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DIRECTOR, WORK BASED LEARNING

Posted by | June 21, 2018 |

CAREER CONNECT

235 work days

FTE: 1.0

Salary Range: Commensurate with experience

 

Essential Functions and Objectives: 

 

The Director of Work-Based learning will have strategic oversight of the design and implementation of various work-based learning programs. This will include defining the student-related objectives of various work-based learning programs and tying that to both the DPS CareerConnect strategic plan, as well as Denver Plan 2020. It will also include designing program linkages and communications protocols to create a clear continuum of experiences for students and companies alike.  The Director will supervise the four managers of various work-based learning programs, and will also have indirect management of approximately 20 school-based staff; the number of school-based staff may grow as the number of high schools CareerConnect serves increases.

Personal & Values:

– Models DPS Shared Core Values and holds their teams and colleagues accountable for doing the same.

– Integrates learning to increase leadership skills and personal effectiveness.

 

Vision & Strategy:

– Primary responsibility for the quality of work-based learning programs and will regularly visit companies, schools, students, and families to determine whether various programs are meeting objectives.

– Responsible for leading the development of data systems to track participation in work-based learning programs, as well as program outcomes.

 

Operational & Organizational:

– Develop a staffing plan to support the scaling of DPS CareerConnect pathways.

– Develop program strategy.

– Evaluate program quality; monitor participation and outcomes.

– Manage work-based learning programs and school-based staff.

 

People & Culture:

– Be part of the DPS CareerConnect leadership team and will participate in overall strategic decisions related to the growth and ongoing development of DPS CareerConnect programs.

 

Community & Equity:

– Builds collaborative relationships with cross functional and internal stakeholders.

– Positively represents DPS in the broader community.

– Other Duties as assigned.

 

Knowledge, Experience & Other Qualifications:

 

– 10+ year of related experience.

– Demonstrated experience performing as an effective leader and team player, and recognizing and resolving conflicts or potentially controversial situations through diplomacy.

– Outstanding facilitation and communication skills, including ability to inspire others.

– Strong interpersonal and leadership skills, including the ability to lead a high-performing team.

– Ability to communicate diplomatically, persuasively, effective oral, written and presentation skills.

 

Education Requirements:

 

– Bachelor’s Degree educational leadership or business administration

– Master’s Degree preferred

 

Other information:

 

The COO Office has a dynamic team of highly experienced people working to maintain the integrity of Denver Public Schools and the accountability of what we do as a team. We strive to meet all of the needs of our schools, Administrative buildings and constituents. The operations team encompasses Facilities, Enterprise Management, Transportation, Technology, School of Choice, Planning and Assessment, Safety and Security, Program Management, Operations Outreach and Engagement, Finance and Operations Support Services. We are the building blocks of the operations side of Denver Public Schools. We stand on our core values Integrity, Accountability, Equity, Collaboration, Fun and of course Students First. There are a lot of opportunities for anyone looking to work in an innovative, caring, and fast paced, growing entity. Come and check out Team DPS.

 

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 Tom Boasberg 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.

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SENIOR MANAGER INNOVATION

Posted by | June 21, 2018 |

CAREER CONNECT

235 work days

FTE: 1.0

Salary Range: Commensurate with experience

 

Essential Functions and Objectives:

 

Senior Manager, Innovation Programs is responsible for leading the team that designs and implements innovative programs preparing students for career success and continued education in Colorado’s highest opportunity sectors. The current focusof this position is CareerResidency Youth Apprenticeship Program, offered in partnership with the statewide organization CareerWise Colorado.  In this game-changing modern apprenticeship program, high school students spend about half of their time doing paid work within a host company while also earning college credits and completing high school graduation requirements. The Senior Manager will be responsible for building the necessary conditions for scale within DPS. This will include working with schools to meet short-term recruitment and retention metrics while also helping design district-wide operations, policies, and funding streams that will support as many as half of DPS students in apprenticeships and similar programs in the future.

The Senior Manager will be responsible for leading vision and planning efforts alongside CareerWise, higher education institutions, business leaders, government leaders, industry associations, and K-12 school district leaders. The Senior Manager will also have the opportunity to present this work in state and national forums.

 

The Senior Manager will also be charged with identifyingopportunities to design and pilot other related programs and will eventually be responsible for a portfolio of innovative programs that offer new and exciting ways for students to experience high school and propel themselves into high opportunity careers and continued education. The Senior Manager will evaluate these programs against a set of student outcomes metrics and work to scale the programs that are successful.

 

Personal & Values:

– Exhibits vision, large-scale change management, collaboration, creative thinking, self direction, drive, and a deeply held belief that all students deserve equitable access to (and support in) high quality college and career pathways.

 

Vision & Strategy:

– Overseeing postsecondary programming that is currently rolled out at six schools, with more schools coming online each year.

– Prepare and deliver executive-level briefings, reports, budgets, and proposals concerning the CareerResidency and other programs.

 

Operational & Organizational:

– Budget management of $1-3M/yr in district funds and grants (and growing). Collaborate with the DPS Foundation for fundraising efforts in support of new and expanding programs.

– Strategic planning, project management, start-up phase problem-solving and management, public speaking, and communications, data and analytics.

– Work closely with the School-Based Learning, Operations, and Work-Based Learning teams of DPS CareerConnect in order to drive strong integration of the CareerResidency across our high schools

– Working with CareerWise and higher education institutions to ensure transferability of credits, devise credit accumulation schedules, and ensure full alignment of partnership.

 

People & Culture:

– Leadership, coaching, and development of 3-5 (and growing) professional staff that are responsible for recruiting students and managing the rollout program.

– Working with partners in key sectors, including but not limited totechnology, business and finance, advanced manufacturing, and healthcare.

– Working with partner organizations, including CareerWise Colorado, to design and continually monitor the success of new programs.

 

Community & Equity:

– Working with workforce and economic development partners.

– Working with company partners design new entry points and opportunities for funded higher education and training opportunities.

– Work with federal and state agencies to communicate about our objectives and secure resources.

– Support in policy analysis and proposal development to create public systems necessary for program innovation.

– Supervise the pilot of the CareerResidency Youth Apprenticeship Program which is targeted to serve as many as half of DPS high school students over time.

– Regularly report to the Executive Director of DPS CareerConnect, the Executive Director of College and Career Readiness, the Assistant Superintendent of Secondary Education, the Superintendent,the Chief Operating Officer and the DPS CareerConnect Executive Advisory Council on progress.

– Other Duties as assigned.

 

Knowledge, Experience & Other Qualifications:

– 5+ years experience managing work and programs at a high-level, team collaboration, and setting strategy for a fast moving, high profile, growing initiative.

– Strong background in higher education systems, STEM industries, and/or K-12 education systems.

– Demonstrated experience managing and completing multiple projects (full life-cycle project planning and implementation.

– Outstanding facilitation and communication skills, including ability to inspire others.

– Strong interpersonal and leadership skills, including the ability to lead a high-performing team.

– Demonstrated experience performing as an effective leader and team player, and recognizing and resolving conflicts or potentially controversial situations through diplomacy.

– Ability to work in a multi-ethnic and multi-cultural environment with district and school leaders, faculty, staff and students.

– Ability to communicate diplomatically, persuasively, effective oral, written and presentation skills.

Education Requirements:

 

– Bachelor’s Degree in Business or Education Management.

– Master’s degree in business, education management, or related field OR Master’s degree or higher in focal industry field:  Engineering, Medical, Technology, Advanced Manufacturing, Finance, Construction, or Hospitality.

 

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 Tom Boasberg 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.

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Kindergarten-5th Grade Teaching Positions at Progressive Charter School 2018-2019

Posted by | June 20, 2018 |

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:
K-5 teachers for co-taught classrooms. Community Roots offers Integrated Co-Taught (ICT) classes for grades K-5th. Candidates with Special Education certification are encouraged to apply.

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 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
  • Enjoy their work

Qualifications:

  • Demonstrated success in teaching
  • Belief in CRCS mission and philosophy
  • Demonstrated ability to collaborate
  • Demonstrated ability to prioritize student achievement while creating a nurturing and encouraging school environment
  • Hold or are working towards New York State Certification
  • Preference for dual certification in Teaching Students with Disabilities (Special Education) and a content area

 

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Leadership Fellow – New Models in Career & Technical Education

Posted by | June 19, 2018 |

ORGANIZATION SUMMARY
The Philadelphia School Partnership (PSP) works to give every child in America’s fifth largest city the opportunity to attend a great school. We invest philanthropic funds in high-impact schools so they can serve more low-income students—whether they be in the traditional public, public charter or private sectors. Our aim is to catalyze the creation or transformation of enough schools to ensure better options for 50,000 students, or nearly one in four of all Philadelphia schoolchildren. Since 2011 PSP has invested in more than 50 schools, creating new educational opportunity for 25,000 students. PSP also works to create the conditions that enable great schools to grow and thrive, including a strong pipeline of qualified teachers and principals, resources and initiatives to empower parents and families, and policies that enable entrepreneurial school leadership and create opportunity for high-performing schools to grow. Additionally, PSP invests to catalyze collaboration, facilitating the sharing of best practices among schools and support organizations. Nonpartisan and data-driven, we work with government officials, business leaders, education leaders and practitioners, and community groups to pursue the promise of a great school for every child.

PSP believes that in a city as large as Philadelphia, there is not one best or right kind of school. Two hundred forty thousand children need a wide variety of schools from which to choose. The city has numerous examples of high-performing schools, and they span all three primary sectors: charter schools, district schools and private/Catholic schools. Unfortunately, there is a shortage of quality options in all three sectors. More than 35,000 students sit on waiting lists for the city’s best schools—which include private, charter, district magnet, and district neighborhood schools. Our work centers on leveraging philanthropic capital to attract entrepreneurial leadership and overcome inertia and financial and political barriers so that Philadelphia can have more great schools.

Like all cities, Philadelphia has finite resources for K-12 education. PSP believes the route to effectively educating all of the city’s children lies in fomenting and sustaining an educational ecosystem that steers resources toward effective schools, regardless of sector or type of school, so they can grow; increases equity of access to all school choices for families; and utilizes multiple measures of school performance to hold schools accountable for outcomes, thus ensuring support and—if necessary—intervention for struggling schools.

Quality career & technical education programs are a vital need in the current educational ecosystem. These programs provide students with varied pathways through which they can prepare for high-skill, high-wage jobs in high-demand industries.

POSITION SUMMARY
The Leadership Fellow will fill a one- to two-year consulting role at the Philadelphia School Partnership. The Fellow will be responsible for designing a career & technical/early college school model that can be started, and eventually replicated, in Philadelphia. CTE provides students with the academic and technical skills, knowledge and training necessary to succeed in 21st century careers and to become lifelong learners. The work of the Fellow will include exploring opportunities and barriers, identifying potential partner institutions (especially employers, whose engagement is vital to high-quality CTE), securing the right conditions, and establishing a design and programming in order to launch a CTE school in Philadelphia in 2019 or 2020. The Fellow will determine the optimal system and structure for the new school, which could in the end operate within the local school district, as an independent charter school or as a private school. The Fellow will have the opportunity to lead the school once it is open.
The CTE Fellow will report to the Managing Director of School Investments and will work closely with the PSP School Investment Team.

PSP is an equal-opportunity employer with good benefits and an entrepreneurial, results-oriented work culture.

DUTIES AND RESPONSIBILITIES

Phase 1: Planning the School
• Collaborate with the School Investment Team to cultivate PSP’s CTE Initiative
• Conduct a feasibility/readiness study and identify challenges to be solved
• Identify K-12, Industry, and College Partners, conduct outreach, & leverage partnerships
• Gain a deep understanding of PA education regulations that pertain to secondary and post-secondary education
• Engage with the PSP Board on CTE Initiatives and participate on the Board CTE Task Force
• Establish partnerships and launch a Steering Committee and Planning Team
• Conduct Excellent School Visits to learn from other successful CTE/Early College models
• Participate in ongoing Leadership Development through attending conferences, working with consultants within the field, etc.
• Produce a comprehensive written plan that includes the conditions, design, and programming to start a new school
• Other duties as assigned

Phase 2: Securing the School
• Develop and finalize MOUs with participating K-12, Industry, and College Partners
• Work with PSP’s development team and other partners to secure funding; including possibly private, federal, and state funding
• Establish a diverse Board and Governance structures for the school
• Submit application for new school to the Charter School Office or other authorizing entity and gain approval for new school
• Research and identify a school facility that will allow the school model to thrive
• Network and hire for school leadership team
• Other duties as assigned

QUALIFICATIONS
• Commitment to the mission of the Philadelphia School Partnership
• Thrives working in an outcomes-focused, goals-driven organization
• Holds an exceptional educational track record in raising student achievement and wishes to design and open a CTE school in Philadelphia
• A self-starter who takes initiative
• Experience planning and leading a secondary school
• Strategic thinker with strong project management skills (organized; attention to detail)
• Demonstrated resourcefulness and creativity in an entrepreneurial setting
• Ability to work with a wide variety of constituents and partners; strong relationship builder
• Confidence working under pressure of deadlines
• Strong oral and written communication skills
• Excellent interpersonal skills and desire to work as part of a team
• Ability to work independently, solve problems and be flexible
• Experience developing and leading projects that involve multiple stakeholders
• Willingness and desire to participate in unexpected projects

EDUCATION AND EXPERIENCE
• Bachelor’s degree required, Master’s degree preferred
• Minimum of 5 years of high school leadership experience, preferably in a CTE/Early College setting
• Experience in either the district or charter sector is a plus
• Experience working with underserved students and communities a plus

PHYSICAL REQUIREMENTS
Ability to physically perform the duties and to work in the environmental conditions required such as:
• Traveling to schools – valid driver’s license and/or access to transportation when necessary
• Functioning in office space – reaching file cabinets, filing, faxing, scanning, coping, typing, mailing, making phone calls
• Must be able to sit for up to two hours looking at a computer monitor, using a keyboard/mouse and typing
• Must be able to lift up to 25lbs on a frequent basis

Salary commensurate with experience, along with excellent benefits.
A modest relocation package may also be available for out-of-state candidates.

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Science Teacher

Posted by | June 13, 2018 |

Science Teacher
(Full time; Certification Preferred)

Position Description                                                                                               

 

The NET Charter High School

The NET is an alternative high school for students who have dropped out of, been expelled from, or who have otherwise struggled in a traditional school setting. Students at The NET receive intensive, individualized academic, social, and behavioral supports, earn a high school diploma, and participate in rigorous internships with area employers. Our students leave school with the skills, confidence and experiences necessary to succeed in the career and education paths of their choice.

 

 

Position Summary

The NET Science Teacher position is a unique opportunity to provide the type of high quality math curriculum and instruction you believe struggling high school students in New Orleans deserve.

 

The Science Teacher is responsible for:

  • Biology & Chemistry curriculum development & teaching
  • Designing and teaching other science courses and/or computer lab courses as assigned
  • Developing strong relationships and a highly functional, restorative classroom
  • Assessing and monitoring student progress
  • Differentiating lessons, assessments and support
  • Constantly developing his/her own craft

 

 

Position Requirements:

Education & Experience

  • 3+ years teaching at risk students in a non-selective, open admissions urban environment with a demonstrated record raising student achievement
  • A BA or BS
  • Louisiana Teacher Certification completed or in progress preferred
  • Special Education experience preferred

 

Skills & Approach

  • Passion for improving educational opportunities for urban students and for being a part of a strong, diverse, mission-driven team
  • Specialized interest in working with and developing students with learning and emotional difficulties
  • Commitment to The NET’s mission, vision and growth
  • Excellent communication, interpersonal, relationship building & management skills
  • Flexible and learning mindset dedicated to effectively & innovatively problem solving

 

 

Details

  • Schedule: All full time NET positions are year-round with approximately 10-12 weeks for vacation per year
  • Salary: Competitive for Orleans Parish. Initial salary is set based on years of experience and degrees. Future salary increases and bonuses are based on performance and responsibilities.
  • Benefits: Comprehensive benefits and generous 403b retirement plan
  • Reports to: Principal

 

 

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Executive Director of Exceptional Student Services

Posted by | June 8, 2018 |

TITLE: EXECUTIVE DIRECTOR OF EXCEPTIONAL STUDENT SERVICES

SUMMARY OF JOB DESCRIPTION:

The primary function of the Executive Director of ESS is to support the accomplishment of the District mission by providing leadership for special populations.  The Executive Director is responsible for helping with the development, implementation, administration, supervision, maintenance, monitoring and evaluation of special education and gifted education services to students. The Executive Director will ensure policies and procedures, set forth for the District to follow are in compliance with federal and state laws, rules and regulations.  In addition, a key function is to work in concert with the administration at ESS to oversee the Administrative Unit and ensure to improved academic results for students with disabilities and gifted education students.

SUPERVISED BY:

Assistant Superintendent of Learning Services

SUPERVISES:  ESS office staff, SPED service providers, and Instructional Coaches

ESSENTIAL JOB ELEMENTS:

  1. Direct, interpret, coordinate, negotiate, and respond to legal questions, complaints and situations.
  2. Develop, plan, monitor, and evaluate programs.
  3. Support building administrative staff assigned to supervise staff and programs at the building level.
  4. Recruit, hire, and evaluate designated personnel.
  5. Monitor and meet regularly with itinerant teams to ensure consistent and quality services across the district.
  6. Coordinate district-wide trainings for special education classified and certified personnel throughout the school year as requested.
  7. Oversee completion of reports for ESS department, and state and federal reporting
  8. Act as a liaison to the Special Education programs for CDE.
  9. Act as a liaison to the District RTI/PBIS contact for CDE.
  10. Attend IEP meetings to mediate and facilitate decision -making for students with IEP’s as requested.
  11. Lead the ECS Special Education Advisory Committee.
  12. Participate as a member of the following:
  • ESS Team
  • Admin Team
  • Other committees as assigned
  1. Participate in the budget needs for special education programs within the district.
  2. Oversee services for suspensions/expulsions for students with disabilities
  3. Develop and maintain positive parent and community relations.
  4. Other duties as assigned.

QUALIFICATIONS:

  1. Successful work experience as a special education teacher, SPED service provider or special education administrator.
  2. Effective communication and interpersonal skills.
  3. Knowledge of special education laws and best practices for special education students.
  4. Independent thinking, problem solving, interpretation, facilitation skills, and crisis management within District, federal, state policies, procedures and laws.
  5. Judgment to meet varying conditions and to resolve situations where procedures, laws, or guidelines are not applicable.
  6. Knowledge and understanding of effective instructional practices
  7. Public School Special Education experience in area of supervision
  8. A Colorado Department of Education Administrative License: Special Education Director endorsement
  9. Knowledge of and experience with the State computerized IEP and Medicaid desirable
  10. Advanced Mediation Skills
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Teacher for Math and Science ICT Classrooms at Small Progressive Middle School (Certification in Math, Science and/or Special Education Preferred)

Posted by | May 31, 2018 |

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 475 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 passionate educator with special education, math and/or science certification to co-teach in a middle school classroom. Community Roots offers Integrated Co-Taught (ICT) classes for all core content areas.

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 ensure 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
  • Enjoy their work

Qualifications:

  • Demonstrated success in teaching
  • Belief in CRCS mission and philosophy
  • Demonstrated ability to collaborate
  • Demonstrated ability to prioritize student achievement while creating a nurturing and encouraging school environment
  • Hold or are working towards New York State Certification
  • Preference for dual certification in Teaching Students with Disabilities (Special Education) and a content area

How to apply: Please apply online at www.communityroots.org/jobs.

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Director of Student Supports

Posted by | May 31, 2018 |

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 475 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 an Elementary School Director of Student Supports who will work to be both innovative and inspiring in the pursuit of meeting the needs of all students in grades K-5.  This position will report to the Elementary School Co-Directors and supervise the learning specialist team, support providers, 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
  • Previous managerial experience preferred
  • Experience in working with students with IEPs and students at risk

Main responsibilities will include:

Leadership

  • Work with co-directors to develop and institute school-wide goals and plans for improving inclusive education practice.
  • 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.
  • Ensure communication and effective transition of services and information about students from one grade to the next.
  • 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 related service providers and paraprofessionals through regular meetings and feedback.
  • Interview and hire related service providers and paraprofessionals as needed based on student need.
  • Ensure regular and effective communication between support providers, teaching staff, and families.
  • Communicate and model expectations for maintaining an inclusive environment to all stakeholders including staff, families, and students.
  • Participate as an active member of the Community Roots Inclusive Practices Group.

Committee on Special Education Collaboration and Communication

  • 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 who have IEPs and/or are 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, evaluations and CSE related meetings.
  • Serve as liaison and advocate for families and students at the CSE and with other agencies.

Assessment and Intervention

  • Contribute to multi-tiered system of support plan, including support for implementation of assessments, data analysis, and planning for instruction. This includes but is not limited to the learning specialist assessment process, NYSITELL, NYSESLAT, the Child Study Team process, Functional Behavior Assessments and Behavior Intervention Plans.
  • Oversee implementation of testing accommodations including proctor training and room assignments.
  • Oversee proctor training, scheduling and implementation for New York State Alternative Assessment.

Salary and Benefits:

Community Roots offers a competitive benefits package. Salary commensurate with experience.

How to apply:

Please email cover letter and resume to current Director of Student Supports, Nikki Ladopoulos at nladopoulos@communityroots.org.

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CURRICULUM SPECIALIST, INTERVENTION

Posted by | May 30, 2018 |

CURRICULUM & INSTRUCTION

235 work days

FTE: 1.0

Salary Range: $69,674-$83,607

 

Essential Functions and Objectives:

 

Along with other members of the K-12 Literacy Team, the Curriculum Specialist for Literacy Interventions is responsible for identifying and supporting the use of high-quality instructional resources, enhancing teaching and learning, and scaling effective programs to meet the student achievement literacy goals of the Literacy 2020 Plan and to prepare all students for success in college, career, and life.  Under the direction of the Academic Manager for Literacy Interventions, the Curriculum Specialist focuses heavily on delivering high-quality instructional materials through the lens of resource development, curation, refinement, implementation and continual improvement.

 

Lead the development, implementation and continual improvement efforts of intervention curriculum aligned to the Colorado Academic Standards:

– Contributes to the development of a coherent instructional program that is aligned with the Colorado Academic Standards and Colorado English Language Proficiency Standards.- Applies instructional expertise to improving the effectiveness of core curriculum and instruction in Denver Public schools, specifically including implementation of the Colorado Academic Standards, which are inclusive of the Common Core State Standards (CCSS).

– Guides the implementation of the Common Core State Standards in English Language Arts / literacy for ALL students.

– Ensures alignment of other Colorado Academic Standards content area curriculum with the English Language Arts Common Core State Standards.

– Applies curriculum development expertise to setting criteria and building frameworks for developing rigorous Colorado Academic Standards (CAS) aligned literacy intervention curricula.

– Assesses needs of core literacy, literacy intervention teachers and school leaders; and leads development of resources to address those needs and increase the quality of instruction.

– Creates and/or curates development of units aligned to the rigor and depth of literacy standards.

– Ensures strong alignment between standards/shifts, scope & sequence and assessment items.

– Ensures strong vertical and horizontal alignment in literacy intervention resources, as well as alignment with core programming.

– Develops bodies of annotated student work.

– Collaborates with other department staff in the management, development, and analysis of district-supported assessments.

– Provides support and training for administration, reporting and data use of assigned assessments to drive literacy instruction

– Revises curriculum based upon student outcomes and implementation feedback.

– Develops research-based recommendations for instructional strategies, professional development and assessments to increase the quality of teaching and learning in literacy.

– Deeply analyzes student achievement data (student work samples, interim assessments and performance-based assessments) to determine how to better develop materials and provide targeted, high quality teacher supports.

– Anticipates, identifies, and resolves complex obstacles to ensure success of overall curriculum programs as well as specific projects.

– Develops strategies and clear, specific, and ambitious performance measures for individual projects that are easily translated into individual work goals and deliverables for other team members.

– Creates detailed timelines for each initiative; assesses and tracks project progress regularly using various computer programs and tools; drives project completion by holding others accountable for responsibilities and deadlines.  Builds relationships and liaises with various internal departments to drive collaboration and project success; interacts with and responds effectively to urgent requests from multiple internal and external Denver Public Schools stakeholders.

– Perform all other task and duties as assigned.

 

Knowledge, Experience & Other Qualifications:

 

– CDE teaching certificate in Elementary Education.

– A teaching career with five or more years of highly successful teaching experience. We will consider a candidate with a minimum of two years of teaching experience with exceptional results if there is relevant prior work experience.

– A proven, multi-year track record of exemplary teaching achievement, especially the achievement of low-income, underrepresented/under-served students.

– Linguistically Diverse or Bilingual Endorsement/Masters preferred.

– Demonstrated experience working in urban school districts requiring cultural and linguistic responsiveness to meet the needs of all students.

– Experience in monitoring curriculum content assessment data and recommending program improvements.

– Knowledge of second language acquisition in the curriculum content areas preferred.

– Proficiency in reading, writing, listening, and speaking Spanish highly desirable.

– Knowledge of effective instructional programs and methodologies and experience in providing such instruction to meet Colorado Academic Standards and Colorado English Language Proficiency Standards.

– Experience in the design of standards-based curriculum and assessments.

– Demonstrated content area expertise.

– Emotional constancy and extraordinary interpersonal skills to ensure purposeful and professional colleague relationships.

– Meticulous organizational ability in order to set priorities, organize workload, handle multiple responsibilities and meet deadlines.

– Extraordinary oral skills to effectively communicate with varied audiences.

– Comfort with and ability to write efficiently and effectively as part of a culture where curriculum writing, email communication, and documentation are critical.

– Knowledge of how students learn in the designated curriculum focus and knowledge of best program practices.

– Knowledge of best practices in curriculum instruction and standards-based education.

– Demonstrated commitment to continuous professional learning.

– Strong desire and willingness to support student achievement in traditionally under-served communities.

– Passion for connecting with students and families in support of student success.

– Superior analytical skills and sound judgment to make critical decisions.

– Capable of thriving in circumstances involving ambiguity and nuance.

– Positive attitude, maturity, and personal stability sufficient for a demanding position

– Valid Colorado Driver’s license, appropriate insurance coverage and an acceptable driving record for the past three years

 

Education Requirements:

 

– Bachelor’s degree with a major in an area of curriculum focus, advanced degree with emphasis in curriculum preferred

 

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 Tom Boasberg 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.

 

 

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Special Populations Coordinator

Posted by | May 23, 2018 |

The Special Populations Coordinator (SPC) works as part of the leadership team to ensure that the education program at DPA enables students with special needs to use their abilities to the fullest extent possible. The SPC will be responsible for coordinating the total school support program including the full continuum of services that may be called for in IEPs, overseeing the Child Find process, developing and implementing program strategy, designing and implementing PD and specific training, managing data compliance and related services as well as brainstorming and piloting new service strategy.  In addition, the SPC will support all aspects of coordination of transitional services, related services, separate facilities placement, home and hospital instruction and special aide service. The SPC will coordinate the development, implementation, and evaluation of the instructional program for students with special needs.

Responsibilities:

  • Maintains all special education and Section 504 files.
  • Ensures that all students with disabilities receive the appropriate school services including the provision of related services, monitoring speech language and counseling schedules to ensure that all students receive service in accordance with their individualized education plans (IEP).
  • Ensures that all students with IEPs and Section 504 plans receive their mandated testing modifications and accommodations during state and local exams.
  • Coordinates the evaluation, reevaluation, triennial, and annual review processes for the school.
  • Ensures that all special education processes occur within the appropriate time frames.
  • Supervises related service providers and works with them to create open lines of communication between teachers and providers.
  • Supervises ELL and special education inclusion teachers to ensure appropriate delivery of services.
  • Models and fosters a culture of integrity, optimism, excellence, innovation, respect, and results.
  • Supports the ongoing development of the curriculum and instructional model as the school grows.

 

Qualifications:

  • Master’s degree in special education.
  • At least three years of classroom teaching experience in an urban school setting.
  • An advanced understanding of instructional strategies for meeting the needs of students with autism, developmental delay, specific learning disabilities, and behavior disorders.
  • Belief in and alignment with Digital Pioneers Academy’s core beliefs and educational philosophy is non-negotiable.

Compensation and Benefits

Digital Pioneers Academy offers a highly competitive salary based on experience and an excellent and comprehensive benefits package.

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Special Education Teacher

Posted by | May 23, 2018 |

A successful Digital Pioneers Academy Middle School Special Education Teacher will ensure that all DPA students feel known, loved and respected. Teachers who are aligned with DPA’s values believe that all students can achieve at high levels. Teachers will hold primary responsibility for implementation of Digital Pioneers Academy’s curriculum, creating corresponding Humanities experiences and ensuring the success of its students.

Teachers will provide rigorous educational experiences to propel student intellectual growth and mastery of learning standards. Teachers’ investment in building culture and character will prepare students to lead productive lives meeting the demands of the post-secondary arena and job market.

We attract leaders in teaching with a successful track record of developing authentic relationships with students, families and professional peers. With a collective mission to develop the next generation of innovators, our teachers will develop ours students to not only consume, but create the digital economy.

Responsibilities

DPA will hire teaching professionals who:

  • Have demonstrable experience raising achievement for urban students;
  • Have experience working with students who have disabilities (cognitive, emotional or physical);
  • Cultivate a classroom environment in which students express a love for learning;
  • Teach daily support classes in math, science, life skills, and/or literacy;
  • Infuse and encourage student demonstration of creative thinking, problem solving, critical thinking, scholarly writing, constructive dialog, cultural competence, strong decision making and creative solutions;
  • Participate in collaborative content development, coursework and activities to ensure that accommodations are met in inclusive settings;
  • Oversee the drafting, implementation, and maintenance of IEPs and 504 plans;
  • Assess data and adjust instruction based on the data;
  • Have a strong understanding of, assessment of and accountability for students’ mastery of academic standards;
  • Develop intervention plans with classroom teachers to ensure that student learning goals are clear and measurable and then track student success in meeting these goals;
  • Effectively use technology in teaching and learning;
  • Differentiate methodology to accommodate learning differences;
  • Co-lead child study team meetings;
  • Teach basic academic and life processes skills;
  • Serve as an advisor to a group of students;
  • Have experience working in schools, preferably for a charter school;
  • Demonstrate commitment to professional development and learning best practices of effective teaching; and
  • Actively participate in over 12 hours of planning and professional development a week.

In this full-time role, the Special Education Teacher will focus on a cohort of students, in a semi-self contained model. Through this structure, partner teachers are able to co-plan personalized, context-specific interventions and targeted, holistic supports that carry through for their students across all core content areas.

Qualifications

Our middle school teachers are results oriented and strive to improve the minds and lives of students in and out of the classroom;

  • Proven track-record of high achievement in the classroom
  • Minimum of two years teaching experience in an urban public school or charter school setting
  • Mastery of and enthusiasm for academic subjects; (especially core subjects of English Language Arts (ELA), Math, Science and Social Studies)
  • Evidence of self-motivation, diligence and willingness to be a team player
  • Strong interpersonal skills and high moral character
  • Passionate about literature or math and learning
  • Bachelor’s degree with an outstanding record of academic achievement and leadership is required; Master’s degree is preferred
  • Belief in and alignment with Digital Pioneers Academy’s core beliefs and educational philosophy is non-negotiable

DPA follows a semi self-contained model, students are divided into cohorts and each cohort has two primary partner teachers: a STEM teacher who teaches math, science, and computer science and a Humanities teacher who teaches ELA, social studies, and leads intervention. Two teachers are responsible for educating a homeroom of up to 30 students. Compared to the conventional approach, this means that teachers are teaching 1 additional content area than what is typical, but their student load is ¼ to 1/5 the conventional load.

Through this structure, partner teachers are able to co-plan personalized, context-specific interventions and targeted, holistic supports that carry through for their students across all core content areas.

Compensation and Benefits

Digital Pioneers Academy offers a highly competitive salary based on experience and an excellent and comprehensive benefits package.

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ELA Teacher

Posted by | May 23, 2018 |

A successful Digital Pioneers Academy 6th Grade ELA Teacher will ensure that all DPA students feel known, loved and respected. Teachers who are aligned with DPA’s values believe that all students can achieve at high levels. Teachers will hold primary responsibility for implementation of Digital Pioneers Academy’s curriculum, creating corresponding Humanities experiences and ensuring the success of its students.

Teachers will provide rigorous educational experiences to propel student intellectual growth and mastery of learning standards. Teachers’ investment in building culture and character will prepare students to lead productive lives meeting the demands of the post-secondary arena and job market.

We attract leaders in teaching with a successful track record of developing authentic relationships with students, families and professional peers. With a collective mission to develop the next generation of innovators, our teachers will develop ours students to not only consume, but create the digital economy.

Responsibilities:

  • Developing strong relationships with parents and students, creating investment in school culture and academics
  • Communicating effectively with students, families, and colleagues
  • Building a classroom culture in which students love learning
  • Serving as an advisor to a small group of students
  • Motivating students to think critically and take ownership over their own learning
  • Providing consistent rewards and/or consequences for student behavior
  • Implementing curricula and activities to meet academic standards
  • Designing and implementing assessments that measure progress towards academic standards
  • Using assessment data to refine curriculum and inform instructional practices
  • Driving academic outcomes by analyzing student work and studying data, and implementing high leverage instructional moves to ensure dramatic gains for all students
  • Being accountable for students’ mastery of academic standards
  • Training with colleagues and school leaders and receive targeted, in-the-moment feedback on instruction, as well as unparalleled support and professional development and summer orientation
  • Participating in collaborative curriculum development, grade-level activities, and schoolwide functions
  • Teaching students to engage with compelling and complex texts
  • Instructing grammar, style, vocabulary, and rhetoric through scholar writing of authentic creative and informative pieces
  • Cultivating a classroom environment in which students express a love for literature, language, culture, and civics

Qualifications:

Our middle school teachers are results oriented and strive to improve the minds and lives of students in and out of the classroom;

  • Proven track-record of high achievement in the classroom
  • Minimum of two years teaching experience in an urban public school or charter school setting
  • Mastery of and enthusiasm for academic subjects; (especially core subjects of English Language Arts (ELA), Math, Science and Social Studies)
  • Evidence of self-motivation, diligence and willingness to be a team player
  • Strong interpersonal skills and high moral character
  • Passionate about literature or math and learning
  • Bachelor’s degree with an outstanding record of academic achievement and leadership is required; Master’s degree is preferred
  • Belief in and alignment with Digital Pioneers Academy’s core beliefs and educational philosophy is non-negotiable

DPA follows a semi self-contained model, students are divided into cohorts and each cohort has two primary partner teachers: a STEM teacher who teaches math, science, and computer science and a Humanities teacher who teaches ELA, social studies, and leads intervention. Two teachers are responsible for educating a homeroom of up to 30 students. Compared to the conventional approach, this means that teachers are teaching 1 additional content area than what is typical, but their student load is 1/4 to 1/5 the conventional load.

Through this structure, partner teachers are able to co-plan personalized, context-specific interventions and targeted, holistic supports that carry through for their students across all core content areas.

Compensation and Benefits

Digital Pioneers Academy offers a highly competitive salary based on experience and an excellent and comprehensive benefits package.

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Math Teacher

Posted by | May 23, 2018 |

A successful Digital Pioneers Academy 6th Grade MathTeacher will ensure that all DPA students feel known, loved and respected. Teachers who are aligned with DPA’s values believe that all students can achieve at high levels. Teachers will hold primary responsibility for implementation of Digital Pioneers Academy’s curriculum, creating corresponding STEM experiences and ensuring the success of its students.

Teachers will provide rigorous educational experiences to propel student intellectual growth and mastery of learning standards. Teachers’ investment in building culture and character will prepare students to lead productive lives meeting the demands of the post-secondary arena and job market.

We attract leaders in teaching with a successful track record of developing authentic relationships with students, families and professional peers. With a collective mission to develop the next generation of innovators, our teachers will develop ours students to not only consume, but create the digital economy.

Responsibilities:

  • Developing strong relationships with parents and students, creating investment in school culture and academics
  • Communicating effectively with students, families, and colleagues
  • Building a classroom culture in which students love learning
  • Serving as an advisor to a small group of students
  • Motivating students to think critically and take ownership over their own learning
  • Providing consistent rewards and/or consequences for student behavior
  • Implementing curricula and activities to meet academic standards
  • Designing and implementing assessments that measure progress towards academic standards
  • Using assessment data to refine curriculum and inform instructional practices
  • Driving academic outcomes by analyzing student work and studying data, and implementing high leverage instructional moves to ensure dramatic gains for all students
  • Being accountable for students’ mastery of academic standards
  • Training with colleagues and school leaders and receive targeted, in-the-moment feedback on instruction, as well as unparalleled support and professional development and summer orientation
  • Participating in collaborative curriculum development, grade-level activities, and schoolwide functions
  • Building a classroom culture in which students love math and take pleasure in discovering diverse strategies to solve math problems
  • Teaching students through an inquiry-based curriculum that focuses on the dual tenets of logic and reasoning
  • Orchestrating innovative problem solving through multiple representations, meaningful mathematical discourse, and productive struggle
  • Cultivating a classroom environment in which students express a love for Mathematics, Science, Computer Science, and technology

Qualifications:

Our middle school teachers are results oriented and strive to improve the minds and lives of students in and out of the classroom;

  • Proven track-record of high achievement in the classroom
  • Minimum of two years teaching experience in an urban public school or charter school setting
  • Mastery of and enthusiasm for academic subjects; (especially core subjects of English Language Arts (ELA), Math, Science and Social Studies)
  • Evidence of self-motivation, diligence and willingness to be a team player
  • Strong interpersonal skills and high moral character
  • Passionate about literature or math and learning
  • Bachelor’s degree with an outstanding record of academic achievement and leadership is required; Master’s degree is preferred
  • Belief in and alignment with Digital Pioneers Academy’s core beliefs and educational philosophy is non-negotiable

DPA follows a semi self-contained model, students are divided into cohorts and each cohort has two primary partner teachers: a Math teacher who teaches math, science, and computer science and an ELA teacher who teaches ELA, social studies, and leads intervention. Two teachers are responsible for educating a homeroom of up to 30 students. Compared to the conventional approach, this means that teachers are teaching 1 additional content area than what is typical, but their student load is ¼ to 1/5 the conventional load.

Through this structure, partner teachers are able to co-plan personalized, context-specific interventions and targeted, holistic supports that carry through for their students across all core content areas.

Compensation and Benefits

Digital Pioneers Academy offers a highly competitive salary based on experience and an excellent and comprehensive benefits package.

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2018-19 Music Teacher with KIPP Bay Area Schools

Posted by | May 23, 2018 |

About KIPP Bay Area Schools

KIPP is a non-profit network of 209 college-preparatory, public charter schools around the country educating early childhood, elementary, middle, and high school students. KIPP schools are united by a common mission, a commitment to excellence, and a belief that if we help children develop the academic and character strengths they need for college and choice filled lives, they will be able to build a better tomorrow for themselves, for their communities, and for us all.

There are currently 12 KIPP schools in the Bay Area educating over 5,200 students in East Palo Alto, Oakland, San Francisco, San Lorenzo, San Jose, and Redwood City. In the fall of 2018, KIPP Bay Area Schools plans to open a new high school in East San Jose and a new elementary school in the Bayview Hunter’s Point.

Position Overview
Our schools are looking for talented and committed educators to serve as teachers for our elementary, middle, and high school classrooms. Our teachers will aid in the establishment of curriculum and culture as they develop a world-class education program from the stages of vision to execution.

We realize that the outcomes our students deserve necessitate continuously strong teaching from the time our students enter kindergarten until they graduate from college. As such, our teachers will work closely with each school’s leadership team to ensure our students learn, grow, and eventually achieve transformative life outcomes.  Each teacher will be responsible for ensuring that our students have the opportunity to learn in an environment of joyful, excellent teaching.

Above all else, the ideal teacher will find joy and purpose in teaching children the habits necessary to be successful in school, and s/he will relish the opportunity to imbue our students with a love for learning. S/he must also be committed to KIPP Bay Area School’s mission, while possessing the beliefs, character traits, and skills necessary to ensure student growth and achievement.

All KIPP teachers must…

  • Hold a valid teaching credential or be in the process of securing one (please click here to learn more)
  • Be committed to working with educationally underserved students
  • Believe all students can achieve at the highest academic levels
  • Possess strong content area knowledge and classroom management skills
  • Teach in our extended day and year schedule (click here to view a sample schedule)
  • Contribute to a relentless and dedicated team of outstanding professionals
  • Communicate well with students, families, and colleagues

Preferred Qualifications

  • Experience as an educator in a traditionally underserved community for one or more years with demonstrated strong achievement results and documented growth on formative assessments
  • Spanish, Arabic, Vietnamese or Mandarin speaking proficiency

Compensation 
We are dedicated to you and your family’s well-being! KIPP offers a competitive salary as well as a comprehensive benefits package including medical, dental, vision, and transportation benefits. Although KIPP does not post salary scales, we are happy to walk candidates through the compensation package.

Questions? Email Ryan Weidmann at teach@kippbayarea.org.

KIPP Bay Area Schools does not discriminate on the basis of age, race, ethnicity, color, national origin or ancestry, cultural background, religious creed, sex, gender identity or expression, sexual orientation, marital/registered domestic partner status, physical or mental disability, medical condition, genetic information, military or veteran status, primary language, citizenship or immigration status, or any other consideration made unlawful by federal, state, or local laws.

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Humanities Teacher, Upper Division (Grades 6-8)

Posted by | May 23, 2018 |

Position: Humanities Teacher, Upper Division (Grades 6-8)
Location: New York, NY
Start: August 2018

Why Teach at Avenues?
There is no place quite like Avenues. We are a top-tier school in New York City that offers a truly global education, one that will expand to the world’s leading cities in the next decades. Our faculty bring widely diverse experiences, but we are all committed to creating a unique educational experience together. We foster a culture of creativity, entrepreneurship, and deep collaboration. We teach and learn through challenging interdisciplinary projects. And we offer unparalleled possibilities for professional learning prospects around the globe.

Deep Collaboration and Constant Evolution
Collaboration isn’t a buzzword here–it’s woven into everything we do. We have built substantial time to collaborate into our schedule. Teacher teams across multiple disciplines design learning experiences for a whole grade level. This intensity of collaboration is challenging as well as exciting: we’re always evolving, learning from each other, and seeking to improve.

What You’ll Do
Humanities teachers guide students to become informed, skilled, and empathic agents of change. We introduce students to key civilizations, movements, and forces that have shaped our past, and we help them explore the great issues and challenges facing our local and global communities today. Through a range of approaches–including historical thinking skills, exploring works of art and literature, design thinking, and project-based work across multiple disciplines–we equip students with the knowledge, skills, and dispositions to make a difference in the world.

More broadly, all teachers at Avenues:

  • ensure students achieve key learning outcomes
  • collaboratively plan discipline-based and interdisciplinary curriculum using backwards design
  • co-construct with students an engages, high-standards, welcoming and safe classroom environment
  • practice cultural competence in the classroom and workplace
  • inspire trust and confidence among guardians and families through regular, proactive communication
  • contribute to the broader community of our NYC campus and global network

What You’ll Bring

  • An exemplary track record of student learning in your past teaching
  • strong content knowledge in one or more relevant fields, such as literacy, social studies, history or geography
  • experience with, or interest in, interdisciplinary, project-based teaching
  • intellectual curiosity and the humility to reflect on, and continually grow in, your teaching practice
  • commitment to creating a culture of equity and inclusion
  • a strong sense of personal responsibility for the success of every student
Comments Off on Coordinator, Development

Coordinator, Development

Posted by | May 21, 2018 |

Start Date:                          Immediate

Team:                                   Development

Location:                             New Haven, Connecticut

 

About Achievement First:

Achievement First, a non-profit 501(c)3 charter school management organization, operates over 30 public charter schools in Brooklyn, Connecticut and Rhode Island. The mission of Achievement First is to deliver on the promise of equal educational opportunity for all children, regardless of race or economic status. Achievement First currently educates more than 12,600 students in historically underserved neighborhoods, with over 90% of our students identifying as Black and Latino. With its college-preparatory focus, the Achievement First approach is attaining breakthrough academic gains throughout the network. Beyond our students and schools, Achievement First is an engaged and prominent partner in the larger conversation about how to improve public education and student achievement in our country.

 

Achievement First’s approach to teaching and learning enables every student to succeed at the highest levels. This involves:

  • Recruiting and developing successful teachers and school leaders and empowering them to use student data to strategically drive instruction;
  • Creating a joyful school culture where it is “cool to be smart” that emphasizes character education and focuses students on college;
  • Providing students with more time on task and intense intervention when they are struggling so that no child falls through the cracks.

 

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

 

Summary

Team Development secures the philanthropic resources necessary for students, teachers, and leaders to thrive and for the network to serve as an exemplar in public education.  The coordinator will report to the director of development and play an important role in developing strong relationships with individuals, foundation and corporations who share our vision for equity in education as well as in cultivating, stewarding, and soliciting compassionate, generous contributors. This is a unique opportunity to learn the art and science of effective development in the context of supporting the multi-million dollar annual fundraising efforts of one of the leading education reform organizations in the county.

 

Responsibilities of the development coordinator will include but are not limited to:

 

  • Database Management & Gift Processing
    • Maintain Raiser’s Edge and Salesforce databases, including updating contributor gift records and generating gift accounting, contact list and other reports as needed
    • Record all gifts received and coordinate with Team Finance to ensure the timely and accurate processing of gifts
    • Draft and mail acknowledgement letters with 1-2 weeks of receipt

 

  • Grant Writing and Management
    • Manage grant application and reporting calendar to ensure Team Development meets deadlines and annual fundraising goals
    • Prepare grant applications and reports for a subset of private funders as a key component of Team Development’s annual and/or multi-year strategy for these funders
    • Coordinate across other Achievement First teams and/or school teams to obtain the information necessary to prepare and complete timely funding proposals and reports
    • Analyze and synthesize information to compose compelling funding proposals and reports that faithfully and knowledgeable communication Achievement First’s successes and challenges
    • Participate in select funding meetings/visitations as a part of the grant making due diligence process

 

  • Administrative
    • Execute appeals and campaigns, including drafting copy for appeal letters and supplemental materials, assembling mailing lists, and coordinating printing and mailing
    • Assist team members in planning and execution of board meetings, school visits, and other fundraising/special events as necessary
    • Process expense reimbursements, credit charges, and invoices for the Vice President of Development

 

Skills and Characteristics

  • Excellent written and verbal communications skills, articulate and persuasive, with the ability to differentiate internal stakeholder communications from those intended for external stakeholders
  • Highly organized, with superior attention to detail and the ability to manage, prioritize, and ensure the completion of multiple projects
  • Resourceful in pursuit of outcomes, seeking clarity in ambiguity and calmly handling the unanticipated
  • Interest in performing a critical support role while learning in a fast-paced, entrepreneurial environment
  • Willing to learn and improve, self-reflective, receptive to constructive feedback
  • Able to connect with others and build effective professional relationships
  • Healthy curiosity about all aspects of Achievement First, eager to learn more about and support the larger mission and vision by engaging in network opportunities outside of Team Development
  • Belief in and passion for the Achievement First mission and educational model
  • Solid technical skills, including proficiency with Microsoft (Word, Excel, PowerPoint), experience with Google Drive, Raiser’s Edge, and Salesforce a plus
  • Maturity, humility, strong work ethic, sense of humor, and “roll-up-my-sleeves” attitude

 

Educational Background and Work Experience

  • Bachelor’s degree
  • 2-4 years work experience, consistently meeting or exceeding performance goals

 

This position will require occasional evening work and travel within Connecticut and between Connecticut, New York and Rhode Island.

 

Compensation

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

 

 

 

 

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K-12 Teachers

Posted by | May 18, 2018 |

Freedom Preparatory Academy Charter Schools

Teachers (All Grades, All Subjects)

ABOUT US

Freedom Preparatory Academy Charter Schools (www.freedomprep.org) is a K-12 charter school in Memphis, TN. Our mission is to prepare all students in grades K-12 to excel in college and in life. Freedom Preparatory Academy opened in August of 2009 with a class of nearly 6th graders. We now serve over 1600 students in grades PreK-12. In just nine short years, our students have exceeded local and state averages in math and local averages in English language arts on the state exam. In 2018, 100% of our inaugural senior class was accepted to four-year colleges and universities!

We have three core beliefs that drive our mission: Every child deserves the right to a high-quality public education, a foundation in character development is essential, and direct exposure to an array of opportunities and experiences provides each child with the self-confidence and social knowledge to compete globally. We will accomplish our mission through a highly structured, academically rigorous environment where students will master the core subjects, develop advanced academic skills, and demonstrate the school’s core values of: Respect, Responsibility, Integrity, Excellence, and Community.

JOB TITLE: Teachers (K-12th Grade – All Subjects)

ACCOUNTABILITY: Head of School

POSITION SUMMARY

Freedom Preparatory Academy seeks Kindergarten through 12th-grade teachers for our growing network of charters schools. We are looking for teachers in all content areas, including but not limited to Math, English Language Arts, Science, History, Social Studies, Fine Arts, Foreign Languages. As a teacher at Freedom Prep, you will be expected to both introduce and help students develop mastery of concepts as measured through assessments administered consistently throughout the year. These skills and concepts will be presented in a variety of ways that convey a thorough understanding and execution of the content.

ESSENTIAL JOB FUNCTIONS

Freedom Preparatory Academy welcomes teachers who are relentless in their aim to see student growth and who want to hone their skills as effective teachers in the classroom. Below are some of the tasks required of teachers:

  • We foster an environment that values collaboration, professional development, and ample communication with parents and other staff members
  • Embody the characteristics that the school wishes the students to uphold, especially respect, responsibility, integrity, excellence, and community
  • Fosters children’s positive view of self
  • Reinforces respect for diversity of all kinds
  • Work closely with the Head of School, Assistant Head of School, and Dean of Students to develop and implement strategies for all students to reach success
  • Reinforce school-wide rules and expectations in the classroom and lesson planning
  • Communicate effectively and maintain strong relationships with students, families and colleagues
  • Maintain the school culture of high academic and behavioral expectations through continuous reflection
  • Supports children’s learning through social, emotional, physical, and intellectual development.
  • Complete other tasks as assigned by the Head of School or Assistant Head of School

JOB QUALIFICATIONS

The ideal candidate will possess the following qualifications:

Education:

  • Bachelor’s Degree required.
  • Master’s Degree preferred.

Certification:

  • Tennessee Professional Educator License preferred.
  • Eligibility for Tennessee Professional Educator License required.

Experience:

  • Two to four years of urban teaching and educational leadership experience is preferred
  • Ability to work with a variety of learning abilities, including those with low skill level in a heterogeneously grouped classroom setting

Skills:

  • Energy and entrepreneurial spirit for a transformation charter school
  • Unwavering in pursuit of excellence even in the face of difficult opposition and challenges
  • Results-driven educational leader with a commitment to standards-based curriculum and the use of data and assessments to drive instructional decisions
  • Good problem-solving ability and good judgment
  • Familiarity with cultural diversity
  • Ability to work collaboratively with staff, families, and community members
  • Ability to be creative, resourceful, and reflective
  • Possess strong interpersonal skills
  • Professional demeanor, strong work ethic, detail-driven work style with excellent organizational skills

COMPENSATION AND BENEFITS Compensation will be competitive and commensurate with experience.

START DATE An exceptional candidate will assume a full-time role late June/early July 2018.

COMMITMENT TO DIVERSITY Freedom Preparatory Academy is actively seeking to build a diverse and experienced team of educators. We do not discriminate on the basis of race, color, gender, handicap, age, religion, sexual orientation, or national or ethnic origin. We are an equal opportunity employer.

Comments Off on Coordinator, Development

Coordinator, Development

Posted by | May 18, 2018 |

Start Date:                          Immediate

Team:                                   Development

Location:                             New Haven, Connecticut

 

About Achievement First:

Achievement First, a non-profit 501(c)3 charter school management organization, operates over 30 public charter schools in Brooklyn, Connecticut and Rhode Island. The mission of Achievement First is to deliver on the promise of equal educational opportunity for all children, regardless of race or economic status. Achievement First currently educates more than 12,600 students in historically underserved neighborhoods, with over 90% of our students identifying as Black and Latino. With its college-preparatory focus, the Achievement First approach is attaining breakthrough academic gains throughout the network. Beyond our students and schools, Achievement First is an engaged and prominent partner in the larger conversation about how to improve public education and student achievement in our country.

 

Achievement First’s approach to teaching and learning enables every student to succeed at the highest levels. This involves:

  • Recruiting and developing successful teachers and school leaders and empowering them to use student data to strategically drive instruction;
  • Creating a joyful school culture where it is “cool to be smart” that emphasizes character education and focuses students on college;
  • Providing students with more time on task and intense intervention when they are struggling so that no child falls through the cracks.

 

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

 

Summary

Team Development secures the philanthropic resources necessary for students, teachers, and leaders to thrive and for the network to serve as an exemplar in public education.  The coordinator will report to the director of development and play an important role in developing strong relationships with individuals, foundation and corporations who share our vision for equity in education as well as in cultivating, stewarding, and soliciting compassionate, generous contributors. This is a unique opportunity to learn the art and science of effective development in the context of supporting the multi-million dollar annual fundraising efforts of one of the leading education reform organizations in the county.

 

Responsibilities of the development coordinator will include but are not limited to:

 

  • Database Management & Gift Processing
    • Maintain Raiser’s Edge and Salesforce databases, including updating contributor gift records and generating gift accounting, contact list and other reports as needed
    • Record all gifts received and coordinate with Team Finance to ensure the timely and accurate processing of gifts
    • Draft and mail acknowledgement letters with 1-2 weeks of receipt

 

  • Grant Writing and Management
    • Manage grant application and reporting calendar to ensure Team Development meets deadlines and annual fundraising goals
    • Prepare grant applications and reports for a subset of private funders as a key component of Team Development’s annual and/or multi-year strategy for these funders
    • Coordinate across other Achievement First teams and/or school teams to obtain the information necessary to prepare and complete timely funding proposals and reports
    • Analyze and synthesize information to compose compelling funding proposals and reports that faithfully and knowledgeable communication Achievement First’s successes and challenges
    • Participate in select funding meetings/visitations as a part of the grant making due diligence process

 

  • Administrative
    • Execute appeals and campaigns, including drafting copy for appeal letters and supplemental materials, assembling mailing lists, and coordinating printing and mailing
    • Assist team members in planning and execution of board meetings, school visits, and other fundraising/special events as necessary
    • Process expense reimbursements, credit charges, and invoices for the Vice President of Development

 

Skills and Characteristics

  • Excellent written and verbal communications skills, articulate and persuasive, with the ability to differentiate internal stakeholder communications from those intended for external stakeholders
  • Highly organized, with superior attention to detail and the ability to manage, prioritize, and ensure the completion of multiple projects
  • Resourceful in pursuit of outcomes, seeking clarity in ambiguity and calmly handling the unanticipated
  • Interest in performing a critical support role while learning in a fast-paced, entrepreneurial environment
  • Willing to learn and improve, self-reflective, receptive to constructive feedback
  • Able to connect with others and build effective professional relationships
  • Healthy curiosity about all aspects of Achievement First, eager to learn more about and support the larger mission and vision by engaging in network opportunities outside of Team Development
  • Belief in and passion for the Achievement First mission and educational model
  • Solid technical skills, including proficiency with Microsoft (Word, Excel, PowerPoint), experience with Google Drive, Raiser’s Edge, and Salesforce a plus
  • Maturity, humility, strong work ethic, sense of humor, and “roll-up-my-sleeves” attitude

 

Educational Background and Work Experience

  • Bachelor’s degree
  • 2-4 years work experience, consistently meeting or exceeding performance goals

 

This position will require occasional evening work and travel within Connecticut and between Connecticut, New York and Rhode Island.

 

Compensation

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

 

 

 

 

Comments Off on Director of Strategic Communications

Director of Strategic Communications

Posted by | May 16, 2018 |

The Center on Reinventing Public Education (CRPE), the nation’s leading source for transformative, evidence-based ideas about public education, is seeking an experienced Director of Strategic Communications to help us launch another 25 years of impact. The Director of Strategic Communications will develop and execute a communications plan to further the goals of CRPE’s new five-year-strategic plan.

With an understanding of the CRPE voice, s/he will lead the development and execution of branding, audience outreach, media relations, and web and social media strategy. With an ear to the ground, this position will council the Director and senior staff on opportunities to leverage CRPE’s work and expand our impact and influence.

CRPE exists to be different, and to challenge all assumptions. We are original thinkers, with a sense of urgency and forthrightness about what is and is not working in public education. Therefore, the Director of Strategic Communications should be a strategic thinker, creative, entrepreneurial, and goal oriented. He/she should enjoy working in a fast-paced, start-up culture, and be highly organized, detail-oriented, self-motivated, and adaptable to changing workloads and priorities. This position will report to CRPE Director Robin Lake, and will oversee CRPE’s communications team.

Responsibilities:

  • Develop a communications plan in alignment with CRPE’s strategic plan with the goals of increasing CRPE’s impact and national reputation
  • Lead the vision and management of the communications team with an eye to efficiency and urgency
  • Provide direction and support to CRPE staff to build impact strategies into every project
  • Develop and leverage strategic relations with partners and networks to maximize opportunities for engagement, expand reach, and target specific audiences
  • Lead dissemination efforts of all CRPE products to maximize reach and impact
  • Develop strong media relations and ways to give CRPE experts new exposure, product placement
  • Drive efforts to present CRPE research in innovative, compelling, and engaging ways
  • Independently identify public policy/news opportunities to leverage CRPE’s work, including blogs, op-eds, etc.
  • Oversee the writing, editing, design, and production of CRPE’s products, including all web- and social media-based materials
  • Draft media advisories, press releases, and talking points about CRPE’s work

Qualifications:

  • 5-10 years of professional experience in the communications and/or public relations field
  • A demonstrated track record of successful development and implementation of marketing and communications strategies in the public, private, and/or nonprofit sector
  • Proven ability to translate nuanced, balance research and ideas into accessible and engaging formats

Location: Seattle, WA, though remote locations may be considered

“The University of Washington is an affirmative action, equal opportunity employer. The University is dedicated to the goal of building a culturally diverse and pluralistic faculty and staff committed to teaching and working in a multicultural environment and strongly encourages applications from women, minorities, individuals with disabilities and covered veterans.”

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Principal, 3-6 Expeditionary Learning School in Colorado Mountains

Posted by | May 14, 2018 |

GENERAL SUMMARY: Lake County Intermediate School is an EL (Expeditionary Learning) School striving to set high academic and cultural expectations for students. LCIS’s leader will embrace and lead the school in implementing EL Core Practices and Design Principles (http://eleducation.org/resources/core-practices). The LCIS faculty, staff and community have made significant progress working with EL as a partner.  Collaborative leadership is foundational to the work at LCIS.  The principal will work with established teacher and staff leadership committees as well as the entire staff to build upon previous successful efforts and structures. This position will begin in August 2018.

The school principal at LCIS is responsible for all aspects of running the school.  The principal is responsible for overseeing instruction, curriculum, assessment, and professional development. The principal is expected to demonstrate leadership skills in all aspects of the job.  He or she is responsible for the collective success of the school, including the learning, growth and achievement of both students and staff.  She or he will create systems that maximize the utilization of resources and human capital, foster collaboration, and facilitate constructive change with a commitment to equity and continuous improvement.

ESSENTIAL DUTIES & RESPONSIBILITIES:

The LCIS Principal will work with teacher leaders, the faculty, staff, students, families and the community to pursue excellence in the following ways:

INSTRUCTIONAL & SCHOOL LEADERSHIP

  • Provide exemplary leadership to all members of the school community to achieve outstanding performance in the school’s mission of ensuring each student meets grade level standards
  • Work to dramatically improve student achievement by leading the educational program
  • Effectively manage faculty and staff
  • Continue to collaborate with faculty and staff to develop and communicate the school’s systems, culture, and vision, and create a plan to achieve that vision
  • Oversee curriculum and assessment within the school
  • Implement effective internal and external assessment systems and use data to inform decisions
  • Ensure strong consistency within the school program and curricular alignment with state and other rigorous standards
  • Select and share effective curricular and instructional practices from and with other schools
  • Serve as point person for all students and families
  • Lead work with partners including Expeditionary Learning, ANet and the Colorado Department of Education
  • Work with the instructional leadership team (ILT) to plan and implement instructional supports across the school
  • Help oversee school-wide strategic planning and problem solving 

FACULTY AND STAFF SUPPORT/ADULT CULTURE

  • Oversee faculty and staff of the school, including recruitment, selection, evaluation, supervision, retention, and dismissal
  • Manage teaching staff, including professional development, staff observations, curriculum development, staff communication, and scheduling and program decisions
  • Lead faculty to ensure that all staff are providing  well-managed and rigorous daily lessons, reasonable and effective daily homework, and regular and productive afterschool tutoring
  • Foster commitment among faculty and staff to the development and fulfillment of the school’s mission and objectives
  • Model and expect a growth mindset
  • Lead data processes including data meetings and data-driven instruction practices
  • Hold teachers accountable for meeting high standards for student academic and behavioral performance
  • Work with staff on all curricular, instructional, assessment, and professional development issues and activities to ensure data drives classroom instruction
  • Work with staff to foster consistency among staff in upholding school-wide discipline policies
  • Facilitate positive faculty dynamics
  • Work with Special Education Coordinator to ensure 504 accommodations, IEP modifications, and counseling needs are met

 FAMILY SUPPORT

  • Maintain communication and relations with the families of the school, ensuring they are kept involved with and held accountable for their children’s academic and behavioral performance
  • Communicate regularly with families regarding student performance and academic achievement
  • Work with staff to correspond regularly with families regarding school policies, trips, events, and milestones
  • Work with staff to plan, coordinate, and support family meetings and special events
  • Respond to family concerns promptly and effectively

STUDENT SUPPORT/SCHOOL CULTURE

  • Collaborate with school staff to maximize the ability of the school to support students’ academic and socio-emotional development
  • Provide leadership to all staff and students in establishing a positive, structured, achievement-oriented, and fun school culture
  • Oversee students’ academic and behavioral program, including disciplinary decisions, scheduling and class decisions, educational program, and assessment and accountability
  • Ensure that traditions and rituals that support student achievement and the school’s Habits of a Learner are being maintained, grade by grade, year to year (http://www.lakecountyschools.net/blog/2015/02/18/habits-of-a-learner-collaboration-in-action/)
  • Foster consistency in academic and behavioral expectations in and out of class
  • Work with the building operations leadership team (BOLT), culture & operations manager and appropriate staff to ensure support for school culture

QUALIFICATIONS:

  1. Required knowledge, skills & abilities:
  • Demonstrated leadership ability
  • Strong organizational skills; extremely careful attention to detail and follow-through
  • Strong analytical and problem-solving skills
  • Strong communication skills
  • Ability to work well in a team
  • Exceptional ability to bridge and enhance cooperative working relationships
  • Ability to create, monitor, and maintain systems that enhance organizational efficiency
  • Committed to equity and access for all students
  • Bilingual an advantage
  1. Minimum educational level:
  • Bachelor’s Degree
  • Principal license or appropriate credential/experience
  1.    Experience required:
  • 5 years teaching and working in classrooms, preferably in diverse schools and/or communities 
  • Experience as a principal, dean or instructional leadership role highly preferred 
  • Experience at a high-performing school highly preferred but not required

COMPENSATION:

We offer a competitive compensation package and comprehensive health benefits.

Comments Off on Director, Assessment – 27417

Director, Assessment – 27417

Posted by | May 9, 2018 |

EMILY GRIFFITH CAMPUS: Executive Director of Assessment

Traditional 235 work days

FTE: 1.0

Salary Range: Commensurate with Experience

 

 

Essential Functions and Objectives:

 

–  Personal & Values: Living Shared Core Values. Improving Personal Performance. Managing Change

–  Live the DPS Shared Values of Students First, Integrity, Equity, Collaboration, Accountability, and Fun by providing vision, leadership and strategic direction to the assessment teams.

–  Stay current with state and national trends and issues in student achievement and assessment as it relates to all student demographic groups.

–  Lead teams to create innovative ways to provide high quality assessment, resources and customer service to district teams and schools.

–  Develop and communicate the district’s assessment vision and strategy.

–  Develop and present assessment-related policy recommendations to district leadership.

–  Align team goals with the District’s vision and strategic plan.

–  Use data to advocate for and support change, make improvements and develop and track goals.

 

–  Participate in the planning and implementation of the District’s strategic plan and priorities.

–  Lead and supervise managers, to include work allocation, training, goal setting and problem resolution; provide performance management feedback as appropriate.

–  Empower managers to implement all aspects of the district assessment strategy.

–  Cultivate customer service oriented teams and hold managers accountable for excellent customer service.

–  Oversee the administration of all state and local testing programs within the district, including the creation of an annual district-wide assessment calendar.

–  Supervise the development and delivery of a variety of training sessions and protocols to support school staff in using student achievement data to inform instructional practices.  This includes the use of formative assessment, as well as implications for Unified Improvement Plans (UIPs).

–  Participate in the collection and analysis of various assessment data to ensure equity for all students.

–  Assist in the preparation of the budget and administration of the budget for the assessment teams.

–  Ensure district wide compliance with all federal, state and local assessment requirements.

–  Build high functioning teams that produce high quality products and services in order to support schools and increase the number of schools that opt-in to our services.

–  Provide coaching and growth opportunities to team managers in order to facilitate leadership growth as well as enhance operational effectiveness and efficiency.

–  Use effective communication skills to present information accurately, effectively, proactively, and transparently to multiple stakeholders.

–  Work with other Directors in ARE to support the culture and collaboration across the department.

–  Participate on the ARE leadership team to help define the work of the department and identify areas of growth for the department as a whole.

–  Participate on departmental action teams to drive identified areas growth for the department.

–  Engage diverse stakeholders in reaching shared decisions on divisive issues.

–  Collaborate with DPS leadership and various departments (Curriculum & Instruction, English Language Acquisition, Professional Development, Department of Technology Services, Elementary Education Division, etc.) to identify assessment-related needs and develop strategies to address gaps.

–  Collaborate with various departments to develop assessment resources and trainings designed to support school leaders, teachers and students.

–  Build effective relationships with the Colorado Department of Education and internal DPS departments to create and support assessment systems and structures.

–  Other Duties as assigned

 

Knowledge & Other Qualifications:

 

–  Thorough knowledge of educational assessment methodology, including assessment design and data analysis.

–  Knowledge of State and Federal education accountability and assessment laws, initiatives and trends.

–  Considerable knowledge of current research in assessment and measurement with data management and analysis experience.

–  Passion and experience in increasing student achievement and closing opportunity gaps in racial, ethnic, economic and ability groups.

–  A commitment to supporting staff seeking to make a difference in the lives of urban educators and students.

–  Participate in the planning and implementation of the District’s strategic plan and priorities.

–  Experience cultivating and leading high functioning teams, including building a strong performance-based culture and implementing and managing supporting systems and structures.

–  Excellent interpersonal skills and a demonstrated ability to work with diverse groups of people.

–  Ability to analyze complex problems, interpret operational needs, develop integrated creative solutions and quickly adjust to change.

–  Proven ability to effectively collaborate and communicate with all levels of a large organization and external entities.

–  Strong leadership and organizational skills with the ability to manage multiple priorities and tasks in many settings on a daily basis.

–  Experience in K-12 education preferred.

 

Education and Licensure Requirements:

 

–  Master’s Degree in a related field that may include Curriculum, Educational Administration, Educational Leadership, Research Methodology, Evaluation, Measurement, and/or Statistics.

–  Minimum of seven (7) years’ experience in the design, oversight and/or evaluation of assessment systems.

–  Minimum of five (5) years management and/or leadership experience.

 

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 Tom Boasberg 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.

 

 

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Teacher for Math and Science ICT Classrooms at Small Progressive Middle School (Certification in Math, Science and/or Special Education Preferred)

Posted by | May 3, 2018 |

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 475 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 passionate educator with special education, math and/or science certification to co-teach in a middle school classroom. Community Roots offers Integrated Co-Taught (ICT) classes for all core content areas.

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 ensure 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
  • Enjoy their work

Qualifications:

  • Demonstrated success in teaching
  • Belief in CRCS mission and philosophy
  • Demonstrated ability to collaborate
  • Demonstrated ability to prioritize student achievement while creating a nurturing and encouraging school environment
  • Hold or are working towards New York State Certification
  • Preference for dual certification in Teaching Students with Disabilities (Special Education) and a content area

How to apply: Please apply online at www.communityroots.org/jobs.

Comments Off on Director of Student Supports

Director of Student Supports

Posted by | May 1, 2018 |

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 475 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 an Elementary School Director of Student Supports who will work to be both innovative and inspiring in the pursuit of meeting the needs of all students in grades K-5.  This position will report to the Elementary School Co-Directors and supervise the learning specialist team, support providers, 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
  • Previous managerial experience preferred
  • Experience in working with students with IEPs and students at risk

Main responsibilities will include:

Leadership

  • Work with co-directors to develop and institute school-wide goals and plans for improving inclusive education practice.
  • 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.
  • Ensure communication and effective transition of services and information about students from one grade to the next.
  • 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 related service providers and paraprofessionals through regular meetings and feedback.
  • Interview and hire related service providers and paraprofessionals as needed based on student need.
  • Ensure regular and effective communication between support providers, teaching staff, and families.
  • Communicate and model expectations for maintaining an inclusive environment to all stakeholders including staff, families, and students.
  • Participate as an active member of the Community Roots Inclusive Practices Group.

Committee on Special Education Collaboration and Communication

  • 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 who have IEPs and/or are 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, evaluations and CSE related meetings.
  • Serve as liaison and advocate for families and students at the CSE and with other agencies.

Assessment and Intervention

  • Contribute to multi-tiered system of support plan, including support for implementation of assessments, data analysis, and planning for instruction. This includes but is not limited to the learning specialist assessment process, NYSITELL, NYSESLAT, the Child Study Team process, Functional Behavior Assessments and Behavior Intervention Plans.
  • Oversee implementation of testing accommodations including proctor training and room assignments.
  • Oversee proctor training, scheduling and implementation for New York State Alternative Assessment.

 

Salary and Benefits:

Community Roots offers a competitive benefits package. Salary commensurate with experience.

How to apply:

Please email cover letter and resume to current Director of Student Supports, Nikki Ladopoulos at nladopoulos@communityroots.org.

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18-19 Lead Teachers

Posted by | May 1, 2018 |

2018-19 LEAD TEACHER

This is the application for all teaching roles at KIPP Bay Area Schools in the 2018-2019 school year. Please indicate your interest in a specific position in your application essay. You can see a full list of our openings  here.

About KIPP Bay Area Schools

KIPP is a non-profit network of 209 college-preparatory, public charter schools around the country educating early childhood, elementary, middle, and high school students. KIPP schools are united by a common mission, a commitment to excellence, and a belief that if we help children develop the academic and character strengths they need for college and choice filled lives, they will be able to build a better tomorrow for themselves, for their communities, and for us all.

There are currently 12 KIPP schools in the Bay Area educating over 5,200 students in East Palo Alto, Oakland, San Francisco, San Lorenzo, San Jose, and Redwood City. In the fall of 2018, KIPP Bay Area Schools plans to open a new high school in East San Jose and a new elementary school in the Bayview Hunter’s Point.

Position Overview
Our schools are looking for talented and committed educators to serve as teachers for our elementary, middle, and high school classrooms. Our teachers will aid in the establishment of curriculum and culture as they develop a world-class education program from the stages of vision to execution.

We realize that the outcomes our students deserve necessitate continuously strong teaching from the time our students enter kindergarten until they graduate from college. As such, our teachers will work closely with each school’s leadership team to ensure our students learn, grow, and eventually achieve transformative life outcomes.  Each teacher will be responsible for ensuring that our students have the opportunity to learn in an environment of joyful, excellent teaching.

Above all else, the ideal teacher will find joy and purpose in teaching children the habits necessary to be successful in school, and s/he will relish the opportunity to imbue our students with a love for learning. S/he must also be committed to KIPP Bay Area School’s mission, while possessing the beliefs, character traits, and skills necessary to ensure student growth and achievement.

All KIPP teachers must…

  • Hold a valid teaching credential or be in the process of securing one (please click here to learn more)
  • Be committed to working with educationally underserved students
  • Believe all students can achieve at the highest academic levels
  • Possess strong content area knowledge and classroom management skills
  • Teach in our extended day and year schedule (click here to view a sample schedule)
  • Contribute to a relentless and dedicated team of outstanding professionals
  • Communicate well with students, families, and colleagues

Preferred Qualifications

  • Experience as an educator in a traditionally underserved community for one or more years with demonstrated strong achievement results and documented growth on formative assessments
  • Spanish, Arabic, Vietnamese or Mandarin speaking proficiency

Compensation 
We are dedicated to you and your family’s well-being! KIPP offers a competitive salary as well as a comprehensive benefits package including medical, dental, vision, and transportation benefits. Although KIPP does not post salary scales, we are happy to walk candidates through the compensation package.

KIPP Bay Area Schools does not discriminate on the basis of age, race, ethnicity, color, national origin or ancestry, cultural background, religious creed, sex, gender identity or expression, sexual orientation, marital/registered domestic partner status, physical or mental disability, medical condition, genetic information, military or veteran status, primary language, citizenship or immigration status, or any other consideration made unlawful by federal, state, or local laws.

KIPP Bay Area Schools does not discriminate on the basis of age, race, ethnicity, color, national origin or ancestry, cultural background, religious creed, sex, gender identity or expression, sexual orientation, marital/registered domestic partner status, physical or mental disability, medical condition, genetic information, military or veteran status, primary language, citizenship or immigration status, or any other consideration made unlawful by federal, state, or local laws.

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Reviewer

Posted by | May 1, 2018 |

Litreview.net is made out of master editors and scholars with consolidated many years of experience and refreshed information with writing surveys. Our experts will be specialists in their fields and Ma and PhD holders, guaranteeing that they’re proficient with the subject or field of your theme. We dole out your writing audit task to the author, who is a degree holder in your point, ensuring of subject aptitude or information. Our group additionally composes for all the referencing styles, including APA, MLA and some more.

Comments Off on Manager of School Partnerships

Manager of School Partnerships

Posted by | April 26, 2018 |

ORGANIZATION SUMMARY
The Philadelphia School Partnership (PSP) works to give every child in America’s fifth largest city the opportunity to attend a great school. We invest philanthropic funds in high-impact schools so they can serve more low-income students—whether they be in the traditional public, public charter or private sectors. Our aim is to catalyze the creation or transformation of enough schools to ensure better options for 50,000 students, or nearly one in four of all Philadelphia schoolchildren. Since 2011 PSP has invested in more than 50 schools, creating new educational opportunity for 21,000 students. PSP also works to create the conditions that enable great schools to grow and thrive, including a strong pipeline of qualified teachers and principals, resources and initiatives to empower parents and families, and policies that enable entrepreneurial school leadership and create opportunity for high-performing schools to grow. Additionally, PSP invests to catalyze collaboration, facilitating the sharing of best practices among schools and support organizations. Nonpartisan and data-driven, we work with government officials, business leaders, education leaders and practitioners, and community groups to pursue the promise of a great school for every child.

PSP believes that in a city as large as Philadelphia, there is not one best or right kind of school. Two hundred forty thousand children need a wide variety of schools from which to choose. The city has numerous examples of high-performing schools, and they span all three primary sectors: charter schools, district schools and private/Catholic schools. Unfortunately, there is a shortage of quality options in all three sectors. More than 35,000 students sit on waiting lists for the city’s best schools—which include private, charter, district magnet, and district neighborhood schools. Our work centers on leveraging philanthropic capital to attract entrepreneurial leadership and overcome inertia and financial and political barriers so that Philadelphia can have more great schools.

Like all cities, Philadelphia has finite resources for K-12 education. PSP believes the route to effectively educating all of the city’s children lies in fomenting and sustaining an educational ecosystem that steers resources toward effective schools, regardless of sector or type of school, so they can grow; increases equity of access to all school choices for families; and utilizes multiple measures of school performance to hold schools accountable for outcomes, thus ensuring support and—if necessary—intervention for struggling schools.

POSITION SUMMARY
Join a mission-driven education nonprofit—a growth fund for great schools—as a member of the school investment team. The investment team solicits and reviews applications from schools, school leaders, and school networks (as well as encourages potential schools, networks, and leaders to apply for funding), determines and structures investments, manages relationships with investees, and monitors academic and other outcomes. When results lag at a portfolio school or network, the investment team works closely with the school or network to provide direct service support, guidance, and accountability. This support comes in many forms either directly from the investment team and or through partnerships/vendors. Ultimately, our goals are aligned with the schools and networks goals – for the students to achieve at extraordinarily high levels.

The Manager will manage a portion of the portfolio, work with the team to identify opportunities for investment, and work closely with school teams to support school teams as they strive to deliver high quality academic programs through direct service and other methods.

The Manager will report to the Director of School Investments and work very closely with the School Investment Team, and the entire PSP team.

PSP is an equal-opportunity employer with good benefits and an entrepreneurial, results-oriented work culture.

DUTIES AND RESPONSIBILITIES
• Manage relationships with schools in the portfolio including managing the grants, vendors, politics, and assisting in improving outcomes for students in the school, including diagnosing the strengths and areas of growth for school leaders and connecting resources for improvement.
• Lead thorough due diligence processes that include gathering and analyzing data, interviewing staff, assessing financial soundness, and identifying risks.
• Work closely with other team members to identify risks and to ultimately make investment decisions.
• Create and present memorandums for board review and approval or denial.
• Conduct school reviews with portfolio schools to identify potential opportunities for growth and meet regularly with school leaders to review action plans towards the school’s grant benchmarks.
• Use professional networks to cultivate potential investment opportunities aligned to the organization’s mission.
• Work closely with schools and the investment team to identify gaps in programming and provide guidance and resources to increase success rates for students.
• Keep abreast of emerging education issues in Philadelphia and nationally.
• Identify, create, and maintain relationships with partner organizations and resources that could be useful to portfolio schools.
• Work with the Philadelphia School Partnership team on research and strategic projects.
• Actively engage in the strategic planning and thinking of the team and organization, including creating targeted action plans for city-wide and portfolio impact.
• Write and present various reports including annual plans, school reports, board memorandums, etc.
• Continuously assess current organizational practices on the investment team and improve services.
• Lead Communities of Practice and other initiatives to provide opportunities for our schools to collaborate and grow.
• Manage the development and execution of citywide convenings and conferences alongside the Investment Team.
• Additional duties as assigned.
QUALIFICATIONS
• Knowledge of and commitment to K-12 education reform, including a willingness to work on behalf of schools of all types – including District, charter, and private – in the face of organized resistance to reform
• Ability to assess a school’s areas of strength and weakness
• Strong interpersonal and communication skills and ability to lead and motivate others
• A self-motivated and entrepreneurial approach; confidence in high-pressure tight deadline situations and willingness to work as part of a team
• Experience leading and executing projects
• Strong communication skills – comfortable representing the organization in board meetings, other meetings, and larger venues
• Flexible attitude, ability to work independently and with urgency
• Strong problem solving and strategic thinking skills
• Willingness and desire to participate in unexpected projects

EDUCATION AND EXPERIENCE
• Bachelor’s degree required, graduate degree preferred
• Minimum of three years’ relevant work experience in a relevant role
• Experience teaching and leading in a school
• Experience working in education reform preferred, but not required
• Experience as a high performing School Leader, Assistant Principal, Instructional or Academic Dean, or a Dean of Students a plus
• Experience teaching and leading in high school a plus

PHYSICAL REQUIREMENTS
Ability to physically perform the duties and to work in the environmental conditions required such as:
• Traveling to schools – valid driver’s license and/or access to transportation when necessary
• Functioning in office space – reaching file cabinets, filing, faxing, scanning, coping, typing, mailing, making phone calls
• Must be able to sit for up to two hours looking at a computer monitor, using a keyboard/mouse and typing
• Must be able to lift up to 25lbs on a frequent basis

Comments Off on Teach Western Mass – Openings in Math/SPED/ESL!

Teach Western Mass – Openings in Math/SPED/ESL!

Posted by | April 23, 2018 |

Full-time | Springfield, MA / Holyoke, MA

**APPLICATION DEADLINE: APRIL 30th!**

We’re seeking passionate math, special education, and bilingual education teachers (and more!) who empower their students to succeed.In Western Massachusetts, we’ve been working hard to improve our schools—but we need to do even more to ensure that all our students get the world-class education they deserve. Teach Western Mass is a partnership that is working to bring great educators to our 11,000 students in 27 high-need schools in Springfield and Holyoke.

Are you looking to make a difference? Come teach in Holyoke or Springfield!

Teach Western Mass partner schools have opportunities for talented teachers in all subjects and at all grade levels, as well as non-teaching and leadership positions. We have a critical need for math, special education, and bilingual education teachers who are committed to providing our students with a vibrant education.

 

Interested in an opportunity to discuss opportunities in Western Massachusetts in-person? Join us at the Holyoke Public Schools Educator Recruitment Fair on Wednesday, April 25th!

RSVP here!

Comments Off on Implementation Manager, ApplyPhillyCharter

Implementation Manager, ApplyPhillyCharter

Posted by | April 19, 2018 |

ORGANIZATION SUMMARY
The Philadelphia School Partnership (PSP) works to give every child in America’s fifth largest city the opportunity to attend a great school. We invest philanthropic funds in high-impact schools so they can serve more low-income students—whether they be in the traditional public, public charter or private sectors. Our aim is to catalyze the creation or transformation of enough schools to ensure better options for 50,000 students, or nearly one in four of all Philadelphia schoolchildren. Since 2011 PSP has invested in more than 50 schools, creating new educational opportunity for 21,000 students. PSP also works to create the conditions that enable great schools to grow and thrive, including a strong pipeline of qualified teachers and principals, resources and initiatives to empower parents and families, and policies that enable entrepreneurial school leadership and create opportunity for high-performing schools to grow. Additionally, PSP invests to catalyze collaboration, facilitating the sharing of best practices among schools and support organizations. Nonpartisan and data-driven, we work with government officials, business leaders, education leaders and practitioners, and community groups to pursue the promise of a great school for every child.

PSP believes that in a city as large as Philadelphia, there is not one best or right kind of school. Two hundred forty thousand children need a wide variety of schools from which to choose. The city has numerous examples of high-performing schools, and they span all three primary sectors: charter schools, district schools and private/Catholic schools. Unfortunately, there is a shortage of quality options in all three sectors. More than 35,000 students sit on waiting lists for the city’s best schools—which include private, charter, district magnet, and district neighborhood schools. Our work centers on leveraging philanthropic capital to attract entrepreneurial leadership and overcome inertia and financial and political barriers so that Philadelphia can have more great schools.

Like all cities, Philadelphia has finite resources for K-12 education. PSP believes the route to effectively educating all of the city’s children lies in fomenting and sustaining an educational ecosystem that steers resources toward effective schools, regardless of sector or type of school, so they can grow; increases equity of access to all school choices for families; and utilizes multiple measures of school performance to hold schools accountable for outcomes, thus ensuring support and—if necessary—intervention for struggling schools.

POSITION SUMMARY
The Philadelphia School Partnership (PSP) believes that helping to empower parents to find, choose, and advocate for higher quality schools of all types (district, charter, and private) is a critical part of our strategy to ensure every child in Philadelphia is enrolled in a great school. Specifically, we are working to better equip families with information to find and choose great schools for their children. We have created “GreatPhillySchools,” (GPS) a print and web-based resource giving parents access to data on academics, safety, and more for every school in Philadelphia.
GreatPhillySchools is working with charter schools across Philadelphia to implement ApplyPhillyCharter – an online application portal allowing families to apply to charter schools form a single website.
The Implementation Manager will be responsible for execution of a new online application for Philadelphia charter schools, and to ensure a positive user experience for all stakeholders when using the application portal (i.e., participating schools, community partners, families). He/she will serve as the primary contact for participating charter schools with respect to providing training and ongoing technical support relating to accepting applications through the portal.
In addition, he/she will be responsible for managing a team to provide high-quality customer service to families applying to charter schools using ApplyPhillyCharter. He/she will create and oversee a ‘help line’ to assist families using ApplyPhillyCharter via phone calls, emails, as well as in person at community events throughout the city.
This position reports to the Manager, GreatPhillySchools. He/she will work closely with the entire team including the GPS Coordinator, Interns, Project Manager, and other staff as needed.
PSP is an equal-opportunity employer with good benefits and an entrepreneurial, results-oriented work culture.

This is grant-funded position for up to 12 months, with the anticipation of roles and work moving to a new entity.

DUTIES AND RESPONSIBILITIES
• Develop and execute trainings for charter schools; provide ongoing technical support:
o Work with technical vendor and Data Analyst to develop trainings for charter schools
o Serve as primary contact for charter schools for ongoing concerns
o Triage and respond to charter school inquiries in a timely manner
• Serve as liaison to technical vendor to ensure user concerns are addressed in a timely manner
• Facilitate user testing sessions for application portal prior to website launch
• Manage customer service team to provide high-quality customer service to users of the application portal:
o Hire, train, and manage 2-3 Family Support Specialists to respond to family inquiries by phone, email, or in person
o Hire and train staff to conduct application intake by phone
o Provide training to staff to assist families with using application portal and GreatPhillySchools resources in various languages
o Develop customer service scripts
• Direct inquiries or response requests to the proper organizational component or staff member(s) of GreatPhillySchools, when needed
• Oversee and manage collection of relevant data; work in collaboration with relevant and GPS staff to validate data
• Provide major event support
• Perform other duties as assigned

QUALIFICATIONS
• Commitment to the mission of GreatPhillySchools and the Philadelphia School Partnership
• Experience developing and providing technical support to users through in-person trainings, developing and presenting written materials and cultivating trust among users.
• Strong verbal and written communication skills; comfortable representing the organization in meetings and larger venues
• Demonstrated experience managing a team towards achieving rigorous outcomes
• Demonstrated ability to take initiative and drive process through to project outcomes
• Strong strategic thinking skills
• Ability to work with a wide variety of “clients” and partners; interpersonal and relationship-building skills
• Confidence working under pressure of deadlines and managing multiple priorities
• Ability to work independently, solve problems and be flexible
• Willingness and desire to participate in unexpected projects
• Experience and/or knowledge of Philadelphia education landscape (strongly preferred)
EDUCATION AND EXPERIENCE
• Bachelor’s degree required, master’s degree strongly preferred
• Minimum of 3 years of professional experience
• Demonstrated experience providing technical support
• Demonstrated experience with CRM database(s) (i.e., Salesforce)
• Proficient in Microsoft Word, Excel, PowerPoint, and Outlook
• Proficient in Google Drive products (i.e., Google Sheets, Google Docs)
• Project and people management experience, strongly preferred
• Experience and/or familiarity with charter school application and/or enrollment processes, strongly preferred
• Fluency in Spanish (written and verbal), strongly preferred
• Experience working with clients of diverse ethnic and socio-economic backgrounds
• Ability to work nights and weekends; this role requires nontraditional hours during peak periods

PHYSICAL REQUIREMENTS
Ability to physically perform the duties and to work in the environmental conditions required such as:
• Traveling to schools and community events – valid driver’s license and/or access to transportation when necessary
• Functioning in office space – reaching file cabinets, filing, faxing, scanning, coping, typing, mailing, making phone calls
• Must be able to sit for up to two hours looking at a computer monitor, using a keyboard/mouse and typing
• Must be able to lift up to 25lbs on a frequent basis

APPLICATION INSTRUCTIONS
Email resume and cover letter to Molly Farley, Human Resources Consultant, at MFConsultantsLLC@gmail.com.
Salary commensurate with experience, along with excellent benefits.
A modest relocation package may also be available for out-of-state candidates.

Comments Off on Special Education and General Education Teachers for 6th-8th grade ICT Classrooms at Small Progressive Charter School 2018-2019

Special Education and General Education Teachers for 6th-8th grade ICT Classrooms at Small Progressive Charter School 2018-2019

Posted by | April 13, 2018 |

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:

Teachers with content area certification (Science, Math, Humanities and Teachers of Languages Other than English) and Special Education certification for our middle school ICT classrooms. Community Roots offers Integrated Co-Taught (ICT) classes for all middle school core content areas.

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 ensure 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
  • Enjoy their work

Qualifications:

  • Demonstrated success in teaching
  • Belief in CRCS mission and philosophy
  • Demonstrated ability to collaborate
  • Demonstrated ability to prioritize student achievement while creating a nurturing and encouraging school environment
  • Hold or are working towards New York State Certification
  • Preference for dual certification in Teaching Students with Disabilities (Special Education) and a content area

How to apply: Please apply online at www.communityroots.org/jobs.

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Director of Content

Posted by | April 4, 2018 |

Teaching Lab is an equal opportunity employer, committed to reflecting the diversity of the students we serve. We enthusiastically welcome candidates of all backgrounds.

Our Mission

Teaching Lab is a non-profit startup devoted to creating educational equity through instructional improvement. We aim to change the fundamental paradigm for professional learning in the US to dramatically improve outcomes for low-income and minority students. Our model uses teacher-led cycles of inquiry focused on study of the curriculum. We have supported teachers and students in Washington, DC, Louisiana, West Virginia, and New York.

Summary of Position

Teaching Lab is seeking a Director of Content to join our leadership team. The Director of Content will lead a team to design and deliver highly effective, curriculum-specific professional learning, with an initial focus on ELA/literacy. This work focuses on the creation of content modules to support curriculum study and cycles of inquiry.

As a rapidly growing nonprofit, we seek an entrepreneurial leader excited about building a team and an organization from the ground up.

Eligible candidates must have deep expertise in teaching, professional learning, curriculum, and the Common Core State Standards. Ideal candidates will have the unique combination of intellectual depth and skill in managing teams and projects. Above all, any candidate must have a demonstrated commitment to educational equity.

Responsibilities

All duties described below involve a mixture of directly doing the work and managing teams of consultants and/or full-time staff to do similar work.

Professional Learning Design (50% of time)

  • Designing and developing curriculum-specific professional learning content
  • Planning and managing large-scale content development projects
  • Collaborating with high-quality curriculum publishers to develop aligned PL
  • Supporting impact evaluation and refining Teaching Lab’s professional learning model

Professional Learning Delivery (25% of time)

  • Planning and managing district professional learning partnerships
  • Facilitating professional learning sessions in districts and schools (requires travel)
  • Overseeing training and coaching of teacher-leaders of PL (primarily virtual)
  • Advising district/school staff on effective implementation of curricula and PL

Management & Leadership (25% of time)

  • Hiring, management, and training of content consultants and full-time content staff
  • Participating in strategic decision making through Teaching Lab Leadership Team
  • Developing expertise in research on curriculum, instruction, and professional learning
  • Representing the organization externally through meetings, speaking engagements, writing and publishing

Qualifications

Teaching Lab team members bring both relevant experience and commitment to shared values and norms.

Experience

  • Bachelor’s degree and minimum 5 years working experience
  • Successful teaching experience with students from underserved background (3 years minimum)
  • Full-time experience leading and designing professional learning
  • Extensive experience with Common Core ELA/Literacy Standards
  • Experience with implementation of high-quality, standards-aligned curricula

Values

  • Passionate commitment to educational equity
  • Relentless focus on results for underserved students
  • High-bar for quality of work
  • Growth mindset
  • Intellectual depth and curiosity

Working Style

  • Positive and generous teamwork attitude
  • Reliability and follow through
  • Commitment to use of evidence in decision-making
  • Comfort navigating different working styles
  • Tolerance for risk and entrepreneurial spirit

Working Conditions

This position is offered as an in-person position, based out of the Washington, DC offices of Teaching Lab. It is not eligible for long-term remote work, but offers flexible scheduling and working location on a daily or weekly basis.

This position will require significant travel (10-25%) based on organizational needs and capacity.

We are committed to building a sustainable startup. We love our work and want to be able to do it for years to come. This means that despite the pace and intensity of a startup organization, we commit to maintaining a balance between work and other parts of our lives. We do not expect team members to work perpetual overtime and we support families through generous parental leave (equal regardless of gender and sexual orientation).

To Learn More

Comments Off on Early Ed, Primary, & Middle School Language Arts Teachers

Early Ed, Primary, & Middle School Language Arts Teachers

Posted by | April 3, 2018 |

Works collaboratively and enthusiastically with a team of faculty colleagues, administrators, and parents to nurture children both inside and outside the classroom. Provides for the safety and well-being of all students at all times, models appropriate and ethical behavior, develops and teaches courses and curriculum, and assesses student learning. Through meetings, reports, and other vehicles, maintains communication with administrators, parents, and students. Supports the school community through academic and non-academic programs and activities and learns new skills on an ongoing basis.

 

Aspen Academy prepares students to enter, succeed in, and graduate from outstanding high schools.  Aspen Academy is committed to providing an intentionally diverse student body an outstanding liberal arts education with a focus on leadership, character development, and service learning.

 

Teachers hold primary responsibility for the implementation and development of Aspen Academy’s curriculum and success of its students.  Teachers play an integral role as leaders in the school community.

 

  1. Demonstrate a relentless drive to improve the minds and lives of students in and out of school
  2. To model the school’s core values with colleagues, students, parents, and larger community
  3. To reinforce the school’s core values, guiding philosophy, rules, and school spirit consistently throughout the school environment and support and hold accountable colleagues in doing the same.
Comments Off on Fourth Grade Teacher

Fourth Grade Teacher

Posted by | March 30, 2018 |

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.

We are seeking an educator who is passionate about teaching fourth grade students.  The ideal candidate will have 3-5 years of classroom experience, including a strong background and/or interest in mathematics instruction and demonstrated experience and facility with technology integration, curriculum development, and working collaboratively with a team. Preferred candidates will have experience teaching in one or more of these programs: Investigations, Advanced Orton Gillingham, or Reader’s/Writer’s Workshop. 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.

CA offers an excellent compensation package, wide-ranging opportunities for professional development and an environment notable for its dedicated teaching professional and supportive administrators.

Colorado Academy does not discriminate in any of its programs, procedures, or practices on the basis of age, color, disability, marital status, national or ethnic origin, political affiliation, race, religion, gender, sexual orientation, military service, or other protected status.

Comments Off on Reading Specialist at Small Progressive Charter School 2018-2019

Reading Specialist at Small Progressive Charter School 2018-2019

Posted by | March 29, 2018 |

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 Reading Specialist for grades 6-8.

Responsibilities:

  • Implement targeted, research-based literacy interventions 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
  • 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)
  • Collaborate with classroom teachers to administer and review assessment data e.g. school based assessments, NYSESLAT, NYSITELL, proctor state tests
  • Co-facilitate a “crew”, our school’s advisory structure

Qualifications:

  • Special education certification (or progress towards)
  • 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
Comments Off on Executive Director

Executive Director

Posted by | March 25, 2018 |

Roots Elementary is Seeking a New Executive Director

Roots Elementary is a young charter school in Denver, Colorado that has created an education model based on best practices from around the country with a focus on creating custom learning experiences for our scholars.

At Roots we firmly believe that public education can build the skills children will need to succeed in the 21st century, and that these skills include academic capabilities as well as social and emotional tools.

We are doing school differently at Roots. Many high-performing charter schools in low-income communities are able to achieve strong academic results, but often at the expense of “off-script” exploration. At Roots, we encourage our scholars to explore their world!

As a successor to the founder, the incoming Executive Director will have a strong foundation from which to build and will have the opportunity to take the organization’s work to the next level.  With a strong school leader already in place, the Executive Director will provide leadership beyond the daily oversight of school activities.

Specific duties of the Executive Director include the following:

  1. Strategic Leadership
  • Partner with the Board of Directors to ensure that the organization has a long-range strategy and that it achieves annual goals that align with its broader vision.
  • Work closely with the Board of Directors to define policy and direction for the organization.
  • Lead and manage activities to implement strategic plans, goals and operating priorities; measure and report goal achievement; evaluate results and revise strategies as necessary.
  • Manage relationships with funders, school authorizer, and other key stakeholders.
  • Lead political advocacy at the community, district, and state levels.
  • Lead on financial strategy including setting the annual budget, ensuring ongoing financial health, and managing the annual audit process.

 

  1. Resource Generation & Community Leadership
  • Establish clear revenue generation strategies, annual goals, and detailed enrollment and fundraising plans.
  • Participate actively in developing and implementing fundraising strategies and tactics and support the involvement of board members in active fundraising.
  • Engage personally with donors; cultivate strong relationships with foundations, major donors, and other funding partners.
  • Manage diverse philanthropic relationships to set the organization up for long term success.
  • Build and manage strategic partnerships that support the programming of the school.
  • Build and manage the Roots brand including broadly managing press relations, social media strategies, and effective internal communications.
  • Represent the Roots community outside the school community, locally and nationally, and drive achievement of increased enrollment goals.

 

  1. Team and Operations Leadership
  • Steward the GROW values and organizational culture.
  • Create clarity across the team around what is most important to the organization and how it achieves its goals.
  • Hire, manage, and evaluate senior leadership.
  • Oversee execution on key organizational priorities and ensure senior leaders accomplish their top line goals including academics, enrollment, and school culture.
  • Oversee leadership development for senior and emerging leaders in organization; provide direct, honest, and kind feedback on informal and formal basis.
  • Maintain a climate that attracts, keeps, and motivates a diverse staff of top quality people.
  • Participate in the hiring process of all new staff to ensure organizational fit and alignment.
  • Ensure effective financial, security, and facilities management policies are in place and consistently observed.
  • Honor all local, state, and federal laws, rules and regulations. Manage effectively any infractions.

 

  1. Programmatic Leadership
  • Oversee effective delivery of classroom instruction using data and other assessment tools regularly to track status and progress.
  • Support the instructional team in achieving proficiency goals for scholars.
  • Lead the model design process and codify core practices.
  • Ensure classroom staff receive effective skill development and timely feedback from the instructional team.

 

  1. Board Governance
  • Develop and implement strategies to ensure that Roots attracts, motivates and retains members of its board of directors who effectively fulfill their governance responsibilities and are committed to achieve the organization’s mission.
  • Understand and support the role of the board; ensure on-going development of the board to improve the effectiveness of members continuously.
  • Provide strong staff support and regular operational and financial data to the board.
  • Use the time and talents of board members effectively to advance the mission of the organization.
  • Support the board members in developing their fundraising capabilities.

 

OTHER DUTIES AS REQUESTED BY THE BOARD AND REQUIRED FOR EFFECTIVE ORGANIZATION OPERATIONS.

Comments Off on PRINCIPAL, MANUAL HIGH SCHOOL – 26937

PRINCIPAL, MANUAL HIGH SCHOOL – 26937

Posted by | March 19, 2018 |

In order to apply for this position, you must first apply and screen into the Highly Qualified Principal Pool (Job ID 24187).  If you have not completed this process your application will automatically be screened out when you apply.

 

MANUAL HIGH SCHOOL

Northeast

Traditional 233 work days – Admin/Protech/Admin Interns

FTE: 1.0

 

Lead Denver’s Manual High School: Join our diverse, inspired and committed team!

Manual High School seeks a leader who is a catalyst for change and reform for all students.  A trailblazer who inspires teachers, students, and the leadership team to close the opportunity gap and prepare students for college, career and life. A builder who is committed to creating positive relationships with the community, families and students. In order to effectively lead Manual High School, an early college with innovation status, the principal will:

    • Maximize distributive leadership;
    • Demonstrate previous success in improving student achievement;
    • Exhibit perseverance in their career;
    • Motivate others to reach their potential;
    • Thrive in a diverse environment;
    • Focus on character and culture.

 

 

Essential Functions and Objectives:

 

The Principal is responsible for academic excellence and personal growth of every student, through leadership of an elementary or secondary facility. Organizes school operations around improvement of instruction by maintaining a safe and orderly environment, upholding state laws, contracts and District Policies. Manages personnel, maintains facility to provide a quality learning environment, efficiently manages financial and facility resources, establishes effective public relationships, and coordinates effective instructional programs with a master schedule.

 

The DPS School Leadership Framework details the expectations required for all of our school leaders. The framework and the behaviors associated with each indicator are available at www.leadindenver.com. Successful applicants will demonstrate the key leadership traits embedded within our framework:

 

– Evidence of the DPS Shared Values in interactions in the school, district, and community

– Strategic problem-solving and project management

– Strong communication and interpersonal skills, including the ability to connect and communicate with parents and the community

– Capability to build solid relationships

– Self-reflection and continuous professional growth

– Solid ethical commitment to this work

 

Knowledge, Experience, & Other Qualifications:

 

– Must possess a valid Colorado Principal/Administrator license.

– A minimum of five (5) years of actual instructional/classroom experience as an educator.

– Experience in serving at-risk students and the needs of second language learners required. Bilingual skills in Spanish preferred.

 

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 Tom Boasberg 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 Upper School English Instructor (Grades 9-12)

Upper School English Instructor (Grades 9-12)

Posted by | March 16, 2018 |

Description

This full-time assignment consists of 4 sections of English, which will include World Literature, upper-level electives, and an advisory.

Requirements

minimum of 5 years classroom teaching experience is required or the equivalent teacher preparation (MAT)/Internship Program. Educational technology skills (SMART boards, iPads, etc.) necessary. Master’s degree preferred. Coaching abilities are a plus.

The Upper School program combines a strong college preparatory academic curriculum with extensive and challenging programs in athletics, community service, and fine arts. Students graduating from the Upper School apply to and are accepted at selective colleges throughout the United States. Small classes, high standards, plenty of extra help, and an abiding belief that the most successful learners are the most active and involved learners, make the Upper School years the best kind of capstone to a student’s pre-collegiate education. Learning is not confined to the classroom: we have an experiential-interim program, student generated club activities, and a community service program. Learning opportunities abound, shared with friends and committed teachers.

CA offers an excellent compensation package, wide-ranging opportunities for professional development, and an environment notable for its dedicated teaching professionals and supportive administrators.

Applicants are also invited to visit the CA website (www.coloradoacademy.org) to learn more about the school and its program.

Colorado Academy does not discriminate in any of its programs, procedures, or practices on the basis of age, color, disability, marital status, national or ethnic origin, political affiliation, race, religion, gender, sexual orientation, military service, or other protected status.

Comments Off on Computer Science Instructor (summer)

Computer Science Instructor (summer)

Posted by | March 16, 2018 |

Girls Who Code is seeking enthusiastic computer science instructors for our 2018 Summer Immersion Program.  The 7-week program is unique in it’s approach.  Our curriculum is designed to  educate, inspire, and equip high school girls with the skills and resources to pursue academics and careers in the technology and engineering sectors, as well as build bravery and confidence.

As an instructor in our program we aim to ensure that your experience is equally as rich as that of our students. You will share your knowledge, as well as learn alongside and from our students.

We provide instructors:

  • multi-day training & on-going coaching from experienced educators throughout the program
  • the opportunity to put theory into practice through hands-on experience delivering a CSTA aligned, project-based curriculum in a classroom
  • exposure to nationwide educators and technologists at partner companies
  • experience managing and mentoring teaching assistants

Positions are available in:  New York, the Bay area, Atlanta, Chicago, Boston, Seattle, Dallas, Austin, Miami, Los Angeles and Charlotte.

Join us for a truly memorable, rewarding and educational summer!

Comments Off on Director of Product

Director of Product

Posted by | March 16, 2018 |

Chalkbeat, the nonprofit news organization covering educational change efforts in the communities where improvement matters most, is seeking a director of product to lead our product and UX team.

Who are you?

You thrive in smaller organizations where you can make a huge impact, and you can draw clear lines from broad organizational goals to products that delight users and drive results. You translate strategy into execution and enjoy doing the work, not just calling the shots. You might be a news nerd or someone who loves reading policy papers, but you’re definitely inspired by our daily journalism and our mission of educational equity. You excel at communication and recognize the importance of conveying the why and how in addition to the what. You’re skilled at presenting data findings, knowing that product strategy is meaningless without the data to support it. You shine at problem-solving in highly collaborative environments and bring clarity to complex situations.

What background and skills do you have? (Not all are required, but we hope you’ll have several of these.)

  • Significant product management experience, ideally at a news organization
  • Background in UX and/or design and an innate sense for what looks good and works well
  • Experience using data to influence product strategy and the ability to present data findings in an authoritative way
  • Strong skills in data analysis and interpretation; experience with analytics platforms (e.g. Google Analytics) and A/B testing methodologies
  • Strong technical background, including knowledge of frontend, backend, and infrastructure technologies, and experience managing developers
  • Understanding of data visualization
  • Proven record of successfully launching and scaling products while working with multiple inputs
  • Outstanding communication: stellar listening skills, the ability to clearly capture other people’s viewpoints, and a knack for driving consensus and decision-making across the organization
  • Past creator of roadmaps/project plans, style guides, user manuals, and other relevant process documentation
  • Familiarity with best-in-class digital products across the journalism landscape and beyond, plus existing relationships with other news and/or product organizations
  • Interest in education and passion for Chalkbeat’s equity mission

What will you do?

  • Develop a product strategy that advances Chalkbeat’s mission, resonates with our audience, and drives toward our key performance indicators: readership, loyalty, and revenue
  • Define and own the product roadmap and feature prioritization to build and improve the user experience and outcomes
  • Establish ideal product development process and oversee product requirements and documentation
  • Communicate evolving priorities across the company, respond to requests from the newsroom and business teams, and design effective tools to document processes and train people to follow them
  • Use data to test assumptions, make recommendations, and drive actions
  • Build use cases and user stories and communicate them effectively
  • Serve as player-coach: You’re a manager, but you’re also a doer. You demonstrate capability to inspire a team while moving quickly to deliver on organizational objectives.
  • Coach, mentor, and manage your direct reports, including a full-stack developer and digital producer, plus oversee relationships with outside web development and design consultants

This position is ideally based in New York City or one of Chalkbeat’s other locations: Chicago, Denver, Detroit, Indianapolis, or Memphis. We will also consider remote candidates. This position will report to Chalkbeat’s executive editor.

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 December 26-31.

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 five 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 and values.

Comments Off on Story Editor (Part-Time)

Story Editor (Part-Time)

Posted by | March 14, 2018 |

Chalkbeat, the nonprofit news organization covering educational change efforts in the communities where improvement matters most, is seeking a story editor with digital experience to make our news stories sing.

The story editor will be responsible for editing a mix of articles out of our seven local bureaus: Chicago, Colorado, Detroit, Indiana, Newark, New York, and Tennessee. Stories will vary among news pieces, step-back analyses, and longer enterprise work, and each day will be different. You will work with the managing editor, digital producer, and local reporters to ready stories for publication on our website, and coordinate with the growth editor for social promotion. You will also work with the managing editor to help connect the dots across bureaus and ensure that Chalkbeat is telling a cohesive overarching story.

The story editor will provide crucial perspective, adding regional or national context where needed 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.

Who are you?

You respect the power of the (virtual) red pen, craft grabby headlines, and geek out on style guides. 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 that 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 sniff out the best angle. Nut graphs? You slay them.

What background and skills do you have?

  • 5+ years’ experience in journalism and/or digital content creation
  • Expertise in story shaping, line editing, and copy editing
  • Experience working in a CMS, preferably WordPress
  • 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 strong plus, but not required
  • Journalism experience in Chicago, Denver, Detroit, Indianapolis, Newark, New York, or Memphis is a plus

The ideal candidate is based in Chicago, Denver, Detroit, Indianapolis, Newark, New York, Memphis, or Washington, DC. Remote candidates will also be considered.

This is a part-time position (20 hours per week). Chalkbeat offers a competitive salary, commensurate with experience.

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 five 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 and values.

Comments Off on Research Director

Research Director

Posted by | March 14, 2018 |

Join McREL International and become part of our rich legacy of making a difference in the quality of education for all, through excellence in applied research, product development, and services. Since 1966, we have a track record of success in the U.S., Canada, the Pacific Region, Australia, and other parts of the world. McREL is committed to being the organization that changes the odds for students and those that work with them. We turn knowledge about what works in education into practical, effective guidance and training for educators and education leaders, sharing the mission of the schools and systems we work with: to help students and staff be successful in identifying and achieving goals.

The Director of Research would focus on supporting courageous leaders across the Pacific region who are committed to improving student achievement. To accomplish this, the Director would lead staff in working with practitioners within the region to research, develop, implement, and evaluate strategies for improving systems and creating environments in which students achieve great results consistently.

POSITION SUMMARY:

The Director of Research collaborates with the Executive Director of Research and Evaluation to provide strategic vision, direction and leadership in co-developing and guiding a research agenda focused on education problems of practice for the Regional Education Laboratory for the Pacific Region (REL Pacific) as well as other research studies in Hawaii and the Pacific region. The person in this position is a thought leader who (1) designs and leads research and evaluation studies (2) communicates research and evaluation results to practitioners in meaningful ways that is focused on the connections to practice, and (3) mentors and develops a team of researchers and consultants.

The Research/Evaluation Director collaborates with leadership to establish long term strategy and creates aligned team goals, ensuring that gaps are identified. The Research/Evaluation Director exhibits ownership and accountability for team outcomes, and ensures that staff demonstrate corporate strategy through day-to-day activities.

The Research/Evaluation Director is responsible for mentoring and developing staff, escalating staff concerns to leadership as needed. The Research/Evaluation Director is responsible for monitoring and securing staff coverage and ensuring performance discussions are occurring across project teams.

This position will be based in Honolulu, Hawaii, or in Denver, Colorado, and requires frequent national travel and occasional international travel.

ROLE EXPECTATIONS:

  1. Serves as a member of McREL Research & Evaluation leadership team to provide strategic vision, direction, and leadership in developing and delivering on a research agenda for the REL Pacific, identifying funding opportunities, and securing funding to advance research opportunities in a variety of content areas.
  2. Assists education research partnerships in analyzing data to identify problems of practice and develop and test potential interventions through small-scale research studies.
  3. Designs and conducts research studies in collaboration with education research partnerships, ensuring that all study designs meet Institute of Education Sciences’ requirements for research in the REL program.
  4. Builds and maintains relationships with regional and national partners, including leadership and staff in state and national offices of education in the Pacific region jurisdictions.
  5. Leads and directs development, planning, and implementation of strategic direction for research and evaluation endeavors, including developing, planning, and implementing a research agenda.
  6. Leads and directs projects by establishing project work plans, timelines, and staffing resources needed to successfully support projects.
  7. Directs a client portfolio typically consisting of multiple large-scale projects that offer broad opportunities for staff to support and provide direct service to clients and build their expertise.
  8. Conceptualizes complex, customized project designs.
  9. Ensures that research, development, and evaluation projects align with corporate strategy and goals, including providing thought leadership, guiding technical assistance for K-12 systems, and translating research or evaluation findings into applications that help clients solve their most pressing problems of practice.
  10. Identifies and acquires new business through responses to solicitations (RFPs) and direct outreach to prospective clients, to provide target coverage levels for self and staff.
  11. Leads the conceptualization, planning, and writing of proposals and bids for clients. Able to conceptualize complex, customized research designs.
  12. Develops and maintains existing and new client relationships.
  13. Responds to internal and external requests in a timely matter, including, frequently, during non-traditional business hours.
  14. Proactively seeks input from others and fosters cross-team work.
  15. Leads, develops, mentors, and coaches staff. Ensures proactive communication between managers and directors concerning staff performance.
  16. Makes decisions, performs, and encourages others to act in a manner which is congruent with organizational goals, strategy, vision, mission, and values.
  17. Models and champions corporate policies, procedures, and processes.
  18. Ability to perform role expectations of Managing Researcher/Evaluator.
  19. Performs other duties as assigned.

SKILLS:

  • Strong oral and written communication skills (including technical writing, small-group facilitation, and presentation skills).
  • Demonstrated expertise with quantitative and/or qualitative methodologies, methods, and associated analyses as well as the ability to determine the appropriate methodology for the questions being asked.
  • Strong organizational and project management skills and ability to help staff problem-solve.
  • Authoritative knowledge and application of the Common Guidelines for Education Research and Development (IES & NSF, 2013).
  • Knowledge and understanding of significant issues in education.
  • Deep knowledge of methodologies and methods of inquiry; ability to conceptualize improvements to known methodologies and methods.
  • Ability to apply research or evaluation theory.
  • Deep knowledge of instrument design. Ability to create instruments based on extant ones or create sound instruments.
  • Ability to collect data using various approaches (i.e., focus groups, interviews, surveys).
  • Ability to coach and mentor staff to develop skills and improve outcomes.
  • Anticipates trends and shifts in education research and evaluation to refine current strategies and develop future strategies.
  • Advanced skill using SPSS (preferred), SAS, R, or MAXQDA, and online survey software; ability to leverage these skills to guide and develop other staff.
  • Ability to work effectively in a team environment.
  • Proficient in Microsoft Office, project management software, and McREL-specific tools and reports.

REQUIRED EDUCATION AND EXPERIENCE:

  • Ph.D. in education or a related research field, or equivalent combination of education and experience.
  • 5+ years of relevant work experience.
  • 5+ years complex project management experience.
  • 2+ years of experience with people management.
  • 2+ years leading proposal development.
  • 2+ year of relevant business development experience (competitive grant writing, direct sales, etc.).

PREFERRED EDUCATION AND EXPERIENCE:

  • 2+ years as a senior leader in educational research, measurement, or evaluation.
  • 3+ years of experience with people management.
  • 3+ years leading proposal development.
  • 3+ year of relevant business development experience (competitive grant writing, direct sales, etc.).

TRAVEL:

Must be willing and able to perform all national and international travel (including overnight and commercial airline travel) that is necessary to accomplish the essential functions of this position. Travel for this position is estimated at up to 30%.

We are proud to offer our employees a substantial benefit package including health, dental, vision, life and accident insurance, flexible spending accounts, and an employee assistance program. In addition, we offer a retirement savings plan with a significant employer contribution. We strive to support a work-life balance for our employees with a generous time off policy including vacation, personal time, sick days, and paid holidays.

Applicants must have work authorization that does not now or in the future require sponsorship of a visa for employment authorization in the United States and with McREL International.

Relocation assistance will be available for this position.

McREL International is an Equal Opportunity Employer.

Comments Off on Researcher – College and Career Readiness

Researcher – College and Career Readiness

Posted by | March 14, 2018 |

Join McREL International and become part of our rich legacy of making a difference in the quality of education for all, through excellence in applied research, product development, and services. Since 1966, we have a track record of success in the U.S., Canada, the Pacific Region, Australia, and other parts of the world. McREL is committed to being the organization that changes the odds for students and those that work with them. We turn knowledge about what works in education into practical, effective guidance and training for educators and education leaders, sharing the mission of the schools and systems we work with: to help students and staff be successful in identifying and achieving goals.

Our Honolulu office focuses on supporting courageous leaders across the Pacific region who are committed to improving student achievement. To accomplish this, the staff works with practitioners within the region to research, develop, implement, and evaluate strategies for improving systems and creating environments in which students achieve great results consistently.

POSITION SUMMARY:

McREL is currently seeking a researcher with expertise in college and career readiness and success including K-12 and higher education alignment, postsecondary access and success, and the role of cognitive and non-cognitive factors in postsecondary readiness to be based in our Honolulu, Hawaii office and work on the Regional Education Laboratory for the Pacific Region (REL Pacific) which includes the state of Hawaii, American Samoa, the Republic of the Marshall Islands, the Republic of Palau, the Commonwealth of the Northern Mariana Islands, Guam, and the Federated States of Micronesia.

This candidate for this position will perform a variety of tasks under the direction of a project lead and will focus primarily on using an improvement science approach to design and deliver training, coaching, technical support (TCTS), and research studies for REL Pacific researcher–practitioner partnerships focused on teacher development and teacher learning. This will include collaborating with REL Pacific partnership members throughout the research and development process. Additionally, this candidate will be expected to develop and maintain client partnerships that facilitate the REL Pacific work and build relationships for other McREL opportunities.

This position requires frequent international travel as well as occasional national travel to locations within the Hawaiian islands and the continental United States.

  1. Assists education researcher–practitioner partnerships in analyzing data to identify problems of practice and develop and test potential interventions through small-scale research/evaluation studies.
  2. Develops and delivers training and coaching materials using research-based evidence and applying an improvement science approach to the work.
  3. Designs and conducts research studies in collaboration with education researcher–practitioner partnerships.
  4. Collects and analyzes quantitative and qualitative data and produces research reports and presentations.
  5. Reviews and contributes to educational materials, including infographics, blogs, articles, presentations and tools.
  6. Ensures that all written materials meet Institute of Education Sciences’ (IES) requirements for work under the REL program.
  7. Works with a team to implement and oversee project plans, seeking assistance and guidance from more senior team members, REL Pacific task leads, and the Executive Director as needed.
  8. Performs quality assurance activities such as proofing data analyses, grant applications, research reports, and other REL Pacific contract deliverables.
  9. Prioritizes multiple responsibilities and takes initiative in work.
  10. Works as an effective team member to ensure completion of assigned tasks.
  11. Proactively monitors project hours to ensure that they and other staff working on projects they lead stay within budgeted project hours and that all work is delivered on time and within budget.
  12. Alerts REL Pacific management when there is the potential for cost or time overruns.
  13. Responds to internal and external requests in a timely manner, including, at times, during non-traditional business hours.
  14. Contributes toward generating opportunities for new work through relationship-building with potential clients.
  15. Assists senior staff to research and identify potential funding sources.
  16. Makes decisions and performs in a manner which is congruent with organizational goals, strategy, vision, mission, and values.
  17. Knows and follows corporate policies, procedures, and processes.
  18. Performs other duties as assigned.

SKILLS:

  • Strong oral and written communication, facilitation, and presentation skills.
  • Strong technical writing skills.
  • Expertise in facilitating trainings and providing customized coaching to individual educators and teams of educators, including district and state leaders.
  • Experience in leading educators in using the improvement science approach, including the use of tools such as driver diagrams and the Plan-Do-Study-Act cycle.
  • Qualitative and/or quantitative analytical skills.
  • Organizational and project management skills.
  • General knowledge and understanding of significant issues in education with established knowledge and experience working with educators on significant issues, research, and approaches related to college and career readiness, measures of postsecondary readiness, and postsecondary access.
  • Knowledge of the principles of high-quality professional learning and adult learning theory.
  • Intermediate knowledge of the steps in research and evaluation design.
  • General knowledge of instrument design. Ability to create instruments based on extant ones.
  • Ability to collect data using various approaches (focus groups, interviews, surveys).
  • Proficiency using SPSS (preferred), SAS, R, or MAXQDA, and online survey software.
  • Ability to work effectively in a team environment.
  • Proficient in Microsoft Office, project management software, and McREL-specific tools and reports.
  • Ability to work in teams with a variety of members who are researchers and non researchers.

BASIC QUALIFICATIONS:

  • This position requires a minimum of master’s degree.
    • Master’s degree with at least five years of relevant work experience.

-or-

  • Ph.D. with at least three years of relevant work experience.

PREFERRED EDUCATION AND EXPERIENCE

  • A Ph.D. with at least three years of relevant work experience.
  • Experience working with researcher-practitioner partnerships using an improvement science approach
  • Experience working on a Regional Education Laboratory or other IES-funded project
  • Completion of Institute of Education Sciences trainings (e.g., Cluster Randomized Trials, Quasi-Experimental Design and Analysis, Single-Case Intervention Research Design and Analysis) and/or other methodological workshops.
  • Experience working in international, Pacific, English learner or underserved contexts.
  • Experience with competitive grants and RFP responses.
  • Project management experience.

TRAVEL:

Must be willing and able to perform all national and international travel (including overnight and commercial airline travel) that is necessary to accomplish the essential functions of this position. Travel for this position is estimated at up to 50%.

We are proud to offer our employees a substantial benefit package including health, dental, vision, life and accident insurance, flexible spending accounts, and an employee assistance program. In addition, we offer a retirement savings plan with a significant employer contribution. We strive to support a work-life balance for our employees with a generous time off policy including vacation, personal time, sick days, and paid holidays.

Applicants must have work authorization that does not now or in the future require sponsorship of a visa for employment authorization in the United States and with McREL International.

McREL International is an Equal Opportunity Employer.

Comments Off on Researcher – Early Literacy

Researcher – Early Literacy

Posted by | March 14, 2018 |

Join McREL International and become part of our rich legacy of making a difference in the quality of education for all, through excellence in applied research, product development, and services. Since 1966, we have a track record of success in the U.S., Canada, the Pacific Region, Australia, and other parts of the world. McREL is committed to being the organization that changes the odds for students and those that work with them. We turn knowledge about what works in education into practical, effective guidance and training for educators and education leaders, sharing the mission of the schools and systems we work with: to help students and staff be successful in identifying and achieving goals.

Our Honolulu office focuses on supporting courageous leaders across the Pacific region who are committed to improving student achievement. To accomplish this, the staff works with practitioners within the region to research, develop, implement, and evaluate strategies for improving systems and creating environments in which students achieve great results consistently.

POSITION SUMMARY:

McREL is currently seeking a researcher with expertise in earely childhood education including early literacy development, early reading assessment and interventions, and early literacy instruction to be based in our Honolulu, Hawaii office and work on the Regional Education Laboratory for the Pacific Region (REL Pacific) which includes the state of Hawaii, American Samoa, the Republic of the Marshall Islands, the Republic of Palau, the Commonwealth of the Northern Mariana Islands, Guam, and the Federated States of Micronesia.

This candidate for this position will perform a variety of tasks under the direction of a project lead and will focus primarily on using an improvement science approach to design and deliver training, coaching, technical support (TCTS), and research studies for REL Pacific researcher–practitioner partnerships focused on teacher development and teacher learning. This will include collaborating with REL Pacific partnership members throughout the research and development process. Additionally, this candidate will be expected to develop and maintain client partnerships that facilitate the REL Pacific work and build relationships for other McREL opportunities.

This position requires frequent international travel as well as occasional national travel to locations within the Hawaiian islands and the continental United States.

  1. Assists education researcher–practitioner partnerships in analyzing data to identify problems of practice and develop and test potential interventions through small-scale research/evaluation studies.
  2. Develops and delivers training and coaching materials using research-based evidence and applying an improvement science approach to the work.
  3. Designs and conducts research studies in collaboration with education researcher–practitioner partnerships.
  4. Collects and analyzes quantitative and qualitative data and produces research reports and presentations.
  5. Reviews and contributes to educational materials, including infographics, blogs, articles, presentations and tools.
  6. Ensures that all written materials meet Institute of Education Sciences’ (IES) requirements for work under the REL program.
  7. Works with a team to implement and oversee project plans, seeking assistance and guidance from more senior team members, REL Pacific task leads, and the Executive Director as needed.
  8. Performs quality assurance activities such as proofing data analyses, grant applications, research reports, and other REL Pacific contract deliverables.
  9. Prioritizes multiple responsibilities and takes initiative in work.
  10. Works as an effective team member to ensure completion of assigned tasks.
  11. Proactively monitors project hours to ensure that they and other staff working on projects they lead stay within budgeted project hours and that all work is delivered on time and within budget.
  12. Alerts REL Pacific management when there is the potential for cost or time overruns.
  13. Responds to internal and external requests in a timely manner, including, at times, during non-traditional business hours.
  14. Contributes toward generating opportunities for new work through relationship-building with potential clients.
  15. Assists senior staff to research and identify potential funding sources.
  16. Makes decisions and performs in a manner which is congruent with organizational goals, strategy, vision, mission, and values.
  17. Knows and follows corporate policies, procedures, and processes.
  18. Performs other duties as assigned.

SKILLS:

  • Strong oral and written communication, facilitation, and presentation skills.
  • Strong technical writing skills.
  • Expertise in facilitating trainings and providing customized coaching to individual educators and teams of educators, including district and state leaders.
  • Experience in leading educators in using the improvement science approach, including the use of tools such as driver diagrams and the Plan-Do-Study-Act cycle.
  • Qualitative and/or quantitative analytical skills.
  • Organizational and project management skills.
  • General knowledge and understanding of significant issues in education with established knowledge and experience working with educators on significant issues, research, and approaches related to early literacy development, early reading assessment and intervention, and early literacy instruction.
  • Knowledge of the principles of high-quality professional learning and adult learning theory.
  • Intermediate knowledge of the steps in research and evaluation design.
  • General knowledge of instrument design. Ability to create instruments based on extant ones.
  • Ability to collect data using various approaches (focus groups, interviews, surveys).
  • Proficiency using SPSS (preferred), SAS, R, or MAXQDA, and online survey software.
  • Ability to work effectively in a team environment.
  • Proficient in Microsoft Office, project management software, and McREL-specific tools and reports.
  • Ability to work in teams with a variety of members who are researchers and non researchers.

BASIC QUALIFICATIONS:

  • This position requires a minimum of master’s degree.
    • Master’s degree with at least five years of relevant work experience.

-or-

  • Ph.D. with at least three years of relevant work experience.

PREFERRED EDUCATION AND EXPERIENCE

  • A Ph.D. with at least three years of relevant work experience.
  • Experience working with researcher-practitioner partnerships using an improvement science approach
  • Experience working on a Regional Education Laboratory or other IES-funded project
  • Completion of Institute of Education Sciences trainings (e.g., Cluster Randomized Trials, Quasi-Experimental Design and Analysis, Single-Case Intervention Research Design and Analysis) and/or other methodological workshops.
  • Experience working in international, Pacific, English learner or underserved contexts.
  • Experience with competitive grants and RFP responses.
  • Project management experience.

TRAVEL:

Must be willing and able to perform all national and international travel (including overnight and commercial airline travel) that is necessary to accomplish the essential functions of this position. Travel for this position is estimated at up to 50%.

We are proud to offer our employees a substantial benefit package including health, dental, vision, life and accident insurance, flexible spending accounts, and an employee assistance program. In addition, we offer a retirement savings plan with a significant employer contribution. We strive to support a work-life balance for our employees with a generous time off policy including vacation, personal time, sick days, and paid holidays.

Applicants must have work authorization that does not now or in the future require sponsorship of a visa for employment authorization in the United States and with McREL International.

McREL International is an Equal Opportunity Employer.

Comments Off on Kindergarten-5th Grade Teaching Positions at Progressive Charter School 2018-2019

Kindergarten-5th Grade Teaching Positions at Progressive Charter School 2018-2019

Posted by | March 13, 2018 |

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:

K-5 teachers for co-taught classrooms. Community Roots offers Integrated Co-Taught (ICT) classes for grades K-5th. Candidates with Special Education certification are encouraged to apply.

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 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
  • Enjoy their work

Qualifications:

  • Demonstrated success in teaching
  • Belief in CRCS mission and philosophy
  • Demonstrated ability to collaborate
  • Demonstrated ability to prioritize student achievement while creating a nurturing and encouraging school environment
  • Hold or are working towards New York State Certification
  • Preference for dual certification in Teaching Students with Disabilities (Special Education) and a content area
Comments Off on Special Education and General Education Teachers for 6th-8th grade ICT Classrooms at Small Progressive Charter School 2018-2019

Special Education and General Education Teachers for 6th-8th grade ICT Classrooms at Small Progressive Charter School 2018-2019

Posted by | March 13, 2018 |

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:

Teachers with content area certification (Science, Math and Humanities) and Special Education certification for our middle school ICT classrooms. Community Roots offers Integrated Co-Taught (ICT) classes for all middle school core content areas.

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 ensure 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
  • Enjoy their work

Qualifications:

  • Demonstrated success in teaching
  • Belief in CRCS mission and philosophy
  • Demonstrated ability to collaborate
  • Demonstrated ability to prioritize student achievement while creating a nurturing and encouraging school environment
  • Hold or are working towards New York State Certification
  • Preference for dual certification in Teaching Students with Disabilities (Special Education) and a content area

 

Comments Off on Master’s of Educational Equity Candidate

Master’s of Educational Equity Candidate

Posted by | March 7, 2018 |

Arkansas faces a significant teacher shortage, and the lack of highly-effective teachers disproportionately affects students in struggling, high-poverty schools.

The newly created Arkansas Academy for Educational Equity at the University of Arkansas aims to address this shortage while improving the effectiveness of early career teachers working in struggling, high-poverty schools in Arkansas. We are looking for 8 secondary math teachers and 8 secondary English language arts teachers to relocate to Arkansas and spend at least two years working in Little Rock or one of our rural partner districts. All teachers will receive consistent coaching and mentoring from a coach with content expertise and will receive a free Master’s degree from the University of Arkansas as well as a $2,500 signing bonus.

We are looking for teachers who:

  • Have developing expertise in content and instructional knowledge to support student learning
  • Have developing ability to set up strong classroom systems to support student learning
  • Strive to continuously learn and develop and improve personal effectiveness
  • Seek and incorporate feedback to improve effectiveness as a teacher
  • Create solutions in the face of challenges
  • Build strong relationships with students, their families, and other staff members at their school
  • Develop and cultivate relationships with parents to support student learning
  • Use data in the classroom to assess, prioritize and adjust learning
  • Have a passion for improving educational access for students
  • Have a passion for and interest in educating kids living in rural and small, low-density cities
  • Operate with a positive and growth-mindset in challenging situations and in partnership with people that are different than them
  • Value strengths, experiences and perspective of others

Applicant acceptance will include a contract to teach with one of our partner districts. Applicants will complete Master’s coursework alongside teachers who already teach in our partner districts.

Coursework includes:

  • 4 weeks of intensive skill-building mentoring in July 2018 and July 2019 (location TBD in Arkansas)
  • Regular coaching throughout the 2018-2019 and 2019-2020 school years
  • One online course each semester: Fall 2018, Spring 2019, Fall 2019 and Spring 2020

We are looking for entrepreneurial and optimistic teachers to join our inaugural cohort and help shape our program.

Comments Off on National Reporter

National Reporter

Posted by | March 2, 2018 |

Chalkbeat is looking for a passionate, enterprising reporter to join our national reporting team.

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. Read more about our mission and values.

We’re currently in six locations — Colorado, Detroit, Indiana, Newark, New York, and Tennessee — and we’re about to be in one more, Chicago. Now, we’re looking for an additional reporter to join our two-person national team to help cover the organizations and ideas that span the country and shape what happens locally.

You’ll be responsible for writing a range of stories at a fast clip. A typical week in your reporting life might include profiling a growing charter school network, breaking news about a national teachers union, and synthesizing local stories about challenges facing refugee students.

You’re a good fit for this position if most or all of these apply:

  • You’re excited about holding powerful organizations accountable to the public.
  • You’ve thrived as a journalist in a fast-paced, high-volume news environment.
  • You’ve previously covered education locally or nationally and have more questions than when you got started.
  • You believe high-quality journalism can make a difference to the lives of students, the work of policy makers, and the strength of our democracy.

The ideal candidate would be based in or willing to relocate to New York City, but we’re open to someone working elsewhere, especially from another Chalkbeat bureau.

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 December 26-31.

Comments Off on High School Placement and Operations Coordinator 2018-2019

High School Placement and Operations Coordinator 2018-2019

Posted by | March 2, 2018 |

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 High School Placement and Operations Coordinator to work at our middle school site. This position is primarily responsible for educating and guiding students and families through New York City high school application processes, including public, independent, and charter, with the goal of each student enrolling in a high school that supports their interests, strengths, and needs. As a member of the Operations team, this role also coordinates and oversees a variety of critical administrative processes within our K-8 school and serves as a point person for middle school students and families.

Qualifications:

  • Completed Bachelor’s Degree
  • Belief in CRCS mission and philosophy
  • Desire to support adolescents and their families in achieving their goals for high school placement, and commitment to continuous learning and growth in order to do so
  • Highly collaborative; demonstrated ability to work with staff at various levels of an organization, receive and give constructive feedback
  • Excellent ability to communicate complex information in an engaging, concise and clear way, both verbally and in writing, to adults and adolescents with a range of backgrounds, experiences, and needs
  • Self-starter with a demonstrated ability to seek ways to creatively solve problems and learn independently
  • Highly organized and detail-oriented while remaining flexible to shifting needs on a given day
  • Comfortable prioritizing and responding to multiple requests and meeting numerous deadlines
  • Experience working with adolescents and their families
  • Experience working in a school setting preferred
  • Familiarity with Google Apps for Education preferred
  • 1-2 years work experience preferred 

High School Placement Coordinator responsibilities include:

High School Preparation and Placement

  • Nurture and build an attitude of cooperation and positive support with school community regarding high school preparation and admissions
  • Educate students and families about NYC high school application processes through high-quality workshops, advisory lessons, individual meetings, and timely written and verbal communications
  • Provide individualized guidance to students and families throughout the application and decision-making process, including identifying strong-fit schools
  • Research and make contacts at range of independent, charter and public high schools that are of interest to our families
  • Support teachers/staff in working with students to prepare portfolios and audition pieces and working on interview skills as necessary
  • Take students on day and evening high school tours as needed


Alumni Coordination

  • Coordinate alumni events and communicate with alumni and their families regarding their experiences at high school
  • Create and manage alumni data tracking system
  • Develop alumni internship program
  • Write quarterly newsletter for alumni

Operations Coordinator responsibilities include:

Student enrollment and records management

  • Manage all processes related to students leaving or joining the Middle School, including lottery procedure and enrollment
  • Maintain accuracy of student biographical and academic records, ensuring student information is up to date across multiple platforms
  • Manage student information system (JumpRope) and support staff with using it as needed
  • Maintain confidential student records and information


Communication & student/family engagement

  • Engage in ongoing communication with families
  • Coordinate bi-weekly newsletter to middle school families with contributions from each course


Hiring

  • Support Co-Directors in recruiting and hiring highly qualified staff by managing online hiring system (TalentED), oversee posting of job opportunities with hiring boards and universities, and registration and preparation of materials for career fairs
  • Support process of on-boarding new staff

Additional Responsibilities include

  • Build relationships with facilities staff including custodians, school foods and security
  • Assist in supervising the cafeteria/recess yard during breakfast and lunch
  • Assist in supervising morning arrival and afternoon dismissal of students
  • Assist in new projects and responsibilities as they emerge throughout the school year

Community Roots Middle School staff serve as Co-Crew Leaders.

Responsibilities of a Crew Leader include:

  • Serve as the Advisor to a small group of students, supporting their academic progress and acting as a liaison between the school and their families
  • Co-plan and facilitate a Crew, a group of 14 students who meet daily to build community, discuss current events, develop leadership skills, and review academic and personal goals
  • Attend professional meetings as needed to support this work
Comments Off on Upper School English Instructor (Grades 9-12)

Upper School English Instructor (Grades 9-12)

Posted by | March 1, 2018 |

Description

This full-time assignment consists of 4 sections of English, which will include World Literature, upper-level electives, and an advisory.

Requirements

minimum of 5 years classroom teaching experience is required or the equivalent teacher preparation (MAT)/Internship Program. Educational technology skills (SMART boards, iPads, etc.) necessary. Master’s degree preferred. Coaching abilities are a plus.

The Upper School program combines a strong college preparatory academic curriculum with extensive and challenging programs in athletics, community service, and fine arts. Students graduating from the Upper School apply to and are accepted at selective colleges throughout the United States. Small classes, high standards, plenty of extra help, and an abiding belief that the most successful learners are the most active and involved learners, make the Upper School years the best kind of capstone to a student’s pre-collegiate education. Learning is not confined to the classroom: we have an experiential-interim program, student generated club activities, and a community service program. Learning opportunities abound, shared with friends and committed teachers.

CA offers an excellent compensation package, wide-ranging opportunities for professional development, and an environment notable for its dedicated teaching professionals and supportive administrators.

Applicants are also invited to visit the CA website (www.coloradoacademy.org) to learn more about the school and its program.

Colorado Academy does not discriminate in any of its programs, procedures, or practices on the basis of age, color, disability, marital status, national or ethnic origin, political affiliation, race, religion, gender, sexual orientation, military service, or other protected status.

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Reading Specialist at Small Progressive Charter School 2018-2019

Posted by | February 28, 2018 |

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 Reading Specialist for grades 6-8.

Responsibilities:

  • Implement targeted, research-based literacy interventions 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
  • 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)
  • Collaborate with classroom teachers to administer and review assessment data e.g. school based assessments, NYSESLAT, NYSITELL, proctor state tests
  • Co-facilitate a “crew”, our school’s advisory structure

Qualifications:

  • Special education certification (or progress towards)
  • 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
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Math Specialist at Small Progressive Charter School 2018-2019

Posted by | February 28, 2018 |

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 Math Specialist for grades 6-8.

Responsibilities:

  • Implement targeted, research-based math interventions 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
  • 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)
  • Collaborate with classroom teachers to administer and review assessment data e.g. school based assessments, proctor state tests
  • Co-facilitate a “crew”, our school’s advisory structure

Qualifications:

  • Special education certification (or progress towards)
  • Demonstrated success in implementing math intervention and/or instruction at the secondary level
  • Belief in CRCS mission and philosophy
  • Preference for a degree in mathematics or in teaching mathematics

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
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Teacher

Posted by | February 22, 2018 |

Mission Prep seeks teacher leaders who embody our PREP values of being prepared, respectful, engaged, and persevering. We have openings for smart, committed, kind, and hard-working people to join our team, and are hiring for the 2018-19 school year.
The Mission Preparatory School, a K-8, college-preparatory, tuition-free, public charter school in San Francisco’s Mission district, is accepting applications for Transitional Kindergarten (TK)  – 7th grade classroom teachers and Art, PE, and Spanish teachers for the 2017-18 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 continues to grow by one grade per year through 8th grade.
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 (7:40-4:00), extended school year (190 days), and extensive professional development support for teachers, including 28 full days throughout the year and 2 hours every Wednesday afternoon.
Our Results
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.  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 8th 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
  • 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 2018
Comments Off on Principal

Principal

Posted by | February 12, 2018 |

The NET:Gentilly

Principal

Position Description

 

The NET Charter High School

The NET: Gentilly is an alternative high school for students who have dropped out of, been expelled from, or who have otherwise struggled in a traditional school setting.  Students at The NET participate in intensive, individualized academic, social, and behavioral supports, earn a high school diploma, and complete rigorous internships with area employers. Our students leave school with the skills, confidence, and experiences necessary to succeed in the career and education paths of their choice.

 

The NET:Gentilly, which opened in August 2017, is the second campus of The NET. Both schools are built on the belief that alternative schools should not punish or “fix” young people; they should be vibrant, flexible, and restorative environments that support students in being their best selves.

 

Position Summary

The NET seeks an aligned, driven, and experienced school leader. Through the design and management of systems and culture, instructional vision and execution, and team development, Principals coach, manage, and lead their teams to insure that every student in the school is supported and developed to their greatest potential.

 

Leading at the NET is an opportunity to develop in one of the most innovative spaces in one of the most progressive places and moments in American public education. As a small school without layers of bureaucracy, this is an opportunity to have a strong voice in developing the school’s vision, design and success.

 

As the school leader, the Principal is responsible for:

  • School Mission and Vision Alignment
  • Staff Development and Accountability
  • School Culture and Behavior Development
  • Curriculum and Instruction
  • Systems/Program Design, Management, and Compliance

 

Position Requirements:

Education & Experience

  • BA required; MA or MEd Preferred; teacher/leader certification a plus but not required
  • Minimum 10 years’ experience effectively working with at risk high school students
  • Minimum 5 years’ experience effectively leading and coaching adults
  • Minimum 5 years’ experience effectively managing programs, departments, or schools

 

Skills & Approach

  • Passion for improving educational opportunities for students with the most serious academic and behavioral challenges
  • Strong belief in students as unique and capable individuals
  • Effective use of restorative and therapeutic approaches for student and community growth
  • Conscious of own identities and privileges and builds cultural responsiveness in self and others
  • Excellent communication and interpersonal skills
  • Careful, detail-oriented data management and analysis skills
  • Flexible, positive, learning mindset focused on effective and innovative problem solving
  • Dedicated to continually growing as a professional and as a servant leader

 

 

Details

  • Start date: June 1, 2018
  • Schedule: All full time NET positions are year-round
  • Salary: Initial salary is competitive and commensurate with experience. Future salary increases and bonuses are based on performance and responsibilities.
  • Benefits: Comprehensive benefits and generous 403b retirement plan
  • Reports to: Executive Director
Comments Off on Senior Policy Associate – Postsecondary and Workforce Readiness

Senior Policy Associate – Postsecondary and Workforce Readiness

Posted by | February 6, 2018 |

Introduction
In recent years, Tennessee has made significant progress in advancing a bold education reform plan, and is a leader in the nation in efforts to dramatically improve student achievement. Tennessee reached a significant milestone in 2013; according to the National Assessment of Educational Progress (NAEP)— also known as the Nation’s Report Card—Tennessee is the fastest improving state in the nation in student achievement across 4th and 8th grade reading and math, following only the District of Columbia. In 2015, Tennessee continued that progress and is now ranked in the top 25 of states in 4th grade math. While Tennessee has made significant gains, students still score below the national average. Since 2009, the State Collaborative on Reforming Education (SCORE) has played a critical role in advancing student achievement and works to drive collaboration across the state on policy and practice to ensure all students graduate high school prepared for postsecondary education and the workforce.
SCORE is an independent, non-profit, and non-partisan organization founded by former U.S. Senate Majority Leader Bill Frist, and dedicated to the goal that every student in Tennessee graduates from high school prepared for postsecondary education and the work force. SCORE supports student success across Tennessee by insisting on high expectations for what students can achieve, empowering people to lead the change for our students, and fostering a culture of innovation.
SCORE is based at Vanderbilt University’s John Seigenthaler Center. For more information on SCORE, please visit www.tnscore.org.
Overview
The Senior Policy Associate will focus on advancing SCORE’s and Tennessee’s work to ensure all students are prepared for postsecondary education and the workforce. Specifically, the Senior Policy Associate will be responsible for elevating and innovating in the K-12 to postsecondary and workforce alignment space, particularly as it relates to work around dual enrollment, dual credit, early college, competency-based learning, flexible learning environments, internships, and apprenticeship programs, among other areas.
Importantly, the Senior Policy Associate will lead SCORE’s policy efforts to propose new policy and implementation priorities related to postsecondary and career readiness, track existing efforts and the impact those efforts are having on Tennessee’s K-12, workforce, and postsecondary attainment goals, and will be the organization’s point person in partnerships with the Tennessee Higher Education Commission, Tennessee Department of Economic and Community Development, Tennessee Department of Labor and Workforce Development, state business-focused organizations, and local partner organizations and chambers of commerce.
This role requires a strategic thinker with demonstrated experience in the college-access or workforce development space, an understanding of workforce needs, and relationships within the postsecondary and business communities.
The Senior Policy Associate will be a member of SCORE’s Policy and Research team and will report to the Director of Policy and Research.
KEY RESPONSIBILITIES
  • Build, manage, and execute on an emerging area of SCORE’s work, focused squarely on student-preparedness for postsecondary education and the workforce
  • Lead the organization’s work to propose new policy and implementation priorities related to postsecondary and career readiness, in partnership with other team members
  • Plan, launch, and manage the writing and release of key reports and policy memos on K-12 to postsecondary/job alignment
  • Support the organization’s engagement with key philanthropic partners to build out Tennessee-specific investments in this space, in partnership with the Tennessee Department of Education and the Tennessee Higher Education Commission
  • Serve as the organization’s point person in linking K-12 education reforms with impacts on job attainment, skills attainment, and postsecondary success
  • In partnership with SCORE’s advocacy team, work to ensure that policymakers and candidates are advancing Tennessee’s Drive to 55 agenda, including through the building, launching, and support of new statewide coalitions and advocacy efforts
  • Represent SCORE in postsecondary and workforce-focused conversations, and work to strengthen the organization’s support of higher education and workforce-focused efforts
  • Highlight emerging best practices and identify opportunities for investment through the Tennessee Innovation Fund, a SCORE-managed venture philanthropy fund
  • Plan and manage events and SCORE Institutes focused on postsecondary and career readiness
  • Engage with practitioners in SCORE’s practice-focused networks (specifically district leaders and school principals) as they engage in early-postsecondary/job attainment work
 
CANDIDATE REQUIREMENTS
Candidates must have at least five years of demonstrated experience in K-12 education, economic development, or higher education, with at least three years of experience in postsecondary access, workforce development, workforce training, or education policy. Candidates must have a bachelor’s degree, and a master’s degree in public policy is preferred. Other candidate requirements include:
  • An extensive professional network in the postsecondary, workforce, and K-12 education space
  • Demonstrated experience visioning and launching new policy and practice-related efforts, including experience coalition-building among diverse audiences
  • The ability to review and analyze education policy proposals with an eye towards positive impact on Tennessee students
  • Excellent writing skills with the ability to convey complex concepts in concise and compelling ways
  • High emotional intelligence and understanding of political nuance
  • Strong spoken communication skills and comfort speaking to both large and small groups
  • Outstanding commitment to excellence and attention to detail
  • The ability to manage multiple tasks simultaneously in a fast-paced, rapid-growth, high-intensity, and intellectually-demanding environment
  • The ability to problem solve in the moment and pro-actively consult with other team members as appropriate
  • Immediate exhibiting of SCORE’s core values of collaboration, excellence, optimism, innovation, and courage.
SCORE provides excellent opportunities for professional growth and has a commitment to providing team members with feedback and opportunities to grow in their work.
 
COMPENSATION
Compensation will be competitive based on the candidate’s previous experience and credentials.
 
Comments Off on Upper School Mathematics Teacher (Grades 9-12) 2018-2019

Upper School Mathematics Teacher (Grades 9-12) 2018-2019

Posted by | February 5, 2018 |

CA seeks a dynamic, energetic, and creative mathematics teacher to join a collegial department as a full-time member effective August 2018. A full-time position consists of four sections of mathematics and an advisory.

A successful  candidate will be not  only be mathematically  prepared to teach a college  preparatory  curriculum  from  beginning  Algebra through AP Calculus and/or AP Statistics but also one who strives to be innovative in his/her teaching and is willing to explore current “best practices” in CA’s technology-enhanced, student-centered, and increasingly investigation-based classrooms. We seek those candidates having demonstrated experience using various technologies (e.g., iPad, Geometer’s Sketchpad, Tl calculators, etc.) on various platforms as a regular component of classroom practice.

Coaching and/or Club leading abilities are a plus.

The Upper School program combines a strong college preparatory academic curriculum with extensive and challenging programs in athletics, community service, and fine arts. Students graduating from the Upper School apply to and are accepted at selective colleges throughout the United States. Small classes, high standards, a faculty committed to the mathematical growth of every student, and an abiding belief that the most successful learners are the most active and involved learners, make the Upper School years the capstone of a student’s pre-collegiate education. Learning at CA is not confined to the classroom.  Learning opportunities abound. The school’s experiential Interim program, student generated club activities, and a broad-based community service program. Learning opportunities abound, shared with friends and committed leaders.

CA offers an excellent compensation package, wide-ranging opportunities for professional development, and an environment notable for its dedicated teaching professionals and supportive administrators.

Applicants are also invited to visit the CA website (www.coloradoacademy.org) to learn more about the school and its program.

Comments Off on Founding Principal of Elementary School

Founding Principal of Elementary School

Posted by | January 23, 2018 |

Rochester Academy Charter School is seeking a certified School Administrator for the role of Founding Principal for its new K-5 Elementary School. RACS will be enrolling kindergarten and first grade students for 2018-19 school year.

 

The Founding Principal will be responsible for researching a sustainable curriculum and material options for K-5, preparing a budget, developing a comprehensive plan for elementary school as part of the RACS’ next five-year strategic plan, designing a classroom layout for kindergarten and first grade, hiring and recruiting school staff, communicating with parents and searching for grants.  This is an opportunity for a leader to develop a new school building from the ground up.

 

The following are the general roles and responsibilities of the Elementary School Principal:

  • Setting and promoting an instructional vision for the building
  • Teacher Observation and Evaluation
  • Supervision of Mentoring Program
  • Supervision of Curriculum and Lesson Plans
  • Coordination of Staff Meetings and RtI Process
  • Coordination of assessments and state tests
  • Supervision of Data Driven Instruction
  • Working as a member of the Hiring Committee
  • Determining Textbook, Hardware and Software needs and placing orders
  • Supervision of Discipline
  • Review of Code of Conduct
  • Parent communication around issues effecting students
  • Supervision of student arrival and dismissal
  • Monitoring student tardiness and absenteeism
  • Maintaining orderliness in the building, cafeteria and hallways
  • Supervising school staff
  • Submitting required reporting including VADIR (Violent and Disruptive Incident Reporting) and DASA (The Dignity for All Students Act) state reports
  • Conducting emergency drills

The successful candidate will work closely with the current administrators.  Elementary and early childhood experience is preferred.  This is a great opportunity for a newly certified administrator, or a person seeking urban administrative experience. NYS certification as a School District or Building Administrator is preferred, but Certificate of Internship and out-of-state certification will also be considered. The Elementary School Principal will be a part of New York State Teachers Retirement and will be eligible for competitive salary, including health and dental benefits.

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Executive Assistant

Posted by | December 18, 2017 |

About UP Education Network

UP Education Network manages and operates six schools in Boston, Lawrence, and Springfield, MA. We serve over 3,000 elementary and middle school students. UP is invited by local school districts to restart chronically underperforming district schools as UP Academies. Each UP Academy shares the same mission: to ensure that students acquire the knowledge, skills, and strength of character necessary to succeed on the path to college and to achieve their full potential.

 

Role

The Executive Assistant supports the Chief Executive Officer in day-to-day activities, to ensure the CEO can lead the organization to success. Responsibilities include calendar management and scheduling, correspondence on the CEO’s behalf, travel logistics, completion of special projects and reports, and other special events and duties as needed. The Executive Assistant communicates regularly with members of the network leadership team, school leaders, external stakeholders, and Board members. This individual works very closely with the Chief of Staff and reports to the Chief Executive Officer.

 

Specific Responsibilities:

  • Manage the CEO’s calendar and travel schedule, arrange meetings and conference calls, and maximize efficiency.
  • Prepare presentations and materials for leadership team meetings, Board meetings, staff retreats, and speaking engagements.
  • Track and prioritize CEO’s tasks, holding CEO and others accountable for completing tasks and ensuring progress to deadlines.
  • Perform general clerical duties, including, but not limited to, photocopying, faxing, mailing, filing, and preparation of expense reimbursements.
  • Prepare and distribute meeting agendas and minutes.
  • Perform special school-based and network-wide projects and various administrative and other related duties as required and assigned.

 

Qualifications

  • A passionate belief in UP Education Network’s mission, core values (Students, Community, Humility, Resilience, and Humor), and educational model
  • An ability to thrive in a fast-paced, entrepreneurial environment and a capacity to remain calm and focused when faced with unexpected challenges
  • Very strong organizational skills, attention to detail, and follow-through
  • Previous experience as an Executive Assistant is strongly preferred
  • Excellent interpersonal and writing skills
  • Bachelor’s degree is preferred; and
  • Current authorization to work in the United States – A candidate must have such authorization by his or her first day of employment.

 

Compensation and Benefits

This position falls into UP Education Network’s Coordinator salary band, with salaries beginning at $45,000 and the potential for an annual performance-based bonus. Additionally, UP offers medical insurance coverage that subsidizes the majority of the employee, spouse/domestic partner, and child premiums. Other benefits include dental and vision plans, disability, life insurance, parenting benefits, flexible spending account options, generous vacation time, commuter benefits, professional development, and a 403(b) plan.

 

We encourage applicants of diverse backgrounds to apply for any open position in which they feel qualified. We believe that we have a responsibility to recruit, retain, develop, and reward a diverse and talented staff. Our students must be exposed on a daily basis to a diverse group of powerful role models – in their teachers, their school leaders, and their supporters in the network office. With this in mind, we are committed to recruiting the most talented individuals from the widest possible range of backgrounds to join our creative, mission-driven team.

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6th Grade Humanities & Learning Support Teacher for the 2018-2019 School Year (Grades 6-8)

Posted by | December 14, 2017 |

This is a full-time position that includes:
• 2 sections of 6th grade Core – a combined English and social studies program which includes advisory responsibilities
• 2 sections of Learning Support
• The Learning Support classes are designed for students who need organizational support and a “double dose” of reading, writing and math skill development
• Participation in the school’s Interim program and other duties as assigned.

We seek an individual with at least five years of experience teaching middle school (grades 6 through 8). The ideal candidate will:
• Have extensive background in teaching English/Language Arts and Writing as well as an interest in teaching social studies
• Experience as a learning specialist or in supporting students with learning differences
• Have demonstrated leadership in developing an innovative, vibrant, rigorous MS curriculum (perhaps from scratch) that embraces best practice in teaching, and views students as active learners and participants in their experience
• Put the development of the whole child first
• Be able to teach study skills and critical reading/thinking skills
• Collaborate closely with a team of teachers Understand the role of technology in today’s classroom and have demonstrated experience in adapting technology (computers, iPads, etc.) to their classroom practice
• Coaching abilities are a plus.

The CA Middle School program provides a crucial bridge between our Lower and Upper School programs. Its foundation is a strong academic curriculum but is balanced by an extensive and challenging program in athletics, the arts and community service. A child’s Middle School experience is characterized by small classes, high standards, a faculty committed to the growth of every student and an abiding belief that the most successful learners are the most active and involved learners.

Learning at CA is not confined to the classroom. Learning opportunities abound. The school’s experiential Interim program, student-generated club activities, and a broad-based community service program are among the hallmarks of every student’s Middle School experience.

CA offers an excellent compensation package, wide-ranging opportunities for professional development, and an environment notable for its dedicated teaching professionals and supportive administrators.
Applicants are also invited to visit the CA website (www.coloradoacademy.org) to learn more about the school and its program.

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6th Grade Humanities & 7th Grade English Teacher for the 2018-2019 School Year (Grades 6-8)

Posted by | December 14, 2017 |

This is a full-time position that includes:
• 2 sections of 6th grade Core- a combined English and social studies program which includes advisory responsibilities
• 2 sections of 7th grade English
• The English program emphasizes reading and writing skill development as well as complex problem solving
• Participation in the school’s Interim program and other duties as assigned.

We seek an individual with at least five years of experience teaching middle school (grades 6 through 8). The ideal candidate will:
• Have extensive background in teaching English/Language Arts and an interest in teaching social studies
• Background in teaching the writing process
• Be a problem-solver at heart and able to guide students through an inquiry-based, thought-provoking program, balancing conceptual understanding with skill-based learning
• Have demonstrated leadership in developing an innovative, vibrant, rigorous MS curriculum (perhaps from scratch) that embraces best practice in teaching, and views students as active learners and participants in their experience
• Be able to teach study skills and critical reading/thinking skills
• Put the development of the whole child first
• Collaborate well with a team of teachers
• Understand the role of technology in today’s classroom and have demonstrated experience in adapting technology (computers, iPads, etc.) to their classroom practice
• Coaching abilities are a plus.

The CA Middle School program provides a crucial bridge between our Lower and Upper School programs. Its foundation is a strong academic curriculum but is balanced by an extensive and challenging program in athletics, the arts and community service. A child’s Middle School experience is characterized by small classes, high standards, a faculty committed to the growth of every student and an abiding belief that the most successful learners are the most active and involved learners.

Learning at CA is not confined to the classroom. Learning opportunities abound. The school’s experiential Interim program, student-generated club activities, and a broad-based community service program are among the hallmarks of every student’s Middle School experience.

CA offers an excellent compensation package, wide-ranging opportunities for professional development, and an environment notable for its dedicated teaching professionals and supportive administrators.

Applicants are also invited to visit the CA website (www.coloradoacademy.org) to learn more about the school and its program.

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Science Teacher Leader & Innovator for the 2018-2019 School Year (Grades 7 and 8)

Posted by | December 14, 2017 |

CA seeks a full-time, dynamic, energetic, and creative science teacher leader for the 2018-19 school year. A full-time position consists of 2 sections of 8th grade physical science, 2 sections of 7th grade life science, an advisory, participation in the school’s Interim program, and other duties as assigned.

We seek an individual with at least five years of experience teaching middle school (grades 6 through 8) science courses with the demonstrated ability to teach physical science and biology.  STEM teaching experience is a plus.  The ideal candidate will:

  • Be versatile and have a demonstrated track record of success teaching middle school science, physical science and biology in particular.
  • Have demonstrated leadership in developing an innovative, vibrant, rigorous MS curriculum
  • Understand science and STEM — where it has come from and where it is going
  • Teach science with joy and infectious enthusiasm
  • View MS science as an opportunity for creativity and innovation
  • Be a problem-solver at heart and able to guide students through an inquiry-based, thought-provoking program balancing conceptual understanding with skill-based learning
  • Embrace best practice in the teaching of science.
  • Collaborate well with a team of teachers
  • View students as active learners and participants in their science experience
  • Understand the role technology, engineering and math play in developing student understanding

Coaching abilities are a plus.
The CA Middle School program provides a crucial bridge between our Lower and Upper School programs. Its foundation is a strong academic curriculum but is balanced by an extensive and challenging program in athletics, the arts, outdoor education and community service. A child’s Middle School experience is characterized by small classes, high standards, a faculty committed to the growth of every student, and an abiding belief that the most successful learners are the most active and involved learners.

 

Learning at CA is not confined to the classroom. Learning opportunities abound. The school’s experiential Interim program, student-generated club activities, leadership development programming and a broad-based community service program are among the hallmarks of every student’s Middle School experience.

 

CA offers an excellent compensation package, wide-ranging opportunities for professional development, and an environment notable for its dedicated teaching professionals and supportive administrators.

 

Applicants are also invited to visit the CA website (www.coloradoacademy.org) to learn more about the school and its program.

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Spanish Teacher

Posted by | December 11, 2017 |

The NET Charter High School

ELL Advisor/Spanish Teacher
(Full time, Certification Preferred)

Job Description

 

The NET Charter High School

The NET Charter High School serves students who have dropped out of or been expelled from high school or who have struggled academically or behaviorally in traditional settings. The school’s name stands for: meeting Needs, raising Expectations, Training for life. Students at The NET earn a high school diploma and participate in internships with area employers in various fields.  Our students leave school with the skills, confidence and experience to succeed in the career and education path of their choice.

 

Position Summary

The NET Teacher/Advisor position is a unique opportunity to work intensively with small groups of your favorite students—the ones that don’t seem to excel in traditional classrooms. This position comprises two different responsibilities—Teacher/Advisor for ELL students and Spanish I & II Teacher.

 

This position is responsible for:

  • Planning and teaching multi-disciplinary, project-based seminar courses (generally English, Social Studies, and Electives) for students with limited English skills
  • Pushing into, pulling out of, or co-teaching other classes in order to support ELL students
  • Spanish I and II curriculum development & teaching
  • Differentiating lessons, assessments and support
  • Assessing and monitoring student progress on an individual and course level
  • Developing strong relationships and a highly functional, restorative classroom
  • Constantly developing his/her own craft

 

 

Position Requirements:

Education & Experience

  • 3+ years experience teaching at risk students in a non-selective, open admissions urban environment with a demonstrated record raising student achievement
  • 3+ years experience teaching English to ELL students or adults
  • A BA or BS
  • Louisiana Teacher Certification completed or in progress preferred

 

Skills & Approach

  • Fluent in Spanish
  • Passion for improving educational opportunities for urban students and for being a part of a strong, diverse, mission-driven team
  • Specialized interest in working with and developing students with learning and emotional difficulties
  • Commitment to The NET’s mission, vision and growth
  • Excellent communication, interpersonal, relationship building & management skills
  • Flexible and learning mindset dedicated to effectively & innovatively problem solving

 

 

Details

  • Schedule: All full time NET positions are year-round; staff have approximately 10-12 weeks of vacation per year.
  • Salary: Competitive for Orleans Parish. Initial salary is set based on years of experience and degrees. Future salary increases and bonuses are based on performance and responsibilities.
  • Benefits: Comprehensive benefits and generous 403b retirement plan
  • Reports to: Principal

 

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Middle School Math & Science Teacher

Posted by | December 4, 2017 |

Overview
Wissahickon Charter School is seeking a middle school math and science teacher to start immediately at our Fernhill site. The Middle School math and science teacher will teach 6th grade, and is responsible for developing and implementing instruction that builds positive classroom community and promotes academic and social/emotional growth. Teachers must be committed to the belief that all students can learn and must be relentless in their efforts to address the wide range of learning styles, needs and interests of Wissahickon Charter School students. The ideal candidate will have classroom teaching experience in an urban setting and will thrive in a collaborative work environment. This is an outstanding opportunity to improve the academic and social outcomes of children from across the city of Philadelphia.

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

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

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

 

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School Launch Partner

Posted by | November 22, 2017 |

Jounce Partners, Inc.

At Jounce, three beliefs guide us:

  1. Teacher quality is the most important driver of student learning;
  2. Teacher quality is not fixed – teachers can get better, and with effective coaching, they can get better fast;
  3. School Leaders’ primary goal should be to rapidly increase teacher quality in their schools.

Our mission is to prepare school leaders to rapidly increase the effectiveness of their teachers and, in turn, to accelerate the learning of their students. We support current leaders at existing high-poverty schools through school partnerships. We prepare future school leaders through our School Leader Fellowship, and support them in opening new schools built on the Jounce teacher development model.

Job Title, Duties, and Responsibilities

Title:  School Launch Partner

A School Launch Partner will have two mutually reinforcing roles:

  • First, he or she will work with the Jounce team to coach school leaders and teachers at Jounce’s partner schools. As a leader coach, the School Launch Partner will plan and execute teacher development and school leadership trainings for leaders at up to 15 partner schools, and coach up to 15 teachers directly across up to 6 partner schools.
  • Second, he or she will prepare to open a world-class school in an underserved community within 3 years. As a proposed school leader, the School Launch Partner will write the charter application and secure the charter, design the new Jounce charter school (curriculum, staffing, structures), recruit board, staff, students and families, and execute the launch of a new Jounce charter school.

Qualifications

  • Deep belief in the ability of low-income children to excel academically and the ability of schools to be the drivers of that success; extremely high expectations for student success and school performance;
  • Openness to, and desire for, frequent feedback, often delivered publicly and in front of external partners;
  • Intense desire to improve and grow professionally;
  • Strong lesson design, unit planning, lesson execution, content knowledge, and data analysis skills as a classroom teacher, as evidenced by significant student achievement gains;
  • Experience in a school-based leadership role, formally or informally managing adults (strongly preferred);
  • Current K-12 teaching certification and/or administrative certification (preferred).

A Brief Note

This is start-up work, which means Jounce School Launch Partners are not simply executing on an existing framework. School Launch Partners are expected to begin training school leaders on the Jounce teacher-coaching model within a month of their onboarding at Jounce. This requires confidence in one’s expertise as a teacher-coach and teacher-coaching trainer as well as an authentic humility regarding providing training to leaders who potentially have broader managerial experience than the Partner herself.

Compensation and Benefits

Compensation is competitive with similar school leadership, school leader fellowship, and non-profit leadership roles. School Launch Partners will receive salary and benefits through all planning years and until the summer before their school’s opening.

Comments Off on School Acceleration Partner

School Acceleration Partner

Posted by | November 21, 2017 |

Jounce Partners, Inc.

At Jounce, three beliefs guide us:

  • Teacher quality is the most important driver of student learning;
  • Teacher quality is not fixed – teachers can get better, and with effective coaching, they can get better fast;
  • School Leaders’ primary goal should be to rapidly increase teacher quality in their schools.

Our mission is to prepare school leaders to rapidly increase the effectiveness of their teachers and, in turn, to accelerate the learning of their students. We support current leaders at existing high-poverty schools through school partnerships. We prepare future school leaders through our School Leader Fellowship, and support them in opening new schools built on the Jounce teacher development model.

Job Title, Duties, and Responsibilities

A School Acceleration Partner will work with the Jounce team to coach school leaders and teachers at Jounce’s partner schools, in order to rapidly accelerate teacher skill growth at these schools and accelerate student learning. Responsibilities will include planning and executing teacher development and school leadership trainings for leaders at up to 15 partner schools; coaching up to 15 teachers directly across up to 6 partner schools; and, in collaboration with the Executive Director and other Jounce Partners, updating and refining Jounce’s teacher development and school leadership model.

Qualifications

  • Deep belief in the ability of low-income children to excel academically and the ability of schools to be the drivers of that success; extremely high expectations for student success and school performance;
  • Openness to, and desire for, frequent feedback, often delivered publicly and in front of external partners;
  • Intense desire to improve and grow professionally;
  • Strong lesson design, unit planning, lesson execution, content knowledge, and data analysis skills as a classroom teacher, as evidenced by significant student achievement gains;
  • Experience in a school-based leadership role, formally or informally managing adults (strongly preferred);
  • Current K-12 teaching certification and/or administrative certification (preferred).

A Brief Note

This is start-up work, which means Jounce School Acceleration Partners are not simply executing on an existing framework. School Acceleration Partners are expected to begin training school leaders on the Jounce teacher-coaching model within a month of their onboarding at Jounce. This requires confidence in one’s expertise as a teacher-coach and teacher-coaching trainer as well as an authentic humility regarding providing training to leaders who potentially have broader managerial experience than the Partner herself.

Compensation and Benefits

Compensation is competitive with similar school leadership, school leader fellowship, and non-profit leadership roles.

Comments Off on Special Education Teacher

Special Education Teacher

Posted by | November 6, 2017 |

The NET Charter High School

The NET Charter High School serves students who have dropped out of or been expelled from high school or who have struggled academically or behavioral in traditional settings. The school’s name stands for: meeting Needs, raising Expectations, Training for life. Students at The NET earn a high school diploma and participate in internships with area employers in various fields.  Our students leave school with the skills, confidence and experience to succeed in the career and education path of their choice.

 

Position Summary

The NET seeks a full time, special education teacher to provide support for students who most severely struggle academically and/or behaviorally.

 

This position is a unique opportunity to work intensively with your favorite students—the ones who don’t seem to excel in traditional classrooms.  You will join a highly dedicated and mission aligned team of professionals striving to insure that all special education students receive the high quality supports they deserve.

 

As a Special Education teacher, you are responsible for:

  • Teaching and/or Co-teaching Tier 3 classes for students who struggle academically or behaviorally
  • Provide push-in support for students in Math, Science and Humanities classes
  • Provide small group pull outs, individualized tutoring, test prep, Act 833 portfolio development, case management & behavior plan supports as needed
  • Collaborate with Special Education Coordinator and RtI Coordinator to insure all students receive the appropriate supports, accommodations, and modifications
  • Collaborate with Special Education Coordinator and RtI Coordinator to insure all Special Education and RtI paperwork is completed appropriately
Comments Off on Teacher/Advisor

Teacher/Advisor

Posted by | November 5, 2017 |

The NET Charter High School

The NET Charter High School serves students who have dropped out of or been expelled from high school or who have struggled academically or behaviorally in traditional settings. The school’s name stands for: meeting Needs, raising Expectations, Training for life. Students at The NET earn a high school diploma and participate in internships with area employers in various fields.  Our students leave school with the skills, confidence and experience to succeed in the career and education path of their choice.

 

Position Summary

The NET Teacher/Advisor position is a unique opportunity to teach and work intensively with small groups of your favorite students—the ones that don’t seem to excel in traditional classrooms.

 

As a Teacher/Advisor, you have tremendous impact on the curriculum, culture and class and program structure in order to ensure that each of your advisees develop to their greatest potential.

 

NET Teacher/Advisors are responsible for:

  • Planning and teaching multi-disciplinary, project-based seminar courses (generally English, Social Studies, and Electives)
  • Building and leveraging transformative relationships for advisee growth
  • Assessing and monitoring student progress on an individual and course level
  • Constantly developing your own craft
Comments Off on Manager, Recruiting

Manager, Recruiting

Posted by | October 6, 2017 |

Manager, Recruiting

Golden, Colorado

Jeffco Public Schools

 

Are you interested in mission-driven work that can positively impact the lives of children? If so, then come join our team! We are in search of a strategic leader to join our organization as the Manager, Recruiting.  This position will be housed on our Employment Services team, a branch of the Human Resources department.  Specifically, this role will develop the recruitment plan for the district and partner with schools and departments to address staffing needs and develop applicant pipelines.  The manager will attend job fairs, community network events and utilize social media platforms to advertise and recruit.  This position will have ownership of the applicant tracking system and assist in ensuring compliance with laws and regulations

 

About the District:
Jeffco Public Schools hires quality staff to deliver educational excellence to our more than 85,000 students. We educate nearly 10 percent of all Colorado K-12 students with a combination of neighborhood, option, and charter schools, and Jeffco students and schools are regularly recognized for academic excellence and athletic achievements.

 

 

Requirements

We are looking for candidates who have:

  • Minimum three years of experience in human resources or a similar field.  Must have recruiting experience.
  • Bachelor’s Degree
  • Professional Human Resources (PHR) or Senior Professional Human Resources (SPHR).
  • Familiarity with recruitment, employment practices, employment law and human resources best practices.
  • Familiarity with education systems a plus.
Comments Off on Managing Editor/Content

Managing Editor/Content

Posted by | September 20, 2017 |

FOR KAPPAN MAGAZINE, A DIVISION OF PDK INTERNATIONAL

Phi Delta Kappan is published eight times a year (80 pages per issue) as a primary benefit for members of Phi Delta Kappa, a professional organization working to ensure that every child has meaningful opportunities to succeed in K-12 education.

Launched in 1915, Kappan is one of the nation’s leading publications devoted to primary and secondary education. We publish on a wide range of topics (including classroom instruction, school leadership, teacher development, equity issues, career and technical education, special education, arts programming, and more), promoting lively discussion and debate among education policy makers, advocates, researchers, and practitioners. The most recent issue may be viewed at kappanonline.org.

PRIMARY DUTIES

The ideal candidate will be an exceptional writer and editor with a passionate interest in K-12 education and a sophisticated understanding of key topics and trends in education research, policy, and practice.

Further, the ideal candidate will be:

  • A mid- to senior-level professional, with at least five years of work experience in publishing, communications, and/or education research, practice, and advocacy.
  • Able to assess strengths and weaknesses in submissions and to guide authors in revising their work to meet the high standards expected by Kappan
  • Able to work independently and to take the initiative to begin, complete, and juggle many tasks
  • Able to work closely with a designer to present information in a variety of formats and media.
  • Able to plan and assign or develop online content to enhance Kappan and kappanonline.org
  • Able to build and maintain relationships with leading academic researchers, policy advocates, and school practitioners.
  • Excellent at communicating with contributing authors, readers, and other staff members.
  • Skilled at a variety of technical tasks related to editing, including planning issues, copyediting, and proofreading. Experience with content management systems is a bonus.

This position is based in Arlington, Va. (just across the river from Washington, D.C.). Occasional travel is required.

PDK strives to be a diverse, nonpartisan, intellectually welcoming, and family-friendly workplace.

Compensation

PDK International offers competitive compensation and a comprehensive benefits package, as well as opportunities for career growth and development.

Comments Off on Story Editor

Story Editor

Posted by | September 12, 2017 |

Chalkbeat, the nonprofit news organization covering educational change efforts in the communities where improvement matters most, is seeking a story editor with digital experience to make our news stories sing.

The story editor will be responsible for editing a mix of articles out of our five local bureaus: Colorado, Detroit, Indiana, New York, and Tennessee. Stories will vary among news pieces, step-back analyses, and longer enterprise work, and each day will be different. You will work with the managing editor, digital producer, and local reporters to ready stories for publication on our website, and coordinate with the growth editor for social promotion. You will also work with the managing editor to help connect the dots across bureaus and ensure that Chalkbeat is telling a cohesive overarching story.

The story editor will provide crucial perspective, adding regional or national context where needed 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.

Who are you?

You respect the power of the (virtual) red pen, craft grabby headlines, and geek out on style guides. 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 that 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 sniff out the best angle. Nut graphs? You slay them.

What background and skills do you have?

  • 5+ years’ experience in journalism and/or digital content creation
  • Expertise in story shaping, line editing, and copy editing
  • Experience working in a CMS, preferably WordPress
  • 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 strong plus, but not required
  • Journalism experience in New York, Denver, Indianapolis, Detroit, Memphis, Chicago, Newark, and/or the Bay Area is a plus

The ideal candidate is based in New York, Denver, Indianapolis, Detroit, Memphis, or Washington, DC. Remote candidates will also 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. We will also consider a part-time schedule for the right candidate.

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 five 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 and values.

Comments Off on Senior Director External Affairs

Senior Director External Affairs

Posted by | September 12, 2017 |

Organization Summary
The Philadelphia School Partnership (PSP) works to give every child in America’s fifth largest city the opportunity to attend a great school. We invest philanthropic funds in high-impact schools so they can serve more low-income students—whether they be in the traditional public, public charter or private sectors. Our aim is to catalyze the creation or transformation of enough schools to ensure better options for 50,000 students, or nearly one in four of all Philadelphia schoolchildren. Since 2011 PSP has invested in more than 50 schools, creating new educational opportunity for 21,000 students. PSP also works to create the conditions that enable great schools to grow and thrive, including a strong pipeline of qualified teachers and principals, resources and initiatives to empower parents and families, and policies that enable entrepreneurial school leadership and create opportunity for high-performing schools to grow. Additionally, PSP invests to catalyze collaboration, facilitating the sharing of best practices among schools and support organizations. Nonpartisan and data-driven, we work with government officials, business leaders, education leaders and practitioners, and community groups to pursue the promise of a great school for every child.

PSP believes that in a city as large as Philadelphia, there is not one best or right kind of school. Two hundred forty thousand children need a wide variety of schools from which to choose. The city has numerous examples of high-performing schools, and they span all three primary sectors: charter schools, district schools and private/Catholic schools. Unfortunately, there is a shortage of quality options in all three sectors. More than 35,000 students sit on waiting lists for the city’s best schools—which include private, charter, district magnet, and district neighborhood schools. Our work centers on leveraging philanthropic capital to attract entrepreneurial leadership and overcome inertia and financial and political barriers so that Philadelphia can have more great schools.

Like all cities, Philadelphia has finite resources for K-12 education. PSP believes the route to effectively educating all of the city’s children lies in fomenting and sustaining an educational ecosystem that steers resources toward effective schools, regardless of sector or type of school, so they can grow; increases equity of access to all school choices for families; and utilizes multiple measures of school performance to hold schools accountable for outcomes, thus ensuring support and—if necessary—intervention for struggling schools.

Position Summary
The Senior Director-External Affairs will be responsible for leading PSP’s development (fundraising) strategy, external partnerships and collaboration, and communications. PSP has ambitious fundraising targets. We have raised more than $80 million in grants from about 120 donors since 2010. We aim to raise an additional $120 million over the next five to seven years from mostly local but also national funders. The Senior Director will report to the Executive Director of PSP. Together with the Executive and Managing directors, the Senior Director will set fundraising goals and hone the organization’s development strategy, which includes keeping key donors informed about the work and progress of PSP on a regular basis.
PSP primarily relies on large gifts ($1 million and up); thus, the core development strategy is focused on identifying and building relationships with high-capacity donors, both individuals (families) and foundations. The Senior Director will take a lead role in identifying potential donors and cultivating relationships with them. He/she also will be primarily responsible for communications strategy as it relates to donors, including branding and messaging. In addition to managing development, the Senior Director will have oversight of other aspects of PSP’s external affairs. This includes participation in civic leadership in the city, creating and maintaining strong partnerships with institutions and other funders that are focused on citywide educational improvement, and PSP’s external communications and public relations. The Senior Director will work closely with the communications manager on communications strategy, branding and goal-setting.

The Director of Development will report to the Senior Director, and a Communications and Development Associate will support the Director and Communications Manager. The Senior Director will be a key member of the senior management team of PSP, along with the Executive Director and Managing Director: crafting organizational strategy, and setting and nourishing organizational culture and expectations.

PSP is an equal-opportunity employer with good benefits and an entrepreneurial, results-oriented work culture.

Duties and Responsibilities
• Have lead responsibility on securing donor commitments to hit PSP’s aggressive fundraising goals
• Establish and refine donor cultivation and solicitation strategies
• Drive development of effective development tools and resources: presentations, prospectuses and annual reports, and printed and interactive marketing communications
• Manage and nurture relationships with existing donors, reporting to them on results and progress of PSP
• Develop and leverage partnerships with key local officials, community leaders and civic/educational institutions
• Help to establish the organization’s external communications goals and strategy, with a focus on communications channels and strategies for key audiences including but not limited to donors

Qualifications
• Commitment to the mission of the Philadelphia School Partnership
• Thrives working and leading in a goals-driven organization
• Experience managing teams toward measurable outcomes
• Experience raising large gifts for a nonprofit organization, or perhaps selling large contracts or raising equity capital in a for-profit context, including building and maintaining relationships with key donors or partners
• Strategic thinker with strong project management skills (organized; attention to detail)
• Demonstrated resourcefulness and creativity in an entrepreneurial setting
• Ability to work with a wide variety of “clients” and partners; strong relationship builder
• Confidence working under pressure of deadlines
• Strong oral and written communication skills; be comfortable representing the organization in meetings and larger venues
• Excellent interpersonal skills and desire to work as part of a team
• Ability to work independently, solve problems and be flexible
• Experience developing and leading projects that involve multiple stakeholders

Education and Experience
• Bachelor’s degree required, Master’s degree preferred
• Minimum of 7 years of professional experience, including a major development role
• Experience managing a team(s)
• Experience in education a plus, but not required

Physical Requirements
Ability to physically perform the duties and to work in the environmental conditions required:
• Traveling to schools – valid driver’s license and/or access to transportation when necessary
• Functioning in office space — reaching file cabinets, filing, faxing, scanning, coping, typing, mailing, making phone calls
• Must be able to sit for up to two hours looking at a computer monitor, using a keyboard/mouse and typing

Comments Off on Project Manager Common Charter Application Initiative

Project Manager Common Charter Application Initiative

Posted by | September 6, 2017 |

Organization Summary

The Philadelphia School Partnership (PSP) works to give every child in America’s fifth largest city the opportunity to attend a great school. We invest philanthropic funds in high-impact schools so they can serve more low-income students—whether they be in the traditional public, public charter or private sectors. Our aim is to catalyze the creation or transformation of enough schools to ensure better options for 50,000 students, or nearly one in four of all Philadelphia schoolchildren. Since 2011 PSP has invested in more than 50 schools, creating new educational opportunity for 21,000 students. PSP also works to create the conditions that enable great schools to grow and thrive, including a strong pipeline of qualified teachers and principals, resources and initiatives to empower parents and families, and policies that enable entrepreneurial school leadership and create opportunity for high-performing schools to grow.

 

Like all cities, Philadelphia has finite resources for K-12 education. PSP believes the route to effectively educating all of the city’s children lies in fomenting and sustaining an educational ecosystem that steers resources toward effective schools, regardless of sector or type of school, so they can grow; increases school choices for families through equity of access to all; and utilizes multiple measures of school performance to hold schools accountable for outcomes, thus ensuring support and—if necessary—intervention for struggling schools. PSP also believes that helping to empower parents to find, choose, and advocate for higher quality schools of all types (district, charter, and private) is a critical part of our strategy to ensure every child in Philadelphia is enrolled in a great school.

 

Position Summary

The Project Manager, Common Charter Application Initiative will be responsible for managing the design and implementation of a single online application portal for families to use to apply to Philadelphia charter schools. The launch of the online portal is scheduled for Fall 2018. The Project Manager reports to the Managing Director of Strategic Partnerships and also works closely with the Director of GreatPhillySchools and their team.

 

Primary Responsibilities include:

  • Oversee the design and implementation of a single online application portal for families to use to apply to Philadelphia charter schools by Fall 2018.
  • Manage the steering committee, working groups, and a wide variety of external stakeholders, including staff at public charter schools and the School District of Philadelphia, as well as vendors and community partners to inform the portal design and implementation.
  • Manage external consultants and/or interns.

 

Successful candidates will have demonstrated experience in successful project management, in addition to being highly skilled in written and oral communication.

 

PSP is an equal-opportunity employer with good benefits and an entrepreneurial, results-oriented work culture.

 

Duties and Responsibilities

  • Manage External Stakeholders:
    • Chair and facilitate a steering committee and working groups of charter operators and staff to build consensus around the application portal, policies and procedures, and public awareness and outreach strategies.
    • Facilitate one-on-one, small group and large group information sessions for charter leaders, charter staff, and other city stakeholders and leadership.
    • Generate talking points, presentations, data analytics and related materials to communicate about the portal to citywide stakeholders and charter school staff about the portal
  • Policy & Technical Design:
    • Identify and manage external vendors to support the technical solutions and design for the portal.
    • In consultation with the working group, design the policies that would govern implementation of a common portal for charter applications.
    • Work with GPS to gather family input on portal design and usage and integration with GPS.
  • Launch and Ongoing Support
    • Provide technical assistance and support to charter schools through the process of implementing the portal including training materials for charter operators and staff
    • Develop and implement plan to support end users (i.e., families) with online application portal
    • Work with GPS to design outreach, marketing, and educational materials for families

 

  • Work with PSP leadership to integrate this effort into the long-term vision for unifying enrollment and design the funding and functions for launch and sustainability.
  • Participate in strategic discussion and decision-making around the long-term goals for unifying enrollment (e.g. make recommendations for governing of a fully unified system long term).
  • Other duties as assigned

 

Competencies & Qualifications

  • Demonstrated project management skills: ability to set and adhere to strict deadlines, manage multiple projects while maintaining a firm grasp of individual project details, ability to hold internal and external stakeholders accountable, comfortable working in a fast-paced environment, excellent planning and organizational skills.
  • Experience developing and leading projects that involve multiple stakeholders
  • Excellent written, presentation, and communication skills
  • Demonstrated managerial experience, specifically with external vendors and/or direct reports
  • Willingness and desire to participate in unexpected projects
  • A passion to improve educational opportunities for children and families is required;
  • Familiarity with the Philadelphia charter school community and education sector is preferred.

 

Education and Experience

  • Bachelor’s degree required, master’s degree strongly preferred
  • Minimum of 3 years of professional experience
  • Demonstrated project management experience
  • Experience in education a plus but not required
  • Written fluency in Spanish, preferred

 

Physical Requirements

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

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

Salary commensurate with experience, along with excellent benefits.

A modest relocation package may also be available for out-of-state candidates.

Comments Off on Curriculum Developer

Curriculum Developer

Posted by | August 15, 2017 |

GWC Education is searching for a passionate and curious Curriculum Developer to help us build curricula that inspires girls to change the world. In this role, you will be responsible for leading and supporting the development of high-impact, project-based curricula that incite a real passion for computer science, prepare students for a career in technology, and can scale to meet the needs of thousands of girls nationwide.
You will report to the Associate Director of Education and will work in close partnership with the Education, Innovation and Programs teams. This is a full-time position.
Responsibilities:
You will take on the exciting challenge to:
  • Lead curricular changes, refinements, and expansions for one of our core program offerings, including developing a plan for rigorous quality assurance
  • Write and design new modules to expand the breadth and depth of our learning opportunities
  • Support curricular updates for programs led by other team members
  • Co-develop new educational offerings alongside our Innovation team as we grow to better serve our students
  • Collaborate with the Instruction team to craft support mechanisms and training materials for GWC Instructors
  • Represent Girls Who Code at Computer Science Education events and lead local staff education
Requirements:
  • Believe that all girls can code, and be excited to work to close the gender gap in tech
  • Be intellectually curious and willing to learn what you don’t yet know
  • Have an interest in the computer science education space, including an understanding of trends, methodologies, and technologies to engage students effectively
  • Have the ability to communicate with and write to varied partners, including teachers and students
  • Take on responsibilities with creativity, initiative, and self-direction
  • Have strong project management skills, including tools to work with a distributed team
  • Be a real teammate, equipped with the ability to meet deadlines, remain flexible, and adjust to changing priorities in a dynamic environment
  • Have 1-3 years of applicable experience, which includes work in education or engineering roles.

Preferred Qualifications:

  • Hold a degree in a STEM field or Education
  • Come with first-hand experience working with middle school or high school aged students of diverse backgrounds
  • Familiarity with Understanding by Design or Universal Design for Learning
  • Be proficient in at least one programming language (HTML/CSS, Python, or JavaScript); or skilled in learning new technologies quickly
Girls Who Code is committed to building a truly diverse and inclusive organization with a focus on valuing, serving, and understanding our target constituents, while challenging all stakeholders to think inclusively for the betterment of our programs.
Girls Who Code is an equal opportunity employer committed to a policy of equal treatment and opportunity in every aspect of its hiring and promotion process without regard to race, color, creed, religion, sexual orientation, partnership status, gender and/or gender identity or expression, marital, parental or familial status, national origin, ethnicity, veteran or military status, age, disability, or any other legally protected basis. Racial and ethnic minorities and men are encouraged to apply for vacant positions at all levels.  GWC is not able to sponsor employment visas.
Comments Off on Digital Producer

Digital Producer

Posted by | July 18, 2017 |

Chalkbeat, a nonprofit education news organization, is seeking a Digital Producer to manage the production of daily stories and larger projects.

As the Digital Producer, your job is to help produce high-impact journalism in collaboration with our team of reporters and editors in six bureaus across the country. We’re looking for someone with solid digital experience and a strong visual sensibility who is drawn to our mission. From Denver to Detroit, Memphis to New York, loyal Chalkbeat readers tell us our reporting helps them navigate efforts to improve schools in the country’s poorest communities.

You’ll be deeply involved in our daily operations, working with our editorial team to produce Chalkbeat stories in WordPress, managing our media library and using image editing tools and basic HTML/CSS to keep things looking sharp. You’ll take the lead on creating graphics, editing photos and videos, and experimenting with new types of storytelling. You’re also inaugurating this as a new role at Chalkbeat, and can expect to teach and learn on the job! Whether you’re building graphics to visualize how test scores have changed in Indiana or creatively packaging photos for our most important stories about immigrant students in Colorado, you help add context to critical conversations about education.

You’ll join a tightly-knit team responsible for audience and product development, and you’ll work closely with distributed teams across the Chalkbeat network as a full participant in our vibrant remote culture.

The key responsibilities for this role include:

  • Produce thoughtful and engaging Chalkbeat stories in collaboration with our editorial team.
  • Develop a robust library of documentation to answer frequently asked questions about our content management system and associated tools.
  • Become an active participant in our editorial process, identifying stories that could be amplified by digital elements and taking initiative to lead conversations about story production.
  • Manage and maintain Chalkbeat’s library of photos, videos, graphics and illustrations to include with our stories. Collaborate with editorial staff to develop style guides, standards and training to produce a consistent visual experience across all our locations and stories.
  • Use WordPress, HTML/CSS, image editing and other digital production tools to solve issues, polish stories and keep our workflow running smoothly.

What qualifications we’re looking for:

  • A passion for digital storytelling and the future of news.
  • A strong sense of urgency on deadline.
  • Deep attention to writing and editing detailed copy, including familiarity with AP style.
  • Curiosity about education and a connection to our mission.

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’re in five locations — Colorado, Detroit, Indiana, New York, and Tennessee — and growing. Read more about our mission and values.

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. This position can be based at one of our offices in New York, Denver, Detroit, Indianapolis or Memphis, or remote from anywhere in the United States.

Comments Off on 8th Grade Math Teacher at STRIVE Prep Montbello

8th Grade Math Teacher at STRIVE Prep Montbello

Posted by | July 11, 2017 |

About STRIVE Prep-Montbello:

  • STRIVE Prep-Montbello is one of three STRIVE Prep campuses serving the Far Northeast communities of Denver.
  • STRIVE Prep-Montbello had the highest academic growth of all DPS middle schools during its opening year, 2012-2013, and received an award the past two years for, “exceptional success in supporting student TCAP growth.”
  • The Montbello campus runs extensive after-school programming, which includes competitive sports and teacher-led clubs, such as tutoring, drum-line, step team, etc. Teacher stipends are available.
  • The Montbello campus serves 340 students in grades 6-8; the student population is approximately 70% Latino or Hispanic, 20% African American, and 10% Mixed-race or other races. Approximately 60% of students are ELL, and 10% receive Special Education services.

Essential Duties and Responsibilities:

  • Lead revolutionary instruction in Mathematics.
  • 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 the advisory.
  • Analyze student assessment data and use network-aligned unit and interim assessments to track student growth.
  • Provide fair, accurate, and constructive feedback to students on their progress.
  • Collaborate with other mathematics teachers, school leaders, curricular specialists, and the special education team to ensure that instruction is always meeting the needs of all learners.
  • Take responsibility for the safety and learning of all students in the school.
  • 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 your advisory.
  • Communicate regularly and often with families to both solicit their input and share student social and academic progress.
  • Plan and teach one section of a specific intervention course (Math, ELA, Homework Center, or ELD).
  • Assist in planning and support of school-wide events including community/morning meetings, dances, and field trips.
  • Provide supervision of students during a daily break or lunch duty.
  • Attend and participate in weekly staff and/or grade level meetings.
  • Write and post daily lesson plans.
  • Participate in professional development throughout the school year.

Our Aspiring Teachers:

  • Consciously choose to teach and transform the lives of middle and high school scholars every day.
  • Proudly hold a Bachelor of Arts or Science degree and are able to submit proof of Qualified Teacher status (teacher’s license not required) within six weeks of starting through one of the following channels outlined by the Colorado Department of Education:
  • A valid Colorado Teacher License in the applicable endorsement area;
  • Sufficient college coursework (or degree in content area);
  • Passing score for the applicable Praxis ii or Colorado PLACE exam.
  • Read more about the available pathways to becoming a Qualified Math Teacher.
  • Understand, appreciate and can pull from experience teaching in an urban setting (strongly preferred).
  • Speak Spanish or have experience working with bilingual students (strongly preferred).
  • Commit to constant growth and reflection as educators and professionals through regular coaching and professional development.
  • Dedicate themselves to the educational success of all students, not some students.
  • Bring enthusiasm, professionalism and positivity to their classrooms and our adult community.
  • Assume the best in others and are willing to have courageous conversations in order to do what is best for students.
  • Work hard and approach challenges as opportunities for improvement.
  • Set high expectations for themselves and others and a willingness to hold themselves and others to those expectations.

What We Offer our Teachers:

  • Ongoing coaching and professional development.
  • Competitive compensation package and annual cost of living and performance-based raises.
  • 150 minutes of structured planning time built into the school day to plan the highest quality lessons
  • A laptop and access to classrooms equipped with projectors and document cameras.
  • Participation in the Colorado PERA retirement program, including a PERA 401k contribution option.
  • Funding of 100% of individual medical benefits and a wide range of insurance plans.

This position begins July 2017.
Applications are accepted on a rolling basis until the position is filled.
STRIVE Prep is an equal opportunity employer.
Visit our Careers Page at http://www.striveprep.org/join-our-team/teach-at-strive/ to learn more about what
to expect in the hiring process and who we need.

Comments Off on Computer Science Teacher- High School

Computer Science Teacher- High School

Posted by | July 11, 2017 |

Urban Assembly Gateway School for Technology

Computer Science Teacher- High School

 

Available position

  • Computer Science Teacher with knowledge of Java & Python (Grade 10-12)

 

Description:

The Urban Assembly Gateway School for Technology is a small school in the Graphics Educational Complex. Our mission is to engage our students through inventive problem-solving that integrates exciting technological innovations and the habits of mind that prepare them for college, careers and life. At UA Gateway, we believe in putting student needs first and consistently seek ways to increase student achievement. We use data to make informed decisions about teaching and learning, and believe in the close monitoring of student progress to track and report student achievement. Through clear and published learning targets, the implementation of the UA Gateway Power Standards, the Common Core and Career and Technology Standards, graduates of UA Gateway will demonstrate mastery over both time-honored educational themes and cutting-edge technology.

 

We are seeking educators of excellence with a proven track record of collaborative teamwork, literacy instruction, curriculum development, use of technology in the classroom and a commitment to student achievement. Teachers may serve as advisers and make home contact regarding student attendance and behavior, academic progress, and personal development. School staff is encouraged to participate in summer planning and curriculum development. Compensation will be allotted according to the UFT contract and advanced notice will be provided. Staff participation in this activity is voluntary, but strongly encouraged. Our founding partner is the Urban Assembly.

 

Eligibility Requirements: Possession of a Regular New York City License and New York State Certification in appropriate content area, with satisfactory ratings.

 

Duties and Responsibilities:

Because teacher roles in small schools are varied and complex, first priority will be given to applicants who demonstrate in their resume and cover letter experience commitment to the technology theme of the school and a willingness to these essential aspects:

  • Attaining and maintaining an expert knowledge of their subject area, differentiation, literacy strategies and assessments. Having a willingness and desire to seek/receive ongoing professional development to enhance current practice in any of these areas
  • Have an open door policy for all members of the school community
  • Developing clear and published learning targets in curriculum. Working with students individually to work on learning targets during our Goal Oriented Learning and Development (GOLD) period (mandated tutoring)
  • Working collaboratively with peers to develop common lessons, assessments and interdisciplinary units
  • Working with the Urban Assembly staff around all aspect of teaching and learning
  • Serving as an advisor to students at least four times per week and attending professional meetings to support this work.
  • Building a staff that collaborates and develops an integrated curriculum committed to the technology theme of the school.
  • Updating student progress weekly in our online data system for student and parent use
  • Developing an individual growth plan in collaboration with the principal that will monitor progress and assess his/her effectiveness in enhancing student achievement.

 

Selection Criteria:

The successful candidate will demonstrate:

  • Evidence of willingness to carry out the above duties and responsibilities.
  • Evidence of working collaboratively to design and implement curriculum that teaches the common core standards and enduring themes/concepts
  • Willingness to implement alternative grading systems
  • Demonstrated knowledge of developing literacy in the classroom. This includes demonstrated ideas and strategies for students whose reading levels whose reading levels are far below grade level, and/or for whom English is a second or third language.
  • Demonstrated use or knowledge of the Key Cognitive Strategies (Habits of Mind)
  • Demonstrated experience using technology to reach learning targets
  • Demonstrated ability and experience in creating and implementing units and lessons that use performance task assessments to assess student learning
  • Demonstrated or willingness to developing an individual growth plan in collaboration with the principal or grade team leader that will monitor progress and assess his/her effectiveness in enhancing student achievement
  • Demonstrated ability to motivate, stimulate and challenge students toward achievement of a high level of performance through rigorous academic standards.
  • Documented record of excellent attendance and punctuality.
  • Ability to communicate effectively both orally and in writing.

In addition to an interview and demo lesson , teacher candidates must present a teaching portfolio, which may include a resume, evidence of philosophy of education, evidence of curriculum planning such as course syllabi and lesson plans and any teaching artifacts collected throughout the teaching career. Teaching artifacts may include student work, images of student work and presentations, and curriculum development examples. Applicants must provide three references.

 

Application: Please send a cover letter indicating the school and position for which you are applying, a resume, and a copy of your Board of Education Licenses to careers@uagateway.org .

 

Work Schedule and Salary:

As per Collective Bargaining Agreement partnership status, disability, sexual orientation, gender (sex), military status, prior record of arrest or conviction (except as permitted by law), predisposing genetic characteristics, or status as a victim of domestic violence, sexual offenses and stalking, and to maintain an environment free of harassment on any of the above-noted grounds, including sexual harassment or retaliation. Inquiries regarding compliance with this equal opportunity policy may be directed to: Office of Equal Opportunity, 65 Court Street, Room 923, Brooklyn, New York 11201, or visit the OEO website at http://schools.nyc.gov/OEO

Job Type: Full-time

 

Required education:

  • Bachelor’s

 

Comments Off on Amplify Science Trainer

Amplify Science Trainer

Posted by | June 20, 2017 |

Amplify is reimagining the way teachers teach and students learn. We believe technology can empower classroom teachers to offer more personalized instruction, and accelerate the potential of individual students to become more active, engaged learners. Come and work with us!

In partnership with the Lawrence Hall of Science (University of California, Berkeley), Amplify Science was created as a brand new, research-driven, digitally enhanced curriculum for Grades K–8 that comprehensively addresses the vision described in the NRC Framework for K–12 Science Education, including the three dimensions of the Next Generation Science Standards.

Students inhabit the role of scientists and engineers throughout each unit.
Through rich, multi-modal experiences and authentic problem-solving, Amplify Science will help teachers develop the next generation of students to be critical scientists and thoughtful citizens.

If you love to teach students the power of scientific inquiry, and you get excited about the intersection of technology in the classroom, then consider applying to be an Amplify Science Teacher Trainer.

 

Job Description

Our professional learning specialists deliver experiences and workshops that assist districts, schools, and teachers in planning for and implementing high-quality science instruction aligned to the Next Generation Science Standards as well as Florida’s Next Generation Sunshine State Standards.

Your job will be to train and coach teachers who are using the Amplify Science products in their classrooms.  Your goal will be to help them make the Amplify Science Implementation a success in their classrooms inspiring high engagement and significant student learning.

We are looking for people who enjoy connecting with adult learners and care about impactful education; who can travel and are flexible with their time;  who can handle multiple projects/schools; have a great sense of humor; and are team players.

 

Responsibilities of the Amplify Science Trainer:

  • Travel to schools regularly to deliver services and build strong relationships
  • Work with teachers/admins to integrate the Science curriculum with school/ district curriculum objectives
  • Facilitate workshops for groups of up to 30 teachers
  • Conduct coaching sessions (in-person and remote) for up to 15 teachers
  • Provide support to individual classroom teachers by modeling, co-teaching, observing, and providing feedback.
  • Discuss student work and analyze data to drive student achievement
  • Model targeted written feedback and formative assessment with teachers and administrators.
  • Coach school leadership teams to provide support for teachers
  • Maintaining current information regarding status of a school’s implementation for internal and external reporting
  • Write, review and create professional development and teacher materials
  • Participate in team meetings and internal trainings
  • Travel required

Basic Qualifications:

  • 3+ years of K-8 classroom Science teaching experience
  • Experience delivering professional development for teachers
  • Passionate about Science instruction
  • Understanding and compassion for the role of the teachers and their comfort with technology
  • Strong interpersonal and mentoring skills
  • Ability to manage own time and juggle multiple projects
  • Strong oral and written communication skills

Preferred Qualifications:

  • Masters of Education degree
  • Proven knowledge of current Science instruction and NGSS Standards
  • Instructional leadership experience
  • Experience analyzing data and using it to inform practice
  • Coaching or mentoring experience

Amplify is an Equal Opportunity Employer of Minorities, Females, Protected Veterans and Individuals with Disabilities. 

This position may be funded, in whole or in part, through American Recovery & Reinvestment Act funds.

Comments Off on Instructional Coach – New Mexico (Bloomfield, Taos, Espanola)

Instructional Coach – New Mexico (Bloomfield, Taos, Espanola)

Posted by | June 20, 2017 |

About the Role
The Instructional Coach will be a key member of New Classrooms’ Instructional Support team, providing ongoing academic, instructional and leadership  support to schools implementing New Classrooms programs in the Bloomfield/Taos/Espanola areas. The Instructional Coach in partnership with school teams and in partnership with New Classrooms teams supporting schools will plan and implement the mission of New Classrooms to reimagine the classroom. The coach will be responsible for developing school capacity, in concert with the overall academic design of the program that embraces an environment in which student thinking is actively promoted, valued, and made visible. The coach will be responsible for creating a positive adult learning culture within the math center that encourages teachers to discuss how to support students to develop skills in collaboration, communication, independence, problem solving, and reasoning as they attempt to solve real-world mathematical problems.

What You Would Do

  • Deliver ongoing professional development and/or consultation in partnership schools in the Bloomfield/Taos/Espanola areas
  • Serve as coaching lead for the Bloomfield/Taos/Espanola areas
  • Help principals and school leaders to develop and foster instructional expectations within the context of a professional learning community
  • Support teacher teams and school administrators in collecting, interpreting, and making instructional changes based upon student achievement data and work samples
  • Ensure that participating schools have a system in place for regularly assessing and evaluating all students and staff to support higher levels of performance
  • Implement special projects such as orientations, summer institutes, and cross-school events
  • Build strong relationships with school leaders and teachers to engage schools as key partners in increasing student achievement
  • Actively participate in the design of a coherent approach to school instructional support and coaching

What We Are Looking For

  • 5+ years of progressively responsible professional experience in education administration and/or leadership
  • Master’s or advanced degree(s) in education administration or a related field
  • Demonstrated experience and passion for work in K-12 education
  • Experience working in public schools, either in a teaching capacity or other professional role
  • Experience leading a school reform effort, either as a staff member or an outside facilitator preferred
  • Knowledge and understanding of theory and practice of school reform and instruction, curriculum, and assessment preferred
  • Mastery of middle school mathematics preferred
  • Strong facilitation and teaming skills
  • Natural tendency toward innovative and creative problem solving
  • Comfort working in a highly collaborative start-up/entrepreneurial work environment
  • Ability to recognize and act upon unforeseen opportunities
  • Ability to maintain organizational commitment to high quality work products, and give and receive feedback

Disclaimer

Job descriptions provide an overview of the position, but are not designed to dictate responsibilities. Every member of the New Classrooms team is prepared to carry out any task regardless of title or department in order to fulfill the organization’s mission.

About New Classrooms

New Classrooms is a nonprofit organization that leverages classroom design, teacher talent, and technology to enable personalized learning for more than 13,000 students in 40 pioneering schools in 10 states and Washington D.C. this fall. New Classrooms’ first-of-its-kind technology draws from tens of thousands of high quality lessons to create a customized and dynamic curriculum for each student each day. Our flagship instructional model, Teach to One, integrates large group, small group, and individual instruction in ways that enable students to not just learn skills but apply them in real world contexts.

Teach to One grew out of a New York City pilot program called School of One, which TIME magazine named one of the best inventions of 2009. Visit www.newclassrooms.org to learn more about our efforts to unleash a wave of innovation in K-12 education that will dramatically improve outcomes for all students.

 

We are a passion-led, mission-driven organization. Our team includes a dynamic mix of education policy experts, passionate academics, technology junkies, and business entrepreneurs. We all share a strong belief in every child and a deep-seated interest in improving our schools, solving problems in innovative ways, and getting things done in a fast-paced and highly collaborative work environment.

           

Working at New Classrooms

We are a passion-led, mission-driven organization – one that continually looks to match our team members with roles that fit their strengths and interests.  We look to bring on new team members who share a deep-seated interest in improving our nation’s schools, solving problems in innovative ways, getting things done in a fast-paced and highly collaborative work environment, and growing professionally.

Comments Off on Lower School Reading Specialist (Pre-K through Grade 5) 2017-2018

Lower School Reading Specialist (Pre-K through Grade 5) 2017-2018

Posted by | June 15, 2017 |

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 and computer technology are taught by specialists.  Collaboration and communication between homeroom and specialist teachers is a high value in the Lower School.

CA offers an excellent compensation package, wide-ranging opportunities for professional development, and an environment notable for its dedicated teaching professionals and supportive administrators.  Salary is based on education and experience.

Applicants are also invited to visit the CA website (www.coloradoacademy.org) to learn more about the school and its program.

Literacy Leader and Instructional Coach (At least 50% time shall be devoted to program leadership and coaching to include, but not limited to, co-teaching, collaboration, instructional support, modeling, observing, providing feedback, and curriculum development/implementation.)

·         Promote enhanced literacy instruction and student learning by coaching and working with teachers to develop more effective literacy teaching practices and by sharing information that addresses the way in which students learn literacy.

·         Work with and support teachers in developing and implementing curriculum, differentiated instruction techniques, teaching strategies, assessments, and materials selection to help support students in their progress.

·         Participate in data interpretation sessions analyzing student data and collaborating with teachers to develop plans and designs for appropriate instruction based on those interpretations.

·         Support the professional growth of teachers by strengthening classroom teachers’ understanding of literacy content and pedagogy from a balanced and research-based perspective.

·         Support teachers’ instructional practice utilizing strategies such as demonstration teaching/modeled lessons, co-teaching, classroom observation, and debriefing.

·         Collaborate with grade-level teachers and teams of teachers to review and further develop curriculum maps, pacing guides, and instructional plans to enhance the success of their students.

·         Work with the Lower School Principal to identify professional development opportunities for teachers.

·         Assist with the planning and delivery of parent workshops and informational sessions about the Colorado Academy literacy curriculum.

·         Serve as needed on various literacy related committees at an interdivisional level.

·         Report to the Lower School Principal and work closely with that position to support high quality literacy instruction and curriculum development.

Direction Instruction of Students (No more than 50%  time shall be devoted to this category)

·         Provide direct instruction in collaboration with classroom teachers in the areas of reading and writing for identified groups and individual students, with an emphasis on emergent, beginning, and transitional readers in Kindergarten-Grade 2.

·         Provide remediation in small groups to students performing below grade level expectations who are identified through data meetings with teachers and administration.

We offer an excellent compensation package, opportunities for professional development, and an environment of dedicated teaching professionals and supportive administrators.

·         A Bachelor’s degree in Elementary Education or relevant field and/or a Master’s degree in education (with at least 24 semester hours of literacy content courses, literacy pedagogy courses, and leadership/coaching courses); a state-issued Reading Specialist endorsement desirable.

·         Actively engaged in professional development addressing literacy and literacy education.

·         At least five years of successful, full-time K-5 classroom teaching experience.

·         Experience in working with multiple grade levels (preferred) and differentiated instruction.

·         Experience in providing professional development that addresses literacy content, literacy instructional strategies, and use of assessment to inform instruction preferred.

Comments Off on Language Arts Teacher

Language Arts Teacher

Posted by | June 15, 2017 |

 

Background

YouthBuild Philadelphia Charter School is a nationally-recognized leader in alternative education.  Our mission is to provide out-of-school youth with the broadest range of tools, supports, and opportunities to become self-sufficient, responsible, contributing members and leaders in their community.

Teachers at YouthBuild are creative, flexible and passionate about seeing all students succeed.  As part of an unapologetically comprehensive organization, they balance their academic responsibilities with facilitating students’ holistic self-development.  Using a strengths-based approach, they focus on building competence and confidence.

At its best, working at YouthBuild is joyful and inspiring.  Teachers have the autonomy to design meaningful curriculum within a social justice context, aligned to core transferrable competencies.  Beyond their classrooms, they participate in a warm, loving culture that uses a variety of structures to build community, including a restorative-justice approach to discipline, weekly community meetings, and school-wide service projects.

 

Mission

Our mission is to provide out of school youth in Philadelphia with the broadest range of tools supports and opportunities available to become self sufficient, responsible and productive citizens in their community.

Responsibilities

YouthBuild’s language arts teachers focus on strengthening students’ analytical reading and writing skills as well as on creating a culture of literacy in which reading and writing are tools for learning and self-expression.

Within the classroom:

  • create a positive learning environment built on strong relationships
  • design learner-centered units that develop transferrable competencies and culminate with “demonstrations” (projects) that showcase students’ original work
  • use instructional strategies where student voice and thinking are the primary focus and content coverage is secondary
  • develop learning experiences that emphasize six core professional skills: teamwork, people skills, motivation, high quality work, resilience and self-development.

Beyond the classroom:

  • act as formal coaches to 4 – 5 students, forging empowering relationships that ensure that the students they coach stay connected and on track
  • work in inter-departmental teams to support the success of a group of twenty five students as they move through our rigorous program
  • participate in a highly collaborative, fluid school culture that requires strong interpersonal skills and flexibility.

 

Qualifications

  • Certified in Language Arts, ideally both middle and high school certified; special education certification, background or experience a plus
  • 3 — 5 years teaching experience with students at middle grade reading levels or with struggling older readers Ability to design meaningful, project-based curriculum within a social justice context
  • Experience with and commitment to positive youth development and cultural competence
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Middle School Teacher

Posted by | June 9, 2017 |

POSITION:  Teachers hold primary responsibility for the implementation and development of Uncommon’s curriculum and the success of its students. Therefore, Uncommon Schools seeks teachers who are committed to continuously improving curriculum and instruction through collaboration as part of a grade level team.

SPECIFIC RESPONSIBILITIES:  Implement curricula and activities to meet academic standards; Design and implement assessments that measure progress towards academic standards; Use assessment data to refine curriculum and inform instructional practices; Participate in collaborative curriculum development, grade-level activities, and school-wide functions; Provide consistent rewards and/or consequences for student behavior; Be accountable for students’ mastery of academic standards; Communicate effectively with students, families, and colleagues; Participate in an annual three-week staff orientation and training;

QUALIFICATIONS:  Drive to improve the minds and lives of students in and out of the classroom; Proven track-record of high achievement in the classroom; Mastery of and enthusiasm for academic subjects; Evidence of self-motivation and willingness to be a team player; Bachelor’s degree is required; Master’s degree is preferred; and Minimum of two years teaching experience in an urban public school or charter school setting. By the time that employment begins, candidates must have received a Bachelor’s degree from a College or University. For teaching roles in New York and Massachusetts, candidates must have also earned a cumulative Grade Point Average (GPA) of 2.5 or higher by the time employment begins. For teaching roles in New Jersey, the candidates must have earned a cumulative 2.75 GPA (for candidates graduating before September 1, 2016) or 3.0 (for candidates graduating on or after September 1, 2016). Valid State Certification is helpful but not required. Belief in and alignment with Uncommon’s core beliefs and educational philosophy is non-negotiable.

COMPENSATION:  We offer a generous compensation package. All staff members are equipped with the tools needed to succeed, including a dedicated work space, laptop computer, email, high-speed internet access, and all necessary supplies.

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High School Teacher

Posted by | June 9, 2017 |

HIGH SCHOOL STEM TEACHER:  Teachers hold primary responsibility for the implementation and development of Uncommon’s curriculum and the success of its students. Therefore, Uncommon Schools seeks teachers who are committed to continuously improving curriculum and instruction through collaboration as part of a grade level team. We are seeking teachers for the following subject areas:

  • Algebra I / Algebra II
  • Geometry
  • Calculus
  • Biology
  • AP Biology
  • Chemistry
  • Physics
  • Engineering
  • Computer Science

SPECIFIC RESPONSIBILITIES:  Implement curricula and activities to meet academic standards; Design and implement assessments that measure progress towards academic standards; Use assessment data to refine curriculum and inform instructional practices; Participate in collaborative curriculum development, grade-level activities, and school-wide functions; Provide consistent rewards and/or consequences for student behavior; Be accountable for students’ mastery of academic standards; Communicate effectively with students, families, and colleagues; and Participate in an annual three-week staff orientation and training.

QUALIFICATIONS:  Drive to improve the minds and lives of students in and out of the classroom; Proven track-record of high achievement in the classroom; Mastery of and enthusiasm for academic subjects; Evidence of self-motivation and willingness to be a team player; Bachelor’s degree is required; Master’s degree is preferred; and Minimum of two years teaching experience in an urban public school or charter school setting preferred. By the time that employment begins, candidates must have received a Bachelor’s degree from a College or University. For teaching roles in New York and Massachusetts, candidates must have also earned a cumulative Grade Point Average (GPA) of 2.5 or higher by the time employment begins. For teaching roles in New Jersey, the candidates must have earned a cumulative 2.75 GPA (for candidates graduating before September 1, 2016) or 3.0 (for candidates graduating on or after September 1, 2016) Valid State Certification is helpful but not required. Belief in and alignment with Uncommon’s core beliefs and educational philosophy is non-negotiable.

COMPENSATION: We offer a generous compensation package. All staff members are equipped with the tools needed to succeed, including a dedicated work space, laptop computer, email, high-speed internet access, and all necessary supplies.

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Principal

Posted by | June 9, 2017 |

GENERAL SUMMARY: The School Principal, in conjunction with the Director of Operations, is responsible for all aspects of running a school. The principal is responsible for overseeing instruction, curriculum, assessment, and professional development.

ESSENTIAL DUTIES & RESPONSIBILITIES:

INSTRUCTIONAL & SCHOOL LEADERSHIP

  • Provide exemplary leadership to all members of the school community to achieve outstanding performance in the school’s mission of preparing each student for college
  • Work to dramatically improve student achievement by leading the educational program
  • Manage effectively faculty and staff
  • Develop and communicate the school’s systems, culture, and vision, and create a plan to achieve that vision
  • Oversee curriculum development and assessment Implement effective internal and external assessment systems and use data to inform decisions
  • Ensure strong consistency within the school program and curricular alignment with state and other rigorous standards
  • Select and share effective curricular and instructional practices from and with other schools
  • Serve as point person for all students and families

EVALUATION & FEEDBACK

  • Oversee faculty and staff of the school, including recruitment, selection, evaluation, supervision, retention, and dismissal
  • Manage teaching staff, including professional development, staff observations, curriculum development, staff communication, and scheduling and program decisions
  • Lead faculty to ensure that all staff are providing well-managed and rigorous daily lessons, reasonable and effective daily homework, and regular and productive afterschool tutoring
  • Foster commitment among faculty and staff to the development and fulfillment of the school’s mission and objectives
  • Hold teachers accountable for meeting high standards for student academic and behavioral performance
  • Work with staff on all curricular, instructional, assessment, and professional development issues and activities to ensure data drives classroom instruction
  • Work with staff to foster consistency among staff in enforcing the Student and Family Handbook and other school-wide discipline policies Facilitate positive faculty dynamics
  • Work with Special Education Coordinator to ensure 504 accommodations, IEP modifications, and counseling needs are met

FAMILY SUPPORT

  • Maintain communication and relations with the families of the school, ensuring they are kept involved with and held accountable for their children’s academic and behavioral performance
  • Communicate regularly with families regarding student performance and academic achievement Work with staff to correspond regularly with families regarding school policies, trips, events, and milestones
  • Work with staff to plan, coordinate, and support family meetings and special events
  • Respond to family concerns promptly and effectively

STUDENT SUPPORT/SCHOOL CULTURE

  • Collaborate with school staff to maximize the ability of the school to support students’ academic and socio-emotional development
  • Provide leadership to all staff and students in establishing a positive, structured, achievement-oriented, and fun school culture
  • Oversee students’ academic and behavioral program, including disciplinary decisions, enforcement of the Student and Family Handbook, scheduling and class decisions, educational program, and assessment and accountability
  • Ensure that traditions and rituals that support the school’s college mission are being created and maintained, grade by grade, year to year
  • Foster consistency in academic and behavioral expectations in and out of class
  • Ensure effective exam preparation to ensure student success
  • Work with appropriate staff to ensure the smooth administration and effectiveness of the after school enrichment programs

ORGANIZATIONAL LEADERSHIP

  • Demonstrate a relentless drive to improve the minds and lives of students in and out of school
  • Help oversee school-wide strategic planning and problem solving
  • Work with Director of Operations to lead the school’s administrative program

QUALIFICATIONS:

1. Required knowledge, skills & abilities:

  • Strong organizational skills; extremely careful attention to detail and follow-through.
  • Strong analytical and problem-solving skills.
  • Strong communication and negotiating skills.
  • Ability to work well in a team.
  • Exceptional ability to bridge and enhance cooperative working relationships.
  • Ability to create, monitor, and maintain systems that enhance organizational efficiency. Ability to thrive in a fast-paced, entrepreneurial environment; flexible, able to work autonomously as well as take direction as needed. Passion for the vision of an all-boys school.

2. Minimum educational level:

  • Bachelor’s Degree

3. Experience required:

  • 5 years teaching and working in classrooms and coaching teachers, preferably in urban schools and/or communities
  • Experience as a Dean or equivalent leadership role highly preferred
  • Experience at a high-performing charter school highly preferred but not required
Comments Off on Operations Fellow

Operations Fellow

Posted by | June 9, 2017 |

Position

To make more elementary, middle, and high schools, we need future leaders to commit themselves to the most urgent and exciting work of our time. It takes individuals who can inspire students, who put excellence ahead of easy, and who project urgency about closing the achievement gap. It takes individuals who are fearless about making decisions and conducting difficult conversations and who can build a highly collaborative team and shape a vibrant culture. These individuals cultivate learning communities that are simultaneously academically rigorous and joyful. They know that their job is the most important one in the world. Self-reflective and humble, they are open to feedback and committed to continuously improving.

Uncommon Schools is offering a one-year fellowship to prepare to do one of three things: 1) open a new Uncommon school; 2) take over an existing Uncommon school; or 3) join an existing K-8 school as an Academy Director of Operations.

The Fellowship provides a robust development process to prepare leaders to oversee the ongoing operations at a school in conjunction with the Principal and Uncommon Home Office. The Fellow (i.e., the eventual Operations Leader) will work very closely with Uncommon’s Director of Organizational Learning. The Operations Fellow is a full-time employee, hired, supported, and evaluated by the Network Chief Operating Officer. The Operations Fellow must have a B.A. and ideally has an M.P.P., M.B.A., or J.D.

Prepare for Success

The Fellowship year is based on a foundation of six core elements that are aligned to the competencies of Uncommon leaders. Each element is designed to build Fellows’ capacity towards becoming effective operational school leaders. These include the following:

  • Evaluation and Feedback;
  • Fellowship Deliverables and Immersion;
  • Operations Leadership Meetings;
  • Professional Development;
  • School Startup Preparation;
  • and School Visits.

Evaluation and Feedback

Throughout the fellowship year, Fellows will receive coaching and feedback from their Network Chief Operating Officers in addition to the school leaders they are working closely with during their fellowships. Each Fellow will have an Individual Development Plan that identifies the specific areas of development around which their fellowship will be customized.

Fellowship Deliverables and School Guidelines

Fellows will join the current Operations leaders for periodic meetings to share and tackle current Operational challenges across Uncommon schools and to build their support network of current leaders.

Professional Development

Starting in the summer, Fellows will engage in professional development focusing on three main domains: Cultural Leadership, Leadership and Management, and Operational Leadership. Each professional development session will be lead by our experienced group of Managing Directors, current leaders and a select group of external partners.

Leadership and Management

  • Connecting with and Leading Teachers
  • Difficult Conversations
  • Managing Teams and Groups
  • Personal Effectiveness
  • Student Recruitment
  • Teacher Recruitment
  • Understanding Yourself As A Leader

Operational Leadership

  • Data Analysis and Data-Driven Instruction
  • Financial Management
  • Organizational Systems
  • Personnel & Certification
  • School Transportation, Food Services, Health & Safety
  • Systems Thinking and Operations
  • Technology Management
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Associate Managing Director

Posted by | June 9, 2017 |

ABOUT THE POSITION

Associate Managing Directors at Uncommon Schools serve as vitally important leaders in our organization, and help drive the success of our schools and Principals. Associate Managing Directors oversee instructional and academic programs for groups of schools within the Uncommon Schools network and are accountable for student success and achievement within their schools as well as developing and managing Principals.

As an Associate Managing Director at Uncommon Schools, you will:

  1. Manage and oversee implementation of Uncommon’s academic program.
  2. Train school Principals and develop future instructional leaders.
  3. Lead regional and organization-wide instructional management together with the Chief Schools Officers and the Curriculum and Assessment team.
  4. Execute Uncommon’s mission and vision and ensure that schools receive operational support they need.
  5. Serve as a member of Uncommon’s Leadership Team.

JOB RESPONSIBILITIES

Management of academic program:

  • Observe schools on a daily basis and partner with Principals to constantly evaluate and improve instruction, curriculum implementation, assessments, and other aspects of the academic program and culture at schools.
  • Analyze student achievement data (including use of a school management dashboard) to improve school programs, pinpoint errors, and increase overall instructional rigor.
  • Support Principals in the training of teachers to use student achievement data to improve instruction and student learning.
  • Manage Principals to plan and implement summer and school-year training and content-area professional development for teachers in network.
  • Partner with Principal to build a strong staff and student culture as well as parent relations.
  • Support Principals to oversee hiring of teachers and other school staff.

Management of Principals and development of instructional leaders:

  • Provide frequent informal feedback to Principals and conduct an annual formal evaluation.
  • Plan and implement summer and school-year training for Instructional Fellows and all network instructional leaders.
  • Recruit for and participate in Principal and instructional interview process for all schools.
  • Support cross-regional Principal professional development and develop/execute regional Principal professional development as needed.
  • Build personal and professional network in order to cultivate future instructional and leadership talent at Uncommon.

Management of regional and organization-wide instruction:

  • Build a “one mission” culture for schools through Principal meetings and other communication.
  • Provide feedback on curriculum and help implement curriculum at schools.
  • Identify leader support needs and work with senior leadership team to develop and implement solutions.
  • Ensure assessments, reports, and other data needs are managed and implemented by instructional leaders and school-based operations staff.
  • Research and identify best practices from own network and other organizations and help disseminate those practices effectively to others.

Execution of Uncommon’s mission and vision:

  • Partner with Uncommon leaders to support operational and compliance needs for the region and schools and to develop regional initiatives.
  • Help manage relationships with Uncommon’s Regional Boards of Trustees.
  • Partner with Uncommon’s Home Office to meet organizational needs, including development, marketing, recruitment, human capital, and other relevant functions.

Other responsibilities:

  • Serve as a member of Uncommon’s Leadership Team.
  • Monitor and support schools in meeting the needs of special education students and work with appropriate partners – within and outside of Uncommon Schools – to deliver high-quality, cost effective services for students.
  • Perform other related duties as required and assigned.

WHO ARE WE LOOKING FOR?

An Associate Managing Director is:

  • Passionately committed to the mission of Uncommon Schools.
  • A talented educator with a track record of leading students and staff effectively.
  • A skilled written and oral communicator who is able to facilitate decision-making among multiple parties.
  • An exceptional problem-solver with a demonstrated ability to think critically, plan strategically, as well as research and perform thorough data analysis.
  • Self-directed and eager to take initiative.
  • Poised and able to present effectively to diverse audiences.
  • A quick learner who is able to be effective in a fast-paced, dynamic, entrepreneurial environment.

QUALIFICATIONS

  • A bachelor’s degree is required, and a graduate degree in business, education, public policy, or related field is strongly preferred.
  • Experience as an instructional leader in a high-performing urban public school is required.
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Special Education Teacher

Posted by | June 9, 2017 |

POSITION

The Special Education Teacher is passionate about supporting the students who are at-risk for academic underperformance due to emotional and/or physical challenges so that they can succeed in the school’s rigorous academic program.

The Special Education Teacher holds primary responsibility for providing academic, emotional, and physical services for students who require additional support to thrive within the school’s core academic program.

RESPONSIBILITIES

  • Demonstrate a relentless drive to improve the minds, characters & lives of students both in and out of school.
  • Show unwavering commitment to urban youth achieving greatness.
  • Create a positive, structured learning environment to ensure that students observe the school’s core values, high expectations, and strict code of conduct.
  • Implement curricula and activities to meet academic standards.
  • Design and implement assessments that measure progress towards academic standards Use assessment data to refine curriculum and inform instructional practices.
  • Participate in the collaborative curriculum development process.
  • Provide consistent rewards and/or consequences for student behavior to ensure that students observe the school’s core values, high expectations, and strict code of conduct.
  • Be accountable for students’ mastery of academic standards. Share responsibility for grade-level and school-wide activities.
  • Exhibit resilience to persevere and turn challenges into opportunities.
  • Focus constantly on student learning, thinking critically and strategically to respond to student learning needs.
  • Communicate effectively with students, families, and colleagues. Engage families in their children’s education.
  • Commit to continual professional growth, participating actively in department meetings, faculty meetings, and other meetings.
  • Participate in an annual three-week staff orientation and training.
  • Mentor and engage another Teacher in instructional practice and professional development.
  • Include a Teacher in daily classroom activities to help students meet academic standards.

QUALIFICATIONS

  • Drive to improve the minds and lives of students in and out of the classroom.
  • Proven track-record of high achievement in the classroom.
  • Mastery of and enthusiasm for academic subjects.
  • Evidence of self-motivation and willingness to be a team player.
  • Bachelor’s degree is required; Master’s degree is preferred.
  • Minimum of two years teaching experience in an urban public school or charter school setting.
  • Valid State Certification is helpful but not required.
  • Belief in and alignment with Uncommon’s core beliefs and educational philosophy is non-negotiable.
  • By the time that employment begins, candidates must have received a Bachelor’s degree from a College or University. For teaching roles in New York and Massachusetts, candidates must have also earned a cumulative Grade Point Average (GPA) of 2.5 or higher by the time employment begins. For teaching roles in New Jersey, the candidates must have earned a cumulative 2.75 GPA (for candidates graduating before September 1, 2016) or 3.0 (for candidates graduating on or after September 1, 2016).
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Special Education Coordinator

Posted by | June 9, 2017 |

POSITION

The Special Education Coordinator is passionate about supporting the students who are at-risk for academic underperformance due to emotional and/or physical challenges so that they can succeed in the school’s rigorous academic program.

The Special Education Coordinator holds primary responsibility for providing academic, emotional, and physical services for students who require additional support to thrive within the school’s core academic program.

RESPONSIBILITIES

  • Demonstrate a relentless drive to improve the minds, characters & lives of students both in and out of school.
  • Show unwavering commitment to urban youth achieving greatness.
  • Create a positive, structured learning environment to ensure that students observe the school’s core values, high expectations, and strict code of conduct.
  • Implement curricula and activities to meet academic standards.
  • Design and implement assessments that measure progress towards academic standards
  • Use assessment data to refine curriculum and inform instructional practices. Participate in the collaborative curriculum development process.
  • Provide consistent rewards and/or consequences for student behavior to ensure that students observe the school’s core values, high expectations, and strict code of conduct.
  • Be accountable for students’ mastery of academic standards.
  • Share responsibility for grade-level and school-wide activities.
  • Exhibit resilience to persevere and turn challenges into opportunities.
  • Focus constantly on student learning, thinking critically and strategically to respond to student learning needs.
  • Communicate effectively with students, families, and colleagues.
  • Engage families in their children’s education.
  • Commit to continual professional growth, participating actively in department meetings, faculty meetings, and other meetings.
  • Participate in an annual three-week staff orientation and training.
  • Mentor and engage another Teacher in instructional practice and professional development.
  • Include a Teacher in daily classroom activities to help students meet academic standards.

QUALIFICATIONS

  • Drive to improve the minds and lives of students in and out of the classroom.
  • Proven track-record of high achievement in the classroom.
  • Mastery of and enthusiasm for academic subjects.
  • Evidence of self-motivation and willingness to be a team player.
  • Bachelor’s degree is required; Master’s degree is preferred.
  • Minimum of two years teaching experience in an urban public school or charter school setting. Valid State Certification is helpful but not required.
  • Belief in and alignment with Uncommon’s core beliefs and educational philosophy is non-negotiable.
  • By the time that employment begins, candidates must have received a Bachelor’s degree from a College or University. For teaching roles in New York and Massachusetts, candidates must have also earned a cumulative Grade Point Average (GPA) of 2.5 or higher by the time employment begins. For teaching roles in New Jersey, the candidates must have earned a cumulative 2.75 GPA (for candidates graduating before September 1, 2016) or 3.0 (for candidates graduating on or after September 1, 2016).
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Dean of Curriculum and Instruction

Posted by | June 9, 2017 |

Position Overview

The Dean of Curriculum & Instruction (DCI) is a school-based position that focuses on supporting teachers and instructional leaders to deliver the most rigorous and joyful academic experience for our students through observation and feedback, data-driven instruction, curriculum and assessment, professional development, building team culture through strong leadership skills, and contributions to organization-wide initiatives. As part of the instructional team, the DCI plays a central role in the success of their school. The DCI also works closely with the Principal and Director of Operations of their school as well as fellow DCIs across Uncommon.

Essential Duties & Responsibilities

Data Driven Instruction

  • Facilitate assessment cycles including scheduling, quality assurance of assessment materials, and teacher/student preparation with the support of school leadership
  • Conduct deep analysis of data in order to lead effective analysis meetings with teachers/content areas
  • Create grade level/content area action plans and materials to address data
  • Execute data meetings based on daily student work samples
  • Monitor grade-level progress against assessment cycle benchmarks

Observation and Feedback

  • Conduct daily observations and plan/execute 6-step feedback meetings that lead to teacher and instructional leader development and support implementation of action steps
  • Provide real-time feedback to teachers during instruction
  • Contribute to teachers’ mid-year reviews

Curriculum and Assessment

  • Own organization-wide curriculum and assessment work based on content expertise such as lesson planning, assessment revisions and review, collaborative scoring, and/or network analysis

Professional Development

  • Plan and deliver high-quality professional development that trains and orients staff members in Uncommon’s curricular systems and key pedagogical issues
  • Plan and execute team meetings for grade-level or content-area staff

Mission-Alignment

  • Demonstrate a relentless drive to improve the minds and lives of students in and out of school
  • Build professional relationships with teachers that help in their development
  • Collaborate with the Home Office, Associate/Managing Director, Principal, Dean of Students, the Special Education Coordinator, the School Social Worker, and other school staff to maximize the ability of Uncommon Schools to support students’ academic and socio-emotional development
  • Performs other related duties as required and assigned

Qualifications

Required knowledge, skills, and abilities

  • Strong content knowledge
  • Strong teaching skills in the classroom
  • Strong organizational skills; extremely careful attention to detail and follow-through.
  • Strong analytical and problem-solving skills.
  • Strong communication and negotiating skills.
  • Ability to work well in a team.
  • Exceptional ability to bridge and enhance cooperative working relationships.
  • Ability to create, monitor and maintain systems that enhance organizational efficiency.
  • Ability to thrive in a fast-paced, entrepreneurial environment; flexible, able to work autonomously as well as take direction as needed.

Minimum educational level

  • Bachelor’s Degree

Experience required

  • Three or more years working in classrooms and coaching teachers, preferably in urban schools and/or communities.
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Dean of Students

Posted by | June 9, 2017 |

Position Overview

The Dean of Students at Uncommon will work with the school’s Principal and Director of Operations to ensure that all students demonstrate dramatic student achievement gains and internalize the school’s values. This individual will also help lead the school’s efforts to create a positive, structured, consistent, caring, and disciplined school culture.

Essential Duties & Responsibilities:

  • Working closely with Principal to establish a positive, structured, achievement-oriented, and creative school culture.
  • Supporting teachers to hold all students to high and consistent behavioral expectations.
  • Serving as the point person for dealing with behavioral crisis-intervention and acute behavioral issues.
  • Acting as a resource to teachers in their instructional practice, especially as it relates to issues of discipline, relationships with students, classroom management, and school culture.
  • Assisting teachers, students, and parents in the effective creation and implementation of individual behavior plans.
  • Leading staff efforts to ensure all students have excellent attendance and arrive at school on time, and working aggressively with students and parents to ensure excellent attendance.
  • May participate in summer home visits highlighting the responsibilities of parents, teachers, and students.
  • Arranging for efficient homework collection in the morning, and ensuring homework is delivered to staff from students appropriately and accurately.
  • Helping to reinforce the effective use of a school-wide behavior plan, including managing the school’s demerit and rubric systems.
  • Serving as the point person for discipline/culture issues.
  • Ensuring that the physical environment of the school reinforces school culture and facilitates student achievement
  • Being highly present and visible during school hours, relentlessly ensuring the school has an exceptional school culture.
  • Proactively circulating throughout classrooms and hallways during the day, to gain valuable context on student behavior and help support positive school culture.
  • Monitoring behavioral pull-out and in-school suspensions.
  • Modeling the school’s values and the standard for professional behavior.
  • Coordinating student apologies and school culture messages at Community Meeting.
  • Supervising breakfast, lunch, in-between class transitions, enrichment, and dismissal, making sure students are always where they are supposed to be and ensuring a professional school culture at these times.
  • Managing afterschool detention.
  • Keeping accurate student discipline records, documenting all conferences, suspensions, and phone calls for behavior.
  • Teaching at least one whole or small-group class.
  • Tracking behavior on the school bus, ensuring students are exemplary bus riders to and from school.
  • Ensure that behavioral expectations and school culture standards are met outside of the classroom as well as inside, including establishing and monitoring bus behavior/culture as well as cafeteria/meal time behavior and culture

Qualifications:

  • Drive to improve the minds and lives of students in and out of the classroom.
  • Excellent communication skills, both verbal and written, and strong interpersonal skills with students, parents, colleagues, and community members.
  • Understanding of the nuances of urban school environments and school culture.
  • Bachelor’s degree is required; a Master’s degree is preferred.
  • Minimum of two years teaching experience in an urban district or charter school setting.
  • Belief in and alignment with Uncommon’s core beliefs and educational philosophy is non-negotiable.
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Apprentice Teacher

Posted by | June 9, 2017 |

POSITION:  The Apprentice Teacher position provides a unique opportunity for talented individuals with limited or no teaching experience to explore the field of education and to gain hands-on practice and the training necessary to become a successful full-time classroom teacher. Apprentice Teachers will have an opportunity to observe best practices in classroom instruction and education reform from experienced teachers and school leaders at a leading charter management organization. Apprentice Teachers observe and learn from Master Teachers, co-teach with teacher-leaders, provide in-house substitute teaching coverage for teachers, and support teachers with tutoring, grading, and individual or small group student instruction. Depending on school needs and candidate background, Apprentice Teachers may also teach their own class of students, allowing for direct teaching experience within a more limited teaching load. Apprentice Teachers will also assist with a variety of work inside and outside of the classroom, including teaching Enrichment classes, organizing student events, and developing mentoring relationships with students. Through full participation in summer and school-year professional development, as well as regular meetings with an instructional coach, Apprentice Teachers will have many opportunities to gain the experience and support necessary to develop their teaching skills. By the end of the year, Apprentice Teachers will be very strong candidates for full-time teaching positions.

SPECIFIC RESPONSIBILITIES:  Teach classes on behalf of Deans and teacher-leaders who are observing other teachers Provide substitute teaching coverage for teachers within the school; Potentially teach one class or small groups of students; Periodically plan and deliver instruction, gradually taking on more responsibility throughout the year; Develop teaching skills to potentially become a full-time teacher at the school; Support students by providing one-on-one and small group tutoring daily, and small group intervention and student support; Observe Master Teachers in order to improve instructional techniques and classroom management; Meet regularly with a coach to implement feedback on lessons and instruction; Teach or help coordinate an Enrichment class; Assist teachers with instruction, assessments, grading, and other classroom responsibilities; As appropriate, perform all duties expected of classroom teachers, including but not limited to: Implementing curricula and activities to meet academic standards; Designing and implementing assessments that measure progress towards academic standards; Using assessment data to refine curriculum and inform instructional practices; Participating in collaborative curriculum development, grade-level activities, and school-wide functions, events, and trips; Providing consistent rewards and/or consequences for student behavior; Serving as an advisor to a small group of students; Helping to co-lead advisory/homeroom in the morning and afternoon; Supervising students during transitions, breakfast, lunch and afterschool; Being accountable for students’ mastery of academic standards; Communicating effectively with students, families, and colleagues; Participating in an annual three-week staff orientation and training.

QUALIFICATIONS:  Drive to improve the minds and lives of students in and out of the classroom Evidence of self-motivation, willingness to be a team player, and has a strong sense of personal responsibility; Ideal candidates are hard-working, urgent, energetic, and are willing to learn and adapt; Is extremely reflective and constantly wants to improve; Is flexible and enjoys dealing with unpredictability; Strong time management skills; ability to manage multiple tasks simultaneously and meet tight deadlines; A strong candidate will possess strong organizational skills, communication skills (particularly with children), and problem solving skills; Interest in performing a critical support role and the ability to excel in a fast-paced, entrepreneurial, results-oriented environment; Prior experience working in schools and/or urban communities is preferred but not required; Relentless commitment to mission of educating urban students. Belief in and alignment with Uncommon’s core beliefs and educational philosophy is non-negotiable.

EDUCATIONAL BACKGROUND AND WORK EXPERIENCE:  Bachelor’s degree is required. A background in education is not required, though candidates should show a demonstrated passion for working with K-12 students. By the time that employment begins, candidates must have received a Bachelor’s degree from a College or University. For teaching roles in New York and Massachusetts, candidates must have also earned a cumulative Grade Point Average (GPA) of 2.5 or higher by the time employment begins. For teaching roles in New Jersey, the candidates must have earned a cumulative 2.75 GPA (for candidates graduating before September 1, 2016) or 3.0 (for candidates graduating on or after September 1, 2016)

COMPENSATION:  This is a paid teaching apprenticeship, including comprehensive health benefits. Aside from extensive professional development, all our teachers are equipped with a laptop computer, email, high-speed internet access, and all necessary instructional supplies.

Comments Off on Researcher – Teaching and Teacher Development

Researcher – Teaching and Teacher Development

Posted by | June 8, 2017 |

Join McREL International and become part of our rich legacy of making a difference in the quality of education for all, through excellence in applied research, product development, and services. Since 1966, we have a track record of success in the U.S., Canada, the Pacific Region, Australia, and other parts of the world. McREL is committed to being the organization that changes the odds for students and those that work with them. We turn knowledge about what works in education into practical, effective guidance and training for educators and education leaders, sharing the mission of the schools and systems we work with: to help students and staff be successful in identifying and achieving goals.

 

Our Honolulu office focuses on supporting courageous leaders across the Pacific region who are committed to improving student achievement. To accomplish this, the staff works with practitioners within the region to research, develop, implement, and evaluate strategies for improving systems and creating environments in which students achieve great results consistently.

 

POSITION SUMMARY:

 

McREL is currently seeking a researcher with expertise in teacher development including teacher professional learning, assessment of teaching, and preservice teacher development to be based in our Honolulu, Hawaii office and work on the Regional Education Laboratory for the Pacific Region (REL Pacific) which includes the state of Hawaii, American Samoa, the Republic of the Marshall Islands, the Republic of Palau, the Commonwealth of the Northern Mariana Islands, Guam, and the Federated States of Micronesia.

 

This candidate for this position will perform a variety of tasks under the direction of a project lead and will focus primarily on using an improvement science approach to design and deliver training, coaching, technical support (TCTS), and research studies for REL Pacific researcher–practitioner partnerships focused on teacher development and teacher learning. This will include collaborating with REL Pacific partnership members throughout the research and development process. Additionally, this candidate will be expected to develop and maintain client partnerships that facilitate the REL Pacific work and build relationships for other McREL opportunities.

 

This position requires frequent international travel as well as occasional national travel to locations within the Hawaiian islands and the continental United States.

 

  1. Assists education researcher–practitioner partnerships in analyzing data to identify problems of practice and develop and test potential interventions through small-scale research/evaluation studies.
  2. Develops and delivers training and coaching materials using research-based evidence and applying an improvement science approach to the work.
  3. Designs and conducts research studies in collaboration with education researcher–practitioner partnerships.
  4. Collects and analyzes quantitative and qualitative data and produces research reports and presentations.
  5. Reviews and contributes to educational materials, including infographics, blogs, articles, presentations and tools.
  6. Ensures that all written materials meet Institute of Education Sciences’ (IES) requirements for work under the REL program.
  7. Works with a team to implement and oversee project plans, seeking assistance and guidance from more senior team members, REL Pacific task leads, and the Executive Director as needed.
  8. Performs quality assurance activities such as proofing data analyses, grant applications, research reports, and other REL Pacific contract deliverables.
  9. Prioritizes multiple responsibilities and takes initiative in work.
  10. Works as an effective team member to ensure completion of assigned tasks.
  11. Proactively monitors project hours to ensure that they and other staff working on projects they lead stay within budgeted project hours and that all work is delivered on time and within budget.
  12. Alerts REL Pacific management when there is the potential for cost or time overruns.
  13. Responds to internal and external requests in a timely manner, including, at times, during non-traditional business hours.
  14. Contributes toward generating opportunities for new work through relationship-building with potential clients.
  15. Assists senior staff to research and identify potential funding sources.
  16. Makes decisions and performs in a manner which is congruent with organizational goals, strategy, vision, mission, and values.
  17. Knows and follows corporate policies, procedures, and processes.
  18. Performs other duties as assigned.

 

SKILLS:

 

  • Strong oral and written communication, facilitation, and presentation skills.
  • Strong technical writing skills.
  • Expertise in facilitating trainings and providing customized coaching to individual educators and teams of educators, including district and state leaders.
  • Experience in leading educators in using the improvement science approach, including the use of tools such as driver diagrams and the Plan-Do-Study-Act cycle.
  • Qualitative and/or quantitative analytical skills.
  • Organizational and project management skills.
  • General knowledge and understanding of significant issues in education with established knowledge and experience working with educators on significant issues, research, and approaches related to teacher development and teacher learning.
  • Knowledge of the principles of high-quality professional learning and adult learning theory.
  • Intermediate knowledge of the steps in research and evaluation design.
  • General knowledge of instrument design. Ability to create instruments based on extant ones.
  • Ability to collect data using various approaches (focus groups, interviews, surveys).
  • Proficiency using SPSS (preferred), SAS, R, or MAXQDA, and online survey software.
  • Ability to work effectively in a team environment.
  • Proficient in Microsoft Office, project management software, and McREL-specific tools and reports.
  • Ability to work in teams with a variety of members who are researchers and non researchers.

 

BASIC QUALIFICATIONS:

 

  • This position requires a minimum of master’s degree.
    • Master’s degree with at least five years of relevant work experience.

-or-

  • Ph.D. with at least three years of relevant work experience.

 

PREFERRED EDUCATION AND EXPERIENCE

 

  • A Ph.D. with at least three years of relevant work experience.
  • Experience working with researcher-practitioner partnerships using an improvement science approach
  • Experience working on a Regional Education Laboratory or other IES-funded project
  • Completion of Institute of Education Sciences trainings (e.g., Cluster Randomized Trials, Quasi-Experimental Design and Analysis, Single-Case Intervention Research Design and Analysis) and/or other methodological workshops.
  • Experience working in international, Pacific, English learner or underserved contexts.
  • Experience with competitive grants and RFP responses.
  • Project management experience.

 

TRAVEL:

 

Must be willing and able to perform all national and international travel (including overnight and commercial airline travel) that is necessary to accomplish the essential functions of this position. Travel for this position is estimated at up to 50%.

 

We are proud to offer our employees a substantial benefit package including health, dental, vision, life and accident insurance, flexible spending accounts, and an employee assistance program. In addition, we offer a retirement savings plan with a significant employer contribution. We strive to support a work-life balance for our employees with a generous time off policy including vacation, personal time, sick days, and paid holidays.

 

Applicants must have work authorization that does not now or in the future require sponsorship of a visa for employment authorization in the United States and with McREL International.

 

McREL International is an Equal Opportunity Employer.

Comments Off on Upper Level Teachers for Progressive K-8 Charter School 2017-2018

Upper Level Teachers for Progressive K-8 Charter School 2017-2018

Posted by | May 31, 2017 |

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:

General and Special Education teachers for grades 3-5 and ELA and Special Education teachers for grades 7 and 8. Community Roots offers Integrated Co-Taught (ICT) classes for grades K-8.

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 ensure 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
-Enjoy their work

Qualifications:

-Demonstrated success in teaching
-Belief in CRCS mission and philosophy
-Demonstrated ability to collaborate
-Demonstrated ability to prioritize student achievement while creating a nurturing and encouraging school environment
-Hold or are working towards New York State Certification
-Preference for dual certification in Teaching Students with Disabilities (Special Education) and a content area

Comments Off on Consultant, Early Childhood Education Program

Consultant, Early Childhood Education Program

Posted by | May 22, 2017 |

Responsible for building professional knowledge and increasing student achievement of preschool students by collaborating with P – 20 Learning Community Directors, building level leadership, Instructional Coordinators (IC), learning community support team, Teaching Partners, and preschool facilitators to develop their understanding of effective instructional practices in early childhood education. This position serves as a consultant in matters pertaining to Early Childhood Programming and services within each assigned school/site. Specific duties include: ensuring alignment and clear communication between standards, curricula and assessments, developing and providing district-wide professional learning experiences for ECE facilitators, ECE Paraeducators, teachers (emphasis on vertical teaming professional learning with ECE and Kindergarten teachers and supporting schools with preschool to kindergarten transition practices), Which includes supporting principals by monitoring achievement growth at schools, researching best instructional practices and curriculum, and developing instructional plans in alignment with District and state standards; working at the direction of the Director of Early Childhood in identifying and leading in the pilot and adoption of curricular resources that support content instruction and classroom intervention strategies; planning and participating in various District meetings; planning and facilitating new teacher on-boarding and induction activities. Support all school sites that have an ECE program in the effective implementation of the Colorado Academic Standards, Colorado Early Learning Guidelines, Colorado Shines, with a particular emphasis on ECE and Kindergarten grade level related curricula and assessments and effective instructional practices in all ECE and Kindergarten classrooms. Support district-wide implementation through professional learning, monitoring, coaching and providing input to revisions of Early Learning Instructional Models and exit criteria when appropriate. Build capacity of school leadership teams to plan and develop building level professional development for early learning content. Plan and participate in site visits, learning walks, ECE leadership team meetings, P- 20 team meetings; Division of Equity in Learning and Teaching and Learning team meetings, in-services, group dialogues and grade level meetings. In partnership with the P-20 Support Teams, assist school leaders, ECE Department and P-20 Learning Community Directors in monitoring achievement growth at schools; analyzing TS GOLD, School Readiness Assessments, Benchmark Assessment System (BAS), and other early learning and school specific content assessments. Collaborate across support teams and within the Division of Equity in Learning along with building leadership regarding, instructional practices, data collection/analysis, and vertical teaming supports. Develop teacher understanding of appropriate instruction through staff development and one-on-one consultation that focuses on curriculum, planning, assessment and evaluation of preschool students. Support instructional staff to provide a continuum of services to meet students’ needs through co-planning, scaffolds, and accommodations/modifications. Plan and facilitate ongoing professional development for teachers and paraprofessionals. Support transition to Kindergarten processes and vertical alignment ECE to Kindergarten across all early childhood settings within the district and community sites. Serve as administrative support to the ECE department.

Comments Off on Spanish/ELL Teacher (Certification Preferred)

Spanish/ELL Teacher (Certification Preferred)

Posted by | May 16, 2017 |

The NET Charter High School

ELL Advisor/Spanish Teacher
(Full time, Certification Preferred)

Job Description

 

The NET Charter High School

The NET Charter High School serves students who have dropped out of or been expelled from high school or who have struggled academically or behaviorally in traditional settings. The school’s name stands for: meeting Needs, raising Expectations, Training for life. Students at The NET earn a high school diploma and participate in internships with area employers in various fields.  Our students leave school with the skills, confidence and experience to succeed in the career and education path of their choice.

 

Position Summary

The NET Teacher/Advisor position is a unique opportunity to work intensively with small groups of your favorite students—the ones that don’t seem to excel in traditional classrooms. This position comprises two different responsibilities—Teacher/Advisor for ELL students and Spanish I & II Teacher.

 

This position is responsible for:

  • Planning and teaching multi-disciplinary, project-based seminar courses (generally English, Social Studies, and Electives) for students with limited English skills
  • Pushing into, pulling out of, or co-teaching other classes in order to support ELL students
  • Spanish I and II curriculum development & teaching
  • Differentiating lessons, assessments and support
  • Assessing and monitoring student progress on an individual and course level
  • Developing strong relationships and a highly functional, restorative classroom
  • Constantly developing his/her own craft

 

 

Position Requirements:

Education & Experience

  • 3+ years experience teaching at risk students in a non-selective, open admissions urban environment with a demonstrated record raising student achievement
  • 3+ years experience teaching English to ELL students or adults
  • A BA or BS
  • Louisiana Teacher Certification completed or in progress preferred

 

Skills & Approach

  • Fluent in Spanish
  • Passion for improving educational opportunities for urban students and for being a part of a strong, diverse, mission-driven team
  • Specialized interest in working with and developing students with learning and emotional difficulties
  • Commitment to The NET’s mission, vision and growth
  • Excellent communication, interpersonal, relationship building & management skills
  • Flexible and learning mindset dedicated to effectively & innovatively problem solving

 

 

Details

  • Schedule: All full time NET positions are year-round; staff have approximately 10-12 weeks of vacation per year.
  • Salary: Competitive for Orleans Parish. Initial salary is set based on years of experience and degrees. Future salary increases and bonuses are based on performance and responsibilities.
  • Benefits: Comprehensive benefits and generous 403b retirement plan
  • Reports to: Principal

 

 

 

Detailed Responsibilities

 

Planning and teaching multi-disciplinary, project-based seminar courses.

  • Most courses are English, Social Sciences, and/or Electives
  • Select an Essential Question and anchor texts which fit with the semester’s assigned credits
  • Using the tenants of Understanding by Design and Project-based Learning, create unit and daily lesson plans, and create end of Cycle Exhibitions
  • Provide instruction which develops ELL students’ reading, writing, and speaking skills in English
  • Use the tenants of Differentiated Instruction to develop individual daily plans and projects for each advisee in keeping with their Individual Graduation Plan and academic data

 

Pushing into, pulling out of, or co-teaching other classes in order to support ELL students

  • Depending upon student numbers and needs, a variety of supports will be needed including pushing into to content courses, pulling students for intensive language, test prep, or content interventions, and/or co-teaching courses with another teacher

 

Spanish I and II Curriculum Development & Teaching

  • Develop Spanish I and II curricula and scope and sequences which align with the LA State Standards
  • Develop and execute on Weekly and Daily lesson plans
  • Develop and execute on Labs, Projects, and other hands-on learning experiences

Differentiating lessons, assessments and support

  • Collaborate with special education teaching assistants, teachers, coordinator and RtI coordinator to insure all students receive the appropriate, high quality modifications and accommodations
  • Develop differentiated assignments and assessments

 

Building and leveraging transformative relationships for advisee growth

  • Participate in all aspects of Advisee’s experience including: intake, RtI, special education, internships, and post high school transition
  • Set goals with each Advisee and appropriate adults in all areas including academics, behavior and future preparations
  • Conduct structured meetings with Advisee bi-weekly to review student’s progress and develop plans for success
  • Plan and conduct weekly community building activities for each class
  • Plan student expeditions and experiences to develop social skills development and expose students to a variety of opportunities
  • Actively practice restorative justice and collaborative problem-solving in order to teach students how to take responsibility for improving their behavior and communication

 

Assessing and monitoring student progress on an individual and course level

  • Develop rigorous, diverse assessments to accurately gauge student understanding & skills
  • Collect and analyze a variety of data to asses student’s strengths, gaps, and weaknesses
  • Use this information to appropriately adjust course curriculum and delivery and individualized approaches and supports

 

Constantly developing your own craft

  • Set goals for student performance and professional growth
  • Actively reflect on your own work and monitor progress toward goals
  • Productively seek, give, and use feedback
  • Positively contribute to the school’s collegial community
  • Participate in all scheduled professional development activities and seek out additional opportunities
  • Involve yourself in the continual development and improvement of the school’s curriculum, culture, and program.

 

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Special Education Teacher (Certification Required)

Posted by | May 16, 2017 |

The NET Charter High School

Special Education Teacher (Full time; Certification required)

Job Description

 

The NET Charter High School

The NET Charter High School serves students who have dropped out of or been expelled from high school or who have struggled academically or behavioral in traditional settings. The school’s name stands for: meeting Needs, raising Expectations, Training for life. Students at The NET earn a high school diploma and participate in internships with area employers in various fields.  Our students leave school with the skills, confidence and experience to succeed in the career and education path of their choice.

 

Position Summary

The NET seeks a full time, special education teacher to provide support for students who most severely struggle academically and/or behaviorally.

 

This position is a unique opportunity to work intensively with your favorite students—the ones who don’t seem to excel in traditional classrooms.  You will join a highly dedicated and mission aligned team of professionals striving to insure that all special education students receive the high quality supports they deserve.

 

As a Special Education teacher, you are responsible for:

  • Teaching and/or Co-teaching Tier 3 classes for students who struggle academically or behaviorally
  • Provide push-in support for students in Math, Science and Humanities classes
  • Provide small group pull outs, individualized tutoring, test prep, Act 833 portfolio development, case management & behavior plan supports as needed
  • Collaborate with Special Education Coordinator and RtI Coordinator to insure all students receive the appropriate supports, accommodations, and modifications
  • Collaborate with Special Education Coordinator and RtI Coordinator to insure all Special Education and RtI paperwork is completed appropriately

 

 

Position Requirements:

Education & Experience

  • 3+ years experience teaching special education, at risk students in a non-selective, open admissions urban environment with a demonstrated record raising student achievement
  • Successful experience collaborating with other teachers and staff
  • LA Teaching and/or Special Education teaching certification
  • BA or BS

 

Skills & Approach

  • Passion for improving educational opportunities for urban students and for being a part of a strong, mission-driven team
  • Specialized interest in working with and developing students with Specific Learning Disabilities, Emotional Disturbance and similar disabilities
  • Commitment to Educators for Quality Alternative’s mission, vision and growth
  • Excellent communication, interpersonal, relationship building & management skills
  • Flexible and learning mindset dedicated to effectively & innovatively problem solving

 

 

Details

  • Schedule: All full time NET positions are year-round
  • Salary: Initial salary is set based on years of experience and degrees. Future salary increases and bonuses are based on performance and responsibilities.
  • Benefits: Comprehensive benefits and generous 403b retirement plan
  • Reports to: Principal or Special Education Coordinator

Detailed Responsibilities

Support Coordinator to ensure program compliance with all state, federal, local, and organizational guidelines

  • Develop, manage and continually update student 504, IEP, LEP paper and electronic compliant files
  • Work closely with staff, students, and families to identify students who have or have had IEPs or evaluations and to obtain the appropriate information
  • Develop high quality IEP goals which align with state policies, NET values, and student needs
  • Write high quality IEPs which integrate all student plans, needs, and services
  • Monitor progress toward IEP goals to insure students are appropriately progressing
  • Coordinate and lead IEP meetings to insure students and families are empowered in the plan development and implementation process

Provide servicing to students including SLD, ED, and other students who struggle significantly with academics and/or behavior

  • Design and teach small group and individual interventions including, but not limited to:
    • Reading
    • Math
    • Test prep
    • Social-behavior skills
    • Career prep skills
  • Provide push in, pull out, co-teaching, individual interventions as appropriate to students’ needs each semester

Teaching or Co-teaching

  • Plan multi-disciplinary courses in accordance with Understanding by Design and Project-based Learning
  • Use the tenants of Differentiated Instruction to develop individual daily plans and projects for each advisee in keeping with their Individual Graduation Plan and academic data
  • Develop rigorous, diverse assessments to accurately gauge student understanding & skills
  • Collect and analyze a variety of data to asses student’s strengths, gaps, and weaknesses
  • Use this information to appropriately adjust course curriculum and delivery and individualized approaches and supports
  • Actively practice restorative justice and collaborative problem-solving in order to teach students how to take responsibility for improving their behavior and communication

Constantly developing your own craft

  • Set goals for student performance and professional growth
  • Actively reflect on your own work and monitor progress toward goals
  • Productively seek, give, and use feedback
  • Positively contribute to the school’s collegial community
  • Participate in all scheduled professional development activities and seek out additional opportunities
  • Involve yourself in the continual development and improvement of the school’s curriculum, culture, and program.

 

 

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Social Studies Teacher (Certification Preferred)

Posted by | May 16, 2017 |

The NET Charter High School

Teacher/Advisor (Full time, Certification Preferred)

Job Description

 

The NET Charter High School

The NET Charter High School serves students who have dropped out of or been expelled from high school or who have struggled academically or behaviorally in traditional settings. The school’s name stands for: meeting Needs, raising Expectations, Training for life. Students at The NET earn a high school diploma and participate in internships with area employers in various fields.  Our students leave school with the skills, confidence and experience to succeed in the career and education path of their choice.

 

Position Summary

The NET Teacher/Advisor position is a unique opportunity to teach and work intensively with small groups of your favorite students—the ones that don’t seem to excel in traditional classrooms.

 

As a Teacher/Advisor, you have tremendous impact on the curriculum, culture and class and program structure in order to ensure that each of your advisees develop to their greatest potential.

 

NET Teacher/Advisors are responsible for:

  • Planning and teaching multi-disciplinary, project-based seminar courses (generally English, Social Studies, and Electives)
  • Building and leveraging transformative relationships for advisee growth
  • Assessing and monitoring student progress on an individual and course level
  • Constantly developing your own craft

 

Position Requirements:

Education & Experience

  • 3+ years teaching at risk students in a non-selective, open admissions urban environment with a demonstrated record raising student achievement
  • A BA or BS
  • Louisiana Teacher Certification completed or in progress preferred
  • Special Education certification and/or experience preferred

 

Skills & Approach

  • Passion for improving educational opportunities for urban students and for being a part of a strong, diverse, mission-driven team
  • Specialized interest in working with and developing students with learning and emotional difficulties
  • Commitment to The NET’s mission, vision and growth
  • Excellent communication, interpersonal, relationship building & management skills
  • Flexible and learning mindset dedicated to effectively & innovatively problem solving

 

 

Details

  • Schedule: All full time NET positions are year-round with approximately 10-12 weeks for vacation per year
  • Salary: Competitive for Orleans Parish. Initial salary is set based on years of experience and degrees. Future salary increases and bonuses are based on performance and responsibilities.
  • Benefits: Comprehensive benefits and generous 403b retirement plan
  • Reports to: Principal

Detailed Responsibilities

Planning and teaching multi-disciplinary, project-based seminar courses.

  • Most courses are English, Social Sciences, and/or Electives
  • Select an Essential Question and anchor texts which fit with the semester’s assigned credits
  • Using the tenants of Understanding by Design and Project-based Learning, create unit and daily lesson plans, and create end of cycle Exhibitions
  • Provide instruction which develops students’ reading, writing, and speaking skills
  • Use the tenants of Differentiated Instruction to develop individual plans and projects for each advisee in keeping with their Individual Graduation Plan and academic data

 

Building and leveraging transformative relationships for advisee growth

  • Participate in all aspects of Advisee’s experience including: intake, RtI, special education, internships, and post high school transition
  • Set goals with each Advisee in all areas including academics, behavior and future preparations
  • Conduct structured bi-weekly meetings with Advisees to review students’ progress and develop plans for success
  • Plan and conduct weekly community building activities for each class
  • Plan student expeditions and experiences to develop social skills development and expose students to a variety of opportunities
  • Actively practice restorative justice and collaborative problem-solving in order to teach students how to take responsibility for improving their behavior and communication

 

Assessing and monitoring student progress on an individual and course level

  • Develop rigorous, authentic assessments to accurately gauge student understanding & skills
  • Collect and analyze a variety of data to asses student’s strengths, gaps, and weaknesses
  • Use this information to appropriately adjust course curriculum and delivery and individualize approaches and supports

 

Constantly developing your own craft

  • Set goals for student performance and professional growth
  • Actively reflect on your own work and monitor progress toward goals
  • Productively seek, give, and use feedback
  • Positively contribute to the school’s collegial community
  • Participate in all scheduled professional development activities and seek out additional opportunities
  • Involve yourself in the continual development and improvement of the school’s curriculum, culture, and program.

 

Comments Off on English Teacher (Certification Preferred)

English Teacher (Certification Preferred)

Posted by | May 16, 2017 |

The NET Charter High School

Teacher/Advisor (Full time, Certification Preferred)

Job Description

 

The NET Charter High School

The NET Charter High School serves students who have dropped out of or been expelled from high school or who have struggled academically or behaviorally in traditional settings. The school’s name stands for: meeting Needs, raising Expectations, Training for life. Students at The NET earn a high school diploma and participate in internships with area employers in various fields.  Our students leave school with the skills, confidence and experience to succeed in the career and education path of their choice.

 

Position Summary

The NET Teacher/Advisor position is a unique opportunity to teach and work intensively with small groups of your favorite students—the ones that don’t seem to excel in traditional classrooms.

 

As a Teacher/Advisor, you have tremendous impact on the curriculum, culture and class and program structure in order to ensure that each of your advisees develop to their greatest potential.

 

NET Teacher/Advisors are responsible for:

  • Planning and teaching multi-disciplinary, project-based seminar courses (generally English, Social Studies, and Electives)
  • Building and leveraging transformative relationships for advisee growth
  • Assessing and monitoring student progress on an individual and course level
  • Constantly developing your own craft

 

Position Requirements:

Education & Experience

  • 3+ years teaching at risk students in a non-selective, open admissions urban environment with a demonstrated record raising student achievement
  • A BA or BS
  • Louisiana Teacher Certification completed or in progress preferred
  • Special Education certification and/or experience preferred

 

Skills & Approach

  • Passion for improving educational opportunities for urban students and for being a part of a strong, diverse, mission-driven team
  • Specialized interest in working with and developing students with learning and emotional difficulties
  • Commitment to The NET’s mission, vision and growth
  • Excellent communication, interpersonal, relationship building & management skills
  • Flexible and learning mindset dedicated to effectively & innovatively problem solving

 

Details

  • Schedule: All full time NET positions are year-round with approximately 10-12 weeks for vacation per year
  • Salary: Competitive for Orleans Parish. Initial salary is set based on years of experience and degrees. Future salary increases and bonuses are based on performance and responsibilities.
  • Benefits: Comprehensive benefits and generous 403b retirement plan
  • Reports to: Principal

Detailed Responsibilities

Planning and teaching multi-disciplinary, project-based seminar courses.

  • Most courses are English, Social Sciences, and/or Electives
  • Select an Essential Question and anchor texts which fit with the semester’s assigned credits
  • Using the tenants of Understanding by Design and Project-based Learning, create unit and daily lesson plans, and create end of cycle Exhibitions
  • Provide instruction which develops students’ reading, writing, and speaking skills
  • Use the tenants of Differentiated Instruction to develop individual plans and projects for each advisee in keeping with their Individual Graduation Plan and academic data

 

Building and leveraging transformative relationships for advisee growth

  • Participate in all aspects of Advisee’s experience including: intake, RtI, special education, internships, and post high school transition
  • Set goals with each Advisee in all areas including academics, behavior and future preparations
  • Conduct structured bi-weekly meetings with Advisees to review students’ progress and develop plans for success
  • Plan and conduct weekly community building activities for each class
  • Plan student expeditions and experiences to develop social skills development and expose students to a variety of opportunities
  • Actively practice restorative justice and collaborative problem-solving in order to teach students how to take responsibility for improving their behavior and communication

 

Assessing and monitoring student progress on an individual and course level

  • Develop rigorous, authentic assessments to accurately gauge student understanding & skills
  • Collect and analyze a variety of data to asses student’s strengths, gaps, and weaknesses
  • Use this information to appropriately adjust course curriculum and delivery and individualize approaches and supports

 

Constantly developing your own craft

  • Set goals for student performance and professional growth
  • Actively reflect on your own work and monitor progress toward goals
  • Productively seek, give, and use feedback
  • Positively contribute to the school’s collegial community
  • Participate in all scheduled professional development activities and seek out additional opportunities
  • Involve yourself in the continual development and improvement of the school’s curriculum, culture, and program.

 

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Science Teacher (Certification Preferred)

Posted by | May 16, 2017 |

Science Teacher
(Full time; Certification Preferred)

Position Description                                                              

 

The NET Charter High School

The NET is an alternative high school for students who have dropped out of, been expelled from, or who have otherwise struggled in a traditional school setting. Students at The NET receive intensive, individualized academic, social, and behavioral supports, earn a high school diploma, and participate in rigorous internships with area employers. Our students leave school with the skills, confidence and experiences necessary to succeed in the career and education paths of their choice.

 

 

Position Summary

The NET Science Teacher position is a unique opportunity to provide the type of high quality math curriculum and instruction you believe struggling high school students in New Orleans deserve.

 

The Science Teacher is responsible for:

  • Biology & Chemistry curriculum development & teaching
  • Designing and teaching other science courses and/or computer lab courses as assigned
  • Developing strong relationships and a highly functional, restorative classroom
  • Assessing and monitoring student progress
  • Differentiating lessons, assessments and support
  • Constantly developing his/her own craft

 

Position Requirements:

Education & Experience

  • 3+ years teaching at risk students in a non-selective, open admissions urban environment with a demonstrated record raising student achievement
  • A BA or BS
  • Louisiana Teacher Certification completed or in progress preferred
  • Special Education experience preferred

 

Skills & Approach

  • Passion for improving educational opportunities for urban students and for being a part of a strong, diverse, mission-driven team
  • Specialized interest in working with and developing students with learning and emotional difficulties
  • Commitment to The NET’s mission, vision and growth
  • Excellent communication, interpersonal, relationship building & management skills
  • Flexible and learning mindset dedicated to effectively & innovatively problem solving

Details

  • Schedule: All full time NET positions are year-round with approximately 10-12 weeks for vacation per year
  • Salary: Competitive for Orleans Parish. Initial salary is set based on years of experience and degrees. Future salary increases and bonuses are based on performance and responsibilities.
  • Benefits: Comprehensive benefits and generous 403b retirement plan
  • Reports to: Principal

 

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Math Teacher (Certification Preferred)

Posted by | May 16, 2017 |

 

Math Teacher
(Full time; Certification Preferred)

Position Description                                                              

 

The NET Charter High School

The NET is an alternative high school for students who have dropped out of, been expelled from, or who have otherwise struggled in a traditional school setting. Students at The NET receive intensive, individualized academic, social, and behavioral supports, earn a high school diploma, and participate in rigorous internships with area employers. Our students leave school with the skills, confidence and experiences necessary to succeed in the career and education paths of their choice.

 

 

Position Summary

The NET Math Teacher position is a unique opportunity to provide the type of high quality math curriculum and instruction you believe struggling high school students in New Orleans deserve.

 

The Math Teacher is responsible for:

  • Algebra I and II curriculum development & teaching
  • Geometry curriculum development & teaching
  • Designing and teaching math and/or computer lab courses as assigned
  • Developing strong relationships and a highly functional, restorative classroom
  • Assessing and monitoring student progress
  • Differentiating lessons, assessments and support
  • Constantly developing his/her own craft

 

 

Position Requirements:

Education & Experience

  • 3+ years teaching at risk students in a non-selective, open admissions urban environment with a demonstrated record raising student achievement
  • A BA or BS
  • Louisiana Teacher Certification completed or in progress preferred
  • Special Education certification and/or experience preferred

 

Skills & Approach

  • Passion for improving educational opportunities for urban students and for being a part of a strong, diverse, mission-driven team
  • Specialized interest in working with and developing students with learning and emotional difficulties
  • Commitment to The NET’s mission, vision and growth
  • Excellent communication, interpersonal, relationship building & management skills
  • Flexible and learning mindset dedicated to effectively & innovatively problem solving

 

 

Details

  • Schedule: All full time NET positions are year-round with approximately 10-12 weeks for vacation per year
  • Salary: Competitive for Orleans Parish. Initial salary is set based on years of experience and degrees. Future salary increases and bonuses are based on performance and responsibilities.
  • Benefits: Comprehensive benefits and generous 403b retirement plan
  • Reports to: Principal
Comments Off on Recruiting 100 + Online Teachers for Children – Earn $14 to $22/h

Recruiting 100 + Online Teachers for Children – Earn $14 to $22/h

Posted by | May 15, 2017 |

The Opportunity:

 

The future is here! Join a fast growing community of elite educators who are teaching right from their home. As an independent contractor, you will be matched 1:1 with Chinese students on our secure virtual learning platform to teach English online.  You can make your own schedule and use VIPKID resources to instruct – no lesson planning required!

 

This opportunity is for you if you have a strong teaching background, are energetic, engaging, and self-motivated. If you consider yourself a global educator and are excited about the use of technology to connect the world, then this is a match. Partner with us and help change the face of online learning.

 

About VIPKID

We have offices in Beijing, Shanghai, and San Francisco and have over 80,000 students and 8,500 teachers on the VIPKID platform. Founded in 2013, VIPKID has won several awards including CY Zone’s Top 100 Chinese Companies, Top 21 Global Innovation Companies, and the US-China Entrepreneurship Leader Award. We have strategic partnerships with ETS, Coursera, and TESOL, and are venture backed by top investors, such as Innovation Works, Sequoia Capital, Matrix Partners, H Capital, Northern Light Venture, Yunfeng Capital, Learn Capital, and Kobe Bryant’s fund, Bryant Stibel.

 

We pride ourselves on giving Chinese children the American elementary school experience.

 

The Work

  • 1-on-1 online full immersion English language and content classes
  • An American curriculum, based on the Common Core State Standards
  • 25-minute highly engaging lessons

 

Requirements

  • Exposure to the American or Canadian K-12 education system
  • Minimum 1 year of teaching experience
  • Bachelor’s degree
  • Tech Requirements: Desktop or Laptop with a fast internet connection and audio/video capability

 

 

Opportunity Details

Contract type: Independent contractor

Contract term: 6-Months

Start date: Immediately

Hours: In order to maximize the number of classes scheduled, teachers are recommended to be available for at least 15 time slots per week (each time slot is 30 minutes) during Beijing peak times. The following hours tend to be the most requested time periods from our families: Monday-Sunday 6-10pm, and Saturday-Sunday 9am-10pm in Beijing time.

Here are the times converted to US times:

Peak Times
Monday – Friday Saturday – Sunday
US Times Beijing 6pm – 10pm Beijing 9am – 10pm
EST 6am – 10am Fri-Sun 9pm – 10am
CST 5am – 9am Fri-Sun 8pm – 9am
MST 4am – 8am Fri-Sun 7pm – 8am
PST 3am – 7am Fri-Sun 6pm -7am
Hawaii 1am – 5am Fri-Sun 4pm – 5am

 

 

Payment: Our teachers are paid according to the number of classes finished. The minimum service fee rate range is US$ 14-$18/hour. There are incentives for every lesson, so a typical service fee ranges between US$ 14-22/hour. This business opportunity is ideal for independent contractor teachers looking to supplement their income.

 

 

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Data Analyst

Posted by | May 8, 2017 |

About Turnaround

By studying the impact of adversity on the developing brain, Turnaround for Children is on to something big. It is connecting the dots between poverty, stress and academic performance.

Turnaround translates the science that explains the impact of stress on learning and behavior into tools and strategies that teachers and administrators can use to cultivate safe environments, reduce stress, increase engagement in learning and accelerate student development and academic achievement. Turnaround acts as a catalyst for change by raising awareness about and addressing the challenges that affect all schools facing adversity, particularly those in high-poverty communities.

Over the past 15 years, Turnaround has grown from an idea into an organization with a $13.4 million annual operating budget and nearly 60 employees. Currently Turnaround partners with 10 schools in New York City, Newark, New Jersey and Washington, D.C., serving more than 4,100 students and nearly 500 teachers. Turnaround’s central office is located in midtown Manhattan.

Location

This position is based in our Washington D.C. office with regular travel to offsite local area locations and occasional travel to New York City. Possibility of more regular travel to New York City during orientation period.

FLSA

This is a non-exempt level position that is eligible for overtime.

About the Position

The Data Analyst will play a critical role Turnaround’s work to collect, analyze, and apply data about the organization’s impact, including both quantitative and qualitative data, with a special focus on the application of improvement science principles to enable disciplined inquiry and meaningful learning about Turnaround’s newer tools and services. By helping internal colleagues and external partners and stakeholders gain data-driven insights about our tools and services, this role will help ensure that students receive the interventions needed to thrive in school and in life.

Key Responsibilities (including but not limited to):

  • Establish and refine systems for collecting, analyzing, communicating, and acting on qualitative data on Turnaround’s work across all regions and service models, with a special focus on Turnaround’s newer tools and services. This work will be collaboratively supported by the peer Data Analyst and Research Operations Manager.
  • Collaboratively support the peer Data Analyst and Research Operations Manager in establishing and refining systems for collecting, analyzing, and communicating quantitative data on Turnaround’s work across all regions and service models, with a special focus on developing and improving educator-facing reports.
  • Serve as Organizational Learning liaison to 2-4 Washington D.C. partner schools by co-facilitating data collection; contributing to technical training and support; and supporting data analysis and data-driven planning by Turnaround’s school-based teams.
  • Participate in the development of research reports, staff trainings, and internal and external presentations of analytical findings and recommendations.
  • Collaborate with the Research and Analytics Assistant and the peer Data Analyst to meet external data sharing needs and field ad hoc data requests.

Essential Qualifications and Experience

  • BA/BS in psychology, economics, public policy, sociology, or related social science field; Masters degree preferred
  • Exceptional analytical skills with experience providing data analysis in a fast-paced, quality-critical environment, preferably to both technical and non-technical audiences
  • Knowledge of quantitative and qualitative research methods, preferably with experience applying and adapting them outside of a purely academic setting
  • Experience working in a K12 education setting that requires interaction with educators preferred
  • Expert skill with Excel; Knowledge of statistical methods and proficiency with statistical software such as SPSS, STATA, or R
  • Experience with Tableau or other data visualization tools preferred
  • Excellent attention to detail and ability to effectively balance multiple projects
  • Comfortable working in a team-oriented, fast-paced environment with a high bar for accuracy and close attention to detail
  • Strong writing and communication skills
  • Strong commitment to the work and mission of Turnaround for Children

Physical Demands and Work Environment:

  • Ability to push, pull or carry 30 pounds
  • Ability to sit for prolonged periods of time
  • Ability to use a computer and office technologies
  • Work is performed in a professional office setting with varying noise levels; occasional partner site visits may be required
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Lead Product Developer

Posted by | May 8, 2017 |

America Achieves

Founded in 2011, America Achieves is a nonprofit organization helping young people get the education and preparation needed to succeed and lead in a changing world. America Achieves has realized the necessity of addressing the changing economy and the implications for the education system, and believes that we must better align our educational and skill development systems to prepare people from every background and community in the United States for good jobs and careers in this rapidly changing economy. Our goal is to develop innovative proof points and build a systemic movement of cities, regions, states, and institutions that are preparing citizens for the future economy by aligning their efforts in K-12, higher education, workforce training, and jobs.

The Louisiana Educator Voice Fellowship

The Educator Voice Fellowship, an initiative within America Achieves, equips top teachers and principals to tap their classroom and school expertise to have an effective seat at the table and be co-architects of state and local education policy. Having built a national program as well as statewide programs in Colorado, Michigan, New York, and Tennessee, the Fellowship is expanding to Louisiana in 2017 in partnership with the Louisiana Department of Education (LDOE). Between September 2017 and December 2018, the 16-month Louisiana Educator Voice Fellowship will expose educators from around the state to the changing set of skills that students need to be successful in future jobs.

The Role

The Lead Product Developer will engage leading educators along with industry and government leaders to create a new set of career readiness curricular materials. Our goal with LDOE is to produce a course that will expose all Louisiana students to career opportunities through inquiry and authentic work experiences, inspire them to build the foundation for their career and life success in high school, and help them build high-demand, transferrable workplace skills such as collaboration, creativity, and communication.

By leading the team of educators, government stakeholders, and industry leaders that develops a new career education course, the Lead Product Developer will have the opportunity to make an enormous impact for students and educators across the state. The ideal candidate for this position is an excellent communicator, is comfortable working in a fast-paced environment, possesses a dynamic skillset, has subject matter expertise in career readiness, can leverage and apply new technologies in school settings, and is energized by the prospect of developing new curricular resources.

Responsibilities

  • Lead product development, including writing and publishing, for a new, outside-the-box 21st Century career education course that is grounded in project-based, experiential learning and aligned with 21st Century workforce needs
  • Lead the development of an instructor training program for the career education course
  • Manage virtual and in-person co-development of projects with leading career education practitioners as well as industry and government stakeholders. Projects include: landscape analysis of existing career education resources, recommendations on the ideal career education course for Louisiana students, review of drafted career education course materials, instructor training materials, policy recommendations, and course evaluation
  • Support the Louisiana course review process with partners at LDOE
  • Facilitate meetings between educators, state officials, industry leaders, and other stakeholders
  • Support the delivery of learning experiences (site visits, seminars, and webinars) for Fellows
  • Support distribution to schools and districts of course materials and instructor training
  • Support program evaluation by collecting quantitative and qualitative data

Qualifications

  • Subject matter expertise on career education and 21st century skills
  • Knowledge of pedagogical best practices for experiential and work-based learning
  • Ability to leverage and apply new technologies in public school settings
  • Experience creating career education curricular and instructional materials (preferred)
  • Passion for engaging with educators
  • Ability to iterate around strategy and execute on plans with fidelity
  • Project management experience
  • Experience working in public schools
  • Experience working in the private sector
  • Experience managing a team and leading staff to meet ambitious goals
  • Experience leading trainings for adults and knowledge of adult learning best practices

Skills and Characteristics

  • Comfort in a fast-paced, entrepreneurial environment
  • Strong facilitation skills
  • Strong written and verbal communication skills
  • Ability to build authentic, long-sustaining partnerships with external organizations
  • Ability to navigate the regional political landscape and create opportunity therein
  • Strong organizational, prioritization, and time management skills
  • Ability to work autonomously in a remote workspace and deliver results
  • Ability to travel (up to 25%)
  • Ability to use Excel, Google Drive, and project management software such as Slack or Asana

Reporting and Location

The Lead Product Developer will report to the Senior Director of Educator Voice Fellowships. The location is flexible, but the work will be heavily involved in Louisiana.

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Academic Program Manager

Posted by | May 8, 2017 |

ORGANIZATION:

Global Cities, Inc. is a non-profit organization established under the auspices of Bloomberg Philanthropies and headquartered in New York City. Committed to educating the next generation to work in a global economy, it operates the tech-savvy interactive educational program, Global Scholars, for kids age 10-13 in 46 cities worldwide. Its hubs are in Barcelona, Buenos Aires, Delhi, Istanbul, London, Madrid, Medellin, Mumbai, New York, Taipei, Tel Aviv and Warsaw.

JOB OVERVIEW:

Our team seeks an experienced classroom teacher to communicate with teachers and school administrators and work in the Global Scholars e-classroom that connects 10,500 middle school students from around the world. We are looking for a creative and innovate individual who aspires to grow within a start-up environment and contribute to the design of its mission and approach. The Manager will report to the Vice President of Operations and work within a professional education team with Global Cities’ Founder.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

  • Analyze, understand and review student work for its effectiveness in supporting student global competence as well as literacy and technology skill sets.
  • Lead teachers in live professional development by video conference.
  • Represent the program to school administrators, education leaders and policy makers as part of recruitment efforts both domestically and internationally.
  • Assist in the development of original curricula. The Global Scholars program provides new, original lesson plans and materials each school year.
  • Manage the enrollment of participating schools and ensure their effective participation in the program through telephone, email, videoconference correspondence, as well as in-person meetings as appropriate.

QUALIFICATIONS:

  • At least 5 years of recent experience as a lead classroom teacher.
  • Bachelor’s degree, with a graduate degree preferred.
  • Experience working with a variety of stakeholders, including educators, administrators, and district officials.
  • Proficient computer skills with some knowledge of current technological applications for educational purposes.
  • Exceptional written, social, and communications skills; experienced in conducting presentations and public speaking.
  • Expert ability to manage time, work autonomously, and handle multiple tasks on a virtual office platform while ensuring accountability.
  • Ability to travel to participating sites, meetings, and events, both domestically and internationally, as needed, and flexibility for work hours that may extend beyond the New York City time zone day.
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High School Multi Intensive Center Director

Posted by | April 26, 2017 |

About STRIVE Prep-RISE

  • STRIVE Prep-RISE will open its doors to 9th grade students in the Far Northeast community of Denver in the Fall of 2016 and will join STRIVE Prep-SMART and STRIVE Prep-Excel as the third high school in the STRIVE Prep network.
  • Teachers and leaders at RISE will focus on developing students to become critically thinking lifelong learners who are empowered, focused, and compassionate members of their communities. This includes required engagement in community service learning throughout the year.
  • The rigorous college preparatory curriculum at RISE will include mandatory Advanced Placement coursework, graduation requirements that exceed the Colorado Department of Higher Education requirements for four-year college entry and a robust offering of extracurricular activities.
  • Find out more about STRIVE Prep-RISE, the Far Northeast community, and the Principal, Elisha Roberts, on our website at www.striveprep.org

Our Aspiring Leaders:

  • Consciously choose to teach and transform the lives of high school scholars every day as a founding teacher at a growing high school.
  • Demonstrate proven leadership skills in an urban setting with an emphasis on data-driven instruction and demonstrable gains in student achievement.
  • Understand, appreciate, and can pull from at least 2 years of special education teaching experience (required) in an urban setting (strongly preferred).
  • Bring experience in sheltered instruction and supporting diverse learners.
  • Proudly hold a Bachelor of Arts or Science degree (required) and preferably an advanced degree, as well as a license to teach Special Education in Colorado, or be able to:
    • Transfer a Special Education license from another state; OR
    • Read more about the available pathways to becoming a Qualified Special Education Teacher.
  • Speak Spanish or have experience working with bilingual students (strongly preferred).
  • Understand, appreciate and can pull from experience teaching in an urban setting (strongly preferred).
  • Commit to constant growth, reflection, and implementation as educators and professionals through regular coaching and professional development.
  • Bring enthusiasm, professionalism, and positivity to their students and our adult community.
  • Assumes the best in others and is willing to have courageous conversations in order to do what is best for students.
  • Work hard and approach challenges as opportunities for improvement.
  • Set high expectations for themselves and others and a willingness to hold themselves and others to those expectations.
  • Is effective at communicating and building relationships with students, teachers, and families through consistent partnership and communication.
  • Dedicate themselves to the educational success of all students, not some students.
  • Bring enthusiasm, professionalism, and positivity to their classrooms and our adult community.
  • Assume the best in others and are willing to have courageous conversations in order to do what is best for students.
  • Demonstrate a strong collaborative mindset and the ability to work on a team.
  • Maintain emotional control under stress and act professionally with and in front of students.
  • Display strong attention to detail, self-directed problem solving, leadership, and creative thinking.
  • Believe in and commit to the mission of STRIVE Prep – RISE including the mindset that every student can and will achieve.

Essential Duties & Responsibilities:

  • Implement a new MI program at STRIVE Prep-RISE Academy in the 2016-17 school year that has been created during the initial planning phase. Implementation will include:
    • Refine programming to ensure delivery of rigorous and specialized instruction in all
    • Manage and lead a team of paraprofessionals in providing one-on- one instructional core content areas 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 service
    • 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.prepare for their goals for future employment and independent living.
    • Providing transition and life skills services that allow students to receive work experience and
    • 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
    •  Participate in Summer Training Institute as well as professional development communication. throughout the school year.

What we Offer our Teachers:

  • Competitive compensation package.
  • Annual performance based raises.
  • Participation on the Colorado PERA retirement program including a PERA 401k contribution option.
  • Funding of 100% of individual medical benefits and a wide range of insurance plans.
  • A laptop and access to classrooms equipped with Smartboards and document cameras.
  • Additional stipends available for participation in athletic and extracurricular programs.
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Assistant Principal

Posted by | April 24, 2017 |

DO YOU LIVE OUR GROW VALUES?

Grit : Our work is fun, but it is also hard. We look every challenge square in the face and say, “bring it on!” We are not afraid to fail. When we do, we pick ourselves up. When others do, we extend a hand.

Relationships: Roots is a school family. We respect ourteachers, our classmates, our community and ourselves. We see strengths in all people first. We use our words to solve problems and always assume the best. Our kindness is contagious.

Ownership: We take ownership over our words and actions. We are open and honest. We make plansfor our plans. We freely admit mistakes and embrace difficult conversations. We deeply feel our shared responsibility for all our scholars.

Wonder : Education done right begins and ends in wonder. We marvel at – and are humbled by – one another and the world around us. We are obsessed with questions – the questions we ask our scholars, ourselves, our teammates, and most importantly the questions we inspire our scholars to ask of us.

   DO YOU WANT TO…

  • Directly lead the instructional coaching and planning support and review for a subset of Roots teachers
  • Work directly with the Principal to identify school-wide priorities for improvement, develop session materials, and lead professional learning sessions with the teaching team
  • Work closely with the Principal to recruit and hire the next generation of Roots teachers
  • Constantly refine your skills as an instructional leader through coaching, feedback and professional development
  • Be an innovator in your field, push the limits of what’s possible, try new things, experiment and reflect
  • Wear a wide variety of hats and do whatever it takes for our scholars to be successful

 

    DO YOU HAVE…

  • An unwavering personal commitment to closing the opportunity gap for all children in our time
  • 2-4+ years of experience driving superior results in an elementary school classroom and 2-4+ years of experience coaching other teachers to do the same, ideally in a high performing charter environment
  • Data in your veins:  you analyze, interpret, and use data to collaborate, identify gaps, and drive results
  • Strong project management skills including goal setting, backwards planning and efficient execution
  • Strong interpersonal skills, the ability to form strong working relationships quickly and maintain them through conflict
  • A growth mindset that drives you to constantly seek feedback and development opportunities to improve
  • An entrepreneurial mindset that drives you to do “whatever it takes” for students to be successful, often demanding a commitment to flexibility, wearing many hats, and pitching in where you can to reach our common goals
Comments Off on Middle School Bilingual Science Teacher

Middle School Bilingual Science Teacher

Posted by | April 18, 2017 |

This is an ELA-S position, so we can only consider candidates for this position that are fluent in both oral and written Spanish and able to pass the Spanish Language Proficiency (SLP) exam. Please read the entire job description for more details.

About STRIVE Preparatory Schools:
Founded in 2006, STRIVE Preparatory Schools (STRIVE Prep) is a Denver-based community of free, open enrollment, public charter schools committed to providing every student with an excellent, college-preparatory education. We believe that students from all backgrounds deserve a college preparatory education regardless of race, economic circumstance or previous academic achievement. We are committed to preparing all students for educational success from kindergarten through college and career by challenging them to realize their full potential through high expectations in a safe, rigorous, and compassionate learning environment with shared accountability among students, families and staff.

Our teachers, leaders, faculty and staff clear a path for all families to have access to a high-quality school that’s just down the street, not across town.  By building great schools in Far Northeast, Northwest and Southwest Denver, we will create depth of impact and long-lasting community change.

At STRIVE Prep, transformation is a choice that has led to:

  • The opening of 11 free, public charter schools within Denver Public Schools (DPS) throughout Far Northeast, Northwest and Southwest Denver.
  • A shared vision of making a college prep education for all students in our community the norm, rather than the exception, by growing from 11 schools serving 3,500 students to 17 schools serving 7,500 students by the year 2022.
  • A commitment to serve all students from the neighborhoods in which we operate, whereby approximately 97% of STRIVE Prep students identify as students of color, 91% of students qualify for free or reduced lunch, 42% are English Language Learners and 12% receive Special Education services.
  • One or more STRIVE Prep schools consistently ranking in the top 10 high performing secondary schools within DPS since the DPS School Performance Framework was introduced.
  • The welcoming of any scholar from kindergarten through twelfth grade who desires to STRIVE for college. Because STRIVE Prep participates in the DPS SchoolChoice process, enrollment is open to any student in the communities we serve regardless of race, economic circumstance or previous academic achievement.

About STRIVE Prep – Kepner:

  • STRIVE Prep – Kepner welcomed its very first class of 6th grade scholars in the fall of 2016. As the seventh STRIVE Prep middle school campus, STRIVE Prep – Kepner will provide families in Southwest Denver a world-class education in a compassionate and highly-structured environment.
  • STRIVE Prep – Kepner supports scholars who are developing their English language skills with dual-language instructional supports and a range of opportunities to acquire the English language proficiency that is essential for college.
  • To prepare for the academic and social demands of our rigorous program, STRIVE Prep – Kepner scholars will attend a 2-week culture camp as an opportunity to become familiar with the adults in our community and the high expectations of a world-class education.

Essential Duties & Responsibilities:

  • Lead revolutionary bilingual instruction in Science.
  • Teach four 45-minute classes per day, Monday through Friday, and one 60-minute intervention or Language acquisition class Monday through Thursday.
  • Translate student materials into Spanish and teach between 25% – 50% of classes in Spanish.
  • Support a small group of scholars with remedial skills for 30 minutes one afternoon per week.
  • Participate in lesson planning clinics with an instructional coach and create Common Core aligned lesson plans each day.
  • 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 the advisory.
  • Support scholars by supervising lunch or break once per day.
  • Establish systems and routines in order to create a safe, purposeful, and welcoming classroom environment.
  • Analyze student assessment data and use it to determine next steps.
  • Take responsibility for the safety and learning of all students in the school.
  • Collaborate with other teachers, school leaders, curricular specialists, and the special education team to ensure that instruction is always meeting the needs of all learners.
  • Provide fair, accurate, and constructive feedback to students on their progress.
  • Communicate regularly and often with families to both solicit their input and share student social and academic progress.
  • Assist in planning and support of school-wide events including community/morning meetings, dances, and field trips.
  • Be available to students by phone every evening, Monday-Thursday, for homework assistance until 8:00 p.m
  • Attend and participate in weekly staff and/or grade level meetings.
  • Participate in STRIVE Prep’s Summer Training Institute as well as professional development throughout the school year.

Our Aspiring Teachers:

  • Consciously choose to teach and transform the lives of middle school scholars by joining a founding team of educators who will do whatever it takes in a turnaround environment to support scholars in gaining access to college.
  • Highly invest themselves in constant growth and reflection as educators and professionals.
  • Approach every day with unapologetic high expectations, persistence and a sense of humor.
  • Proudly hold a Bachelor of Arts or Science degree and are able to submit proof of Qualified Teacher status (teacher’s license not required) within six weeks of starting through one of the following channels outlined by the Colorado Department of Education:
    • A valid Colorado Teacher License in the applicable endorsement area;
    • Sufficient college coursework (or degree in content area);
    • Passing score for the applicable Praxis ii or Colorado PLACE exam.
    • Read more about the available pathways to becoming a Qualified Science Teacher.
  • Have experience working with bilingual students (strongly preferred).
  • Fluently speak and write Spanish and are able to pass the speaking, reading, and writing sections of the Spanish Language Proficiency Exam before the first day of school (required). Read more about the SLP exam through Berlitz here.
  • Understand, appreciate and can pull from experience teaching in an urban setting (strongly preferred).
  • Dedicate themselves to the educational success of all students, not some students.
  • Bring enthusiasm, professionalism and positivity to their classrooms and our adult community.
  • Assume the best in others and are willing to have courageous conversations in order to do what is best for students.
  • Work hard and approach challenges as opportunities for improvement.
  • Set high expectations for themselves and others and a willingness to hold themselves and others to those expectations.

What we Offer our Teachers:

  • Ongoing coaching and professional development.
  • 135 minutes of structured planning time built into the school day to plan the highest quality lessons.
  • $5,000 stipend will be offered with the bilingual position.
  • A laptop and access to classrooms equipped with Smartboards and document cameras.
  • Competitive compensation package and annual performance based raises.
  • Participation on the Colorado PERA retirement program including a PERA 401k contribution option.
  • Funding of 100% of individual medical benefits and a wide range of insurance plans.

Early application deadline of November 4, 2016.
This position will begin July 2017 for the 2017-2018 school year. Teachers are strongly encouraged to participate in a 3-week summer Culture Academy (June 5th-23rd) which will include professional development and a $2000 stipend.
Applications are accepted on a rolling basis until the position is filled.
STRIVE Prep is an equal opportunity employer.
Visit our Careers Page at http://www.striveprep.org/join-our-team/teach-at-strive/ to learn more about what to expect in the hiring process and who we need.
Please contact Desiree’ at dbeckett@striveprep.org with any questions.

Comments Off on Regional Special Education Teacher

Regional Special Education Teacher

Posted by | April 18, 2017 |

Please note: We have several 2017-2018 positions available on our website currently. If you are available immediately or do not see a position that is the exact fit for you, please feel free to apply to our regional role and we would be thrilled to consider your application! Please detail in your cover letter the position, grade level, available start date, and/or geographic region that you prefer!

About STRIVE Preparatory Schools:
Founded in 2006, STRIVE Preparatory Schools (STRIVE Prep) is a Denver-based community of free, open enrollment, public charter schools committed to providing every student with an excellent, college-preparatory education. We believe that students from all backgrounds deserve a college preparatory education regardless of race, economic circumstance or previous academic achievement. We are committed to preparing all students for educational success from kindergarten through college and career by challenging them to realize their full potential through high expectations in a safe, rigorous, and compassionate learning environment with shared accountability among students, families and staff.

Our teachers, leaders, faculty and staff clear a path for all families to have access to a high-quality school that’s just down the street, not across town.  By building great schools in Far Northeast, Northwest and Southwest Denver, we will create depth of impact and long-lasting community change.

At STRIVE Prep, transformation is a choice that has led to:

  • The opening of 11 free, public charter schools within Denver Public Schools (DPS) throughout Far Northeast, Northwest and Southwest Denver.
  • A shared vision of making a college prep education for all students in our community the norm, rather than the exception, by growing from 11 schools serving 3,500 students to 17 schools serving 7,500 students by the year 2022.
  • A commitment to serve all students from the neighborhoods in which we operate, whereby approximately 97% of STRIVE Prep students identify as students of color, 91% of students qualify for free or reduced lunch, 42% are English Language Learners and 12% receive Special Education services.
  • One or more STRIVE Prep schools consistently ranking in the top 10 high performing secondary schools within DPS since the DPS School Performance Framework was introduced.
  • The welcoming of any scholar from kindergarten through twelfth grade who desires to STRIVE for college. Because STRIVE Prep participates in the DPS SchoolChoice process, enrollment is open to any student in the communities we serve regardless of race, economic circumstance or previous academic achievement.

Essential Duties & Responsibilities:

  • Create, review and implement Individualized Education Plans (IEPs) for students, including scholars with emotional or behavioral needs.
  • Effectively progress monitor student achievement and gather evidence in order to deliver individualized instruction and supports that are aligned to students’ goals.
  • 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 the advisory.
  • Support scholars by supervising lunch or recess once per day.
  • Establish systems and routines in order to create a safe, purposeful, and welcoming classroom environment.
  • Analyze student assessment data and use it to determine next steps.
  • Take responsibility for the safety and learning of all students in the school.
  • Collaborate with other teachers, school leaders, curriculum specialists, and the special education team to ensure that instruction is always meeting the needs of all learners.
  • Provide fair, accurate, and constructive feedback to students on their progress.
  • 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 and lunch).
  • Attend and participate in weekly staff and/or grade level meetings.
  • Be available to students by phone every evening, Monday-Thursday, for homework assistance until 8:00 p.m.
  • Participate in STRIVE Prep’s Summer Training Institute as well as professional development throughout the school year.

Our Aspiring Teachers:

  • Consciously choose to teach and transform the lives of middle and high school scholars every day.
  • Proudly hold a Bachelor of Arts or Science degree (required) and a license to teach Special Education in Colorado, or be able to:
    • Add a Special Education Endorsement to a current Colorado Teacher License; OR
    • Transfer a Special Education license from another state; OR
    • Enroll in an alternative licensure program to obtain a Special Education license.
    • Read more about the available pathways to becoming a Qualified Special Education Teacher.
  • Understand, appreciate and can pull from experience teaching in an urban setting (strongly preferred).
  • Speak Spanish or have experience working with bilingual students (strongly preferred).
  • Commit to constant growth and reflection as educators and professionals through regular coaching and professional development.
  • Dedicate themselves to the educational success of all students, not some students.
  • Bring enthusiasm, professionalism and positivity to their classrooms and our adult community.
  • Assume the best in others and are willing to have courageous conversations in order to do what is best for students.
  • Work hard and approach challenges as opportunities for improvement.
  • Set high expectations for themselves and others and a willingness to hold themselves and others to those expectations.

What we Offer our Teachers:

  • Ongoing coaching and professional development.
  • 90-150 minutes of structured planning time built into the school day to plan the highest quality lessons.
  • A laptop and access to classrooms equipped with Smartboards and document cameras.
  • Competitive compensation package and annual performance based raises.
  • Participation in the Colorado PERA retirement program including a PERA 401k contribution option.
  • Funding of 100% of individual medical benefits and a wide range of insurance plans.

Please include in your cover letter the grade level, position, available start date, and/or geographic region you prefer.
Applications are accepted on a rolling basis until the position is filled.
STRIVE Prep is an equal opportunity employer.
Visit our Careers Page at http://www.striveprep.org/join-our-team/teach-at-strive/ to learn more about what
to expect in the hiring process and who we need.
Please contact Kristin @ KScannell@striveprep.org with any questions.

Comments Off on Secondary Math or Science Teacher

Secondary Math or Science Teacher

Posted by | April 18, 2017 |

Please note: We have several 2017-2018 positions available on our website currently. If you are available immediately or do not see a position that is the exact fit for you, please feel free to apply to our regional role and we would be thrilled to consider your application! Please detail in your cover letter the position, grade level, available start date, and/or geographic region that you prefer.

About STRIVE Preparatory Schools:
Founded in 2006, STRIVE Preparatory Schools (STRIVE Prep) is a Denver-based community of free, open enrollment, public charter schools committed to providing every student with an excellent, college-preparatory education. We believe that students from all backgrounds deserve a college preparatory education regardless of race, economic circumstance or previous academic achievement. We are committed to preparing all students for educational success from kindergarten through college and career by challenging them to realize their full potential through high expectations in a safe, rigorous, and compassionate learning environment with shared accountability among students, families and staff.

Our teachers, leaders, faculty and staff clear a path for all families to have access to a high-quality school that’s just down the street, not across town.  By building great schools in Far Northeast, Northwest and Southwest Denver, we will create depth of impact and long-lasting community change.

At STRIVE Prep, transformation is a choice that has led to:

  • The opening of 11 free, public charter schools within Denver Public Schools (DPS) throughout Far Northeast, Northwest and Southwest Denver.
  • A shared vision of making a college prep education for all students in our community the norm, rather than the exception, by growing from 11 schools serving 3,500 students to 17 schools serving 7,500 students by the year 2022.
  • A commitment to serve all students from the neighborhoods in which we operate, whereby approximately 97% of STRIVE Prep students identify as students of color, 91% of students qualify for free or reduced lunch, 42% are English Language Learners and 12% receive Special Education services.
  • One or more STRIVE Prep schools consistently ranking in the top 10 high performing secondary schools within DPS since the DPS School Performance Framework was introduced.
  • The welcoming of any scholar from kindergarten through twelfth grade who desires to STRIVE for college. Because STRIVE Prep participates in the DPS SchoolChoice process, enrollment is open to any student in the communities we serve regardless of race, economic circumstance or previous academic achievement.

Essential Duties & Responsibilities:

  • Lead revolutionary instruction in science, mathematics, engineering, or technology.
  • 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 the advisory.
  • Support scholars by supervising lunch or recess once per day.
  • Establish systems and routines in order to create a safe, purposeful, and welcoming classroom environment.
  • Analyze student assessment data and use it to determine next steps.
  • Take responsibility for the safety and learning of all students in the school.
  • Collaborate with other teachers, school leaders, curriculum specialists, and the special education team to ensure that instruction is always meeting the needs of all learners.
  • Provide fair, accurate, and constructive feedback to students on their progress.
  • 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 and lunch).
  • Attend and participate in weekly staff and/or grade level meetings.
  • Be available to students by phone every evening, Monday-Thursday, for homework assistance until 8:00 p.m.
  • Participate in STRIVE Prep’s Summer Training Institute as well as professional development throughout the school year.

Our Aspiring Teachers:

  • Consciously choose to teach and transform the lives of middle and high school scholars every day.
  • Proudly hold a Bachelor of Arts or Science degree and are able to submit proof of Qualified Teacher status (teacher’s license not required) within six weeks of starting through one of the following channels outlined by the Colorado Department of Education:
    • A valid Colorado Teacher License in the applicable endorsement area;
    • Sufficient college coursework (or degree in content area);
    • Passing score for the applicable Praxis ii or Colorado PLACE exam.
    • Read more about the available pathways to becoming a Qualified Math Teacher or Science Teacher.
  • Understand, appreciate and can pull from experience teaching in an urban setting (strongly preferred).
  • Speak Spanish or have experience working with bilingual students (strongly preferred).
  • Commit to constant growth and reflection as educators and professionals through regular coaching and professional development.
  • Dedicate themselves to the educational success of all students, not some students.
  • Bring enthusiasm, professionalism and positivity to their classrooms and our adult community.
  • Assume the best in others and are willing to have courageous conversations in order to do what is best for students.
  • Work hard and approach challenges as opportunities for improvement.
  • Set high expectations for themselves and others and a willingness to hold themselves and others to those expectations.

What we Offer our Teachers:

  • Ongoing coaching and professional development.
  • 90-150 minutes of structured planning time built into the school day to plan the highest quality lessons.
  • A laptop and access to classrooms equipped with Smartboards and document cameras.
  • Competitive compensation package and annual performance based raises.
  • Participation in the Colorado PERA retirement program including a PERA 401k contribution option.
  • Funding of 100% of individual medical benefits and a wide range of insurance plans.

Please include in your cover letter the grade level, position, available start date, and/or geographic region you prefer.
Applications are accepted on a rolling basis until the position is filled.
STRIVE Prep is an equal opportunity employer.
Visit our Careers Page at http://www.striveprep.org/join-our-team/teach-at-strive/ to learn more about what
to expect in the hiring process and who we need.
Please contact Kristin @ KScannell@striveprep.org with any questions.

Comments Off on Teaching Fellowship

Teaching Fellowship

Posted by | April 12, 2017 |

 DO YOU LIVE OUR GROW VALUES?

Grit Our work is fun, but it is also hard.  We look every challenge square in the face and say, “bring it on!”   We are not afraid to fail.  When we do, we pick ourselves up.  When others do, we extend a hand.
Relationships Roots is a school family.  We respect our teachers, our classmates, our community and ourselves.   We see strengths in all people first.  We use our words to solve problems and always assume the best.  Our kindness is contagious.
Ownership We take ownership over our words and actions.  We are open and honest.  We make plans for our plans.  We freely admit mistakes and embrace difficult conversations.  We deeply feel our shared responsibility for all our scholars.
Wonder Education done right begins and ends in wonder.  We marvel at – and are humbled by – one another and the world around us.  We are obsessed with questions – the questions we ask our scholars, ourselves, our teammates, and most importantly the questions we inspire our scholars to ask of us.


DO YOU WANT TO…

  • Earn Licensure in Colorado and complete the first year of a two year Masters of Arts in Teaching degree  through the Relay Graduate School of Education.  During the year of the Fellowship, Roots offers a $25,000 living stipend including health and retirement benefits
  • Study alongside master teachers to become a lead teacher  after successful completion of one year program
  • Begin your education career in a support role and quickly assume greater responsibility for student outcomes
  • Teach like it’s soccer not tennis by joining a team of eight phenomenal educators working with a group of 100 K-1 or 2-3 scholars (note: if you want to close the door to your classroom and be left alone to work your magic, Roots is not for you)
  • Build strong relationships with Roots scholars by having quality 1-on-1 time
  • Infuse every lesson with extraordinary intellectual rigor and limitless joy
  • Constantly refine your skills through coaching, weekly professional development, data analysis and collaborative planning
  • Use formal and informal assessments constantly to understand exactly what your scholars have learned, what they need to learn next and how you will ensure they learn it
  • Be an innovator in your field, push the limits of what’s possible, try new things, fall on your face and try again

 

    DO YOU HAVE…

  • An unwavering personal commitment to closing the opportunity gap for all children in our time
  • A Bachelor’s degree (minimum 3.0 GPA) and some meaningful professional experience, either post-college or through an internship or student leadership position
  • Strong interpersonal skills, the ability to form strong working relationships quickly and maintain them through conflict
  • Data in your veins:  you analyze, interpret, and use data to collaborate, identify gaps, and drive results
  • Strong project management skills including goal setting, backwards planning, and executing consistently
  • A commitment to flexibility, wearing many hats and pitching in where you can to reach our common goals
  • Comfort with ambiguity, ability to operate in a fluid work environment, and confidence “building the plane while flying it”
Comments Off on Lead Teacher

Lead Teacher

Posted by | April 12, 2017 |

DO YOU LIVE OUR GROW VALUES?

Grit Our work is fun, but it is also hard.  We look every challenge square in the face and say, “bring it on!”   We are not afraid to fail.  When we do, we pick ourselves up.  When others do, we extend a hand.
Relationships Roots is a school family.  We respect our teachers, our classmates, our community and ourselves.   We see strengths in all people first.  We use our words to solve problems and always assume the best.  Our kindness is contagious.
Ownership We take ownership over our words and actions.  We are open and honest.  We make plans for our plans.  We freely admit mistakes and embrace difficult conversations.  We deeply feel our shared responsibility for all our scholars.
Wonder Education done right begins and ends in wonder.  We marvel at – and are humbled by – one another and the world around us.  We are obsessed with questions – the questions we ask our scholars, ourselves, our teammates, and most importantly the questions we inspire our scholars to ask of us.


DO YOU WANT TO…

  • Teach like it’s soccer not tennis by joining a team of phenomenal educators working closely together in all aspects of their practice (note: if you like to close the door to your classroom and be left alone to work your magic, Roots is not for you)
  • Help you your scholars build the academic and non-academic skill they need to be successful at Roots and beyond
  • Infuse every lesson  with extraordinary intellectual rigor and limitless joy
  • Constantly refine your skills through coaching, weekly professional development, data analysis and collaborative planning
  • Use formal and informal assessments constantly to drive your instruction and teach in small groups
  • Serve as a mentor and model for a Roots Teaching Fellow while driving extraordinary results with your scholars
  • Be an innovator in your field, push the limits of what’s possible, try new things, fall on your face and try again
  • For a list open lead teaching positions with more detailed descriptions, please see our hiring page at: rootselementary.org

    DO YOU HAVE…

  • An unwavering personal commitment to closing the opportunity gap for all children in our time
  • 2 – 4+ years of experience driving superior results in an elementary school classroom
  • Experience teaching Guided Reading required; experience teaching Cognitively Guided Instruction (CGI), Writer’s Workshop, and/or small group math instruction highly preferred
  • Data in your veins:  you analyze, interpret, and use data to collaborate, identify gaps, and drive results
  • Strong project management skills including goal setting, backwards planning, and executing consistently
  • Comfort with ambiguity, ability to operate in a fluid work environment, and confidence “building the plane while flying it”
Comments Off on Associate Director of Recruitment – Rochester

Associate Director of Recruitment – Rochester

Posted by | April 12, 2017 |

ESSENTIAL DUTIES & RESPONSIBILITIES

  • Works closely with members of the Recruitment team to brainstorm, develop and execute an innovative and streamlined approach to recruiting top talent in Rochester.
  • Demonstrates and communicates to candidates about Uncommon, what it is like to work in our organization, and why they should consider joining us.
  • Oversees candidate interview process.
  • Establishes and maintains strong relationships with candidates.
  • Reviews applications, resumes and conducts phone screens.
  • Manages school leader relationships and collaborates with regional leaders. Creates and leads outreach efforts to inform candidates about opportunities across our schools and build candidate pipeline.
  • Posts job descriptions on all relevant platforms.
  • Researches and implements advertising for open roles.
  • Attends career fairs targeted at high profile candidates and builds name recognition among talented candidates.
  • Conducts extensive outreach and networking with undergraduate and graduate schools, service organizations, and affinity groups to build Uncommon and its schools’ visibility and to attract candidates.
  • Performs other related duties as required and assigned.

QUALIFICATIONS

  • Passionate commitment to the mission of Uncommon Schools.
  • Excellent written and oral communication skills; demonstrated ability to present effectively and persuasively.
  • Strong relationship-building and relationship management skills. Excellent organization and time management skills.
  • Ability to learn quickly, work independently and to be effective in a fast-paced, dynamic, entrepreneurial environment.
  • Willingness and ability to travel to our Home Office in New York City and to recruitment-related events.
  • Bachelor’s degree required.
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Instructional Fellow

Posted by | April 12, 2017 |

Position

To make more elementary, middle, and high schools, we need future leaders to commit themselves to the most urgent and exciting work of our time. It takes individuals who can inspire students, who put excellence ahead of easy, and who project urgency about closing the achievement gap. It takes individuals who are fearless about making decisions and conducting difficult conversations and who can build a highly collaborative team and shape a vibrant culture. These individuals cultivate learning communities that are simultaneously academically rigorous and joyful. They know that their job is the most important one in the world. Self-reflective and humble, they are open to feedback and committed to continuously improving.

Uncommon Schools is offering a one-year fellowship to prepare to do one of three things: 1) open a new Uncommon school; 2) take over an existing Uncommon school; or 3) join an existing K-8 school as an Academy Director.

provides a robust development process to prepare leaders to lead a school in conjunction with the Director of Operations.This Fellow and eventual Principal is a full-time employee, hired, supported, and, evaluated by the Managing Director. The Instructional Fellow must have a B.A. and a minimum of three years of teaching experience.

Prepare for Success

Leaders are born, sure. But those who become great leaders do so through hard work and deep learning. At Uncommon Schools, we make that learning possible by a year-long fellowship. The Fellowship year is based on a foundation of six core elements that are aligned to the competencies of Uncommon leaders. Each element is designed to build Fellows’ capacity towards becoming effective instructional school leaders. These include the following:

  • Evaluation and Feedback; Fellowship Deliverables and Immersion;
  • Professional Development;
  • Reading and Discussion Groups;
  • School Startup Preparation;
  • and School Visits.

Evaluation and Feedback

Throughout the fellowship year, Fellows will receive coaching and feedback from their Managing Directors in addition to the school leaders they are working closely with during their fellowship year. Each Fellow will have an Individual Development Plan that identifies the specific areas of development for the Fellow around which the fellowship will be customized to ensure focused development opportunities.

Fellowship Deliverables and School Guidelines

During the fall of their fellowship year, Fellows will be placed at an existing Uncommon school to observe and learn in the environment of a successful school. While in this residency, the Fellow will be involved in teaching across subject and grade levels, observing and providing feedback to teachers, and completing special projects for the school. In addition, Fellows will be responsible for completing a variety of pre-determined deliverables.

Professional Development

Ideally, fellows start in June to prepare to open their schools in the following summer. Throughout their fellowship, they will engage in professional development focusing on three domains: Cultural Leadership, Instructional Leadership, and Leadership and Management. Each professional development session will be led by our experienced group of Managing Directors, current leaders, and a select group of external partners.

Leadership and Management:

  • Connecting with and Leading Teachers
  • Difficult Conversations
  • Managing Teams and Groups
  • Personal Effectiveness
  • Student Recruitment
  • Teacher Recruitment
  • Understanding Yourself as a Leader

Instructional Leadership:

  • Curriculum Alignment and Yearlong Planning
  • Data-Driven Instruction
  • Driving Student Achievement in Special Education
  • Observation and Feedback
  • Taxonomy of Effective Teaching Practices
  • Teaching Math
  • Teaching History
  • Teaching Reading
  • Teaching Science
Comments Off on Director of Operations

Director of Operations

Posted by | April 12, 2017 |

GENERAL SUMMARY: Oversees the ongoing operations at the school in conjunction with an Uncommon network’s Chief Operating Officer. Ensures implementation and maintenance of clear systems that allow principals and teachers to focus on students. Works closely with Uncommon’s Home Office Directors and with outside consultants and vendors.

ESSENTIAL DUTIES & RESPONSIBILITIES:

1. Oversees the ongoing operations at the school with the Network Chief Operating Officer and Associate Chief Operating Officer of Uncommon Schools (Uncommon).

2. School start-up and growth: Creates a detailed start-up checklist and ordering list to ensure that the school starts each year prepared and fully stocked.

3. Facility Manages and oversees the school’s physical condition.

4. Technology Works with Uncommon Chief Technology Officer to ensure that the school has a fully functioning technology infrastructure.

5. Student Information Manages student information database system and generates reports as needed.

6. Food and Transportation Manages food and transportation services.

7. Regulations and Reporting Ensures school-wide compliance with health and safety laws, charter contracts, state education mandates (including staff fingerprinting), teacher certification, and all federal and state workplace regulations.

8. Finance and Purchasing Ensures that school-based employees receive payroll and benefits in timely and accurate manner from Uncommon. Works with Uncommon – particularly the Uncommon Director of Finance – to create and oversee the school’s budget, finances, and relationships with outside vendors.

9. Scheduling Works with appropriate staff to construct advisory and class rosters. Creates and manages teacher, student, and classroom schedules.

10. External Relations and Development Manages relationships with all outside organizations and leads the school’s efforts to partner with community leaders and organizations. Manages visitor program.

11. Student Recruitment Maintains thorough list of pre-kindergarten programs, head start programs, youth service programs, churches, and other community organizations with which to correspond regarding student recruitment. Tracks student admission applications and maintains waitlist.

12. Manages the Office Manager and staffs the Main Office when Office Manager is unavailable or not present, and ensures the smooth operation of the main office, including mailings, attendance reporting, office machine maintenance, etc.

13. Coordinates with Uncommon to ensure smooth operations, identify needs, and facilitate flow of information.

14. Performs other related duties as required and assigned.

Comments Off on Summer Teaching Fellowship

Summer Teaching Fellowship

Posted by | April 12, 2017 |

Who We Look For: As an equal opportunity employer, we hire all Summer Teaching Fellows without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status, or disability. The strongest STF candidates exhibit the following traits:

  • Strong interest in teaching in urban environments after college and interest in pursuing a full-time role with Uncommon upon graduation.
  • Demonstrated commitment to social justice and urban education reform.
  • Evidence of openness to feedback, grit, and strong work ethic.
  • High degree of self-reflection and professionalism.
  • Desire to learn from others and work in collaborative environments.

The minimum program requirements are as follows:

  • Undergraduate college junior expected to graduate in December 2017 or Spring 2018 (Candidates graduating in December 2018 or in year three of a five-year undergraduate/Master’s program are NOT eligible to apply for STF 2017 and are encouraged to apply for our 2018 cohort.
  • Candidates who are studying abroad in the spring may be ineligible to apply. (For more info, please see our FAQs.)
  • Eligible to work in the United States
  • Minimum undergraduate GPA of 3.0
  • Full availability from May 28th to August 4th, 2017
Comments Off on Elementary School Teacher

Elementary School Teacher

Posted by | April 12, 2017 |

POSITION:  Teachers hold primary responsibility for the implementation and development of Uncommon’s curriculum and the success of its students. Therefore, Uncommon Schools seeks teachers who are committed to continuously improving curriculum and instruction through collaboration as part of a grade level team.

SPECIFIC RESPONSIBILITIES:  Implement curricula and activities to meet academic standards; Design and implement assessments that measure progress towards academic standards; Use assessment data to refine curriculum and inform instructional practices; Participate in collaborative curriculum development, grade-level activities, and school-wide functions; Provide consistent rewards and/or consequences for student behavior; Be accountable for students’ mastery of academic standards; Communicate effectively with students, families, and colleagues; Participate in an annual three-week staff orientation and training;

QUALIFICATIONS:  Drive to improve the minds and lives of students in and out of the classroom; Proven track-record of high achievement in the classroom; Mastery of and enthusiasm for academic subjects; Evidence of self-motivation and willingness to be a team player; Bachelor’s degree is required; Master’s degree is preferred; and Minimum of two years teaching experience in an urban public school or charter school setting. Valid State Certification is helpful but not required. Belief in and alignment with Uncommon’s core beliefs and educational philosophy is non-negotiable. By the time that employment begins, candidates must have received a Bachelor’s degree from a College or University. For teaching roles in New York and Massachusetts, candidates must have also earned a cumulative Grade Point Average (GPA) of 2.5 or higher by the time employment begins. For teaching roles in New Jersey, the candidates must have earned a cumulative 2.75 GPA (for candidates graduating before September 1, 2016) or 3.0 (for candidates graduating on or after September 1, 2016).

COMPENSATION: We offer a generous compensation package. All staff members are equipped with the tools needed to succeed, including a dedicated work space, laptop computer, email, high-speed internet access, and all necessary supplies.

Comments Off on T3 Coach

T3 Coach

Posted by | April 6, 2017 |

Overview of Teach Plus

 

Mission. The mission of Teach Plus is to empower excellent, experienced teachers to take leadership over key policy and practice issues that affect their students’ success.

 

Programs. Teach Plus programs are designed to place highly effective teachers at the center of improvements in schools as leaders of their peers and outside schools influencing policy decisions that affect their classrooms.  The programs develop excellent teachers into leaders who achieve change and mobilize others in their school, district, state, and across the nation to bring change to scale.

 

Impact. Teach Plus ensures that effective teachers have influence beyond their classrooms as:

  • a key voice in legislation in local, district, state, and federal policy
  • change agents in transforming student learning across a school
  • leaders of other teachers in improving practice
  • a grounded perspective in the media and on research

 

  1. Position Description

Teach Plus’ T3 Initiative is an innovative program that recruits, develops, and supports effective, experienced teachers to serve as T3 Teacher Leaders in low-performing and turnaround schools. This program was designed by teachers and demonstrates that chronically low-performing schools can be turned around and that excellent teachers are the key lever to do so.

 

T3 Teacher Leaders work together as teams of high-performing educators with administrators that understand the power of shared leadership. T3 Teacher Leaders, with the support of their principal and T3 Initiative Coach, serve in leadership roles leading teams of their peers in collaborative inquiry or leading school-wide initiatives that help facilitate and support the work of all teachers in the school to significantly increase student achievement.

 

The T3 Coach position is a critical school-based leadership opportunity for a skilled coach who is looking to support school reform driven by teacher leaders. Teach Plus has identified five attributes that effective teacher leaders use to improve student outcomes across their schools.

 

The Coach will support Teacher Leaders in developing capacity to be:

  • Purpose-driven instructional leaders
  • Skillful facilitators of adult learning
  • School wide change agents
  • Evidence-based decision makers
  • Ongoing learners

 

Specifically, the T3 Philadelphia Coach is responsible for:

 

Ongoing In-School Support

  • Foster High Functioning, High Impact Teacher-Leader led teams.
    • Observe and strategically contribute in weekly Teacher Leader-led team meetings and professional development.
    • Ensure that the primary work of each team is to improve teaching and learning for all students through use of calendared evidence-based inquiry cycles.
    • Ensure that teacher leader initiative work is based in evidence and achieves desired impact on instructional practice and student learning.
  • Coach and Develop Teacher Leaders. Plan and facilitate school-based T3 teacher leader cohort meetings.  Meet weekly with each Teacher Leader to plan for upcoming team meetings, debrief previous meetings, and engage in leadership coaching and feedback.
  • Support School Leadership: Serve as part of school leadership team. Meet regularly with principal and school administration to ensure program fidelity.

 

Out of School Support

  • With support of Teach Plus staff, T3 Coaches collaborate across the Philadelphia T3 network to provide the following out-of-school support for the T3 Teacher Leaders across the district:
    • Plan for and deliver portions of the Summer Institute, a multi-day hands-on training for T3 Teacher Leaders across the Philadelphia T3 network.
    • Plan for and deliver regional professional development sessions for Teacher Leaders across the T3 network.

 

Coach Professional Learning

Teach Plus invests heavily in the development of the coaching team, supporting travel to ensure that coaches learn from and with each other in the following ways:

  • Comprehensive Leadership Orientation
  • Approximately three Coach meetings (travel may be necessary)
  • Consistent feedback and support through one-on-one meetings with the Instructional Practice Director and National Coaching Manager

III. Qualifications

To be successful in this role, ideal candidates should have:

  • 6+ years in the education field, with preference given to candidates who have both a teaching background and experience coaching teachers and school leaders in an urban environment
  • Preference given to leaders who have led instructionally transformational work in the urban context
  • Literacy and/or Math Data aexperience
  • A relentless focus on data, including analysis and using it to inform instruction and make decisions
  • Experience in leadership development and facilitation of inquiry with teachers and/or school leaders
  1. Start Date and Term

The tentative start date for this position is July 2017.  Please note that T3’s expansion to Philadelphia is contingent upon final contract approval and funding. T3 Coaches may be eligible for renewal on an annual basis on July 1, 2018 based on performance and needs of the organization.

Comments Off on PRINCIPAL SEARCH Monument Mountain Regional High School – Principal – Grades 9 – 12

PRINCIPAL SEARCH Monument Mountain Regional High School – Principal – Grades 9 – 12

Posted by | March 21, 2017 |

Monument Mountain, comprised of more than 550 students and staff members, is a regional school that enjoys an excellent reputation earned through its comprehensive range of offerings, its skilled and committed faculty, and its mission to create opportunities for students that encourage and empower their learning as well as their contributions to the school community.  Located in the heart of the cultural attractions of the Berkshires, it is two and a half hours from both New York City and Boston.

Requirements:  MA Certified or Certifiable as a Secondary School Principal with at least 5 years experience in teaching and/or administration at the secondary level.  Masters Degree in Administration or equivalent preferred.

Qualifications:  Demonstrated success in supporting learning, collaborative leadership, professional growth, community partnership and innovation.  Dedication to and support of the success of the school’s students and programs a must.  High School teaching and administration experience preferred.

Starting Date:  July 1, 2017 or negotiable    Salary:   Negotiable dependent on qualifications and experience.

 

Comments Off on Upper School Mathematics Teacher (Grades 9-12)

Upper School Mathematics Teacher (Grades 9-12)

Posted by | March 15, 2017 |

Description

CA seeks a dynamic, energetic, and creative mathematics teacher to join a collegial department as a full-time member effective August 2017. A full-time position consists of four sections of mathematics and an advisory.  The likely teaching assignment for this position will include Geometry.

Qualifications

A successful candidate will be not only mathematically prepared to teach a college preparatory curriculum from beginning Algebra through AP Calculus and/or AP Statistics but also one who strives to be innovative in his/her teaching and is willing to explore current “best practices” in CA’s technology-enhanced, student-centered, and increasingly investigation-based classrooms. We seek those candidates having demonstrated experience using various technologies (e.g., iPad, Geometer’s Sketchpad, TI calculators, etc.) on various platforms as a regular component of classroom practice.  Coding experience desirable, but not required.

Coaching abilities are a plus.

Background

The Upper School program combines a strong college preparatory academic curriculum with extensive and challenging programs in athletics, community service, and fine arts.  Students graduating from the Upper School apply to and are accepted at selective colleges throughout the United States.  Small classes, high standards, a faculty committed to the mathematical growth of every student, and an abiding belief that the most successful learners are the most active and involved learners, make the Upper School years the capstone of a student’s pre-collegiate education.  Learning at CA is not confined to the classroom. Learning opportunities abound. The school’s experiential Interim program, student-generated club activities, and a broad-based community service program are among the hallmarks of every student’s Upper School experience.

CA offers an excellent compensation package, wide-ranging opportunities for professional development, and an environment notable for its dedicated teaching professionals and supportive administrators.  Salary is based on education and experience.

Applicants are also invited to visit the CA website (www.coloradoacademy.org) to learn more about the school and its program.

Comments Off on Literacy Specialist

Literacy Specialist

Posted by | March 10, 2017 |

 

LITERACY SPECIALIST

LEE & LOW BOOKS is the largest children’s book publisher specializing in diversity and multiculturalism. We have established ourselves as an elite publisher whose catalog of 800+ books are well loved and respected by educators, librarians, booksellers, parents, and children throughout the US and around the globe.

We are looking for a talented individual to engage with our literacy partners, schools, and educators and contribute to the growth of our business. The position presents an opportunity to learn about the publishing industry and to enable educators and literacy partners to discover best strategies for using LEE & LOW titles in the classroom and curriculum.

Candidates must possess a desire to learn about the Education Market for children’s books (from beginning readers through young adult books) and a willingness to become familiar with modern pedagogy and teaching strategies, industry terminology, and current trends. This will be accomplished through in-house training, field experience, and ongoing professional development.

This is a full-time, in-house position. The Literacy Specialist will report to the Director of Curriculum & Literacy Strategy.

Responsibilities:

  • Lead and create research-based educational resources that clarify, strengthen, and enhance book effectiveness
  • Oversee the distribution of educational resources
  • Manage and maintain multiple leveling systems for books
  • Support authors, illustrators, award committees, distributors, and literacy partners on utilizing in-house educational content
  • Assist Director of Curriculum & Literacy Strategy in identifying education market needs and trends and providing insight as to how we can help serve the needs of educators
  • Support Marketing team on investigating and engaging influential teachers, professional teaching organizations, and academic institutions to promote our education materials, managing those relationships, and exchanging best practices with the goal of promoting our books
  • Engage and cultivate teacher partnerships through conferences, presentations, social media platforms (blogs, Twitter, educator-networking websites), and professional development webinar opportunities
  • Provide knowledge of education and pedagogy trends to Sales and Editorial teams to show the educational applications of our books and their uses in the classroom
  • Advise the Marketing team on constructing the company website with an education-focus and teacher-voice

Requirements:

  • The ideal candidate is an energetic, creative, inquisitive self-starter with exceptional organizational, analytical, and creative thinking skills
  • Knowledge of current, effective K–6 practices in teaching, learning, and curriculum design
  • Experience creating lessons and materials for diverse populations, including culturally diverse, ELL and ENL, and special needs
  •  4-year college degree
  • 2+ years of experience as a classroom teacher
  • 1+ years of experience in instructional design, learning design, or curriculum design at an educational technology company, educational publishing company, or educational products company
  • Strong interpersonal skills with eagerness to connect with educators and literacy partners
  • Excellent writing abilities
  • Polished, professional presentation skills
  • The ability to prioritize multiple assignments

Desired Additional Skills:

  • Bilingual in Spanish and English
  • Literacy Coaching, Staff Development, Teaching experience
  • Bachelor or Masters degree focused on Education

Location:
Our office is conveniently located in New York City near Madison Square Park.

Compensation:
Competitive salary along with bonus. Company benefits package includes health coverage (including prescription drug coverage), 401K plan, and generous vacation policy.

Comments Off on Education Success Project Leader VISTA

Education Success Project Leader VISTA

Posted by | March 2, 2017 |

Education Success Project Leader (VISTA)

Background:

YouthBuild Philadelphia Charter School is a nationally-recognized leader in alternative education. We help transform the lives of older (18 – 21), urban youth through a holistic approach that includes academic instruction and vocational training. Students attend YouthBuild for one year, during which they work towards earning a competency-based high school diploma and a vocational certification.

Our committed staff and talented students make YouthBuild an inspiring place to work. The school is known for its positive climate and culture. Staff and students benefit from being part of a close-knit community built through community meetings, school-wide service projects and a restorative-justice approach to discipline.

Mission:

To provide out-of-school youth in Philadelphia with the broadest range of tools, supports and opportunities available to become self-sufficient, responsible and productive citizens in their community. We develop the character, knowledge, and skills of our students so that they will succeed in top-quality colleges, trade schools and the competitive world beyond.

Responsibilities:

The Education Success Project Leader will work with YouthBuild’s academic team to increase the number of YouthBuild students who attain a diploma, and are academically prepared to be successfully placed and retained in postsecondary settings. We are seeking a college graduate, with excellent communication skills, the ability to proactively develop positive relationships, and a commitment to community engagement and education. The ideal candidate is passionate about education justice, is interested in creative thinking and problem solving, and is prepared to undertake a variety of projects to support student success.

Specifically, the Education Success Project Leader will be charged with the following:
 Coordinate and enhance a volunteer program to improve student academic performance on YouthBuild’s academic curriculum (examples: tutors, mentors, teacher assistants)
 Develop partnerships, curricula and programming to support students’ success on standardized tests including the TABE, SAT and community college placement tests like the Compass.
 Research and support the development of curriculum and staff development opportunities that enhance the tools and skills we have for preparing students for postsecondary success.

Our twelve-month position as a Full-Time AmeriCorps VISTA Member requires that successful applicants must:

 Be at least 18-years-old upon entering VISTA training. There is no upper age limit.
 Be a U.S. citizen or have permanent resident status.
 Not listed in the National Sex Offender Registry database as convicted of a sex-related crime.
 Be in a position to offer full-time service for one year (March 24, 2017 – March 23, 2018).
 Be able to exhibit previous education, training, military, or work experience, and any other relevant skills or interests necessary to perform a specific VISTA assignment.
 Be willing to live among and at the economic level of the low-income people served by the project and have a desire to provide needed community services to an under-served community while receiving the following benefits: a living allowance of $949/month, an education award of $5,350 upon successful completion of term of service, loan forbearance w/ interest accrual payment, child care coverage (if applicable), and health benefits.
 Understand VISTAs serve on a full-time basis and cannot be the subject of legal proceedings (civil or criminal) that may consume time needed for their assignments.

Comments Off on Personalized Learning Lab Teacher

Personalized Learning Lab Teacher

Posted by | February 27, 2017 |

The NET Charter High School

Personalized Learning Lab Teacher (Full time)

Job Description

 

The NET Charter High School

The NET Charter High School serves students who have dropped out of or been expelled from high school or who have struggled academically or behavioral in traditional settings. The school’s name stands for: meeting Needs, raising Expectations, Training for life. Students at The NET earn a high school diploma and participate in internships with area employers in various fields.  Our students leave school with the skills, confidence and experience to succeed in the career and education path of their choice.

 

Position Responsibilities

 

The computer lab is one of the three major academic setting at The NET.  Each student takes one or more courses online using a variety of RtI and course content providers.  The Lab Teacher is responsible for supporting and managing lab programs and students to insure they understand the material and make appropriate progress toward graduation.

 

This position is a unique opportunity to work in the exciting field of Personalized and Blended Learning.  You will join a highly dedicated and mission aligned team of professionals striving to insure that all students receive the high quality supports they deserve.

 

The NET Personalized Learning Lab Teacher is responsible for:

  • Maintaining an organized and productive computer lab
  • Monitoring and motivating students to ensure they are making appropriate progress on their credits
  • Tutoring and teaching students struggling with content
  • Developing supplementary materials to assist student comprehension of online course materials
  • Basic computer and program troubleshooting; communicating with Technology Coordinator for major issues
  • Establishing and maintaining productive communication with students, teachers, and parents
  • Ensuring students follow computer lab expectations
  • Handling administrative work associated with lab behavior and academics

 

 

 

 

 

 

 

 

 

 

 

Position Requirements:

Education & Experience

  • 3+ years experience working with at risk students in a non-selective, open admissions urban environment with a demonstrated record raising student achievement
  • Experience & high level of comfort working with computers and basic IT
  • Strong academic skills and comfort tutoring students in multiple subjects
  • Strong, positive culture building & behavior management to insure the lab is a productive space for all students
  • BA or BS

 

Skills & Approach

  • Passion for improving educational opportunities for urban students and for being a part of a strong, mission-driven team
  • Commitment to Educators for Quality Alternative’s mission, vision and growth
  • Excellent communication, interpersonal, relationship building & management skills
  • Flexible and learning mindset dedicated to effectively & innovatively problem solving

 

 

Details

  • Schedule: All full time NET positions are year-round
  • Salary: Initial salary is set based on years of experience, certification and degrees. Future salary increases and bonuses are based on performance and responsibilities.
  • Benefits: Comprehensive benefits and generous 403b retirement plan
  • Reports to: School Operations Coordinator

 

To Apply

For more information or to apply, visit:

www.thenetnola.org

or email:

Elizabeth Ostberg, Principal, eostberg@thenetnola.org

Comments Off on Math/Science/SS Teachers

Math/Science/SS Teachers

Posted by | February 27, 2017 |

Science/Math/Social Studies Teacher
(Full time; Certification Preferred)

Position Description                                                                                               

 

The NET Charter High School

The NET is an alternative high school for students who have dropped out of, been expelled from, or who have otherwise struggled in a traditional school setting. Students at The NET receive intensive, individualized academic, social, and behavioral supports, earn a high school diploma, and participate in rigorous internships with area employers. Our students leave school with the skills, confidence and experiences necessary to succeed in the career and education paths of their choice.

 

 

Position Summary

The NET Teacher position is a unique opportunity to provide the type of high quality math curriculum and instruction you believe struggling high school students in New Orleans deserve.

 

The Teacher is responsible for:

  • High School curriculum development & teaching
  • Developing strong relationships and a highly functional, restorative classroom
  • Assessing and monitoring student progress
  • Differentiating lessons, assessments and support
  • Constantly developing his/her own craft

 

 

Position Requirements:

Education & Experience

  • 3+ years teaching at risk students in a non-selective, open admissions urban environment with a demonstrated record raising student achievement
  • A BA or BS
  • Louisiana Teacher Certification completed or in progress preferred
  • Special Education experience preferred

 

Skills & Approach

  • Passion for improving educational opportunities for urban students and for being a part of a strong, diverse, mission-driven team
  • Specialized interest in working with and developing students with learning and emotional difficulties
  • Commitment to The NET’s mission, vision and growth
  • Excellent communication, interpersonal, relationship building & management skills
  • Flexible and learning mindset dedicated to effectively & innovatively problem solving

 

 

Details

  • Schedule: All full time NET positions are year-round with approximately 10-12 weeks for vacation per year
  • Salary: Competitive for Orleans Parish. Initial salary is set based on years of experience and degrees. Future salary increases and bonuses are based on performance and responsibilities.
  • Benefits: Comprehensive benefits and generous 403b retirement plan
  • Reports to: Principal

 

To Apply

For more information or to apply, visit:

www.thenetnola.org

or email:

Elizabeth Ostberg, Principal, eostberg@thenetnola.org


 

Comments Off on Teacher/Advisors

Teacher/Advisors

Posted by | February 27, 2017 |

The NET Charter High School

Teacher/Advisor (Full time, Certification Preferred)

Job Description

 

The NET Charter High School

The NET Charter High School serves students who have dropped out of or been expelled from high school or who have struggled academically or behaviorally in traditional settings. The school’s name stands for: meeting Needs, raising Expectations, Training for life. Students at The NET earn a high school diploma and participate in internships with area employers in various fields.  Our students leave school with the skills, confidence and experience to succeed in the career and education path of their choice.

 

Position Summary

The NET Teacher/Advisor position is a unique opportunity to teach and work intensively with small groups of your favorite students—the ones that don’t seem to excel in traditional classrooms.

 

As a Teacher/Advisor, you have tremendous impact on the curriculum, culture and class and program structure in order to ensure that each of your advisees develop to their greatest potential.

 

NET Teacher/Advisors are responsible for:

  • Planning and teaching multi-disciplinary, project-based seminar courses (generally English, Social Studies, and Electives)
  • Building and leveraging transformative relationships for advisee growth
  • Assessing and monitoring student progress on an individual and course level
  • Constantly developing your own craft

 

Position Requirements:

Education & Experience

  • 3+ years teaching at risk students in a non-selective, open admissions urban environment with a demonstrated record raising student achievement
  • A BA or BS
  • Louisiana Teacher Certification completed or in progress preferred
  • Special Education certification and/or experience preferred

 

Skills & Approach

  • Passion for improving educational opportunities for urban students and for being a part of a strong, diverse, mission-driven team
  • Specialized interest in working with and developing students with learning and emotional difficulties
  • Commitment to The NET’s mission, vision and growth
  • Excellent communication, interpersonal, relationship building & management skills
  • Flexible and learning mindset dedicated to effectively & innovatively problem solving

 

 

Details

  • Schedule: All full time NET positions are year-round with approximately 10-12 weeks for vacation per year
  • Salary: Competitive for Orleans Parish. Initial salary is set based on years of experience and degrees. Future salary increases and bonuses are based on performance and responsibilities.
  • Benefits: Comprehensive benefits and generous 403b retirement plan
  • Reports to: Principal

 

To Apply

For more information or to apply, visit:

www.thenetnola.org

or email:

Elizabeth Ostberg, Principal, eostberg@thenetnola.org

Comments Off on Executive editor

Executive editor

Posted by | February 6, 2017 |

Chalkbeat is looking for an executive editor to lead the day-to-day editorial and operational management of the editorial team, with an eye toward future expansion.

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’re in five locations — Colorado, Detroit, Indiana, New York, and Tennessee — and growing. Read more about our mission and values.

Reporting directly to Elizabeth Green, Chalkbeat’s cofounder, CEO, and Editor-in-Chief, the executive editor will be responsible for executing the strategy set by senior leadership and overseeing the editorial arm of this mission-driven news organization that provides deep, local coverage of education policy and practice. You will manage the editorial calendar and work with four local editors, the national editor, and the enterprise editor to shepherd daily and longer-form journalism to publication. You will directly manage those six editors and indirectly oversee a team of 13 reporters across offices in New York, Colorado, Indiana, Detroit, and Tennessee—with more to come down the line. You will be responsible for setting readership and journalistic impact targets, and then coaching the team to achieve those goals. You will also work closely with the Director of Product and Growth on web and app development, and constantly be on the lookout for new digital trends.

Who are you?

You are a journalist who loves leading a team as much as reporting a story. You think digitally first and are constantly looking for new ways to present a narrative. You are an inspiring leader who thrives on the adrenaline of a newsroom, simultaneously able to communicate high-level strategy and willing to roll up your sleeves to direct breaking news coverage. You love numbers and analysis, and are comfortable with setting goals and measuring results.

What background and skills do you have?

  • 10+ years’ experience in journalism and/or digital content creation, including several years spent in a fast-paced digital environment
  • 5+ years’ experience in a senior position that includes hiring and building large teams, ideally across distributed locations
  • Experience overseeing story budgets and publishing calendars
  • Stellar news judgment and a nose for what makes the perfect story mix
  • Comfortable operating autonomously with limited oversight
  • Demonstrable experience with analytics tools and tracking
  • Strong interpersonal skills with an ability to work with all levels of management; able to communicate proactively with key stakeholders in a startup environment
  • Passion for education is a must; knowledge of education is a strong plus, but not required

The ideal candidate is based in one of Chalkbeat’s current locations: New York, DC, Denver, Indianapolis, Detroit, Memphis, or Nashville. Remote candidates will also be considered as long as they’re willing to travel at least twice a quarter for meetings, retreats, and relationship-building.

Comments Off on Literacy Specialist

Literacy Specialist

Posted by | January 24, 2017 |

LEE & LOW BOOKS is the largest children’s book publisher specializing in diversity and multiculturalism. We have established ourselves as an elite publisher whose catalog of 800+ books are well loved and respected by educators, librarians, booksellers, parents, and children throughout the US and around the globe.

We are looking for a talented individual to engage with our literacy partners, schools, and educators and contribute to the growth of our business. The position presents an opportunity to learn about the publishing industry and to enable educators and literacy partners to discover best strategies for using LEE & LOW titles in the classroom and curriculum.

Candidates must possess a desire to learn about the Education Market for children’s books (from beginning readers through young adult books) and a willingness to become familiar with modern pedagogy and teaching strategies, industry terminology, and current trends. This will be accomplished through in-house training, field experience, and ongoing professional development.

This is a full-time, in-house position. The Literacy Specialist will report to the Director of Curriculum & Literacy Strategy. Aim to start no later than April 1.

Requirements:
• The ideal candidate is an energetic, creative, inquisitive self-starter with exceptional organizational, analytical, and creative thinking skills
• Knowledge of current, effective K–6 practices in teaching, learning, and curriculum design
• Experience creating lessons and materials for diverse populations, including culturally diverse, ELL and ENL, and special needs
• 4-year college degree
• 2+ years of experience as a classroom teacher
• 1+ years of experience in instructional design, learning design, or curriculum design at an educational technology company, educational publishing company, or educational products company
• Strong interpersonal skills with eagerness to connect with educators and literacy partners
• Excellent writing abilities
• Polished, professional presentation skills
• The ability to prioritize multiple assignments

Responsibilities:
• Lead and create research-based educational resources that clarify, strengthen, and enhance book effectiveness
• Oversee the distribution of educational resources
• Manage and maintain multiple leveling systems for books
• Support authors, illustrators, award committees, distributors, and literacy partners on utilizing in-house educational content
• Assist Director of Curriculum & Literacy Strategy in identifying education market needs and trends and providing insight as to how we can help serve the needs of educators
• Support Marketing team on investigating and engaging influential teachers, professional teaching organizations, and academic institutions to promote our education materials, managing those relationships, and exchanging best practices with the goal of promoting our books
• Engage and cultivate teacher partnerships through conferences, presentations, social media platforms (blogs, Twitter, educator-networking websites), and professional development webinar opportunities
• Provide knowledge of education and pedagogy trends to Sales and Editorial teams to show the educational applications of our books and their uses in the classroom
• Advise the Marketing team on constructing the company website with an education-focus and teacher-voice

Desired Additional Skills:
• Bilingual in Spanish and English
• Literacy Coaching, Staff Development, Teaching experience
• Bachelor or Masters degree focused on Education

Location:
Our office is conveniently located in New York City near Madison Square Park.

Compensation:
Competitive salary along with bonus. Company benefits package includes health coverage (including prescription drug coverage), 401K plan, and generous vacation policy.

To apply:
Email a PDF of resume, cover letter, and writing sample (lesson plan or unit plan) to careers AT leeandlow.com, or send materials via fax to (212) 683-1894

https://www.leeandlow.com/about-us/careers-at-lee-low–2

Comments Off on Part-time Online ESL Teacher

Part-time Online ESL Teacher

Posted by | January 23, 2017 |

VIPKID is currently looking for independent contractors as ESL teachers for our young students. We look for teachers that are energetic and can provide engaging classes, and who are motivated and excited to work with a promising company that is growing at a fast pace in China. VIPKID currently has 60,000+ active students and 6,000+ active teachers.

WHAT WE DO
-1-on-1 online full immersion English language and content classes
-Teach American curriculum, based on the Common Core State Standards
-25-minute highly engaging lessons

WHAT WE REQUIRE

– Exposure to the American or Canadian K12 education system
– Minimum 1 year of teaching experience
– Bachelor’s degree
-Tech Requirements: Desktop or Laptop with Fast Internet connection and audio/video capability

Contract type: Independent contractor
Contract term: 6-Months
Start date: Immediately
Hours: In order to maximize number of classes scheduled, teachers are recommended to be available for at least 15 time slots per week (each time slot is 30 minutes) during Beijing peak times. The following hours tend to be the most requested time periods: Monday-Sunday 6-10pm, and Saturday-Sunday 9am-10pm in Beijing time.

Payment: Our teachers are paid according to the number of classes finished. The minimum service fee rate range is US$ 14-$18/hour. There are incentives for every lesson, so a typical service fee ranges between US$ 14-22/hour. This business opportunity is ideal for independent contractor teachers looking to supplement their income.

Comments Off on Middle School and High School Math Special Education Teachers

Middle School and High School Math Special Education Teachers

Posted by | January 19, 2017 |

The SEED Foundation (www.seedfoundation.com) was created in 1997 to establish college-preparatory urban boarding schools that prepare children both academically and socially, for success in college and beyond.

In 1998, the Foundation opened The SEED Public Charter School of Washington, D.C. – the nation’s first urban public college preparatory boarding school. The school currently serves 325 students in grade 6-12. In 2015, 100% of SEED’s seniors were accepted to a four year college or university.

All SEED students live on campus from Sunday evening through Friday afternoon when they return home for the weekend. The dormitories are organized into small “houses” of 10-12 students per life skills counselor for afternoon and evening routines such as study hall, house meetings, and social activities. We provide a safe and caring 24 hour boarding experience. Our relationship with parents and guardians is essential to the success of their child while at SEED.

We are currently seeking High School and Middle School Math Special Education Teachers for 2016 – 2017 school year to work with and teach upper school students to prepare them for success in a college preparatory upper school program.

ESSENTIAL DUTIES AND RESPONSIBILITIES

Collaborate in a strong team environment to:
• Provide for an engaging middle school and/or upper school learning environment conducive to student success
• Promote and support a middle and/or upper program with promotion based upon standards mastery
• Communicate knowledge in an interesting, stimulating, and effective manner, using a variety of instructional methodologies, curriculum resources, and materials
• Examine student assessment data to inform decision making and to guide and improve instruction
• Promote high levels of learning in an engaging and effective manner, using a variety of instructional methodologies, curriculum resources, and materials
• Integrate literacy strategies into the instructional framework
• Differentiate instruction to reach all learners
• Plan, organize, and deliver appropriate lessons for assigned area(s) of responsibility, and submit lesson plans to the Principal and Assistant Principals on an as requested basis
• Establish and maintain a classroom atmosphere conducive to learning
• Collaborate with fellow teachers on planning, professional development, and standards-based curriculum and common assessment design to contribute to the continuous improvement of instruction at the school
• Assess students’ learning in a professional manner and communicate students’ progress to parents and fellow teachers to facilitate future instruction.
• Identify special needs of students and seek additional support, as needed
• Maintain and submit necessary records, progress reports, and grade reports
• Participate in faculty meetings, workshops, staff development programs, and other school sponsored activities
• Participate in summer programming including direct service to incoming and returning SEED youth and curriculum work with colleagues
• Assist in general building supervision and discipline of students outside of the classroom
• Adhere to the professional and ethical standards as outlined in the SEED PCS Staff Manual

MINIMUM QUALIFICATIONS

• Bachelors’ degree in related field, preferably in Education;
• Special Education certification; Praxis II passing score
required in the content area;
• Master’s in related field and/or prior teaching experience
highly desired.

Comments Off on Paid summer education reporting internships

Paid summer education reporting internships

Posted by | January 3, 2017 |

Chalkbeat, the national nonprofit education news organization covering local public schools, is seeking motivated undergraduate or graduate students to serve as summer reporting interns.

Our reporting teams cover schools in Denver, Detroit, Indianapolis, Memphis, and New York City, as well as education issues affecting schools across the country.

The 10-week paid internship will offer student journalists the opportunity to work alongside some of the nation’s top education journalists in a dynamic, rapidly growing organization. At a critical moment for an active independent press, join us as we build an organization working to sustain journalism that matters.

Interns will have the opportunity to undertake daily education news assignments, to work on enterprise stories, and to participate in the life of our reporting teams in every way.

Ideal candidates will demonstrate a passion for public policy and social issues journalism, strong reporting and writing skills, and comfort working in digital media. They will be mission-driven, entrepreneurial, creative, energetic, and tenacious reporters.  

About Chalkbeat

Chalkbeat, founded in 2013, is the nonprofit news organization covering the national effort to transform public education. We are mission-driven journalists who believe that an independent local press is vital to ensuring that education improves. We seek to provide deep local coverage of education policy and practice that informs decisions and actions, leading to better schools.

Qualifications

We are seeking summer reporting interns who are energized by our mission and excited to help us build a news organization that re-imagines daily newsgathering while embracing traditional journalistic values. Candidates should have clips that demonstrate strong reporting and writing skills. We’re also looking for people with a passion for (and ideally, a familiarity with) covering education.

In particular, you should have:

– Significant high school, college or professional journalism experience

– A high level of comfort with the exciting opportunities and challenges inherent in working in a high-energy start-up environment

– Familiarity with and curiosity about education issues such as standards, school choice, and teacher effectiveness

The 10-week internships start June 5 and run through Aug. 11. (The dates can be adjusted if necessary.) Interns will work 40-hour weeks and receive a stipend.

To Apply

Please send a resume, five relevant clips, and a cover letter explaining your interest in the position and any preferences among our locations to careers@chalkbeat.org. The deadline for applications is Friday, March 3. Applications will be reviewed on a rolling basis; we recommend that you apply as early as possible. Please specify “Application for 2017 internship” in the subject line.

Chalkbeat is dedicated to equal employment opportunities in any term, condition, or privilege of employment. Chalkbeat encourages people of all races, colors, national origins, ancestries, creeds, religions, genders, ages, disabilities, veteran status, sexual orientations, marital statuses, gender expressions to apply.