience with various teaching/learning programs
  • Must demonstrate a strong belief that all students can learn
  • Must be committed to addressing racial and economic inequity in education, particularly as an anti-racist educator
  • Ability to build strong relationships and effectively communicate with students and families
  • Bilingual/Spanish-speaking candidates are highly encouraged to apply.

 

**The Network retains the right to modify this job description at any time, for any reason, at the Network’s sole discretion**

Comments Off on Chief Academic Officer (CAO)

Chief Academic Officer (CAO)

Posted by | August 25, 2021 |

Job Title: Chief Academic Officer (CAO)

Department: Executive Office 

Reports To: Chief Executive Officer (CEO) 

FLSA Classification: Exempt  

Type: 12 month

Chief Academic Officer

Carlos Rosario International Public Charter School (CRIPCS) is an adult charter school that delivers high-quality education, career training, and supportive services that enable adult immigrants to realize their dreams while strengthening our community and economy. When you join the team at CRIPCS, you become part of a unique, mission-driven organization that is actively and innovatively tackling some of the greatest challenges faced by adult learners and English language learners today, with a laser-beam focus on equity of opportunity for those we exist to serve.

 

We are seeking a Chief Academic Officer to set and execute on a long-term academic vision and to coordinate priorities across our two campuses.   We are at a key juncture as an organization and in the field of adult education as we mine the lessons learned during the Covid 19 pandemic and contribute to the future of our field in the coming months and years.  The CAO role holds a high potential for lasting impact for the Carlos Rosario School and the community we exist to serve at a critical and innovative time for the School.   The CAO is a key member of  the executive team and will play an integral role in our  school’s SY21-22 plans as well as vision setting and strategic planning for the future.  The CAO is responsible for ensuring exemplary quality of our programs and services in service of our School’s students and mission.   The CEO works to develop and support our campus principals as they carry out our mission of excellence in teaching and learning within a compassionate and inclusive environment.  The CAO provides leadership, vision, and strategic direction for the curriculum, instruction, assessment, student services practices, and professional development across schools.  

 

Responsibilities

Instructional Leadership

  • Proactively lead academic design and operations for both campuses
  • Lead the development and adaptation of instructional programs, curriculum, and assessment practices in order to meet the short-term and long-term needs of the school community (e.g., hybrid, distance learning)
  • Work closely with the CEO to implement instructional priorities
  • Collaborate with internal stakeholders to ensure student information system (SIS) serves academic needs
  • Engages in ongoing data analysis to inform educational planning, problem solving, and decision-making

 

People Leadership

  • Engage in ongoing self-reflection of anti-bias, anti-racist practices and provide leadership to others around inclusive and equitable practices, particularly in the areas of teaching and learning
  • Provide regular feedback and coaching to campus leaders and network-level instructional staff (Curriculum and Assessment Manager, Student Services Directors, Arts and Culture Manager)
  • Set the vision and strategy for professional development across the school
  • Oversee the teacher and leader credentialing program

 

Organizational Leadership

  • Set the annual school calendar, in collaboration with cross-functional team leaders
  • Serve as a liaison and advocate with OSSE and PCSB regarding enrollment, accreditation, and other requirements as needed
  • Work with the Community Capital Corporation Executive Director to determine school closures and work with school leaders to disseminate closure information to the School community
  • Collaborate with the executive team on academic reporting and compliance  in reporting to the DCPCSB, OSSE, and other District authorities
  • Represent the school in various settings

 

Qualifications

  • Masters degree from an accredited college or university in Educational Administration or related field; Ph.D. preferred.
  • Minimum of 10 years of progressive experience in education management, including successful principal-level leadership
  • Recognized expertise in adult education and working with English language learners. 
  • Demonstrated success in in setting and working effectively toward an ambitious vision for a school community 
  • Demonstrated success in effectively building, developing, and leading diverse teams
  • Experience leading teams in courageous conversations about race, power, privilege, and bias
  • Capacity to accept feedback from others, make decisions, and exhibit sound and accurate judgment in a dynamic, fast paced environment
  • Ability to work collaboratively with team members and stakeholders from diverse backgrounds and build a culture that fosters diversity and inclusiveness 
  • Excellent interpersonal skills, including the ability to understand the perspectives of others and influence and motivate team members to meet goals
  • Strong communications skills, including the ability to effectively facilitate meetings and produce compelling written communication 
  • Strong strategic thinking skills, with a data driven and generative approach to problem solving
  • Excellent organizational and project management skills 
  • Bilingual/Spanish or Amharic and English
  • Knowledge and experience using Google Suite, Microsoft Suite, and Windows applications.
  • A demonstrated commitment to educational equity
  • Deep commitment to CRIPCS’s core values and ability to model those values in relationships with colleagues and partners:
    • Integrity
    • Respect
    • Perseverance
    • Compassion
    • Inclusivity
    • Collaboration
Comments Off on Chief Operating Officer

Chief Operating Officer

Posted by | August 2, 2021 |

Comments Off on Chief of Staff

Chief of Staff

Posted by | July 29, 2021 |

Job Title: Chief of Staff (COS)

Department: Executive Office 

Reports To: Chief Executive Officer (CEO) 

FLSA Classification: Exempt  

Type: 12 month  

 

Carlos Rosario has partnered with RCG Talent Solutions on our search for a Chief of Staff. Please follow this link to submit your application. RCG Talent Solutions will review all applicants and, upon qualification, contact you to determine next steps. Please note that any applications submitted through our applicant tracking system will not be reviewed. You must submit your application directly to RCG Talent Solutions to be considered.

Summary:

Carlos Rosario International Public Charter School (CRIPCS) is an adult charter school that delivers high-quality education, career training, and supportive services that enable adult immigrants to realize their dreams while strengthening our community and economy. When you join the team at CRIPCS, you become part of a unique, mission-oriented organization that is actively and innovatively tackling some of the greatest challenges faced by adult learners and English language learners today, with a laser-beam focus on equity of opportunity for those we exist to serve. In the coming school years, CRIPCS will be focused on leveraging the Covid19 pandemic mode of quick innovation, testing solutions, and adaptation as well as the multiple lessons learned to drive significant improvements in our model and learnings for the larger field of adult education.   The School is also actively working to codify and share best practices and learnings to bolster other communities who seek to create high quality learning opportunities for immigrants and adult learners. 

We are seeking a strategic thinker and relationship builder with excellent judgment and strong communication skills to further our mission by serving as our first Chief of Staff. The Chief of Staff will play a critical leadership role by serving as a strategic advisor to the CEO and operationalizing our vision and strategy to meet ambitious goals. The Chief of Staff will drive strategic planning, manage critical cross-functional projects, and facilitate alignment and coordination across the Senior Leadership Team. The Chief of Staff will partner with and report to the Chief Executive Officer (CEO) and serve as a member of the Executive and Senior Leadership Teams. The Chief of Staff will also manage the Executive Assistant to provide strategic support to the CEO.

 

Responsibilities: 

Serve as strategic advisor to the CEO

  • Serve as a trusted thought partner and right hand to the CEO 
  • Support informed decision making about org-wide priorities by evaluating context, capacity, and the insights of stakeholders 
  • Prepare CEO for key meetings, including developing presentations and drafting talking points 
  • Represent the CEO in interactions with internal and external stakeholders as needed 

Lead strategic planning and goal setting for the organization

  • Drive org-wide strategic planning and goal setting by defining and communicating clear process, timeline, and outcomes 
  • Ensure alignment and collaboration across teams throughout the planning and goal setting process
  • Develop and maintain dashboards to track progress on key performance indicators
  • Support Senior Leadership Team members in setting functional team goals and tracking progress 

Manage critical cross-functional projects and initiatives 

  • Work with Human Resources and organizational leaders to provide capacity executing towards a vision for talent acquisition, onboarding, performance management, and professional development
  • Lead the planning, implementation, and evaluation of key cross-functional projects, which may include:
    • Leading and coordinating our engagement within the DC Adult Charter School Consortium
    • Managing key grant-funded innovation projects addressing needs and opportunities for ELL parents and District community members
  • Support org-wide learning and initiatives rooted in our commitment to diversity, equity, and inclusion
  • Create systems and processes to ensure alignment and streamline operations
  • Bring together multiple stakeholders to drive projects and provide insight and feedback

Support CEO in work with Board of Trustees

  • Identify opportunities to engage Board members on strategic issues
  • Coordinate preparation of agendas, materials, and reports for Board meetings with the General Counsel
  • Support the CEO in ensuring smooth logistics and facilitation during Board meetings 

Facilitate Senior Leadership Team planning and collaboration

  • Partner with the CEO and Senior Leadership Team to define key priorities and responsibilities within the team 
  • Identify opportunities for stronger alignment, coordination, and efficiency on cross-functional initiatives
  • Contribute to a team practice of collaboration and communication 
  • Lead preparation, planning, and follow up for effective Senior Leadership Team meetings and retreats
  • Coordinate team-wide professional development 

Manage the Executive Assistant to strategically support the CEO

  • Partner with the CEO to build an Executive Team comprised of the CEO, Chief of Staff, and Executive Assistant
  • Serve as the direct manager of the Executive Assistant, including coaching and developing the Executive Assistant to reach role-specific goals 
  • Ensure strong partnership and alignment on key priorities with the Executive Assistant in order to effectively support the CEO

Qualifications:

  • Bachelor’s degree required. MBA, J.D., or Master’s degree in Public Policy, Education, or Project Management preferred. 
  • A minimum of 10 years of professional experience or the appropriate combination of education and experience
  • Professional certifications in project management (PMP, CPM, Scrum master, Six Sigma, or related) a plus
  • Educational leadership experience serving as the senior executive, principal, or member of the executive team
  • Demonstrated success in effectively managing and developing others
  • Excellent interpersonal skills, including the ability to understand the perspectives of others and influence and motivate team members to meet goals
  • A strong track record of managing complex, cross-functional projects, from design to implementation to evaluation  
  • Excellent planning and project management skills, with a keen attention to detail
  • Experience leading goal setting across teams, including defining key metrics and tracking progress 
  • Strong strategic thinking skills, with a data driven and generative approach to problem solving
  • Exceptional judgment and ability to make decisions in a dynamic, fast paced environment 
  • Ability to work collaboratively with team members and stakeholders from diverse backgrounds and build a culture that fosters diversity and inclusiveness
  •  Strong communications skills, including the ability to effectively facilitate meetings and produce compelling written communication 
  • A demonstrated commitment to educational equity
  • Bilingualism a plus
  • Deep commitment to CRIPCS’s core values and ability to model those values in relationships with colleagues and partners:
    • Integrity
    • Respect
    • Perseverance
    • Compassion
    • Inclusivity
    • Collaboration

This job description does not list all the duties of the job. You may be asked to perform other related duties by your manager.

Comments Off on Teacher – DCPS Virtual Academy (2021-22 School Year)

Teacher – DCPS Virtual Academy (2021-22 School Year)

Posted by | July 13, 2021 |

We are looking for highly motivated, innovative, and skilled teachers to join our team at the District of Columbia Public Schools (DCPS) and help staff our first ever DCPS Virtual Academy. In the fall, we expect to have a majority of DCPS students return to the classroom for full-time in-person learning. However, we still have many students with documented medical conditions who need to continue virtual learning for the 2021-22 school year. To support these students, we will be hiring teachers to provide virtual instruction through our DCPS Virtual Academy for a limited number of students across all grades from PK-12.  

Staff at the DCPS Virtual Academy will report in-person at the former Benjamin Banneker High School (800 Euclid St NW, Washington, DC 20001) at the start of the school year. The positions are full-time roles with benefits for the 2021-22 school year. We are proud of our competitive compensation rates that provide our educators with one of the highest paying teacher salaries in the nation. Please note that these positions will not be renewed for the 2022-23 school year. If you are hired and wish to continue working in DCPS, our team will support you in pursuing a position at a different school for the following school year (2022-23). 

Apply today by emailing Pat Cunningham (patricia.cunningham@k12.dc.gov) and attaching a copy of your resumeApplications are being reviewed on a rolling basis; however, we encourage candidates to apply as soon as possible to receive priority consideration. 

 

Position Overview – 

DCPS is proud to be one of the fastest-improving urban school districts in the nation. We serve more than 51,000 students in the nation’s capital through the efforts of approximately 4,000 educators in 118 schools. As part of a comprehensive reform effort to become the preeminent urban school system in America, DCPS intends to have the highest-performing, best paid, most satisfied, and most honored educator force in the nation and a distinctive central office staff whose work supports and drives instructional excellence and significant achievement gains for DCPS students. 

 

Vision 

Every student feels loved, challenged, and prepared to positively influence society and thrive in life. 

 

Mission 

Ensure that every school guarantees students reach their full potential through rigorous and joyful learning experiences provided in a nurturing environment. 

 

Strategic Priorities 

  • Promote Equity: Define, understand, and promote equity so that we eliminate opportunity gaps and systematically interrupt institutional bias. 
  • Empower our People: Recruit, develop, and retain a talented, caring, and diverse team. 
  • Ensure Excellent Schools: Increase the number of excellent schools throughout the city. 
  • Educate the Whole Child: Provide rigorous, joyful, and inclusive academic and social emotional learning experiences to ensure all students are college and career ready. 

This position is a safety-sensitive position. As a result, throughout employment this position will be subject to the Employee Mandatory Drug and Alcohol Testing Policy. 

 

The Teacher (10-month) will report to the Principal. 

 

– Essential Duties and Responsibilities

The below statements are intended to describe the general nature and scope of work being performed by this position. This is not a complete listing of all responsibilities, duties, and/or skills required. Other duties may be assigned. 

  • Sets and reinforces clear expectations and routines that are aligned with the school’s overall vision. Develops and implements curricula and activities to meet academic standards. 
  • Thoughtfully plans daily lessons and implements specific strategies to meet the needs of all students, providing extra support, enrichment, or variation of work when necessary. 
  • Demonstrates strong content knowledge. 
  • Designs and implements assessments that measure progress towards academic standards; and diagnoses areas of student misunderstanding. 
  • Uses assessment data to refine curriculum; and informs instructional practices. 
  • Is accountable for students’ academic growth; and increases each individual student’s achievement. Creates a positive, achievement-oriented learning environment. 
  • Reflects on successes and areas of growth as a teacher, seeks to improve performance, and responds to feedback. 
  • Participates in collaborative curriculum development, grade-level activities, and school-wide functions. Invests parents and families in their children’s academic success through regular communication. 

 

Qualifications 

  • Bachelor’s degree. 
  • Must meet at least one of the following criteria: 
    • OSSE-issued credential or valid credential from another state 
    • 1 year of full-time lead teaching experience 
    • Enrolled in a teacher preparation program 
    • Registered for at least 2 of the 4 required educator credentialing exams 
  • Previous exposure to or experience in the education sector a plus. 
  • Previous experience with virtual instruction a plus. 
  • Strong instructional skills and classroom management.  
  • Enthusiasm for and demonstrated mastery of subject matter. 
  • Unrelenting commitment to students, self, and school’s constant learning and development. Ability to self-reflect on teaching practices and be responsive to feedback. 

 

– DCPS Values

  • STUDENTS FIRST: We recognize students as whole children and put their needs first in everything we do. 
  • COURAGE: We have the audacity to learn from our successes and failures, to try new things, and to lead the nation as a proof point of PK-12 success. 
  • EQUITY: We work proactively to eliminate opportunity gaps by interrupting institutional bias and investing in effective strategies to ensure every student succeeds. 
  • EXCELLENCE: We work with integrity and hold ourselves accountable for exemplary outcomes, service, and interactions. 
  • TEAMWORK: We recognize that our greatest asset is our collective vision and ability to work collaboratively and authentically. 
  • JOY: We enjoy our collective work and will enthusiastically celebrate our success and each other. 
Comments Off on Director of Early Childhood Education

Director of Early Childhood Education

Posted by | June 30, 2021 |

MISSION: The Texas Education Agency (TEA) will improve outcomes for all public-school students in the state by providing leadership, guidance, and support to school systems.

POSITION OVERVIEW: The State Director for Early Childhood Education provides leadership, oversight and guidance for the work of the early childhood education division to develop resources, models and supports to increase access to and enrollment in high-quality Early Childhood Education programs for Texas families with children aged birth through 2nd grade. This position reports to the Associate Commissioner for Standards and Support Services and performs advanced (senior-level) managerial work providing direction and guidance in strategic operations and planning for the division. Work involves establishing a strategic plan, goals and objectives; developing policies; reviewing guidelines, procedures, rules, and regulations; establishing priorities, standards, and measurement tools for determining progress in meeting goals; coordinating and evaluating program activities; and reviewing and approving budgets. This position will plan, assign, and supervise the work of others and work under minimal supervision, with extensive latitude for the use of initiative and independent judgment.

Please note that a resume is a required attachment for applying to this position. Incomplete applications will not be considered.

Applicants who are strongly being considered for employment must submit to a national criminal history background check.

ESSENTIAL FUNCTIONS:

  • Team and Division Management: Oversees and coordinates the work of the ECE division to meet division, department, and office goals; develop and implement strategic initiatives, early childhood education-related grants and contracts, and daily operations; and disseminate division communication
  • Access to high quality early learning supports: Oversees, evaluates, and updates the Regional Early Childhood Support Specialist (RECESS) Grant and related public-private partnership work
  • Strong instruction to build a foundation of reading: Oversees the expansion of work to develop and provide access to high-quality professional development through the Texas Reading Academies and to support implementation of high-quality practices including statutorily required reading practices and aligned instructional resources from prekindergarten through third grade including Texas Home Learning (THL), Texas Resource Review (TRR), and prekindergarten guidelines and TEKS Guides
  • Increased Quality and Alignment in the Early Learning Ecosystem: Coordinates with leadership from other state agencies to support and advance early childhood programs and supports including funding and data collection to ensure positive outcomes for Texas families and monitors metrics, outcomes, and progress toward collective goals
  • Data driven decision making: Ensures formal measures of prekindergarten and kindergarten success are valid, reliable, and aligned to help ensure better decision making and aligns systems to identify the most appropriate indicators to drive project development and success

 

Qualifications

 MINIMUM QUALIFICATIONS:

Education: Graduation from an accredited four-year college or university

Experience: At least seven (7) years of experience in leadership related to early childhood education. Experience coordinating projects, resources, and programs, preferably in a senior leadership position in a school district, regional education service center, state agency, state or federal education organization, or early childhood organization. Master’s degree preferred.

Substitutions: Education and experience may substitute for one another on a year-for-year basis.

OTHER QUALIFICATIONS:

  • Knowledge of early childhood programs, issues, and best practices
  • Ability to establish and evaluate program goals, objectives and procedures and to direct and organize program activities
  • Outstanding skill in leadership and effective personnel management and an ability to plan, assign, and supervise the work of others according to division, department, and agency protocol and procedures
  • Ability to professionally and appropriately engage with policy makers at the state and local levels and provide unbiased guidance and information to the public regarding issues related to early childhood education
  • Ability to identify problems, evaluate alternatives, and implement effective solutions
  • Effective time management skills and ability to prioritize and complete multiple projects simultaneously to meet deadlines including project, vendor and performance management
  • Understanding of and ability to communicate intent of state law and rule and predict possible impact of proposed policy changes
  • Effective and professional verbal and written communication skills including ability to create appropriate guidance documents, concise reports, and effective presentations
  • Ability to establish and evaluate policies, procedures, and guidelines and to direct, organize, and coordinate work with departments within and across state agencies
  • Ability to foster effective working relationships with a variety of individuals and groups, internal and external to TEA
  • Knowledge of Texas Education Code and Texas Administrative Code, Texas Prekindergarten Guidelines and Texas Essential Knowledge and Skills (TEKS); and familiarity with the Texas Rising Star Quality Rating Improvement System
  • Certified Texas Contract Manager (CTCM) certification must be obtained within first six (6) months of employment
Comments Off on Director of College, Career, and Military Preparation

Director of College, Career, and Military Preparation

Posted by | June 30, 2021 |

MISSION: The Texas Education Agency (TEA) will improve outcomes for all public-school students in the state by providing leadership, guidance, and support to school systems.

POSITION OVERVIEW: The Director of College, Career, and Military Preparation (CCMP) provides division-wide leadership, oversight, and guidance for statewide secondary programs. This position is responsible for leading collaborative efforts with institutions of higher education and workforce partners to build pathways for student success and to provide best practices to support students through their pathways to college, career, and/or the military. The Director is also responsible for providing leadership and support to districts regarding options for effective evidence-based Career and Technical Education (CTE) programming and implementation of college and career readiness school models.

CCMP’s work to connect high school to career and college is a strategic priority of the agency. Whether students are preparing to attend college, begin a career, or enlist in the military, they all need a strong set of skills upon graduation from high school.  As a state, we must increase the percent of students who meet college, career, or military readiness benchmarks. The CCMP team plays an integral role in driving this priority forward. The Director of CCMP reports to the Associate Commissioner for Standards and Support Services within the Office of School Programs.

Please note that a resume and tailored cover letter are required attachments for applying to this position. Incomplete applications will not be considered. 

Applicants who are strongly being considered for employment must submit to a national criminal history background check.  

ESSENTIAL FUNCTIONS:

  • Division Leadership: Leads, supervises, and develops a team of approximately 25 employees, ensuring the division has the necessary resources to function efficiently and effectively, and to meet all performance management expectations
  • Interagency Partnerships and Coordination: Oversees strategic planning and stakeholder alignment including coordination of tri-agency partnership work with other state agencies to support education-workforce alignment and development and support of high-quality pathways in the Texas Regional Pathways Network
  • CCRM School Models and CTE Oversight: Provides leadership and oversight for college and career readiness school models including early college high schools, P-TECH, and T-STEM academies; advanced academics; industry-based certifications; support for implementation of the CTE TEKS and innovative courses; and work-based learning
  • Counseling, Advising and Student Support Oversight: Provides leadership and oversight for counseling, advising, and student supports including GEAR UP, the Effective Advising Framework, and Communities in Schools
  • Legislative Support: Oversees staff support during the legislative session including preparing resource documents, responding to legislative requests, completing bill analysis, and attending committee meetings as a resource witness

 

Qualifications

 MINIMUM QUALIFICATIONS:

Education: Graduation from an accredited four-year college or university

Experience: At least seven (7) years of experience related to any of the following areas: public education, educational program administration, policy analysis, or project management relevant to secondary education.

Substitutions: An advanced degree may substitute for two years of required experience.

OTHER QUALIFICATIONS: 

  • Belief that all Texas students can achieve at high levels and are able to succeed in college, career or the military
  • Outstanding skill in leadership and effective personnel management and an ability to plan, assign, and supervise the work of others according to division, department, and agency protocol and procedures
  • Ability to foster effective working relationships with a variety of individuals and groups, internal and external to TEA
  • Certified Texas Contract Manager (CTCM) certification must be obtained within first six (6) months of employment
  • Effective and professional verbal and written communication skills; ability to express ideas clearly and provide unbiased guidance and information to the public regarding issues related to career education and workforce development
  • Ability to establish and evaluate program goals, objectives, and procedures and to direct and organize program activities
  • Excellent time management skills and ability to prioritize and complete multiple projects simultaneously to meet deadlines
  • Ability to identify problems, evaluate alternatives, and implement effective solutions
  • Understanding of and ability to communicate intent of state law and rule and to predict possible impact of proposed policy changes
  • A desire to engage in self-reflection, give/receive feedback, and continuously improve
  • Familiarity with federal Perkins law preferred
Comments Off on Middle School Teachers

Middle School Teachers

Posted by | May 12, 2021 |

OPPORTUNITY
Green Dot recognizes that high-quality instruction is central to the academic success of students. We are seeking talented middle school teachers for our students. Our staff is committed to continuing their own learning and refining their practice to stay current in the field ensuring a quality education for all. We offer intensive, specialized professional development days, regular observations, summer training, and campus-level leadership opportunities. We believe strongly in providing training and support to our staff to enable strong teaching and learning in every classroom.

ESSENTIAL RESPONSIBILITIES

  • Effectively instruct students in assigned content area(s) as prescribed by Green Dot’s academic content standards through direct instruction, demonstrating, and using audio-visual aids and other materials to supplement presentations with the overall goal of engaging student learning. Teachers are expected to teach an Advisory section to a group of students centered on College, Leadership, and Life.
  • Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence. Attend staff meetings, and serve on committees as required.
  • Work as part of an interdisciplinary team and within content areas planning and aligning curricula to ensure that instruction follows curriculum guidelines or requirements of state and school.
  • Set clear short-term and long-term goals to drive instruction.
  • Develop and submit weekly and long range lesson plans containing standards, objectives, essential questions, assessments and lesson plans; assign lessons and review homework.
  • Consistently use data to evaluate pupil progress, record results, develop and implement reteach plans, and share results with students and parents.
  • Create and implement student intervention plans when necessary for students in special education programs and general education students.
  • Maintain the school’s student management policies and procedures (i.e. attendance records, dress code, etc.) and report to the school administrators when necessary.
  • Maintain effective supervision and discipline in the classroom.
  • Work with other teachers and administrators to address and resolve student issues.
  • Provide necessary accommodations and modifications for growth and success of all students.
  • Participate in faculty and professional meetings, educational conferences, and teacher training workshops.
  • Lead and participate in student activities such as: sponsoring student activities or student organizations, coaching a sports team, working with parents and the community as part of a committee or group, provide morning or after school supervision, and chaperoning student activities.
  • Abide by all state and federal mandates in reporting sexual or physical abuse and neglect
  • Special projects and duties outside of primary teaching responsibility as assigned.

QUALIFICATIONS

  • A Bachelor’s degree is required
  • You have a growth mindset and love of learning
  • You hold (or will hold by July 2021) a valid and appropriate teaching license in the state of Texas
  • You have strong content knowledge, pedagogical understanding, and the capacity to plan and deliver instruction to meet the needs of students
  • You display a relentless commitment to and high standards for high quality execution
  • You are passionate and demonstrate a high level of personal responsibility towards ambitious goals
  • You have excellent collaborative and organizational skills
  • You have excellent verbal and written communication skills
  • You have a strong ethical base and self-awareness
  • You are dependable, humble, have a sense of humor and a rock-solid commitment to Green Dot’s mission and the communities we serve
  • You will need to pass a background check at time of offer

COMPENSATION
Our teacher salary scale ranges from $51,000 to $72,00 based on years of experience. In addition, we offer a comprehensive benefits plan including (but not limited to) medical, dental, vision, life insurance and TRS participation, as well as the opportunity to impact a growing, mission-driven organization that is committed to the success of all students.

Comments Off on School Designer

School Designer

Posted by | April 20, 2021 |

Location: California

Full-time

ABOUT THE ORGANIZATION

EL Education is redefining student achievement in diverse communities across the country, ensuring that all students master rigorous content, develop positive character, and produce high-quality work. We create great public schools where they are needed most, inspiring teachers and students to achieve more than they thought possible.

EL Education’s portfolio of instructional materials and coaching services draws on decades of deep partnership with schools and districts in our national school network—those implementing our school model—and in our family of literacy partners—those implementing our Language Arts curriculum.

Based on our founding principles of meaningful work, character, and respect for teachers, EL Education’s offerings transform teaching and learning to promote habits of scholarship and character that lead to high student achievement. In addition to success on standardized tests, EL Education students demonstrate critical thinking, intellectual courage, and emotional resilience; they possess the passion and the capacity to contribute to a better world.

EL Education, a 501c(3) nonprofit, was founded in 1992 by Outward Bound USA in collaboration with the Harvard Graduate School of Education. For more information, visit ELeducation.org.

ABOUT THE POSITION

The School Designer acts as the strategic thought-partner and capacity builder for a school’s leadership team. School Designers play an integral role toward our goals with partners – impact educator effectiveness and improve student achievement through the implementation of the EL Education Core Practices and EL Education’s Design Principles. This position may also include strategic and tactical support to districts in implementing student-engaged assessment practices, as well as EL Education’s K-5 Literacy and Grades 6-8 ELA Curriculums. The School Designer works in four to eight schools, collaborating with a team of EL Education coaches and regional leadership.

The School Designer position is an ideal opportunity for someone to play an active role in a growing and dynamic organization that is committed to helping students across the U.S. attain high levels of academic achievement in essential knowledge and skills, high quality work and character.

RESPONSIBILITIES

Specific responsibilities include:

School-based Professional Development and Leadership Support

  • Working alongside school leaders and lead teachers to identify needs and assets, and develop strategic plans to reach goals through implementation of EL Education Core Practices.
  • Supporting teachers and leaders in organizing and developing high quality curriculum aligned to standards and EL Core Practices.
  • Coaching for implementation of active and engaging instructional practices that promote equity and high expectations for all learners.
  • Establishing practices that cultivate a strong school culture and foster character development.
  • Guiding school leadership in developing systems and structures to support sustained school improvement through the implementation of the EL Education Core Practices.
  • Designing strategic and customized professional development and coaching cycles to support specific partner goals and build leadership capacity.
  • Navigating grey areas with a deep sense of humility while building strong relationships with stakeholders.
  • Proactively engaging in crucial conversations to create a more diverse, equitable, and inclusive environment.

District-level Professional Development

  • Supporting school leaders when engaging district-level leaders in their site-based improvement process.
  • Providing strategic, multi-year planning support to district and CMO leaders in collaboration with the leadership team.
  • Designing and leading high-quality, engaging professional development, in collaboration with internal team members, that supports educators in leadership development.
  • Implementation of EL Education’s Grades K-5 Literacy and Grades 6-8 ELA Curriculums, included the embedded instructional and assessment practices.

Program Development and Facilitation

  • Supporting the development and dissemination of EL professional development aligned to the new learning standards and other best practices in multiple formats.
  • Face-to-face professional institutes agenda development and facilitation.
  • Online/blended professional development agenda development and facilitation.
  • Co-creating agendas, supporting materials, videos, webinars, etc. to memorialize and standardize the professional development sequences related to our partners.
  • Other responsibilities to be assigned as needed.

CANDIDATE QUALIFICATIONS

A successful candidate will have:

  • A passion for EL Education’s mission.
  • A master’s degree in education, leadership or a related field.
  • Required minimum 5 years classroom teaching experience, preferably in EL Education or similar schools in an urban setting.
  • Significant experience in school and/or district leadership with an emphasis on school reform and organizational change.
  • Remarkable leadership qualities, national caliber presentation, facilitation, and organizational skills, and personal characteristics to work effectively with educators of all backgrounds.
  • Proven experience and deep craft in the development and delivery of professional development for adult learners.
  • Strong background in reading and writing across the content areas, data-driven planning, social and emotional learning, and project-based learning.
  • Self-directed and proactive in coming to solutions for complex organizational and conceptual challenges. Exceptional organizational skills, with an ability to manage multiple tasks and projects simultaneously and thrive in an entrepreneurial, fast-paced environment.
  • Experience with or enthusiasm for working with virtual teams across different geographical sites.
  • Strong communication and collaboration skills, with a record of high performance in a variety of roles on teams.
  • Willingness to travel up to 50% and work flexible hours (e.g. ability to work and travel some weekends with comp days in return).
  • Diverse candidates are strongly encouraged to apply.

TRAVEL

Willingness to travel around 50% and work flexible hours (e.g. ability to work and travel outside of traditional hours and travel some weekends with comp days in return).

COMPENSATION

Competitive compensation and benefits package commensurate with experience.

HOW TO APPLY

The anticipated start date for this position is August 31st or before. Applications will be reviewed until the position is filled.

Please submit your resume and one-page cover letter online (link to EL’s Career Page) in MS Word or PDF format. In your cover letter, identify the position you are applying for and how you heard of the job opening and EL Education.

No phone calls please. EL will respond only to finalist candidates.

ANTI-DISCRIMINATION POLICY AND COMMITMENT TO DIVERSITY

EL Education seeks individuals of all backgrounds to apply for this position. We are committed to maximizing the diversity of our organization and want to engage all those who can contribute to this effort. EL Education provides equal employment opportunities for all applicants and employees and prohibits discrimination with respect to the hiring or promotion of individuals, conditions of employment, disciplinary and discharge practices, or any other aspect of employment on the basis of sex, race, color, national origin or citizenship status, age, religion, sexual orientation, marital status, pregnancy and parental status, HIV status, gender identity and expression, status with regard to public assistance, status as a veteran, or physical or mental disability or any other factor which cannot lawfully be used as a basis for an employment decision. EOE

VEVRAA Federal Contractor

Comments Off on Director, District Engagement

Director, District Engagement

Posted by | April 6, 2021 |

This is a full-time position with a flexible location. Once health guidance allows, the role involves substantial travel to multiple states and regions in service of building new relationships and partnerships with small, rural districts.

As the Director, District Engagement, you will build our network of district partners across the country to help us move toward our vision of improving teaching and accelerating student learning nationally, supporting new partner outreach and engagement in multiple states. You will develop the system and processes to identify potential partners in target regions, create plans for engagement, and evaluate the fit with our work. In the first six months, you will add more than 12 new partners to the portfolio of districts we support, bringing our total portfolio to more than 100 districts.

Responsibilities:

  • In partnership with our Engagement, Marketing, and Delivery teams, create a business development process for new district partners across multiple states
  • Work closely with the ED, District Partnerships and the MD, Engagement to establish a strategy and target districts for outreach in each prioritized state and region
  • Build and maintain relationships with external partners and connectors
  • Manage all aspects of outreach and follow up with potential district partners, including engaging other Instruction Partners team members as needed to close partnership
  • Collect, track and analyze data on effectiveness of recruitment strategies and revise plans based on that data
  • Quickly learn about district instructional needs and pain points based on inquiry and dialogue and advise on messaging/proposals for service to address those pain points
  • Share a compelling vision of instructional improvement to small, rural school districts–including the role that Instruction Partners can play–drawing from authentic case studies and examples of existing Instruction Partners district partnerships
  • Research organizations and individuals to surface and evaluate potential partner opportunities

Candidate Qualifications and Traits:

  • Commitment to excellent daily instruction for every student
  • Experience with small, rural districts strongly preferred
  • Experience with partner/customer communication and engagement with school districts; small, rural school districts is strongly preferred
  • Experience managing business development or fundraising pipelines–familiar with the work of initial outreach, cultivation, and close
  • Understanding of instruction and how school systems work
  • Relentless and high-quality outreach and follow up with potential partners –never letting a ball drop on communications or action steps
  • Ability to quickly build trusting and authentic relationships with leaders of small districts and schools
  • Strong written and verbal communicator
  • Detail orientation, organization, and follow through
  • Ability to travel to school systems located throughout the country weekly (as health guidance permits)
  • Travel may include early morning departures and/or overnight stays. A flexible schedule Monday through Friday is required. Instruction Partners covers all travel expenses.

In your cover letter for this role, please share specifically about your experience working in small or rural school systems and your ability to build relationships across lines of difference.

Our Commitment to Diversity, Equity, and Inclusion in Hiring

At Instruction Partners, we know that difference enhances, transforms and strengthens our ability to serve students and schools. We invite and celebrate diversity of all perspectives, and we are deeply committed to ensuring equitable access and voice throughout our organization. Instruction Partners is proudly an equal opportunity workplace, and we value the inclusion of persons who have experienced poverty and/or for whom English is not their first language, and every race, gender identity, sexual orientation, disability, culture, ancestry, religion, national orientation, age, marital status or Veteran status. Join us, and let’s work together to support great teaching and accelerate learning for every student.

Compensation:

The starting salary range for this role is $81,000 to $113,000, depending on experience. Detailed information about the organizational compensation philosophy is available upon application. Competitive benefits and private retirement investment options are available, as well as a generous vacation policy.

Our Vision

All students experience an excellent education that prepares them to contribute to their community, achieve economic security, and pursue their dreams.

Our Mission

We work shoulder to shoulder with educators to support great teaching and accelerate student learning. We focus on small systems, both districts and charters, and we work to ensure equitable access to great instruction for students in poverty, students of color, students learning English, and students with disabilities.

Our Core Values

Live Big-Hearted

We care deeply about ourselves, each other, our work, our partners, and the students we serve. We value the differences each other brings to the table because we know diversity of voice, thought, and experience makes us better. We operate joyfully and without ego, collectively focused on the broader good.

Choose Optimism

We believe that, with the right support, every student can succeed. We have the courage to lean into challenges and believe in the possibility of overcoming obstacles while holding a high bar for ourselves, partners, educators, and students. As we advance antiracist actions, our path may not be smooth, but we will walk it anyway because we have faith that the journey will make our team and our education system better.

Champion Antiracism

We think critically about creating and upholding brave spaces for all team members, partners, leaders, and students so they are seen, valued, and heard. We amplify the voices and experiences of Black, Latinx, and Native people. We actively look for and dismantle systems of oppression within and outside of our organization, and we are consciously de-centering whiteness in our organizational culture by embracing diverse expressions of excellence that make our team more inclusive and effective.

Read our commitment to antiracist action.

Be Honest

We are open, authentic, and truthful with ourselves, teammates, and partners. Our trust in each other and our work gives us the courage to lean into difficult conversations, put forth new ideas, and give and receive feedback through the lens of equity of voice and experience. We understand the intense and gripping nature of our work, so we name our needs to ensure we are practicing self-care and love within our beloved community.

Get Practical

We believe support should be thoughtful by meeting people, schools, and systems where they are. We leverage the voices, strengths and stories of families, educators, partners and teammates to find answers, because we know there isn’t a “one size fits all” solution to the challenges of our education system. We always look for ways to work smart, focus on the most relevant impact, and reduce friction to make it easier to take action while grounding our progress in equity.

Keep Learning

We know and love that we don’t yet have all the answers because we are nerds for learning, even when it’s hard or ambiguous. We actively pursue new knowledge, research, and evidence so that we can leverage the latest insights and best practices in our work, then we put that knowledge to work in partnership with our team, our partners, and the students and communities we serve. We respect the learning that springs from our own anti racist journeys, and vow to activate our knowledge in pursuit of equity and excellence.

How We Work

Instruction Partners is a nonprofit organization dedicated to excellent instruction for all students, with a focus on students in poverty, students with disabilities, students learning English, and students of color. We keep one foot in practicality and the other in evidence-based best practices, because we believe that leveraging high-quality, grade-level content and providing just-in-time supports will accelerate learning for all students.

Instruction Partners spends time getting to know the needs of the educators, leaders, and systems it serves, allowing the team to custom-build service plans to support partner goals. Partnerships include on-the-ground support, and partnership team members serve as thought partners to the school systems they serve, a team educators can reach out to and feel supported by.

Instruction Partners provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability or genetics. In addition to federal law requirements, Instruction Partners complies with applicable state and local laws governing nondiscrimination in employment in every location in which the company has facilities. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training.

Comments Off on Elementary Classroom Teacher

Elementary Classroom Teacher

Posted by | April 5, 2021 |

Clarksdale Collegiate Public Charter School is a K-8 tuition free school that prepares scholars in the Mississippi Delta to excel in high school and college by providing rigorous instruction within a structured, ambitious, and jubilant school community. We are unapologetically college preparatory! We work relentlessly to achieve our urgent and ambitious mission. #CollegeBound

Founded in 2018 as Mississippi’s first and only rural charter school, we are a team of committed educators who are working to raise the bar of what is possible in education in the Mississippi Delta. We offer an empowering environment with high academic standards and innovative teaching opportunities. Our intimate environment enables a family atmosphere among teachers and administrators. Through this supportive structure, teachers can further develop their teaching style while focusing on student success. We are currently serving approximately 350 scholars in K-4 and are on a growth plan to reach K-8 in the next five years. This will allow you the leadership opportunity to grow and develop with us. With a new facility set to open this year, we are investing in our students and the growth of Clarksdale!

Classroom Teacher – You are a Hero!

Clarksdale Collegiate is seeking dynamic classroom teachers for kindergarten, first, second and third through fourth grades. Each teacher is responsible for executing academic lessons, managing the classroom, and ensuring a positive classroom culture each day. Teachers are also responsible for collaborating with their grade-level teams, particularly for lesson planning and norming instructional practices. All Clarksdale Collegiate teachers are accountable for the intellectual preparation for each lesson, building strong and positive relationships with students and families, using data to tailor their instruction, and actively engaging in collaboration with their colleagues.

What You’ll Do?

Ignite Scholar Growth

  • Set ambitious academic and behavioral expectations and work relentlessly to support all scholars in meeting those expectations
  • Provide a structured and safe learning environment for all scholars by establishing and consistently reinforcing routines and procedures.
  • Prepare and execute standard aligned unit and lesson plans that make learning fun and create space for jubilance throughout the school day
  • Provide high-quality instruction on college preparatory standards and use assessments and data purposely to support scholar achievement
  • Administer comprehensive unit assessments aligned to standards and pacing plans to monitor student growth
  • Identify students who are academically at-risk and initiate effective intervention strategies.
  • Complete all administrative task with fidelity and in a timely manner to receive and implement feedback

Immerse in Growth

  • Welcome constant learning opportunities to ensure you strive to be a better teacher for all scholars
  • Actively participate in all professional development sessions and weekly coaching sessions.
  • Engage with instructional coaches and incorporate feedback in a timely manner.
  • Consistently analyze scholar data and engage in self-reflection on practices.

Embrace Our Families

  • Embrace families as partners by communicating regularly and by making ourselves available.
  • Communicate consistently on a weekly basis with families and other stakeholders.
  • Provide scholars with frequent and accurate behavioral and academic feedback.
  • Other duties as assigned.
Comments Off on Teacher – All Subject Areas

Teacher – All Subject Areas

Posted by | April 2, 2021 |

We are looking for highly motivated and skilled teachers to join our team at District of Columbia Public Schools (DCPS). We seek individuals who are passionate about transforming the DC school system and making a significant difference in the lives of our students and communities.

DCPS serves more than 51,000 students in the nation’s capital through the efforts of approximately 4,000 educators in 118 schools. As part of a comprehensive reform effort to become the preeminent urban school system in America, DCPS intends to have the highest-performing, best paid, most satisfied, and most honored educator force in the nation and a distinctive central office staff whose work supports and drives instructional excellence and significant achievement gains for DCPS students. 

Signing bonuses of up to $2,500 will be offered to those who commit to teaching in one of our highest need content areas (Special Education, ESL, World Languages, Math, and Elementary) at one of our RISE schools and are hired by June 1. Additionally, eligibility for Elementary candidates at 1 STAR schools is based on the needs of the school as determined by the principal. 

 

Position Overview:

Vision 

Every student feels loved, challenged, and prepared to positively influence society and thrive in life. 

Mission 

Ensure that every school guarantees students reach their full potential through rigorous and joyful learning experiences provided in a nurturing environment. 

Strategic Priorities 

  • Promote Equity: Define, understand, and promote equity so that we eliminate opportunity gaps and systematically interrupt institutional bias. 
  • Empower our People: Recruit, develop, and retain a talented, caring, and diverse team. 
  • Ensure Excellent Schools: Increase the number of excellent schools throughout the city. 
  • Educate the Whole Child: Provide rigorous, joyful, and inclusive academic and social emotional learning experiences to ensure all students are college and career ready. 

This position is a safety-sensitive position. As a result, throughout employment this position will be subject to the Employee Mandatory Drug and Alcohol Testing Policy. 

The Teacher (10-month) will report to the Principal. 

 

Essential Duties and Responsibilities 

The below statements are intended to describe the general nature and scope of work being performed by this position. This is not a complete listing of all responsibilities, duties, and/or skills required. Other duties may be assigned. 

  • Sets and reinforces clear expectations and routines that are aligned with the school’s overall vision. Develops and implements curricula and activities to meet academic standards. 
  • Thoughtfully plans daily lessons and implements specific strategies to meet the needs of all students, providing extra support, enrichment, or variation of work when necessary. 
  • Demonstrates strong content knowledge. 
  • Designs and implements assessments that measure progress towards academic standards; and diagnoses areas of student misunderstanding. 
  • Uses assessment data to refine curriculum; and informs instructional practices. 
  • Is accountable for students’ academic growth; and increases each individual student’s achievement. Creates a positive, achievement-oriented learning environment. 
  • Reflects on successes and areas of growth as a teacher, seeks to improve performance, and responds to feedback. 
  • Participates in collaborative curriculum development, grade-level activities, and school-wide functions. 
  • Invests parents and families in their children’s academic success through regular communication. 

Qualifications 

  • Bachelor’s degree. 
  • Previous exposure to or experience in the education sector a plus. 
  • Possesses or is eligible for a valid District of Columbia Teaching License issued by the Office of the State Superintendent of Education (OSSE).  
  • Successful completion of Praxis I and II exams (unless already holding a standard teaching license).  
  • Strong instructional skills and classroom management. 
  • Enthusiasm for and demonstrated mastery of subject matter. 
  • Unrelenting commitment to students, self, and school’s constant learning and development.
  • Ability to self-reflect on teaching practices and be responsive to feedback. 

DCPS Values 

  • STUDENTS FIRST: We recognize students as whole children and put their needs first in everything we do. 
  • COURAGE: We have the audacity to learn from our successes and failures, to try new things, and to lead the nation as a proof point of PK-12 success. 
  • EQUITY: We work proactively to eliminate opportunity gaps by interrupting institutional bias and investing in effective strategies to ensure every student succeeds. 
  • EXCELLENCE: We work with integrity and hold ourselves accountable for exemplary outcomes, service, and interactions. 
  • TEAMWORK: We recognize that our greatest asset is our collective vision and ability to work collaboratively and authentically. 
  • JOY: We enjoy our collective work and will enthusiastically celebrate our success and each other. 
Comments Off on Lead Curriculum Designer, Assessment

Lead Curriculum Designer, Assessment

Posted by | March 1, 2021 |

Location: Remote

Full-time

ABOUT THE ORGANIZATION

EL Education is redefining student achievement in diverse communities across the country, ensuring that all students master rigorous content, develop positive character, and produce high-quality work. We create great public schools where they are needed most, inspiring teachers and students to achieve more than they thought possible.

EL Education’s portfolio of instructional materials and coaching services draws on decades of deep partnership with schools and districts in our national school network—those implementing our school model—and in our family of literacy partners—those implementing our Language Arts curriculum.

Based on our founding principles of meaningful work, character, and respect for teachers, EL Education’s offerings transform teaching and learning to promote habits of scholarship and character that lead to high student achievement. In addition to success on standardized tests, EL Education students demonstrate critical thinking, intellectual courage, and emotional resilience; they possess the passion and the capacity to contribute to a better world.

EL Education, a 501c(3) nonprofit, was founded in 1992 by Outward Bound USA in collaboration with the Harvard Graduate School of Education.

For more information, visit ELeducation.org

ANTI-DISCRIMINATION POLICY AND COMMITMENT TO DIVERSITY

Candidates of color are encouraged to apply. EL Education is committed to equity across the organization: in services to our partners, in our workforce composition and practices, and in our organizational culture. EL Education provides equal employment opportunities for all applicants and employees and prohibits discrimination with respect to the hiring or promotion of individuals, conditions of employment, disciplinary and discharge practices, or any other aspect of employment on the basis of gender, race, color, ethnicity, disability, or any other factor which cannot lawfully be used as a basis for an employment decision.

ABOUT THE POSITION

The Lead Curriculum Designer, Assessment, supports the Director of Curriculum Design in shaping and implementing the assessment strategy to maximize impact of all aspects of EL Education’s national K-8 Language Arts curriculum. This includes: determining the strategy for student data collection and reporting to students, parents, teachers, and school/district leaders, leading the design and item writing of digital formative and summative assessments in collaboration with the EL Education product team and product partners, reviewing assessments created by external product partners in alignment with EL Education assessments, maintaining and improving current products based on feedback from the field, responding to feedback and questions from the field about assessment products, and supporting the design and review of programmatic resources to build the capacity of curriculum coaches both internally and externally. S/he/they will also facilitate professional learning (in person or through video-based coaching) for high priority curriculum partnerships. This is a full-time, national position that reports to the Director of Curriculum Design.

RESPONSIBILITIES

Specific responsibilities include:

Determining the strategy for data collection and reporting for print and digital curriculum products:

  • Identify national experts and a research-base to inform assessment strategy work.
  • In collaboration with the Director, Curriculum Design and the Director, Research, and national experts, determine how and what data is collected from formative and summative assessments with careful consideration to how the data is going to be used.
  • In collaboration with the Director, Curriculum Design and the Director, Research, and with consideration of student data and protection laws, determine how student assessment data is organized and reported, including grading/scoring in school and district report card systems, to various stakeholders including students, parents, teachers, school and district administrators, and EL Education and partner organizations.
  • In collaboration with the Director, Curriculum Design and the Director, Research, and external product partners, determine the technological requirements of systems that will effectively support the aims and intentions of the data collection and reporting strategy.

Leading the design of digital formative and summative assessments:

  • Ensure clear communication of assessment strategy to EL Education external product partners specifically how assessments are administered to students, and how the data is to be used to inform instruction.
  • In collaboration with the EL Education product team and external product partners, and in alignment with the data collection and reporting strategy, design student-facing print and digital formative and summative assessments including item writing, and assessment content creation clearly aligned to the content of the curriculum.
  • Support the hiring of curriculum design consultants for assessment item creation.
  • Design online training for assessment design consultants.
  • In collaboration with a project manager and the product team, lead a team of design consultants, including national experts, and manage project timelines. Organize regular meetings, organize agendas for meetings, monitor workflow and progress, and escalate concerns to the Director of Curriculum Design in a timely manner.
  • Support the Director of Curriculum Design in providing regular feedback to assessment design consultants.
  • Regularly review assessment design work to ensure high-quality.
  • Provide a bridge between the assessment design work and the work of the product team and external partners to include external production, external reviewers, states/district teams, and distribution/product partners.
  • Ensure the inclusion of culturally responsive assessment materials and instructional practices to engage and meet the needs of all students.

Maintaining and improve current products based on feedback from the field:

  • In collaboration with the product team, respond efficiently and effectively to questions and feedback from the field and internal stakeholders.
  • In collaboration with the product team and in line with feedback from the field and market research, identify revision priorities.

Supporting the design and review of programmatic resources to build the capacity of curriculum coaches both internally and externally:

  • Create guidance documents to guide users.
  • Provide guidance on key features of new/revised products to highlight in professional learning.
  • Identify potential challenges with new/revised products to focus on in professional learning.
  • Review professional learning resources.

Facilitating professional learning (in person or through video-based coaching) for high priority curriculum partnerships:

  • Facilitate professional learning to audiences in alignment with EL best practices and pedagogy.

TRAVEL: Up to ~25% of the time (internal staff events and partner-facing work)

CANDIDATE QUALIFICATIONS

A successful candidate will have:

  • 3+ years of experience leading design of data collection and reporting strategy, specifically for K-12 literacy
  • 5+ years of experience designing and writing items for formative and summative assessments, including digital assessments, for K-12 literacy
  • Deep understanding of the most current research around data collection and reporting
  • Deep understanding of standards-based grading
  • Expertise in culturally responsive curriculum and assessment practices
  • Commitment to diversity, equity, and inclusion, and anti-racism for students and their communities
  • A passion for EL Education’s mission and vision, and curriculum
  • A four-year college degree; masters degree in curriculum/instructional design preferred
  • Strong written and verbal communication skills (phone, email, video conference, etc.) and experience of working remotely
  • A collaborative, innovative, and flexible professional approach

COMPENSATION

Competitive compensation and benefits package commensurate with experience.

HOW TO APPLY

Applications will be reviewed until the position is filled.

Please submit your resume and one-page cover letter online (link to EL’s Career Page) in MS Word or PDF format. In your cover letter, identify the position you are applying for and how you heard of the job opening and EL Education.

No phone calls please. EL will respond only to finalist candidates.

EOE

VEVRAA Federal Contractor

Comments Off on Digital Content Manager

Digital Content Manager

Posted by | February 5, 2021 |

MISSION: The Texas Education Agency (TEA) will improve outcomes for all public-school students in the state by providing leadership, guidance, and support to school systems.

 

POSITION OVERVIEW: The Department of Instructional Strategy supports school systems to bring learning to life for students across Texas. We do this by developing and offering a portfolio of different programs, products, and services that school systems can selectively use based on local needs. To increase effectiveness, the Division of Program Integration Strategy will lead and oversee a cohesive plan to support the successful digital integration of the agency’s resource offerings to enhance impact for school systems.

This Division is seeking a Digital Content Manager to oversee the vision and manage statewide digital content projects for the Office of School Programs. Priority projects include developing and implementing a cohesive content strategy to provide high-quality digital products and resources to educators. In addition, this position will coordinate development of intuitive and intelligent information architecture across digital platforms to maximize impact for the end-users across multiple agency teams and strategic initiatives. This position reports to the Director of Instructional Technology Supports within the Department of Instructional Strategy in the Office of School Programs.

Ideal candidates will have prior experience producing deliverables, such as content audits and analysis, SEO analysis and recommendations, accessibility audits, migration maps and plans, taxonomies, future content recommendations based on brand values, user journeys and wireframes, and personalization strategies and solutions. Additionally, candidates will have prior experience with content and learning management systems.

Please note that a resume and tailored cover letter are required attachments for applying to this position. Incomplete applications will not be considered. 

 

Applicants who are strongly being considered for employment must submit to a national criminal history background check.

 

ESSENTIAL FUNCTIONS:

  • Oversees the development of a cohesive digital content strategy based upon agency goals and stakeholder experiences and expectations
  • Collaborates with agency teams to create useful and usable digital content compliant with the prevailing content strategy, agency standards and branding, and content governance
  • Prepares resources and guidance to support content governance compliance, such as content requirement matrices, editorial guidelines, style guides, calendars, search engine optimization (SEO) guidelines, and other digital content guides, as needed
  • Trains content creators, contributors, and reviewers with respect to policies, standards, and guidelines to ensure governance of digital content products
  • Oversees performance management across all content delivery channels; supports stakeholders to set key performance indicators, track performance, and use data to drive continuous improvement of resources offered to educators

 

MINIMUM QUALIFICATIONS:

Education: Graduation from an accredited four-year college or university

Experience: At least four (4) years of experience in technology, education, or communications with a passion for public education. Project/Program Management or Content Management or experience as a Content Strategist or Content Manager or other preferred job-related experience in technical/web content development, production, or program/project management for a technology or digital media company is preferred.

 

Substitutions: Each advanced degree may substitute for two years of required experience.

 

OTHER QUALIFICATIONS: 

  • Experience overseeing teams, vendors, and contractors to create user-friendly information architecture to ensure focused and purposeful delivery of useful and usable digital content products
  • Strong conceptual thinker with a demonstrated understanding of content strategy’s role in digital design and development processes
  • Experience evaluating content products for compliance and alignment with organizational goals and objectives and industry standards
  • Relentless focus on improving quantitative and qualitative student outcomes
  • Belief that all Texas students can achieve at high levels and are able to succeed in college, career or the military
  • Demonstrated understanding of the processes and challenges of school districts, charter schools and educational service centers and a track-record of system level outcomes
  • Excellent written and verbal communication, specifically as it relates to clearly communicating technology supports to program teams without technology backgrounds
  • Experience developing annual and quarterly reports to senior leadership, governance committees and other key stakeholders
  • Experience authentically engaging stakeholders and leveraging feedback for continuous improvement
  • Data-driven decision maker with the ability to structure ambiguity into actionable, value-added plans
  • Adept in long-term planning and project management, including establishing outcomes, determining evaluative measures, tracking progress and data and analytics
  • Ability to handle multiple, shifting, and competing priorities, and drive team towards results
  • Consistently exercise excellent judgement, integrity, and commitment to personal responsibility and accountability
  • A track record of performance and successful implementation across multiple concurrent projects
  • Entrepreneurial attitude with a growth mindset and demonstrated ability to accept and implement both solicited and unsolicited feedback quickly
  • A desire to self-reflect, give/receive feedback and continuously improve
Comments Off on Executive Director-Equitable Learning Environments

Executive Director-Equitable Learning Environments

Posted by | February 5, 2021 |

POSITION SUMMARY:

The Executive Director (Equitable Learning Environments) works closely with the Chief Equity and Social Justice Officer (CESJO) to develop, monitor, manage, and present the Equity and Social Justice Office’s strategic priorities and progress regarding closing the opportunity gap for Atlanta Public Schools’ African-American, Latinx, and other underrepresented student populations. The Executive Director also participates in the creation and execution of the District’s vision, mission, and strategic plan.

ESSENTIAL DUTIES:

  • Directs the implementation of the District’s Equity Policy and Strategic Plan for advancement toward eliminating the opportunity gaps
  • Examines and evaluates school-based and district practices to identify marginalized students and families’ inequities and creates programs, plans, and policies to address the inequities
  • Oversees a coalition of schools’ equity improvement efforts and ensures resources to support schools regarding the district’s equity framework
  • Employs best practices and policies for African American, Latinx, English Speakers of Other Languages (ESOL) student achievement, including directing and overseeing the Black and Brown Excellence Initiative
  • Develops targeted strategies to create a more inclusive and supportive environment for the success of African American, Latinx, ESOL, LGBTQIA, Special Education, and Gifted student populations
  • Collaborates, with appropriate staff, to design an access improvement framework for marginalized groups
  • Partners with the Schools and Academics divisions to ensure continuous learning and quality improvement of organizational culture and practices through the development of Key Performance Indicators (KPI), DEI metrics
  • Designs and facilitates high-quality professional learning for stakeholder groups to promote cultural proficiency and competency and a climate of equity and inclusion
  • Collaborates with experts to evaluate APS’s practices, stays current on DEI and culturally responsive pedagogy research and best practices in the education field and beyond, and recommends relevant adaptation of district activities and actions under that learning
  • Partners with students and families in identifying barriers to success, exploring growth opportunities, and developing plans for improvement and engagement
  • Employs best practices in change management and organizational development to support the District’s culture as an antiracist, multicultural organization so that it can achieve its equity goals
  • Represents the District in regional and local associations, civic clubs, ethnic and non-profit organizations as assigned
  • Manages assigned portion of department’s budget, including developing budget proposals, justifying expenses and monitoring spending
  • Collaborates with consultants and stakeholders that impact the goals of diversity, equity, inclusion, and social justice throughout the organization
  • Delivers reports to the Superintendent, Board and stakeholders on the District’s progress related to assigned projects
  • Supervises assigned personnel, provides assistance, conducts annual performance appraisals and makes recommendations for appropriate employment actions
  • Required to have prompt, regular attendance in-person or virtually and be available to work on-site, in-person during regular business hours and as needed
  • Performs other duties as assigned by an appropriate administrator or their representative
Comments Off on Executive Director-Equitable Resource Strategy

Executive Director-Equitable Resource Strategy

Posted by | February 5, 2021 |

POSITION SUMMARY:

The Executive Director of Equitable Resource Strategy  supports the equitable, efficient, and effective allocation and management of Atlanta Public Schools’ financial, people, material, and capital resources in support of the District’s efforts to build a culture of equity and inclusion for all students, families, employees, and community. The incumbent will synthesize large amounts of data and  partner with the finance, operations and human resources teams to ensure that APS’ students receive  an exemplary education.

ESSENTIAL DUTIES:

  • Works in partnership with the Chief Equity and Social Justice Officer (CESJO) in developing a united definition of equity and organizational equity identity/lens, to define a vision of success in applying the equity identity and lens to the district’s body of work as it relates to district resources, such as finance, operations, technology, and human resources departments.
  • Develops equity-focused recommendations to adjust funding and talent strategies, facilities master planning, and other district-wide processes to cultivate a culture of equity
  • Designs and endorses the implementation of equity efforts to continuously enhance the district departments’ efforts to close the opportunity gaps for our least-served students
  • Collaborates with senior district leaders and school principals to identify critical initiatives for evaluation related to equity and perform ROI analyses to inform senior leaders of the effectiveness of designated programs
  • Ensures the maintenance of complex and confidential records and files
  • Directs the plan and delivery of pertinent training to the central office and school leaders.
  • Manages assigned portion of the department’s budget, including developing budget proposals, justifying expenses, and monitoring accounts
  • Joins forces with the District’s Partnerships and Development Office in ensuring equitable distribution of sponsorships, partnerships, and funding opportunities.
  • Oversees the District’s supplier diversity efforts
  • Assumes a leadership role in the successful implementation of the district’s Talent Management Strategy, Facilities Master Planning and other major operational strategic efforts.
  • Represents the district in regional and local associations, civic clubs, ethnic and non-profit organizations as assigned
  • Delivers reports to the Superintendent, Board and internal/external stakeholders on the District’s progress related to assigned projects
  • Employs best practices in change management and organizational development to support the District’s culture of an antiracist, multicultural organization that is positioned to achieve its equity goals
  • Supervises assigned personnel, provides assistance, conducts annual performance appraisals, and makes recommendations for appropriate employment actions
  • Required to have prompt, regular attendance in-person or virtually and be available to work on-site, in-person during regular business hours, and as needed
  • Performs other duties as assigned by an appropriate administrator or their representative
Comments Off on Director-Equitable Resource Strategy

Director-Equitable Resource Strategy

Posted by | February 5, 2021 |

POSITION SUMMARY

The Director of Equitable Resource Strategy is responsible for the equitable, efficient, and effective allocation and management of Atlanta Public Schools’ financial, people, material, and capital resources in support of the District’s efforts to build a culture of equity and inclusion for all students, families, employees, and community. The incumbent will synthesize large amounts of data and information and present findings to District leaders, senior cabinet, board members, and the community.

ESSENTIAL DUTIES:

  • Supports the Chief Equity and Social Justice Officer (CESJO) in developing a united definition of equity and organizational equity identity/lens, to define a vision of success in applying the equity identity and lens to the District’s body of work as it relates to District resources, such as finance, operations, technology, and human resources departments.
  • Makes recommendations to adjust funding and talent strategies, facilities master planning, and other District-wide processes to cultivate a culture of equity.
  • Designs and supports the implementation of equity efforts to continuously enhance the District departments’ efforts to close the opportunity gaps for our least-served students.
  • Collaborates with senior District leaders and school principals to identify critical initiatives for evaluation related to equity and perform ROI analyses to inform senior leaders of the effectiveness of designated programs.
  • Maintains complex and confidential records and files.
  • Plans and delivers pertinent training to the central office and school leaders.
  • Manages assigned portion of the department’s budget, including developing budget proposals, justifying expenses, and monitoring accounts.
  • Supports the District’s Partnerships and Development Office in ensuring equitable distribution of sponsorships, partnerships, and funding opportunities.
  • Represents the District in regional and local associations, civic clubs, ethnic and non-profit organizations as assigned.
  • Delivers reports to the Superintendent, Board and internal/external stakeholders on the District’s progress related to assigned projects.
  • Employs best practices in change management and organizational development to support the District’s culture of an antiracist, multicultural organization that is positioned to achieve its equity goals.
  • Supervises assigned personnel, provides assistance, conducts annual performance appraisals, and makes recommendations for appropriate employment actions.
  • Required to have prompt, regular attendance in-person or virtually and be available to work on-site, in-person during regular business hours, and as needed.
  • Performs other duties as assigned by an appropriate administrator or their representative.
Comments Off on Director-Equitable Learning Environments

Director-Equitable Learning Environments

Posted by | February 5, 2021 |

POSITION SUMMARY

The Director (Equitable Learning Environments) works closely with the Chief Equity and Social Justice Officer (CESJO) to assist in the development, monitoring, managing, and presenting of the Equity and Social Justice Office’s strategic priorities and progress regarding closing the opportunity gap for Atlanta Public Schools’ African-American, Latinx, and other underrepresented student populations. The Director also participates in the creation and execution of the District’s vision, mission, and strategic plan.

ESSENTIAL DUTIES

  • Implements the District’s Equity Policy and Strategic Plan for advancement toward eliminating the opportunity gaps
  • Examines school-based and district practices to identify marginalized students and families’ inequities and creates programs, plans, and policies to address the inequities.
  • Oversees a coalition of schools’ equity improvement efforts and supports schools regarding the District’s equity framework.
  • Supports best practices and policies for African American, Latinx, English Speakers of Other Languages (ESOL) student achievement, including coordinating and overseeing the Black and Brown Excellence Initiative.
  • Develops targeted strategies to create a more inclusive and supportive environment for the success of African American, Latinx, ESOL, LGBTQIA, Special Education, and Gifted student populations.
  • Collaborates, with appropriate staff, to design an access improvement framework for marginalized groups.
  • Partners with the Schools and Academics divisions to ensure continuous learning and quality improvement of organizational culture and practices through the development of Key Performance Indicators (KPI), DEI metrics.
  • Designs and facilitates high-quality professional learning for stakeholder groups to promote cultural proficiency and competency and a climate of equity and inclusion.
  • Collaborates with experts to evaluate APS’s practices, stays current on DEI and culturally responsive pedagogy research and best practices in the education field and beyond, and recommends relevant adaptation of District activities and actions under that learning.
  • Partners with students and families in identifying barriers to success, exploring growth opportunities, and developing plans for improvement and engagement.
  • Employs best practices in change management and organizational development to support the District’s culture as an antiracist, multicultural organization so that it can achieve its equity goals.
  • Represents the District in regional and local associations, civic clubs, ethnic and non-profit organizations as assigned.
  • Manages assigned portion of department’s budget, including developing budget proposals, justifying expenses and monitoring spending.
  • Collaborates with consultants and stakeholders that impact the goals of diversity, equity, inclusion, and social justice throughout the organization.
  • Delivers reports to the Superintendent, Board and stakeholders on the District’s progress related to assigned projects.
  • Supervises assigned personnel, provides assistance, conducts annual performance appraisals and makes recommendations for appropriate employment actions.
  • Required to have prompt, regular attendance in-person or virtually and be available to work on-site, in-person during regular business hours and as needed
  • Performs other duties as assigned by an appropriate administrator or their representative

 

Comments Off on School Leader

School Leader

Posted by | January 25, 2021 |

OPPORTUNITY
We are seeking talented educational leaders with a desire to foster high levels of academic achievement in urban middle and high schools. Principals are held accountable for delivering student results in line with agreed upon goals.

ESSENTIAL DUTIES & RESPONSIBILITIES
> Hire and develop school staff (certificated and classified)
> Serve as administrator and instructional leader of the school, direct and supervise the curriculum and guidance program of the school
> Responsible for planning the master schedule of classes for students and for assigning members of the certificated staff
> Evaluate the performance of teachers and other school employees and coach them on their individual development
> Craft student discipline policies to meet unique student population needs
> Direct financial and human resources at the school site
> Responsible for school budgetary planning and business operations
> Work closely with parents and the community at large
> Initiate and implement community support and advisory groups
> Accountable for students’ overall academic performance
> Available for contact with parents, students and staff to discuss student progress and problems after class, at night or on weekends (via cell phone or in person)
> Maintain work hours extending beyond school hours for other professional duties or functions such as staff meetings, supervision of student events, etc.
> Maintain professional standards and a school environment that is productive, safe and focused
> Participate in Green Dot and individual professional development
> Participate in other events aimed at promoting or developing our organization and schools (e.g., student recruitment)

QUALIFICATIONS
> You possess a growth mindset and love of learning
> You hold a valid CA Clear Single Subject or Multiple Subject teaching credential or PPS credential in School Counseling (or an equivalent out-of-state credential which is transferable to California)
> You hold a valid CA Administrative credential/Certificate of Eligibility (or an equivalent out-of-state credential which is transferable to California), or are in the process of obtaining one
> You have a minimum of 5 years of teaching or counseling experience at the middle or high school level, with a history of improving student achievement
> You have prior experience as an Assistant Principal, as well as other leadership roles (mentor teacher, department chair, etc.)
> You have proven management and leadership capabilities, as well as team-building skills
> You have experience managing budgets, creating and implementing policies and demonstrated ability in creating and managing systems
> You have excellent interpersonal communication and writing skills
> You have experience working in an entrepreneurial environment
> You have a passion for improving urban middle and high schools and driving education reform
> You are knowledgeable about bilingual education
> You have the ability to establish/foster a positive and safe school culture
> You have experience planning and implementing quality professional development, as well as with coaching teachers
> You have experience strategically engaging stakeholders
> You have experience with conflict resolution
> You have experience in making data-driven decisions
> You have experience and demonstrated ability managing multiple teams and resources
> You have experience creating and monitoring strategic plans
> You are dependable, humble, have a sense of humor and a rock-solid commitment to Green Dot’s mission and the communities we serve
> Bilingual (English/Spanish) is highly desirable
> You will need to pass a TB test and background check at time of offer

The information contained herein is not intended to be an all-inclusive list of the duties and responsibilities of the job, nor is it intended to be an all-inclusive list of the skills and abilities required to perform the job.

COMPENSATION
The annual salary for a Principal ranges from $115,000 – $151,565, based on experience. In addition, we offer a comprehensive benefits plan including (but not limited to) medical, dental, vision, life insurance and STRS participation, as well as the opportunity to impact a growing, mission-driven organization that is committed to the success of all students. (Visit https://careers.greendot.org/benefits-salary/ to learn more.)

Only those applicants chosen for an interview will be contacted, and we hire on a rolling basis. We are looking to fill positions for a July 1, 2021 start date.

Comments Off on Math Teacher

Math Teacher

Posted by | January 25, 2021 |

OPPORTUNITY
Green Dot recognizes that high-quality instruction is central to the academic success of students. Our teachers effectively deliver a superior education built on the rigorous requirements of Common Core State Standards and the expectations of the state college systems. Simultaneously, the collaborative and flexible nature of Green Dot’s curriculums encourage teachers to develop creative lesson plans to personally and thoroughly engage each student in their classrooms. We are committed to ensuring that every student, regardless of background or circumstance, is not only provided with the opportunity to succeed, but empowered with the self-confidence and support networks necessary to transform opportunities into accomplishments. This mission has fueled our thriving professional development and growth programs, which support and challenge teachers to maximize their impact in the classroom and advance their careers as leaders in education. Recognizing the importance of professional empowerment, teachers are represented by the Asociación de Maestros Unidos (AMU), an affiliate of the California Teachers’ Association, and the National Education Association. Visit https://careers.greendot.org/teachers/ to learn more about what it is like to be a teacher at Green Dot, and https://bit.ly/36OFfkp to view our Los Angeles locations.

If you are/will be eligible for a CA Intern credential (for the relevant subject) by July 2021, please apply now for our teaching positions.

ESSENTIAL RESPONSIBILITIES
> Exhibit and uphold Green Dot core values
> Create a culture of learning in your classroom
> Engage in data-driven planning and assessment of student learning
> Establish a culture of respect and rapport with the students which supports the students’ emotional safety
> Facilitate rigorous learning by delivering cognitively engaging lessons that incorporate our instructional methodologies
> Engage in critical reflection, constantly revising practice to increase effectiveness
> Participate in a professional community across your school site and the Green Dot network
> Develop partnerships within the community by communicating with families and bringing to bear resources that support student success in college, leadership, and life

QUALIFICATIONS
> A Bachelor’s degree is required
> You have a growth mindset and love of learning
> You have met the CA Basic Skills requirement
> You hold (or will hold by July 2021) a valid CA Preliminary or Clear Multiple Subject or Single Subject credential* OR you are eligible (or will be eligible by July 2021) for a CA Single Subject Intern credential
*Applicants with a preliminary or clear multiple-subject credential are eligible for hire. However, Green Dot will require that you obtain a Single Subject credential/authorization by June 30, 2022.
NOTE:  Before applying, those with an out-of-state credential or no credential should visit the https://www.ctc.ca.gov/ to determine their eligibility to teach in a California public school as of July 2021.
> You have strong content knowledge, pedagogical understanding, and the capacity to plan and deliver instruction to meet the needs of students
> You display a relentless commitment to and high standards for high quality execution
> You are passionate and demonstrate a high level of personal responsibility towards ambitious goals
> You have excellent collaborative and organizational skills
> You have excellent verbal and written communication skills
> You have a strong ethical base and self-awareness
> You are dependable, humble, have a sense of humor and a rock-solid commitment to Green Dot’s mission and the communities we serve
> You will need to pass a TB test and background check at time of offer

The information contained herein is not intended to be an all-inclusive list of the duties and responsibilities of the job, nor is it intended to be an all-inclusive list of the skills and abilities required to perform the job.

COMPENSATION
Our current annual teacher salary scale ranges from $52,521- $100,097, based on education and experience. In addition, we offer a comprehensive benefits plan including (but not limited to) medical, dental, vision, life insurance and STRS participation, as well as the opportunity to impact a growing, mission-driven organization that is committed to the success of all students. (Visit https://careers.greendot.org/benefits-salary/ to learn more, as well as to obtain an estimate of your potential salary.)

Only those applicants chosen for an interview will be contacted, and we hire on a rolling basis. We are looking to fill these positions for the 2021-22 school year.

Comments Off on Director of Communications

Director of Communications

Posted by | January 11, 2021 |

The Opportunity
Nationally recognized nonprofit venture philanthropy seeks a Director of Communications to lead our core communications activities and oversee the development and ongoing execution of our organization-wide strategic communications plan.

Our Organization
NewSchools Venture Fund is a national nonprofit that supports and invests in promising and innovative education entrepreneurs and leaders and helps them accomplish their respective missions to achieve outstanding results for the schools, students and educators they serve. We are committed to helping students graduate high school prepared and inspired to achieve their most ambitious dreams and plans. Through our investing, management assistance, network building, and thought leadership, NewSchools helps to reimagine PK-12 education.

We have a fun, passionate, inclusive, bold, accountable, and connected culture where employees at all levels have the opportunity to grow and contribute. Please visit our website  to learn more about NewSchools Venture Fund and our core values.

The Role
NewSchools seeks a Director of Communications to bring our communications strategy to life. This is an opportunity to shape our organization’s public profile and to tell the story about NewSchools and our ventures – the investments we’re making, the great work our ventures are doing, and the lessons and ideas worth sharing from that work.

The Director of Communications will be the bridge between our investment teams that are generating valuable lessons for the field and key audiences such as funders, entrepreneurs, and policymakers that will benefit from them. This will be accomplished through the creation of a comprehensive functional strategy for the overall organization while also building the infrastructure to respond to the needs and priorities of our investment teams as they arise.

The Director of Communications will directly manage a team of communications professionals who help to shape our external messages and use multiple communications channels to share our work, insights, and data of NewSchools and our ventures. The Director of Communications will also work closely with the investment teams and other senior leaders to identify compelling stories that inform and influence key audiences.

The Director of Communications will work remotely from anywhere in the U.S., though if they are based in the Bay Area, you will be able to work from our office in Oakland, CA when it is safe to do so.

Responsibilities
The primary responsibilities will include, but are not limited to:

  • Set vision and strategy for our organizational communications
    • Determine  (and continually refresh as needed) the top level communications priorities and strategies for NewSchools Venture Fund
    • Collaborate with development and investment team leads to help inform and align org-wide comms strategies and messaging, and to ensure that these strategies/messages meet their particular audiences’ needs
    • Develop an updated vision for our communication style and voice, grounded in our established approach along with a future direction as defined by our senior leadership team
    • Set annual communications objectives and key results that simultaneously chart a path and can be responsive to an ever evolving landscape
    • Create high-level plans and messaging to address unforeseen opportunities or threats and build rapid response plans for either crisis situations or opportunities to influence a national conversation
  • Develop and oversee execution of keys activities aligned to the vision and strategy 
    • Create and execute against a plan for our communications, and publications, and events that is both responsive to timely topics and current events and proactively communicates in our areas of expertise
    • Identify key digital channels for delivering communications and build the infrastructure to efficiently leverage those channels
    • Establish and maintain relationships with journalists and other key media gatekeepers
    • Collect and interpret data from web analytics and other sources to improve outreach and dissemination tactics
    • Identify publishing opportunities and speaking engagements at conferences, forums, panels, etc., to raise the organization’s profile among target audiences
    • Produce periodic performance reports for the leadership team and broader team
  • Propel internal teams to articulate a clear story of impact and pursue an aligned communications strategy
    • Support development and investment teams to articulate a clear and compelling narrative about their work and the work of their donors and ventures
    • Identify and segment each team’s nuanced audiences and map overlap
    • Create key messages segmented by teams to plan and deliver individualized communications strategy
    • Ensure alignment across the organization and develop a process for navigating misalignment (e.g. strategies between investment teams do not align, overall communications needs across the organization exceed functional capacity, etc.)
    • Create a process for supporting investment teams to create communications as they surface opportunities
  • Create the infrastructure to drive efficiency and effectiveness of communications
    • Build a comprehensive communications calendar that includes both organization level, funder-focused and investment team level communications
    • Identify partnership opportunities with like-minded organizations for events, publications, and research
    • Create a vision for tiered levels of support from the communications team (ranging from the communications team fully drives to minimal support)
    • Create clear roles and responsibilities for the members of the communications team and line up cost-effective and high quality supplemental external capacity as needed
    • Select and oversee all external communications channels:
      • Oversee and expand our presence on our current online platforms (Twitter, LinkedIn, Instagram, Facebook, Medium, Vimeo, and blog) and the content that we share on them
      • Write original content for our web properties and for publication with colleagues
      • Create relationships with external media such as newspapers, blogs, and other online media for cross-posting blogs, collaborations, and publishing original pieces
      • Amplify the social media presence of individual team members
    • Set a vision for and manage maintenance of a mailing list of subscribed audiences including policies and systems for managing segmentation and crossover
    • Determine and manage a cost-effect team budget focused on the highest-impact activities as identified through carefully planned and tracked engagement metrics
    • Build and maintain a bench of high-quality and vetted writers, graphic designers, web developers, videographers, and other contractors to use for various projects
  • Train and develop NewSchools team members as communicators:
    • Periodically design and facilitate learning experiences for the NewSchools team to improve their individual abilities in areas such as maintaining an effective social media presence, blog writing, and op-ed writing
    • Occasionally provide targeted one-on-one coaching on specific communications skills

Skills & Qualifications
Success in the position will require, but not be limited to, the following proven competencies:

  • What you’ve accomplished:
    • Demonstrated ability to create and lead the execution of an organization-wide communications strategy that met or beat its objectives
    • Proven track record working with social and traditional media; ability to determine the best media type to achieve goals
    • Experience with media relations and the ability to expand connections with the range of outlets covering PreK-12 education preferred
  • Skills you have developed and knowledge you have acquired:
    • Deep knowledge of the PreK-12 education sector including key leaders, organizations, political dynamics, and trends
    • Ability to understand programmatic work and create and implement communication plans that will promote organizational priorities
    • Excellent vendor/partner management skills
    • Proven communicator; excellent writing/editing and verbal communication skills
    • Ability to manage multiple priorities and deliver high-quality work on time
    • Strong analytical skills; able to conduct independent analysis, draw conclusions, and make concrete, actionable recommendations
  • How you work and what you value:
    • Passion to reimagine learning for children, particularly those in underserved communities
    • Deep commitment to the values of diversity and equity
    • Values differences and operates in ways that foster inclusivity and belonging
    • Comfortable with ambiguity, and can use failure and an iterative approach to work to find success
    • Self starter and entrepreneurial; is energized by driving towards shared goals and helping to create clarity across an org
    • Enjoys working on a team and operates in ways that will build trust with teammates (integrity, respect, consideration, etc.), and is eager to meet the needs of multiple constituents with a service mindset
    • Leverages manager for strategic support while capable of fully accountable for execution of the communications function

Education & Experience

  • Demonstrated commitment to serving underserved communities
  • A minimum of ten years of work experience with a career focused in communications and marketing
  • Communications experience in our adjacent to the PreK-12 sector
  • Experience managing individual contributors

Compensation
A competitive compensation package including base salary, performance bonus and complete benefits is available.

NewSchools Venture Fund has a strong commitment to diversity. Candidates of all backgrounds are encouraged to apply. 

Comments Off on Founding High School Teacher (All Subjects)- Camden

Founding High School Teacher (All Subjects)- Camden

Posted by | January 8, 2021 |

We’re growing! We are looking for 9th and 10th grade teachers for our founding school!

Here’s what you need to know:       
We’re looking for teachers for the 2021-22 school year! Our high school in Camden is heading into our 2nd year of founding, and is seeking awe-inspiring teachers to guide our students as they climb the mountain to college and beyond. Our teachers are dynamic leaders both in and outside of their classroom. They love students, working with families and the community they serve.

High School Lead Teacher
KIPP New Jersey is looking for a motivated teacher with a track record of molding future leaders in our communities. You are passionate about education and understand the importance of building strong relationships in generating student achievement. You are dedicated to going above and beyond to ensure our students succeed.
We are seeking experts in the following content areas:

  • English Language Arts
  • Math
  • Science
  • History
  • Special Education

Here’s what you’ll be doing:
Joining our schools as a teacher comes with a lot of growth opportunities, but with great power comes great responsibility. Your role as a teacher will involve a number of responsibilities which will include but are not limited to:

  • Create, internalize, modify and prepare lesson plans in accordance with academic curriculum, working closely with the grade level team
  • Use data to responsively teach to mastery of academic skills
  • Work closely with students, families and colleagues to create an environment that is supportive of student progress
  • Reinforce a firm foundation for all classes and uphold classroom management techniques
  • Help with diagnostic and progress monitoring testing across the school
  • Monitor student progress and adjust teaching strategies to ensure all students meet the learning objectives
  • Update student performance trackers and use data to help guide your lesson plans
  • Participate in school, departmental and parent meetings
  • Participate in school events, activities and programs both during and outside of regular class instruction hours.

Qualifications

Must Haves

  • A belief in every student’s limitless potential
  • A Bachelor’s Degree from an accredited college or university required (Official transcripts showing degree conferred are required prior to the starting date of employment)
  • A minimum cumulative GPA of at least 3.0 if graduation date is after 2016 or minimum cumulative GPA of 2.75 if degree conferred before 2016
  • Appropriate state teaching certification completed or in process of being completed.
  • Subject matter expertise
  • A minimum of two years of teaching experience, with demonstrated interest in working with students from diverse economic and cultural backgrounds
  • A track record of success in the classroom
  • A collaborative attitude towards teaching and learning

Additional Information

Compensation & Benefits
In addition to a competitive salary, KIPP NJ offers a full comprehensive benefits plan, including health care, retirement, an optional subsidized wireless plan through Verizon, a school laptop and transportation benefits for TEAMmates commuting into New Jersey from the Philadelphia area.

KIPP New Jersey | KIPP Miami is an equal opportunity employer.

All your information will be kept confidential according to EEO guidelines.

Comments Off on Schools & Districts Sales Lead

Schools & Districts Sales Lead

Posted by | January 7, 2021 |

THE COMPANY

Outschool’s mission is to inspire kids to love learning. We believe the best way to do that is by linking learning to kids’ interests, connecting them with others who share those interests, and giving them the autonomy to pick their own path. We provide small group classes that meet over live video chat where learners are connected with teachers and classmates who share their interests. These classes are offered through our marketplace and conducted on our remote learning platform.

 

We’re an experienced team with past accomplishments at Airbnb, Square, Apple, Uber, Udemy, Amazon, Google, and many startups. Outschool’s team came together because we wanted to make a difference in education and saw the opportunity to empower learners, teachers, and parents. We value lifelong learners from all perspectives and walks of life, and we hold bringing others in as a core value of our company. We are committed to building a team that can bring a variety of both life and professional experiences to their role. 

 

Now, in the face of mass school closures, our product and expertise has become central to many more families and organizations than ever before. We’re committed to access and impact so we founded outschool.org to offer financial assistance to families in need.

 

THE ROLE

Are you excited about schools and districts providing more choice and amazing classes to their learners? If so, this job is for you. Outschool is looking for a passionate and dedicated Schools Lead to establish a strong foothold in schools and districts across the country that want to better serve their students. We are looking for someone who gets equal satisfaction from developing a strategy as they do from executing it. We are looking for strong people skills and communication, an understanding of K-12 schools, a love of talking about learning, and the desire to transform the way we think about education.

CORE RESPONSIBILITIES:

  • Own the strategy for school & district sales, as well as the success of the implementation
  • Collaborate on strategies to reach more schools and districts through inbound and outbound marketing efforts and direct communication.
  • Develop a sales pipeline by prospecting for new opportunities and following up on inbound leads.
  • Design successful outreach campaigns
  • Conduct discovery meetings.
  • Create business proposals for schools and districts and closing deals.
  • Provide implementation, onboarding, and utilization of training to schools and districts
  • Work closely with Product, Outschool.org and other teams

DESIRED EXPERIENCE & SKILLS:

  • You have 4+ years of sales and or marketing experience, ideally with 2+ in the K-12 space
  • You have 2+ years of experience in high growth and/or 0-100 sales team
  • You have an understanding of the K-12 space across traditional public, private, and charter schools, and when you don’t know something, you find ways to figure it out
  • You have experience developing and executing marketing, outreach, and mass communication strategies
  • You have an understanding of the needs and challenges of school and district leadership teams
  • Experience building school and district level relationships, selling and account management
  • You know how to support and develop others and enjoy the process
  • You are creative and feel rewarded by connecting with and helping others — developing relationships is important to you
  • You listen deeply and understand the challenges of others; you ask a lot of questions
  • You have the ability to toggle between 30K foot view to strategize/plan and the deep weeds to execute
  • You have excellent communication skills and a bias to inbox zero

OTHER CONSIDERATIONS:

  • You care about the education of learners and want to make it better
  • You have the ability to work and thrive in a fast-paced environment
  • You are known for being both patient and persistent
  • You are an excellent communicator and creative thinker

 

OUTSCHOOL CARES:

At Outschool, we believe that taking care of one another enables us to do our best work. To us that means:

  • Shared Financial Success: Competitive salaries, stock options and a 401k that makes saving for retirement easier.
  • Health and Wellness: Comprehensive health, dental, vision, disability, and life insurance coverage options for employees and their families. Our medical benefits include fertility and family planning coverage.
  • Flexible PTO and Family Benefits: PTO and family leave enable our team to take the time that we need to recharge, relax, and spend time with family and friends.
  • Remote First: With over 50% of our team distributed across North America, we create a remote culture through weekly meals, virtual events, and a home office allowance.
  • Lifelong Learners: Annual budget to self-direct our professional development. There’s also a budget for employees’ learners to take classes on Outschool!
  • Community Impact: Outschool matches employee donations to established 501c3s, and has committed to donating $3M to Outschool.org non-profit programs.

Outschool is an equal opportunity employer. We view diversity as a moral imperative and a competitive advantage. We do not discriminate on the basis of race, religion, color, national origin, gender, sexual orientation, age, marital status, veteran status, or disability status. We plan and structure our interviews to directly assess skills and experience.

Must be a citizen or legal resident of the U.S. or Canada and reside in the U.S. or Canada.

Comments Off on Elementary Lead Teacher ELA or Math

Elementary Lead Teacher ELA or Math

Posted by | December 18, 2020 |

Who We Are

Achievement Prep is an award-winning college-preparatory public charter school network committed to historically underserved communities. Our elementary school serves approximately 350 scholars in K-3rd grade. It also includes an early childhood partnership with AppleTree Institute, which serves approximately 160 preK3 and preK4 scholars.

What You Will Do

Serving as the educational content expert, Achievement Prep Elementary School Lead Teachers seek to eliminate the achievement gap everyday by teaching rigorous instruction to our elementary scholars, in addition to small group intervention lessons. Lead Teachers are a part of a determined team of educators who push one another to create and sustain an outstanding environment for teaching and learning characterized by joyful rigor. As the content expert for her/his scholars, the Lead Teacher is driven by the belief that the quality of instruction has the most immediate impact on Achievement Prep’s ability to achieve our mission.

How You Will Win

  • Scholar Achievement
  • Family Engagement
  • Continuous Development
  • General School Support

Your Future Legacy

  • Because of your exemplary teaching, your scholars go on to excel in high school, college and beyond. They are contributing citizens who improve, advocate for, and lead communities that are thriving, safe and productive.
  • Your impact will develop motivated scholars who have the skills and knowledge to successfully navigate life.
  • You change the lives of your scholars and their families by engaging families who work in partnership.
  • With you on the team, Achievement Prep continuously raises the bar for high-quality education in historically underserved areas.

Your Team

  • You will report to the Principal
  • You will receive coaching from an Instructional Coach
  • You will work with, support and learn from a Co-Teacher and be equally responsible for student achievement

The role is a fit if:

  • You believe in the power of education to change lives and the world.
  • You are passionate about planning rigorous, joyous lessons for scholars.
  • You know that in order to fully educate a scholar you must develop their character.
  • You want to serve a historically underserved community and love partnering with parents.
  • You have a growth mindset and are eager to implement feedback.

What You Must Bring:

  • Bachelor’s degree in education

OR

  • Bachelor’s degree in any field with teaching license or passing Praxis scores in the area you want to teach
  • 2+ years of experience as a teacher of record in a K-5 setting
  • 2+ years of experience working with children in historically underserved communities

Nice to Bring:

  • A Master’s degree in education
  • Teacher leadership experience (grade level lead, department chair, mentor teacher, etc.)

Achievement Prep’s mission is to prepare students to excel as high-achieving scholars and leaders in high school, college and beyond.

Fast Facts:

  • Established: 2008 School
  • Opened: 2013
  • Strategically Located: Southeast, Washington, D.C.
Comments Off on Founding High School Principal

Founding High School Principal

Posted by | December 17, 2020 |

The Role

Are you ready to work alongside youth and families to design a new high achieving, racially and socially just Springfield high school? Veritas Prep seeks a full time Founding Principal in Residence (PR) who knows all young people can achieve great things and is ready to partner with them to create a school where they can thrive and prepare for future success. Please consider this exciting opportunity to build on the successes of Veritas middle schools and the high school design process thus far, and lead the development of a new, rigorous, and innovative high school.

What You’ll Do

As the Founding PR of Veritas Prep High School (VPHS), you’ll participate in a one-year full-time residency and planning process to prepare you to become a principal at VPHS while establishing the programmatic and operational details of the school. You’ll work side by side with the middle school staff and high school design teams to internalize the Veritas model, mission, and approach, and to build a strong bridge to high school and an excellent 9-12 program. You will collaborate with staff, students, families and community to synthesize and codify our shared vision; establish the details of school culture, the academic program, operations and more; lead the hiring of the founding team; and prepare to launch the school in the fall of 2022.

In Year 1, you’ll:

  • Work with the Executive Director, the Director of High School Design (DHSD), and high school design teams (consisting of teachers, leaders, staff, students, families and community members) to plan and execute the launch of VPHS in 2022-23
  • Collaborate with the DHSD to train and prepare design team members for their tasks–this includes students, families, community members and staff
  • Finalize our shared vision, values and plans for high school roll-out and collaborate with the DHSD to project manage program development and timelines
  • Understand and utilize Veritas Anti-Racism Standards to drive all aspects of VPHS development, including culture and discipline, curriculum and academic program, professional development, hiring, leadership, and management
  • Develop an innovative, challenging, and socially just high school program, that ensures rigorous opportunities for Scholars and varied learning pathways that prepare them for college and high impact careers
  • Oversee the development and or procurement of quality curricular materials that are standards-aligned, representative of our diverse Scholars and that explicitly address systems of power and oppression and strategies to dismantle them
  • Build systems and strategies to ensure differentiated supports for Scholars and strong social-emotional learning so all Scholars can achieve at high levels
  • Build an assessment strategy and monitoring systems to continuously gather feedback and adapt to improve Scholar success
  • Balance opportunity and sustainability in the design by carefully considering aspirational goals with long term viability of design decisions
  • Work with the DHSD to develop strong family, community and higher education partnerships and integrate those partnerships into the VPHS vision and program
  • Work with the Director of Talent to hire a passionate and diverse team of effective teachers, operations, and support staff for year 1 of the high school
  • Participate in leadership coaching, feedback, and professional development with current Veritas leaders and external providers
  • Work with network and school leaders to develop a comprehensive orientation and PD program for founding teachers and staff

In Year 2, you’ll:

  • Lead and manage the launch of VPHS with the inaugural 9th grade class
  • Leverage the Veritas Anti-Racism Standards for regular reflection and assessment of work to refine our approach
  • Effectively lead, manage, support and inspire staff to provide excellent instruction and support to all Scholars at VPHS
  • Implement a year-long high-quality professional learning strategy and schedule for teachers and staff
  • Implement systems and strategies to foster shared and distributed leadership
  • Implement high quality curriculum, instruction and assessment and continuously monitor impact on Scholar success to improve
  • Continue to foster family, community and organizational partnerships that enhance our program and Scholar experience
  • Work collaboratively with high school design teams and new staff and Scholars to build out details for sophomore year and beyond

What You’ll Need (Qualifications)

  • An unwavering belief that all students can achieve amazing things
  • A passion for continuous growth as a leader
  • Deep understanding of systemic racism and its impact in education
  • Commitment to anti-racist practices and policies
  • Strong track record with cultural responsive and trauma-informed practices.
  • Bachelor’s degree, master’s preferred (Education/Psychology)
  • Five years of secondary teaching experience (preferred)
  • Three years of school leadership experience at the high school level (preferred)
  • Experience successfully developing and leading diverse people and teams
  • Expertise in high school curriculum and programming in at least one content area
  • Have or be eligible for a MA/DESE administrator license (Principal/Assistant Principal, Grades 5-12), including SEI endorsement
  • Current authorization to work in the United States – a candidate must have such authorization by his or her first day of employment

Wondering if you should apply? Are you an experienced educator who is passionate about giving every child access to an education that will prepare them for wherever life takes them? Are you a life-long learner who thrives on feedback? If you answered yes, you should apply!

Think you don’t quite meet all the qualifications listed above? Apply anyway! We are looking for a truly diverse team of leaders, and research shows that historically marginalized groups are less likely to apply if they don’t meet every requirement. We want to recruit and support a diverse staff, to understand the history of inequity in education, and to ensure students see teachers, staff, and leaders who look like them working in their schools.

Still not sure? Set up a call with a recruiter by emailing recruitment@vpcs.org.

Veritas Prep is an equal opportunity employer and does not discriminate against employees or qualified job applicants on the basis of race, religion, color, sex, age, national origin, disability, veteran or military status, marital status, sexual orientation, genetic information, gender identity or expression, or any other status or condition protected by applicable law. This policy extends to, but is not limited to, recruitment, selection, compensation, benefits, promotion, training, and termination.

About Veritas Prep

Veritas Prep Charter School (VPCS) was founded in Springfield in 2012 with the mission to prepare students in grades 5-8 to compete, achieve, and succeed in high school, college, and beyond. VPCS now serves more than 370 Springfield students and is one of Massachusetts’ top-performing middle schools. Building on the success of VPCS, Friends of Veritas Prep partnered with the Holyoke Public Schools, launching Veritas Prep Holyoke (VPH) in 2018 as part of Holyoke’s innovative turnaround efforts. VPH is a neighborhood enrollment school currently serving grades 5, 6, and 7 and growing one grade per year through grade 8.

We are excited to develop a high school for our Springfield scholars which is tentatively scheduled to launch in the fall of 2022 with 100 students in Grade 9, and ultimately, serving roughly 350 students in grades 9-12.

Veritas Prep schools provide a college prep curriculum in a safe, positive, and rigorous learning environment that allows students to thrive both academically and socially. Our educators believe in expecting the best from every student and in the power of building strong relationships with students and families, creating a community that supports the achievement of all. To learn more about Veritas Prep and the close-knit academic community of teachers and scholars in Springfield and Holyoke, please visit www.veritasprepma.org.

Comments Off on School Action Fund Grant Manager

School Action Fund Grant Manager

Posted by | December 16, 2020 |

MISSION: The Texas Education Agency (TEA) will improve outcomes for all public-school students in the state by providing leadership, guidance, and support to school systems.

This position is funded through September 30, 2022 under the federal CARES Act grant. Continuation of the position beyond that date is contingent on available funding.

POSITION OVERVIEW: In order to advance the mission of the TEA of improving outcomes for all public school students and to support districts in their response to COVID-19, the School Action Fund Grant Manager supports multiple school districts to plan and execute strategic, sustainable, and successful school actions to launch new, replicate successful, redesign existing schools, restart struggling schools, and reassign students to higher-performing schools. The School Action Fund Grant Manager leads the School Action Fund support team to build a pipeline of future SAF grantees, track and monitor SAF implementation progress, and ensure the success of high-quality school actions in conjunction with School Action Fund Technical Assistance Providers and other support providers. The School Action Fund Grant Manager reports directly to the Director of the Division of System Support and Innovation and oversees a team of two School Action Fund Grant Specialists to design and execute all components of the School Action Fund featuring a focus on high-quality curriculum delivered in blended and asynchronous methods, extended school day and/or year, high-dose tutoring, and mental health and social resiliency supports.

Please note that a resume and tailored cover letter are required attachments for applying to this position. Incomplete applications will not be considered.

Additionally, please be sure to respond to the short answer prompts found in the supplemental questions. These responses should be added in a separate Word or PDF document in the attachments section of the application.

Applicants who are strongly being considered for employment must submit to a national criminal history background check.

ESSENTIAL FUNCTIONS:

  • Supports multiple school districts to plan and execute strategic, sustainable, successful school actions to launch new, replicate successful, redesign existing schools, restart struggling schools, and reassign students to higher-performing schools with a focus on COVID-19 response
  • Oversees fidelity of implementation for School Action Fund grants and influences course corrections with appropriate support partners and technical assistance providers
  • Builds and maintains connections with support and technical assistance providers to ensure districts are provided best-in-class resources and coaching
  • Oversees the development of and execution of all components of the School Action Fund grant including but not limited to grant program applications and guidelines, Fidelity of Implementation Trackers, continuation funding applications and guidelines and the materials used to communicate this information to internal and external stakeholders
  • Recruits, develops, and retains a high-performing team to reach ambitious goals

 

Qualifications

 MINIMUM QUALIFICATIONS:

Education: Graduation from an accredited four-year college or university. Advanced degree or major course work in a field relevant to the assignment is generally preferred.

Experience: At least (6) years of experience in the education sector which must include one year of experience in a supervisory role.

OTHER QUALIFICATIONS:

  • Documented experience in system level school reforms, particularly in school portfolio management, performance-based accountability, school choice programs, district charter partnerships, school autonomy and empowerment, new school creation or design, and school redesigns
  • Knowledge of state (e.g. SB 1882) and federal laws (e.g. Every Student Succeeds Act (ESSA) related to state agency actions in support of school districts and schools)
  • Knowledge of blending learning models and other asynchronous education delivery models
  • Ability to quickly comprehend complex information and break it into comprehensive parts
  • Expertise in influencing and motivating others to a desired outcome
  • Highly organized with ability to develop and execute project plans and progress monitoring tools
  • Experience in developing and managing critical relationships that include but are not limited to internal TEA staff, district superintendent and leadership team-level partners, and external organizations (non-profits, foundations, consultants, etc.)
  • Skill in qualitative and quantitative analysis; and creating MS PowerPoint, Excel, and Word-based toolkits, guides, and resources
  • A desire to self-reflect, give/receive feedback and continuously improve
  • Demonstrates outstanding leadership and personal relations skills including excellent written and oral communication skills.

As an equal opportunity employer, we hire without consideration to race, religion, color, national origin, age, sex, disability, or veteran status, unless an applicant is entitled to the veteran’s preference.

Additional Military Crosswalk (occupational specialty code) information can be accessed here.

This position requires the applicant to meet Agency standards and criteria which may include passing a pre-employment criminal background check, prior to being offered employment by the Agency.

No phone calls or emails, please. Due to the high volume of applications, we do not accept telephone calls and cannot reply to all email inquiries. Only candidates selected for interview will be contacted.

Comments Off on Chief Executive Officer

Chief Executive Officer

Posted by | October 7, 2020 |

 

 

 

POSITION DESCRIPTION:

Chief Executive Officer

 

 

 

 

ABOUT ROCKY MOUNTAIN PREP

Rocky Mountain Prep (RMP) is a growing network of innovative public charter schools, serving students in pre-kindergarten through fifth grade in the Greater Denver Area, including the city of Aurora.  RMP opened its first school in 2012 with 130 students, and has grown to four schools and ~1,900 scholars across two districts. We look forward to serving more scholars as our network expands.

 

Grounded in our culture of “rigor and love,” RMP schools manifest our founder’s deeply held belief in an educational “third way,” where access to excellence is equitable in all neighborhoods across the city, the potential of all scholars and adults is understood to be unlimited, and that this potential is unlocked not through tight control, but by holding a high bar while providing a truly safe and nurturing space where all of us assert independence, learn and grow.

 

Our focus on rigor and choices around a network-wide instructional approach to math have served our scholars well, and prepared them to outperform their district and state peers. And – with rigor comes revision. We have had to redouble our efforts to support consistently strong outcomes in English language acquisition, and have landed only recently on a pedagogy that promises to lift all of our readers across contexts and learning differences.

 

Our pursuit of excellence attracts attention in our communities. In a competitive, open-enrollment environment we are exceeding our enrollment targets, attracting families who put a premium on rigor, and share our PEAK values of Perseverance, Excellence, Adventure, and Kindness. We consistently receive high satisfaction ratings from the families of our scholars.

 

And of course, we center love – unapologetically. We know that to love is to honor, and that means we seek to understand our scholars’ histories, traditions, communities and families. In doing so, we create the conditions for belonging, and schools where our scholars can be who they are, lean into rigor, and optimize their true potential. We recognize and highly value the strengths and contributions of our families and seek to support their deep engagement and activism in our schools and in the community.

 

We are equally committed to creating the conditions for love and belonging for our RMP team members. We have built a strong adult culture and earned accolades for being one of Denver’s Top Places to Work three times. We attract top talent whom we grow and promote from within. Still, we have more work to do; that feeling of belonging is not experienced fully by our team members of color and some others in our adult community. While we recognize that statements and strategies are merely levers in what must ultimately become wholesale mindset and behavioral shifts, they also serve as a compass and signal our conviction.  In that spirit, we have established the following diversity, equity and inclusion (DEI)-related goals and objectives:

 

Key Measures of Success by EOY 2022 Key Strategies
1.        Consistently score in the top 33% of organizations according to nationally-normed engagement surveys (Insight)

2.       ≥40% of our team identify as people of color

3.        ≥80% retention year over year with no gaps among sub-groups

4.       Identify and develop at 4-8 internal candidates for leadership positions per year

1.        Codify vision & key behaviors for RMP culture

2.       Critically examine all talent core practices to align to our vision of equity & inclusivity

3.        Improve recruitment, selection, onboarding, and development practices to increase the diversity & effectiveness of our team

4.       Cultivate distributed ownership / leadership of DEI for all teams

5.       Strengthen whole-child supports

6.       Raise teacher total compensation by ~10-15% by 2022 (e.g., salary, retirement, insurance, parental support, etc.)                                                            *read more here

 

We are confident that as our adult culture grows increasingly equitable, so, too, will the performance in each of our schools. We will make the adaptive changes required to realize dramatic growth for our scholars and team in each community and context where our schools operate.

 

ABOUT THE FUTURE

Assured that the timing is right to make room for the influence and ideas of another strong and inspiring leader, founder and Chief Executive Officer James Cryan will transition out of the organization at the end of the 2020-2021 school year. While his absence will be felt deeply by the community, RMP stakeholders are confident that the future is bright, and that the best of RMP is yet to come. Harnessing our love and growth mindset, top talent, commitment to innovation, solid financial position, deeply appreciated philanthropic support, and engaged and diverse Board, RMP is poised to strengthen our capacity to provide high-quality education to children in the Denver metropolitan area.

 

ABOUT THE ROLE

Our new CEO will represent RMP in the larger political and fundraising communities, and hold the standard for quality and accountability across all aspects of the organization. As such, they will be inspiring, clear, direct and transparent in communicating expectations and roles, and provide thoughtful and consistent support and coaching to team members to help them achieve their potential. They will also foster a culture of collaboration and cohesiveness, striking a balance between autonomous decision-making and shared practices, to institutionalize common characteristics across schools while retaining each school’s distinctiveness, and creating space for creativity and continuous learning. Specifically, the CEO will:

 

Develop and champion a clear vision and strategy by:

  • working with the Board and leadership team to further develop a vision for academic programming and related strategic initiatives, and adapt to internal and external changes as needed.
  • widely and regularly championing and inspiring people with the organization’s vision, goals, plans, results, and success stories

 

Recruit, support, and retain a strong, diverse team by:

  • promoting and modeling rigor, love and cultural competence;
  • building a strong, cohesive culture of openness, transparency, fairness, and respect for all employees;
  • recruiting high-performing, mission-aligned talent for all levels of the organization;
  • implementing effective talent management strategies throughout the organization, including developing and operationalizing a path to advancement that is open, in both principle and practice, to all RMP team members;
  • coaching and mentoring direct reports, ensuring the clarity and resources they need for success, and
  • ensuring the organization is able to appropriately sustain and retain its people.

 

Drive effective execution and accountability for programmatic, operational, and financial results by:

  • working with the Board of Directors to set clear, values-aligned academic, growth, operational, and financial goals;
  • clarifying decision-making rights and processes;
  • implementing effective accountability systems to assess and drive progress toward goals, key strategic priorities, and implementation plans;
  • promoting the testing, piloting, and scaling of innovative solutions that drive student achievement and joy;
  • ensuring operations and facilities are safe and support the academic program, and
  • ensuring that RMP has a viable long-term financial plan and manages resources strategically.

 

Build a strong partnership with the Board of Directors by:

  • engaging the Board collaboratively and productively, and promoting rigorous board-management discussion to solve key challenges and realize RMP’s mission and vision;
  • communicating information transparently and in a timely manner, and
  • working with the Board Chair and Governance Committee to recruit and train new Board members.

 

Develop strong external relationships and presence by:

  • building community and supporting true partnership with key local leaders, government officials, school districts, authorizers, parents, and local organizations;
  • promoting RMP’s brand through presentations, publications, and social media presence consistent with our mission, and
  • in conjunction with the Board, nurturing existing funder relationships and leading all fundraising efforts.

 

ABOUT YOU

You are a strong candidate to lead RMP if, above all, our model of rigor and love resonates with you, and your own professional practice reflects this orientation. You know that equity and excellence are synonymous, and that DEI is a way of being, not a checklist. Your “special sauce” is at the nexus of team and culture building and management, internal organizational leadership and external relations. You will also bring experience or demonstrated capacity:

 

  • serving as a trusted member of an organization’s senior leadership team, most likely in the field of PreK-12 education;
  • attracting, motivating and developing top talent, and fostering an inclusive and equitable culture by holding and articulating an inspiring vision;
  • collaborating with culturally and socio-economically diverse families and communities to achieve meaningful engagement in education
  • communicating effectively internally and externally to promote the vision of the organization;
  • institutionalizing systems and processes that enable organizations to function efficiently and effectively at scale;
  • serving as the external face of an organization, and cultivating and shepherding authentic, productive relationships in the funding, advocacy, policy, and education communities;
  • partnering effectively with a board of directors;
  • modeling self-awareness, humility, integrity and approachability, and
  • demonstrating the confidence to identify, acknowledge and share challenges and mistakes without spin or jargon.

 

ABOUT THE REPORTING STRUCTURE

The CEO will report to the Board of Directors, and guide our Senior Leadership Team, comprising the Chief of Staff, Chief Schools Officer, Chief Operating Officer and Chief People & Program Officer.

 

ABOUT DENVER

If you are not already part of the vibrant Denver community, you should know that:

 

  • Denver is a progressive city where education is central to the social justice movement and civic fabric;
  • here, as across the country, the charter sector faces political challenges that are best navigated in close collaboration with the full set of actors in our dynamic education advocacy ecosystem, including district and community leaders;
  • Denver has more days of sun every year than Miami Beach or San Diego;
  • there are more than 5,000 acres of traditional parks and parkways, and 14,000 acres of mountain parks in and around Denver in which to enjoy that sun;
  • our city is home to thousands of music festivals and concerts every year, as well as theaters, art galleries, museums, and the nation’s largest performing arts complex, and
  • we’ve got abundant bike sharing and craft breweries – and all the fun that comes with them!

 

In other words, come for the kids, and stay for the lifestyle!

 

SALARY RANGE AND BENEFITS

Rocky Mountain Prep offers a competitive salary and comprehensive benefits, and we are committed to pay equity.

 

TO APPLY

The review of applications will begin immediately and continue until the position is filled. For best consideration, please submit a cover letter and resume to leslie@promise54.org by December 1, 2020.

 

RMP is an equal opportunity employer. We seek applicants of diverse backgrounds and hire without regard to color, gender, religion, national origin, citizenship, disability, age, sexual orientation, or any other characteristic protected by law.

 

Comments Off on School Action Fund Manager

School Action Fund Manager

Posted by | October 2, 2020 |

MISSION: The Texas Education Agency (TEA) will improve outcomes for all public-school students in the state by providing leadership, guidance, and support to school systems.

This position is funded through September 30, 2022 under the federal CARES Act grant. Continuation of the position beyond that date is contingent on available funding.

POSITION OVERVIEW: In order to advance the mission of the TEA of improving outcomes for all public school students and to support districts in their response to COVID-19, the School Action Fund Grant Manager supports multiple school districts to plan and execute strategic, sustainable, and successful school actions to launch new, replicate successful, redesign existing schools, restart struggling schools, and reassign students to higher-performing schools. The School Action Fund Grant Manager leads the School Action Fund support team to build a pipeline of future SAF grantees, track and monitor SAF implementation progress, and ensure the success of high-quality school actions in conjunction with School Action Fund Technical Assistance Providers and other support providers. The School Action Fund Grant Manager reports directly to the Director of the Division of System Support and Innovation and oversees a team of two School Action Fund Grant Specialists to design and execute all components of the School Action Fund featuring a focus on high-quality curriculum delivered in blended and asynchronous methods, extended school day and/or year, high-dose tutoring, and mental health and social resiliency supports.

Please note that a resume and tailored cover letter are required attachments for applying to this position. Incomplete applications will not be considered.

Additionally, please be sure to respond to the short answer prompts found in the supplemental questions. These responses should be added in a separate Word or PDF document in the attachments section of the application.

Applicants who are strongly being considered for employment must submit to a national criminal history background check.

ESSENTIAL FUNCTIONS:

  • Supports multiple school districts to plan and execute strategic, sustainable, successful school actions to launch new, replicate successful, redesign existing schools, restart struggling schools, and reassign students to higher-performing schools with a focus on COVID-19 response
  • Oversees fidelity of implementation for School Action Fund grants and influences course corrections with appropriate support partners and technical assistance providers
  • Builds and maintains connections with support and technical assistance providers to ensure districts are provided best-in-class resources and coaching
  • Oversees the development of and execution of all components of the School Action Fund grant including but not limited to grant program applications and guidelines, Fidelity of Implementation Trackers, continuation funding applications and guidelines and the materials used to communicate this information to internal and external stakeholders
  • Recruits, develops, and retains a high-performing team to reach ambitious goals

 

Qualifications

 MINIMUM QUALIFICATIONS:

Education: Graduation from an accredited four-year college or university. Advanced degree or major course work in a field relevant to the assignment is generally preferred.

Experience: At least (6) years of experience in the education sector.

OTHER QUALIFICATIONS:

  • Documented experience in system level school reforms, particularly in school portfolio management, performance-based accountability, school choice programs, district charter partnerships, school autonomy and empowerment, new school creation or design, and school redesigns
  • Knowledge of state (e.g. SB 1882) and federal laws (e.g. Every Student Succeeds Act (ESSA) related to state agency actions in support of school districts and schools)
  • Knowledge of blending learning models and other asynchronous education delivery models
  • Ability to quickly comprehend complex information and break it into comprehensive parts
  • Expertise in influencing and motivating others to a desired outcome
  • Highly organized with ability to develop and execute project plans and progress monitoring tools
  • Experience in developing and managing critical relationships that include but are not limited to internal TEA staff, district superintendent and leadership team-level partners, and external organizations (non-profits, foundations, consultants, etc.)
  • Skill in qualitative and quantitative analysis; and creating MS PowerPoint, Excel, and Word-based toolkits, guides, and resources
  • A desire to self-reflect, give/receive feedback and continuously improve
  • Demonstrates outstanding leadership and personal relations skills including excellent written and oral communication skills.

     

As an equal opportunity employer, we hire without consideration to race, religion, color, national origin, age, sex, disability, or veteran status, unless an applicant is entitled to the veteran’s preference.

Additional Military Crosswalk (occupational specialty code) information can be accessed here.

This position requires the applicant to meet Agency standards and criteria which may include passing a pre-employment criminal background check, prior to being offered employment by the Agency.

No phone calls or emails, please. Due to the high volume of applications, we do not accept telephone calls and cannot reply to all email inquiries. Only candidates selected for interview will be contacted.

Comments Off on System of Great Schools District Support Specialist

System of Great Schools District Support Specialist

Posted by | October 2, 2020 |

MISSION: The Texas Education Agency (TEA) will improve outcomes for all public-school students in the state by providing leadership, guidance, and support to school systems.

POSITION OVERVIEW: In order to advance the mission of the TEA of improving outcomes for all public school students, the SGS District Support Specialist supports school districts in the design and implementation of system-level reforms related to school portfolio management, district charter partnerships, and school actions. The SGS District Support Specialist tracks and monitors SGS implementation progress with SGS Executive Firms, School Action Fund Technical Assistance Providers, and other support providers. The SGS District support specialist reports directly to the DSSI District Support Manager and will work with a team of District Support Specialists and Executive Advisor Firms to support district leaders in implementing the SGS Theory of Action through Chief Innovation Officer workshops, the development and refinement of quality tools and resources, and strategic coaching and advising.

Please note that a resume and tailored cover letter are required attachments for applying to this position. Incomplete applications will not be considered.

Additionally, please be sure to respond to the short answer prompts found in the supplemental questions. These responses should be added in a separate Word or PDF document in the attachments section of the application.

Applicants who are strongly being considered for employment must submit to a national criminal history background check.

ESSENTIAL FUNCTIONS:

  • Supports multiple district leaders in developing and implementing strategies related to the System of Great Schools theory of action through quality tools & resources, professional learning, and access to tailored strategic coaching.
  • Monitors fidelity of implementation of SGS strategy and other related initiatives, including School Action Fund grants and district-charter (SB 1882) partnerships, and influences course corrections with appropriate support partners and technical assistance providers.
  • Support the management of TEA vendors, including SGS Executive Advisor firms, to ensure districts are provided high-quality coaching and advising to all SGS Network districts.
  • Maintains a deep working knowledge of SGS districts, including academic performance, personnel, and community dynamics, as well as a deep working knowledge of the best practices that drive the SGS strategy, including quality authorizing practices, talent pipeline development, and policy development and implementation.
  • Collaborates with TEA colleagues to evaluate SGS initiatives and recommend adjustments to continuously improve the design of the SGS network and district supports.

 

Qualifications

 MINIMUM QUALIFICATIONS:

Education: Graduation from an accredited four-year college or university. Advanced degree or major course work in a field relevant to the assignment is generally preferred.

Experience: At least (4) years of experience in the education sector.

OTHER QUALIFICATIONS:

  • Documented experience in system level school reforms, particularly in school portfolio management, performance-based accountability, school choice programs, district charter partnerships, school autonomy and empowerment, new school creation or design
  • Knowledge of state (e.g. SB 1882) and federal laws (e.g. Every Student Succeeds Act (ESSA) related to state agency actions in support of school districts and schools)
  • Ability to quickly comprehend complex information and break it into comprehensive parts
  • Expertise in influencing and motivating others to a desired outcome
  • Highly organized with ability to develop and execute project plans and progress monitoring tools
  • Experience in developing and managing critical relationships that include but are not limited to internal TEA staff, district superintendent and Cabinet-level leaders, and external organizations (non-profits, foundations, consultants, etc.)
  • Skill in qualitative and quantitative analysis; and creating MS PowerPoint, Excel, and Word-based toolkits, guides, and resources
  • A desire to self-reflect, give/receive feedback and continuously improve
  • Demonstrates outstanding leadership and personal relations skills, including excellent written and oral communication, facilitation, and presentation skills 

As an equal opportunity employer, we hire without consideration to race, religion, color, national origin, age, sex, disability, or veteran status, unless an applicant is entitled to the veteran’s preference.

Additional Military Crosswalk (occupational specialty code) information can be accessed here.

This position requires the applicant to meet Agency standards and criteria which may include passing a pre-employment criminal background check, prior to being offered employment by the Agency.

No phone calls or emails, please. Due to the high volume of applications, we do not accept telephone calls and cannot reply to all email inquiries. Only candidates selected for interview will be contacted.

Comments Off on Director of Teacher Compensation Strategy

Director of Teacher Compensation Strategy

Posted by | September 28, 2020 |

MISSION: The Texas Education Agency (TEA) will improve outcomes for all public-school students in the state by providing leadership, guidance, and support to school systems.

POSITION OVERVIEW: The Director of Teacher Compensation Strategy will play a critical role in the planning and implementation of House Bill 3’s Teacher Incentive Allotment, which aims to provide a pathway for outstanding Texas teachers to earn six-figure salaries. As part of the implementation of the Teacher Incentive Allotment, this individual will play a key role in the creation of guidance documents and overall technical support provided to districts to guide them in developing pathways for their teachers to earn six-figure salaries and strengthen their recruitment and retention of effective teachers. This role will serve as a trusted advisor to district human capital and finance teams to weigh options and make informed decisions that align to the goals of the Teacher Incentive Allotment.

This position reports to the Director of Strategic Compensation.

Please note that a resume is a required attachment for applying to this position. Incomplete applications will not be considered.

Additionally, please be sure to respond to the short answer prompts found in the supplemental questions. These responses should be added in a separate Word or PDF document in the attachments section of the application.

Applicants who are strongly being considered for employment must submit to a national criminal history background check.

ESSENTIAL FUNCTIONS:

  • Cultivate, develop and provide technical assistance (general guidance, written guidance, resources, trainings, 1:1 feedback) to districts focused improving district retention and recruitment
  • Design, source, vet, disseminate, and promote high-quality financial strategies for strategic compensation that will promote sustainability of teacher salary increases
  • Contribute to the development of a process for evaluating locally developed teacher designation systems and utilize that process to evaluate the extent to which districts meet certain criteria as it aligns to compensation and human capital systems
  • Align Teacher Incentive Allotment best practices and TEA school finance processes by partnering closely with TEA’s school finance team and other state-wide experts

 

Qualifications

 MINIMUM QUALIFICATIONS:

Education: Graduation from an accredited four-year college or university.

Experience: At least (5) years of experience in education.

Substitutions: An advanced degree may substitute for two years of required experience.

OTHER QUALIFICATIONS:

  • Experience designing, implementing compensation strategy, Pre-K-12 context preferred
  • Track record of achieving outcomes through influence and without direct reporting relationship
  • Consulting, HR, and/or finance experience preferred
  • Ability to effectively communicate with a wide group of stakeholders
  • Strong long-term planning and project management skills, including establishing outcomes, determining evaluative measures, and tracking progress
  • Highly organized; ability to manage multiple projects at once and meet deadlines
  • Meticulous attention to detail with an ability to produce high quality work in a dynamic environment
  • Ability to efficiently analyze information across longitudinal data sources using a variety of system
  • Ability to break down complex information into comprehensive parts, ask questions, synthesize and analyze
  • Flexibility and comfort with ambiguity
  • Ability to engage in a collaborative, results-oriented team environment
  • Excellent written and oral communication skills
  • A desire to self-reflect, give/receive feedback and continuously improve
  • Proficient in Microsoft Excel

As an equal opportunity employer, we hire without consideration to race, religion, color, national origin, age, sex, disability, or veteran status, unless an applicant is entitled to the veteran’s preference.

Additional Military Crosswalk (occupational specialty code) information can be accessed here.

This position requires the applicant to meet Agency standards and criteria which may include passing a pre-employment criminal background check, prior to being offered employment by the Agency.

No phone calls or emails, please. Due to the high volume of applications, we do not accept telephone calls and cannot reply to all email inquiries. Only candidates selected for interview will be contacted.

Comments Off on Open Education Resources Project Lead

Open Education Resources Project Lead

Posted by | September 3, 2020 |

MISSION: The Texas Education Agency (TEA) will improve outcomes for all public-school students in the state by providing leadership, guidance, and support to school systems.

This position is funded through September 30, 2022 under the federal CARES Act grant. Continuation of the position beyond that date is contingent on available funding.

 
POSITION OVERVIEW: The Open Education Resource (OER) team is committed to ensuring districts have access to high quality instructional materials by creating a set of OER products across multiple subject areas and grade bands that will be open to the public, easily accessible and support effective teaching and learning.   The team is seeking OER Project Leads to drive student outcomes by overseeing the procurement, review and editing of high quality OER materials across multiple subject areas and grade bands. OER Project Leads support the communication of the state vision for a high-quality open education resources for classrooms, schools, and districts, while also building relationships with a variety of internal and external stakeholders to impact and influence project partnership and the adoption and utilization of our open educational resources. Candidates must demonstrate exceptional ability to manage agency vendors, cross-department projects and multiple priorities.  Additionally, OER Project Leads oversee training and developing of OER leaders across the state in support of materials procurement and strong implementation. Candidates have likely served in a school or district role managing the design and implementation of curriculum and assessment and/or has curriculum experience working with textbook providers or related vendors.
 

The OER team sits within the Department of Instructional Strategy focused on helping school systems to bring learning to life for students across Texas.  We do this by developing and offering a portfolio of different programs, products and services that school systems can selectively use based on local needs and define success by their ability to help educators sustainably improve student outcomes.  The OER initiative is a strategic priority of the Commissioner of Education focused on improving the foundation of reading and math for students across Texas. This position reports to the Director of Open Education Resources. 

Applicants who are strongly being considered for employment must submit to a national criminal history background check.  

 
ESSENTIAL FUNCTIONS:
  • Provide project planning and implementation support by overseeing the planning, development and maintenance of Texas open education curricular resources in collaboration with a local Educational Service Center by managing multiple vendors and sub-projects with the goal of delivering high-quality materials that drive student achievement outcomes 
  • Support and communicate the state vision for a high-quality open education resources for classrooms, schools, and districts 
  • Plan for and Oversee professional development and training to OER leaders in support of materials procurement and strong materials implementation 
  • Build Relationships with a variety of internal and external stakeholders to impact and influence project partnership and the adoption and utilization of our open educational resources 
  • Demonstrate exceptional ability to manage agency vendors, cross-department projects and multiple priorities
MINIMUM QUALIFICATIONS:
Education: Graduation from an accredited four-year college or university
Experience: At least four (4) years of experience in working with K-12 core content, Special Education, or English Learners in school districts, at regional education service centers, in university settings, and/or with statewide initiatives; including extensive experience in teaching, curriculum and assessment, and/or administrative roles relevant to K-12 education.
 

 

OTHER QUALIFICATIONS:
  • Certified Texas Contract Manager (CTCM) certification must be obtained within first six (6) months of employment 
  • Experience with managing large initiatives, contracts, and grant programs is preferred
  • Understanding of curriculum and assessment design and/or advanced skill in writing and/or reviewing curriculum
  • Understanding of the Texas Education Code and Texas Administrative Code, particularly with respect to curriculum requirements  
  • Experience with Open Education Resources and/or Creative Commons copyright licensing terms and agreements
  • Strong project management skills and ability to juggle competing priorities and drive team towards results 
  • Excellent time management skills to organize and complete multiple projects simultaneously, meet deadlines, and prioritize tasks to deliver quality products with the ability to communicate progress areas of concern 
  • Experience with effective, high-quality professional development activities and techniques in a core content  
  • Superior and effective professional verbal and written communication skills, including development of appropriate guidance documents and effective presentations
  •  Ability to build relationships and communicate clearly, concisely, respectfully, and inclusively with contractors, ESC staff, Texas Education Agency (TEA) staff, and external stakeholders 
  • Fast learner who can understand and communicate intent of state law and rule and work within statutory authority
  • A desire to self-reflect, give and receive feedback and continuously improve
  • Familiarity with early childhood/Prekindergarten Guidelines and/or English Language Learning data-based practices (preferred) 
Comments Off on ELA, Math, and Science Facilitators [Consultant]

ELA, Math, and Science Facilitators [Consultant]

Posted by | August 10, 2020 |

Teaching Lab is seeking experienced Math, ELA, and science teachers and leaders with a demonstrated commitment to racial and educational equity to facilitate high-quality, curriculum-aligned professional learning experiences with school systems across the country. Facilitators 1) lead virtual professional sessions, 2) develop client relationships, 3) coach and train Lab Leaders (local teacher-leaders who will eventually lead local professional learning in their own communities), 4) collect data and evidence of impact with the support of Teaching Lab’s Learning & Research team, and 5) give feedback on professional learning content modules to Teaching Lab’s Content Development team.

Ideal facilitators have five years of experience in education and in implementing high-quality instructional materials, successful teaching experience with students from underserved backgrounds (2 years minimum) with demonstrated evidence of impact, experience facilitating impactful professional learning for educators, and experience building and managing relationships with diverse stakeholders in an education context. Here’s what we are looking for specifically:

  • Facilitators with deep knowledge of The Louisiana Guidebooks (ELA grades 3-12), EL Education’s ELA curriculum (grades K-8), Illustrative Math (grades 6-12), EngageNY/Eureka Math (grades K-12), and/or Zearn Math (grades K-5).
  • Facilitators with specific knowledge of Next Generation Science Standards (NGSS) K–12. Additionally, experience developing science content professional learning and/or facilitation for a state-level audience is preferred.
  • Facilitators with experience as school leaders, and/or advisors for systems-level leaders.
Comments Off on Activism Associate

Activism Associate

Posted by | July 20, 2020 |

WELCOME TO BRIGHTBEAM!
Brightbeam is a nonprofit network of education activists demanding a better education and a brighter future for every child. Using the power of communications, we shine a light on communities that challenge decision-makers to provide the learning opportunities all children need to thrive. We help strong voices tell powerful stories that unite and move their communities to action. Brightbeam amplifies these stories through a variety of digital platforms, including Education Post, Citizen Ed, Project Forever Free, and more than 20 local and regional sites that spotlight education issues nationally. We also sponsor on-the-ground initiatives, projects or organizations that align with our mission.

To learn more, visit brightbeamnetwork.org.

JOB DESCRIPTION
The Activism Associate reports to the National Director of Activism and provides essential administrative expertise to the Activism Team, enabling the Activism Team and other leadership staff to focus on the vision, relationship building, and creative work vital to brightbeam’s effort to shine a light on communities that are challenging decision-makers to provide the learning opportunities every child needs to thrive.

This individual utilizes good judgment, discretion, and superior organizational skills to manage a broad range of administrative responsibilities for the Activism Team and also contributes to program activities and events.

Paramount to this position are superior interpersonal and communication skills, a positive and helpful attitude and the ability to anticipate needs and initiate and implement solutions on behalf of the National Director of Activism and the entire Activism Team.

The full-time salary range for Associate roles is between $40,000 to $60,000, with exact salary depending on experience and new staff rarely starting at the top of the range. We also offer excellent benefits, including an additional 3% employer contribution to your retirement fund with no match required.

To apply, please send a resume and cover letter to jobs@brightbeamnetwork.org

ROLES & RESPONSIBILITIES

  • Supports the National Director of Activism + team by scheduling meetings, calls, events, and preparing the Activism Team in advance of meetings
  • Send daily calendar and other reminders to National Director of Activism via email & Slack
  • Creates and manages organizational systems for the Activism Team
    I.e.: systems for recruitment, onboarding/training, and monitoring progress toward goals
  • Works closely and effectively with the National Director of Activism to keep him/her well informed of system updates and monitoring which in the future will include reconciling expenses
  • Works with Deputy Director of Activist Development to create and maintain goal-tracking systems for activists in the field
  • Compiles documents, provides note-taking on all calls, and maintains records for meetings, professional development opportunities, and events
  • Provides logistical support and travel arrangements for National Director of Activism and Activism Team when travel is reestablished
  • Responds to a broad range of internal and external inquiries and requests

AREAS OF EXPERTISE & QUALIFICATIONS

  • A proven track record of successful administrative experience
    Superior understanding of principles of sound administrative procedures and practices
  • Ability to manage several projects at once and meet deadlines
  • Proficiency with Microsoft Office Suite software, Google Calendar, and Google Mail
  • Proficiency with Mac computers and data management/database programs, ie: Dropbox & Slack
  • Familiarity with online video and marketing tools is a plus, including Zoom, Mailchimp, and WordPress, as well as social media platforms like Facebook, Instagram, and Twitter
  • Excellent attention to detail, communication, interpersonal, time-management, and organizational skills
  • Ability to demonstrate a high degree of confidentiality, discretion, and professionalism
  • Exceptional writing, grammar, proofreading, and editing abilities
  • Strong desire and ability to collaborate and work closely with others
  • Experience working virtually a plus, but not necessary

OUR COMMITMENT TO DIVERSITY & INCLUSION
Studies have shown that women and people of color are less likely to apply for jobs unless they believe they meet every one of the qualifications as described in a job description. Our top priority is finding the best candidate for the job and if you are interested in the position, we would encourage you to apply, even if you don’t believe you meet every one of our qualifications described.

Comments Off on Director of Talent Acquisition

Director of Talent Acquisition

Posted by | June 25, 2020 |

OUR COMPANY

Kokua’s mission is to empower students by matching schools with passionate guest educators who maximize substitute teaching time. By the end of high school, teacher absences result in an average of 1+ years of lost learning time, particularly in underserved communities. We solve this problem byplacing dedicated substitutes (or Guest Teachers) into classrooms across the United States. We believe that proximity is power, and that one role model can change a student’s life forever. We are a driven team looking to make a lasting impact for future generations. As the world adjusts to new ways of life, inspiring role models are as important as ever, and we’re looking for a new team member to drive this mission forward.

Kokua began in Chicago in 2011 and has since grown across the country. We w ere recognized by Forbes in 2016 as an up-and-coming organization making an impact in the field of education. We have exciting growth plans ahead, and this is where you come in.

YOUR ROLE

Kokua’s Director of Talent Acquisition (DTA) is responsible for leading Guest Teacher recruitment and hiring for 150+ schools across Texas and Louisiana (1000+ Guest Teachers). The DTA is responsible for building and cultivating a pool of high-caliber Guest Teachers who schools love, and ensuring that we have the volume to fill 100% of teacher absences for our schools. You will lead, mentor, and develop a team of Talent Recruiters to achieve this mission.

The DTA has excellent management skills, synthesizes data to improve processes and results, and is a team player. You have 5+ years of experience in management and teacher hiring, and you understand how to convert prospective candidates into long-tenured teachers. Kokua Talent Team members are the gatekeepers of the organization, as they determine which teachers will ultimately lead classrooms of students. Therefore, the DTA is student-centered, personable, and relentless in achieving goals. You are thorough, diligent, and have the ability to assess personality and fit quickly. You are charismatic, energetic, and have the ability to easily establish rapport with teacher candidates from a variety of different backgrounds. Does this sound like you?

YOUR RESPONSIBILITIES

1. Source and Hire Top-Caliber Guest Teachers at Volume to fill 100% of Teacher Absences

Your main role is to recruit, interview, hire, and onboard top-cal iber Guest Teacher candidates. This requires ingenuity, efficiency, and the ability to stay focused on the end outcome despite many moving parts. The goal is for these teachers to be successful with our students, and our school leaders to be pleased with the quality and quantity of teachers available to them. You will invest candidates in the Kokua mission, our students, and the opportunity to forever impact young lives.

2. Lead, Develop, and Manage a Team of Talent Recruiters

You are responsible for the success of one of Kokua’s largest regions, and therefore, you are a seasoned leader who is mission-aligned, with excellent management and leadership skills. You’re able to invest a team in our larger purpose, and you are innovative and persistent in achieving your end outcomes. You are diligent and detail-focused to create the most efficient and effective teacher recruitment funnel. You have a deep passion for students and you’re able to convey the mindsets that set Kokua Guest Teachers apart.

3. Source Candidates

You will use various channels, both digital and non-digital, to hit your hiring goals. You understand recruitment channels and strategies, and you are creative and innovative in establishing partnerships. You are charismatic and compelling and have the ability to network and bring others into our mission.

4. Leverage Data to Regional Hiring Performance

You are able to analyze and synthesize data to refine systems and increase performance. You are able to build reports and graphs, interpret the data, and pivot real-time, if necessary. You rely on data to find opportunities for optimization and increased efficiency in our recruitment channels and candidate experience.

5. Ensure Alignment Across Teams and Functions

You are directly responsible for organizational success by working closely with our Regional and Operations Teams to ensure we are matching the right talent to the right classrooms. You are professional, solutions-oriented, and follow through on deadlines. You bring a positive energy to the team and inspire those around you through your work and dedication.

QUALIFICATIONS

● At least one year of K – 12 classroom experience

● 5+ years in teacher recruitment

● 2+ years of management experience

● Bachelor’s or equivalent work experience

● Excel and/or Google sheets proficiency

Everything we do is driven by the belief that every child, given the proper learning environment, has a unique and powerful gift to share with the world. We believe that one role model can change a child’s life forever. If you’re looking for impact and an opportunity to develop within a rapidly growing organization, we encourage you to reach out.

If you are interested in the role, or have questions about it, please apply via LinkedIn. Or, reach out to Celeste at celeste@kokuaed.com with “Director of Talent” in the subject line.

Comments Off on Community Engagement Manager

Community Engagement Manager

Posted by | June 3, 2020 |

About us:   

We are an edtech (Education Technology) startup on a mission to increase student achievement through better family/community engagement among low-income and ELL families. Our app and web-platform connect schools with families by sidestepping typical barriers like passwords, contact info, logins, and language translation. In short, Flyer Connect provides an accessible and equitable solution to reach families how they want to be reached. Our vision is for all families, regardless of social or economic barriers, to be empowered, involved and connected with their schools, educators and social resources. 

 

The Community Engagement Manager will be tasked with making raving fans of our (growing!) schools that use Flyer Connect. This includes training admins and teachers on how to best use Flyer Connect, creating engaging emails, videos, and articles to share with current and prospective clients, and being involved in every aspect of the customer lifecycle.

 

A bit about you: 

 

Mission-oriented. You are on fire about Flyer Connect’s mission. Perhaps you’re a former educator, school administrator, or maybe you’re just excited about helping low-income learners improve their academic outcomes.

 

An empathetic influencer. You always listen first and take the time to understand where a client is coming from before offering a solution. That said, this role will entail convincing school administrators and teachers to change their behaviors and adopt the Flyer Connect platform as their primary form of communication so you’ll need to be good at influencing others in a genuine way. 

 

People-person. You love meeting new people and can quickly build rapport with clients. You’re comfortable presenting to high-level school decision makers like principals and superintendents and when it comes to commanding a room full of teachers you have no problem owning it. 

 

Quick on your feet. Each school is unique in the needs they have for their community so you’ll be able to quickly propose solutions and workarounds to make sure that schools are successful in using the platform. 

 

Self-directed. We’re an early stage startup that has a few established processes and systems, but we’re the first to admit that we haven’t figured everything out. That’s why we need someone who isn’t afraid to take initiative and try new things and then tell us the best way to move forward. 

 

Tech-savvy. Not only are you quick on the uptake of new technology, but you can turn around and explain it to someone else with ease. 

 

Content generator. Maybe you have a highly curated Instagram, maybe you journal every day. Regardless, the only thing you love more than sharing that content with the world is improving on the last iteration. 

 

A day in the life of a Flyer Connect employee  will look a bit like this: 

 

  • You’ll communicate with a driven team of tech entrepreneurs, former educators, and community leaders around the needs of our various school clients and work with the team to provide the best possible client experience. 
  • You’ll lead a training with a school administrator who is new to the Flyer Connect platform and may be skeptical about adopting a new system. 
  • You’ll brainstorm and implement new ways to engage the schools using Flyer, from an onboarding campaign to webinars to family engagement gatherings. 
  • You’ll capture creative and effective uses of Flyer Connect and share these with the broader Flyer Connect community. 
  • As you learn about what works and what doesn’t you’ll document changes to Flyer Connect’s client success processes.
  • You’ll be the first stop for customer questions and help tickets, answering what you can and delegating what you can’t.
  • You’ll strategize and implement a clear help desk system that’s easy for our clients to self-support.
  • You’ll be our digital media and a blogging guru that creates content that excites current clients and gets the attention of prospective clients, other bloggers, and influencers.

Required skills and experience:

Bachelor’s Degree or equivalent

2+ years of professional work experience in education or community/partnership building

Great written and in-person communicator

Bonus:

Se Habla Español

Some Graphic Design abilities

What you get:

  1. Compensation based on experience
  2. Health Insurance and 401k options available.
  3. PTO in addition to 10 paid holidays (including your birthday!)
  4. Flexible work from home policy
  5. An open office environment stocked with coffee, tea, and snacks.  Right off the bike path, light-rail station, and free parking.

 

As part of our dedication to the diversity of our workforce, Flyer Connect is committed to Equal Employment Opportunity without regard for race, color, national origin, ethnicity, gender, protected veteran status, disability, sexual orientation, gender identity, or religion.

 

If you need assistance or an accommodation due to a disability, please contact support@flyerconnect.org

Comments Off on Executive Director, Acceleration Schools

Executive Director, Acceleration Schools

Posted by | May 21, 2020 |

Charleston County School District (CCSD) is looking for an Executive Director, Acceleration Schools to help lead the improvement of 14 schools in CCSD. As an Executive Director, you’ll have the opportunity to partner with community stakeholders, school leaders, and central office staff to translate a vision for improving student achievement and ensuring students have access to equitable educational opportunities. We are looking for someone with an equity-centered mindset and a focus on what’s possible for our students and schools. The ideal candidate has experience in supporting a district’s turnaround school efforts.

The Executive Director, Acceleration Schools is responsible for leading growth and closing gaps at the lowest performing schools in CCSD – designated Acceleration Schools. This includes managing and coordinating instructional activities, resources, structures, and processes in Acceleration Schools. The Executive Director, Acceleration Schools works alongside school leaders and central office staff to build strong collaborative relationships and to ensure goals are accomplished in a timely and cost-effective manner that results in increased student achievement and improved community engagement. The Executive Director, Acceleration Schools will report to the Chief Academic Officer and CCSD senior leadership to integrate initiatives, provide resources and communication, troubleshoot risks and issues, and ensure effective implementation of growth strategy in designated schools

Primary Position Responsibilities:

• Work directly with designated schools to implement structures and processes to increase academic achievement.
• Monitor the progress of programming within designated schools and provide guidance and support as needed.
• Research and review new ideas and programs and make recommendations for needed program changes in designated schools.
• Lead support meetings and analyze all academic, cultural, behavioral, and other relevant data points for designated schools to determine performance challenges and advise on school improvement efforts.
• Collaborate with leadership in designated schools to create individualized action plans and monitor progress.
• Establish comprehensive systems to provide targeted support and allow for operational flexibility (including visits, coaching, meetings, and resources) to designated schools.
• Ensure that key resources (people, time, materials, and budgets) are aligned with the growth plan and implementation strategy
• Collaborate with human resources to recruit highly qualified staff needed to meet goals.
• Ensure that priorities and needs are clearly articulated to key stakeholders, ensuring that district staff and community partners understand the critical role they play in achieving sustainable change.
• Collect, analyze, and disaggregate school data to provide a strategic direction to designated school principals.

Interested candidates must be committed to continuous improvement with the fundamental goal of advancing student equity and achievement in an urban public school district. In addition, we are seeking candidates with the following educational and experiential requirements and knowledge, skills, and abilities:

Required:

• A minimum of five (5) years of successful experience in an education leadership role either at the K-12 level or post-secondary setting. This level of leadership includes experience as a building level leader, district level administrator, leader in an education reform organization, or leadership experience at a state or national level.

Preferred:

• Proven experience with improving academic achievement; climate/culture indicators; and teacher recruitment/retention.
• Ability to work closely with community leaders and proven providers to partner on school improvement efforts.
• Knowledgeable about change management and able to quickly establish credibility among and incorporate the perspectives of team members including partners, peers, and executive leadership
• Knowledge of district, state, and federal policies, guidelines, laws, and rules related to public school education and school-accountability
• Experience creating and managing annual budgets and generation of financial projections; evidence of fiscal soundness of existing schools.
• Ability to work cross-functionally across departments and engage multiple stakeholders in working toward a common goal
• Demonstrated ability to incorporate diverse perspectives into projects.
• Must possess effective communication (oral and written) and interpersonal skills.

Physical/Mental Requirements:

Must be physically capable of performing all primary and secondary functions of this position. A strong mental mindset capable of coping with routine and emergency situations in required. Must be able to adapt to fluctuating deadlines. Must be capable of working in a variety of environments and able to function in high-risk emergency situations.

 

Comments Off on Secondary English Language Arts

Secondary English Language Arts

Posted by | May 5, 2020 |

Position available

Secondary Language Arts Instructor

 

Description of Position/Program

The Language Arts Instructor is responsible for 7th through 12th-grade instruction in all English/ Language Arts courses (Junior High Reading and Writing, 9th – 12th English, and advanced courses as needed if qualified). Total school enrollment for Peetz School is 155 students for Pre-Kindergarten through 12th-grade. The current enrollment of 7th through 12th-grade is 61. Additional information about Peetz Schools can be found at www.peetzschool.org.

 

Duties/ Responsibilities

  • Plan and implement curriculum based on Colorado Language Arts Academic Standards
  • Develop lessons that are age and content appropriate
  • Deliver instruction in a manner that promotes student learning and growth
  • Develop formal and informal assessments that measure student growth and achievement
  • Encourage students to pursue their passions
  • Create a classroom culture that is inclusive of diverse backgrounds
  • Keep grade book up to date on a weekly basis
  • Adhere to school policies
  • Additional duties as determined by administration

Required Qualifications

  • Bachelor’s degree or higher in English Education
  • Certified teacher license or ability to be licensed in Colorado
  • Strong organizational skills
  • Communicate effectively with staff, administration, and stakeholders in the community
  • Experience with web based programs for student and course management
  • A true passion for education

 

Desired Qualifications

  • Previous experience as a Language Arts Instructor
  • Desire to work in a rural setting
  • Desire to be involved in the whole school community
Comments Off on Secondary Math Teacher

Secondary Math Teacher

Posted by | May 5, 2020 |

Position available

Secondary Mathematics Instructor

 

Description of Position/Program

The Mathematics Instructor is responsible for 7th through 12th-grade instruction in all mathematics courses (Math 7, Math 8, Algebra 1, Geometry, Algebra 2, advanced courses as needed). Total school enrollment for Peetz School is 155 students for Pre-Kindergarten through 12th-grade. The current enrollment of 7th through 12th-grade is 61. Additional information about Peetz Schools can be found at www.peetzschool.org.

 

Duties/ Responsibilities

  • Plan and implement curriculum based on Colorado Mathematics Academic Standards
  • Develop lessons that are age and content appropriate
  • Deliver instruction in a manner that promotes student learning and growth
  • Develop formal and informal assessments that measure student growth and achievement
  • Encourage students to pursue their passions
  • Create a classroom culture that is inclusive of diverse backgrounds
  • Keep grade book up to date on a weekly basis
  • Adhere to school policies
  • Additional duties as determined by the administration

Required Qualifications

  • Bachelor’s degree or higher in Mathematics Education
  • Certified teacher license or ability to be licensed in Colorado
  • Strong organizational skills
  • Communicate effectively with staff, administration, and stakeholders in the community
  • Experience with web-based programs for student and course management
  • A true passion for education

 

Desired Qualifications

  • Previous experience as a Mathematics Instructor
  • Desire to work in a rural setting
  • Desire to be involved in the whole school community
Comments Off on High School Math Teacher

High School Math Teacher

Posted by | April 15, 2020 |

Position Summary: As an EQA Teacher, you have tremendous impact on the growth and success of some of the city’s brightest and most vulnerable young people. Teachers build rigorous curriculum and inclusive classroom cultures that meet students where they are and support them to develop to their greatest potential. 

EQA High School Math Teachers are responsible for: 

  • Developing and using Tier 1 curriculum and assessments 
  • Planning and implementing engaging, rigorous,and differentiated instruction 
  • Building and leveraging transformative relationships for student growth 
  • Assessing and monitoring student progress on an individual and course level 
  • Constantly developing your own craft 

Depending upon the school and position, math teachers are generally responsible for a combination of two of the following courses: 

  • Algebra I and Algebra II 
  • Geometry 
  • Probability & Statistics 
  • Remedial math and Math Essentials 
  • Calculous and other advanced maths 
Comments Off on Middle School Director of Student Support Services

Middle School Director of Student Support Services

Posted by | April 7, 2020 |

 

About Community Roots:

 

Community Roots Charter School is a rigorous learning community where learning is embedded in meaningful real world context, where children are deliberately taught to see the connections between school and the world. CRCS students will meet or exceed the Common Core standards and be prepared to excel in the 21st century by being taught to be independent thinkers and to work productively within a diverse group of learners. At CRCS students will learn to combine curiosity with appropriate application, which will lead to deep understanding and the confidence to take on challenges to become who they want to be.

 

Currently, Community Roots has 460 students in grades K-8. Our first 8th grade class graduated in June 2015. Please visit our website for more information about our school: www.communityroots.org

 

Community Roots is hiring:

 

We are currently looking for a Middle School Director of Student Support Services who will work to be both innovative and inspiring in the pursuit of meeting the needs of all students in grades 6 – 8.  This position will report to the Middle School Co-Directors and supervise the Learning Specialist team and all support providers and support staff, including but not limited to related service providers and paraprofessionals.

 

Community Roots Charter School seeks individuals who:

 

  • Believe in and are capable of high levels of collaboration and communication
  • Believe that communicating and building relationships with children’s families is essential
  • See themselves as active learners committed to ongoing professional development
  • Believe that all children have the right to an exceptional education
  • Understand that children learn in different ways
  • Are committed to ensure academic, emotional and social growth in every child
  • Are capable of building a safe, nurturing, supportive and high achieving school culture
  • Believe that working and educating children in a diverse environment is essential
  • Enjoy their work

 

Qualifications:

 

  • Belief in CRCS mission and philosophy
  • Strong belief in and ability to collaborate
  • Demonstrated ability to prioritize and problem solve independently
  • Demonstrated ability to prioritize student achievement while creating a nurturing and encouraging school environment
  • Experience in working with students with IEPs and students at risk
  • Previous managerial experience preferred
  • Certification in Teaching Students with Disabilities required 

 

Main responsibilities will include:

 

Leadership

  • Oversee all programs and services for students with Individual Education Programs and 504 plans as well as those students identified as needing additional at-risk services in grades 6 – 8, including reading intervention, math intervention and behavior plans and any accompanying assessments.
  • Work with Co-Directors across K-8  to develop and institute school-wide goals and plans for improving inclusive education practice.
  • Collaborate with Co-Directors to provide professional development around inclusive practices for the faculty.
  • Supervise and support the work of Learning Specialists through regular meetings and feedback. 
  • Supervise and support the work of 1:1 paraprofessional(s) through regular meetings, feedback, and professional development. 
  • Support collaboration between paraprofessionals and teachers.  
  • Facilitate grade level meetings that are focused on IEP development and supporting student behavior.   
  • Ensure regular and effective communication between support providers, support providers and teaching staff, support providers, teaching staff and families.
  • Ensure communication and effective transition of services and information about students from one grade to the next  
  • Communicate and model expectations for maintaining an inclusive environment to all stakeholders including staff, families, and students.

 

Coordination

  • Coordinate the development, maintenance and oversight of Individualized Education Programs (IEPs) including, developing IEP goals, collecting documents for meetings, setting pre-meetings and other meetings for all students with IEPs and in process of evaluation
  • Ensure the school’s compliance with Special Education regulations and the maintenance of accurate special education records in accordance with state and federal law including required special education reporting to state authorizers
  • Serve as liaison for the Committee on Special Education (CSE) and related service provider agencies
  • Maintain and oversee logs for intervention services and CSE related meetings
  • Serve as liaison and advocate for families and students with the CSE and other agencies

 

Assessment

  • Oversee the implementation of assessments and assessment programs, such as BIPs and FBAs. 

 

Community Roots Middle School staff serve as co-Crew Leaders. Responsibilities of a Crew Leader include:

 

  • Serve as the academic advisor to a small group of students, supporting their academic and leadership development through the Crew curriculum, acting as a liaison between the school and their families, and attending professional meetings to support this work
  • Collaborate with colleagues to develop and implement Crew curricula that support students’ learning and is aligned with the school’s mission, core values, priorities and structures

 

Salary and Benefits:

 

  • Salary scale based on years of experience and certification 
  • 403b with employer match 
  • Single and family dental, vision, and health care

How to apply:

 Please apply online at www.communityroots.org/jobs.

Comments Off on STEM Prep High School–Chemistry Teacher [’20-’21 School Year]

STEM Prep High School–Chemistry Teacher [’20-’21 School Year]

Posted by | April 3, 2020 |

Who We Are
Launching the first public charter school network to serve the incredibly vibrant and diverse South Nashville community, in 2010 our team set out to do what everyone told our Founder couldn’t be done: provide a rigorous, inquiry-based STEM education for Nashville’s structurally underrepresented subgroups, preparing each student, regardless of home language or immigration status, to graduate from college. Nearly a decade after our doors opened to our founding 5th grade class, we operate two fully built out high-performing schools serving the highest percentage of limited english proficiency students in our sector: STEM Prep Academy Middle School (grades 5-8) and STEM Prep High School (grades 9-12). In 2014, we expanded our impact to launch one of the largest newcomer programs in the country, the Nashville Newcomer Academy, serving new arrival immigrant and refugee students and their families from around the world.
Today, our team is comprised of over 100 of the most tenacious, persistent, and mission-aligned teachers, leaders, and support staff working to secure the college-graduation mission for each and every one of our students and their families. We have the ACT scores and national growth data, the accolades and awards, the parent testimonials, the college scholarship funds, and the founding alumni, the college-graduating class of 2023, to prove that what we set out to do is in fact possible. We show up for our students and for each other every single day, motivated by the incredibly hard work it takes to give our students what they deserve (what everyone said couldn’t be done).
Join us.
Who You Are
  • Your favorite words are how and why. 
  • You are insanely curious about the world around you and seek to nurture the same inquisitive nature in each of your students.
  • You constantly find yourself day-dreaming about new ways to help your students gain a conceptual understanding of science concepts.
  • You are a data geek. You examine your student data every day, motivated in equal parts by the gaps yet to be closed and the mastery already attained. Because you’re so data-driven, your students are too. Your students are able to articulate their own strengths and areas for growth because data is such an integral part of every lesson you teach.
  • You are seeking a feedback culture – a place where admin and teachers alike are in your classroom every day, pushing you to grow and improve.
  • You probably have experience working with English Learners (ELs) (over 80% of our network comes from a Non-English Language Background). Maybe you come from a Non-English Language Background yourself.  But if you don’t have this experience, you are a fit if you fully believe our country’s ELs can and will achieve, and that it’s our honor and responsibility to ensure they do.
  • When faced with a challenge, your default is to be solutions-oriented.
  • You are in this for the long-haul, feel called to work with this specific community, at this specific school. Our kids deserve consistency, and you are committed to providing that for them.
  • You have the data, qualitative and quantitative, to show that you get results.
  • Your classroom is warm, highly structured, and safe: each student knows exactly what is expected of them at all times, and they model with peers the care you enact.
  • You seek to partner with the parents of every student you teach because you know that collaboration is vital to the success of this work.
The Top 3 Reasons You Choose Us. 
1. WE SEE OPPORTUNITY WHERE OTHERS SEE IMPOSSIBILITY. STEM fields are the future. And our kids will be leading them.
Our students are achieving unprecedented success on a national scale. 
-Since its first year of operation, our Middle and High School students have outperformed the district and state every year in both reading and math.
-On average, the number of our students performing on or above grade level in both English/Language Arts and Math is more than double that of zoned schools.
-Our newest arrivals have been ranked in the top 1% nationally for growth in reading and math on the NWEA MAP assessment.
-Nashville Newcomer Academy students made 11x the expected growth in math and 15x expected growth in reading.
College graduation. 
-Last year, our founding class, the college graduating class of 2023, earned over 3 million dollars in scholarships.
-We secured funding and college access for every single one of our undocumented students.
2. YOU COMMIT TO INVESTING DEEPLY IN OUR KIDS. WE COMMIT TO INVESTING DEEPLY IN YOU.
Weekly professional development and personalized coaching.
Leadership development. Whether you want to lead as the best ELA teacher in the state or as the School Director, we have a pathway for that.
Competitive compensation & benefits.
-Annual Salary: On average, our teacher’s salaries are 10% higher than traditional district and choice sector teachers.
-Stipend eligibility (early decision, competitive roles, graduate school)
-Referral bonus ($1,000 for every teacher and leader candidate we hire)
-Licensure support
-Unlimited classroom supplies
-Commitment Bonus: ($2,500 upon completion of year 4, $5,000 at year 8 and every four years subsequently)
Family & Wellbeing
-Paid Parental Leave
-Private nursing room for new moms.
-Child care supplement for PD days
-Retirement counseling
-Health center access
-Mental health counseling
3. THEY WANT GROWTH. WE WANT IMPACT.
We don’t believe in growth plans with goals around how many buildings we operate or how large our network is. We run through the wall to develop deep and lasting community partnerships that will transform the lives of our kids and families for generations to come. Our growth plan isn’t oriented towards meeting a financial goal or reaching a specific size. We are whole-heartedly committed to deepening our impact in this specific community. Here are some examples of our community-based efforts and impact so far:
-Health programs to make sure our moms get their mammograms.
-Home ownership classes no none of our families are in a predatory rent culture.
-English classes three times a day for all parents, including those who work third shift.
-When there is a family in crisis, we are the first people they call.
-When there is a quinceanera, every teacher is there.
-We have the largest mental health staff of any network (and a really great therapy dog).
-Our alumni are here almost every day of the week, drinking coffee in the breakroom, seeking feedback on their latest essay, and attending parent-teacher conference with their younger siblings.
We’re different from the other guys. Our aim is to continue this level of deep impact and advance the outcomes, education and otherwise, for all students and families in the neighborhoods we serve.
STEM Preparatory Academy does not discriminate on the basis of race, religion, creed, gender, gender identity, sexual orientation, national origin, color, age, and/or disability in admission to, access to, or operation of its programs, services, or activities. STEM Prep does not discriminate in its hiring or employment practices.
Comments Off on Special Education Multi-Intensive Severe Center Director

Special Education Multi-Intensive Severe Center Director

Posted by | April 1, 2020 |

Title: Multi-Intensive Severe (MI-S) Director (2020-2021)

STRIVE Prep is a Denver-based community of public charter schools that challenges every student to strive for college and thrive throughout life by helping them to discover and develop the knowledge, skills and confidence necessary to succeed in college and beyond.

We seek dedicated educators that live STRIVE Prep’s  core values every day:
Core Beliefs – Achievement 

  • Commitment 1:  I commit to celebrating academic and personal success for all.
  • Commitment 2:  I commit to holding myself and others accountable to high expectations.
  • Commitment 3: I commit to bringing passion and joy to my work.

Core Beliefs – Justice 

  • Commitment 1:  I commit to intentionally disrupt inequity, bias, and systems of oppression.
  • Commitment 2:  I commit to creating an environment of safe body, mind, and heart.
  • Commitment 3:  I commit to building a community where each person can bring their full, authentic self.
Core Beliefs – Perseverance

  • Commitment 1:  I commit to the belief that we grow and get smarter through effort and by making mistakes.
  • Commitment 2:  I commit to showing up Con Ganas, where we never give up even when the work is hard.
  • Commitment 3:  I commit to showing up with integrity and doing the right thing even when the road is tough.

ESSENTIAL DUTIES AND RESPONSIBILITIES

Instruction

  • Provides instruction and services for students who frequently present with multiple disabilities. Curriculum emphasis is in skill development in the domain areas of basic skills and concepts (including functional academics), recreation and leisure, community, vocational and domestic. Motor, communication and social skills are infused throughout all areas.
  • Managing and leading a team of paraprofessionals in providing one-on-one instructional and behavioral support to center students, including teaching social and adaptive skills, providing small group or one-on-one academic instruction, and pushing-in and supporting students in a general education setting, as needed.
  • Work closely with district support staff and managing DPS transportation services.
  • Collaborate with school leadership, teachers, paraprofessionals, and the special education team to ensure that instruction is always meeting the needs of all learners, including supporting student inclusion in general education classrooms and supporting the team in tracking students on their Individualized Education Plan (IEP) goals on a daily basis.
  • Collect and use data to track student growth, and create or modify student IEPs.
  • Provide fair, accurate, and constructive feedback to students on their progress.
  • Build relationships with students and families through consistent partnership and communication.
  • Work in collaboration with para-educators to support students in daily living activities including feeding, toileting, communication, movement, etc.
  • Collaborate with multiple staffing team members to ensure all services are being provided to each student.

      Culture:

  • Refer to students using first-person language (i.e. “Josue is a student with autism” not “Josue is an autistic student).
  • Actively listen to all directions given in the classroom and be ready to repeat these instructions to students multiple times, if necessary.
  • Attend students’ lunchtime when possible in order to build relationships outside of the learning environment.
  • Provide supervision of students during both lunch and recess activities.
  • Communicate regularly and often with families to both solicit their input and share student social and academic progress.

      Development:

  • Attend and participate in weekly staff and grade level meetings.
  • Participate in regular instructional coaching meetings and content-based department meetings.
  • Participate in STRIVE Prep’s Summer Training Institute as well as professional development throughout the school year.

REQUIREMENTS

  • A valid Colorado Teacher License with a Special Education Endorsement
  • Two years of teaching experience, preferably in an urban setting

PREFERRED REQUIREMENTS

  • Speaks Spanish and/or has experience working with English Learners
  • Demonstrated success working with middle school students of color
  • Experience using Enrich IEP online platform

COMPENSATION AND BENEFITS

  • Competitive compensation package.
  • Annual performance-based raises.
  • Participation in the Colorado PERA retirement program, including a PERA 401k contribution option.
  • Funding of 100 percent of individual medical benefits and a wide range of insurance plans.
  • Approximately eight weeks of summer vacation, approximately four weeks of school holidays and vacations, and eight days of paid time off annually.

DIVERSITY, EQUITY, & INCLUSION

STRIVE Prep works to make a college preparatory education for all students in our community the norm, rather than the exception.  To achieve this we are committed to building and sustaining a diverse team by maintaining hiring and recruiting processes that are free from bias and seek to provide each candidate with a unique and equitable opportunity for employment.

Comments Off on Director of Student Services

Director of Student Services

Posted by | April 1, 2020 |

POSITION DESCRIPTION

Position: 
Director of Student Services
Reports to: Senior Director of Student Services
Location: Central Office – Denver, CO

THE CHALLENGE

Do you want to ensure that every STRIVE Prep school has a robust Student Services department that leads Multi-Tiered Systems of Support, special education, and intervention to achieve strong outcomes for students in Denver who have historically faced systemic barriers that have significantly impacted their academic trajectory?

OVERVIEW OF ROLE

STRIVE Preparatory Schools (STRIVE Prep) is a Denver-based community of K-12 public charter schools that challenges every student to discover and develop the knowledge, skills, and confidence necessary to succeed in college and beyond. The Director of Student Services will be part of STRIVE Prep’s Student Services Team which encompasses MTSS, special education, emergent bilinguals, and mental health. The Director of Student Services directly supports special education, intervention, and MTSS within a portfolio of 4-5 STRIVE Prep schools, ranging from elementary through high school. The successful candidate will use experience and knowledge to develop and operationalize guidance around the structures and supports needed to implement robust, evidence-based practices, programming, and procedures,  across all STRIVE Prep campuses that leads to increased student achievement for every scholar. The Director of Student Services serves as a champion and expert in this work, providing consultation and serving as a collaborative problem-solver alongside school administrators, teachers, and the central Academic Team.

THE MUST-HAVES

Do the following must-haves resonate with how you are wired and demonstrable in your unique talents and experiences? If so, we invite you to apply and can’t wait to learn more about you!

  • You are able to lead in environments of change: You consistently bring focus and prioritization to any work you do which provides a strong foundation for moving the work forward concurrently with organizational change and growth. You are judicious yet tenacious in planning and executing, and this level of critical thinking enables you to navigate environments that at times may feel ambiguous.
  • You are driven by a mission to disrupt barriers facing historically disadvantaged students: You do the work you do, every day, with a deep conviction to address the systemic educational barriers that many students in our city have faced since they entered the school system. Because of this conviction, you are a tireless advocate for every student and lead with the belief that every student can achieve.
  • You are a systems builder and thinker: You have experience in developing systems necessary to push work forward. You can break big-picture ideas into the necessary parts and construct the systems needed to drive toward big-picture goals. You also recognize that effective systems include multiple inputs and as a result, ensure you collaborate with a variety of stakeholders who bring diverse perspectives and experiences as part of your strategic planning.
  • You love all things intervention and special education: You wouldn’t flinch if a co-worker asked you to give a summary of MTSS, intervention, or special education. Problem-solving teams and data-driven decisions are a core component to your work and you hold a deep conviction for the significance and nuances of special education. You recognize high-quality IEPs to be the anchor for driving towards outcomes for students and the significance of transition programming for high school students with disabilities.

ESSENTIAL FUNCTIONS 

With the must-haves driving your daily approach to the work, the successful Director of Student Services will strategically collaborate with the Senior Director of Student Services and Director of Special Education to set and execute the vision for Student Services across the STRIVE Prep network, as well as with the school leaders, Assistant Principals of Student Services, and Special Education Department Chairs to provide targeted, responsive coaching and support within a portfolio of schools.

MTSS Structures and Processes

    • Invest in and directly support stakeholders in developing school-level infrastructure necessary for the implementation of data-based problem-solving processes.
    • Progress monitor data to assess and analyze the effectiveness of intervention programming and refine programming as needed.
    • Collaborate with MTSS teams to analyze student data, including student work, in order to:
      • Monitor and adapt to student response to intervention
      • Identify trends and make recommendations around how to address gaps
  • Celebrate and learn from performance gains and systemic improvement

Special Education Procedures and Leadership

  • Provide expert technical assistance and content guidance in the special education eligibility and IEP process through side by side coaching, professional development, and supporting resources
  • Provide coaching and strategic support for campus Special Education Department Chairs around:
    • Special Education Teacher and team coaching and development
    • Special Education programming and delivery of services within their respective school including center programs if applicable
    • Specific student academic and/or behavioral concerns and needs
    • Differentiated mentoring for Special Education teachers based upon individual needs and trajectories of growth
    • Leading and advocating for Special Education services(?) Support(?)within their respective school
  • Remain knowledgeable and up to date with district and state regulations and policies on Special Education eligibility and the IEP process, including being able to easily navigate and identify district and state resources and tools
  • Develop and facilitate professional development (PD) at the network and school level on Special Education and IEP processes. PDs will occur during the summer in preparation for the school year and throughout the school year.

Evidence-Based Interventions and Instructional Methodologies 

  • Provide, update and support network guidance and school-specific recommendations and guidance around evidence-based intervention programs and instructional methodologies to address academic gaps.
  • Evaluate current intervention programming (e.g. scheduling, curriculum) in conjunction with data, and make research-based recommendations to drive ongoing development and improvement across the STRIVE Prep network
  • Collaborate with Curriculum Directors to identify intervention programs and instructional methodologies that align with GenEd ELA and Math.
  • Provide consultation and collaboration to instructional coaches and administrators around coaching interventionists about specific interventions, providing additional support and follow-up as required around PD topics.

Targeted, Responsive Professional Development and School Support 

  • Identify trends in student and teacher performance data in order to inform continuous improvement of PD and school support.
  • Collaborate with the Academic Team and other Central departments to design and deliver PD that addresses the many components of MTSS (e.g. data, parent engagement, technology, curriculum, etc) and intervention programming.
  • Use a variety of data tools (e.g. progress monitoring, formative and standardized assessments, teacher development, etc.) to strategically support to teachers, coaches, and schools.

Additional Duties

  • Perform other duties/tasks as needed or assigned by the Chief Academic Officer, Chief Executive Officer, and other senior leadership team members.
  • Support schools throughout the year on campus (including potentially working directly with students)
  • Active participation in network and school-level activities and/or events.
  • Frequent travel (50-75% of work week) is required across the network to school campuses.

MINIMUM REQUIREMENTS (OR PREFERENCES WHERE NOTED)

  • Bachelor’s degree
  • 2-5 year teaching and/or school-based experience SPED experience and familiarity with IEPs
  • Independent travel in the Denver metro area

PREFERRED REQUIREMENTS

  • Bachelor’s degree in English Language Arts, Reading, Math, or Special Education
  • Previous school-based experience with SPED, MTSS and/or Intervention

COMPENSATION AND BENEFITS

  • Competitive compensation package and annual performance-based raises
  • Participation in the Colorado PERA retirement program, including a PERA 401k option
  • Funding of 100% of individual medical benefits and a wide range of insurance plans
  • Approximately three weeks of summer vacation, approximately four weeks of school holidays and vacations,  and eight days of paid time off annually

DIVERSITY, EQUITY & INCLUSION

STRIVE Prep works to make a college-prep education for all students in our community the norm rather than the exception. STRIVE is an equal opportunity employer and actively encourages applications from people of all backgrounds.

Comments Off on English Language Arts Teacher

English Language Arts Teacher

Posted by | April 1, 2020 |

Title: English Language Arts Teacher (2020-2021)

STRIVE Prep is a Denver-based community of public charter schools that challenges every student to strive for college and thrive throughout life by helping them to discover and develop the knowledge, skills and confidence necessary to succeed in college and beyond.

We seek dedicated educators that live STRIVE Prep’s  core values every day:
Core Beliefs – Achievement 

  • Commitment 1:  I commit to celebrating academic and personal success for all.
  • Commitment 2:  I commit to holding myself and others accountable to high expectations.
  • Commitment 3: I commit to bringing passion and joy to my work.

Core Beliefs – Justice 

  • Commitment 1:  I commit to intentionally disrupt inequity, bias, and systems of oppression.
  • Commitment 2:  I commit to creating an environment of safe body, mind, and heart.
  • Commitment 3:  I commit to building a community where each person can bring their full, authentic self.
Core Beliefs – Perseverance

  • Commitment 1:  I commit to the belief that we grow and get smarter through effort and by making mistakes.
  • Commitment 2:  I commit to showing up Con Ganas, where we never give up even when the work is hard.
  • Commitment 3:  I commit to showing up with integrity and doing the right thing even when the road is tough.

ESSENTIAL DUTIES AND RESPONSIBILITIES

       Instruction:

  • Lead engaging, data-driven instruction in English Language Arts, using a predetermined English curriculum.
  • Teach daily student interventions, providing individualized instruction based on student needs.
  • Analyze student data and use it to provide student feedback and set goals
  • Collaborate with other teachers, school leaders, curriculum directors, the English Language Development Director and the Special Education team to ensure that instruction meets the needs of each learner.
  • Be available to students by phone every evening, Monday-Thursday, for homework assistance until 8:00 p.m.

       Culture:

  • Lead a student advisory at the beginning and end of each school day, and serve as the main point of contact and advocate for students in an advisory of approximately 15-30 students.
  • Establish systems and routines in order to create a safe, purposeful, and welcoming classroom environment focused on learning.
  • Communicate regularly and often with families to both solicit their input and share student social and academic progress.
  • Provide supervision of students during before and after school activities (arrival, dismissal, breakfast, lunch, and break).
  • Participate in family and community events, including twice-annual parent conferences and at least one student enrollment event or activity.
  • Own the success and achievement of all scholars in the school.

       Development:

  • Attend and participate in weekly staff and grade level meetings.
  • Participate in regular instructional coaching meetings and content-based department meetings.
  • Participate in STRIVE Prep’s Summer Training Institute as well as professional development throughout the school year.

REQUIREMENTS

  • Bachelor of Arts or Sciences degree
  • Achieve Qualified Teacher status (teacher’s license not required) within six weeks of starting through one of the approved channels outlined by the Colorado Department of Education
  • In addition, all teachers at STRIVE Prep must be fully qualified to provide English Language Acquisition (ELA) services through one of the following means: the DPS ELA Training Program, advanced coursework, or a Colorado endorsement. Teachers who are not ELA qualified at the time of hire will be required to complete the DPS ELA training program during their first two years of employment at STRIVE Prep.

PREFERRED REQUIREMENTS

  • Speaks Spanish and/or has experience working with English Learners
  • Demonstrated success working with middle school students of color

COMPENSATION AND BENEFITS

  • Competitive compensation package.
  • Annual performance-based raises.
  • Participation in the Colorado PERA retirement program, including a PERA 401k contribution option.
  • Funding of 100 percent of individual medical benefits and a wide range of insurance plans.
  • Approximately eight weeks of summer vacation, approximately four weeks of school holidays and vacations, and eight days of paid time off annually.

Equity and Inclusion

STRIVE Prep works to make a college preparatory education for all students in our community the norm, rather than the exception. To achieve this we are committed to building and sustaining a diverse team by maintaining hiring and recruiting processes that are free from bias and seek to provide each candidate with a unique and equitable opportunity for employment.

Comments Off on Math Faculty at Summer Enrichment Program for Underserved Students

Math Faculty at Summer Enrichment Program for Underserved Students

Posted by | March 31, 2020 |

This summer, change the lives of underserved students with exceptional potential in math.

Bridge to Enter Advanced Mathematics (BEAM), a project of the Art of Problem Solving Initiative, Inc., is seeking instructors for a program that gives everyone a chance to excel in mathematics. Faculty teach their own courses to bright middle school students from low-income and historically marginalized communities. Ideal faculty candidates include college or university professors with strong teaching backgrounds, and middle or high school teachers with strong mathematics backgrounds. Junior faculty positions are also available for graduate students and early career teachers, and we encourage applications from other professionals with an interest in math education.

During summer 2020, we will run residential programs at college campus in upstate New York and Southern California, and day programs in New York City and Los Angeles.

Residential Program (BEAM Summer Away):

Compensation: $5,000 for four weeks (or $3,300 for junior faculty such as graduate students or early-career teachers), plus room, board, and a transportation stipend.

Location: Bard College and Union College, both located a few hours out of NYC, and Harvey Mudd College in Southern California. Our students, all from low-income and historically marginalized communities in New York City and Los Angeles, will be discovering a new environment in these idyllic settings.

  • CA Dates: June 18 to July 15, 2020
  • NY Dates: July 2 to July 29, 2020

Courses at BEAM Summer Away can be:

  • Pure math such as number theory, combinatorics, graph theory, or logic;
  • Applied math such as circuit design, programming, astrophysics, or genetics; or
  • Problem solving, either Math Team Strategies or Solving Big Problems.

Non-residential Program (BEAM Discovery):

Compensation: $2,200-$5,600 for six weeks depending on course load (part-time positions available).

  • Location: Los Angeles, New York City
  • LA Dates: June 17 to July 28, 2020
  • NYC Dates: July 1 to August 11, 2020

BEAM Discovery Faculty teach one or two classes for all 5 weeks. For each of them, you can either apply to teach one of our pre-packaged courses or create their own curriculum for a class in one of the following categories:

  • Logical Reasoning introduces logical reasoning including deductive logic, case analysis, working methodically, and proof by contradiction.
  • Math Fundamentals leads students to understand mathematics from school on a deeper, more conceptual level.
  • Math Team Strategies exposes students to problems that require creativity, primarily through math contest problems.
  • Applied Math introduces students to different areas of work related to mathematics. Examples include programming, astronomy, mathematical biology (such as predator and prey models, or genetics), or estimation and Fermi problems.

For both:

We’ve found that the community of teachers that we create, bringing together instructors from across many different academic areas, is one of the program’s strengths and provides a great experience for all participants.

Good candidates will work well on a close-knit team and will be able to bring unique curriculum perspectives to the program. Experience with students from low-income or historically marginalized backgrounds or at Title 1 schools is a plus, as is experience with other extracurricular outreach programs (such as math summer programs or math circles, MATHCOUNTS, programming workshops, or similar). We will provide mentorship, textbooks, and other resources as needed.

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

Comments Off on Elizabeth High School Teachers

Elizabeth High School Teachers

Posted by | March 24, 2020 |

Elizabeth High School Teachers

The Elizabeth School District is seeking applicants for High School teaching positions.  Current openings include English, Spanish, PE/Health, Social Studies, and Special Education positions.

Salary will be from $34,002 to $53,438 annually.  We also have an excellent benefits package.

Elizabeth Schools has a cordial, high-achieving student body.  The community of Elizabeth is located in a beautiful area of the Palmer Divide among rolling hills and pine forests with views of Pikes Peak and the Front Range.  At an elevation of 6448 feet, Elizabeth is located 15 miles east of I-25 about 45 minutes southeast of Denver or northeast of Colorado Springs.

Comments Off on Elizabeth Middle School Teachers

Elizabeth Middle School Teachers

Posted by | March 24, 2020 |

Elizabeth Middle School Teachers

The Elizabeth Middle School is seeking applicants for Middle School teaching positions.  Current openings include 2 special education teaching positions.

Salary will be from $34,002 to $53,438 annually.  We also have an excellent benefits package.

Elizabeth Schools has a cordial, high-achieving student body.  The community of Elizabeth is located in a beautiful area of the Palmer Divide among rolling hills and pine forests with views of Pikes Peak and the Front Range.  At an elevation of 6448 feet, Elizabeth is located 15 miles east of I-25 about 45 minutes southeast of Denver or northeast of Colorado Springs.

Comments Off on Elementary School Teachers

Elementary School Teachers

Posted by | March 24, 2020 |

Elementary School Teachers

The Elizabeth School District is seeking applicants for Elementary School teaching positions.  Current openings include a Kindergarten teacher and  a 3rd grade teacher at Singing Hills Elementary School.

Salary will be from $34,002 to $53,438 annually.  We also have an excellent benefits package.

Elizabeth Schools has a cordial, high-achieving student body.  The community of Elizabeth is located in a beautiful area of the Palmer Divide among rolling hills and pine forests with views of Pikes Peak and the Front Range.  At an elevation of 6448 feet, Elizabeth is located 15 miles east of I-25 about 45 minutes southeast of Denver or northeast of Colorado Springs.

 

Comments Off on Chief Operating Officer

Chief Operating Officer

Posted by | March 23, 2020 |

Are you a visionary leader, ready to shape the academic future of kids in Jackson, MS? 

Jackson Public Schools is seeking a  Chief Operating Officer (COO) to lead the operations office in providing high quality services and support so that students and staff members have maximum opportunity to reach their highest potential. The COO leads the district’s core operations departments including Facilities & Operations, Child Nutrition, Property Accounting, Campus Enforcement, Information Technology and Transportation – to ensure equitable, efficient, and effective service delivery.

Responsibilities

  • Leading a culture and strategy of continuous improvement throughout the operations office that parallels similar efforts throughout the district.
  • Providing leadership and clear direction to members of the departments in the operations office.
  • Overseeing transportation, facilities maintenance, nutrition services and security activities to ensure efficient and effective functioning of the district.
  • Ensuring that all activities of the operations office conform to district policies, regulations and procedures and are compliant with state and federal laws and regulations.
  • Initiating consistent standard operating procedures and policies.
  • Communicating effectively with all members of the district and community by preparing various reports to inform students, staff & constituents of the district’s operational performance.
  • Promoting income generating opportunities for the district through relationships with other school districts, related entities, and business and community agencies.
  • Contributing to a culture of collaboration by working interdepartmentally with JPS Central Office leaders.
  • Creating opportunities for central office staff to act in service to schools, thus ensuring alignment of district resources with school needs.
  • Performing other related duties as requested or assigned.

Required Training & Experience

  • Minimum of ten (10) years’ experience in business/operations management and/or business ownership; with experience in operations and operational related functions that significantly include, but not limited to: facilities & grounds maintenance, construction trades, transportation, technology and nutrition services.
  • Evidence of improving conditions and efficiencies in previous work settings.

 

See job description for full list of candidate qualifications here: https://www.jpscoohiring.com/

 

Salary Information

Administrative Salary Scale

Days Employed: 246 per school year

Range: $105,000.00 – $155,000.00

Overtime: Exempt

 

Application Information

Deadline: Until Position is Filled Employment Date: July 1, 2020

All Applicants should (1) complete an online application at www.jackson.k12.ms.us and (2) Attach a letter of interest, a résumé, and a copy of your official transcript to the online application.

 

Learn more about the position and how to apply here: https://www.jpscoohiring.com/

 

About Jackson Public School District

Jackson Public Schools is the second largest school district in Mississippi, serving nearly 24,000 students, representing more than 80 percent of school-aged children in the state’s capital. Jackson Public Schools is an innovative, urban district committed to excellence that will provide every student a quality education in partnership with parents and the community.

Jackson Public Schools does not discriminate in any aspect of employment on the basis of race, color, ancestry or national origin, religion, sex, sexual orientation, gender identity, gender expression, marital status, disability, veteran status, genetic information, or age. For inquiries regarding the nondiscrimination policies, please contact Sondra Moncure, Senior Staff Attorney at smoncure@jackson.k12.ms.us.

Comments Off on Chief Academic Officer

Chief Academic Officer

Posted by | March 23, 2020 |

Are you a visionary leader, ready to shape the academic future of kids in Jackson, MS? 

Jackson Public Schools (JPS) is seeking a Chief Academic Officer to help the district achieve its key goals by setting the strategic vision and direction for the instructional framework and approach to academic programming. The CAO oversees the offices of Teaching and Learning, Exceptional Education and is the leader in all matters related to curriculum, instruction, pedagogy and learning. 

Responsibilities

  • Developing and implementing a vision for the district’s instructional and curriculum services and setting a vision and goals for the Chief Academic Office, aligned with the district Strategic Operating Plan, to ensure rigorous and standards-aligned instruction and instructional supports in every classroom, for every JPS student.
  • Applying research and best practices to inform instruction and ensure consistent delivery of high quality instruction aligned with key standards (i.e. classroom-to-classroom, grade-by-grade, school-by-school).
  • Leading academic service areas (i.e. instructional improvement, curriculum and instruction, educator effectiveness, exceptional children services, gifted services, English as Second Language).
  • Supporting informed decision-making by the Superintendent, cabinet and senior staff by monitoring and effectively interpreting the latest research, trends and development in all areas of education.
  • Collaborating with Assistant Superintendents and Executive Directors in all academic areas to evaluate existing curriculum programs, using observations, walkthrough data and results of district and state testing to determine necessary midcourse corrections.
  • Working collaboratively with cross-departmental teams in Data and Accountability, Exceptional Education, and Teaching and Learning to ensure support of all teachers and the effective delivery of instructional programs and services.
  • Collaborating with principals, principal supervisors, and district departments to provide support for a variety of school settings and build school support systems with the necessary resources.
  • Building and leading a highly effective, innovative academic services department that is assessed on the ability to continually improve instructional practices.
  • Building the capacity of district teachers and leaders to implement inclusive practices for students with special needs.
  • Ensuring that initiatives for school leaders and school teams are coordinated and integrate both academic content and instructional strategies.
  • Establishing a culture of high expectations and shared responsibility for equitable access to high quality, culturally relevant instruction.
  • Creating opportunities for central office staff to act in service to schools, thus ensuring alignment of district resources with school needs.
  • Implementing an instructional plan for the district that ensures effective teaching in every classroom.
  • Overseeing a continuous improvement process to ensure systematic shifts in instructional practice and student achievement in every classroom.
  • Performing other related duties as requested or assigned.

Required Training & Experience

  • Evidence of improving academic outcomes for students and eliminating disparities in achievement, opportunities and services for students;
  • Ten or more years of supervisory/administrative/management experience in school administration, including knowledge of academic assessment, preferably in an urban school district;
  • Knowledge of best practice in instructing diverse learners;
  • Doctoral degree in Education in an area related to curriculum and instruction or academic accountability services preferred, but not required.

 See job description for full list of candidate qualifications here: https://www.jpscaohiring.com/

 

Required Licensure/Certification

Possession of or eligibility for a valid state certificate endorsed in school administration (Mississippi Code 486).

Salary Information

Administrative Salary Scale

Days Employed: 246 per school year

Range: $105,000.00 – $155,000.00

Overtime: Exempt

Application Information

Deadline: Until Position is Filled Employment Date: July 1, 2020

All Applicants should (1) complete an online application at www.jackson.k12.ms.us and (2) Attach a letter of interest, a résumé, a copy of current MDE license, and a copy of your official transcript to the online application.

Learn more about the position and how to apply here: https://www.jpscaohiring.com/ 

 

About Jackson Public School District

Jackson Public Schools is the second largest school district in Mississippi, serving nearly 24,000 students, representing more than 80 percent of school-aged children in the state’s capital. Jackson Public Schools is an innovative, urban district committed to excellence that will provide every student a quality education in partnership with parents and the community.

Jackson Public Schools does not discriminate in any aspect of employment on the basis of race, color, ancestry or national origin, religion, sex, sexual orientation, gender identity, gender expression, marital status, disability, veteran status, genetic information, or age.

Comments Off on Special Education and General Education Teachers for k-8 grade ICT Classrooms at Small Progressive Charter School 2020 – 2021

Special Education and General Education Teachers for k-8 grade ICT Classrooms at Small Progressive Charter School 2020 – 2021

Posted by | March 10, 2020 |

Community Roots is hiring:

Teachers for our k-8 classrooms with certification in elementary school, secondary school content area certification (Art, Humanities, Math, Science, Performing Arts, Physical Education, and Spanish) and special education. Community Roots offers Integrated Co-Taught (ICT) classes for all k-5 classroom and all 6-8 core content areas.

Compensation:

  • Salary scale based on years of experience and certification 
  • 403b with employer match 
  • Single and family dental, vision, and health care

Qualifications:

  • Preference for New York State Teacher Certification
  • Prior teaching experience with demonstrated success
  • Demonstrated ability to collaborate
  • Demonstrated ability to prioritize student achievement while creating a nurturing and encouraging school environment
  • Preference for dual certification in Teaching Students with Disabilities (Special Education) and a content area

Community Roots seeks individuals who:

  • Believe in and are capable of high levels of collaboration and communication
  • Believe that communicating and building relationships with children’s families is essential
  • See themselves as active learners committed to ongoing professional development
  • Believe that all children have the right to an exceptional education
  • Understand that children learn in different ways
  • Are committed to ensuring that every child will succeed
  • Are capable of building a safe, nurturing, supportive and high achieving school culture
  • Believe that a combination of creativity and research generates engaging curriculum
  • Believe that working and educating children in a diverse environment is essential

About Community Roots:

Community Roots Charter School is a rigorous learning community where learning is embedded in meaningful real world context, where children are deliberately taught to see the connections between school and the world. CRCS students will meet or exceed the Common Core standards and be prepared to excel in the 21st century by being taught to be independent thinkers and to work productively within a diverse group of learners. At CRCS students will learn to combine curiosity with appropriate application, which will lead to deep understanding and the confidence to take on challenges to become who they want to be.

Please visit our website for more information about our school: www.communityroots.org.

How to apply: Please apply online at www.communityroots.org/jobs.

Comments Off on Running Creek Elementary Principal

Running Creek Elementary Principal

Posted by | March 10, 2020 |

Running Creek Elementary School Principal

Elizabeth School District seeks a dynamic educational leader with the ability to develop and support meaningful collaboration among staff, colleagues, parents, and students; build community partnerships; improve academic performance in a standards-based system and foster a positive school climate with a commitment to high expectations for all students.  Candidates should exhibit strong instructional leadership in an environment of trust and partnership, be capable of developing robust 21st century learning skills, excel at using data and other relevant information as the foundation for improving student learning and have a demonstrated record of excellent communication skills.Elizabeth is located in a beautiful area of the Palmer Divide among rolling hills and pine forests with views of Pikes Peak and the Rocky Mountains. At an elevation of 6,448 feet, Elizabeth is located 15 miles east of I-25 about 45 minutes southeast of Denver or northeast of Colorado Springs. Elizabeth is a high performing school district, characterized by a personalized approach to learning and high expectations for students and staff.

Running Creek Elementary has a committed, student-oriented staff, with active and supportive parents. The school seeks an exceptional professional to forward innovative work at the school.

REQUIRED SKILLS

Strong planning, organization, motivation, management, and evaluation skills
Experience in collaborative, data-based school improvement processes
Knowledge of best practice in preschool and elementary literacy, math, and science instruction
Demonstrated skills in facilitation, problem solving and budget
Strong written and verbal communication skills with diverse audiences
Demonstrated ability to use technology to support student growth and everyday work practices

POSITION RESPONSIBILITIES:

Plan, organize, and direct the activities of the elementary school (preschool through 5th grade)
Foster a positive school climate and continue implementation of Leader In Me
Cultivate a strong vision for the school with meaningful goals and strategies
Utilize data to develop and monitor educational goals and initiatives that promote success for all students

REQUIREMENTS:

Relevant classroom teaching experience
Minimum of 3 years in a school leadership position
Hold or be eligible to hold a Colorado Principal License

Salary

Salary commensurate with experience

Full time position – 220 days
Competitive benefit package

How to Apply / Contact
 

Apply online at http://elizabethschooldistrict.org

Comments Off on Middle School Director of Student Support Services

Middle School Director of Student Support Services

Posted by | March 10, 2020 |

About Community Roots:

 

Community Roots Charter School is a rigorous learning community where learning is embedded in meaningful real world context, where children are deliberately taught to see the connections between school and the world. CRCS students will meet or exceed the Common Core standards and be prepared to excel in the 21st century by being taught to be independent thinkers and to work productively within a diverse group of learners. At CRCS students will learn to combine curiosity with appropriate application, which will lead to deep understanding and the confidence to take on challenges to become who they want to be.

 

Currently, Community Roots has 460 students in grades K-8. Our first 8th grade class graduated in June 2015. Please visit our website for more information about our school: www.communityroots.org

 

Community Roots is hiring:

 

We are currently looking for a Middle School Director of Student Support Services who will work to be both innovative and inspiring in the pursuit of meeting the needs of all students in grades 6 – 8.  This position will report to the Middle School Co-Directors and supervise the Learning Specialist team and all support providers and support staff, including but not limited to related service providers and paraprofessionals.

 

Community Roots Charter School seeks individuals who:

 

  • Believe in and are capable of high levels of collaboration and communication
  • Believe that communicating and building relationships with children’s families is essential
  • See themselves as active learners committed to ongoing professional development
  • Believe that all children have the right to an exceptional education
  • Understand that children learn in different ways
  • Are committed to ensure academic, emotional and social growth in every child
  • Are capable of building a safe, nurturing, supportive and high achieving school culture
  • Believe that working and educating children in a diverse environment is essential
  • Enjoy their work

 

Qualifications:

 

  • Belief in CRCS mission and philosophy
  • Strong belief in and ability to collaborate
  • Demonstrated ability to prioritize and problem solve independently
  • Demonstrated ability to prioritize student achievement while creating a nurturing and encouraging school environment
  • Experience in working with students with IEPs and students at risk
  • Previous managerial experience preferred
  • Certification in Teaching Students with Disabilities required 

 

Main responsibilities will include:

 

Leadership

  • Oversee all programs and services for students with Individual Education Programs and 504 plans as well as those students identified as needing additional at-risk services in grades 6 – 8, including reading intervention, math intervention and behavior plans and any accompanying assessments.
  • Work with Co-Directors across K-8  to develop and institute school-wide goals and plans for improving inclusive education practice.
  • Collaborate with Co-Directors to provide professional development around inclusive practices for the faculty.
  • Supervise and support the work of Learning Specialists through regular meetings and feedback. 
  • Supervise and support the work of 1:1 paraprofessional(s) through regular meetings, feedback, and professional development. 
  • Support collaboration between paraprofessionals and teachers.  
  • Facilitate grade level meetings that are focused on IEP development and supporting student behavior.   
  • Ensure regular and effective communication between support providers, support providers and teaching staff, support providers, teaching staff and families.
  • Ensure communication and effective transition of services and information about students from one grade to the next  
  • Communicate and model expectations for maintaining an inclusive environment to all stakeholders including staff, families, and students.

 

Coordination

  • Coordinate the development, maintenance and oversight of Individualized Education Programs (IEPs) including, developing IEP goals, collecting documents for meetings, setting pre-meetings and other meetings for all students with IEPs and in process of evaluation
  • Ensure the school’s compliance with Special Education regulations and the maintenance of accurate special education records in accordance with state and federal law including required special education reporting to state authorizers
  • Serve as liaison for the Committee on Special Education (CSE) and related service provider agencies
  • Maintain and oversee logs for intervention services and CSE related meetings
  • Serve as liaison and advocate for families and students with the CSE and other agencies

 

Assessment

  • Oversee the implementation of assessments and assessment programs, such as BIPs and FBAs. 

 

Community Roots Middle School staff serve as co-Crew Leaders. Responsibilities of a Crew Leader include:

 

  • Serve as the academic advisor to a small group of students, supporting their academic and leadership development through the Crew curriculum, acting as a liaison between the school and their families, and attending professional meetings to support this work
  • Collaborate with colleagues to develop and implement Crew curricula that support students’ learning and is aligned with the school’s mission, core values, priorities and structures

 

Salary and Benefits:

 

  • Salary scale based on years of experience and certification 
  • 403b with employer match 
  • Single and family dental, vision, and health care

How to apply:

 Please apply online at www.communityroots.org/jobs.

Comments Off on Lower School Teacher PreK-5th grade: 2020-2021

Lower School Teacher PreK-5th grade: 2020-2021

Posted by | March 9, 2020 |

Description

Lower School teachers (PreK-5) work in self-contained classrooms of typically 20 students each.  Lower School teachers focus on three core academic areas:  mathematics, language arts, and social studies.  Physical education, Spanish language, science, music, art, library, and computer technology are taught by specialists.  Collaboration and communication between homeroom and specialist teachers is a high value in the Lower School.

Requirements

We are seeking an educator who is passionate about teaching.  The ideal candidate will have 3-5 years of elementary classroom experience, including a strong background in early literacy and mathematics instruction, and experience and facility with technology integration, curriculum development, and working collaboratively with a team. The successful candidate will possess excellent communication skills with parents and colleagues, add strength to the school community, and show evidence of continuing professional development.  A Master’s degree in elementary education or a related field and a teaching credential is preferred. Experience with Investigations (or a similar conceptual math curriculum), Lucy Calkins Writer’s Workshop, and Responsive Classroom is a plus.

Comments Off on Middle School Literacy Specialist for Grades 6-8 at Small Progressive Charter School 2020-21

Middle School Literacy Specialist for Grades 6-8 at Small Progressive Charter School 2020-21

Posted by | February 27, 2020 |

About Community Roots:

Community Roots Charter School is a rigorous learning community where learning is embedded in meaningful real world context, where children are deliberately taught to see the connections between school and the world. CRCS students will meet or exceed the Common Core standards and be prepared to excel in the 21st century by being taught to be independent thinkers and to work productively within a diverse group of learners. At CRCS students will learn to combine curiosity with appropriate application, which will lead to deep understanding and the confidence to take on challenges to become who they want to be.  Currently, Community Roots has 460 students in grades K-8. Our first 8th grade class graduated in June 2015. Please visit our website for more information about our school: www.communityroots.org.

 

Community Roots is hiring:

A Literacy Specialist for grades 6-8. 

 

Compensation:

  • Salary scale based on years of experience and level of education
  • 403b with employer match 
  • Single and family dental, vision, and health care

Responsibilities

  • Implement targeted, research-based literacy interventions (both reading and writing) to individual students and small groups of students in the least restrictive setting
  • Collect and use student data to set goals and monitor progress toward instructional outcomes
  • Collaborate with classroom teachers to administer and review assessment data e.g. school based assessments, reading assessments, NYSESLAT, NYSITELL, proctor state ELA/Math tests
  • Collaborate with classroom teachers to develop and monitor student intervention plans, including classroom based interventions 
  • Hold family conferences to review individual student’s progress at least twice a year and,  if a there is a need, arrange more frequent, regular conferences 
  • Provide families with written narratives to report on individual student’s progress at a minimum of twice a year, in accordance with the schoolwide progress report schedule  
  • Provide push in/pull out Special Education Teacher Support Services (SETSS) 
  • Manage IEP caseload 
    • Remain in frequent communication with families
    • Attend IEP pre-meetings and meetings and contribute relevant information 
    • Report three times a year on IEP goals 
    • Facilitate and/or participate in student centered research and meetings (e.g. Child Study Team, Functional Behavioral Assessments and Behavior Intervention Plans)
  • Co-facilitate a “crew”, our school’s advisory structure 

 

Qualifications

  • Special education certification 
  • Demonstrated success in implementing reading intervention and/or instruction 
  • Belief in CRCS mission and philosophy

Community Roots seeks individuals who:

  • Believe in and are capable of high levels of collaboration and communication
  • Believe that communicating and building relationships with children’s families is essential
  • See themselves as active learners committed to ongoing professional development
  • Always start from a child’s strengths 
  • Understand that children learn in different ways
  • Are capable of building a safe, nurturing, supportive and high achieving school culture
  • Believe that working and educating children in a diverse environment is essential
  • Enjoy their work

 

How to apply: Please apply online at www.communityroots.org/jobs.

Comments Off on Executive Director at Great Oaks Wilmington Charter School

Executive Director at Great Oaks Wilmington Charter School

Posted by | February 18, 2020 |

About Great Oaks Charter Schools

At Great Oaks, students will shape the world, not be defined by it. We believe that children learn best through a combination of project-based, authentic learning experiences, and direct instruction to support skill development and accelerate learning. Instruction and culture are grounded in our design principles of Mastery, Leadership, and Community. As part of the model, Great Oaks Americorps Fellows provide students with additional opportunities to engage in critical content, which helps to close academic achievement gaps and level the playing field. We are seeking talented, tenacious people who share our belief that all students deserve a high-quality education.

Great Oaks Principles

Mastery: For students to shape the world and not be defined by it, they must have deep knowledge and understanding and the ability to apply that to new contexts and situations. It is an attitudinal disposition that emphasizes continuous learning and growth over success/perfection. We support continuous improvement and innovation through improvement science.

Leadership: The purpose of leadership as a focus is to support a vision of the world in which equity and justice are essential to its development. We nurture and develop leaders by integrating love and an understanding of how humans learn into the systems and structures in our schools.

Community: Our schools are firmly rooted in community and explicitly designed to serve all children towards college and career readiness. Community as a goal of education is predicated on the understanding that if it takes a village to raise a child, why not help raise the village.  Wesupport the whole child in the development of healthy self-esteem and confidence through building deep relationships with others and themselves.

About Great Oaks Charter School – Wilmington

Great Oaks (GO) Charter School – Wilmington opened in downtown Wilmington in the fall of 2015. This school year, Great Oaks – Wilmington serves 450 students in 6th, 7th, 8th, 9th and 10th grades. Great Oaks – Wilmington will grow to serve students in grades 6th -12th by adding on one-grade level each year until we reach full enrollment. Our students arrive, on average, behind grade level.  Many live in poverty. Upon arrival, they are statistically less than 10% likely to graduate with a 4-year degree.  Our mission is that each child ultimately graduates from college. 

We have high academic and behavioral expectations for our students. We pair rigorous curriculum and teaching with intense personal support from teachers, tutors, and staff. The school’s mission is to prepare our students for college and career success through several key elements:

  • Small school – Grade-level cohorts of less 100 students allow each student to feel known and cared for. Our focus is on a sense of community and relationship building with families and students
  • More time on task – Longer school days than traditional schools. Weekend sessions and summer school for students who are struggling.
  • High expectations – Rigorous, differentiated, college-preparatory coursework from K-12. Advanced Placement and real college courses for all juniors and seniors.
  • Individualized Instruction – World-class teachers with clear expectations,, who are supported by a cadre of AmeriCorps fellows.

Position Summary  

Great Oaks Wilmington Charter School is seeking a dynamic, experienced, and focused Executive Director to lead Great Oaks Wilmington through its next stage of development.   The Executive Director is responsible for the overall performance, management, and operations Great Oaks.

The Executive Director oversees a Principal of the middle school and high school as well as other key administrators.   In this role, the Executive Director is responsible for working collaboratively with the leadership team in establishing the overarching vision and implementation of the plan and processes that result in quality student outcomes, teacher satisfaction and overall school success for Great Oaks Wilmington.

  • Conceptualize, design and implement an effective strategy that enlists the staff, families and students on a common effort for student college and career readiness;
  • Establish effective and regular ongoing systems of communication as the leader key stakeholders including staff & tutors, parents,the community at large, and state and local government agencies;
  • Ensure high quality curriculum, instruction, and assessment throughout the school aligned to state standards and designed to accelerate student outcomes and their passion for learning;
  • Ensure that systems exist to collect, monitor and provide feedback to teachers, Fellows, students and families about student progress and areas for growth;
  • Ensure that systems exists to develop, support, coach and supervise teachers in a way that builds teacher knowledge, inspires and enlists them, and holds them accountable for student learning. The Executive Director ensures that the school attracts and retains high quality staff;
  • Ensure that effective youth culture systems exist that build off of established leadership in strengths based leadership development practice and enlist staff and students to establishing an effective and caring culture in the school;
  • Implement  the Fellow Corps model, where every student receives effective tutoring and mentoring each week that significantly improves their skills and abilities and orientation towards college readiness;
  • Implement the policy, structures and systems to support effective management of the school in areas ranging from budget to enrollment, student data systems to state compliance;
  • Coordinate support with the Great Oaks Foundation across domains of the school:  instructional, assessment, curricular, culture, data, finance, HR, etc..
  • Work with the Board of Trustees and Great Oaks Foundation to deliver on the promises contained in the school’s charter;
  • Take responsibility for his/her part in reversing negative outcomes for students, to work relentlessly to support our efforts to engage each and every student, and to uphold our mission to prepare every student to succeed in college to the extent possible;
  • Through formal and informal feedback, consistently seeks to continue to develop and improve his/her job performance while employed by the School.  At Great Oaks, an ongoing quest for improvement is considered essential for all staff members.

The Executive Director formally reports the Great Oaks Wilmington Board of Trustees.  Through an MOU, the Charter Management Organization, the Great Oaks Foundation, provides day ongoing  management and support of the school, coordinated by the Executive Vice President.

Competencies and Qualifications (Required):

The successful candidate will have proven success as an experienced educational leader, with experience coaching and developing adults in order to support students. S/he will possess unbridled enthusiasm for the Great Oaks mission and the unique opportunities afforded by the Fellows  Corps model. With a relentless focus on teaching and learning and deep experience formulating strategy and implementing plans, the Executive Director will bring the ability to improve operations and deliver high quality outcomes. S/he will possess exceptional internal and external relationship building skills and the ability to communicate clearly and effectively to multiple constituencies.  S/he will drive student outcomes by using a wide range of engaging, rigorous pedagogical strategies to reach all students. The successful candidate will also have:

  • A strong academic record with a Masters degree or an advanced degree in Education, Education Administration or equivalent experience.
  • At least 7 years experience in K-12 education, with at least 3 years as an administrator
  • Prior Executive level leadership a plus
  • Experience working with urban, underserved youth strongly preferred
  • Prior experience with charter schools a plus
  • A strong belief that all students can succeed
  • A commitment to building relationships with students and families
  • A do-whatever-it takes attitude
  • Sense of humor and a growth mindset
  • An exceptional ability to respond well to and incorporate feedback
  • Demonstrated expertise in leading professional development for educators
  • Experience using both quantitative and qualitative data to shift instruction to reach all students.
  • Be relentlessly committed to preparing every student for college or a career of his/her choice
  • Possess strong leadership and team skills
  • Be a self-aware leader who knows how to treat all members of the school’s community with respect, appraises accurately his or her strengths and weaknesses, and is perceptive about how he or she is regarded
  • Have superb organizational and self-management skills and be able to handle multiple responsibilities effectively; have strong planning and execution skills; be a goal-oriented and effective problem-solver
  • Be dependable
  • Be driven to improve the minds and lives of students
  • Be passionate about academic learning and insistent on academic excellence and rigor at all times
  • A clear record of elevating student achievement in an urban classroom, with a strong understanding of pedagogy that drives results
  • A relentless work ethic and commitment to achieving the school’s mission
  • Excellent strategic planning, leadership, management, and communication skills, with a proven ability to lead instructional and non-instructional staff.

Required to pass a background check through fingerprinting and receive security clearance to work at Great Oaks WIL.

Compensation

Great Oaks provides a competitive compensation and benefits package; exact compensation will vary based on experience and education.

General Information

This position is for the 2020-2021 school year and the successful candidate will preferably start by May 1st to ensure effective transition and no later than July 1, 2020.

Comments Off on Grant Writer

Grant Writer

Posted by | February 13, 2020 |

Teaching Lab is looking for a consultant who can act as an exceptional RFP and grant writer, specifically to:

  1. Apply to state and district Requests for Proposals (RFPs), particularly to get on state-approved or district-approved professional learning vendor lists; and
  2. Develop and manage a successful project plan to support the Teaching Lab team in compiling and submitting all of the necessary elements of RFPs and grants.
  3. Support Teaching Lab in applying to foundation grants, as necessary.

Ideal candidates are excellent writers, experienced in operational project management, and exceptionally organized and detail-oriented. Candidates with knowledge of high-quality curriculum and high-quality professional learning are preferred. Candidates will be asked to submit a writing sample from a similar project (e.g., RFP or grant proposal).

Comments Off on Master Teacher

Master Teacher

Posted by | February 10, 2020 |

Description

 Master Teacher 
Great Oaks Charter School – Wilmington

 

About Great Oaks Charter Schools
At Great Oaks, students will shape the world, not be defined by it. Therefore, we believe that children learn best through a combination of project-based, authentic learning experiences, and direct instruction to support skill development and accelerate learning. Instruction and culture are grounded in our design principles of Mastery, Leadership, and Community. As part of the model, Great Oaks Americorps Fellows provide students with additional opportunities to engage in critical content, which helps to close academic achievement gaps and level the playing field. We are seeking talented, tenacious people who share our belief that all students deserve a high-quality education.

Great Oaks Design Principles
Mastery:  For students to shape the world and not be defined by it, they must have deep knowledge and the ability to apply that to new contexts. Therefore, we emphasize hands-on, project-based curriculum and joyful teaching.

 

Leadership: The purpose of leadership is to support a vision of the world in which equity and justice are essential. Therefore, we offer leadership opportunities to students so that they can persist through challenges, plan proactively for their future, and collaborate with others.

 

Community: Community is predicated on the understanding that if it takes a village to raise a child, why not help raise the village. Thereforewe support the whole child in the development of healthy self-esteem and confidence through building deep relationships with others and themselves.

 

About Great Oaks Charter School – Wilmington
Great Oaks (GO) Charter School – Wilmington opened in downtown Wilmington in the fall of 2015. This school year, Great Oaks – Wilmington serves 550 in 6th, 7th, 8th, 9th and 10th grades. Great Oaks – Wilmington will grow to serve students in grades 6th -12th by adding on one-grade level each year until we reach full enrollment.


Position Summary

Great Oaks Wilmington seeks Master Teachers for the 2020-2021 school year in English, Math, Science, Social Studies, and Special Education.

 

Great Oaks Master Teachers are highly skilled, experienced urban educators with a passion and drive to improve the instructional quality of their schools by extending their impact as classroom teachers. Great Oaks Master Teachers facilitate professional learning for colleagues and lead school-wide initiatives. By working closely with the school and the Great Oaks Foundation, Great Oaks Master Teachers support the development of their peers by mentoring early career teachers, leading teacher teams, and modeling best instructional practices.

 

Key responsibilities include:

Growing and mentoring young teachers by:

  • Serving as a mentor to early and mid-career teachers
  • Modeling, coaching and expanding on best teaching practices within their teams and across the Great Oaks faculty
  • Collaborating with teachers across the school and Great Oaks network to build common assessments

Planning and delivering strong instruction by:

  • Teaching a full program to middle school students
  • Planning collaboratively with a classroom team of pedagogues and co-teaching with up to two Fellows and often a Special Educator
  • Anchoring and leading vertical curriculum revision for their department
  • Planning and delivering standards-based project-based learning connected to an authentic audience

Drive student outcomes by:

  • Calibrating instruction to meet student needs accordingly, including administering and analyzing appropriate assessments to inform curriculum revision
  • Using a wide range of engaging, rigorous pedagogical strategies to reach all students
  • Leading department content meetings in collaboration with colleagues and serve as a liaison between administration and teacher content teams
  • Serving as an academic and personal coach to a small group of students in an advisory role
  • Applying knowledge of early adolescent cognitive development, learning styles, and social-emotional needs to build effective relationships with students and their families
  • Communicating effectively with students and families about classroom activities and student progress

 

Content Area Expertise
The Master Teacher is responsible for the planning, delivery, and support of appropriate content and skills to students. As with all teachers, this role collaborates with the Director of Inclusive Learning to ensure all scholars are on track to high school and college success.

 

Competencies and Qualifications (Required):
The successful candidate will have proven success in implementing high-quality instruction to students from diverse backgrounds. They will possess exceptional relationship-building skills and the ability to communicate clearly and effectively to multiple stakeholders.  The successful candidate will also have:

  • A strong academic record with a Masters or other advanced degree in their content area
  • At least 5 years of teaching experience improving student achievement with evidence of success in student outcomes based on test scores as well as other measures
  • DEL  7-12 certification or out-of-state/country teaching credential
  • Demonstrated expertise in curriculum adaptation and design, particularly in standards-based, project-based learning
  • A strong belief that all students can succeed
  • A commitment to building relationships with students and families
  • Demonstrated leadership experience in an academic setting
  • A do-whatever-it takes attitude
  • Sense of humor and a growth mindset
  • An exceptional ability to respond well to and incorporate feedback
  • Demonstrated expertise in utilizing literacy and numeracy strategies across the curriculum
  • Demonstrated expertise in leading professional development for educators
  • Track record of working across lines of difference or in diverse settings
  • Demonstrated experience with collaborative learning models and team-teaching
  • Evidence of previous experience mentoring or coaching early career teachers
  • Evidence of deep content knowledge in the core content and utilization of pedagogical practices to students to engage with the content.
  • Experience using both quantitative and qualitative data to shift instruction to reach all students.

All teachers are required to pass a background check through fingerprinting and receive security clearance to work at Great Oaks WIL.

Competencies and Qualifications (Preferred):

  • 5+ years of secondary teaching experience
  • Experience with special education strategies or Dual certification in Special Education
  • Successful experience teaching in an urban school
  • Training or certification in Wilson, Orton-Gillingham,  LLI or other research-based literacy interventions
  • Multilingual and/or experience working with English Language Learners
  • Demonstrated experience and passion for working with students multiple levels below academic proficiency for their grade
  • Demonstrated commitment to college and career readiness for all students
  • Ability to work in a fast-paced environment

Compensation
Great Oaks provides a competitive compensation and benefits package; exact compensation will vary based on experience and education.

General Information
This position is for the 2020-2021 school year and the successful candidate will start in the summer of 2020. Selected candidates will be contacted to set up a phone interview.

Comments Off on Licensed School Nurse

Licensed School Nurse

Posted by | February 10, 2020 |

Description

Licensed School Nurse
Great Oaks Charter School – Wilmington

 

About Great Oaks Charter Schools
At Great Oaks, students will shape the world, not be defined by it. Therefore, we believe that children learn best through a combination of project-based, authentic learning experiences, and direct instruction to support skill development and accelerate learning. Instruction and culture are grounded in our design principles of Mastery, Leadership, and Community. As part of the model, Great Oaks Americorps Fellows provide students with additional opportunities to engage in critical content, which helps to close academic achievement gaps and level the playing field. We are seeking talented, tenacious people who share our belief that all students deserve a high-quality education.

 

About Great Oaks Charter School – Wilmington
Great Oaks (GO) Charter School – Wilmington opened in downtown Wilmington in the fall of 2015. This school year, Great Oaks – Wilmington serves 550 in 6th, 7th, 8th, 9th and 10th grades. Great Oaks – Wilmington will grow to serve students in grades 6th -12th by adding on one-grade level each year until we reach full enrollment.

 

Position Summary
The licensed school nurse provides emergency medical services, administers medication, conducts routine health screenings and creates and implements wellness initiatives. The licensed school nurse is an integral part of our school providing education, guidance, and counseling on health-related topics for the Great Oaks school community.

 

Key responsibilities include: 

  • Using best nursing practices, provide skillful emergency medical care and administer medications to students
  • Assessing medical conditions of students and working with families to take appropriate actions based on students’ needs
  • Establishing and maintaining appropriate record-keeping procedures for student health records including immunization records, in accordance with Delaware mandates
  • Performing health-related screenings including, but not limited to, hearing, vision, and dental assessments and scoliosis screenings
  • Developing and conducting trainings and workshops on health-related topics for students, families, and staff
  • Providing education and counseling to students and families concerning medical issues
  • Participating in evaluations, re-evaluations, and meetings where medical input or consultation is needed

 

Competencies and Qualifications
The successful candidate will be committed to providing compassionate care to all students and be adept at partnering with families and school staff to promote health and wellbeing.

The successful candidate will also have:

  • A valid RN license issued by the Delaware State Department of Health
  • Two years of experience in nursing with at least one year in a school setting
  • A Valid CPR certification
  • Knowledge of compliance procedures for reporting and student health record-keeping that is in accordance with current Delaware mandates
  • A commitment to working with students and families in an underserved, urban community
  • Exceptional oral and written communication skills that include an excellent ability to interact in a kind and thoughtful manner with students and families
  • An excitement to proactively contribute to our school community by proposing and implementing new initiatives that promote good health
  • Experience in facilitating trainings and workshops on health-related topics such as sex education and nutrition preferred
  • A strong belief that all students can succeed
  • Excellent ability to stay organized in a fast-paced environment
  • A do-whatever-it takes attitude including a willingness to work occasionally on the weekend or in the evening
  • An exceptional ability to respond well to feedback and implement it immediately

Compensation
Great Oaks provides a competitive compensation and benefits package; exact compensation will vary based on experience and education.

 

General Information
Selected candidates will be contacted to set up a phone interview.

Comments Off on Story Editor

Story Editor

Posted by | February 6, 2020 |

Chalkbeat the growing nonprofit news organization telling the story of public education across the country, seeks a story editor who will make our stories sing.

Chalkbeat has seven bureaus — Indiana, New York, Chicago, Colorado, Detroit, Newark, and Tennessee — plus a national desk. The story editor will edit two bureaus to be determined. Stories include daily news pieces, step-back analyses, and longer enterprise work. Our story editing process is thorough, collaborative, precise, and fast-paced. Story editors work one-on-one with bureau chiefs and reporters, providing crucial perspective, adding regional or national context, and ensuring that stories read logically, adhere to Chalkbeat style, and are properly sourced. While each piece that comes across the transom is different, all of our stories taken together should add up to a coherent whole, and the story editor is essential to achieving that goal through a mix of line editing, copy editing, and pulled-back critical thinking.

This position will report to the managing editor for style and standards.

Who are you?

You’re a diehard and experienced editor fluent in AP Style who believes that equity in education and incisive education coverage are critical to civic life. Although this position does not manage writers directly, you possess a mentoring spirit that’s able to coax the best story possible from reporters both green and seasoned. You believe it’s better to teach than to tell. You live by your gut instinct for a good story and whack your way through unnecessary words to smooth and tighten. You can write nut grafs in your sleep. You’re used to being busy and you thrive under pressure. You edit quickly and will occasionally work late.

Required background and skills:

  • 5+ years experience in daily journalism
  • Expertise in story shaping, line editing, and copy editing. 
  • Experience working in a CMS.
  • Stellar news judgment.
  • Strong interpersonal skills with a knack for working with opinionated reporters and editors.
  • Passion for education is a must; knowledge of education is a plus, but not required.
  • Journalism experience in New York, Denver, Indianapolis, Detroit, Memphis, Chicago, Newark, and/or the Bay Area is a plus.

Note: We know there are great candidates who may not have all the skills we list, or who have other skills we haven’t thought of. If that sounds like you, please still apply and tell us more about yourself!

The ideal candidate is based in New York or another Chalkbeat bureau, but remote candidates will be considered.

This is a full-time position with benefits. Chalkbeat offers a competitive salary, commensurate with experience, and a generous benefits package, including a paid winter recess from Dec. 24-Jan. 1.

About Chalkbeat:

Chalkbeat is the nonprofit news organization committed to covering one of America’s most important stories: the effort to improve schools for all children, especially those who have historically lacked access to a quality education. We are mission-driven journalists who believe that an independent local press is vital to ensuring that education improves. Currently in seven locations and growing, we seek to provide deep local coverage of education policy and practice that informs decisions and actions, leading to better schools. Read more about our mission, values, and five-year strategic plan.

Comments Off on Chief Legal Counsel & General Counsel

Chief Legal Counsel & General Counsel

Posted by | January 30, 2020 |

The Chief Legal Counsel and General Counsel will:
•    Serve as general counsel to CASB and advise CASB staff and the CASB Board of Directors on legal issues
•    Lead CASB’s member legal resources and policy teams
•    Serve as a resource for CASB-member school boards seeking general legal information
•    Research and develop resources to keep CASB members apprised of current legal issues affecting Colorado school districts
•    Provide legal support to CASB’s advocacy and policy teams
•    Monitor, review, and comment on rules pending before the State Board of Education and other state agencies that pertain to schools
•    Serve on committees and working groups with the Colorado Department of Education and other state agencies and organizations that pertain to schools
•    Monitor state and federal cases and decisions that pertain to schools
•    Develop and deliver presentations that provide general legal information to school board members and other school district personnel at district locations and CASB events

Required Qualifications
•    Juris Doctor degree and be licensed to practice law in Colorado or another state and be willing to seek admission to the Colorado bar
•    A minimum of 7 years of experience practicing education or public sector law
•    Demonstrated oral and written communication skills, including public speaking
•    Demonstrated ability to effectively interface with publicly-elected boards of education, the education community, political figures, and the public
•    A genuine desire to work with people to improve public education

Preferred Qualifications
•    Knowledge of education law in Colorado and nationwide
•    Experience representing school districts, nonprofit organizations, or other public sector entities
•    Experience with school board policy research and/or development
•    Experience with the legislative process and working with educational advocates / lobbyists
•    Experience serving as a senior leader within an organization
•    Experience supervising and managing other attorneys and support staff
•    Experience managing multiple concurrent projects

Industry: Education
Salary: CASB will offer a competitive salary, commensurate with experience.
Job Posting Date: January 29, 2020.
Application Deadline: Ongoing; position open until filled.
Anticipated start date: To be negotiated.

The Colorado Association of School Boards is an equal opportunity employer and will not discriminate on the basis of race, color, national origin, ancestry, creed, age, marital status, religion, gender, disability, sexual orientation, genetic information, or veteran status.

Comments Off on Program Officer – Children, Youth, and Families

Program Officer – Children, Youth, and Families

Posted by | January 29, 2020 |

The Organization

A national leader in rural philanthropy, The Ford Family Foundation is a private foundation benefiting communities in rural Oregon and Siskiyou County, California. The Foundation targets all of its philanthropic tools – grants, scholarships, capacity building, convening, research, and strengthening stateside systems – to improving conditions in rural communities and increasing the wellbeing of children and families who live in those communities.

The Opportunity

The Program Officer will manage the Foundation’s work to promote early childhood success and kindergarten readiness. The Foundation is increasingly focused on the interconnectedness between our public, private, nonprofit, and community systems, and identifying how they must work together more effectively for improved outcomes in rural communities. The Program Officer will manage and carry out a significant portion of the Foundation’s work aimed at improving outcomes for children prenatal to age 8, while contributing to the Foundation’s broader, cross-cutting efforts to strengthen supports for children, youth, and families in rural areas. Leading with a partnership orientation, the Program Officer will be charged with effectively building bridges and synergy with other key systems that impact the wellbeing of children prenatal to 8 years of age. Utilizing both responsive and directed grantmaking approaches, this portfolio includes strategies related to kindergarten readiness and early school success, including pre-school to third grade alignment, quality childcare, family supports and early literacy. This individual will work closely with other Foundation program officers and partners from overlapping issue areas to build and strengthen the systems that enable rural children, youth, and families to thrive.

Desired Qualifications 

We are seeking a well-rounded individual who is passionate about promoting children’s success and strengthening the well-being of children and families in rural communities. The ideal candidate will have a strong base of knowledge and experience in early childhood development, an understanding of systems for early learning, health, or child welfare, and, direct experience working in rural communities.

Candidates must have a minimum of 5 to 7 years of experience in the fields of early learning and/or child health/welfare.  A current understanding of rural contexts, issues, and challenges is essential.

A bachelor’s degree is required and a graduate degree in a relevant subject is preferred. Candidates will be considered from diverse backgrounds that might include foundations, nonprofits, or public sector programs or agencies.

The position is based in Roseburg, Oregon and residency in Douglas County is required without exception. Approximately 30% of time will involve travel within Oregon and Siskiyou County, California.

Comments Off on Executive Director

Executive Director

Posted by | January 27, 2020 |

Background

The Greek School of Plato was founded in 1977 as a nonprofit educational organization dedicated to inspiring next generations of Greek Americans to carry forward the rich Hellenic culture and heritage throughout their lives.  The School offers after school and Saturday programs to students between PreK-Grade 9, teaching Greek language, history, literature, culture, theatre, dance and music.  Students come primarily from the surrounding Brooklyn and Staten Island communities.

The Greek School relies on a talented staff, highly committed Board members and a large community of volunteers to support the programs.   With the recent acquisition of a new larger facility, the vision is to create a true Community Center, offering full-service cultural and educational programs to students as well as community residents, regardless of ethnic background, to promote Greek cultural understanding, provide opportunities for youth enrichment, and social services.  The possibilities are limitless but may include a daytime nursery, gallery space, a bookstore, library and conference rooms, rooftop play areas, classrooms, a theatre, films, dance, lectures, culinary classes and fundraising events.

The Position

The Greek School of Plato is seeking an Executive Director whose primary responsibility will be to develop and implement all policies, programs and procedures related to the School/Cultural Center. Reporting to the Board of Directors, the Executive Director will be a dynamic individual who has the power and presence to advocate successfully on behalf of the Greek School of Plato, both in the public and private sectors.

The Executive Director must be highly intelligent, a leader and self-starter who shares the Board’s vision of the opportunity and commitment to the School’s core mission.  The Executive Director will have proven ability to foster the growth of an organization and be comfortable driving change. The successful candidate will most likely be a professional who has substantial experience in leadership as well as education and community services.  Someone with exposure to the educational arena in New York would be preferred. In addition, s/he must be an exceptional fundraiser, able to demonstrate significant accomplishments and past successes, a hands-on manager, strategic thinker and planner, and problem-solver able to respond to crises quickly and effectively.

Excellent negotiation and communication skills are critically important.  S/he must be equally comfortable in making presentations before community leaders, agency administrators, prospective funders, and the public. S/he must be able to work closely with Board members and staff to promote an open, inclusive environment that emphasizes cooperation and teamwork with a minimum of ego.  In addition, s/he will be bright, diplomatic, analytical, of the highest integrity and possess sound judgment as well as a sense of humor.

A background in Greek culture, language and experience will be an advantage, although not a requirement.

Specific Responsibilites:

Strategic Planning and Management

  • Oversee the operations of the School and the Center
  • Build and maintain a strong partnership with the Board via effective reporting and relationships; achieve communication and consensus and set clear and actionable priorities around key strategic initiatives of growth and expansion
  • Set and achieve programmatic goals; establish strong working relationships with a wide range of stakeholders; identify opportunities to advance the organization’s programs and strategy through shared goals
  • Build organizational infrastructure and capacity to support future growth
  • Create staffing structures to meet growth needs
  • Build a positive team culture that is mission-focused

External Relations Management and Fundraising

  • Serve as the public face of the organization and the primary local spokesperson
  • Develop and implement ambitious but achievable fundraising plans that diversify revenue streams, especially foundation grants and individual donors

Business Operations

  • Oversee all business functions (accounting, HR, IT, legal, health care, benefits, etc.)
  • Oversee organization budget and provide accurate financial reporting to the Board of Directors
  • Ensure policies and procedures are maintained and enforced for proper financial controls and reporting

Qualifications:

  • Bachelor’s degree; Master’s degree preferred
  • Minimum of 8-10 years of proven leadership, fundraising and management experience
  • Demonstrated organizational leadership ability, which includes effectively managing and motivating a team to achieve program goals
  • Outstanding organizational skills; capacity to prioritize multiple and varied responsibilities
  • Able to work both independently as well as in collaboration with staff and board in a supportive and direct manner with a minimum of ego
  • Able to represent the Greek School of Plato with funders in public settings and with other organizations in the New York area
  • Strong strategic thinking, problem-solving and implementation skills.
  • Excellent oral and written communication skills, as well as strong interpersonal, relationship-building and networking skills
  • Ability to source, attract and retain institutional and individual donors
  • Thrives in an achievement-oriented, entrepreneurial and fast-paced environment

To learn more about the Greek School of Plato, please visit thegreekschoolofplato.org.

The Greek School of Plato is an equal opportunity employer. They celebrate diversity and are committed to creating an inclusive environment for all employees.

Comments Off on Special Education Director

Special Education Director

Posted by | January 22, 2020 |

Description:
Director of Special Education
1. Providing consistent leadership for the District in pursuit of its strategic and tactical goals.
As a Director this position is responsible for:
• Participating and contributing to setting goals and standards and making decisions that help guide Mesa County Valley School       District  51 (MCVSD 51) toward its near-term and long-term future.
• Cooperatively resolving current issues of major significance that will have a bearing on the programs and people of MCVSD 51 assigned.
• Being decisive in taking and communicating appropriate remedial action when performance and behavior is not consistent with     targets
• Sharing information and develop a collective understanding of programs and issues
• Fostering trust and alignment of  department goals with the District’s goals

2. Assuring the on-going monitoring, evaluation and improvements necessary for special education student growth and achievement.  Working with instructional directors to align and enhance services to students, this position will evaluate the effectiveness of programming for students with disabilities.

3. Coordinating hiring efforts to obtain highly qualified staff to serve students with disabilities.  The Director develops effective professional learning structures and/or opportunities that align with District priorities and promote staff development and retention.  In addition, duties include oversight and training of department Coordinators in their role as evaluators of special education staff.  Director acts as the point of resolution in instances whereby a staff member disagrees with a Coordinator’s evaluation.

4. Possessing a working knowledge of, promoting, and enacting federal, state, and District special education policies, standards, and procedures. This position is responsible for supporting District personnel in understanding, abiding by, and compliance with legal and ethical boundaries as outlined in the:
• Individuals with Disabilities Education Act (IDEA, 2004)
• Section 504 of the Rehabilitation Act
• Americans with Disabilities Act (ADA)
• Colorado Preschool Project (CPP)
• Nursing Services

5. Developing, implementing and providing coordination and monitoring of budgets, programs, staffing levels that enhance student growth and achievement.  Duties include but are not limited to directing programs, writing Federal applications, providing fiscal management and compliance for all programs assigned to this role.

6. Addressing stakeholder questions and concerns as it relates to students with disabilities including policies, procedures, methodologies and discipline in addition to other topics. Mediating between parents, other staff members, and community stakeholders the Director champions the best options in serving students with disabilities.

7. Serving on numerous community, district and regional, & State committees to provide services to students and professional development to staff is an expectation of this position.  Other duties may be assigned

Job Summary:
This position works with Coordinators, Principals, Central Administration, and outside agencies in aligning District priorities and resources to support student achievement as it relates to students with disabilities within the District’s education system. Employee provides support and leadership to special education staff, the early childhood and pre-school education teams, and all District Allied Health Professionals. Position is responsible for the department’s overall compliance with special education record keeping and reporting requirements as well as utilizing data-driven decision making to continuously drive District and building level improvements for students with disabilities.

Qualifications:
Masters degree in education with additional coursework in Special Education
Preference given for Doctorate degree in related field
Previous experience in school administration and demonstrated leadership abilities
Must have or be able to obtain Colorado Special Education Director’s License
Working Conditions:
260 days/year

Salary Range
$105,571 – 161,237

Comments Off on Special Education Teacher – Mild/Moderate

Special Education Teacher – Mild/Moderate

Posted by | January 22, 2020 |

Title  Elizabeth High School Special Education Teacher – Mild Moderate Needs

Salary  $34,002 – $53,438

Grades  9-12

Qualifications/Job Description

Qualifications:

  • A current CDE license (or ability to obtain) with appropriate endorsements in secondary special education
  • Ability to effectively deliver pertinent curriculum and manage IEP caseload
  • Passion and expertise to work with high school special education students
  • Ability to work collaboratively within a strong core team


Job Description:

This is a full-time position and is open until filled.  The special education department offers a range of classes from mild to severe needs across grades 9-12.  Teachers in the special education department generally specialize in a content area but support each other across the curriculum.

Elizabeth High School has a cordial, high-achieving student body.  The community of Elizabeth is located in a beautiful area of the Palmer Divide among rolling hills and pine forests with views of Pikes Peak and the Front Range.  At an elevation of 6448 feet, Elizabeth is located 15 miles east of I-25 about 45 minutes southeast of Denver or northeast of Colorado Springs.

Comments Off on San Luis Valley Board of Cooperative Educational Services Executive Director

San Luis Valley Board of Cooperative Educational Services Executive Director

Posted by | January 15, 2020 |

Announcement of Vacancy

Executive Director

San Luis Valley Board of Cooperative Educational Services

 

The major job duties and responsibilities are:

  • Serves as the Chief Executive Officer of the BOCES
  • Directly supervises all administrative staff along with certified special services providers
  • Provides leadership to the Board of Directors and Superintendents Advisory Council
  • Provides leadership for the development and execution of the policies and directions of the Board of Directors
  • Works with the Board of Directors, Superintendents Advisory Council and the staff to develop programs and services to meet the needs of the member districts
  • Maintains compliance with applicable federal, state, and local laws and regulations demonstrating knowledge about and the ability to apply relevant federal and state statutes, regulations, case law and policies that impact all children.

 

The BOCES Board of Directors is offering an annual salary of $85,000 – $100,000 (negotiable, depending on experience and educational attainment) and a competitive benefit package.

 

Application Deadline:  February 28, 2020

Interviews:  March 9th-12th, 2020

Date of Employment:  July 1, 2020

  • Note: In order to be considered a candidate for this position, all application materials must be received at the­­­­­­­­­­­­­­­ San Luis Valley BOCES Office by 4:30 p.m. Mountain Time on the Application Deadline of February 28, 2020.  All application materials received after this date WILL NOT be considered.

An application must include:

  • A completed and signed application (http://www.slvboces.org/)
  • A current professional resume
  • Transcripts, placement papers and/or credentials requested by you from college or university placement center (photocopies are acceptable)
  • Three recent letters of recommendation (dated within the past two years)
  • Answers to the following questions, citing examples of past experiences, no longer than two typewritten pages each:
  1. Discuss your professional goals and where you expect to be in 5-10 years.
    1. Describe how you would go about creating partnership among the BOCES member districts to meet the diverse needs of students and staff within the districts.
    2. Describe your professional educational background and discuss your highest achievements and greatest strengths.
    3. What are the key components of an effective communication system within the BOCES and between the BOCES and the districts it serves?
Comments Off on Chief Innovation Officer

Chief Innovation Officer

Posted by | January 15, 2020 |

Teaching Lab seeks a full-time Chief Innovation Officer to join our Executive Team to and pursue our mission to fundamentally shift the paradigm of teacher professional learning for educational equity.

Type of Vacancy: Salaried full-time, starting spring 2020

Location: Remote

Reports to: Chief Executive Officer

Travel Required: At least one time per month

Compensation: Commensurate with experience

Teaching Lab is an equal-opportunity employer committed to reflecting the diversity of the students we serve. We pursue equity as both a means and an end, and enthusiastically welcome candidates of all backgrounds to apply for this role.

Who We Are

Teaching Lab is a nonprofit organization with a mission to fundamentally shift the paradigm of teacher professional learning for educational equity. We envision a world where teachers and students thrive together in communities that enable life-long learning and meaningful lives. In partnership with teachers, we transform professional learning from the ground up to dramatically improve student outcomes. We also work with school, district, and state leaders to create the instructional systems necessary to support these changes.

Our model is based on the best educational research and years of experience using exceptional instructional materials with teachers. Our team of experienced educators is committed to ensuring all students—especially students traditionally underserved by our school systems—meet the academic expectations necessary to succeed now and in the future. Our partners believe in the power of great teaching to inspire students at all levels to learn and grow. Together, we are building a nationwide movement for evidence-based teacher professional learning.

The core of Teaching Lab’s work is a belief that stronger professional learning for teachers can dramatically improve student opportunities and educational equity. Research suggests that effective professional learning incorporates three critical components:

  • Head: Core academic content embedded in exceptional instructional materials and aligned to research-based practices. Teachers deserve daily access to instructional practices based in research. Deep study of high-quality instructional materials allows teachers to grow their knowledge over time and spread that knowledge to their colleagues. We call this the “head” of professional learning.
  • Heart: Teacher-led communities that build both social capital and buy-in. Teachers deserve to feel motivated and supported by their peers to learn and grow. In teacher-led communities, educators are more likely to buy into their own development and work collaboratively with their colleagues to improve instruction. We call this the “heart” of professional learning.
  • Habits: Structured and repeated cycles of learning in the classroom. Teachers deserve to learn from their efforts. Repeated cycles of learning afford teachers the time and space to reflect, incorporate new learning into practice and verify changes to instruction using evidence of student learning. We call this the “habits” of professional learning.

At Teaching Lab, our work is in pursuit of racial educational equity, and our lived values are grounded in racial equity.

  • Racial educational equity is “raising the achievement of all students while eliminating the racial predictability and disproportionality of which student groups occupy the highest and lowest achievement categories.” (Adapted from Pacific Educational Group)
  • Racial equity is the active work to ensure that colleagues of all racial backgrounds are truly respected, are able to function with dignity, are able to exercise influence over their lives, and, in the end, be able to determine for themselves the course of their professional realities. (Adapted from Howard Fuller)

Summary of Position

Teaching Lab is seeking a Chief Innovation Officer (CIO) to join our Executive Team. The CIO will act as a major thought leader in the field, use an equity lens to identify and pilot innovations to solve vexing problems in education, particularly related to teacher professional learning, will develop and manage our influence and communications strategy, and will help support raising philanthropic funding for innovations in order to achieve Teaching Lab’s four major five-year objectives:

  • Dramatically increase the number of teachers who experience a high-impact sequence of professional learning every year of their careers.
  • Create a learning organization that drives both continuous improvement and cost-effectiveness of our service model and organization.
  • Create and sustain enabling conditions for high-impact teacher professional learning.
  • Build a sustainable, anti-racist organization.

The Chief Innovation Officer is a member of the Executive Team and will support the organization in using an equity lens to manage the following functions:

  • Innovation: Design and lead our strategic approach to innovation and manage our innovations from ideation phase to program integration, dramatically improving our ability to impact teacher professional learning and educational equity.
  • Influence and Communications: Develop and manage our external influence and communications strategy, including representing our organization as a thought leader externally at events, conferences, and with funders.
  • Development: Collaborate with the CEO and COO to maintain strong relationships with funders, seek out funders to support our innovation and influence strategies, and meet Teaching Lab’s fundraising goals.
  • Leadership: With the Executive Team, lead Teaching Lab to become a best-in-class non-profit organization that centers equity and achieves our mission to fundamentally shift the paradigm of teacher professional learning for educational equity. Additionally, the CIO will partner with the CEO to ensure that other functions and workstreams lead to the achievement of the organization’s goals.

As a rapidly growing nonprofit, we seek an entrepreneurial individual excited to lead Teaching Lab to become a high-influence learning organization. This position is a senior-level role and has high potential for large-scale educational impact.

Eligible candidates must have strong expertise in system-level leadership, relationship and partnership cultivation and management, public speaking and influence, expertise in the Common Core or similar College- and Career-Ready state standards, a clear vision for how to scale evidence-based teacher professional learning, deep knowledge of how racism and historical systems of oppression impact PK-12 education, and experience effectively leading for racial equity. Ideal candidates will have a unique combination of intellectual curiosity and established skills in each of these areas. Teaching Lab is a mission- and values-driven organization. We seek outstanding leaders who have demonstrated a commitment to educational equity and racial equity.

Key Responsibilities & Functions

Innovation – To continuously learn and innovate to improve our core services, the CIO will:

  • Create and manage Teaching Lab’s innovation strategy from problem identification, pilots, evaluation, and implementation across the organization and partners.
  • Lead a cross-functional working group of team members to execute Teaching Lab’s innovation strategy aligned with our eight areas of innovation (diverse learners, teacher leader development, Professional Learning Community (PLC) supports, learning science, culturally-responsive teaching, school models, technology-enabled learning, and social-emotional learning), and integrate innovations into Teaching Lab’s core services.
  • Collaborate closely with the CEO, Managing Director-Content Design, Managing Director-Partnerships, and Program Team to identify, pilot, and integrate innovations into core services, including building buy-in for the adoption of ground-breaking innovations.
  • Collaborate closely with the Managing Director-Learning and Research to develop and implement a data strategy to evaluate the impact of innovations on improving outcomes for educational equity.
  • Support the Teaching Lab team to adopt and maintain a Learning Management System and other technologies to test and improve innovations, impact, and efficiency of Teaching Lab’s service delivery model.

Influence and Communications – To build a grassroots network of influencers to dramatically improve teaching and learning and establish Teaching Lab as a high-influence organization, the CIO will:

  • Cultivate a transparent, informative, efficient and grass-roots communication strategy centering teacher leaders and promoting courageous conversations about race amongst stakeholders, partners, and practitioners.
  • Develop a vision and strategy, and lead a cross-functional Communications Working Group to establish Teaching Lab’s brand identity and to integrate our brand identity across all organizational functions.
  • Author and disseminate case studies, and promote Teaching Lab on social media.
  • Build a network of mission- and values-aligned champions and entities by serving as a thought leader at external events, conferences, and funder meetings.
  • Integrate Teaching Lab’s innovation strategy into our influence strategy to spread evidence-based and equity-driven practices through teacher leaders.

Development – To establish Teaching Lab as a financially sustainable non-profit, the CIO will:

  • Co-create and co-manage, with the CEO and COO, Teaching Lab’s development strategy, including strategic goal setting, data management, and funder relationship management.
  • Raise philanthropic revenue to fund Teaching Lab’s innovation initiatives before integrating them into our core revenue-generating services.

Leadership – To lead Teaching Lab to become a best-in-class non-profit organization, the CIO will:

  • Serve as a member of the Executive Team and determine the strategic, cultural, and programmatic direction of Teaching Lab.
  • Support board engagement and management of Teaching Lab’s Board of Directors, including creating materials for board meetings, stewarding board member relationships, and participating in all Teaching Lab board meetings.
  • Model Teaching Lab’s values, centering racial equity, and support the evolution of Teaching Lab’s equity-centered policies & practices.
  • The following responsibilities are also expected of all members of the Teaching Lab Executive Team:
    • Participation in Executive Team meetings and shared decision making;
    • Recruiting, hiring, and managing new staff or consultants on projects under their leadership;
    • Developing skills, expertise, and credibility in their core areas of leadership;
    • Supporting the development of best-in-class and equity-driven professional learning content and programming;
    • Representing the organization externally through meetings, speaking engagements, writing, and publishing.

Qualifications

We seek team members who bring relevant experience, knowledge, and skills, as well as a commitment to shared values and norms. Prospective CIO candidates should be able to demonstrate experience or background in the following categories:

Educational & Work Experience

  • A minimum of ten years’ experience leading and directing a multi-department division in education, educational professional development, non-profit management, or related industry.
  • Experience working in an entrepreneurial and rapidly growing organization; non-profit experience preferred.
  • Demonstrated record of results in developing and implementing strategy at a system-level to improve educational equity and student outcomes.
  • A Bachelor’s degree. Master’s degree in an education-related field, preferred.
  • PK-12 teaching experience in a public school setting.

Knowledge

  • Deep knowledge and experience with Common Core or College- and Career-Ready standards.
  • Highly developed knowledge of the field of education, education research, and high-quality professional learning delivery models.
  • Deep knowledge of the impact of race and historical systems of oppression on PK-12 education and students in traditionally underserved communities.

Skills

  • Strong, demonstrated skills in leading, motivating, and supporting groups and individuals with and without formal authority.
  • Ability to quickly establish credibility with internal and external individuals, entities, and agencies.
  • Exceptional communication, presentation, and interpersonal skills to influence change in individuals, teams, and systems, especially related to racial equity.
  • Exceptional creative problem-solving capabilities, including a self-starting entrepreneurial approach to solving difficult problems.
  • Ability to thrive in a demanding and entrepreneurial environment requiring a high degree of adaptability, innovation, and follow-through.
  • Ability to engage in big picture thinking while simultaneously tracking and juggling multiple tasks and priorities.
  • Ability to learn on-the-job and quickly pick up new skills in order to meet strategic goals.

Values

  • Deep commitment to Teaching Lab’s organizational mission and values, particularly racial equity, and educational equity for traditionally underserved students.
  • Strong commitment to a growth mindset for both adults and students, and a desire to work collaboratively to grow team skills and capabilities.
  • Belief in the power of relationships and collaboration to drive results.
  • Focus on achieving results for traditionally underserved students, including a high bar for quality work.

Working at Teaching Lab

This position is eligible for remote work anywhere in the continental United States. Candidates who live near New York City or Washington, DC may elect to work out of Teaching Lab offices located in those cities if they choose.

This position will require significant work travel based on organizational needs and capacity and time of year.

Salary for this position is commensurate with experience. Teaching Lab offers a comprehensive benefits package, including organizational contribution of 100% of employee costs and 50% of dependent costs for health, dental, and vision insurance, a 401(k) program with a 4% employer match and diverse investment options, monthly technology reimbursement, and generous time off and leave policies.

We are committed to building a sustainable organization. We love our work and want to be able to do it for years to come. This means that despite our relentless focus on impact and results for educators and students, we commit to maintaining a balance between work and other parts of our lives.

 

Comments Off on PROGRAM DIRECTOR, AUTONOMOUS SCHOOL IMPROVEMENT

PROGRAM DIRECTOR, AUTONOMOUS SCHOOL IMPROVEMENT

Posted by | January 14, 2020 |

EMILY GRIFFITH CAMPUS

Traditional 235 work days 

FTE: 1.0

Salary Range:  Commensurate with experience

  

Essential Functions and Objectives:

 –  Accountability for leading and managing the operations of a multi-functional district wide program. Establishes program priorities, district support structures and resource allocation. Leads the execution, maintenance, projects’ implementation, change management, and cross-functional alignment of work streams; ensures program and district compliance with relevant industry, state and federal regulations. 

–  Responsible for leading the school improvement strategies for autonomous schools to achieve the goal of Great Schools in Every Neighborhood.  Drive continuous school improvement and the Tiered Quality Assurance methodology for providing accelerated improvement, eliminating opportunity gaps and readying all students for college and career. Leverage internal and external relationships to deliver appropriate supports for autonomous schools.

–  Lead the district strategy for autonomous school continuous improvement processes in a manner than honors school autonomy while providing appropriate supports for autonomous school leaders and autonomous boards.

–  Lead the Tiered Quality Assurance Program for autonomous schools, manage the Tiered Quality Assurance Manager, and support autonomous schools and boards through critical school changes.

Lead strategy for shared learning for autonomous schools and, in partnership with the Schools Division and Academics Division, across the DPS family of schools.

–  Own relationships with external organizations designed to support autonomous schools to build shared and cohesive strategies

–  Collaborate with internal departments to align expectations and develop cohesive systems and supports for school improvement that remove barriers, provide targeted support to highest needs schools and create sustainable change in areas closest to teaching and learning.

–  Design the Portfolio strategy for data-driven progress monitoring of autonomous school improvement, including use of leading and lagging indicators to provide strategic direction in partnership with autonomous schools and in a manner that honors school autonomy

–  Serve as senior leadership within the Portfolio Management Team, including being responsible for division-wide vision setting, team development and well-being, and autonomous schools advocacy and support.

Knowledge, Experience & Other Qualifications:

 

–  Knowledge of program management best practices

–  Experience working with school based teams or leading professional development programs with schools

–  Knowledge of social-emotional intelligence curricula, behavior intervention, and/or multi-tiered systems of support, trauma informed care and implementation processes

–  Ability to prioritize multiple projects

–  Ability to develop, plan, and implement short- and long-range goals, establish priorities, and organize resources

–  Ability to work in a multi-ethnic and multi-cultural environment with district and school leaders, faculty, staff and students

–  Experience providing staff supervision and support

–  Effectively handle multiple demands and competing deadlines

–  Inspired, visionary who can foster/generate excitement, buy-in and understanding with colleagues and employees outside of the team

–  High degree of integrity in handling confidential information

 

Education Requirements:

–  Master’s Degree required

–  Degrees in Education or related field preferred

–  7+ years’ experience required

–  3+ years management experience required

Other information:

The Portfolio Management Team (PMT) supports school empowerment and shared accountability across the DPS family of schools and serves as the school authorizing office for DPS. Our mission is to authorize, cultivate and advocate for high quality schools (i.e., district-run, innovation, iZone and charter) in DPS. We embrace school empowerment, high performance standards, clear accountability, family choice and community engagement. We envision a nation where every public education system effectively serves the diverse needs of all children and where every student graduates prepared for success in life. We strive for DPS to be a national model for transformational change in public education by: 1) Improving outcomes for all Denver students through recruiting and supporting a diverse portfolio of high-performing schools that are accountable for results; and 2) Producing transformational changes district-wide by identifying, sharing and facilitating the implementation of innovative, best-in-class policies and practices in all schools and central office departments. Within DPS, we support the entire family of schools and partner with other District Teams to provide the best service to each school.

About Denver Public Schools:

 

Denver Public Schools is committed to meeting the educational needs of every student with great schools in every neighborhood. Our goal is to provide every child in Denver with rigorous, enriching educational opportunities from preschool through high school graduation.  DPS is comprised of nearly 200 schools including traditional, magnet, charter and alternative pathways schools, with an enrollment of more than 90,000 students.  

 

Under the leadership of Superintendent Susana Cordova and guided by the tenets of The Denver Plan, DPS has become the fastest-growing school district in the country in terms of enrollment and the fastest-growing large school district in the state in terms of student academic growth.  Learn more at dpsk12.org.  

  

Denver Public Schools is an Equal Opportunity Employer and does not discriminate on the basis of race, color, religion, national origin, sex, sexual orientation, age, disability, or any other status protected by law or regulation. It is our intention that all qualified applicants be given equal opportunity and that selection decisions be based on job-related factors.

 

Comments Off on Executive Director of Schools

Executive Director of Schools

Posted by | January 9, 2020 |

Executive Director of Schools
University Schools

Greeley, Colorado

 

The School:

University Schools, founded in 1891, is a public K-12 charter school located in Greeley, Colorado about 50 miles north of Denver with a student enrollment of nearly 1800.   University Schools originated at the University of Northern Colorado before being chartered on September 13, 1998 under the laws of the state of Colorado and authorized by Weld County School District 6.

University Schools works in collaboration with the University of Northern Colorado and continues to be an integral component of UNC’s teacher education mission.  University Schools’ faculty and staff innovate and model effective student-centered teaching and learning.  Students appreciate and value their relationships with faculty and administration.  Students feel their learning and growth are valued as well as who they are as individuals and community members.

The Community:

Greeley is a diverse community with a current population of 105,448, has seen rapid growth over the past 20 years and is located in beautiful Northern Colorado.   The community has an agricultural focus complimented by light industry and is the site of a major Colorado university, the University of Northern Colorado.

Greeley is 60 minutes north of Denver and a short 45-minute drive from Rocky Mountain National Park and Estes Park.  This gives full access to all the great outdoor activities that the state offers, from mountain biking and hiking to golf and fishing.  Mountain resorts and skiing are close and easily accessible as well.  Greeley is also home to the Greeley Stampede and hosts the largest 4th of JULY Rodeo in the country!

 

The Position:

The Director works closely with the school’s Board of Governors to create and maintain the school’s mission and vision.  The Director will lead, guide and direct the administration, instructional and supportive services teams in setting and achieving the highest standards of excellence in developing and maintaining the best possible educational programs and services for each individual student enrolled.  The candidate must have the background, skills and abilities to grow, take on challenges and provide excellence in educational leadership.  This is a 12-month employee position.

 

Responsibilities:

Leadership and School Management:

  • Provides leadership and management to school leadership team through overseeing school development, operations, educational standards and student achievement
  • Successful experience in unifying, motivating, developing, supporting, empowering and trusting a high performing team of administrators, teachers and support staff

 

School Board Governance:

  • Advises the Board on the need for new and/or revised policies and ensures that all policies are implemented and followed
  • Prepares and submits to the Board recommendations relative to all matters requiring Board action, placing before the Board such necessary and helpful facts, information and reports

 

Instructional Leadership:

  • Maintains oversight of academic programs and collaborates with the principals to ensure quality and successful academic performance
  • Ensures positive, safe learning and school environment for all students
  • Plans and implements professional development for administrators and teaching staff

 

Fiscal Management:

  • Demonstrated record of fiscal accountability and oversight of daily operations and finances
  • Establishes and maintains efficient procedures and effective financial controls for all expenditures of the school funds in accordance with an approved budget
  • Works with the Board to develop and manage an annual operating budget

 

Required Qualifications:

  • Master’s degree
  • Possess or be eligible for a Colorado Department of Education Administrator Certificate
  • An accomplished education leader with over 15 + years of success in education including academic excellence and innovation
  • Collaborative and participative leadership style
  • Strong communication skills
  • Experience reporting to and/or working closely with a Board of Governors
  • Thorough knowledge of trends in research and practices in public education
  • Ability to maintain and instill high standards of ethics and integrity
  • Knowledge of teaching methods, educational pedagogy and behavioral management methods successful in school environments at all levels
  • Knowledge of applicable federal and state laws regarding education, student, professional staff and other employees
  • Ability to prepare oral and/or written communications for distribution to the Board of Governors, administration, faculty, staff, students and parents

 

Preferred Qualifications:

  • EdD or PhD preferred
  • Executive Director/Superintendent or Central Office experience
  • K-12 experience

 

Application Questions:

Please be prepared to answer, in detail, the following questions when completing the online application:

  1. Describe your philosophy of educational leadership and how you would plan and implement your vision.
    1. Include your leadership philosophy and beliefs.
    2. Discuss the difference between leadership and management.
  2. Describe your experiences in leading a school or district toward a cohesive unit of administrators, instructional and classified staff with a common mission and vision.
  3. Describe your experience with budget preparation and management and examples of achievements.
  4. Describe how you would build and foster relationships among the Board of Governors, staff and University Schools’ community?
  5. What goals would you set for yourself and the school to ensure ongoing learning and professional development for faculty and staff.

Salary and Benefits:

Minimum salary is $130,000 based on 242 working days.  Salary is based on experience and qualifications.  A competitive compensation package is also offered.

 

Selection Timeline:

  • Posting Open: December 20, 2019
  • Posting Closes: January 27, 2020

 

Comments Off on Middle School ELA Teacher

Middle School ELA Teacher

Posted by | January 4, 2020 |

The Mission Preparatory School, a TK-8, college-preparatory, tuition-free, public charter school in San Francisco’s Mission District, is accepting applications for the role of Middle School ELA Teacher for the 2020-21 school year.

Our Mission

The Mission Preparatory School equips TK-8 students with the knowledge, skills, and strength of character needed to succeed in college and serve as leaders in their communities. Our commitment to college preparation is supported by a “whatever-it-takes” approach that maintains the highest expectations and accountability across the board, from leadership, to teachers, to students.

Our Background

Mission Prep was founded by a diverse group of Bay Area leaders from a variety of sectors who share a commitment to expanding educational opportunity, particularly for children growing up in low-income communities who lack access to high-performing schools. Awarded a charter by the California State Board of Education in September 2010, Mission Prep opened with 50 Kindergarten students in August 2011, earned charter renewal from SFUSD in 2015, and continued to grow by one grade per year through 8t h grade. In our 10th operational year (2020-21), Mission Prep will serve students in grades TK-8, and will be focused on capitalizing upon the great progress we’ve made in our first 9 years.

Our School

The Mission Preparatory School’s design is based on the core characteristics common to the highest-performing urban charter schools in the country. We integrate academic rigor, structured school and classroom environments, peaceable classroom culture, and individualized support to ensure college preparation and academic readiness. We aspire to build leadership opportunities for our middle school students. Mission Prep operates with an extended school day (7:40am-4:00pm), extended school year (190 days), and extensive professional development support for teachers, including 28 full PD days throughout the year and two hours every Wednesday afternoon.

Our Results, and Looking Ahead

On the California Smarter Balanced Assessments, Mission Prep students exceeded state and district averages in ELA and Math, making us the top-performing school for Latino students in San Francisco and earning a 10 out of 10 Similar Schools rating. Awarded the distinction of California Distinguished School in 2019, we are committed to continuing to improve our instructional program and educational practice in order to ensure Mission Prep students achieve ambitious academic goals and complete 8t h grade prepared to access and succeed in college-preparatory high schools and higher education. This year is a special year, as our current Founders are preparing their High School applications and will be headed off to High School next year.

Our Team

The Mission Preparatory School is conducting a nationwide search for educators who share our commitment to high expectations for every child and who will do all that it takes to put each Mission Prep student on the path to college. Our team works hard, works together, and takes ownership for the overall success of our students and school.

Responsibilities:

  • Embody the mission and vision of Mission Prep
  • Build a strong culture of achievement in the classroom and on the Middle School Team
  • Create and implement rigorous, standards-aligned, objective-driven instructional plans and assessments
  • Maintain student performance data in school tracking systems
  • Analyze and use data to inform and adjust instruction
  • Provide individualized, differentiated support to ensure all students reach mastery
  • Teach and enforce school-wide systems, routines, and expectations
  • Implement classroom and school-wide family communication systems
  • Participate actively in professional development and professional learning communities
  • Use feedback and observations to improve performance
  • Complete administrative and operational duties in accordance with school needs and deadlines
  • Coordinate and participate in school-wide events, including community meetings, field trips, and other activities

Qualifications:

  • Bachelor’s degree
  • CA multiple subject teaching credential
  • CLAD/BCLAD certification
  • Bilingual (English/Spanish) preferred
  • Urban teaching experience preferred
  • Excellent verbal and written communications skills
  • Strong organizational capacity
  • Experience analyzing and using data to inform practice
  • Openness to feedback and commitment to developing continually as a professional educator
  • Accountability for student achievement outcomes

Start Date: July 2020

Salary and Compensation: Salary scales are based on years of experience and expertise. Scales are competitive with other charter school organizations and local districts.

Comments Off on Middle School Math Teacher

Middle School Math Teacher

Posted by | January 4, 2020 |

The Mission Preparatory School, a TK-8, college-preparatory, tuition-free, public charter school in San Francisco’s Mission District, is accepting applications for the role of Middle School Math Teacher for the 2020-21 school year.

Our Mission

The Mission Preparatory School equips TK-8 students with the knowledge, skills, and strength of character needed to succeed in college and serve as leaders in their communities. Our commitment to college preparation is supported by a “whatever-it-takes” approach that maintains the highest expectations and accountability across the board, from leadership, to teachers, to students.

Our Background

Mission Prep was founded by a diverse group of Bay Area leaders from a variety of sectors who share a commitment to expanding educational opportunity, particularly for children growing up in low-income communities who lack access to high-performing schools. Awarded a charter by the California State Board of Education in September 2010, Mission Prep opened with 50 Kindergarten students in August 2011, earned charter renewal from SFUSD in 2015, and continued to grow by one grade per year through 8t h grade. In our 10th operational year (2020-21), Mission Prep will serve students in grades TK-8, and will be focused on capitalizing upon the great progress we’ve made in our first 9 years.

Our School

The Mission Preparatory School’s design is based on the core characteristics common to the highest-performing urban charter schools in the country. We integrate academic rigor, structured school and classroom environments, peaceable classroom culture, and individualized support to ensure college preparation and academic readiness. We aspire to build leadership opportunities for our middle school students. Mission Prep operates with an extended school day (7:40am-4:00pm), extended school year (190 days), and extensive professional development support for teachers, including 28 full PD days throughout the year and two hours every Wednesday afternoon.

Our Results, and Looking Ahead

On the California Smarter Balanced Assessments, Mission Prep students exceeded state and district averages in ELA and Math, making us the top-performing school for Latino students in San Francisco and earning a 10 out of 10 Similar Schools rating. Awarded the distinction of California Distinguished School in 2019, we are committed to continuing to improve our instructional program and educational practice in order to ensure Mission Prep students achieve ambitious academic goals and complete 8t h grade prepared to access and succeed in college-preparatory high schools and higher education. This year is a special year, as our current Founders are preparing their High School applications and will be headed off to High School next year.

Our Team

The Mission Preparatory School is conducting a nationwide search for educators who share our commitment to high expectations for every child and who will do all that it takes to put each Mission Prep student on the path to college. Our team works hard, works together, and takes ownership for the overall success of our students and school.

Responsibilities:

●  Embody the mission and vision of Mission Prep

●   Build a strong culture of achievement in the classroom and with our Middle School Team

●  Create and implement rigorous, standards-aligned, objective-driven instructional plans and assessments

●  Maintain student performance data in school tracking systems

●  Analyze and use data to inform and adjust instruction

●  Provide individualized, differentiated support to ensure all students reach mastery

●  Teach and enforce school-wide systems, routines, and expectations

●  Implement classroom and school-wide family communication systems

●  Participate actively in professional development and professional learning communities

●  Use feedback and observations to improve performance

●  Complete administrative and operational duties in accordance with school needs and deadlines

●  Coordinate and participate in school-wide events, including community meetings, field trips, and other activities

Qualifications:

●  Bachelor’s degree

●  CA multiple subject teaching credential

●  CLAD/BCLAD certification

●  Bilingual (English/Spanish) preferred

●  2+ years of urban teaching experience preferred

●  Excellent verbal and written communications skills

●  Strong organizational capacity

●  Experience analyzing and using data to inform practice

●  Openness to feedback and commitment to developing continually as a professional educator

●  Accountability for student achievement outcomes

Start Date: July 2020

Salary and Compensation: Salary scales are based on years of experience and expertise. Scales are competitive with other charter school organizations and local districts.

Comments Off on Dean of Curriculum and Instruction

Dean of Curriculum and Instruction

Posted by | January 4, 2020 |

The Mission Preparatory School, a TK-8 college-preparatory, tuition-free, public charter school in San Francisco’s Mission District, is accepting applications for Dean of Curriculum and Instruction (DOC) for the 2020-21 school year. The DOCI will drive instructional outcomes and execute professional development for our staff, ensuring that our student achievement goals are met. The DOCI position will support focus on the support of 3 to 4 different grade levels, depending on the candidate’s experience and the school’s need.

Our Mission

The Mission Preparatory School equips TK-8 students with the knowledge, skills, and strength of character needed to succeed in college and serve as leaders in their communities. Our commitment to college preparation is supported by a “whatever-it-takes” approach that maintains the highest expectations and accountability across the board, from leadership, to teachers, to students.

Our Background

Mission Prep was founded by a diverse group of Bay Area leaders from a variety of sectors who share a commitment to expanding educational opportunity, particularly for children growing up in low-income communities who lack access to high-performing schools. Awarded a charter by the California State Board of Education in September 2010, Mission Prep opened with 50 Kindergarten students in August 2011, earned charter renewal from SFUSD in 2015, and continues to grow by one grade per year through 8t h grade. In our 9th operational year (2019-20), Mission Prep will serve students in grades TK – 8, and will be preparing to send our founding class off to high school.

Our School

The Mission Preparatory School’s design is based on the core characteristics common to the highest-performing urban charter schools in the country. We integrate academic rigor, structured school and classroom environments, social-emotional learning principles, and individualized support to ensure college preparation and leadership development for all students. Mission Prep operates with an extended school day (7:40am-4:00pm), extended school year (190 days), and extensive professional development support for teachers, including 28 full days throughout the year and two hours every Wednesday afternoon.

Our Results, and Looking Ahead

On the California Smarter Balanced Assessments, Mission Prep students exceeded state and district averages in ELA and Math, making us the top-performing school for Latino students in San Francisco and earning a 10 out of 10 Similar Schools rating. Awarded the distinction of California Distinguished School in 2019, we are committed to continuing to improve our instructional program and educational practice in order to ensure Mission Prep students achieve ambitious academic goals and complete 8t h grade prepared to access and succeed in college-preparatory high schools and higher education.

Our Team

The Mission Preparatory School is conducting a nationwide search for educators who share our commitment to high expectations for every child and who will do all that it takes to put each Mission Prep student on the path to college. Our team works hard, works together, and takes ownership for the overall success of our students and school.

Responsibilities

  • Embody the mission and vision of Mission Prep and uphold the school’s culture of high expectations
  • Engage as a member of the Admin Team to drive towards schoolwide and organizational goals
  • Ensure teachers’ implementation of rigorous, standards-aligned, objective-driven curricula, instructional plans, and assessments
  • Lead the implementation of schoolwide and classroom-based procedures, routines, rituals, programs, and systems that support students’ academic achievement and social-emotional development
  • Collaborate with members of the School Leadership Team to plan and deliver professional development informed by student achievement data
  • Provide individualized, differentiated support to ensure teachers reach student performance goals
  • Coordinate school-wide events and programs for students and families that directly support the school’s mission and culture
  • Support teachers in creating and sustaining achievement-focused, supportive, peaceful classroom environments
  • Partner with teachers to conduct behavior assessments and develop behavior support plans for students as appropriate
  • Coordinate school-wide family communication and engagement
  • Support the recruitment and selection of teaching faculty
  • Coordinate with other organizations to provide enrichment opportunities and family support services
  • Complete administrative and operational duties in accordance with school needs and deadlines
  • Coordinate and participate in school-wide events, including community meetings, field trips, and other activities

Qualifications :

  • Bachelor’s degree; Master’s degree preferred
  • CA teaching credential; CLAD/BCLAD certification preferred
  • Administrative Credential preferred
  • Spanish highly preferred
  • Four or more years of urban teaching experience; 1-4 years of urban school leadership experience with proven results and success
  • Excellent verbal, written, and interpersonal communication skills
  • Strong organizational and planning capacities
  • Ability and desire to influence, motivate, support, and challenge others
  • Proven expertise in curriculum, instruction, assessment, and classroom management
  • Openness to feedback and commitment to developing continually as a professional educator

Start Date: July 2020

Salary and Compensation: Salary scales are based on years of experience and expertise. Scales are competitive with other charter school organizations and local districts.

Comments Off on Mirco School Educator (6th Grade)

Mirco School Educator (6th Grade)

Posted by | January 3, 2020 |

This is not an ordinary “teacher” role, and this is not an ordinary school. Embark Education is a micro-school embedded in two small businesses in North Denver that supports students to courageously inquire, engage, and discover a sense of self. Our vision is for all members of our community to learn courageously. Embark is built upon three design pillars- Embedded, Integrated and Learner Centered.

At Embark, we think of Pinwheel Coffee, Framework Cycles, our “Learning hubs” and the greater Denver area as our classroom; curriculum and learning are and will be integrated regularly into the shop operations. Learning is rigorous, but relevant to the work in the shops and students should never be left asking “why am I learning this?”. Researching world history, geography and climate will be a part of ordering and understanding where the beans for the coffee shop are sourced. Physics experiments will be interlaced with repairing bike gears, etc. This is not a role of a traditional teacher and even the use of the title “Educator” is only relevant if you go to the Latin root “Educo,” meaning to draw out from what is already inside. The micro-school is learner centered and often self-directed learning environment and the role of the adults is to cultivate an environment where deep learning and exploration can occur.

To read the full job description, please visit https://www.embarkeducation.org/careers.

Comments Off on Elementary Classroom Teacher

Elementary Classroom Teacher

Posted by | December 28, 2019 |

Job Description: Elementary Classroom Teacher

The Mission Preparatory School, a TK-8, college-preparatory, tuition-free, public charter school in San Francisco’s Mission District, is accepting applications for the role of Elementary Classroom Teacher for the 2020-21 school year.

Our Mission

The Mission Preparatory School equips K-8 students with the knowledge, skills, and strength of character needed to succeed in college and serve as leaders in their communities. Our commitment to college preparation is supported by a “whatever-it-takes” approach that maintains the highest expectations and accountability across the board, from leadership, to teachers, to students.

Our Background

Mission Prep was founded by a diverse group of Bay Area leaders from a variety of sectors who share a commitment to expanding educational opportunity, particularly for children growing up in low-income communities who lack access to high-performing schools. Awarded a charter by the California State Board of Education in September 2010, Mission Prep opened with 50 Kindergarten students in August 2011, earned charter renewal from SFUSD in 2015, and continued to grow by one grade per year through 8t​ h​ grade. In our 10th operational year (2020-21), Mission Prep will serve students in grades TK-8, and will be focused on capitalizing upon the great progress we’ve made in our first 9 years.

Our School

The Mission Preparatory School’s design is based on the core characteristics common to the highest-performing urban charter schools in the country. We integrate academic rigor, structured school and classroom environments, peaceable classroom culture, and individualized support to ensure college preparation and academic readiness. We aspire to build leadership opportunities for our middle school students. Mission Prep operates with an extended school day (7:40am-4:00pm), extended school year (190 days), and extensive professional development support for teachers, including 28 full PD days throughout the year and two hours every Wednesday afternoon.

Our Results, and Looking Ahead

On the California Smarter Balanced Assessments, Mission Prep students exceeded state and district averages in ELA and Math, making us the top-performing school for Latino students in San Francisco and earning a 10 out of 10 Similar Schools rating. Awarded the distinction of California Distinguished School in 2019, we are committed to continuing to improve our instructional program and educational practice in order to ensure Mission Prep students achieve ambitious academic goals and complete 8t​ h​ grade prepared to access and succeed in college-preparatory high schools and higher education. This year is a special year, as our current Founders are preparing their High School applications and will be headed off to High School next year.

Our Team

The Mission Preparatory School is conducting a nationwide search for educators who share our commitment to high expectations for every child and who will do all that it takes to put each Mission Prep student on the path to college. Our team works hard, works together, and takes ownership for the overall success of our students and school.

Responsibilities:

●  Embody the mission and vision of Mission Prep

●  Create and implement rigorous, standards-aligned, objective-driven instructional plans and assessments

●  Maintain student performance data in school tracking systems

●  Analyze and use data to inform and adjust instruction

●  Provide individualized, differentiated support to ensure all students reach mastery

●  Teach and enforce school-wide systems, routines, and expectations

●  Implement classroom and school-wide family communication systems

●  Participate actively in professional development and professional learning communities

●  Use feedback and observations to improve performance

●  Complete administrative and operational duties in accordance with school needs and deadlines

●  Coordinate and participate in school-wide events, including community meetings, field trips, and other activities

Qualifications:

●  Bachelor’s degree

●  CA multiple subject teaching credential

●  CLAD/BCLAD certification

●  Bilingual (English/Spanish) preferred

●  Urban teaching experience preferred

●  Excellent verbal and written communications skills

●  Strong organizational capacity

●  Experience analyzing and using data to inform practice

●  Openness to feedback and commitment to developing continually as a professional educator

●  Accountability for student achievement outcomes

Comments Off on School Director

School Director

Posted by | December 26, 2019 |

Job Description: School Director (SD)

The Mission Preparatory School, a TK-8, college-preparatory, tuition-free, public charter school serving close to 500 students in San Francisco’s Mission District, is accepting applications for School Director (SD) for the 2020-21 school year. The SD is responsible for leading the Faculty to outcomes for our students by leading the instructional program. If your calling is to drive school-wide academics and culture, this leadership opportunity is for you . The SD sets the vision and leads (or supports others to lead) the professional development for our staff (52 staff in total) and will coach and support five School Leadership Team (SLT) members. The SD is responsible for setting a strong vision and mapping out instructional priorities and strategies, while building a culture of distributed leadership so that all Faculty members can engage in creating and improving outcomes, culture, and programming for Mission Prep’s students and families. The School Director will report directly to the Executive Director, and serve as an active member on the Executive Leadership Team. This is an opportunity to build upon a strong foundation and take our small and mighty school from great to extraordinary.

The Call

  • Coach and develop teachers and leaders; drive student performance, staff sustainability and retention
  • Deepen the rigor and engagement of the instructional program
  • Cultivate a culture of distributed leadership for both students and faculty

Our Mission

The Mission Preparatory School equips K-8 students with the knowledge, skills, and strength of character needed to succeed in college and serve as leaders in their communities. Our commitment to college preparation is supported by a “whatever-it-takes” approach that maintains the highest expectations and accountability across the board, from leadership, to teachers, to students.

Our Background

Mission Prep was founded by a diverse group of Bay Area leaders from a variety of sectors who share a commitment to expanding educational opportunity, particularly for children growing up in low-income communities who lack access to high-performing schools. Awarded a charter by the California State Board of Education in September 2010, Mission Prep opened with 50 Kindergarten students in August 2011, earned charter renewal from SFUSD in 2015, and continued to grow by one grade per year through 8t h grade. In our 10th operational year (2020-21), Mission Prep will serve students in grades TK-8, and will be focused on capitalizing upon the great progress we’ve made in our first 9 years.

Our School

The Mission Preparatory School’s design is based on the core characteristics common to the highest-performing urban charter schools in the country. We integrate academic rigor, structured school and classroom environments, peaceable classroom culture, and individualized support to ensure college preparation and academic readiness. We aspire to build leadership opportunities for our middle school students. Mission Prep operates with an extended school day (7:40am-4:00pm), extended school year (190 days), and extensive professional development support for teachers, including 28 full PD days throughout the year and two hours every Wednesday afternoon.

Our Results, and Looking Ahead

On the California Smarter Balanced Assessments, Mission Prep students exceeded state and district averages in ELA and Math, making us the top-performing school for Latino students in San Francisco and earning a 10 out of 10 Similar Schools rating. Awarded the distinction of California Distinguished School in 2019, we are committed to continuing to improve our instructional program and educational practice in order to ensure Mission Prep students achieve ambitious academic goals and complete 8t h grade prepared to access and succeed in college-preparatory high schools and higher education. This year is a special year, as our current Founders are preparing their High School applications and will be headed off to High School next year.

Our Team

The Mission Preparatory School is conducting a nationwide search for a leader who shares our commitment to high expectations for every child and who will do all that it takes to put each Mission Prep student on the path to college. Our team works hard, works together, and takes ownership for the overall success of our students and school. Currently, we employ a team of 54 passionate staff members, 7 Teaching Assistants, 25 Classroom Teachers, 5 Deans, 5 Enrichment Teachers, 2 Grade Level Teachers and 1 SPED Teacher, 9 non-instructional/Ops staff.

Responsibilities:

Instruction

  • Lead the School Leadership Team (Deans and SPED Lead) and support them as leaders to drive instructional outcomes on their teams
  • Coach, manage, and evaluate five School Leadership Team Members towards goals
  • Prioritize themes and needs for professional development with the School Leadership Team to provide targeted, differentiated, and skills driven learning experiences
  • Engage as a member of the Executive Leadership Team and the Admin Team to drive towards schoolwide and organizational goals
  • Ensure teachers’ implementation of rigorous, standards-aligned, objective-driven curricula, instructional plans, and assessments

Culture

  • Embody the mission and vision of Mission Prep and uphold the school’s culture of high expectations
  • Lead the implementation of schoolwide and classroom-based procedures, routines, rituals, programs, and systems that support students’ academic achievement and social-emotional development
  • Coordinate and delegate planning for school-wide events and programs for students and families including community meetings, field trips, and other activities
  • Support teachers in creating and sustaining achievement-focused, supportive, peaceful classroom environments
  • Empower Deans to partner with teachers to conduct behavior assessments and develop behavior support plans for students as appropriate

Families

  • Coordinate school-wide family communication and engagement
  • Coordinate with other organizations (ex. Horizons, Boys Hope, Girls Hope, Summerbridge) to provide enrichment opportunities and family support services

Leadership

  • Serve on the Executive Leadership Team as an active member to support school and organizational priorities
  • Support Executive Director with the recruitment and selection of teaching faculty
  • Complete administrative and operational duties in accordance with school needs and deadlines
  • Oversee After School Program, Athletic Program, and Clubs Program

Qualifications :

  • Bachelor’s degree; Master’s degree preferred
  • CA teaching credential; CLAD/BCLAD certification preferred
  • Administrative Credential preferred
  • Spanish highly preferred
  • Four or more years of urban teaching experience; 3-8 years of urban school leadership experience with proven results and success
  • Excellent verbal, written, and interpersonal communication skills
  • Strong organizational and planning capacities
  • Ability and desire to influence, motivate, support, and challenge others
  • Proven expertise in curriculum, instruction, assessment, and classroom management
  • Openness to feedback and commitment to developing continually as a professional educator

Start Date:

Ideal transition period (training, shadowing, transition, etc): February – March 2020

Full takeover of responsibilities: approximately April-May 2020.

Latest possible start: June 2020 with a 2 week spring shadow period

 

Salary scales are based on years of experience and expertise. Scales are competitive with other charter school organizations and local districts.

Mission Preparatory provides equal employment opportunities to all employees and applicants for employment without regard to race, ethnicity, religion, gender, sexual orientation, national origin, age, disability, marital status, or status as a covered veteran in accordance with applicable federal, state and local laws.

Comments Off on Student Recruitment & Family Engagement Manager

Student Recruitment & Family Engagement Manager

Posted by | December 14, 2019 |

Student Recruitment & Family Engagement Manager (Full-Time)

About the Organization
Educators for Quality Alternatives operates alternative schools in New Orleans serving students who have dropped out, been expelled, or otherwise have struggled academically or behaviorally in traditional school settings. Our students leave school with the skills, confidence, and experience to succeed in the career and education paths of their choice. EQA currently runs two high schools, The NET: Central City and The NET: Gentilly, and a middle school program, The Bridge. EQA will open its third high school, New Orleans Accelerated High School, in August 2020.

About the Role
The Manager of Student Recruitment & Family Engagement will work closely with the Director of Operations and School Leaders to ensure that each of EQA’s schools achieves its goals for student recruitment, engagement, and persistence. Given EQA’s expansion to a third high school next year, this is an exciting and important opportunity to work as part of the passionate, committed team at Educators for Quality Alternatives.

Key Responsibilities
Student Recruitment
Ensure each school meets full enrollment for all count dates
Ensure each school increases its persistence rate each semester
Collaborate with the Director of Operations and School Leaders to devise and execute strategies for increasing student and family interest in attending schools managed by Educators for Quality Alternatives
Provide accurate, timely reporting to the Executive Director and School Leaders
Plan, execute, and participate in outreach activities and enrollment events
Build strong relationships with external stakeholders who can refer prospective students, including local high schools, non-profit organizations, and government agencies
Liaison with EnrollNOLA, OneAPP, SHO and other NOPS entities related to enrollment
Organize and lead school-based staff to support student recruitment activities
Conduct outreach to enrolled and formerly students to ensure they report to school
Plan and conduct events, school tours, phone outreach, and in-person meetings to families and students who may benefit from EQA’s schools

Family & Community Engagement
Serve as a liaison between EQA’s schools and families, focused on initiatives that engage families and strengthen relationships between home and school;
Participate in meetings with school-based staff to problem-solve family engagement issues
Work closely with each EQA school to ensure strong communication and partnership between families, schools, and community stakeholders
Plan, execute, and participate in family and community events and workshops and trainings based on identified student and family needs
Responsible for leading and documenting all ESSA, YouthForce and other grant or otherwise related Family Engagement tasks

Qualifications
Required
Experience working with young people and families who have not experienced prior success in school
Passion for improving educational opportunities for urban students and for being a part of a strong, mission-driven team
Commitment to EQA’s mission, vision and values
Excellent organization, communication, interpersonal and people skills
Flexible and learning mindset dedicated to effectively & innovatively problem solving
Must be available nights and weekends and and must have reliable transportation to attend family and community events
Preferred
Experience working in a public charter school environment
Experience working with student information systems or other data management systems

Hiring Logistics
Start Date: January 2020 (flexible)
Schedule: must be available evenings and weekends as needed
Reliable personal transportation required
Salary is competitive and commensurate with experience
Benefits: Comprehensive benefits and generous 403(b) retirement plan
Reports to: Director of Operations

Comments Off on Director of Talent Management and HR

Director of Talent Management and HR

Posted by | December 14, 2019 |

Director of Talent Management & Human Resources (Full-Time)

About the Organization
Educators for Quality Alternatives operates alternative schools in New Orleans serving students who have dropped out, been expelled, or otherwise have struggled academically or behaviorally in traditional school settings. Our students leave school with the skills, confidence, and experience to succeed in the career and education paths of their choice. EQA currently runs two high schools, The NET: Central City and The NET: Gentilly, and a middle school program, The Bridge. EQA will open its third high school, New Orleans Accelerated High School, in August 2020.

About the Role
As EQA grows, it is adding several senior level positions including this one. The
The Director of Talent Management & Human Resources will work closely with the Executive Director and School Leaders to ensure that each of our programs is fully staffed with talented, aligned, and supported educators and professionals. In addition, this leader will design talent and human resource systems which will effectively scale with EQA’s growth while maintaining the organization’s values and personalization. This is a critical leadership role within Educators for Quality Alternatives – you will have a huge opportunity to support the health and growth of our staff in service of our unique and valuable students.

Key Responsibilities

Talent Development & Management
Actively source and cultivate diverse, high-quality instructional and non-instructional talent for open positions and anticipated openings
Strategically and thoughtfully leverage staff networks for candidate and connector referrals
Develop and implement a job-board strategy and oversee all recruitment advertising initiatives
Meet annual recruitment goals with leadership, as well as related outreach and cultivation goals
Promote Educators for Quality Alternatives as a unique place for student-centered educators, with its focus on progressive pedagogy, therapeutic approaches, deeper learning, and a rich intellectual life for teachers
Build a strong talent pipeline by nurturing prospects, cultivating external partnerships, networking intensively, and cultivating referrals from existing teachers and staff
Manage a rigorous and seamless selection process, efficiently delivering top talent to our schools while investing candidates in EQA’s distinctive vision and culture
Build strong relationships with all hiring managers and support their growth as discerning talent selectors
Track and analyze data, including management of data systems and processes for teacher evaluation including VAM and Compass
Train and support Professional Map process
Manage staff appreciation programs to support staff morale and persistence
Manage and refine compensation, promotion, and retention structures
Ensure EQA complies with all relevant rules and procedures regarding teacher certification, including state and federal (e.g. ESSA) requirements

Human Resources
Create and maintain systems that ensure accurate, up-to-date employee records for all team members
Develop and implement efficient, consistent processes for onboarding new hires in coordination
Prepare annual recommendations for benefits program offerings and oversee the program’s administration, including management of EQA’s participation in retirement programs
Ensure 100% completion of benefits enrollments and updates
Supervise timely and accurate payroll administration in conjunction with the Controller,
Manage attendance tracking rules and online time management platform
Oversee investigations into staff concerns and complaints
Conduct an annual review of the EQA employee handbook
Onboard and exit staff
Staff surveys, satisfaction, data and analysis
Consult and support leaders on staff issues
Manage leave, disability, and other emergent staff issues

Qualifications
Proven track record and recruitment and hiring experience; previous teaching or school leadership experience preferred
Working knowledge of HR policy & systems considerations preferred
Ability to recognize, attract, and support outstanding talent
Passion for improving educational opportunities for urban students and for being a part of a strong, mission-driven team
Commitment to EQA’s mission, vision and values
Excellent organization, communication, interpersonal and people management skills
Flexible and learning mindset dedicated to effectively & innovatively problem solving

Hiring Details
Start Date: January 2020
Salary is competitive and commensurate with experience
Benefits: Comprehensive benefits and generous 403(b) retirement plan
Reports to: Executive Director

Comments Off on 38114 SENIOR SPECIALIST, ASSESSMENT

38114 SENIOR SPECIALIST, ASSESSMENT

Posted by | November 20, 2019 |

ASSESSMENT, REPORTING, AND DATA SUPPORT (AR&D)

Traditional 235 work days

FTE: 1.0

Salary Range: $63,852- $77,316

  

Essential Functions and Objectives:

 

This position plans and coordinates the implementation of the Colorado Measures of Academic Success (CMAS), the state summative assessment in accordance with the district’s assessment plan.   This position resides in the Assessment, Reporting & Data Support department and supports teachers, school leaders and central office in understanding the goals of assessment, preparing for assessment, conducting assessments in accordance with state requirements, and using results to improve student achievement.  This position will provide training and customer support to school site assessment leaders to ensure successful administration.

– Acquire additional knowledge and skills in psychometric and statistical methods to support CMAS and NAEP operations as needed.

 Assume a lead role in developing and managing the implementation plan rollout for CMAS and NAEP.
– Develop and provide training and staff development in the areas of assessment administration, ethical assessment practices, and the appropriate application of accommodations to ensure valid data capture.

 Work with district, regional, and Colorado Department of Education staff to provide professional development and support to district schools to ensure administration preparedness, e.g. proficiency in using designated online systems to update student test registration data, deliver state assessments and to obtain digital assessment reports.

– Extract and merge student enrollment, demographic and accommodations data from various student information systems for timely test registration.

– Perform rigorous quality control checks to ensure data accuracy and integrity before, during and after testing.

– Conduct analyses of assessment operational data as needed.

 Collaborate with other department staff in the analysis of CMAS and NAEP results.

– Assist Research and Reporting Team in the development or modification of assessment reports.

 Provide tiered assessment support to schools across the district based on risk assessment as needed.

– Assist with the development of training district and school staff in the reporting and use of data from assigned assessments, including a deepened understanding the psychometric properties underlying the CMAS and NAEP assessments.

 Other Duties as assigned.

 

Knowledge, Experience & Other Qualifications:

 

– 5+ years of Teaching Experience or experience with Colorado Academic Standards and/or Common Core State Standards.

 At least 9 credit hours in Research, Statistics, Assessment, or comparable quantitative methods preferred.
– Experience with MS ACCESS and knowledge of Excel, SPSS or equivalent statistical package.

– Substantial experience with the management or development of assessments of student achievement.
– Substantial experience analyzing and interpreting assessment data.

– Demonstrated success in leading adult learning, including developing presentations and in presenting complex information to teachers, administrators, or other working professionals.
– Demonstrated success in working collaboratively with other professional staff.

– Excellent oral and written communication skills in English.
– Experience and proficiency with Microsoft Office and Google products (e.g. Word, PowerPoint, Google Docs).

– Experience with the administration and processing of high stakes, online assessments or an equivalent large scale project preferred.
– Experience in item development, item analysis and test form creation preferred.

– K – 12 or higher education teaching experience preferred.
– Bilingual skills in Spanish preferred.

 Ability to develop and present complex information to teachers, administrators, or other adults.

– Ability to successfully manage teams in the execution of complex, time sensitive projects.

 Ability to understand and interpret assessment data.

– Strong understanding of the fundamental assessment concepts (e.g., reliability, validity).

 Valid Colorado Driver’s License, appropriate insurance coverage and acceptable driving record for the past three years.

 

 

Education Requirements:

 

– Bachelor’s Degree in Education or related field.

 Master’s Degree is preferred.

 

 

Other information:

About Assessment, Reporting, and Data Support (AR&D):
From former classroom teachers to research analysts, we are a diverse team working to support positive academic outcomes and equity for all students. Some team members serve as a district resource for developing and administering district and state assessments in a multitude of content areas in both English and Spanish. Others analyze and report data, including data to help identify opportunity gaps among historically underserved students. Others focus on research and evaluation designed to impact district strategy, often with an explicit focus on issues of disproportionality. No matter the role, every member of AR&D is committed to providing information and resources that support school leaders, teachers and families in helping every student succeed regardless of their neighborhood or background. Supported by a strong team culture, we take advantage of the work-life balance, generous time off and professional learning opportunities offered by the district as well as all the perks available from working in a thriving city adjacent to the beautiful Rockies.

 

About Denver Public Schools:

 

Denver Public Schools is committed to meeting the educational needs of every student with great schools in every neighborhood. Our goal is to provide every child in Denver with rigorous, enriching educational opportunities from preschool through high school graduation.  DPS is comprised of nearly 200 schools including traditional, magnet, charter and alternative pathways schools, with an enrollment of more than 90,000 students.  

 

Under the leadership of Superintendent Susana Cordova and guided by the tenets of The Denver Plan, DPS has become the fastest-growing school district in the country in terms of enrollment and the fastest-growing large school district in the state in terms of student academic growth.  Learn more at dpsk12.org 

  

Denver Public Schools is an Equal Opportunity Employer and does not discriminate on the basis of race, color, religion, national origin, sex, sexual orientation, age, disability, or any other status protected by law or regulation. It is our intention that all qualified applicants be given equal opportunity and that selection decisions be based on job-related factors.

 

 

 

Comments Off on Executive Director

Executive Director

Posted by | November 14, 2019 |

The French American School of Denver, Denver’s first and only public French immersion option is searching for a School Leader!

Position: Executive Director (Principal) Grades (K-5)

Reports to: Managing Director and FASDenver School Board

Location: TBD-Within DPS Boundaries

The responsibilities of the FASDenver’s Executive Director are to ensure compliance with the mission, vision and student outcomes outlined in this charter petition and to lead and inspire teachers, students and staff to achieve academic and operational excellence.

Required skills and abilities:

  • Bachelor’s degree; Master’s degree or Ph.D. in relevant professional area preferred
  • Demonstrated commitment to fostering a dynamic and academically rigorous education program
  • Demonstrated knowledge of curriculum development
  • Demonstrated knowledge of curriculum development and program design related to dual immersion and French language development in both native and non-native French-speaking students
  • Demonstrated knowledge of evaluation and assessment of student progress
  • Experience with developing teachers
  • Ability to thrive in the excitement and uncertainty surrounding a start-up
  • Proven ability to be a collaborative team member
  • Excellent communication, presentation and interpersonal skills
  • Excellent organization, time management and follow-up skills
  • Highly proficient in English required; bilingual and bi-literate in French and English preferred
  • Knowledge of customs and culture of parts of the French-speaking world

Preferred education and experience:

  • 3+ years of professional teaching experience, preferably in bilingual, immersion or foreign language classrooms
  • 3+ years of professional experience as a school administrator or leader
  • Charter school experience preferred:
  • Experience working with a school district authorizer (DPS, APS, etc.)

Responsibilities may include but are not limited to:

  • Foster a strong sense of community and fulfillment around the mission and vision of FASDenver
  • Collaborate with the teaching staff to implement the educational program
  • Hire, evaluate and terminate all teaching staff with the approval of the Board
  • Supervise and develop all teaching staff and other administrative staff, all of whom will report directly to the Executive Director
  • Participate in the Curriculum and Educational Program Evaluation Team, which will design and revise curriculum maps, including benchmark and summative assessments, for all grades and all subjects, while understanding that the development of curriculum maps will be a continuous and collaborative process
  • Hold morning Coffee Hours for new teachers at least once per month at the School
  • Communicate and meet regularly with teachers, other staff, parents, Board of Directors, Advisory Board, Executive Committee of the PTA, etc.
  • Implement policy, oversee operations, and carry out the provisions of the charter and the directives of the Board of Directors
  • Attend meetings with FASDenver Board of Directors
Comments Off on Director of Policy Services

Director of Policy Services

Posted by | October 16, 2019 |

About CASB The Colorado Association of School Boards was established in 1940 to provide a structure through which school board members could unite in their efforts to promote the interests and welfare of Colorado’s 178 school districts.

CASB represents and advocates for more than 1,000 school board members and superintendents statewide to groups both within and outside the K-12 education community. CASB provides services, information, and training programs to support school board members as they govern their local districts. Membership benefits and solutions are designed to enhance school board effectiveness and help board members increase their knowledge, boost their efficiency, and connect with their communities.

CASB also cultivates relationships with dozens of governing bodies and other education stakeholders—at both the state and national level—to ensure a unified and effective voice and presence on behalf of its members. The association is guided and governed by a 22-member board of directors comprised of school board members representing 12 CASB regions across the state.

CASB Vision The Colorado Association of School Boards through leadership, service, training, and advocacy prepares local boards of education to advance a system of public schools where all students are challenged to meet their full potential.

CASB Mission Advancing excellence in public education through effective leadership by locally elected boards of education.

About the Position The Director of Policy Services will be a contributing member of CASB’s program team, including:

  • Contribute to the strategic direction of the department and organization;
  • Prioritize policy projects and project manage policy work plans and online policy systems;
  • Analyze policy issues and trends with the ability to interpret/forecast the impact on education policy;
  • Compile data from policy field visits to improve policy services for members;
  • Develop and deliver presentations that provide general policy information/training to school board members and other school district personnel at district locations and CASB events.

A qualified candidate will have:

  • Bachelor’s degree required;
  • A minimum of 3 to 5 years of experience in public education;
  • Experience with public school board policy development and/or policy governance;
  • 3 or more years management experience preferred;
  • Knowledge of Colorado school law;
  • Detail-oriented with demonstrated excellence in written and oral skills, including editing and public speaking;
  • A genuine desire to work with people to improve public education in Colorado.

 

Industry: Education

Salary: CASB will offer a competitive salary, commensurate with experience.

Job Posting Date: October 15, 2019

Application Deadline: November 15, 2019 at 4:00pm

Anticipated Start Date: To be negotiated

Please send a resume, cover letter, salary requirements, and references to Brittany Crossman at bcrossman@casb.org. Incomplete applications will not be considered.

The Colorado Association of School Boards is an equal opportunity employer and will not discriminate on the basis of race, color, national origin, ancestry, creed, age, marital status, religion, gender, disability, sexual orientation, genetic information, or veteran status.

Comments Off on High School Principal Fellow

High School Principal Fellow

Posted by | October 15, 2019 |

Position: Principal Fellow (Grades 9-12)

Reports to: School Principal

 

THE CHALLENGE

Do you want to perfect your craft as a school principal in preparation to lead one of STRIVE Prep’s inclusive and transformative high schools?

OVERVIEW OF THE ROLE

STRIVE Prep is a Denver-based community of K-12 public charter schools, that challenges every student to discover and develop the knowledge, skills, and confidence necessary to succeed in college and beyond. STRIVE Prep Principal Fellows are school leaders in training. The goal of the fellowship is to prepare new leaders to take over an existing campus. After being hired by STRIVE Prep, each Fellow will be placed at one of our high school campuses and serve in an assistant principal or other school leadership capacity, while concurrently taking part in a tailored professional development and mentorship program.  The Principal Fellow is a year-long professional development and mentorship program and upon completion, fellows may assume a School Principal position.

 

The Principal Fellow will begin the year-long professional development and mentorship program in the Fall of 2019.  Pending proficiency with core competencies and network needs, fellows could assume the Principal role in July 2020, July 2021, or beyond.

 

THE MUST HAVES

Do the following must haves resonate with you and demonstrable in your unique talents and experiences? If so, we invite you to apply and can’t wait to learn more about you!

  • You prioritize social justice AND academic excellence: Your experience in education shows a history of moving students and/or staff to transformational academic gains. You are a champion of social justice and restorative practices, and know they are integral in ensuring strong academic results, student agency, and for preparing students to be agents of change. You treat each student as if they are your own and expect your colleagues to do the same. You know this is key to building and fostering an inclusive, high-performance environment where students and staff are known, empowered, and trusted to be active collaborators to ensure each student’s success.
  • You have a strong lens on diversity, equity and inclusion (DEI): You value diverse perspectives, seek feedback to inform the work, and keep those on the margins top of mind, which enables you to truly maintain an inclusive school environment. You proactively build meaningful and authentic relationships with your principal, teachers, support staff, parents, students, & community members. You bring a deep belief in equity and action-oriented commitment to advancing DEI work, and you galvanize others to do the same.
  • You are a visionary: You drive the vision for school culture and academic outcomes.  You are a leader who is able to inspire trust, camaraderie and support amongst your team to achieve success.  You are a strong collaborator/communicator/problem solver who keeps the vision front of mind while inspiring students and adults and removing roadblocks that impact success.

 

ESSENTIAL FUNCTIONS

With the must haves driving your daily approach to the work and depending on the school-specific role, Fellows will have an opportunity to do the following:

 

Academic Program

  • Manage a rigorous, comprehensive, standards-based curriculum.
  • Execute a strong system for student assessment, data tracking, and appropriate student interventions.
  • Support and develop teachers using frequent classroom observations, observation debriefs, lesson plan reviews, data meetings, and formal reviews.
  • Use data to drive instruction by creating and refining dashboards, conducting analysis, and developing concise teacher action plans.
  • Support logistics for the academic program, including staffing structure and schedule.
  • Deliver a detailed professional development plan.
  • Partner with the network team to recruit, retain and develop high-quality teachers and staff.

School Culture

  • Sustain rituals, systems, and structures that prioritize and promote college access and preparation.
  • Design an age-appropriate, school-wide system to support student conduct and discipline.
  • Lead community gatherings that set the tone for the academic program.
  • Execute a comprehensive plan for extracurricular activities, including sports, arts, and other areas of interest.

Community

  • Ensure excellent parent satisfaction.
  • Ensure high levels of student attendance.
  • Engage external partners to add value to the students’ experience of the school, especially in the areas of extracurricular activities.

MINIMUM REQUIREMENTS (OR PREFERENCES WHERE NOTED)

  • Bachelor’s degree (required), and preferably an advanced degree.
  • Understand, appreciate, and can pull from 3+ years of teaching experience and instructional coaching (required).
  • Previous experience working in an urban school (strongly preferred)
  • Previous experience working in a Title 1 school (strongly preferred)
  • Speak Spanish and/or have experience working with bilingual students (strongly preferred).

 

COMPENSATION AND BENEFITS

  • Competitive compensation package with performance-based raises.
  • A robust, year-long professional development program.
  • A cohort experience with principal fellows and coaches at varying levels on their path to school leadership.
  • Participation in Colorado’s PERA retirement program, including a 401k contribution option.
  • Funding of 100 percent of individual medical benefits and a wide range of insurance plans.
  • Approximately three weeks of summer vacation, approximately four weeks of school holidays and vacations, and eight days of paid time off annually.
  • Paid sabbatical after 5 years of service.

 

DIVERSITY, EQUITY & INCLUSION

STRIVE Prep works to make a college prep education for all students in our community the norm rather than the exception. We are committed to building and sustaining a diverse team by maintaining hiring and recruiting processes that are free from bias and seek to provide each candidate with a unique and equitable opportunity for employment. STRIVE Prep is an equal opportunity employer and actively encourages applications from people of all backgrounds.

 

START DATE

Applications are accepted on a rolling basis until the position is filled.

Comments Off on High School Principal

High School Principal

Posted by | October 15, 2019 |

Position: Principal (Grades 9-12)

Reports to: Managing Director of Schools

Location: STRIVE Prep- Excel – NW Denver

THE CHALLENGE 

Do you want to inspire a shared vision that rallies STRIVE Prep – Excel’s school community to co-create a high performance, inclusive culture that leads to breakthrough results for each student, and improves the school’s School Performance Framework rating within 3 years?

OVERVIEW OF THE ROLE 

STRIVE Prep is a Denver-based community of K-12 public charter schools, that challenges every student to discover and develop the knowledge, skills, and confidence necessary to succeed in college and beyond.

STRIVE Prep – Excel serves brilliant  9th- 12th grade students in the Northwest Denver community, including emerging bilinguals and students with varying special needs. The Principal of STRIVE Prep – Excel will be the cultural and instructional leader of the school and will lead the team effectively to create exceptional outcomes for each student by inspiring a clear vision and accountability for success. The Principal will build deep relationships with and leverage the strengths of students, families, staff, and community to co-create and implement: 1) A school climate that fosters safety and learning, respects and supports the cultural identity of students and families, and accelerates existing restorative practices school-wide for both student and adult culture that reflects the pride of an Excel Lion; and 2.) An aligned academic plan that makes it possible to lead the school from a yellow to a blue rating in three years, and enables the lifelong success of each of our students and 40 team members who are committed to achievement, justice, and perseverance.

THE MUST HAVES 

Do the following must haves resonate with how you are wired and demonstrable in your unique talents and experiences? If so, we invite you to apply and can’t wait to learn more about you!

    • You find fun in doing the impossible: You have an unyielding belief and trust in the brilliance of each student and team member which enables you to collaboratively set high standards of excellence with clear expectations for achieving them. You make these standards a reality daily through a disciplined approach to execution that focuses and holds students and staff accountable to a narrow set of the most important goals and initiatives. You generate high and contagious energy throughout the school because everyone knows routinely whether or not we’re winning and collaborates to course correct when we’re not.
  • You prioritize social justice AND academic excellence: Your experience in education shows a history of moving students and/or staff to transformational academic gains. You are also a champion of social justice and restorative practices, knowing that they are integral in ensuring strong academic results, student agency, and for preparing students to be agents of change. You treat each student as if they are your own and expect your teammates to do the same. You know this is key to building and fostering an inclusive, high-performance environment where students and staff are known, empowered, and trusted to be active collaborators to ensure each student’s success.
  • You are a people whisperer with a strong lens on diversity, equity and inclusion (DEI): Your experience has shown you that investing in people and culture leads to transformative change in a school. You value diverse perspectives, seek feedback to inform the work, and innately keep those on the margins top of mind, which enables you to truly maintain an inclusive school environment. You proactively build meaningful and authentic relationships with your Managing Director, teachers, support staff, parents, students, & community members. You bring a deep belief in equity and action-oriented commitment to advancing DEI work, and you galvanize others to do the same.

ESSENTIAL FUNCTIONS 

With the must haves driving your daily approach to the work, the successful Principal will manage a school leadership team of six that supports a staff of 34 overseeing instruction, operations, culture, and student services. The Principal