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Comments Off on Middle School Literacy Specialist for Grades 6-8 at Small Progressive Charter School 2020-21

Middle School Literacy Specialist for Grades 6-8 at Small Progressive Charter School 2020-21

Posted by | February 27, 2020 |

About Community Roots:

Community Roots Charter School is a rigorous learning community where learning is embedded in meaningful real world context, where children are deliberately taught to see the connections between school and the world. CRCS students will meet or exceed the Common Core standards and be prepared to excel in the 21st century by being taught to be independent thinkers and to work productively within a diverse group of learners. At CRCS students will learn to combine curiosity with appropriate application, which will lead to deep understanding and the confidence to take on challenges to become who they want to be.  Currently, Community Roots has 460 students in grades K-8. Our first 8th grade class graduated in June 2015. Please visit our website for more information about our school: www.communityroots.org.

 

Community Roots is hiring:

A Literacy Specialist for grades 6-8. 

 

Compensation:

  • Salary scale based on years of experience and level of education
  • 403b with employer match 
  • Single and family dental, vision, and health care

Responsibilities

  • Implement targeted, research-based literacy interventions (both reading and writing) to individual students and small groups of students in the least restrictive setting
  • Collect and use student data to set goals and monitor progress toward instructional outcomes
  • Collaborate with classroom teachers to administer and review assessment data e.g. school based assessments, reading assessments, NYSESLAT, NYSITELL, proctor state ELA/Math tests
  • Collaborate with classroom teachers to develop and monitor student intervention plans, including classroom based interventions 
  • Hold family conferences to review individual student’s progress at least twice a year and,  if a there is a need, arrange more frequent, regular conferences 
  • Provide families with written narratives to report on individual student’s progress at a minimum of twice a year, in accordance with the schoolwide progress report schedule  
  • Provide push in/pull out Special Education Teacher Support Services (SETSS) 
  • Manage IEP caseload 
    • Remain in frequent communication with families
    • Attend IEP pre-meetings and meetings and contribute relevant information 
    • Report three times a year on IEP goals 
    • Facilitate and/or participate in student centered research and meetings (e.g. Child Study Team, Functional Behavioral Assessments and Behavior Intervention Plans)
  • Co-facilitate a “crew”, our school’s advisory structure 

 

Qualifications

  • Special education certification 
  • Demonstrated success in implementing reading intervention and/or instruction 
  • Belief in CRCS mission and philosophy

Community Roots seeks individuals who:

  • Believe in and are capable of high levels of collaboration and communication
  • Believe that communicating and building relationships with children’s families is essential
  • See themselves as active learners committed to ongoing professional development
  • Always start from a child’s strengths 
  • Understand that children learn in different ways
  • Are capable of building a safe, nurturing, supportive and high achieving school culture
  • Believe that working and educating children in a diverse environment is essential
  • Enjoy their work

 

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

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Elementary School Learning Specialist

Posted by | February 25, 2020 |

About Community Roots:

Community Roots Charter School is a rigorous learning community where learning is embedded in meaningful real world context, where children are deliberately taught to see the connections between school and the world. CRCS students will meet or exceed the Common Core standards and be prepared to excel in the 21st century by being taught to be independent thinkers and to work productively within a diverse group of learners. At CRCS students will learn to combine curiosity with appropriate application, which will lead to deep understanding and the confidence to take on challenges to become who they want to be.

 

Currently, Community Roots has 460 students in grades K-8. Our first 8th grade class graduated in June 2015. Please visit our website for more information about our school: www.communityroots.org.

 

Community Roots is hiring:

A Learning Specialist for our elementary school site. The position will start in August 2020.

 

Qualifications:

  • NYS Special Education Certification
  • Belief in CRCS mission and philosophy
  • Strong belief in and ability to collaborate
  • Demonstrated ability to prioritize and problem solve independently
  • Demonstrated ability to prioritize student achievement while creating a nurturing and encouraging school environment
  • Experience in working with students with IEPs and students at risk of academic failure
  • Experience implementing academic and behavioral interventions 

 

Learning Specialist Role Description:

  • Facilitate and/or participate in student centered research and meetings (e.g. Child Study Team, Functional Behavioral Assessments and Behavior Intervention Plans)
  • Participate and contribute to grade team meetings 
  • Participate in regular Support Provider and Learning Specialist Team Meetings
  • Case manage and facilitate meetings with the Committee on Special Education for students going through an initial, triennial or annual review or meeting including pre-IEP meetings. This includes contributing to the writing of IEPs
  • Report three times a year on IEP goals
  • Write progress notes on all students on caseload
  • Facilitate and monitor all initial and ongoing assessments of students in intervention so that student’s work can be assessed and interventions and accommodations recommended
  • Hold family conferences to review individual student’s progress at least twice a year and if a teacher is concerned about a student more frequent, regular conferences will be arranged
  • Offer staff development 
  • Provide instructional support to teachers e.g. regular check-ins with teacher teams, modeling teaching strategies and creating classroom based interventions. This includes instructional support such as Multi-Lingual Learner support plans or behavior plans to help students access the curriculum
  • Attend grade level meetings for planning for differentiation, accommodations,  modifications, and embedding individual student goals into the curriculum, as well as updates on intervention groups
  • Provide academic intervention for reading and writing in the least restrictive setting
  • Collaborate with classroom teachers to administer and review assessment data e.g. school based assessments, NYSESLAT, NYSITELL, proctor state ELA/Math tests

 

How to Apply:

If interested, please go to www.communityroots.org/jobs to apply.

Comments Off on Executive Director at Great Oaks Wilmington Charter School

Executive Director at Great Oaks Wilmington Charter School

Posted by | February 18, 2020 |

About Great Oaks Charter Schools

At Great Oaks, students will shape the world, not be defined by it. We believe that children learn best through a combination of project-based, authentic learning experiences, and direct instruction to support skill development and accelerate learning. Instruction and culture are grounded in our design principles of Mastery, Leadership, and Community. As part of the model, Great Oaks Americorps Fellows provide students with additional opportunities to engage in critical content, which helps to close academic achievement gaps and level the playing field. We are seeking talented, tenacious people who share our belief that all students deserve a high-quality education.

Great Oaks Principles

Mastery: For students to shape the world and not be defined by it, they must have deep knowledge and understanding and the ability to apply that to new contexts and situations. It is an attitudinal disposition that emphasizes continuous learning and growth over success/perfection. We support continuous improvement and innovation through improvement science.

Leadership: The purpose of leadership as a focus is to support a vision of the world in which equity and justice are essential to its development. We nurture and develop leaders by integrating love and an understanding of how humans learn into the systems and structures in our schools.

Community: Our schools are firmly rooted in community and explicitly designed to serve all children towards college and career readiness. Community as a goal of education is predicated on the understanding that if it takes a village to raise a child, why not help raise the village.  Wesupport the whole child in the development of healthy self-esteem and confidence through building deep relationships with others and themselves.

About Great Oaks Charter School – Wilmington

Great Oaks (GO) Charter School – Wilmington opened in downtown Wilmington in the fall of 2015. This school year, Great Oaks – Wilmington serves 450 students in 6th, 7th, 8th, 9th and 10th grades. Great Oaks – Wilmington will grow to serve students in grades 6th -12th by adding on one-grade level each year until we reach full enrollment. Our students arrive, on average, behind grade level.  Many live in poverty. Upon arrival, they are statistically less than 10% likely to graduate with a 4-year degree.  Our mission is that each child ultimately graduates from college. 

We have high academic and behavioral expectations for our students. We pair rigorous curriculum and teaching with intense personal support from teachers, tutors, and staff. The school’s mission is to prepare our students for college and career success through several key elements:

  • Small school – Grade-level cohorts of less 100 students allow each student to feel known and cared for. Our focus is on a sense of community and relationship building with families and students
  • More time on task – Longer school days than traditional schools. Weekend sessions and summer school for students who are struggling.
  • High expectations – Rigorous, differentiated, college-preparatory coursework from K-12. Advanced Placement and real college courses for all juniors and seniors.
  • Individualized Instruction – World-class teachers with clear expectations,, who are supported by a cadre of AmeriCorps fellows.

Position Summary  

Great Oaks Wilmington Charter School is seeking a dynamic, experienced, and focused Executive Director to lead Great Oaks Wilmington through its next stage of development.   The Executive Director is responsible for the overall performance, management, and operations Great Oaks.

The Executive Director oversees a Principal of the middle school and high school as well as other key administrators.   In this role, the Executive Director is responsible for working collaboratively with the leadership team in establishing the overarching vision and implementation of the plan and processes that result in quality student outcomes, teacher satisfaction and overall school success for Great Oaks Wilmington.

  • Conceptualize, design and implement an effective strategy that enlists the staff, families and students on a common effort for student college and career readiness;
  • Establish effective and regular ongoing systems of communication as the leader key stakeholders including staff & tutors, parents,the community at large, and state and local government agencies;
  • Ensure high quality curriculum, instruction, and assessment throughout the school aligned to state standards and designed to accelerate student outcomes and their passion for learning;
  • Ensure that systems exist to collect, monitor and provide feedback to teachers, Fellows, students and families about student progress and areas for growth;
  • Ensure that systems exists to develop, support, coach and supervise teachers in a way that builds teacher knowledge, inspires and enlists them, and holds them accountable for student learning. The Executive Director ensures that the school attracts and retains high quality staff;
  • Ensure that effective youth culture systems exist that build off of established leadership in strengths based leadership development practice and enlist staff and students to establishing an effective and caring culture in the school;
  • Implement  the Fellow Corps model, where every student receives effective tutoring and mentoring each week that significantly improves their skills and abilities and orientation towards college readiness;
  • Implement the policy, structures and systems to support effective management of the school in areas ranging from budget to enrollment, student data systems to state compliance;
  • Coordinate support with the Great Oaks Foundation across domains of the school:  instructional, assessment, curricular, culture, data, finance, HR, etc..
  • Work with the Board of Trustees and Great Oaks Foundation to deliver on the promises contained in the school’s charter;
  • Take responsibility for his/her part in reversing negative outcomes for students, to work relentlessly to support our efforts to engage each and every student, and to uphold our mission to prepare every student to succeed in college to the extent possible;
  • Through formal and informal feedback, consistently seeks to continue to develop and improve his/her job performance while employed by the School.  At Great Oaks, an ongoing quest for improvement is considered essential for all staff members.

The Executive Director formally reports the Great Oaks Wilmington Board of Trustees.  Through an MOU, the Charter Management Organization, the Great Oaks Foundation, provides day ongoing  management and support of the school, coordinated by the Executive Vice President.

Competencies and Qualifications (Required):

The successful candidate will have proven success as an experienced educational leader, with experience coaching and developing adults in order to support students. S/he will possess unbridled enthusiasm for the Great Oaks mission and the unique opportunities afforded by the Fellows  Corps model. With a relentless focus on teaching and learning and deep experience formulating strategy and implementing plans, the Executive Director will bring the ability to improve operations and deliver high quality outcomes. S/he will possess exceptional internal and external relationship building skills and the ability to communicate clearly and effectively to multiple constituencies.  S/he will drive student outcomes by using a wide range of engaging, rigorous pedagogical strategies to reach all students. The successful candidate will also have:

  • A strong academic record with a Masters degree or an advanced degree in Education, Education Administration or equivalent experience.
  • At least 7 years experience in K-12 education, with at least 3 years as an administrator
  • Prior Executive level leadership a plus
  • Experience working with urban, underserved youth strongly preferred
  • Prior experience with charter schools a plus
  • A strong belief that all students can succeed
  • A commitment to building relationships with students and families
  • A do-whatever-it takes attitude
  • Sense of humor and a growth mindset
  • An exceptional ability to respond well to and incorporate feedback
  • Demonstrated expertise in leading professional development for educators
  • Experience using both quantitative and qualitative data to shift instruction to reach all students.
  • Be relentlessly committed to preparing every student for college or a career of his/her choice
  • Possess strong leadership and team skills
  • Be a self-aware leader who knows how to treat all members of the school’s community with respect, appraises accurately his or her strengths and weaknesses, and is perceptive about how he or she is regarded
  • Have superb organizational and self-management skills and be able to handle multiple responsibilities effectively; have strong planning and execution skills; be a goal-oriented and effective problem-solver
  • Be dependable
  • Be driven to improve the minds and lives of students
  • Be passionate about academic learning and insistent on academic excellence and rigor at all times
  • A clear record of elevating student achievement in an urban classroom, with a strong understanding of pedagogy that drives results
  • A relentless work ethic and commitment to achieving the school’s mission
  • Excellent strategic planning, leadership, management, and communication skills, with a proven ability to lead instructional and non-instructional staff.

Required to pass a background check through fingerprinting and receive security clearance to work at Great Oaks WIL.

Compensation

Great Oaks provides a competitive compensation and benefits package; exact compensation will vary based on experience and education.

General Information

This position is for the 2020-2021 school year and the successful candidate will preferably start by May 1st to ensure effective transition and no later than July 1, 2020.

Comments Off on Grant Writer

Grant Writer

Posted by | February 13, 2020 |

Teaching Lab is looking for a consultant who can act as an exceptional RFP and grant writer, specifically to:

  1. Apply to state and district Requests for Proposals (RFPs), particularly to get on state-approved or district-approved professional learning vendor lists; and
  2. Develop and manage a successful project plan to support the Teaching Lab team in compiling and submitting all of the necessary elements of RFPs and grants.
  3. Support Teaching Lab in applying to foundation grants, as necessary.

Ideal candidates are excellent writers, experienced in operational project management, and exceptionally organized and detail-oriented. Candidates with knowledge of high-quality curriculum and high-quality professional learning are preferred. Candidates will be asked to submit a writing sample from a similar project (e.g., RFP or grant proposal).

Comments Off on Master Teacher

Master Teacher

Posted by | February 10, 2020 |

Description

 Master Teacher 
Great Oaks Charter School – Wilmington

 

About Great Oaks Charter Schools
At Great Oaks, students will shape the world, not be defined by it. Therefore, we believe that children learn best through a combination of project-based, authentic learning experiences, and direct instruction to support skill development and accelerate learning. Instruction and culture are grounded in our design principles of Mastery, Leadership, and Community. As part of the model, Great Oaks Americorps Fellows provide students with additional opportunities to engage in critical content, which helps to close academic achievement gaps and level the playing field. We are seeking talented, tenacious people who share our belief that all students deserve a high-quality education.

Great Oaks Design Principles
Mastery:  For students to shape the world and not be defined by it, they must have deep knowledge and the ability to apply that to new contexts. Therefore, we emphasize hands-on, project-based curriculum and joyful teaching.

 

Leadership: The purpose of leadership is to support a vision of the world in which equity and justice are essential. Therefore, we offer leadership opportunities to students so that they can persist through challenges, plan proactively for their future, and collaborate with others.

 

Community: Community is predicated on the understanding that if it takes a village to raise a child, why not help raise the village. Thereforewe support the whole child in the development of healthy self-esteem and confidence through building deep relationships with others and themselves.

 

About Great Oaks Charter School – Wilmington
Great Oaks (GO) Charter School – Wilmington opened in downtown Wilmington in the fall of 2015. This school year, Great Oaks – Wilmington serves 550 in 6th, 7th, 8th, 9th and 10th grades. Great Oaks – Wilmington will grow to serve students in grades 6th -12th by adding on one-grade level each year until we reach full enrollment.


Position Summary

Great Oaks Wilmington seeks Master Teachers for the 2020-2021 school year in English, Math, Science, Social Studies, and Special Education.

 

Great Oaks Master Teachers are highly skilled, experienced urban educators with a passion and drive to improve the instructional quality of their schools by extending their impact as classroom teachers. Great Oaks Master Teachers facilitate professional learning for colleagues and lead school-wide initiatives. By working closely with the school and the Great Oaks Foundation, Great Oaks Master Teachers support the development of their peers by mentoring early career teachers, leading teacher teams, and modeling best instructional practices.

 

Key responsibilities include:

Growing and mentoring young teachers by:

  • Serving as a mentor to early and mid-career teachers
  • Modeling, coaching and expanding on best teaching practices within their teams and across the Great Oaks faculty
  • Collaborating with teachers across the school and Great Oaks network to build common assessments

Planning and delivering strong instruction by:

  • Teaching a full program to middle school students
  • Planning collaboratively with a classroom team of pedagogues and co-teaching with up to two Fellows and often a Special Educator
  • Anchoring and leading vertical curriculum revision for their department
  • Planning and delivering standards-based project-based learning connected to an authentic audience

Drive student outcomes by:

  • Calibrating instruction to meet student needs accordingly, including administering and analyzing appropriate assessments to inform curriculum revision
  • Using a wide range of engaging, rigorous pedagogical strategies to reach all students
  • Leading department content meetings in collaboration with colleagues and serve as a liaison between administration and teacher content teams
  • Serving as an academic and personal coach to a small group of students in an advisory role
  • Applying knowledge of early adolescent cognitive development, learning styles, and social-emotional needs to build effective relationships with students and their families
  • Communicating effectively with students and families about classroom activities and student progress

 

Content Area Expertise
The Master Teacher is responsible for the planning, delivery, and support of appropriate content and skills to students. As with all teachers, this role collaborates with the Director of Inclusive Learning to ensure all scholars are on track to high school and college success.

 

Competencies and Qualifications (Required):
The successful candidate will have proven success in implementing high-quality instruction to students from diverse backgrounds. They will possess exceptional relationship-building skills and the ability to communicate clearly and effectively to multiple stakeholders.  The successful candidate will also have:

  • A strong academic record with a Masters or other advanced degree in their content area
  • At least 5 years of teaching experience improving student achievement with evidence of success in student outcomes based on test scores as well as other measures
  • DEL  7-12 certification or out-of-state/country teaching credential
  • Demonstrated expertise in curriculum adaptation and design, particularly in standards-based, project-based learning
  • A strong belief that all students can succeed
  • A commitment to building relationships with students and families
  • Demonstrated leadership experience in an academic setting
  • A do-whatever-it takes attitude
  • Sense of humor and a growth mindset
  • An exceptional ability to respond well to and incorporate feedback
  • Demonstrated expertise in utilizing literacy and numeracy strategies across the curriculum
  • Demonstrated expertise in leading professional development for educators
  • Track record of working across lines of difference or in diverse settings
  • Demonstrated experience with collaborative learning models and team-teaching
  • Evidence of previous experience mentoring or coaching early career teachers
  • Evidence of deep content knowledge in the core content and utilization of pedagogical practices to students to engage with the content.
  • Experience using both quantitative and qualitative data to shift instruction to reach all students.

All teachers are required to pass a background check through fingerprinting and receive security clearance to work at Great Oaks WIL.

Competencies and Qualifications (Preferred):

  • 5+ years of secondary teaching experience
  • Experience with special education strategies or Dual certification in Special Education
  • Successful experience teaching in an urban school
  • Training or certification in Wilson, Orton-Gillingham,  LLI or other research-based literacy interventions
  • Multilingual and/or experience working with English Language Learners
  • Demonstrated experience and passion for working with students multiple levels below academic proficiency for their grade
  • Demonstrated commitment to college and career readiness for all students
  • Ability to work in a fast-paced environment

Compensation
Great Oaks provides a competitive compensation and benefits package; exact compensation will vary based on experience and education.

General Information
This position is for the 2020-2021 school year and the successful candidate will start in the summer of 2020. Selected candidates will be contacted to set up a phone interview.

Comments Off on Licensed School Nurse

Licensed School Nurse

Posted by | February 10, 2020 |

Description

Licensed School Nurse
Great Oaks Charter School – Wilmington

 

About Great Oaks Charter Schools
At Great Oaks, students will shape the world, not be defined by it. Therefore, we believe that children learn best through a combination of project-based, authentic learning experiences, and direct instruction to support skill development and accelerate learning. Instruction and culture are grounded in our design principles of Mastery, Leadership, and Community. As part of the model, Great Oaks Americorps Fellows provide students with additional opportunities to engage in critical content, which helps to close academic achievement gaps and level the playing field. We are seeking talented, tenacious people who share our belief that all students deserve a high-quality education.

 

About Great Oaks Charter School – Wilmington
Great Oaks (GO) Charter School – Wilmington opened in downtown Wilmington in the fall of 2015. This school year, Great Oaks – Wilmington serves 550 in 6th, 7th, 8th, 9th and 10th grades. Great Oaks – Wilmington will grow to serve students in grades 6th -12th by adding on one-grade level each year until we reach full enrollment.

 

Position Summary
The licensed school nurse provides emergency medical services, administers medication, conducts routine health screenings and creates and implements wellness initiatives. The licensed school nurse is an integral part of our school providing education, guidance, and counseling on health-related topics for the Great Oaks school community.

 

Key responsibilities include: 

  • Using best nursing practices, provide skillful emergency medical care and administer medications to students
  • Assessing medical conditions of students and working with families to take appropriate actions based on students’ needs
  • Establishing and maintaining appropriate record-keeping procedures for student health records including immunization records, in accordance with Delaware mandates
  • Performing health-related screenings including, but not limited to, hearing, vision, and dental assessments and scoliosis screenings
  • Developing and conducting trainings and workshops on health-related topics for students, families, and staff
  • Providing education and counseling to students and families concerning medical issues
  • Participating in evaluations, re-evaluations, and meetings where medical input or consultation is needed

 

Competencies and Qualifications
The successful candidate will be committed to providing compassionate care to all students and be adept at partnering with families and school staff to promote health and wellbeing.

The successful candidate will also have:

  • A valid RN license issued by the Delaware State Department of Health
  • Two years of experience in nursing with at least one year in a school setting
  • A Valid CPR certification
  • Knowledge of compliance procedures for reporting and student health record-keeping that is in accordance with current Delaware mandates
  • A commitment to working with students and families in an underserved, urban community
  • Exceptional oral and written communication skills that include an excellent ability to interact in a kind and thoughtful manner with students and families
  • An excitement to proactively contribute to our school community by proposing and implementing new initiatives that promote good health
  • Experience in facilitating trainings and workshops on health-related topics such as sex education and nutrition preferred
  • A strong belief that all students can succeed
  • Excellent ability to stay organized in a fast-paced environment
  • A do-whatever-it takes attitude including a willingness to work occasionally on the weekend or in the evening
  • An exceptional ability to respond well to feedback and implement it immediately

Compensation
Great Oaks provides a competitive compensation and benefits package; exact compensation will vary based on experience and education.

 

General Information
Selected candidates will be contacted to set up a phone interview.

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Middle School Special Education Teacher – General Requisition

Posted by | February 10, 2020 |

Description

Middle School Special Education Teacher
Great Oaks Charter School – New York City

 

 

About Great Oaks Charter Schools

At Great Oaks, students will shape the world, not be defined by it. Therefore, we believe that children learn best through a combination of project-based, authentic learning experiences, and direct instruction to support skill development and accelerate learning. Instruction and culture are grounded in our design principles of Mastery, Leadership, and Community. As part of the model, Great Oaks Americorps Fellows provide students with additional opportunities to engage in critical content, which helps to close academic achievement gaps and level the playing field. We are seeking talented, tenacious people who share our belief that all students deserve a high-quality education.

 

Great Oaks Design Principles

Mastery:  For students to shape the world and not be defined by it, they must have deep knowledge and the ability to apply that to new contexts. Therefore, we emphasize hands-on, project-based curriculum and joyful teaching.

 

Leadership: The purpose of leadership is to support a vision of the world in which equity and justice are essential. Therefore, we offer leadership opportunities to students so that they can persist through challenges, plan proactively for their future, and collaborate with others.

 

Community: Community is predicated on the understanding that if it takes a village to raise a child, why not help raise the village. Thereforewe support the whole child in the development of healthy self-esteem and confidence through building deep relationships with others and themselves.

 

About Great Oaks Charter School – New York City

Great Oaks (GO) Charter School – New York opened in 2013 with a focus on serving a heterogeneous population of students. Currently, Great Oaks-New York City serves 300 students in grades 6-8. GO NYC is growing to serve students in grades 6-12 by adding one grade – level each year until we reach full enrollment. The first 9th-grade class is slated to start in 2021-2022.

 

Position Summary

Great teachers are at the heart of what we do and are the key to our students’ college/post-secondary success. The Special Education Teacher is responsible for ensuring that every student at Great Oaks is supported in their academic development. S/he will be responsible for maintaining records for students with special needs, participating in IEP implementation and evaluation, and co-teaching. S/he will be responsible for ensuring that students with special needs receive the proper accommodations within the classroom, during tutorial sessions, and throughout our building. S/he will also work closely with classroom teachers to analyze student results and work with teachers to make data-driven curricular decisions. Our most successful teachers are those who operate with a team mindset – we are all in this work together and it will take each and every one of us to achieve college success/post-secondary success for our students.

 

 

 

 

Outcomes:

Throughout the year, the Special Education Teacher will:

 

Ensure that the school is meeting the needs of all students by:

 

  • Reviewing IEPs of incoming students and becoming knowledgeable about students’ recommended placements, services, and individual needs
  • Ensuring that all general education teachers and tutors know and understand the needs of their students with special needs and appropriate accommodations to use
  • Preparing for and participating in students’ IEP conferences
  • Co-teaching with general education teachers to ensure students needs are met within the classroom
  • Maintaining consistent communications with families regarding student progress

 

Maintain a strong classroom culture by:

 

    • Setting a respectful and positive tone in the classroom
    • Building relationships with students that communicate that succeeding in college/post-secondary is important, that the student can do it, and that we will not give up on a student
  • Co-plan a rigorous curriculum and deliver strong instruction by:
  • Using a multitude of instructional strategies in response to students’ individual needs
  • Taking responsibility for student progress and constantly working to respond to students’ needs

Contribute to the creation of a data-driven culture by:

  • Tracking and analyzing student data both publicly and internally to identify learning needs
  • Using student achievement data to set ambitious goals for the students
  • Planning and implementing strategies to achieve targets related to student learning outcomes
  • Collaborating with other teachers to develop and revise curriculum based on assessment data

 

 

Competencies:

  • “GRIT” – must have the ability to persevere and succeed at a challenging task
  • Relationship-building – must show evidence of building and leveraging strong relationships
  • Relentlessness – must be willing to do whatever it takes to constantly improve student achievement, including occasional evening and weekend commitments
  • Communicate Effectively – must be able to clearly communicate with peers and supervisors 

 

Qualifications:

  • Teaching experience in an urban school with a proven track record of improving student achievement
  • Special Education Certification issued by New York State
  • A strong academic record with a bachelor’s degree from a competitive college or university required; advanced degree in the subject area preferred
  • A strong belief that all students can succeed
  • Exceptional ability to respond well to feedback and implement it immediately

 

Compensation

Great Oaks provides a competitive compensation and benefits package; exact compensation will vary based on experience and education.

 

General Information

This position is for the 2020-2021 school year and the successful candidate will start in the summer of 2020. Selected candidates will be contacted to set up an interview.

Comments Off on Master Teacher

Master Teacher

Posted by | February 10, 2020 |

Description

Master Teacher

Great Oaks Charter School – New York City

 

About Great Oaks Charter Schools

At Great Oaks, students will shape the world, not be defined by it. Therefore, we believe that children learn best through a combination of project-based, authentic learning experiences, and direct instruction to support skill development and accelerate learning. Instruction and culture are grounded in our design principles of Mastery, Leadership, and Community. As part of the model, Great Oaks Americorps Fellows provide students with additional opportunities to engage in critical content, which helps to close academic achievement gaps and level the playing field. We are seeking talented, tenacious people who share our belief that all students deserve a high-quality education.

 

Great Oaks Design Principles

Mastery:  For students to shape the world and not be defined by it, they must have deep knowledge and the ability to apply that to new contexts. Therefore, we emphasize hands-on, project-based curriculum and joyful teaching.

 

Leadership: The purpose of leadership is to support a vision of the world in which equity and justice are essential. Therefore, we offer leadership opportunities to students so that they can persist through challenges, plan proactively for their future, and collaborate with others.

 

Community: Community is predicated on the understanding that if it takes a village to raise a child, why not help raise the village. Thereforewe support the whole child in the development of healthy self-esteem and confidence through building deep relationships with others and themselves.

 

About Great Oaks Charter School – New York City
Great Oaks (GO) Charter School – New York opened in 2013 with a focus on serving a heterogeneous population of students. Currently, Great Oaks-New York City serves 300 students in grades 6-8. GO NYC is growing to serve students in grades 6-12 by adding a one-grade level each year until we reach full enrollment. The first 9th-grade class is slated to start in 2021-2022.

 

Position Summary 

Great Oaks New York City seeks Master Teachers for the 2020-2021 school year in English, Math, Science, Social Studies, and Special Education.

 

Great Oaks Master Teachers are highly skilled, experienced urban educators with a passion and drive to improve the instructional quality of their schools by extending their impact as classroom teachers. Great Oaks Master Teachers facilitate professional learning for colleagues and lead school-wide initiatives. By working closely with the school and the Great Oaks Foundation, Great Oaks Master Teachers support the development of their peers by mentoring early career teachers, leading teacher teams, and modeling best instructional practices.

 

Key responsibilities include:

Growing and mentoring young teachers by:

  • ❏ Serving as a mentor to early and mid-career teachers
  • ❏ Modeling, coaching and expanding on best teaching practices within their teams and across the Great Oaks faculty
  • ❏ Collaborating with teachers across the school and Great Oaks network to build common assessments

Planning and delivering strong instruction by:

  • ❏ Teaching a full program to middle school students
  • ❏ Planning collaboratively with a classroom team of pedagogues and co-teaching with up to two Fellows and often a Special Educator
  • ❏ Anchoring and leading vertical curriculum revision for their department
  • ❏ Planning and delivering standards-based project-based learning connected to an authentic audience

Drive student outcomes by:

  • ❏ Calibrating instruction to meet student needs accordingly, including administering and analyzing appropriate assessments to inform curriculum revision
  • ❏ Using a wide range of engaging, rigorous pedagogical strategies to reach all students
  • ❏ Leading department content meetings in collaboration with colleagues and serve as a liaison between administration and teacher content teams
  • ❏ Serving as an academic and personal coach to a small group of students in an advisory role
  • ❏ Applying knowledge of early adolescent cognitive development, learning styles, and social-emotional needs to build effective relationships with students and their families
  • ❏ Communicating effectively with students and families about classroom activities and student progress

 

Content Area Expertise

The Master Teacher is responsible for the planning, delivery, and support of appropriate content and skills to students. As with all teachers, this role collaborates with the Director of Inclusive Learning to ensure all scholars are on track to high school and college success.

 

Competencies and Qualifications (Required):

The successful candidate will have proven success in implementing high-quality instruction to students from diverse backgrounds. They will possess exceptional relationship-building skills and the ability to communicate clearly and effectively to multiple stakeholders.  The successful candidate will also have:

 

  • A strong academic record with a Masters or other advanced degree in their content area
  • At least 5 years of teaching experience improving student achievement with evidence of success in student outcomes based on test scores as well as other measures
  • NYS 7-12 certification or out-of-state/country teaching credential
  • Demonstrated expertise in curriculum adaptation and design, particularly in standards-based, project-based learning
  • A strong belief that all students can succeed
  • A commitment to building relationships with students and families
  • Demonstrated leadership experience in an academic setting
  • A do-whatever-it takes attitude
  • Sense of humor and a growth mindset
  • An exceptional ability to respond well to and incorporate feedback
  • Demonstrated expertise in utilizing literacy and numeracy strategies across the curriculum
  • Demonstrated expertise in leading professional development for educators
  • Track record of working across lines of difference or in diverse settings
  • Demonstrated experience with collaborative learning models and team-teaching
  • Evidence of previous experience mentoring or coaching early career teachers
  • Evidence of deep content knowledge in the core content and utilization of pedagogical practices to students to engage with the content.
  • Experience using both quantitative and qualitative data to shift instruction to reach all students.

All teachers are required to pass a background check through fingerprinting and receive security clearance to work at Great Oaks NYC.

Competencies and Qualifications (Preferred):

  • 5+ years of secondary teaching experience
  • Experience with special education strategies or Dual certification in Special Education
  • Successful experience teaching in an urban school
  • Training or certification in Wilson, Orton-Gillingham, LLI or other research-based literacy interventions
  • Multilingual and/or experience working with English Language Learners
  • Demonstrated experience and passion for working with students multiple levels below academic proficiency for their grade
  • Demonstrated commitment to college and career readiness for all students
  • Ability to work in a fast-paced environment

 

Compensation

Great Oaks provides a competitive compensation and benefits package; exact compensation will vary based on experience and education.

 

General Information

This position is for the 2020-2021 school year and the successful candidate will start in the summer of 2020. Selected candidates will be contacted to set up a phone interview.

Comments Off on Middle School Social Studies Teacher – General Requisition

Middle School Social Studies Teacher – General Requisition

Posted by | February 10, 2020 |

Middle School Social Studies Teacher
Great Oaks Charter School – New York City

 

About Great Oaks Charter Schools

At Great Oaks, students will shape the world, not be defined by it. Therefore, we believe that children learn best through a combination of project-based, authentic learning experiences, and direct instruction to support skill development and accelerate learning. Instruction and culture are grounded in our design principles of Mastery, Leadership, and Community. As part of the model, Great Oaks Americorps Fellows provide students with additional opportunities to engage in critical content, which helps to close academic achievement gaps and level the playing field. We are seeking talented, tenacious people who share our belief that all students deserve a high-quality education.

 

Great Oaks Design Principles

Mastery:  For students to shape the world and not be defined by it, they must have deep knowledge and the ability to apply that to new contexts. Therefore, we emphasize hands-on, project-based curriculum and joyful teaching.

 

Leadership: The purpose of leadership is to support a vision of the world in which equity and justice are essential. Therefore, we offer leadership opportunities to students so that they can persist through challenges, plan proactively for their future, and collaborate with others.

 

Community: Community is predicated on the understanding that if it takes a village to raise a child, why not help raise the village. Thereforewe support the whole child in the development of healthy self-esteem and confidence through building deep relationships with others and themselves.

 

About Great Oaks Charter School – New York City

Great Oaks (GO) Charter School – New York opened in 2013 with a focus on serving a heterogeneous population of students. Currently, Great Oaks-New York City serves 300 students in grades 6-8. GO NYC is growing to serve students in grades 6-12 by adding one grade – level each year until we reach full enrollment. The first 9th-grade class is slated to start in 2021-2022.

 

 

Position Summary

Great teachers are at the heart of what we do and are the key to our students’ success. Our most successful teachers are mission-driven, adaptable and have a collaborative team mindset.

 

Key responsibilities include:

 

Drive student outcomes by:

 

  • Aligning planning to the Common Core Standards and student assessment data
  • Using data-driven techniques to set ambitious goals for scholars
  • Collaborating with the Special Services team and Great Oaks AmeriCorps Fellows to build differentiated learning plans for all scholars
  • Maintaining consistent communications with families regarding student progress
  • Taking a leadership role in the Grade Level Planning team and in the Student Support Services Team
  • Holding weekly Office Hours and Homework Help Center

 

Maintain strong classroom and school culture by:

 

  • Clearly and consistently communicating and upholding school rules, values, and expectations in and out of the classroom
  • Setting an urgent, respectful, and positive tone in the classroom
  • Displaying extraordinary time management to maximize student learning
  • Building relationships with students that communicate the importance of college success and your belief that they will succeed
  • Building a collaborative, respectful advisory classroom community
  • Taking on responsibilities outside of their content area instruction such as advisory, lunch duty, enrichment classes, and after school activities

 

Plan a rigorous curriculum and deliver strong instruction by:

 

  • Demonstrating solid knowledge and understanding of history and social studies topics
  • Using a multitude of instructional strategies that are academically rigorous and highly engaging
  • Executing detailed lesson plans mapped to specific Common Core standards
  • Taking responsibility for student progress; constantly working to respond to students’ need

 

Competencies and Qualifications

The successful candidate will have proven success in implementing high-quality instruction that led to the improvement of student achievement in an urban school. S/he will possess exceptional relationship-building skills and the ability to communicate clearly to multiple stakeholders. The successful candidate will also have:

 

  • A strong academic record with a Bachelor’s degree from a competitive college or university required; advanced degree in the subject area preferred
  • At least two years of experience improving student achievement at an urban school
  • State teaching certification in secondary History (preferred)
  • Extremely strong classroom management abilities
  • A strong belief that all students can succeed
  • A do-whatever-it takes attitude including a willingness to work occasionally on the weekend or in the evening
  • An exceptional ability to respond well to feedback and implement it immediately

 

 

Compensation

Great Oaks provides a competitive compensation and benefits package; exact compensation will vary based on experience and education.

 

General Information

This position is for the 2020-2021 school year and the successful candidate will start in the summer of 2020. Selected candidates will be contacted to set up an interview.

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Middle School Science Teacher – General Requisition

Posted by | February 10, 2020 |

Middle School Science Teacher
Great Oaks Charter School – New York City

 

About Great Oaks Charter Schools

At Great Oaks, students will shape the world, not be defined by it. Therefore, we believe that children learn best through a combination of project-based, authentic learning experiences, and direct instruction to support skill development and accelerate learning. Instruction and culture are grounded in our design principles of Mastery, Leadership, and Community. As part of the model, Great Oaks Americorps Fellows provide students with additional opportunities to engage in critical content, which helps to close academic achievement gaps and level the playing field. We are seeking talented, tenacious people who share our belief that all students deserve a high-quality education.

 

Great Oaks Design Principles

Mastery:  For students to shape the world and not be defined by it, they must have deep knowledge and the ability to apply that to new contexts. Therefore, we emphasize hands-on, project-based curriculum and joyful teaching.

 

Leadership: The purpose of leadership is to support a vision of the world in which equity and justice are essential. Therefore, we offer leadership opportunities to students so that they can persist through challenges, plan proactively for their future, and collaborate with others.

 

Community: Community is predicated on the understanding that if it takes a village to raise a child, why not help raise the village. Thereforewe support the whole child in the development of healthy self-esteem and confidence through building deep relationships with others and themselves.

 

About Great Oaks Charter School – New York City

Great Oaks (GO) Charter School – New York opened in 2013 with a focus on serving a heterogeneous population of students. Currently, Great Oaks-New York City serves 300 students in grades 6-8. GO NYC is growing to serve students in grades 6-12 by adding one grade – level each year until we reach full enrollment. The first 9th-grade class is slated to start in 2021-2022.

 

 

Position Summary

Great teachers are at the heart of what we do and are the key to our students’ success. Our most successful teachers are mission-driven, adaptable and have a collaborative team mindset.

Key responsibilities include:

Drive student outcomes by:

 

  • Aligning planning to the Science Common Core Standards and student assessment data
  • Using data-driven techniques to set ambitious goals for scholars
  • Collaborating with the Special Services team and Great Oaks Fellows to build differentiated learning plans for all scholars
  • Maintaining consistent communications with families regarding student progress
  • Taking leadership of an advisory team comprised of 4-5 Fellows. The advisory team, led by the advisory teacher manages all parent communication for the students in that advisory.
  • Holding weekly Office Hours and Homework Help Center.

 

Maintain strong classroom and school culture by:

 

  • Clearly and consistently communicating and upholding school rules, values, and expectations in and out of the classroom
  • Setting an urgent, respectful, and positive tone in the classroom
  • Displaying extraordinary time management to maximize student learning
  • Building relationships with students that communicate the importance of college success and your belief that they will succeed
  • Building a collaborative, respectful advisory classroom community
  • Taking on responsibilities outside of their content area instruction such as advisory, lunch duty, enrichment classes, and after school activities

 

Plan a rigorous curriculum and deliver strong instruction by:

 

  • Demonstrating solid knowledge and understanding of science content
  • Using a multitude of instructional strategies that are academically rigorous and highly engaging
  • Executing detailed lesson plans mapped to specific Common Core standards
  • Taking responsibility for student progress; constantly working to respond to students’ needs

 

Competencies and Qualifications

The successful candidate will have proven success in implementing high-quality instruction that led to the improvement of student achievement in an urban school. S/he will possess exceptional relationship-building skills and the ability to communicate clearly to multiple stakeholders. The successful candidate will also have:

  • A strong academic record with a Bachelor’s degree from a competitive college or university required; advanced degree in the subject area preferred
  • At least two years of experience improving student achievement at an urban school
  • State teaching certification in secondary science (strongly preferred)
  • Extremely strong classroom management abilities
  • A strong belief that all students can succeed
  • A do-whatever-it takes attitude including a willingness to work occasionally on the weekend or in the evening
  • An exceptional ability to respond well to feedback and implement it immediately

Compensation

Great Oaks provides a competitive compensation and benefits package; exact compensation will vary based on experience and education.

 

General Information

This position is for the 2020-2021 school year and the successful candidate will start in the summer of 2020. Selected candidates will be contacted to set up a phone interview.

Comments Off on Middle School English Teacher – General Requisition

Middle School English Teacher – General Requisition

Posted by | February 10, 2020 |

Middle School English Teacher
Great Oaks Charter School – New York City

 

About Great Oaks Charter Schools

At Great Oaks, students will shape the world, not be defined by it. Therefore, we believe that children learn best through a combination of project-based, authentic learning experiences, and direct instruction to support skill development and accelerate learning. Instruction and culture are grounded in our design principles of Mastery, Leadership, and Community. As part of the model, Great Oaks Americorps Fellows provide students with additional opportunities to engage in critical content, which helps to close academic achievement gaps and level the playing field. We are seeking talented, tenacious people who share our belief that all students deserve a high-quality education.

 

Great Oaks Design Principles

Mastery: For students to shape the world and not be defined by it, they must have deep knowledge and the ability to apply that to new contexts. Therefore, we emphasize hands-on, project-based curriculum and joyful teaching.

 

Leadership:The purpose of leadership is to support a vision of the world in which equity and justice are essential. Therefore, we offer leadership opportunities to students so that they can persist through challenges, plan proactively for their future, and collaborate with others.

 

Community:Community is predicated on the understanding that if it takes a village to raise a child, why not help raise the village. Therefore,we support the whole child in the development of healthy self-esteem and confidence through building deep relationships with others and themselves.

 

About Great Oaks Charter School – New York City

Great Oaks (GO) Charter School – New York opened in 2013 with a focus on serving a heterogeneous population of students. Currently, Great Oaks-New York City serves 300 students in grades 6-8. GO NYC is growing to serve students in grades 6-12 by adding one grade – level each year until we reach full enrollment. The first 9th-grade class is slated to start in 2021-2022.

 

Position Summary

Great teachers are at the heart of what we do and are the key to our students’ success. Our most successful teachers are mission-driven, adaptable and have a collaborative team mindset.

Key responsibilities include:

Drive student outcomes by:

  • Aligning planning to the Common Core Standards and student assessment data
  • Using data-driven techniques to set ambitious goals for scholars
  • Collaborating with the Special Services team and Great Oaks AmeriCorps Fellows to build differentiated learning plans for all scholars
  • Maintaining consistent communications with families regarding student progress
  • Taking a leadership role in the Grade Level Planning team and in the Student Support Services Team
  • Holding weekly Office Hours and Homework Help Center

Maintain strong classroom and school culture by:

 

  • Clearly and consistently communicating and upholding school rules, values, and expectations in and out of the classroom
  • Setting an urgent, respectful, and positive tone in the classroom
  • Displaying extraordinary time management to maximize student learning
  • Building relationships with students that communicate the importance of college success and your belief that they will succeed
  • Building a collaborative, respectful advisory classroom community
  • Taking on responsibilities outside of their content area instruction such as advisory, lunch duty, enrichment classes, and after school activities

 

Plan a rigorous curriculum and deliver strong instruction by:

 

  • Demonstrating solid knowledge and understanding of English content and subject matter
  • Using a multitude of instructional strategies that are academically rigorous and highly engaging
  • Executing detailed lesson plans mapped to specific Common Core standards
  • Taking responsibility for student progress; constantly working to respond to students’ need

 

Competencies and Qualifications

The successful candidate will have proven success in implementing high-quality instruction that led to the improvement of student achievement in an urban school. S/he will possess exceptional relationship-building skills and the ability to communicate clearly to multiple stakeholders. The successful candidate will also have:

 

  • A strong academic record with a Bachelor’s degree from a competitive college or university required; advanced degree in the subject area preferred
  • At least two years of experience improving student achievement at an urban school
  • State teaching certification in secondary English (preferred)
  • Extremely strong classroom management abilities
  • A strong belief that all students can succeed
  • A do-whatever-it takes attitude including a willingness to work occasionally on the weekend or in the evening
  • An exceptional ability to respond well to feedback and implement it immediately

 

 

 

Compensation

Great Oaks provides a competitive compensation and benefits package; exact compensation will vary based on experience and education.

 

General Information

This position is for the 2020-2021 school year and the successful candidate will start in the summer of 2020. Selected candidates will be contacted to set up an interview.

Comments Off on Middle School Math Teacher – General Requisition

Middle School Math Teacher – General Requisition

Posted by | February 10, 2020 |

Middle School Math Teacher
Great Oaks Charter School – New York City

 

 

About Great Oaks Charter Schools

At Great Oaks, students will shape the world, not be defined by it. Therefore, we believe that children learn best through a combination of project-based, authentic learning experiences, and direct instruction to support skill development and accelerate learning. Instruction and culture are grounded in our design principles of Mastery, Leadership, and Community. As part of the model, Great Oaks Americorps Fellows provide students with additional opportunities to engage in critical content, which helps to close academic achievement gaps and level the playing field. We are seeking talented, tenacious people who share our belief that all students deserve a high-quality education.

 

Great Oaks Design Principles

Mastery: For students to shape the world and not be defined by it, they must have deep knowledge and the ability to apply that to new contexts. Therefore, we emphasize hands-on, project-based curriculum and joyful teaching.

 

Leadership:The purpose of leadership is to support a vision of the world in which equity and justice are essential. Therefore, we offer leadership opportunities to students so that they can persist through challenges, plan proactively for their future, and collaborate with others.

 

Community:Community is predicated on the understanding that if it takes a village to raise a child, why not help raise the village. Therefore,we support the whole child in the development of healthy self-esteem and confidence through building deep relationships with others and themselves.

 

About Great Oaks Charter School – New York City

Great Oaks (GO) Charter School – New York opened in 2013 with a focus on serving a heterogeneous population of students. Currently, Great Oaks-New York City serves 300 students in grades 6-8. GO NYC is growing to serve students in grades 6-12 by adding one grade – level each year until we reach full enrollment. The first 9th-grade class is slated to start in 2021-2022.

 

 

Position Summary

Great teachers are at the heart of what we do and are the key to our students’ success. Our most successful teachers are mission-driven, adaptable and have a collaborative team mindset.

Key responsibilities include:

Drive student outcomes by:

 

  • Aligning planning to the Common Core Standards and student assessment data
  • Using data-driven techniques to set ambitious math goals for scholars
  • Collaborating with the Special Services team and Great Oaks AmeriCorps Fellows to build differentiated math learning plans for all scholars
  • Maintaining consistent communications with families regarding student progress
  • Taking leadership of an advisory team comprised of 4-5 Fellows. The advisory team, led by the advisory teacher manages all parent communication for the students in that advisory.
  • Holding weekly Office Hours and Homework Help Center

 

Maintain strong classroom and school culture by:

 

  • Clearly and consistently communicating and upholding school rules, values, and expectations in and out of the classroom
  • Setting an urgent, respectful, and positive tone in the classroom
  • Displaying extraordinary time management to maximize student learning
  • Building relationships with students that communicate the importance of college success and your belief that they will succeed
  • Building a collaborative, respectful advisory classroom community
  • Taking on responsibilities outside of their content area instruction such as advisory, lunch duty, enrichment classes, and after school activities

 

Plan a rigorous curriculum and deliver strong instruction by:

 

  • Demonstrating solid knowledge and understanding of middle school math topics
  • Using a multitude of instructional strategies that are academically rigorous and highly engaging
  • Executing detailed lesson plans mapped to specific Common Core math standards
  • Taking responsibility for student progress; constantly working to respond to students’ need

 

Competencies and Qualifications

The successful candidate will have proven success in implementing high-quality instruction that led to the improvement of student achievement in an urban school. S/he will possess exceptional relationship-building skills and the ability to communicate clearly to multiple stakeholders. The successful candidate will also have:

  • A strong academic record with a Bachelor’s degree from a competitive college or university required; advanced degree in the subject area preferred
  • At least two years of experience improving student achievement at an urban school
  • State teaching certification in Math (strongly preferred)
  • Extremely strong classroom management abilities
  • A strong belief that all students can succeed
  • A do-whatever-it takes attitude including a willingness to work occasionally on the weekend or in the evening
  • An exceptional ability to respond well to feedback and implement it immediately

 

Compensation

Great Oaks provides a competitive compensation and benefits package; exact compensation will vary based on experience and education.

 

General Information

This position is for the 2020-2021 school year and the successful candidate will start in the summer of 2020. Selected candidates will be contacted to set up an interview.

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Middle School Foreign Language Teacher – General Requisition

Posted by | February 10, 2020 |

Middle School Foreign Language Teacher
Great Oaks Charter School – New York City

 

About Great Oaks Charter Schools
At Great Oaks, students will shape the world, not be defined by it. Therefore, we believe that children learn best through a combination of project-based, authentic learning experiences, and direct instruction to support skill development and accelerate learning. Instruction and culture are grounded in our design principles of Mastery, Leadership, and Community. As part of the model, Great Oaks AmeriCorps Fellows provide students with additional opportunities to engage in critical content, which helps to close academic achievement gaps and level the playing field. We are seeking talented, tenacious people who share our belief that all students deserve a high-quality education.

 

Great Oaks Design Principles

Mastery: For students to shape the world and not be defined by it, they must have deep knowledge and the ability to apply that to new contexts. Therefore, we emphasize hands-on, project-based curriculum and joyful teaching.

 

Leadership:The purpose of leadership is to support a vision of the world in which equity and justice are essential. Therefore, we offer leadership opportunities to students so that they can persist through challenges, plan proactively for their future, and collaborate with others.

 

Community:Community is predicated on the understanding that if it takes a village to raise a child, why not help raise the village. Therefore,we support the whole child in the development of healthy self-esteem and confidence through building deep relationships with others and themselves.

 

About Great Oaks Charter School–New York City

Great Oaks (GO) Charter School–New York opened in 2013 with a focus on serving a heterogeneous population of students. Great Oaks-New York City serves 300 students in grades 6-8. GO NYC is growing to serve students in grades 6-12 by adding one grade – level each year until we reach full enrollment. The first 9th-grade class is slated to start in 2021-2022.

 

 

Position Summary

Great teachers are at the heart of what we do and are the key to our students’ success. Our most successful teachers are mission-driven, adaptable and have a collaborative team mindset.

Key responsibilities include:

Drive student outcomes by:

 

  • Using data-driven techniques to set ambitious goals for scholars
  • Collaborating with the Special Services team and Great Oaks Fellows to build differentiated learning plans for all scholars
  • Maintaining consistent communications with families regarding student progress
  • Holding weekly Office Hours and Homework Help Center.

 

Maintain strong classroom and school culture by:

 

  • Clearly and consistently communicating and upholding school rules, values, and expectations in and out of the classroom
  • Setting an urgent, respectful, and positive tone in the classroom
  • Displaying extraordinary time management to maximize student learning
  • Building relationships with students that communicate the importance of college success and your belief that they will succeed
  • Taking on responsibilities outside of their content area instruction such as advisory, lunch duty, enrichment classes, and after-school activities

 

Plan a rigorous curriculum and deliver strong instruction by:

 

  • Demonstrating solid knowledge and understanding of the target language
  • Using a multitude of instructional strategies that are academically rigorous and highly engaging
  • Executing detailed lesson plans mapped to specific Common Core standards
  • Taking responsibility for student progress; constantly working to respond to students’ needs

 

Competencies and Qualifications

The successful candidate will have proven success in implementing high-quality instruction that led to the improvement of student achievement in an urban school. S/he will possess exceptional relationship-building skills and the ability to communicate with multiple stakeholders. The successful candidate will also have:

  • Complete fluency in the target language
  • A strong academic record with a Bachelor’s degree from a competitive college or university required; advanced degree in the subject area preferred
  • At least two years of experience improving student achievement at an urban school
  • State teaching certification in the subject area (strongly preferred)
  • Extremely strong classroom management abilities
  • A strong belief that all students can succeed
  • A do-whatever-it takes attitude including a willingness to work occasionally on the weekend or in the evening
  • An exceptional ability to respond well to feedback and implement it immediately

Compensation

Great Oaks provides a competitive compensation and benefits package; exact compensation will vary based on experience and education.

 

General Information

This position is for the 2020-2021 school year and the successful candidate will start in the summer of 2020. We will contact selected candidates to set up a phone interview.

Comments Off on Story Editor

Story Editor

Posted by | February 6, 2020 |

Chalkbeat the growing nonprofit news organization telling the story of public education across the country, seeks a story editor who will make our stories sing.

Chalkbeat has seven bureaus — Indiana, New York, Chicago, Colorado, Detroit, Newark, and Tennessee — plus a national desk. The story editor will edit two bureaus to be determined. Stories include daily news pieces, step-back analyses, and longer enterprise work. Our story editing process is thorough, collaborative, precise, and fast-paced. Story editors work one-on-one with bureau chiefs and reporters, providing crucial perspective, adding regional or national context, and ensuring that stories read logically, adhere to Chalkbeat style, and are properly sourced. While each piece that comes across the transom is different, all of our stories taken together should add up to a coherent whole, and the story editor is essential to achieving that goal through a mix of line editing, copy editing, and pulled-back critical thinking.

This position will report to the managing editor for style and standards.

Who are you?

You’re a diehard and experienced editor fluent in AP Style who believes that equity in education and incisive education coverage are critical to civic life. Although this position does not manage writers directly, you possess a mentoring spirit that’s able to coax the best story possible from reporters both green and seasoned. You believe it’s better to teach than to tell. You live by your gut instinct for a good story and whack your way through unnecessary words to smooth and tighten. You can write nut grafs in your sleep. You’re used to being busy and you thrive under pressure. You edit quickly and will occasionally work late.

Required background and skills:

  • 5+ years experience in daily journalism
  • Expertise in story shaping, line editing, and copy editing. 
  • Experience working in a CMS.
  • Stellar news judgment.
  • Strong interpersonal skills with a knack for working with opinionated reporters and editors.
  • Passion for education is a must; knowledge of education is a plus, but not required.
  • Journalism experience in New York, Denver, Indianapolis, Detroit, Memphis, Chicago, Newark, and/or the Bay Area is a plus.

Note: We know there are great candidates who may not have all the skills we list, or who have other skills we haven’t thought of. If that sounds like you, please still apply and tell us more about yourself!

The ideal candidate is based in New York or another Chalkbeat bureau, but remote candidates will be considered.

This is a full-time position with benefits. Chalkbeat offers a competitive salary, commensurate with experience, and a generous benefits package, including a paid winter recess from Dec. 24-Jan. 1.

About Chalkbeat:

Chalkbeat is the nonprofit news organization committed to covering one of America’s most important stories: the effort to improve schools for all children, especially those who have historically lacked access to a quality education. We are mission-driven journalists who believe that an independent local press is vital to ensuring that education improves. Currently in seven locations and growing, we seek to provide deep local coverage of education policy and practice that informs decisions and actions, leading to better schools. Read more about our mission, values, and five-year strategic plan.

Comments Off on Special Education and General Education Teachers for k-8 grade ICT Classrooms at Small Progressive Charter School 2020 – 2021

Special Education and General Education Teachers for k-8 grade ICT Classrooms at Small Progressive Charter School 2020 – 2021

Posted by | February 3, 2020 |

Community Roots is hiring:

Teachers for our k-8 classrooms with certification in elementary school, secondary school content area certification (Art, Humanities, Math, Science, Performing Arts, Physical Education, and Spanish) and special education. Community Roots offers Integrated Co-Taught (ICT) classes for all k-5 classroom and all 6-8 core content areas.

Compensation:

  • Salary scale based on years of experience and certification 
  • 403b with employer match 
  • Single and family dental, vision, and health care

Qualifications:

  • Preference for New York State Teacher Certification
  • Prior teaching experience with demonstrated success
  • Demonstrated ability to collaborate
  • Demonstrated ability to prioritize student achievement while creating a nurturing and encouraging school environment
  • Preference for dual certification in Teaching Students with Disabilities (Special Education) and a content area

Community Roots seeks individuals who:

  • Believe in and are capable of high levels of collaboration and communication
  • Believe that communicating and building relationships with children’s families is essential
  • See themselves as active learners committed to ongoing professional development
  • Believe that all children have the right to an exceptional education
  • Understand that children learn in different ways
  • Are committed to ensuring that every child will succeed
  • Are capable of building a safe, nurturing, supportive and high achieving school culture
  • Believe that a combination of creativity and research generates engaging curriculum
  • Believe that working and educating children in a diverse environment is essential

About Community Roots:

Community Roots Charter School is a rigorous learning community where learning is embedded in meaningful real world context, where children are deliberately taught to see the connections between school and the world. CRCS students will meet or exceed the Common Core standards and be prepared to excel in the 21st century by being taught to be independent thinkers and to work productively within a diverse group of learners. At CRCS students will learn to combine curiosity with appropriate application, which will lead to deep understanding and the confidence to take on challenges to become who they want to be.

Please visit our website for more information about our school: www.communityroots.org.

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

Comments Off on Chief Legal Counsel & General Counsel

Chief Legal Counsel & General Counsel

Posted by | January 30, 2020 |

The Chief Legal Counsel and General Counsel will:
•    Serve as general counsel to CASB and advise CASB staff and the CASB Board of Directors on legal issues
•    Lead CASB’s member legal resources and policy teams
•    Serve as a resource for CASB-member school boards seeking general legal information
•    Research and develop resources to keep CASB members apprised of current legal issues affecting Colorado school districts
•    Provide legal support to CASB’s advocacy and policy teams
•    Monitor, review, and comment on rules pending before the State Board of Education and other state agencies that pertain to schools
•    Serve on committees and working groups with the Colorado Department of Education and other state agencies and organizations that pertain to schools
•    Monitor state and federal cases and decisions that pertain to schools
•    Develop and deliver presentations that provide general legal information to school board members and other school district personnel at district locations and CASB events

Required Qualifications
•    Juris Doctor degree and be licensed to practice law in Colorado or another state and be willing to seek admission to the Colorado bar
•    A minimum of 7 years of experience practicing education or public sector law
•    Demonstrated oral and written communication skills, including public speaking
•    Demonstrated ability to effectively interface with publicly-elected boards of education, the education community, political figures, and the public
•    A genuine desire to work with people to improve public education

Preferred Qualifications
•    Knowledge of education law in Colorado and nationwide
•    Experience representing school districts, nonprofit organizations, or other public sector entities
•    Experience with school board policy research and/or development
•    Experience with the legislative process and working with educational advocates / lobbyists
•    Experience serving as a senior leader within an organization
•    Experience supervising and managing other attorneys and support staff
•    Experience managing multiple concurrent projects

Industry: Education
Salary: CASB will offer a competitive salary, commensurate with experience.
Job Posting Date: January 29, 2020.
Application Deadline: Ongoing; position open until filled.
Anticipated start date: To be negotiated.

The Colorado Association of School Boards is an equal opportunity employer and will not discriminate on the basis of race, color, national origin, ancestry, creed, age, marital status, religion, gender, disability, sexual orientation, genetic information, or veteran status.

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Program Officer – Children, Youth, and Families

Posted by | January 29, 2020 |

The Organization

A national leader in rural philanthropy, The Ford Family Foundation is a private foundation benefiting communities in rural Oregon and Siskiyou County, California. The Foundation targets all of its philanthropic tools – grants, scholarships, capacity building, convening, research, and strengthening stateside systems – to improving conditions in rural communities and increasing the wellbeing of children and families who live in those communities.

The Opportunity

The Program Officer will manage the Foundation’s work to promote early childhood success and kindergarten readiness. The Foundation is increasingly focused on the interconnectedness between our public, private, nonprofit, and community systems, and identifying how they must work together more effectively for improved outcomes in rural communities. The Program Officer will manage and carry out a significant portion of the Foundation’s work aimed at improving outcomes for children prenatal to age 8, while contributing to the Foundation’s broader, cross-cutting efforts to strengthen supports for children, youth, and families in rural areas. Leading with a partnership orientation, the Program Officer will be charged with effectively building bridges and synergy with other key systems that impact the wellbeing of children prenatal to 8 years of age. Utilizing both responsive and directed grantmaking approaches, this portfolio includes strategies related to kindergarten readiness and early school success, including pre-school to third grade alignment, quality childcare, family supports and early literacy. This individual will work closely with other Foundation program officers and partners from overlapping issue areas to build and strengthen the systems that enable rural children, youth, and families to thrive.

Desired Qualifications 

We are seeking a well-rounded individual who is passionate about promoting children’s success and strengthening the well-being of children and families in rural communities. The ideal candidate will have a strong base of knowledge and experience in early childhood development, an understanding of systems for early learning, health, or child welfare, and, direct experience working in rural communities.

Candidates must have a minimum of 5 to 7 years of experience in the fields of early learning and/or child health/welfare.  A current understanding of rural contexts, issues, and challenges is essential.

A bachelor’s degree is required and a graduate degree in a relevant subject is preferred. Candidates will be considered from diverse backgrounds that might include foundations, nonprofits, or public sector programs or agencies.

The position is based in Roseburg, Oregon and residency in Douglas County is required without exception. Approximately 30% of time will involve travel within Oregon and Siskiyou County, California.

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Executive Director

Posted by | January 27, 2020 |

Background

The Greek School of Plato was founded in 1977 as a nonprofit educational organization dedicated to inspiring next generations of Greek Americans to carry forward the rich Hellenic culture and heritage throughout their lives.  The School offers after school and Saturday programs to students between PreK-Grade 9, teaching Greek language, history, literature, culture, theatre, dance and music.  Students come primarily from the surrounding Brooklyn and Staten Island communities.

The Greek School relies on a talented staff, highly committed Board members and a large community of volunteers to support the programs.   With the recent acquisition of a new larger facility, the vision is to create a true Community Center, offering full-service cultural and educational programs to students as well as community residents, regardless of ethnic background, to promote Greek cultural understanding, provide opportunities for youth enrichment, and social services.  The possibilities are limitless but may include a daytime nursery, gallery space, a bookstore, library and conference rooms, rooftop play areas, classrooms, a theatre, films, dance, lectures, culinary classes and fundraising events.

The Position

The Greek School of Plato is seeking an Executive Director whose primary responsibility will be to develop and implement all policies, programs and procedures related to the School/Cultural Center. Reporting to the Board of Directors, the Executive Director will be a dynamic individual who has the power and presence to advocate successfully on behalf of the Greek School of Plato, both in the public and private sectors.

The Executive Director must be highly intelligent, a leader and self-starter who shares the Board’s vision of the opportunity and commitment to the School’s core mission.  The Executive Director will have proven ability to foster the growth of an organization and be comfortable driving change. The successful candidate will most likely be a professional who has substantial experience in leadership as well as education and community services.  Someone with exposure to the educational arena in New York would be preferred. In addition, s/he must be an exceptional fundraiser, able to demonstrate significant accomplishments and past successes, a hands-on manager, strategic thinker and planner, and problem-solver able to respond to crises quickly and effectively.

Excellent negotiation and communication skills are critically important.  S/he must be equally comfortable in making presentations before community leaders, agency administrators, prospective funders, and the public. S/he must be able to work closely with Board members and staff to promote an open, inclusive environment that emphasizes cooperation and teamwork with a minimum of ego.  In addition, s/he will be bright, diplomatic, analytical, of the highest integrity and possess sound judgment as well as a sense of humor.

A background in Greek culture, language and experience will be an advantage, although not a requirement.

Specific Responsibilites:

Strategic Planning and Management

  • Oversee the operations of the School and the Center
  • Build and maintain a strong partnership with the Board via effective reporting and relationships; achieve communication and consensus and set clear and actionable priorities around key strategic initiatives of growth and expansion
  • Set and achieve programmatic goals; establish strong working relationships with a wide range of stakeholders; identify opportunities to advance the organization’s programs and strategy through shared goals
  • Build organizational infrastructure and capacity to support future growth
  • Create staffing structures to meet growth needs
  • Build a positive team culture that is mission-focused

External Relations Management and Fundraising

  • Serve as the public face of the organization and the primary local spokesperson
  • Develop and implement ambitious but achievable fundraising plans that diversify revenue streams, especially foundation grants and individual donors

Business Operations

  • Oversee all business functions (accounting, HR, IT, legal, health care, benefits, etc.)
  • Oversee organization budget and provide accurate financial reporting to the Board of Directors
  • Ensure policies and procedures are maintained and enforced for proper financial controls and reporting

Qualifications:

  • Bachelor’s degree; Master’s degree preferred
  • Minimum of 8-10 years of proven leadership, fundraising and management experience
  • Demonstrated organizational leadership ability, which includes effectively managing and motivating a team to achieve program goals
  • Outstanding organizational skills; capacity to prioritize multiple and varied responsibilities
  • Able to work both independently as well as in collaboration with staff and board in a supportive and direct manner with a minimum of ego
  • Able to represent the Greek School of Plato with funders in public settings and with other organizations in the New York area
  • Strong strategic thinking, problem-solving and implementation skills.
  • Excellent oral and written communication skills, as well as strong interpersonal, relationship-building and networking skills
  • Ability to source, attract and retain institutional and individual donors
  • Thrives in an achievement-oriented, entrepreneurial and fast-paced environment

To learn more about the Greek School of Plato, please visit thegreekschoolofplato.org.

The Greek School of Plato is an equal opportunity employer. They celebrate diversity and are committed to creating an inclusive environment for all employees.

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Special Education Director

Posted by | January 22, 2020 |

Description:
Director of Special Education
1. Providing consistent leadership for the District in pursuit of its strategic and tactical goals.
As a Director this position is responsible for:
• Participating and contributing to setting goals and standards and making decisions that help guide Mesa County Valley School       District  51 (MCVSD 51) toward its near-term and long-term future.
• Cooperatively resolving current issues of major significance that will have a bearing on the programs and people of MCVSD 51 assigned.
• Being decisive in taking and communicating appropriate remedial action when performance and behavior is not consistent with     targets
• Sharing information and develop a collective understanding of programs and issues
• Fostering trust and alignment of  department goals with the District’s goals

2. Assuring the on-going monitoring, evaluation and improvements necessary for special education student growth and achievement.  Working with instructional directors to align and enhance services to students, this position will evaluate the effectiveness of programming for students with disabilities.

3. Coordinating hiring efforts to obtain highly qualified staff to serve students with disabilities.  The Director develops effective professional learning structures and/or opportunities that align with District priorities and promote staff development and retention.  In addition, duties include oversight and training of department Coordinators in their role as evaluators of special education staff.  Director acts as the point of resolution in instances whereby a staff member disagrees with a Coordinator’s evaluation.

4. Possessing a working knowledge of, promoting, and enacting federal, state, and District special education policies, standards, and procedures. This position is responsible for supporting District personnel in understanding, abiding by, and compliance with legal and ethical boundaries as outlined in the:
• Individuals with Disabilities Education Act (IDEA, 2004)
• Section 504 of the Rehabilitation Act
• Americans with Disabilities Act (ADA)
• Colorado Preschool Project (CPP)
• Nursing Services

5. Developing, implementing and providing coordination and monitoring of budgets, programs, staffing levels that enhance student growth and achievement.  Duties include but are not limited to directing programs, writing Federal applications, providing fiscal management and compliance for all programs assigned to this role.

6. Addressing stakeholder questions and concerns as it relates to students with disabilities including policies, procedures, methodologies and discipline in addition to other topics. Mediating between parents, other staff members, and community stakeholders the Director champions the best options in serving students with disabilities.

7. Serving on numerous community, district and regional, & State committees to provide services to students and professional development to staff is an expectation of this position.  Other duties may be assigned

Job Summary:
This position works with Coordinators, Principals, Central Administration, and outside agencies in aligning District priorities and resources to support student achievement as it relates to students with disabilities within the District’s education system. Employee provides support and leadership to special education staff, the early childhood and pre-school education teams, and all District Allied Health Professionals. Position is responsible for the department’s overall compliance with special education record keeping and reporting requirements as well as utilizing data-driven decision making to continuously drive District and building level improvements for students with disabilities.

Qualifications:
Masters degree in education with additional coursework in Special Education
Preference given for Doctorate degree in related field
Previous experience in school administration and demonstrated leadership abilities
Must have or be able to obtain Colorado Special Education Director’s License
Working Conditions:
260 days/year

Salary Range
$105,571 – 161,237

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Special Education Teacher – Mild/Moderate

Posted by | January 22, 2020 |

Title  Elizabeth High School Special Education Teacher – Mild Moderate Needs

Salary  $34,002 – $53,438

Grades  9-12

Qualifications/Job Description

Qualifications:

  • A current CDE license (or ability to obtain) with appropriate endorsements in secondary special education
  • Ability to effectively deliver pertinent curriculum and manage IEP caseload
  • Passion and expertise to work with high school special education students
  • Ability to work collaboratively within a strong core team


Job Description:

This is a full-time position and is open until filled.  The special education department offers a range of classes from mild to severe needs across grades 9-12.  Teachers in the special education department generally specialize in a content area but support each other across the curriculum.

Elizabeth High School has a cordial, high-achieving student body.  The community of Elizabeth is located in a beautiful area of the Palmer Divide among rolling hills and pine forests with views of Pikes Peak and the Front Range.  At an elevation of 6448 feet, Elizabeth is located 15 miles east of I-25 about 45 minutes southeast of Denver or northeast of Colorado Springs.

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San Luis Valley Board of Cooperative Educational Services Executive Director

Posted by | January 15, 2020 |

Announcement of Vacancy

Executive Director

San Luis Valley Board of Cooperative Educational Services

 

The major job duties and responsibilities are:

  • Serves as the Chief Executive Officer of the BOCES
  • Directly supervises all administrative staff along with certified special services providers
  • Provides leadership to the Board of Directors and Superintendents Advisory Council
  • Provides leadership for the development and execution of the policies and directions of the Board of Directors
  • Works with the Board of Directors, Superintendents Advisory Council and the staff to develop programs and services to meet the needs of the member districts
  • Maintains compliance with applicable federal, state, and local laws and regulations demonstrating knowledge about and the ability to apply relevant federal and state statutes, regulations, case law and policies that impact all children.

 

The BOCES Board of Directors is offering an annual salary of $85,000 – $100,000 (negotiable, depending on experience and educational attainment) and a competitive benefit package.

 

Application Deadline:  February 28, 2020

Interviews:  March 9th-12th, 2020

Date of Employment:  July 1, 2020

  • Note: In order to be considered a candidate for this position, all application materials must be received at the­­­­­­­­­­­­­­­ San Luis Valley BOCES Office by 4:30 p.m. Mountain Time on the Application Deadline of February 28, 2020.  All application materials received after this date WILL NOT be considered.

An application must include:

  • A completed and signed application (http://www.slvboces.org/)
  • A current professional resume
  • Transcripts, placement papers and/or credentials requested by you from college or university placement center (photocopies are acceptable)
  • Three recent letters of recommendation (dated within the past two years)
  • Answers to the following questions, citing examples of past experiences, no longer than two typewritten pages each:
  1. Discuss your professional goals and where you expect to be in 5-10 years.
    1. Describe how you would go about creating partnership among the BOCES member districts to meet the diverse needs of students and staff within the districts.
    2. Describe your professional educational background and discuss your highest achievements and greatest strengths.
    3. What are the key components of an effective communication system within the BOCES and between the BOCES and the districts it serves?
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Chief Innovation Officer

Posted by | January 15, 2020 |

Teaching Lab seeks a full-time Chief Innovation Officer to join our Executive Team to and pursue our mission to fundamentally shift the paradigm of teacher professional learning for educational equity.

Type of Vacancy: Salaried full-time, starting spring 2020

Location: Remote

Reports to: Chief Executive Officer

Travel Required: At least one time per month

Compensation: Commensurate with experience

Teaching Lab is an equal-opportunity employer committed to reflecting the diversity of the students we serve. We pursue equity as both a means and an end, and enthusiastically welcome candidates of all backgrounds to apply for this role.

Who We Are

Teaching Lab is a nonprofit organization with a mission to fundamentally shift the paradigm of teacher professional learning for educational equity. We envision a world where teachers and students thrive together in communities that enable life-long learning and meaningful lives. In partnership with teachers, we transform professional learning from the ground up to dramatically improve student outcomes. We also work with school, district, and state leaders to create the instructional systems necessary to support these changes.

Our model is based on the best educational research and years of experience using exceptional instructional materials with teachers. Our team of experienced educators is committed to ensuring all students—especially students traditionally underserved by our school systems—meet the academic expectations necessary to succeed now and in the future. Our partners believe in the power of great teaching to inspire students at all levels to learn and grow. Together, we are building a nationwide movement for evidence-based teacher professional learning.

The core of Teaching Lab’s work is a belief that stronger professional learning for teachers can dramatically improve student opportunities and educational equity. Research suggests that effective professional learning incorporates three critical components:

  • Head: Core academic content embedded in exceptional instructional materials and aligned to research-based practices. Teachers deserve daily access to instructional practices based in research. Deep study of high-quality instructional materials allows teachers to grow their knowledge over time and spread that knowledge to their colleagues. We call this the “head” of professional learning.
  • Heart: Teacher-led communities that build both social capital and buy-in. Teachers deserve to feel motivated and supported by their peers to learn and grow. In teacher-led communities, educators are more likely to buy into their own development and work collaboratively with their colleagues to improve instruction. We call this the “heart” of professional learning.
  • Habits: Structured and repeated cycles of learning in the classroom. Teachers deserve to learn from their efforts. Repeated cycles of learning afford teachers the time and space to reflect, incorporate new learning into practice and verify changes to instruction using evidence of student learning. We call this the “habits” of professional learning.

At Teaching Lab, our work is in pursuit of racial educational equity, and our lived values are grounded in racial equity.

  • Racial educational equity is “raising the achievement of all students while eliminating the racial predictability and disproportionality of which student groups occupy the highest and lowest achievement categories.” (Adapted from Pacific Educational Group)
  • Racial equity is the active work to ensure that colleagues of all racial backgrounds are truly respected, are able to function with dignity, are able to exercise influence over their lives, and, in the end, be able to determine for themselves the course of their professional realities. (Adapted from Howard Fuller)

Summary of Position

Teaching Lab is seeking a Chief Innovation Officer (CIO) to join our Executive Team. The CIO will act as a major thought leader in the field, use an equity lens to identify and pilot innovations to solve vexing problems in education, particularly related to teacher professional learning, will develop and manage our influence and communications strategy, and will help support raising philanthropic funding for innovations in order to achieve Teaching Lab’s four major five-year objectives:

  • Dramatically increase the number of teachers who experience a high-impact sequence of professional learning every year of their careers.
  • Create a learning organization that drives both continuous improvement and cost-effectiveness of our service model and organization.
  • Create and sustain enabling conditions for high-impact teacher professional learning.
  • Build a sustainable, anti-racist organization.

The Chief Innovation Officer is a member of the Executive Team and will support the organization in using an equity lens to manage the following functions:

  • Innovation: Design and lead our strategic approach to innovation and manage our innovations from ideation phase to program integration, dramatically improving our ability to impact teacher professional learning and educational equity.
  • Influence and Communications: Develop and manage our external influence and communications strategy, including representing our organization as a thought leader externally at events, conferences, and with funders.
  • Development: Collaborate with the CEO and COO to maintain strong relationships with funders, seek out funders to support our innovation and influence strategies, and meet Teaching Lab’s fundraising goals.
  • Leadership: With the Executive Team, lead Teaching Lab to become a best-in-class non-profit organization that centers equity and achieves our mission to fundamentally shift the paradigm of teacher professional learning for educational equity. Additionally, the CIO will partner with the CEO to ensure that other functions and workstreams lead to the achievement of the organization’s goals.

As a rapidly growing nonprofit, we seek an entrepreneurial individual excited to lead Teaching Lab to become a high-influence learning organization. This position is a senior-level role and has high potential for large-scale educational impact.

Eligible candidates must have strong expertise in system-level leadership, relationship and partnership cultivation and management, public speaking and influence, expertise in the Common Core or similar College- and Career-Ready state standards, a clear vision for how to scale evidence-based teacher professional learning, deep knowledge of how racism and historical systems of oppression impact PK-12 education, and experience effectively leading for racial equity. Ideal candidates will have a unique combination of intellectual curiosity and established skills in each of these areas. Teaching Lab is a mission- and values-driven organization. We seek outstanding leaders who have demonstrated a commitment to educational equity and racial equity.

Key Responsibilities & Functions

Innovation – To continuously learn and innovate to improve our core services, the CIO will:

  • Create and manage Teaching Lab’s innovation strategy from problem identification, pilots, evaluation, and implementation across the organization and partners.
  • Lead a cross-functional working group of team members to execute Teaching Lab’s innovation strategy aligned with our eight areas of innovation (diverse learners, teacher leader development, Professional Learning Community (PLC) supports, learning science, culturally-responsive teaching, school models, technology-enabled learning, and social-emotional learning), and integrate innovations into Teaching Lab’s core services.
  • Collaborate closely with the CEO, Managing Director-Content Design, Managing Director-Partnerships, and Program Team to identify, pilot, and integrate innovations into core services, including building buy-in for the adoption of ground-breaking innovations.
  • Collaborate closely with the Managing Director-Learning and Research to develop and implement a data strategy to evaluate the impact of innovations on improving outcomes for educational equity.
  • Support the Teaching Lab team to adopt and maintain a Learning Management System and other technologies to test and improve innovations, impact, and efficiency of Teaching Lab’s service delivery model.

Influence and Communications – To build a grassroots network of influencers to dramatically improve teaching and learning and establish Teaching Lab as a high-influence organization, the CIO will:

  • Cultivate a transparent, informative, efficient and grass-roots communication strategy centering teacher leaders and promoting courageous conversations about race amongst stakeholders, partners, and practitioners.
  • Develop a vision and strategy, and lead a cross-functional Communications Working Group to establish Teaching Lab’s brand identity and to integrate our brand identity across all organizational functions.
  • Author and disseminate case studies, and promote Teaching Lab on social media.
  • Build a network of mission- and values-aligned champions and entities by serving as a thought leader at external events, conferences, and funder meetings.
  • Integrate Teaching Lab’s innovation strategy into our influence strategy to spread evidence-based and equity-driven practices through teacher leaders.

Development – To establish Teaching Lab as a financially sustainable non-profit, the CIO will:

  • Co-create and co-manage, with the CEO and COO, Teaching Lab’s development strategy, including strategic goal setting, data management, and funder relationship management.
  • Raise philanthropic revenue to fund Teaching Lab’s innovation initiatives before integrating them into our core revenue-generating services.

Leadership – To lead Teaching Lab to become a best-in-class non-profit organization, the CIO will:

  • Serve as a member of the Executive Team and determine the strategic, cultural, and programmatic direction of Teaching Lab.
  • Support board engagement and management of Teaching Lab’s Board of Directors, including creating materials for board meetings, stewarding board member relationships, and participating in all Teaching Lab board meetings.
  • Model Teaching Lab’s values, centering racial equity, and support the evolution of Teaching Lab’s equity-centered policies & practices.
  • The following responsibilities are also expected of all members of the Teaching Lab Executive Team:
    • Participation in Executive Team meetings and shared decision making;
    • Recruiting, hiring, and managing new staff or consultants on projects under their leadership;
    • Developing skills, expertise, and credibility in their core areas of leadership;
    • Supporting the development of best-in-class and equity-driven professional learning content and programming;
    • Representing the organization externally through meetings, speaking engagements, writing, and publishing.

Qualifications

We seek team members who bring relevant experience, knowledge, and skills, as well as a commitment to shared values and norms. Prospective CIO candidates should be able to demonstrate experience or background in the following categories:

Educational & Work Experience

  • A minimum of ten years’ experience leading and directing a multi-department division in education, educational professional development, non-profit management, or related industry.
  • Experience working in an entrepreneurial and rapidly growing organization; non-profit experience preferred.
  • Demonstrated record of results in developing and implementing strategy at a system-level to improve educational equity and student outcomes.
  • A Bachelor’s degree. Master’s degree in an education-related field, preferred.
  • PK-12 teaching experience in a public school setting.

Knowledge

  • Deep knowledge and experience with Common Core or College- and Career-Ready standards.
  • Highly developed knowledge of the field of education, education research, and high-quality professional learning delivery models.
  • Deep knowledge of the impact of race and historical systems of oppression on PK-12 education and students in traditionally underserved communities.

Skills

  • Strong, demonstrated skills in leading, motivating, and supporting groups and individuals with and without formal authority.
  • Ability to quickly establish credibility with internal and external individuals, entities, and agencies.
  • Exceptional communication, presentation, and interpersonal skills to influence change in individuals, teams, and systems, especially related to racial equity.
  • Exceptional creative problem-solving capabilities, including a self-starting entrepreneurial approach to solving difficult problems.
  • Ability to thrive in a demanding and entrepreneurial environment requiring a high degree of adaptability, innovation, and follow-through.
  • Ability to engage in big picture thinking while simultaneously tracking and juggling multiple tasks and priorities.
  • Ability to learn on-the-job and quickly pick up new skills in order to meet strategic goals.

Values

  • Deep commitment to Teaching Lab’s organizational mission and values, particularly racial equity, and educational equity for traditionally underserved students.
  • Strong commitment to a growth mindset for both adults and students, and a desire to work collaboratively to grow team skills and capabilities.
  • Belief in the power of relationships and collaboration to drive results.
  • Focus on achieving results for traditionally underserved students, including a high bar for quality work.

Working at Teaching Lab

This position is eligible for remote work anywhere in the continental United States. Candidates who live near New York City or Washington, DC may elect to work out of Teaching Lab offices located in those cities if they choose.

This position will require significant work travel based on organizational needs and capacity and time of year.

Salary for this position is commensurate with experience. Teaching Lab offers a comprehensive benefits package, including organizational contribution of 100% of employee costs and 50% of dependent costs for health, dental, and vision insurance, a 401(k) program with a 4% employer match and diverse investment options, monthly technology reimbursement, and generous time off and leave policies.

We are committed to building a sustainable organization. We love our work and want to be able to do it for years to come. This means that despite our relentless focus on impact and results for educators and students, we commit to maintaining a balance between work and other parts of our lives.

 

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PROGRAM DIRECTOR, AUTONOMOUS SCHOOL IMPROVEMENT

Posted by | January 14, 2020 |

EMILY GRIFFITH CAMPUS

Traditional 235 work days 

FTE: 1.0

Salary Range:  Commensurate with experience

  

Essential Functions and Objectives:

 –  Accountability for leading and managing the operations of a multi-functional district wide program. Establishes program priorities, district support structures and resource allocation. Leads the execution, maintenance, projects’ implementation, change management, and cross-functional alignment of work streams; ensures program and district compliance with relevant industry, state and federal regulations. 

–  Responsible for leading the school improvement strategies for autonomous schools to achieve the goal of Great Schools in Every Neighborhood.  Drive continuous school improvement and the Tiered Quality Assurance methodology for providing accelerated improvement, eliminating opportunity gaps and readying all students for college and career. Leverage internal and external relationships to deliver appropriate supports for autonomous schools.

–  Lead the district strategy for autonomous school continuous improvement processes in a manner than honors school autonomy while providing appropriate supports for autonomous school leaders and autonomous boards.

–  Lead the Tiered Quality Assurance Program for autonomous schools, manage the Tiered Quality Assurance Manager, and support autonomous schools and boards through critical school changes.

Lead strategy for shared learning for autonomous schools and, in partnership with the Schools Division and Academics Division, across the DPS family of schools.

–  Own relationships with external organizations designed to support autonomous schools to build shared and cohesive strategies

–  Collaborate with internal departments to align expectations and develop cohesive systems and supports for school improvement that remove barriers, provide targeted support to highest needs schools and create sustainable change in areas closest to teaching and learning.

–  Design the Portfolio strategy for data-driven progress monitoring of autonomous school improvement, including use of leading and lagging indicators to provide strategic direction in partnership with autonomous schools and in a manner that honors school autonomy

–  Serve as senior leadership within the Portfolio Management Team, including being responsible for division-wide vision setting, team development and well-being, and autonomous schools advocacy and support.

Knowledge, Experience & Other Qualifications:

 

–  Knowledge of program management best practices

–  Experience working with school based teams or leading professional development programs with schools

–  Knowledge of social-emotional intelligence curricula, behavior intervention, and/or multi-tiered systems of support, trauma informed care and implementation processes

–  Ability to prioritize multiple projects

–  Ability to develop, plan, and implement short- and long-range goals, establish priorities, and organize resources

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

–  Experience providing staff supervision and support

–  Effectively handle multiple demands and competing deadlines

–  Inspired, visionary who can foster/generate excitement, buy-in and understanding with colleagues and employees outside of the team

–  High degree of integrity in handling confidential information

 

Education Requirements:

–  Master’s Degree required

–  Degrees in Education or related field preferred

–  7+ years’ experience required

–  3+ years management experience required

Other information:

The Portfolio Management Team (PMT) supports school empowerment and shared accountability across the DPS family of schools and serves as the school authorizing office for DPS. Our mission is to authorize, cultivate and advocate for high quality schools (i.e., district-run, innovation, iZone and charter) in DPS. We embrace school empowerment, high performance standards, clear accountability, family choice and community engagement. We envision a nation where every public education system effectively serves the diverse needs of all children and where every student graduates prepared for success in life. We strive for DPS to be a national model for transformational change in public education by: 1) Improving outcomes for all Denver students through recruiting and supporting a diverse portfolio of high-performing schools that are accountable for results; and 2) Producing transformational changes district-wide by identifying, sharing and facilitating the implementation of innovative, best-in-class policies and practices in all schools and central office departments. Within DPS, we support the entire family of schools and partner with other District Teams to provide the best service to each school.

About Denver Public Schools:

 

Denver Public Schools is committed to meeting the educational needs of every student with great schools in every neighborhood. Our goal is to provide every child in Denver with rigorous, enriching educational opportunities from preschool through high school graduation.  DPS is comprised of nearly 200 schools including traditional, magnet, charter and alternative pathways schools, with an enrollment of more than 90,000 students.  

 

Under the leadership of Superintendent Susana Cordova and guided by the tenets of The Denver Plan, DPS has become the fastest-growing school district in the country in terms of enrollment and the fastest-growing large school district in the state in terms of student academic growth.  Learn more at dpsk12.org.  

  

Denver Public Schools is an Equal Opportunity Employer and does not discriminate on the basis of race, color, religion, national origin, sex, sexual orientation, age, disability, or any other status protected by law or regulation. It is our intention that all qualified applicants be given equal opportunity and that selection decisions be based on job-related factors.

 

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Executive Director of Schools

Posted by | January 9, 2020 |

Executive Director of Schools
University Schools

Greeley, Colorado

 

The School:

University Schools, founded in 1891, is a public K-12 charter school located in Greeley, Colorado about 50 miles north of Denver with a student enrollment of nearly 1800.   University Schools originated at the University of Northern Colorado before being chartered on September 13, 1998 under the laws of the state of Colorado and authorized by Weld County School District 6.

University Schools works in collaboration with the University of Northern Colorado and continues to be an integral component of UNC’s teacher education mission.  University Schools’ faculty and staff innovate and model effective student-centered teaching and learning.  Students appreciate and value their relationships with faculty and administration.  Students feel their learning and growth are valued as well as who they are as individuals and community members.

The Community:

Greeley is a diverse community with a current population of 105,448, has seen rapid growth over the past 20 years and is located in beautiful Northern Colorado.   The community has an agricultural focus complimented by light industry and is the site of a major Colorado university, the University of Northern Colorado.

Greeley is 60 minutes north of Denver and a short 45-minute drive from Rocky Mountain National Park and Estes Park.  This gives full access to all the great outdoor activities that the state offers, from mountain biking and hiking to golf and fishing.  Mountain resorts and skiing are close and easily accessible as well.  Greeley is also home to the Greeley Stampede and hosts the largest 4th of JULY Rodeo in the country!

 

The Position:

The Director works closely with the school’s Board of Governors to create and maintain the school’s mission and vision.  The Director will lead, guide and direct the administration, instructional and supportive services teams in setting and achieving the highest standards of excellence in developing and maintaining the best possible educational programs and services for each individual student enrolled.  The candidate must have the background, skills and abilities to grow, take on challenges and provide excellence in educational leadership.  This is a 12-month employee position.

 

Responsibilities:

Leadership and School Management:

  • Provides leadership and management to school leadership team through overseeing school development, operations, educational standards and student achievement
  • Successful experience in unifying, motivating, developing, supporting, empowering and trusting a high performing team of administrators, teachers and support staff

 

School Board Governance:

  • Advises the Board on the need for new and/or revised policies and ensures that all policies are implemented and followed
  • Prepares and submits to the Board recommendations relative to all matters requiring Board action, placing before the Board such necessary and helpful facts, information and reports

 

Instructional Leadership:

  • Maintains oversight of academic programs and collaborates with the principals to ensure quality and successful academic performance
  • Ensures positive, safe learning and school environment for all students
  • Plans and implements professional development for administrators and teaching staff

 

Fiscal Management:

  • Demonstrated record of fiscal accountability and oversight of daily operations and finances
  • Establishes and maintains efficient procedures and effective financial controls for all expenditures of the school funds in accordance with an approved budget
  • Works with the Board to develop and manage an annual operating budget

 

Required Qualifications:

  • Master’s degree
  • Possess or be eligible for a Colorado Department of Education Administrator Certificate
  • An accomplished education leader with over 15 + years of success in education including academic excellence and innovation
  • Collaborative and participative leadership style
  • Strong communication skills
  • Experience reporting to and/or working closely with a Board of Governors
  • Thorough knowledge of trends in research and practices in public education
  • Ability to maintain and instill high standards of ethics and integrity
  • Knowledge of teaching methods, educational pedagogy and behavioral management methods successful in school environments at all levels
  • Knowledge of applicable federal and state laws regarding education, student, professional staff and other employees
  • Ability to prepare oral and/or written communications for distribution to the Board of Governors, administration, faculty, staff, students and parents

 

Preferred Qualifications:

  • EdD or PhD preferred
  • Executive Director/Superintendent or Central Office experience
  • K-12 experience

 

Application Questions:

Please be prepared to answer, in detail, the following questions when completing the online application:

  1. Describe your philosophy of educational leadership and how you would plan and implement your vision.
    1. Include your leadership philosophy and beliefs.
    2. Discuss the difference between leadership and management.
  2. Describe your experiences in leading a school or district toward a cohesive unit of administrators, instructional and classified staff with a common mission and vision.
  3. Describe your experience with budget preparation and management and examples of achievements.
  4. Describe how you would build and foster relationships among the Board of Governors, staff and University Schools’ community?
  5. What goals would you set for yourself and the school to ensure ongoing learning and professional development for faculty and staff.

Salary and Benefits:

Minimum salary is $130,000 based on 242 working days.  Salary is based on experience and qualifications.  A competitive compensation package is also offered.

 

Selection Timeline:

  • Posting Open: December 20, 2019
  • Posting Closes: January 27, 2020

 

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Middle School ELA Teacher

Posted by | January 4, 2020 |

The Mission Preparatory School, a TK-8, college-preparatory, tuition-free, public charter school in San Francisco’s Mission District, is accepting applications for the role of Middle School ELA Teacher for the 2020-21 school year.

Our Mission

The Mission Preparatory School equips TK-8 students with the knowledge, skills, and strength of character needed to succeed in college and serve as leaders in their communities. Our commitment to college preparation is supported by a “whatever-it-takes” approach that maintains the highest expectations and accountability across the board, from leadership, to teachers, to students.

Our Background

Mission Prep was founded by a diverse group of Bay Area leaders from a variety of sectors who share a commitment to expanding educational opportunity, particularly for children growing up in low-income communities who lack access to high-performing schools. Awarded a charter by the California State Board of Education in September 2010, Mission Prep opened with 50 Kindergarten students in August 2011, earned charter renewal from SFUSD in 2015, and continued to grow by one grade per year through 8t h grade. In our 10th operational year (2020-21), Mission Prep will serve students in grades TK-8, and will be focused on capitalizing upon the great progress we’ve made in our first 9 years.

Our School

The Mission Preparatory School’s design is based on the core characteristics common to the highest-performing urban charter schools in the country. We integrate academic rigor, structured school and classroom environments, peaceable classroom culture, and individualized support to ensure college preparation and academic readiness. We aspire to build leadership opportunities for our middle school students. Mission Prep operates with an extended school day (7:40am-4:00pm), extended school year (190 days), and extensive professional development support for teachers, including 28 full PD days throughout the year and two hours every Wednesday afternoon.

Our Results, and Looking Ahead

On the California Smarter Balanced Assessments, Mission Prep students exceeded state and district averages in ELA and Math, making us the top-performing school for Latino students in San Francisco and earning a 10 out of 10 Similar Schools rating. Awarded the distinction of California Distinguished School in 2019, we are committed to continuing to improve our instructional program and educational practice in order to ensure Mission Prep students achieve ambitious academic goals and complete 8t h grade prepared to access and succeed in college-preparatory high schools and higher education. This year is a special year, as our current Founders are preparing their High School applications and will be headed off to High School next year.

Our Team

The Mission Preparatory School is conducting a nationwide search for educators who share our commitment to high expectations for every child and who will do all that it takes to put each Mission Prep student on the path to college. Our team works hard, works together, and takes ownership for the overall success of our students and school.

Responsibilities:

  • Embody the mission and vision of Mission Prep
  • Build a strong culture of achievement in the classroom and on the Middle School Team
  • Create and implement rigorous, standards-aligned, objective-driven instructional plans and assessments
  • Maintain student performance data in school tracking systems
  • Analyze and use data to inform and adjust instruction
  • Provide individualized, differentiated support to ensure all students reach mastery
  • Teach and enforce school-wide systems, routines, and expectations
  • Implement classroom and school-wide family communication systems
  • Participate actively in professional development and professional learning communities
  • Use feedback and observations to improve performance
  • Complete administrative and operational duties in accordance with school needs and deadlines
  • Coordinate and participate in school-wide events, including community meetings, field trips, and other activities

Qualifications:

  • Bachelor’s degree
  • CA multiple subject teaching credential
  • CLAD/BCLAD certification
  • Bilingual (English/Spanish) preferred
  • Urban teaching experience preferred
  • Excellent verbal and written communications skills
  • Strong organizational capacity
  • Experience analyzing and using data to inform practice
  • Openness to feedback and commitment to developing continually as a professional educator
  • Accountability for student achievement outcomes

Start Date: July 2020

Salary and Compensation: Salary scales are based on years of experience and expertise. Scales are competitive with other charter school organizations and local districts.

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Middle School Math Teacher

Posted by | January 4, 2020 |

The Mission Preparatory School, a TK-8, college-preparatory, tuition-free, public charter school in San Francisco’s Mission District, is accepting applications for the role of Middle School Math Teacher for the 2020-21 school year.

Our Mission

The Mission Preparatory School equips TK-8 students with the knowledge, skills, and strength of character needed to succeed in college and serve as leaders in their communities. Our commitment to college preparation is supported by a “whatever-it-takes” approach that maintains the highest expectations and accountability across the board, from leadership, to teachers, to students.

Our Background

Mission Prep was founded by a diverse group of Bay Area leaders from a variety of sectors who share a commitment to expanding educational opportunity, particularly for children growing up in low-income communities who lack access to high-performing schools. Awarded a charter by the California State Board of Education in September 2010, Mission Prep opened with 50 Kindergarten students in August 2011, earned charter renewal from SFUSD in 2015, and continued to grow by one grade per year through 8t h grade. In our 10th operational year (2020-21), Mission Prep will serve students in grades TK-8, and will be focused on capitalizing upon the great progress we’ve made in our first 9 years.

Our School

The Mission Preparatory School’s design is based on the core characteristics common to the highest-performing urban charter schools in the country. We integrate academic rigor, structured school and classroom environments, peaceable classroom culture, and individualized support to ensure college preparation and academic readiness. We aspire to build leadership opportunities for our middle school students. Mission Prep operates with an extended school day (7:40am-4:00pm), extended school year (190 days), and extensive professional development support for teachers, including 28 full PD days throughout the year and two hours every Wednesday afternoon.

Our Results, and Looking Ahead

On the California Smarter Balanced Assessments, Mission Prep students exceeded state and district averages in ELA and Math, making us the top-performing school for Latino students in San Francisco and earning a 10 out of 10 Similar Schools rating. Awarded the distinction of California Distinguished School in 2019, we are committed to continuing to improve our instructional program and educational practice in order to ensure Mission Prep students achieve ambitious academic goals and complete 8t h grade prepared to access and succeed in college-preparatory high schools and higher education. This year is a special year, as our current Founders are preparing their High School applications and will be headed off to High School next year.

Our Team

The Mission Preparatory School is conducting a nationwide search for educators who share our commitment to high expectations for every child and who will do all that it takes to put each Mission Prep student on the path to college. Our team works hard, works together, and takes ownership for the overall success of our students and school.

Responsibilities:

●  Embody the mission and vision of Mission Prep

●   Build a strong culture of achievement in the classroom and with our Middle School Team

●  Create and implement rigorous, standards-aligned, objective-driven instructional plans and assessments

●  Maintain student performance data in school tracking systems

●  Analyze and use data to inform and adjust instruction

●  Provide individualized, differentiated support to ensure all students reach mastery

●  Teach and enforce school-wide systems, routines, and expectations

●  Implement classroom and school-wide family communication systems

●  Participate actively in professional development and professional learning communities

●  Use feedback and observations to improve performance

●  Complete administrative and operational duties in accordance with school needs and deadlines

●  Coordinate and participate in school-wide events, including community meetings, field trips, and other activities

Qualifications:

●  Bachelor’s degree

●  CA multiple subject teaching credential

●  CLAD/BCLAD certification

●  Bilingual (English/Spanish) preferred

●  2+ years of urban teaching experience preferred

●  Excellent verbal and written communications skills

●  Strong organizational capacity

●  Experience analyzing and using data to inform practice

●  Openness to feedback and commitment to developing continually as a professional educator

●  Accountability for student achievement outcomes

Start Date: July 2020

Salary and Compensation: Salary scales are based on years of experience and expertise. Scales are competitive with other charter school organizations and local districts.

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Dean of Curriculum and Instruction

Posted by | January 4, 2020 |

The Mission Preparatory School, a TK-8 college-preparatory, tuition-free, public charter school in San Francisco’s Mission District, is accepting applications for Dean of Curriculum and Instruction (DOC) for the 2020-21 school year. The DOCI will drive instructional outcomes and execute professional development for our staff, ensuring that our student achievement goals are met. The DOCI position will support focus on the support of 3 to 4 different grade levels, depending on the candidate’s experience and the school’s need.

Our Mission

The Mission Preparatory School equips TK-8 students with the knowledge, skills, and strength of character needed to succeed in college and serve as leaders in their communities. Our commitment to college preparation is supported by a “whatever-it-takes” approach that maintains the highest expectations and accountability across the board, from leadership, to teachers, to students.

Our Background

Mission Prep was founded by a diverse group of Bay Area leaders from a variety of sectors who share a commitment to expanding educational opportunity, particularly for children growing up in low-income communities who lack access to high-performing schools. Awarded a charter by the California State Board of Education in September 2010, Mission Prep opened with 50 Kindergarten students in August 2011, earned charter renewal from SFUSD in 2015, and continues to grow by one grade per year through 8t h grade. In our 9th operational year (2019-20), Mission Prep will serve students in grades TK – 8, and will be preparing to send our founding class off to high school.

Our School

The Mission Preparatory School’s design is based on the core characteristics common to the highest-performing urban charter schools in the country. We integrate academic rigor, structured school and classroom environments, social-emotional learning principles, and individualized support to ensure college preparation and leadership development for all students. Mission Prep operates with an extended school day (7:40am-4:00pm), extended school year (190 days), and extensive professional development support for teachers, including 28 full days throughout the year and two hours every Wednesday afternoon.

Our Results, and Looking Ahead

On the California Smarter Balanced Assessments, Mission Prep students exceeded state and district averages in ELA and Math, making us the top-performing school for Latino students in San Francisco and earning a 10 out of 10 Similar Schools rating. Awarded the distinction of California Distinguished School in 2019, we are committed to continuing to improve our instructional program and educational practice in order to ensure Mission Prep students achieve ambitious academic goals and complete 8t h grade prepared to access and succeed in college-preparatory high schools and higher education.

Our Team

The Mission Preparatory School is conducting a nationwide search for educators who share our commitment to high expectations for every child and who will do all that it takes to put each Mission Prep student on the path to college. Our team works hard, works together, and takes ownership for the overall success of our students and school.

Responsibilities

  • Embody the mission and vision of Mission Prep and uphold the school’s culture of high expectations
  • Engage as a member of the Admin Team to drive towards schoolwide and organizational goals
  • Ensure teachers’ implementation of rigorous, standards-aligned, objective-driven curricula, instructional plans, and assessments
  • Lead the implementation of schoolwide and classroom-based procedures, routines, rituals, programs, and systems that support students’ academic achievement and social-emotional development
  • Collaborate with members of the School Leadership Team to plan and deliver professional development informed by student achievement data
  • Provide individualized, differentiated support to ensure teachers reach student performance goals
  • Coordinate school-wide events and programs for students and families that directly support the school’s mission and culture
  • Support teachers in creating and sustaining achievement-focused, supportive, peaceful classroom environments
  • Partner with teachers to conduct behavior assessments and develop behavior support plans for students as appropriate
  • Coordinate school-wide family communication and engagement
  • Support the recruitment and selection of teaching faculty
  • Coordinate with other organizations to provide enrichment opportunities and family support services
  • Complete administrative and operational duties in accordance with school needs and deadlines
  • Coordinate and participate in school-wide events, including community meetings, field trips, and other activities

Qualifications :

  • Bachelor’s degree; Master’s degree preferred
  • CA teaching credential; CLAD/BCLAD certification preferred
  • Administrative Credential preferred
  • Spanish highly preferred
  • Four or more years of urban teaching experience; 1-4 years of urban school leadership experience with proven results and success
  • Excellent verbal, written, and interpersonal communication skills
  • Strong organizational and planning capacities
  • Ability and desire to influence, motivate, support, and challenge others
  • Proven expertise in curriculum, instruction, assessment, and classroom management
  • Openness to feedback and commitment to developing continually as a professional educator

Start Date: July 2020

Salary and Compensation: Salary scales are based on years of experience and expertise. Scales are competitive with other charter school organizations and local districts.

Comments Off on Mirco School Educator (6th Grade)

Mirco School Educator (6th Grade)

Posted by | January 3, 2020 |

This is not an ordinary “teacher” role, and this is not an ordinary school. Embark Education is a micro-school embedded in two small businesses in North Denver that supports students to courageously inquire, engage, and discover a sense of self. Our vision is for all members of our community to learn courageously. Embark is built upon three design pillars- Embedded, Integrated and Learner Centered.

At Embark, we think of Pinwheel Coffee, Framework Cycles, our “Learning hubs” and the greater Denver area as our classroom; curriculum and learning are and will be integrated regularly into the shop operations. Learning is rigorous, but relevant to the work in the shops and students should never be left asking “why am I learning this?”. Researching world history, geography and climate will be a part of ordering and understanding where the beans for the coffee shop are sourced. Physics experiments will be interlaced with repairing bike gears, etc. This is not a role of a traditional teacher and even the use of the title “Educator” is only relevant if you go to the Latin root “Educo,” meaning to draw out from what is already inside. The micro-school is learner centered and often self-directed learning environment and the role of the adults is to cultivate an environment where deep learning and exploration can occur.

To read the full job description, please visit https://www.embarkeducation.org/careers.

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Elementary Classroom Teacher

Posted by | December 28, 2019 |

Job Description: Elementary Classroom Teacher

The Mission Preparatory School, a TK-8, college-preparatory, tuition-free, public charter school in San Francisco’s Mission District, is accepting applications for the role of Elementary Classroom Teacher for the 2020-21 school year.

Our Mission

The Mission Preparatory School equips K-8 students with the knowledge, skills, and strength of character needed to succeed in college and serve as leaders in their communities. Our commitment to college preparation is supported by a “whatever-it-takes” approach that maintains the highest expectations and accountability across the board, from leadership, to teachers, to students.

Our Background

Mission Prep was founded by a diverse group of Bay Area leaders from a variety of sectors who share a commitment to expanding educational opportunity, particularly for children growing up in low-income communities who lack access to high-performing schools. Awarded a charter by the California State Board of Education in September 2010, Mission Prep opened with 50 Kindergarten students in August 2011, earned charter renewal from SFUSD in 2015, and continued to grow by one grade per year through 8t​ h​ grade. In our 10th operational year (2020-21), Mission Prep will serve students in grades TK-8, and will be focused on capitalizing upon the great progress we’ve made in our first 9 years.

Our School

The Mission Preparatory School’s design is based on the core characteristics common to the highest-performing urban charter schools in the country. We integrate academic rigor, structured school and classroom environments, peaceable classroom culture, and individualized support to ensure college preparation and academic readiness. We aspire to build leadership opportunities for our middle school students. Mission Prep operates with an extended school day (7:40am-4:00pm), extended school year (190 days), and extensive professional development support for teachers, including 28 full PD days throughout the year and two hours every Wednesday afternoon.

Our Results, and Looking Ahead

On the California Smarter Balanced Assessments, Mission Prep students exceeded state and district averages in ELA and Math, making us the top-performing school for Latino students in San Francisco and earning a 10 out of 10 Similar Schools rating. Awarded the distinction of California Distinguished School in 2019, we are committed to continuing to improve our instructional program and educational practice in order to ensure Mission Prep students achieve ambitious academic goals and complete 8t​ h​ grade prepared to access and succeed in college-preparatory high schools and higher education. This year is a special year, as our current Founders are preparing their High School applications and will be headed off to High School next year.

Our Team

The Mission Preparatory School is conducting a nationwide search for educators who share our commitment to high expectations for every child and who will do all that it takes to put each Mission Prep student on the path to college. Our team works hard, works together, and takes ownership for the overall success of our students and school.

Responsibilities:

●  Embody the mission and vision of Mission Prep

●  Create and implement rigorous, standards-aligned, objective-driven instructional plans and assessments

●  Maintain student performance data in school tracking systems

●  Analyze and use data to inform and adjust instruction

●  Provide individualized, differentiated support to ensure all students reach mastery

●  Teach and enforce school-wide systems, routines, and expectations

●  Implement classroom and school-wide family communication systems

●  Participate actively in professional development and professional learning communities

●  Use feedback and observations to improve performance

●  Complete administrative and operational duties in accordance with school needs and deadlines

●  Coordinate and participate in school-wide events, including community meetings, field trips, and other activities

Qualifications:

●  Bachelor’s degree

●  CA multiple subject teaching credential

●  CLAD/BCLAD certification

●  Bilingual (English/Spanish) preferred

●  Urban teaching experience preferred

●  Excellent verbal and written communications skills

●  Strong organizational capacity

●  Experience analyzing and using data to inform practice

●  Openness to feedback and commitment to developing continually as a professional educator

●  Accountability for student achievement outcomes

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School Director

Posted by | December 26, 2019 |

Job Description: School Director (SD)

The Mission Preparatory School, a TK-8, college-preparatory, tuition-free, public charter school serving close to 500 students in San Francisco’s Mission District, is accepting applications for School Director (SD) for the 2020-21 school year. The SD is responsible for leading the Faculty to outcomes for our students by leading the instructional program. If your calling is to drive school-wide academics and culture, this leadership opportunity is for you . The SD sets the vision and leads (or supports others to lead) the professional development for our staff (52 staff in total) and will coach and support five School Leadership Team (SLT) members. The SD is responsible for setting a strong vision and mapping out instructional priorities and strategies, while building a culture of distributed leadership so that all Faculty members can engage in creating and improving outcomes, culture, and programming for Mission Prep’s students and families. The School Director will report directly to the Executive Director, and serve as an active member on the Executive Leadership Team. This is an opportunity to build upon a strong foundation and take our small and mighty school from great to extraordinary.

The Call

  • Coach and develop teachers and leaders; drive student performance, staff sustainability and retention
  • Deepen the rigor and engagement of the instructional program
  • Cultivate a culture of distributed leadership for both students and faculty

Our Mission

The Mission Preparatory School equips K-8 students with the knowledge, skills, and strength of character needed to succeed in college and serve as leaders in their communities. Our commitment to college preparation is supported by a “whatever-it-takes” approach that maintains the highest expectations and accountability across the board, from leadership, to teachers, to students.

Our Background

Mission Prep was founded by a diverse group of Bay Area leaders from a variety of sectors who share a commitment to expanding educational opportunity, particularly for children growing up in low-income communities who lack access to high-performing schools. Awarded a charter by the California State Board of Education in September 2010, Mission Prep opened with 50 Kindergarten students in August 2011, earned charter renewal from SFUSD in 2015, and continued to grow by one grade per year through 8t h grade. In our 10th operational year (2020-21), Mission Prep will serve students in grades TK-8, and will be focused on capitalizing upon the great progress we’ve made in our first 9 years.

Our School

The Mission Preparatory School’s design is based on the core characteristics common to the highest-performing urban charter schools in the country. We integrate academic rigor, structured school and classroom environments, peaceable classroom culture, and individualized support to ensure college preparation and academic readiness. We aspire to build leadership opportunities for our middle school students. Mission Prep operates with an extended school day (7:40am-4:00pm), extended school year (190 days), and extensive professional development support for teachers, including 28 full PD days throughout the year and two hours every Wednesday afternoon.

Our Results, and Looking Ahead

On the California Smarter Balanced Assessments, Mission Prep students exceeded state and district averages in ELA and Math, making us the top-performing school for Latino students in San Francisco and earning a 10 out of 10 Similar Schools rating. Awarded the distinction of California Distinguished School in 2019, we are committed to continuing to improve our instructional program and educational practice in order to ensure Mission Prep students achieve ambitious academic goals and complete 8t h grade prepared to access and succeed in college-preparatory high schools and higher education. This year is a special year, as our current Founders are preparing their High School applications and will be headed off to High School next year.

Our Team

The Mission Preparatory School is conducting a nationwide search for a leader who shares our commitment to high expectations for every child and who will do all that it takes to put each Mission Prep student on the path to college. Our team works hard, works together, and takes ownership for the overall success of our students and school. Currently, we employ a team of 54 passionate staff members, 7 Teaching Assistants, 25 Classroom Teachers, 5 Deans, 5 Enrichment Teachers, 2 Grade Level Teachers and 1 SPED Teacher, 9 non-instructional/Ops staff.

Responsibilities:

Instruction

  • Lead the School Leadership Team (Deans and SPED Lead) and support them as leaders to drive instructional outcomes on their teams
  • Coach, manage, and evaluate five School Leadership Team Members towards goals
  • Prioritize themes and needs for professional development with the School Leadership Team to provide targeted, differentiated, and skills driven learning experiences
  • Engage as a member of the Executive Leadership Team and the Admin Team to drive towards schoolwide and organizational goals
  • Ensure teachers’ implementation of rigorous, standards-aligned, objective-driven curricula, instructional plans, and assessments

Culture

  • Embody the mission and vision of Mission Prep and uphold the school’s culture of high expectations
  • Lead the implementation of schoolwide and classroom-based procedures, routines, rituals, programs, and systems that support students’ academic achievement and social-emotional development
  • Coordinate and delegate planning for school-wide events and programs for students and families including community meetings, field trips, and other activities
  • Support teachers in creating and sustaining achievement-focused, supportive, peaceful classroom environments
  • Empower Deans to partner with teachers to conduct behavior assessments and develop behavior support plans for students as appropriate

Families

  • Coordinate school-wide family communication and engagement
  • Coordinate with other organizations (ex. Horizons, Boys Hope, Girls Hope, Summerbridge) to provide enrichment opportunities and family support services

Leadership

  • Serve on the Executive Leadership Team as an active member to support school and organizational priorities
  • Support Executive Director with the recruitment and selection of teaching faculty
  • Complete administrative and operational duties in accordance with school needs and deadlines
  • Oversee After School Program, Athletic Program, and Clubs Program

Qualifications :

  • Bachelor’s degree; Master’s degree preferred
  • CA teaching credential; CLAD/BCLAD certification preferred
  • Administrative Credential preferred
  • Spanish highly preferred
  • Four or more years of urban teaching experience; 3-8 years of urban school leadership experience with proven results and success
  • Excellent verbal, written, and interpersonal communication skills
  • Strong organizational and planning capacities
  • Ability and desire to influence, motivate, support, and challenge others
  • Proven expertise in curriculum, instruction, assessment, and classroom management
  • Openness to feedback and commitment to developing continually as a professional educator

Start Date:

Ideal transition period (training, shadowing, transition, etc): February – March 2020

Full takeover of responsibilities: approximately April-May 2020.

Latest possible start: June 2020 with a 2 week spring shadow period

 

Salary scales are based on years of experience and expertise. Scales are competitive with other charter school organizations and local districts.

Mission Preparatory provides equal employment opportunities to all employees and applicants for employment without regard to race, ethnicity, religion, gender, sexual orientation, national origin, age, disability, marital status, or status as a covered veteran in accordance with applicable federal, state and local laws.

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Student Recruitment & Family Engagement Manager

Posted by | December 14, 2019 |

Student Recruitment & Family Engagement Manager (Full-Time)

About the Organization
Educators for Quality Alternatives operates alternative schools in New Orleans serving students who have dropped out, been expelled, or otherwise have struggled academically or behaviorally in traditional school settings. Our students leave school with the skills, confidence, and experience to succeed in the career and education paths of their choice. EQA currently runs two high schools, The NET: Central City and The NET: Gentilly, and a middle school program, The Bridge. EQA will open its third high school, New Orleans Accelerated High School, in August 2020.

About the Role
The Manager of Student Recruitment & Family Engagement will work closely with the Director of Operations and School Leaders to ensure that each of EQA’s schools achieves its goals for student recruitment, engagement, and persistence. Given EQA’s expansion to a third high school next year, this is an exciting and important opportunity to work as part of the passionate, committed team at Educators for Quality Alternatives.

Key Responsibilities
Student Recruitment
Ensure each school meets full enrollment for all count dates
Ensure each school increases its persistence rate each semester
Collaborate with the Director of Operations and School Leaders to devise and execute strategies for increasing student and family interest in attending schools managed by Educators for Quality Alternatives
Provide accurate, timely reporting to the Executive Director and School Leaders
Plan, execute, and participate in outreach activities and enrollment events
Build strong relationships with external stakeholders who can refer prospective students, including local high schools, non-profit organizations, and government agencies
Liaison with EnrollNOLA, OneAPP, SHO and other NOPS entities related to enrollment
Organize and lead school-based staff to support student recruitment activities
Conduct outreach to enrolled and formerly students to ensure they report to school
Plan and conduct events, school tours, phone outreach, and in-person meetings to families and students who may benefit from EQA’s schools

Family & Community Engagement
Serve as a liaison between EQA’s schools and families, focused on initiatives that engage families and strengthen relationships between home and school;
Participate in meetings with school-based staff to problem-solve family engagement issues
Work closely with each EQA school to ensure strong communication and partnership between families, schools, and community stakeholders
Plan, execute, and participate in family and community events and workshops and trainings based on identified student and family needs
Responsible for leading and documenting all ESSA, YouthForce and other grant or otherwise related Family Engagement tasks

Qualifications
Required
Experience working with young people and families who have not experienced prior success in school
Passion for improving educational opportunities for urban students and for being a part of a strong, mission-driven team
Commitment to EQA’s mission, vision and values
Excellent organization, communication, interpersonal and people skills
Flexible and learning mindset dedicated to effectively & innovatively problem solving
Must be available nights and weekends and and must have reliable transportation to attend family and community events
Preferred
Experience working in a public charter school environment
Experience working with student information systems or other data management systems

Hiring Logistics
Start Date: January 2020 (flexible)
Schedule: must be available evenings and weekends as needed
Reliable personal transportation required
Salary is competitive and commensurate with experience
Benefits: Comprehensive benefits and generous 403(b) retirement plan
Reports to: Director of Operations

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Director of Talent Management and HR

Posted by | December 14, 2019 |

Director of Talent Management & Human Resources (Full-Time)

About the Organization
Educators for Quality Alternatives operates alternative schools in New Orleans serving students who have dropped out, been expelled, or otherwise have struggled academically or behaviorally in traditional school settings. Our students leave school with the skills, confidence, and experience to succeed in the career and education paths of their choice. EQA currently runs two high schools, The NET: Central City and The NET: Gentilly, and a middle school program, The Bridge. EQA will open its third high school, New Orleans Accelerated High School, in August 2020.

About the Role
As EQA grows, it is adding several senior level positions including this one. The
The Director of Talent Management & Human Resources will work closely with the Executive Director and School Leaders to ensure that each of our programs is fully staffed with talented, aligned, and supported educators and professionals. In addition, this leader will design talent and human resource systems which will effectively scale with EQA’s growth while maintaining the organization’s values and personalization. This is a critical leadership role within Educators for Quality Alternatives – you will have a huge opportunity to support the health and growth of our staff in service of our unique and valuable students.

Key Responsibilities

Talent Development & Management
Actively source and cultivate diverse, high-quality instructional and non-instructional talent for open positions and anticipated openings
Strategically and thoughtfully leverage staff networks for candidate and connector referrals
Develop and implement a job-board strategy and oversee all recruitment advertising initiatives
Meet annual recruitment goals with leadership, as well as related outreach and cultivation goals
Promote Educators for Quality Alternatives as a unique place for student-centered educators, with its focus on progressive pedagogy, therapeutic approaches, deeper learning, and a rich intellectual life for teachers
Build a strong talent pipeline by nurturing prospects, cultivating external partnerships, networking intensively, and cultivating referrals from existing teachers and staff
Manage a rigorous and seamless selection process, efficiently delivering top talent to our schools while investing candidates in EQA’s distinctive vision and culture
Build strong relationships with all hiring managers and support their growth as discerning talent selectors
Track and analyze data, including management of data systems and processes for teacher evaluation including VAM and Compass
Train and support Professional Map process
Manage staff appreciation programs to support staff morale and persistence
Manage and refine compensation, promotion, and retention structures
Ensure EQA complies with all relevant rules and procedures regarding teacher certification, including state and federal (e.g. ESSA) requirements

Human Resources
Create and maintain systems that ensure accurate, up-to-date employee records for all team members
Develop and implement efficient, consistent processes for onboarding new hires in coordination
Prepare annual recommendations for benefits program offerings and oversee the program’s administration, including management of EQA’s participation in retirement programs
Ensure 100% completion of benefits enrollments and updates
Supervise timely and accurate payroll administration in conjunction with the Controller,
Manage attendance tracking rules and online time management platform
Oversee investigations into staff concerns and complaints
Conduct an annual review of the EQA employee handbook
Onboard and exit staff
Staff surveys, satisfaction, data and analysis
Consult and support leaders on staff issues
Manage leave, disability, and other emergent staff issues

Qualifications
Proven track record and recruitment and hiring experience; previous teaching or school leadership experience preferred
Working knowledge of HR policy & systems considerations preferred
Ability to recognize, attract, and support outstanding talent
Passion for improving educational opportunities for urban students and for being a part of a strong, mission-driven team
Commitment to EQA’s mission, vision and values
Excellent organization, communication, interpersonal and people management skills
Flexible and learning mindset dedicated to effectively & innovatively problem solving

Hiring Details
Start Date: January 2020
Salary is competitive and commensurate with experience
Benefits: Comprehensive benefits and generous 403(b) retirement plan
Reports to: Executive Director

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38114 SENIOR SPECIALIST, ASSESSMENT

Posted by | November 20, 2019 |

ASSESSMENT, REPORTING, AND DATA SUPPORT (AR&D)

Traditional 235 work days

FTE: 1.0

Salary Range: $63,852- $77,316

  

Essential Functions and Objectives:

 

This position plans and coordinates the implementation of the Colorado Measures of Academic Success (CMAS), the state summative assessment in accordance with the district’s assessment plan.   This position resides in the Assessment, Reporting & Data Support department and supports teachers, school leaders and central office in understanding the goals of assessment, preparing for assessment, conducting assessments in accordance with state requirements, and using results to improve student achievement.  This position will provide training and customer support to school site assessment leaders to ensure successful administration.

– Acquire additional knowledge and skills in psychometric and statistical methods to support CMAS and NAEP operations as needed.

 Assume a lead role in developing and managing the implementation plan rollout for CMAS and NAEP.
– Develop and provide training and staff development in the areas of assessment administration, ethical assessment practices, and the appropriate application of accommodations to ensure valid data capture.

 Work with district, regional, and Colorado Department of Education staff to provide professional development and support to district schools to ensure administration preparedness, e.g. proficiency in using designated online systems to update student test registration data, deliver state assessments and to obtain digital assessment reports.

– Extract and merge student enrollment, demographic and accommodations data from various student information systems for timely test registration.

– Perform rigorous quality control checks to ensure data accuracy and integrity before, during and after testing.

– Conduct analyses of assessment operational data as needed.

 Collaborate with other department staff in the analysis of CMAS and NAEP results.

– Assist Research and Reporting Team in the development or modification of assessment reports.

 Provide tiered assessment support to schools across the district based on risk assessment as needed.

– Assist with the development of training district and school staff in the reporting and use of data from assigned assessments, including a deepened understanding the psychometric properties underlying the CMAS and NAEP assessments.

 Other Duties as assigned.

 

Knowledge, Experience & Other Qualifications:

 

– 5+ years of Teaching Experience or experience with Colorado Academic Standards and/or Common Core State Standards.

 At least 9 credit hours in Research, Statistics, Assessment, or comparable quantitative methods preferred.
– Experience with MS ACCESS and knowledge of Excel, SPSS or equivalent statistical package.

– Substantial experience with the management or development of assessments of student achievement.
– Substantial experience analyzing and interpreting assessment data.

– Demonstrated success in leading adult learning, including developing presentations and in presenting complex information to teachers, administrators, or other working professionals.
– Demonstrated success in working collaboratively with other professional staff.

– Excellent oral and written communication skills in English.
– Experience and proficiency with Microsoft Office and Google products (e.g. Word, PowerPoint, Google Docs).

– Experience with the administration and processing of high stakes, online assessments or an equivalent large scale project preferred.
– Experience in item development, item analysis and test form creation preferred.

– K – 12 or higher education teaching experience preferred.
– Bilingual skills in Spanish preferred.

 Ability to develop and present complex information to teachers, administrators, or other adults.

– Ability to successfully manage teams in the execution of complex, time sensitive projects.

 Ability to understand and interpret assessment data.

– Strong understanding of the fundamental assessment concepts (e.g., reliability, validity).

 Valid Colorado Driver’s License, appropriate insurance coverage and acceptable driving record for the past three years.

 

 

Education Requirements:

 

– Bachelor’s Degree in Education or related field.

 Master’s Degree is preferred.

 

 

Other information:

About Assessment, Reporting, and Data Support (AR&D):
From former classroom teachers to research analysts, we are a diverse team working to support positive academic outcomes and equity for all students. Some team members serve as a district resource for developing and administering district and state assessments in a multitude of content areas in both English and Spanish. Others analyze and report data, including data to help identify opportunity gaps among historically underserved students. Others focus on research and evaluation designed to impact district strategy, often with an explicit focus on issues of disproportionality. No matter the role, every member of AR&D is committed to providing information and resources that support school leaders, teachers and families in helping every student succeed regardless of their neighborhood or background. Supported by a strong team culture, we take advantage of the work-life balance, generous time off and professional learning opportunities offered by the district as well as all the perks available from working in a thriving city adjacent to the beautiful Rockies.

 

About Denver Public Schools:

 

Denver Public Schools is committed to meeting the educational needs of every student with great schools in every neighborhood. Our goal is to provide every child in Denver with rigorous, enriching educational opportunities from preschool through high school graduation.  DPS is comprised of nearly 200 schools including traditional, magnet, charter and alternative pathways schools, with an enrollment of more than 90,000 students.  

 

Under the leadership of Superintendent Susana Cordova and guided by the tenets of The Denver Plan, DPS has become the fastest-growing school district in the country in terms of enrollment and the fastest-growing large school district in the state in terms of student academic growth.  Learn more at dpsk12.org 

  

Denver Public Schools is an Equal Opportunity Employer and does not discriminate on the basis of race, color, religion, national origin, sex, sexual orientation, age, disability, or any other status protected by law or regulation. It is our intention that all qualified applicants be given equal opportunity and that selection decisions be based on job-related factors.

 

 

 

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Executive Director

Posted by | November 14, 2019 |

The French American School of Denver, Denver’s first and only public French immersion option is searching for a School Leader!

Position: Executive Director (Principal) Grades (K-5)

Reports to: Managing Director and FASDenver School Board

Location: TBD-Within DPS Boundaries

The responsibilities of the FASDenver’s Executive Director are to ensure compliance with the mission, vision and student outcomes outlined in this charter petition and to lead and inspire teachers, students and staff to achieve academic and operational excellence.

Required skills and abilities:

  • Bachelor’s degree; Master’s degree or Ph.D. in relevant professional area preferred
  • Demonstrated commitment to fostering a dynamic and academically rigorous education program
  • Demonstrated knowledge of curriculum development
  • Demonstrated knowledge of curriculum development and program design related to dual immersion and French language development in both native and non-native French-speaking students
  • Demonstrated knowledge of evaluation and assessment of student progress
  • Experience with developing teachers
  • Ability to thrive in the excitement and uncertainty surrounding a start-up
  • Proven ability to be a collaborative team member
  • Excellent communication, presentation and interpersonal skills
  • Excellent organization, time management and follow-up skills
  • Highly proficient in English required; bilingual and bi-literate in French and English preferred
  • Knowledge of customs and culture of parts of the French-speaking world

Preferred education and experience:

  • 3+ years of professional teaching experience, preferably in bilingual, immersion or foreign language classrooms
  • 3+ years of professional experience as a school administrator or leader
  • Charter school experience preferred:
  • Experience working with a school district authorizer (DPS, APS, etc.)

Responsibilities may include but are not limited to:

  • Foster a strong sense of community and fulfillment around the mission and vision of FASDenver
  • Collaborate with the teaching staff to implement the educational program
  • Hire, evaluate and terminate all teaching staff with the approval of the Board
  • Supervise and develop all teaching staff and other administrative staff, all of whom will report directly to the Executive Director
  • Participate in the Curriculum and Educational Program Evaluation Team, which will design and revise curriculum maps, including benchmark and summative assessments, for all grades and all subjects, while understanding that the development of curriculum maps will be a continuous and collaborative process
  • Hold morning Coffee Hours for new teachers at least once per month at the School
  • Communicate and meet regularly with teachers, other staff, parents, Board of Directors, Advisory Board, Executive Committee of the PTA, etc.
  • Implement policy, oversee operations, and carry out the provisions of the charter and the directives of the Board of Directors
  • Attend meetings with FASDenver Board of Directors
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Director of Policy Services

Posted by | October 16, 2019 |

About CASB The Colorado Association of School Boards was established in 1940 to provide a structure through which school board members could unite in their efforts to promote the interests and welfare of Colorado’s 178 school districts.

CASB represents and advocates for more than 1,000 school board members and superintendents statewide to groups both within and outside the K-12 education community. CASB provides services, information, and training programs to support school board members as they govern their local districts. Membership benefits and solutions are designed to enhance school board effectiveness and help board members increase their knowledge, boost their efficiency, and connect with their communities.

CASB also cultivates relationships with dozens of governing bodies and other education stakeholders—at both the state and national level—to ensure a unified and effective voice and presence on behalf of its members. The association is guided and governed by a 22-member board of directors comprised of school board members representing 12 CASB regions across the state.

CASB Vision The Colorado Association of School Boards through leadership, service, training, and advocacy prepares local boards of education to advance a system of public schools where all students are challenged to meet their full potential.

CASB Mission Advancing excellence in public education through effective leadership by locally elected boards of education.

About the Position The Director of Policy Services will be a contributing member of CASB’s program team, including:

  • Contribute to the strategic direction of the department and organization;
  • Prioritize policy projects and project manage policy work plans and online policy systems;
  • Analyze policy issues and trends with the ability to interpret/forecast the impact on education policy;
  • Compile data from policy field visits to improve policy services for members;
  • Develop and deliver presentations that provide general policy information/training to school board members and other school district personnel at district locations and CASB events.

A qualified candidate will have:

  • Bachelor’s degree required;
  • A minimum of 3 to 5 years of experience in public education;
  • Experience with public school board policy development and/or policy governance;
  • 3 or more years management experience preferred;
  • Knowledge of Colorado school law;
  • Detail-oriented with demonstrated excellence in written and oral skills, including editing and public speaking;
  • A genuine desire to work with people to improve public education in Colorado.

 

Industry: Education

Salary: CASB will offer a competitive salary, commensurate with experience.

Job Posting Date: October 15, 2019

Application Deadline: November 15, 2019 at 4:00pm

Anticipated Start Date: To be negotiated

Please send a resume, cover letter, salary requirements, and references to Brittany Crossman at bcrossman@casb.org. Incomplete applications will not be considered.

The Colorado Association of School Boards is an equal opportunity employer and will not discriminate on the basis of race, color, national origin, ancestry, creed, age, marital status, religion, gender, disability, sexual orientation, genetic information, or veteran status.

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High School Principal Fellow

Posted by | October 15, 2019 |

Position: Principal Fellow (Grades 9-12)

Reports to: School Principal

 

THE CHALLENGE

Do you want to perfect your craft as a school principal in preparation to lead one of STRIVE Prep’s inclusive and transformative high schools?

OVERVIEW OF THE ROLE

STRIVE Prep is a Denver-based community of K-12 public charter schools, that challenges every student to discover and develop the knowledge, skills, and confidence necessary to succeed in college and beyond. STRIVE Prep Principal Fellows are school leaders in training. The goal of the fellowship is to prepare new leaders to take over an existing campus. After being hired by STRIVE Prep, each Fellow will be placed at one of our high school campuses and serve in an assistant principal or other school leadership capacity, while concurrently taking part in a tailored professional development and mentorship program.  The Principal Fellow is a year-long professional development and mentorship program and upon completion, fellows may assume a School Principal position.

 

The Principal Fellow will begin the year-long professional development and mentorship program in the Fall of 2019.  Pending proficiency with core competencies and network needs, fellows could assume the Principal role in July 2020, July 2021, or beyond.

 

THE MUST HAVES

Do the following must haves resonate with you and demonstrable in your unique talents and experiences? If so, we invite you to apply and can’t wait to learn more about you!

  • You prioritize social justice AND academic excellence: Your experience in education shows a history of moving students and/or staff to transformational academic gains. You are a champion of social justice and restorative practices, and know they are integral in ensuring strong academic results, student agency, and for preparing students to be agents of change. You treat each student as if they are your own and expect your colleagues to do the same. You know this is key to building and fostering an inclusive, high-performance environment where students and staff are known, empowered, and trusted to be active collaborators to ensure each student’s success.
  • You have a strong lens on diversity, equity and inclusion (DEI): You value diverse perspectives, seek feedback to inform the work, and keep those on the margins top of mind, which enables you to truly maintain an inclusive school environment. You proactively build meaningful and authentic relationships with your principal, teachers, support staff, parents, students, & community members. You bring a deep belief in equity and action-oriented commitment to advancing DEI work, and you galvanize others to do the same.
  • You are a visionary: You drive the vision for school culture and academic outcomes.  You are a leader who is able to inspire trust, camaraderie and support amongst your team to achieve success.  You are a strong collaborator/communicator/problem solver who keeps the vision front of mind while inspiring students and adults and removing roadblocks that impact success.

 

ESSENTIAL FUNCTIONS

With the must haves driving your daily approach to the work and depending on the school-specific role, Fellows will have an opportunity to do the following:

 

Academic Program

  • Manage a rigorous, comprehensive, standards-based curriculum.
  • Execute a strong system for student assessment, data tracking, and appropriate student interventions.
  • Support and develop teachers using frequent classroom observations, observation debriefs, lesson plan reviews, data meetings, and formal reviews.
  • Use data to drive instruction by creating and refining dashboards, conducting analysis, and developing concise teacher action plans.
  • Support logistics for the academic program, including staffing structure and schedule.
  • Deliver a detailed professional development plan.
  • Partner with the network team to recruit, retain and develop high-quality teachers and staff.

School Culture

  • Sustain rituals, systems, and structures that prioritize and promote college access and preparation.
  • Design an age-appropriate, school-wide system to support student conduct and discipline.
  • Lead community gatherings that set the tone for the academic program.
  • Execute a comprehensive plan for extracurricular activities, including sports, arts, and other areas of interest.

Community

  • Ensure excellent parent satisfaction.
  • Ensure high levels of student attendance.
  • Engage external partners to add value to the students’ experience of the school, especially in the areas of extracurricular activities.

MINIMUM REQUIREMENTS (OR PREFERENCES WHERE NOTED)

  • Bachelor’s degree (required), and preferably an advanced degree.
  • Understand, appreciate, and can pull from 3+ years of teaching experience and instructional coaching (required).
  • Previous experience working in an urban school (strongly preferred)
  • Previous experience working in a Title 1 school (strongly preferred)
  • Speak Spanish and/or have experience working with bilingual students (strongly preferred).

 

COMPENSATION AND BENEFITS

  • Competitive compensation package with performance-based raises.
  • A robust, year-long professional development program.
  • A cohort experience with principal fellows and coaches at varying levels on their path to school leadership.
  • Participation in Colorado’s PERA retirement program, including a 401k contribution option.
  • Funding of 100 percent of individual medical benefits and a wide range of insurance plans.
  • Approximately three weeks of summer vacation, approximately four weeks of school holidays and vacations, and eight days of paid time off annually.
  • Paid sabbatical after 5 years of service.

 

DIVERSITY, EQUITY & INCLUSION

STRIVE Prep works to make a college prep education for all students in our community the norm rather than the exception. We are committed to building and sustaining a diverse team by maintaining hiring and recruiting processes that are free from bias and seek to provide each candidate with a unique and equitable opportunity for employment. STRIVE Prep is an equal opportunity employer and actively encourages applications from people of all backgrounds.

 

START DATE

Applications are accepted on a rolling basis until the position is filled.

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High School Principal

Posted by | October 15, 2019 |

Position: Principal (Grades 9-12)

Reports to: Managing Director of Schools

Location: STRIVE Prep- Excel – NW Denver

THE CHALLENGE 

Do you want to inspire a shared vision that rallies STRIVE Prep – Excel’s school community to co-create a high performance, inclusive culture that leads to breakthrough results for each student, and improves the school’s School Performance Framework rating within 3 years?

OVERVIEW OF THE ROLE 

STRIVE Prep is a Denver-based community of K-12 public charter schools, that challenges every student to discover and develop the knowledge, skills, and confidence necessary to succeed in college and beyond.

STRIVE Prep – Excel serves brilliant  9th- 12th grade students in the Northwest Denver community, including emerging bilinguals and students with varying special needs. The Principal of STRIVE Prep – Excel will be the cultural and instructional leader of the school and will lead the team effectively to create exceptional outcomes for each student by inspiring a clear vision and accountability for success. The Principal will build deep relationships with and leverage the strengths of students, families, staff, and community to co-create and implement: 1) A school climate that fosters safety and learning, respects and supports the cultural identity of students and families, and accelerates existing restorative practices school-wide for both student and adult culture that reflects the pride of an Excel Lion; and 2.) An aligned academic plan that makes it possible to lead the school from a yellow to a blue rating in three years, and enables the lifelong success of each of our students and 40 team members who are committed to achievement, justice, and perseverance.

THE MUST HAVES 

Do the following must haves resonate with how you are wired and demonstrable in your unique talents and experiences? If so, we invite you to apply and can’t wait to learn more about you!

    • You find fun in doing the impossible: You have an unyielding belief and trust in the brilliance of each student and team member which enables you to collaboratively set high standards of excellence with clear expectations for achieving them. You make these standards a reality daily through a disciplined approach to execution that focuses and holds students and staff accountable to a narrow set of the most important goals and initiatives. You generate high and contagious energy throughout the school because everyone knows routinely whether or not we’re winning and collaborates to course correct when we’re not.
  • You prioritize social justice AND academic excellence: Your experience in education shows a history of moving students and/or staff to transformational academic gains. You are also a champion of social justice and restorative practices, knowing that they are integral in ensuring strong academic results, student agency, and for preparing students to be agents of change. You treat each student as if they are your own and expect your teammates to do the same. You know this is key to building and fostering an inclusive, high-performance environment where students and staff are known, empowered, and trusted to be active collaborators to ensure each student’s success.
  • You are a people whisperer with a strong lens on diversity, equity and inclusion (DEI): Your experience has shown you that investing in people and culture leads to transformative change in a school. You value diverse perspectives, seek feedback to inform the work, and innately keep those on the margins top of mind, which enables you to truly maintain an inclusive school environment. You proactively build meaningful and authentic relationships with your Managing Director, teachers, support staff, parents, students, & community members. You bring a deep belief in equity and action-oriented commitment to advancing DEI work, and you galvanize others to do the same.

ESSENTIAL FUNCTIONS 

With the must haves driving your daily approach to the work, the successful Principal will manage a school leadership team of six that supports a staff of 34 overseeing instruction, operations, culture, and student services. The Principal will collaborate with their supervisor, the Managing Director of Schools, to identify strategic priorities for year one and beyond :

Academic Program

  • Lead an effective, student achievement- focused administration team of six people.
  • Implement a rigorous, comprehensive, standards-based curriculum, ensuring teachers have internalized and are prepared each day to deliver the rigorous, comprehensive, standards-based curriculum in alignment with Common Core State Standards.
  • Lead and oversee a rigorous system for student assessment, data tracking, and appropriate student interventions.
  • Model and ensure high-quality observation/ feedback cycles, student work analysis protocols, and real-time coaching.
  • Oversee all supporting logistics for the academic program, including staffing structure and schedule.
  • Design and deliver comprehensive professional development throughout the school year and during summer training.
  • Partner with the network team to recruit and select high-quality teachers and staff.

Student Culture

  • Set, model, maintain, and monitor a vision for strong student culture.
  • Build and sustain rituals, systems, and structures that prioritize and promote college access and preparation.
  • Implement network-wide systems to support student conduct and discipline.
  • Lead community gatherings that set the tone for the academic program.
  • Oversee extracurricular activities, including sports, arts, partnerships with outside providers, and other areas of interest.

Staff Culture

  • Model and hold adults accountable for excellence.
  • Care for and empower staff members.
  • Model professionalism at all times.

Talent Management

  • Own and prioritize staff retention.
  • Oversee evaluation of all staff members twice annually
  • Regularly collaborate with the Talent Team on hiring strategies and cultivation of quality candidates.
  • Collaborate with Talent Team to determine hiring competencies for each role upon posting.
  • Prioritize recruitment within your school and leveraging the staff for referrals.
  • Designate time within weekly schedule for in-person interviews, candidate follow up, and recruitment.

Community

  • Ensure excellent parent engagement and satisfaction based on intentionally building meaningful relationships with families and students that respects and values their social and cultural identities..
  • Ensure high levels of student attendance.
  • Engage external partners to add value to the students’ experience of the school, especially in the areas of extracurricular activities.

Network Leadership

  • Regularly collaborate with other principals and Central staff.
  • Be a network leader, always considering the needs of the network and the needs of the campus.
  • Effectively implement network programming.

 MINIMUM REQUIREMENTS (OR PREFERENCES WHERE NOTED)

  • Proudly hold at least a bachelor’s degree (required), and preferably an advanced degree.
  • Understand, appreciate and can pull from at least 3 years of teaching experience and a minimum of 1 year of instructional coaching, with an emphasis on data-driven instruction and demonstrable gains in student achievement (required).
  • Understand, appreciate and can pull from experience teaching in an urban setting (strongly preferred).
  • Speak Spanish and/or have experience working with bilingual students (strongly preferred).

COMPENSATION AND BENEFITS

  • Competitive compensation package with annual performance-based raises.
  • A robust, year-long professional development program.
  • A cohort experience with principal fellows and coaches at varying levels on their path to school leadership.
  • Participation in Colorado’s PERA retirement program, including a 401k contribution option.
  • Funding of 100 percent of individual medical benefits and a wide range of insurance plans.
  • Approximately three weeks of summer vacation, approximately four weeks of school holidays and vacations, and eight days of paid time off annually.

DIVERSITY, EQUITY & INCLUSION

STRIVE Prep works to make a college prep education for all students in our community the norm, rather than the exception. We are committed to building and sustaining a diverse team by maintaining hiring and recruiting processes that are free from bias and seek to provide each candidate with a unique and equitable opportunity for employment. STRIVE Prep is an equal opportunity employer and actively encourages applications from people of all backgrounds.

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Chalkbeat 2020 Reporting Internships

Posted by | October 8, 2019 |

We’re looking for interns to report on education in Chicago, Denver, Detroit, Indianapolis, New York City, and Memphis. 

Chalkbeat, the growing nonprofit news organization telling the story of education in America, is seeking motivated undergraduate or graduate students to serve as summer reporting interns. Our reporting teams cover schools in seven cities — Chicago, Denver, Detroit, Indianapolis, Memphis, Newark, and New York City — and our national bureau covers issues affecting schools across the country.

The 10-week paid internship from June to August 2020 offers students the opportunity to work alongside some of the nation’s top education journalists at a dynamic, rapidly growing organization. At this critical moment for an active, independent press, join us as we produce journalism that matters.

Interns will work 40-hour weeks and undertake daily education news assignments, work on enterprise stories, and participate in our reporting teams in every way. 

Learn more about what it’s like to be an intern at Chalkbeat here.

Who are you?

You’re energized by our mission and excited to help us build a news organization that reimagines daily newsgathering while upholding traditional journalistic values. You have a passion for public policy and social issues journalism, plus strong reporting and writing skills, and you’re eager for feedback to become even better. You’re an entrepreneurial, creative, energetic, and tenacious reporter. 

Candidates should have:

  • Clips that demonstrate strong reporting and writing skills.
  • Meaningful high school, college, or professional journalism experience.
  • A passion for and curiosity about education.

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 quality education. We are mission-driven journalists who believe that an independent local press is vital to ensuring that education improves. Currently in seven locations and growing, we seek to provide deep local coverage of education policy and practice that informs decisions and actions, leading to better schools. Read more about our mission and values.

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Elementary School Learning Specialist

Posted by | September 26, 2019 |

Immediate: Elementary School Learning Specialist

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 learning specialist for our elementary school site. The position will start in October 2019.

Qualifications:

  • ●  Preference in special education license
  • ●  Belief in CRCS mission and philosophy
  • ●  Strong belief in and ability to collaborate
  • ●  Demonstrated ability to prioritize and problem solve independently
  • ●  Demonstrated ability to prioritize student achievement while creating a nurturing and encouraging school environment
  • ●  Experience in working with students with IEPs and students at risk of academic failure
  • ●  Experience implementing academic and behavioral interventionsLearning Specialist Role Description:
  • ●  Meet with teachers regularly to design and create plans that support students’ academic, social and emotional growth.
  • ●  Provide academic intervention for reading and writing based on student need.
  • ●  Write progress notes on all students on caseload.
  • ●  Facilitate and monitor all initial and ongoing assessments of students in intervention so that student’s work can be assessed and interventions and accommodations recommended.
  • ●  Write three formal, narrative reports a year documenting student progress in all content areas taught, addressing IEP goals if applicable.
  • ●  Participate in Child Study Team meetings as needed as well as monthly Support Provider Meetings.
  • ●  Participate in pre-meetings with teachers and support providers for students who have upcoming meetings with the CSE.
  • ●  Contribute to the writing of new IEP drafts in preparation for initial, triennial or annual IEP review meetings.
  • ●  Attend meetings with the Committee on Special Education for students going through an initial, triennial or annual review or meeting and collect necessary documents.
  • ●  Hold family conferences for all students on caseload to review individual student’s progress at least twice a year. If needed, Learning Specialist will schedule more frequent, regular conferences to support student growth, and communication between family and school.
  • ●  Attend grade level meetings to be informed about classroom curriculum, contribute ideas on modifying curriculum and share updates on intervention groups.
  • ●  Offer staff support in working with our school curriculum to address interventions and accommodations designed to support students’ needs.
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School Counselor

Posted by | September 26, 2019 |

POSITION:

MIDDLE SCHOOL COUNSELOR 

LOCATION:

MANITOU SPRINGS MIDDLE SCHOOL

415 EL MONTE PLACE

MANITOU SPRINGS, CO  80829

 

REQUIREMENTS:           

  • Current valid Colorado license with appropriate endorsement(s)
  • Fingerprint/background screening required

The ideal candidate will have experience working with middle school students and teachers in a supportive, trauma-informed, environment using restorative practices, circles/groups, and with leading a whole-school Advisory program. Applicants should have experience with creating master schedules, scheduling students, creating and monitoring 504 plans, and working with a K-12 PLC including counselors, social workers, and school psychologist from elementary and secondary levels. Knowledge of Powerschool, Love and Logic, and Naviance are beneficial.

 

TERM OF EMPLOYMENT: 2019/2020 school year

SALARY:  See certified salary schedule (on website)

SITUATION: Grades 6 – 8

POSTING DATE: September 26, 2019

CLOSING DATE: Upon placement of suitable candidate

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Executive Director

Posted by | September 10, 2019 |

The Accelerator seeks an Executive Director.

Job Description: Executive Director (Full Time)
Location: Mississippi (Preferably Jackson or Delta)

WHO WE ARE

Nationally, Mississippi’s students rank 46th in 4th grade math, 48th in 8th grade math, 47th in 4th grade reading, and 50th in 8th grade reading. Mississippi’s public school system is made up of almost 500,000 students in roughly 150 districts, and almost 40% of schools are rated D or F on an A-F scale. Of over a thousand public schools in the state, thus far, only five are public charter schools. The Mississippi Education Accelerator believes in the positive impact made possible by high-quality public charter schools and aims to create more free, high-quality educational options for families and children by accelerating the opening of new public charter schools in high-need areas across the state. If we can prove what is possible for all students in Mississippi, it will create a blueprint for what is possible within public education for kids across our country – particularly in high-need rural areas, which exist from coast to coast.

All students in Mississippi have the ability to achieve greatness, but our school systems are not currently setting students up for lifelong success. As is true across most of our country, these challenges disproportionately impact low-income students and students of color. Though Mississippi is a region uniquely impacted by the legacy of institutionalized racism and classism, it has also served as an epicenter for important movement-building in service of equity. Our ability to provide a high-quality, free public education to students across the state is an issue of human rights – one that requires stakeholders across the education sector to come together in service of outcomes and opportunities for all kids. We cannot allow another generation – not even another cohort of kids – to progress through the public education system without being prepared for their future. When almost 40% of schools statewide are rated D or F, the call to action is clear.

The Mississippi Education Accelerator was founded in 2018 to increase access to school choice for families across the state. Our mission is to improve public school options and course options for students in Mississippi by accelerating the growth and expansion of high-performing charter schools to generate at least 15,000 high-quality seats for children.

Now, the Mississippi Education Accelerator is seeking an entrepreneurial, strategic, community-focused, and results-driven Executive Director to lead this charge. Candidates must believe that all students, regardless of background and circumstance, are capable of and deserve excellence – and that the expansion of the charter sector is one of the key levers we can pull to increase access to a free, high-quality, public education for families across the state.

WHAT YOU’LL DO

POSITION OVERVIEW

Reporting to the Mississippi Education Accelerator (MSEA) Board of Directors, the Executive Director (ED) will have overall strategic and operational responsibility for the Accelerator, including but not limited to building the model for impact, creating robust technical assistance programming for the existing and growing sector, hiring and managing staff, leveraging available and new resources to accomplish results, and ensuring urgent progress toward the mission.

KEY RESPONSIBILITIES

  • Organizational Leadership & Management
    • Develop, maintain, and support a strong Board of Directors
    • In partnership with the Board, define and refine the three-year strategic plan within the first 90 days
    • As part of the three-year strategic plan, define additional critical work streams for the organization, identify one-year priorities across each, and execute with excellence
    • Ensure effective systems development and maintenance to position the MSEA to deliver results
    • Regularly evaluate the effectiveness of activities, services, and resources of the organization and communicate those successes, gaps, hypotheses, and plans of corrective action at minimum monthly to the Board, funders, and other constituents
    • Prioritize being close to the real work – including but not limited to spending time in schools, listening to leaders at the school and district levels, and building relationships with stakeholders at all levels
  • Provide Technical Leadership to the Charter School Sector
    • Build a high-quality, year-round, comprehensive, scalable model for providing technical assistance to interested, aspiring, applying, approved, opening, and operating charter schools in the state
    • Recruit high-quality charter management organizations (CMOs) and provide technical assistance to ease their entry into the Mississippi educational landscape
    • Establish leader talent pipeline partnerships to ensure high-capacity emerging leaders with no CMO affiliation have a clear pathway to founding independent charter schools (or new CMOs) in the state
  • Manage Fundraising & Communications
    • Build and execute a multi-million dollar fundraising strategy (local, state, and national) to support the Accelerator’s ambitious plans to expand the charter sector in Mississippi
    • Commit to frequent, thorough, and clear communications with all key constituents—from web presence to external relations
    • Leverage external presence and relationships to identify, create, and convene new opportunities and groups of thought leaders and practitioners in service of the Accelerator’s mission

WHO YOU ARE

Our Executive Director will be thoroughly committed to the Mississippi Education Accelerator’s mission. All candidates should have proven leadership, coaching, and relationship management experience.

KEY COMPETENCIES:

  • You value the community you serve. You’ve got a deep, personal commitment to the state of Mississippi, and a reverent belief in the potential of all students in this state. You recognize that high-quality charter schools are one part of a broad solution to address educational inequity, and you therefore seek to learn from as much as you seek to empower the communities you serve.
  • You have a track record of results in scaling an organization. At a regional or national level, you’ve led and scaled a performance and outcomes-based organization and team. You can name specific examples of having developed and operationalized strategies that took organizations you’ve led to the next stage of growth.
  • You move fluidly from strategy to execution. You appreciate the big picture and are inspired to set a bold vision, but you know it’s all in the details. You are able to set strategic objectives, and also manage projects fluidly, fiercely prioritize, and track timelines, data, and budgets in an organized and systematic way to achieve these objectives. As a one-person team for the time being, you’re not afraid to roll up your sleeves.
  • You effectively inspire and motivate others to action. You build relationships quickly and deftly across lines of difference, you share your vision effectively and compellingly, and people trust you and your vision. You leverage your storytelling and strong written/verbal communication skills to elevate the impact of our work in a way that persuades others to action – whether that’s in fundraising, marketing, partnership-building, or public relations.
  • You excel in a start-up environment. Start-up culture is not only familiar to you – you love it. You are flexible, thrive in situations of ambiguity, can adapt to a changing context, have a quick bounce-back time after a setback, know when and how to seek help in creative ways from the best-fit people, and get energy from building the plane as you fly it.
  • Working with a Board of Directors excites you. You have demonstrated success recruiting new Board members, cultivate existing Board member relationships, and leveraging a Board to further the mission – or doing very similar work with another group of senior leaders, if not a Board to which you reported directly.

SPECIFIC POSITION REQUIREMENTS:

  • Candidates must have at least 10 years of relevant work experience
  • Demonstrated personal and professional commitment to this state, region, and mission
  • Prior systems-level leadership experience in K-12 education strongly preferred; organizational leadership within the public charter sector strongly preferred
  • Prior experience and demonstrated excellence in teaching and subsequently leading within high-performing public charter schools strongly preferred
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Special Education Coordinator

Posted by | September 3, 2019 |

The NET Charter High School

Special Education Coordinator (Certified; 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 Summary

Between 20-25% of NET students are identified as Special Education so The NET seeks an experienced and driven individual to lead the school’s special education program.

 

The NET’s Special Education Coordinator is responsible for:

  • Program compliance with all state, federal, local, and organizational guidelines
  • Managing child find, student evaluation and re-evaluation process
  • Writing and Managing progress on IEPs and IEP goals
  • Coordinating servicing for all eligible students
  • Providing servicing to students including SLD, ED, and other students who struggle significantly with academics and/or behavior

  

 

Position Requirements:

Education & Experience

  • 5+ years teaching experience with special education and/or at risk middle/high school students
  • 2+ years  leadership or coaching experience
  • Experience working with special education students with a demonstrate record of improving their academic and behavioral skills
  • Valid LA Special Education certification required
  • BA, MA preferred

 

Skills & Approach

  • Passion for improving educational opportunities for urban students and for being a part of a strong, mission-driven team
  • Commitment to The NET’s mission, vision and values
  • Excellent organization, communication, interpersonal and people management skills
  • Skilled at program, monitoring and evaluation, workplanning, and execution
  • Flexible and learning mindset dedicated to effectively & innovatively problem solving

 

 

Details

  • Schedule: All full time NET positions are year-round; all positions are scheduled on campus for a 45 hour week, as a leadership position, this is the minimum hours expected, all school leaders work additional hours for planning and development. 
  • Salary: Initial salary range starts at $50,000 and 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, Head Start DECE

Posted by | August 2, 2019 |

New York City is committed to creating a strong continuum of early care and education from birth through five-years-old. To achieve this goal, the City is working to integrate all contracted early care and education for children from 6 weeks to 5-years-old into the Division of Early Childhood Education (DECE) by the summer of 2019, with the goal of creating a strong, seamless system of support and services for New York City’s youngest children and their families. As a part of this, the DOE has applied to be the City’s Head Start grantee and oversee a Head Start program that serves thousands of low-income children and their families.

Reporting to the Chief Policy and Planning Officer, the Executive Director, Head Start DECE will oversee the City’s Head Start grant and support Head Start programs in delivering high-quality early childhood services to children and families. The Executive Director will serve as a critical partner to the executive team and other staff in coordinating the implementation of a unified birth-to-five system of early care and education. In partnership with other DECE teams, the Executive Director will be charged with building systems and developing processes that ensure the successful implementation and oversight of Head Start programs. Performs related work.

Reports to: Chief Policy and Planning Officer

Direct Reports:  Deputy Executive Director, Head Start

Key Relationships: Chancellor’s Office, Deputy Chancellor of DECE, Senior Executive Director, Executive Director, Program Directors, teachers and principals, and various offices/divisions within the DOE, including external stakeholders.

Responsibilities 

Strategy, Planning, and Policy

  • Oversee the NYC Head Start program that serves thousands of low-income children and their families, coordinating across teams within the Division of Early Childhood Education (DECE) to create a quality experience for children, families, and program staff.
  • Manage relationships with Head Start delegate agencies to ensure that all program leaders are involved in grantee planning processes, aware of new policies and initiatives, and able to raise questions and provide feedback.
  • Supervise development and ensure timely submission of Head Start specific reports, including the annual Program Information Report, quarterly and monthly reports to the Board and Policy Council, the Community Needs Assessment, annual grant applications, and Training and Technical Assistance proposals.
  • Lead the annual Self-Assessment process, which includes analysis of delegate and grantee data, and involvement of the Policy Council and Governing Board to reflect on progress and areas of growth and development of recommendations based on these processes.
  • Serve as a resource for policy and research across the program team. Develop recommendations for key policies, personnel, and budget decisions.
  • Manage communication and capacity building structures, including resource development, that support Head Start policies, data reporting protocols, and accountability impacts. Ensure the delivery of consistent messaging regarding alignment between policies, programming, and accountability.

Team Governance, Leadership and Communications

  • Manage a team of staff that are dedicated to the support and oversight of Head Start programs.
  • Lead the DOE’s relationship with the federal Office of Head Start and Regional Office, including coordinating Regional Training and Technical assistance programming, liaising with the Regional Office Program Specialist responsible for DECE grant management, and coordination and preparation for federal monitoring reviews.
  • Provide leadership, direction, counsel, and support in a broad range of strategic, managerial, logistical, and administrative areas.
  • Support leadership capacity building efforts around resource optimization, strategic staffing, and effective operational practices that impact and accelerate program achievement.

Qualification Requirements:

Minimum

  1. A baccalaureate degree from an accredited college with a major in education or social services and four years of full-time, satisfactory professional experience in one or more of the following fields: education, child psychology, program development, program evaluation, social or health care administration or a related field; at least eighteen months of which must have been in an administrative, managerial or executive capacity or supervising professional staff performing duties in one or more of the fields described immediately above; or
  2. Education and/or experience equivalent to “1” above. However, all candidates must have the eighteen months of supervisory, administrative, managerial or executive experience as described in “1” above. 

Preferred

  • 10+ years of leadership experience, preferably with the NYC Department of Education or other educational institutions.
  • Ability to lead organizational change in large, dynamic institutions.
  • Expertise in knowledge sharing in general, and familiarity with an array of online platforms and tools that support knowledge sharing best practices.
  • Ability to engage team leaders throughout the DOE and the city’s schools around the value of knowledge sharing, resource sharing, and collaboration.
  • Knowledge of research methodologies that support user-centered design thinking and the use of formative data to inform product development.
  • Strong leadership, teamwork and influencing skills, with experience in program teams at all levels in a cross-functional, diverse, and evolving environment.
  • Ability to think strategically and enact a vision, and mobilize groups of people toward a common goal.
  • Ability to build strong working relationships with constituents and represent the Division of Early Childhood Education internally and externally.
  • Ability to work in a fast-paced environment, prioritize workstreams, and achieve results.
  • Excellent and effective communication skills, including the ability to write well and make clear, concise oral presentations and written reports.
  • Skill with group problem-solving and working with complex concepts in a dynamic setting.
  • A broad and deep knowledge base of the issues in K-12 education; experience working in the early education field.
  • Internal candidates preferred.
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Elementary Teacher

Posted by | July 30, 2019 |

Elementary Teacher – variety of grades

See employment site @ www.d51schools.org for specific positions

District pays for health benefit

Salary depends on previous experience and education

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Education Policy Analyst

Posted by | July 15, 2019 |

The NYC Independent Budget Office, a nonpartisan city agency, is seeking an experienced and self-motivated policy analyst to join our public education team. The City Charter and state education law direct IBO to provide analyses and issue public reports on city educational policy and to enhance official and public understanding of such matters. This position offers a unique opportunity to study and impact public policy.

A successful candidate for this position will evidence a commitment to critical and rigorous analysis of public policy questions, a deep understanding of public policy analysis, and an interest in urban public education policy. They will also possess knowledge and experience applying complex research designs to large data bases of individual and school level data. The successful candidate will also be able to generate new and interesting lines of inquiry for our research agenda.

Qualifications:

Candidates should be analytic, able to demonstrate skills in quantitative research and policy analysis, and have the ability to write clearly about complicated research and data for a wide audience of persons interested in the issues and challenges confronting our city’s schools. Candidates should have experience using SAS to conduct quantitative analyses as well as solid grounding in statistics and research methodology. Experience in qualitative and mixed-methods research methods is a definite plus. Commitment to impartial and independent research is essential. Ability to take initiative and meet deadlines is critical.

A graduate degree in Public Policy, Administration, or a related area of social science research, along with two to five years of experience, is preferred; equivalent work experience may substitute.

Salary range $67,000-$80,000, depending upon experience.

Position requires two years of city residency.

IBO is an equal opportunity employer.

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Education Budget and Policy Analyst

Posted by | July 15, 2019 |

The NYC Independent Budget Office, a nonpartisan city agency, is seeking an experienced and self-motivated budget and policy analyst to join our public education team. The City Charter and state education law direct the IBO to provide analyses and issue public reports on the city’s public education budget, policy and outcomes and to enhance official and public understanding of such matters.

A successful candidate for this position will evidence a deep understanding of public budgeting and finance as well as awareness of the range of issues related to public education in an urban setting. Experience with analysis of the New York City budget, as well as state and federal funding streams for education, and knowledge of statistics and research methodology, are a definite plus. The successful candidate will also demonstrate strong awareness of the relationship between budgeting and policy.

Qualifications:

Candidates should be detail-oriented, analytic, demonstrate skills necessary to work with large data bases of individual and school level data, and have experience with public budgeting systems. Candidates should have experience using SAS to manage large, complex datasets. Commitment to impartial and independent research is essential. Ability to take initiative and meet deadlines is critical, as is the ability to work as part of a multidisciplinary team.

A graduate degree in Public Policy, Administration, Economics, or a related area of social science research, along with two to five years of experience, is preferred; equivalent work experience may substitute.

Salary range $60,000-$75,000, depending upon experience.

Position requires two years of city residency.

IBO is an equal opportunity employer.

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Computer Information/Media Production

Posted by | July 10, 2019 |

Computer Information/Media Production  Teacher

Computer Technology Teaching endorsement needed, prefer someone that has Career & Technology Education Credential.

Minimum salary $38,189, potential higher salary dependent on experience and education.  Health benefit paid by district.

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School Counselor

Posted by | July 10, 2019 |

School Counselor @ elementary school

Must be able to obtain School Counseling endorsement in Colorado

Salary dependent upon experience.  Health insurance premium paid by district.

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Special Education

Posted by | July 10, 2019 |

Several positions available, Moderate Needs, Significant Support Needs & SPED Generalist @ elementary, middle & high school.

Should have ability to obtain Colorado Licensure with SPED endorsement

Salary is dependent on experience and education.  Minimum salary with no MA or experience is $38,189, up to 14 years of experience accepted to increase salary.  Medical benefits paid by district.

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Middle School Counselor

Posted by | June 20, 2019 |

The Middle School Counselor is responsible for collaborating with the Lower School and Upper School Counselors to provide a comprehensive school counseling program.  The Middle School Counselor is committed to promote student success, provide preventative services, and build relationships with students, faculty, parents and the greater community, in order to support the overall social and emotional health and well-being of students. Skillful communication skills are essential in this position and involve timely contact of students, parents, faculty, and administration, as situations dictate, as well as a keen capacity to handle difficult conversations and maintain a high standard of confidentiality. This is a full-time (10 month) exempt position which reports to the Middle School Principal.

Duties & Responsibilities:
  • Provide short term counseling services.
  • Provide responsive services: prevention/education and crisis intervention.
  • Assess and identify MS students in need of referrals for educational and/or psychological testing.
  • Review, interpret, and summarize educational and psychological testing of students with learning disabilities and implement accommodation plans for those students’ specified learning needs in the Middle School.
  • Manage MS student caseload and provide students and/or families with referrals to outside professional support services when needed and maintain an appropriate exchange of communication between the school, the student’s parents and the outside professional working with the student (exchange and release of information).
  • Provide consultation and collaborate with families, teachers, counselors, division principal and the head of school to ensure the safety of students who are at risk or in need of counseling services.
  • Provide support for division policies, coordinate and manage educational programming and human development relative to student life and overall health and wellness in the MS.
  • Respond to crisis situations on an as-needed basis for the CA community.
  • Attend weekly meetings scheduled with the Counseling Department for consultation and report any students of concern.
  • Attend weekly meetings scheduled with the MS Principal for consultation and report any students of concern.
  • Attend monthly meetings scheduled with the Counseling Department and Head of School.
  • Remain current in clinical knowledge and practice through individualized professional development and a continuing education.

Requirements:

  • Master’s degree or higher in the field of Mental Health or School Counseling
  • Certification and/or License preferred
  • Prior experience working with children, preferably Middle School aged students
  • Experience with curriculum development

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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Managing Director of Development

Posted by | June 19, 2019 |

The Opportunity

E4E has realized a number of critical achievements over the past several years, including rapid growth in staff, budget, and impact, and now stands poised to accelerate its progress over the coming five years. As we move forward, we will focus on deepening teacher engagement, developing the vision and tools for transformative teacher leadership, and bringing internal systems to the next level to ensure the organization has the infrastructure, resources, and supports necessary to achieve our goals.

To support this work locally, our Minnesota team is hiring a Managing Director of Development (MDD). Reporting to the Executive Director-Minnesota, the MDD will lead local efforts to build and steward exceptional relationships with local funders (individual, corporate, and foundation). The MDD will work closely with the local Executive Director and the Vice President of Growth Strategy and Development on the National Development Team to design a multi-year, ambitious fundraising strategy that ultimately allows the site to fully sustain operations with local support. The MDD will manage their own portfolio of donors making donations of four-to-six figure gifts.

This leader must have a strong understanding of the educational landscape, and E4E’s work, a proven track record of results, prior experience communicating and developing internal and external relationships, desire to work in in a fast-paced environment and a passion for maximizing E4E’s impact. Furthermore, the MDD will deeply understand the vital importance of partnership building and the connection between this work stream and our organization’s overall success.

In this position, you will:

Strategically Plan and Analyze:

  • Partner with the local Executive Director and the National Development Team to manage a funding portfolio of approximately 1 million dollars
  • Develop and implement a multi-year strategy for ambitiously increasing the size and number of gifts from foundations and individuals
  • Leverage research, local landscape knowledge, and fundraising expertise to make strategic recommendations
  • Track and analyze portfolio activity and provide regular updates to the Executive Director and National Development Team, ensuring data integrity while conducting sound data analysis and continuously improving team strategy
  • Ensure we are maximizing partner opportunities for the chapter, across chapters and in support of organization-wide efforts
  • Analyze and understand the local landscape, trends, and market to inform revenue goals and projections

Manage Systems:

  • Manage grants calendar to submit proposals and reports on time
  • Manage dashboards regularly up-to-date to keep multiple stakeholders informed about our progress to goals
  • Manage a database of donors to ensure regular touch points and consistent communication
  • Ensure data integrity in Salesforce
  • Process gifts and ensure accurate data entry and tracking

Build Relationships:

  • Plan and manage events such as “lunch and learns” or grassroots fundraisers to cultivate existing donors and donor prospects
  • Support the design and execution of engagement and stewardship plans
  • Work with the Executive Director to steward our Local Advisory Board
  • Strategize, coordinate, and execute timely, accurate and compelling interactions with funders in partnership with the Executive Directors, and in some cases, the Vice President of Growth Strategy and Development, and/or Co-CEOs
  • Build relationships with other Managing Directors of Development in local chapters as well as national team members
  • Work closely with the National Development Team to share information, best practices, and lessons learned to strengthen local and organizational fundraising
  • Deeply understand donors and prospects to support the creation and delivery of compelling and meaningful communications such as proposals, reports and updates
  • Work collaboratively with chapter team members to integrate fundraising into team and member efforts as well as authentically engage donors and prospects in E4E’s work
  • Conduct professional development trainings with staff to cultivate a culture of philanthropy across all team members
  • Build a network of external development partners and relationships as a local representative of E4E

Draft Donor Communications:

  • Craft effective messages and materials to share E4E’s impact and future plans with diverse audiences
  • Deeply understand donors and prospects to support the creation and delivery of compelling, meaningful, and tailored ongoing communication with donors
  • Capture stories of impact and measures of success to bring donors closer to our work with educators
  • Lead in writing all grant proposals and reports

As the ideal candidate, you have:

Required:

  • Four to seven years of professional experience
  • One of the following experiences:
    • one year or more as a Pre K-12 classroom teacher
    • some form of teaching, school-based professional experience, or previous work within the non-profit space
  • A high sense of urgency and demonstrated self-motivation, a focus on goals, and commitment to high-quality execution
  • Excellent interpersonal skills and demonstrated leadership ability to motivate others
  • Exceptional organizational skills, high level of efficiency, and ability to manage operations and multiple projects at a time with precision
  • Demonstrated ability to produce and deliver clear, concise, formal and informal oral and written communications to a variety of audiences
  • Grace, professionalism, excellent judgment, discretion, and impeccable ethical standards
  • Ability and willingness to achieve results through others and laterally manage Senior Leadership Team members
  • A commitment to building mission-aligned partners, who are excited to bring their diverse resources (ideas, networks, time, skills, and experience, in addition to financial resources) to bear in order to achieve our mission

Preferred:

  • Prior experience in fundraising and/or development
  • Direct or lateral management experience
  • A proven track record of success in supporting donor/client/stakeholder portfolio development and working across multiple projects, priorities, and teams
  • Prior experience planning and executing fundraising events
  • Knowledge of Microsoft Excel, PowerPoint, and Word required; Adobe Illustrator and database (e.g. SalesForce) experience preferred

Moreover, all E4E staff demonstrate our Core Values:

  • Respect and Professionalism: We act with personal responsibility, respect, and commitment to high quality work, to our organization and to each other
  • Solutions Orientation: We consistently approach even the most complex challenges with positivity, proactive solutions, and the assumption of best intentions
  • Growth Mindset: We intentionally create opportunities to develop ourselves and others in order to learn and continuously improve
  • Dynamic Leadership: We courageously take ownership, empower others, set bold visions, think strategically, and adapt to change
  • Diversity and Inclusiveness: Educational inequity is linked to race, power, and privilege, and so we take action to shift this paradigm by reflecting on our own identities, creating an inclusive and diverse community, and leveraging our differences as strengths

 

Comments Off on Certified Teacher

Certified Teacher

Posted by | June 12, 2019 |

ABOUT US
Freedom Preparatory Academy Charter Schools (www.freedomprep.org) comprise a high-performing PreK-12 charter school network in Memphis, TN. Our mission is to prepare all students in grades K-12 to excel in college and in life. We accomplish our mission through providing a highly structured, academically rigorous environment where students master core subjects, develop advanced academic skills, and demonstrate the school’s core values of: Respect, Responsibility, Integrity, Excellence, and Community.

Freedom Preparatory Academy was established in August of 2009 with a class of nearly 100 6th graders. We now serve nearly 1,800 students in grades PreK-12. In 2019, as we celebrate our 10th year of providing a quality education for students in low-income/underserved communities, we are proud to see our students exceed local and state averages in Math and local averages in English language arts. We have received numerous awards year after year for being one of the top schools for growth in the city and state of TN. In 2018, 100% of our 2nd graduating class were 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.

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 high-performing 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
• Embodies the characteristics that the school wishes the students to uphold, especially respect, responsibility, integrity, excellence, and community (core values)
• Fosters children’s positive view of self
• Reinforces respect for and acceptance of diversity of all kinds
• Works 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
• Reinforces school-wide rules and expectations in the classroom and lesson planning
• Communicates effectively and maintain strong relationships with students, families and colleagues
• Maintains the school culture of high academic and behavioral expectations through continuous reflection
• Supports children’s learning through social, emotional, physical, and intellectual development.
• Completes other tasks as assigned by the Head of School or Assistant Head of School
• Creates a safe and accepting environment in which children can learn and grow
• Acts as a team player supporting events outside of school hours
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 2019.
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.

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Part-Time Research Associate (remote)

Posted by | June 10, 2019 |

Overview of Teach Plus

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. The organization empowers expert teachers to advance policy changes and improve instructional leadership and teacher supports; trains and coaches teacher leaders to successfully mobilize and lead teacher teams; and empowers teacher leaders to be change agents among their peers and policy makers.  Since 2009, Teach Plus has trained thousands of teacher leaders across the country who are driving policy changes and improving the instructional practices of teachers to create an education system driven by equity, access, and excellence for all students.

 

Position Summary

Teach Plus research works with teacher leaders and Teach Plus staff in advancing state and national research studies in various education policy areas. In 2019 and 2020, examples of these topics include new teacher mentoring and induction, the recruitment and retention of teachers of color, teacher preparation, and social and emotional learning. Policy topics and issues will vary based on the interests and work of teacher leaders.

 

Reporting to the Senior National Director of Research and Knowledge (research director), the Research Associate will serve as a resource to Teach Plus teacher leaders and staff to help them better understand existing research, develop their own research projects, and conduct primary and secondary research.

 

Position Responsibilities

  • Secondary research support, including:
    • Retrieve research resources for Teaching Policy Fellows in multiple states working on various education policy projects.
    • Review and provide advice on sources for bibliographies and literature reviews on various state and national research and advocacy projects.
    • Maintain Teach Plus research library on key education policy topics.

 

  • Primary research support, including:
    • Review and provide guidance on data collection protocols created by state Teaching Policy Fellows and national Senior Teaching Research Fellows, e.g. review survey instruments and focus group protocols.
    • Analyze quantitative data generated from state and national surveys.
    • Acquire and conduct secondary data analysis from state and national sources.
    • Provide support and training to Teaching Policy Fellows and Senior Teaching Research Fellows as they conduct qualitative data analysis.
    • Review qualitative data analyses conducted by fellows.

 

  • Provide research-writing support, including:
    • Review drafts of reports and briefs produced by state Teaching Policy Fellows and national Senior Teaching Research Fellows.
    • Help fellows apply APA style and Teach Plus brand and style guidelines to their research-related writing, e.g. ensuring figures and charts in reports and briefs follow Teach Plus style guidelines.

 

Skills and Talents

The ideal candidate will have:

  • Minimum:
    • At least four years of education experience, which could include, but is not limited to teaching, graduate school studies, or working in an education organization.
    • Knowledge of qualitative and quantitative research methods, including focus group, survey, and interview practices and descriptive quantitative data analysis.
    • Quantitative data management and analysis experience, including working with Stata and Microsoft Excel.
    • Dedication to ensuring educational equity for students, and a deep belief in the power of teachers to bring about positive change.
  • Preferred:
    • Enrollment in or completion of a graduate degree in education policy, analysis, or related fields.
    • Comfort working in a fast-paced, mission-driven, and highly entrepreneurial environment.
    • Strong project management skills and the ability to complete projects independently.
    • Ability to collaborate effectively among regional and national team members, both in-person and in a virtual environment

Commitment to Diversity

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

Our Culture

At Teach Plus, we are driven by our mission and our core values are a driving force behind everything we do: Leadership, Diversity and Equity, Solutions-orientation, Joy, Integrity in Practice, and Collaboration. We love what we do and we work hard to make a difference for teachers and students.  We are smart, passionate, and engaged with one another.  We are thought partners, collaborators, and constant learners.

 Compensation

This is a grant funded position that will begin in September 2019 through December 2020. Compensation for this position will be $25 per hour with an average of ten hours of work per week with a schedule agreed to by the Research Associate and the research director.

Work Hours and Commitment

Core work hours will be agreed upon in conjunction with the research director. Additionally, this role requires occasional evening meetings to support and meet with teachers.

 

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High School English Language Development Teacher

Posted by | May 30, 2019 |

We have multiple ELD, Intervention, and ELA openings, please take a look at our job board for more options.

Objective: STRIVE Prep High School English Language Development Teachers will create exceptional outcomes and opportunities for students by providing high-quality, rigorous and engaging instruction to support Emerging Bilingual students.

We seek dedicated educators that live STRIVE Prep’s  core values every day:

  • Con Ganas: The work we do is challenging, but every challenge is seen as an opportunity and we rarely give up.
  • The High Road: We do the right thing and we treat one another with respect and dignity.
  • Joy Factor: We work to create a joyful and optimistic work environment that values levity and laughter.
  • Accountable Action: We hold clear, high expectations for our work, and we are appropriately held accountable to those expectations by ourselves and others.
  • Growth Mindset: We continue to develop professionally and operate with a growth mindset in order to create the best school possible for our students and families.
  • Lean In: We communicate with one another professionally, appropriately, honestly, and transparently, both in person and in writing.
  • We Serve:  Every day is an opportunity to partner with and learn from our students and families, whom we serve with grace and humility.

Essential Duties and Responsibilities

    Instruction:

  • Lead engaging, data-driven instruction in English Language Development.
  • Co-teach in English Language Arts classes, focusing specifically on supporting students with ELD needs.
  • Demonstrate culturally responsive teaching and sheltered instruction as well as knowledge of English and linguistics, language acquisition, bilingualism, and language development
  • Analyze student data and use it to plan instruction, provide student feedback, and set goals.
  • Collaborate with other teachers, school leaders, curriculum directors, and the Special Education team to ensure that instruction meets the needs of each learner.
  • Modify, create, and share pedagogy that draws on students’ lived experiences and cultures in a way that is socially transformative for the student, the school, and the community.
  • Respond to academic and social-emotional needs of students in classrooms; be available to students by phone every evening, Monday-Thursday, for homework assistance until 8:00 p.m.

     Culture:

  • Establish systems and routines in order to create a safe, purposeful, and welcoming classroom environment focused on learning.
  • Develop the necessary analytical, social-emotional, and academic skills so that students can effectively navigate their social conditions and mainstream culture in order to become agents of social change.
  • Communicate regularly and often with families to both solicit their input and share student social and academic progress.  Develop meaningful relationships with families to ensure that they can be active advocates and supports for their students’ learning.
  • Provide supervision of students during before and after school activities Participate in family and community events, including twice annual parent conferences and at least one student enrollment event or activity.
  • Own the success and achievement of all scholars in the school.

     Development:

  • Attend and actively engage in weekly staff, department, and grade level meetings.
  • Participate in regular instructional coaching meetings; self-advocate for specific needs in coaching or development as desired.
  • Participate in STRIVE Prep’s Summer Training Institute as well as professional development throughout the school year.

Requirements:

  • Bachelor of Arts or Sciences degree
  • Achieve Qualified Teacher status (teacher’s license not required) within six weeks of starting through one of the following channels outlined by the Colorado Department of Education:
    • Read more about the available pathways to becoming a Qualified English Language Development Teacher
    • A valid Colorado Teacher License in the applicable endorsement area;
    • Sufficient college coursework (or degree in content area);
    • Passing score for the applicable Praxis exam.

In addition, we strongly prefer the following:

  • Speaks Spanish and/or has experience working with English Learners
  • Understand, appreciate and can pull from experience teaching in an urban setting

What We Offer Our Network Staff:

  • Competitive compensation package.
  • Annual performance-based raises.
  • Participation in the Colorado PERA retirement program, including a PERA 401k contribution option.
  • Funding of 100 percent of individual medical benefits and a wide range of insurance plans.
  • Approximately eight weeks of summer vacation, approximately four weeks of school holidays and vacations, and eight days of paid time off annually.

Join This Movement:

STRIVE Prep educators inspire and encourage our students to think critically, communicate clearly, and collaborate openly, both in and outside of the classroom. By bringing together challenging academics with celebration and joy, we fuel a sense of curiosity, creativity and lifelong possibility in our students and our teachers. No matter where you join us in your career, we welcome our teachers to help make STRIVE Prep a place where everyone in our community can STRIVE and THRIVE.

Equity and Inclusion

STRIVE Prep works to make a college preparatory education for all students in our community the norm, rather than the exception.  We must challenge ourselves as educators on what it means to serve all students, families and each other through a lens of Dignity for All, all the time. To us, Dignity for All means honoring and respecting the rich diversity of who we are and the unique gifts and talents that each of us brings. To achieve this we are committed to building and sustaining a diverse team by maintaining hiring and recruiting processes that are free from bias and seek to provide each candidate with a unique and equitable opportunity for employment.

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Special Education and General Education Teachers for 6th-8th grade ICT Classrooms at Small Progressive Charter School 2019 – 2020

Posted by | May 29, 2019 |

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.

Compensation:

  • ●  Salary scale based on years of experience and level of education
  • ●  403b with employer match
  • ●  Single and family dental, vision, and health care

    Qualifications:

  • ●  Preference for New York State Teacher Certification
  • ●  Prior teaching experience with demonstrated success
  • ●  Demonstrated ability to collaborate
  • ●  Demonstrated ability to prioritize student achievement while creating a nurturing and encouraging school environment
  • ●  Preference for dual certification in Teaching Students with Disabilities (Special Education) and a content area Community Roots seeks individuals who:
    • ●  Believe in and are capable of high levels of collaboration and communication
    • ●  Believe that communicating and building relationships with children’s families is essential
    • ●  See themselves as active learners committed to ongoing professional development
    • ●  Believe that all children have the right to an exceptional education
    • ●  Understand that children learn in different ways
    • ●  Are committed to ensuring that every child will succeed
    • ●  Are capable of building a safe, nurturing, supportive and high achieving school culture
    • ●  Believe that a combination of creativity and research generates engaging curriculum
    • ●  Believe that working and educating children in a diverse environment is essential

      About Community Roots:

      Community Roots Charter School is a rigorous learning community where learning is embedded in meaningful real world context, where children are deliberately taught to see the connections between school and the world. CRCS students will meet or exceed the Common Core standards and be prepared to excel in the 21st century by being taught to be independent thinkers and to work productively within a diverse group of learners. At CRCS students will learn to combine curiosity with appropriate application, which will lead to deep understanding and the confidence to take on challenges to become who they want to be.

      Please visit our website for more information about our school: ​www.communityroots.org. How to apply:​ Please apply online at ​www.communityroots.org/jobs​.

Comments Off on Special Education Teacher – All Levels Needed

Special Education Teacher – All Levels Needed

Posted by | May 28, 2019 |

HIRING SALARY RANGE: $41,000 – $49,200

POSITION SALARY RANGE: $41,000 – $85,000

SUMMARY OF JOB DESCRIPTION:
Provide students, parents, and teachers with learning/teaching strategies and techniques that will enable students with special needs to be successful in a variety of educational settings. Through individual student assessment, collaboration, small group instruction, and consultation with regular education teachers, assist in the development of accommodations and modifications of curriculum, instruction, and environment increasing the probability of improvement in student performance. Supports instruction and assessment aligned with District learner outcomes, State content standards, and/or individual education plan goals. Maintain a positive inter-personal relationship with students, parents, staff, and community members and groups. This position will primarily serve students that are in intermediate grades (3-5).

RESPONSIBILITIES OF CLUSTER GROUPS:

All teachers are members of cluster groups with the intention of growing professionally through teaming with colleagues and by participating in professional development activities and/or plan for their lessons, both collaboratively and independently. Teachers will support cluster groups through personal involvement, contributing to the professional growth of others and through their support of their school and District culture.

SUPERVISED BY: School Principal/Assistant Principal/Special Education Coordinator

ESSENTIAL JOB ELEMENTS:

Direct Services:

1. Demonstrates high expectations and a belief that all children can and will learn.

2. Participate in cluster group meetings focusing on student learning and individual growth plans.

3. Participate in the development and enhancement of a school-wide culture that promotes professional growth and student learning.

4. Teaches approved District curriculum and/or life skills curriculum to meet individual education plan (IEP) goals.

5. Through individual student assessment and small group instruction, collaborates to develop accommodations and modifications of curriculum, instruction, and environment increasing the probability of improvement in student performance.

6. Uses appropriate, multiple measures of student achievement and performance to assess student progress in meeting individual education plan (IEP) goals.

7. Teach assigned modified classes at the secondary level.

8. Place, schedule, monitor, and evaluate students who are placed in job situations at the high school level.

9. Promotes and maintains student behavior expectations conducive to learning and maximizing learning time.

10. Adapt instruction to meet the learning needs of all students thus increasing the probability of advancing their achievement.

11. Implements appropriate life skills programs at high school level.

Assessment/Staffings/Reporting:

12. Effectively evaluates, helps determine eligibility, and provides appropriate services to disabled students.

13. Maintains required and needed student special education records in an accurate, thorough, confidential, and timely manner.

14. Apply skills in observation, diagnosis, and data collection.

15. Analyzes behaviors and applies a variety of interventions that facilitate positive behavior changes.

16. Identify physical and emotional factors in the environment that impact student learning.

17. Actively participates in staffings and helps develop student IEPs.

18. Provide parents with written information regarding their child’s progress toward meeting IEP goals on a schedule similar to that of their regular education peers.

Collaboration:

19. Collaborate with building/district staff members to develop a special education program that provides the least restrictive environment for disabled students through a full spectrum of educational services and that enables students to obtain reasonable educational benefit.

20. Effectively communicate the needs of disabled students and collaboratively problem-solves with parents, teachers, administrators, and others.

21. Train, schedule, monitor, and evaluate available paraprofessionals and other available human resources.

22. Through collaboration and consultation with regular education teachers, develops accommodations and modifications of curriculum, instruction, and adjustments in environment increasing the probability of improvement in student performance.

23. Maintain an ongoing program of professional growth that meets District requirements and expectations and personal professional goals.

24. Provide support and knowledge that inspires and encourages the professional growth of teachers at the cluster group meeting and school-wide as resources are utilized for the enhancement of student learning.

25. Assist in scheduling students into appropriate classes and/or programs.

Professional Responsibilities:

26. Ensure the accuracy, completeness, confidentiality, and security of all student information.

27. Contributes to the decisions made by the building/district on school student achievement goals, budget, facility allocation, curriculum revision, and extra-curricular activities.

28. Comply with school and District policies and procedures including meeting with assigned students at scheduled location and time.

29. Participate actively in the adopted District evaluation process, contributing to mutual agreement on the summative evaluation.

30. Maintain an ongoing program of professional growth that meets District expectations and personal professional goals.

31. Perform other duties as assigned.

 

Teacher of Affective Needs Program-Additional Requirements:

  • Consult with Special Education and General Education team to ensure successful inclusion for students with significant social-emotional needs.
  • Support instructional/behavioral model upon which the program is based.
  • Participate in the referral, assessment and programming of students with social emotional needs at the elementary level center based program.
  • Provide social emotional support for student inside and outside general education classroom, collaborate with School Psychologist, School Counselor and other Mental Health providers.
  • Create, implement and manage positive behavior plans at building level.
  • Provide professional learning on best practices for working with students with significant social emotional needs in the school setting.
  • Prepare and submit all required reports especially those pertaining to student progress and transitioning to least restrictive environment.
  • Supervise, oversee and support paraprofessional of Affective needs program.

CONTACTS:
Students, parents, support staff, administrative staff, and community members.

SUPPORT:
1. Participation in an approved induction program if necessary.
2. Participation in school level cluster groups.
3. Collaborative professional development through teaming with other teachers.
4. A school culture that promotes professional growth, collaboration among teachers and student learning.

QUALIFICATIONS:
1. Active teacher or special service provider certification or license issued by the State of Colorado
2. Endorsement and/or specialized courses and training in the area(s) of Special Education and/or a Temporary Teacher Eligibility in area(s) of assignment

Comments Off on K-8 Data Specialist and Middle School Operations Supervisor at Small Progressive Charter School 2019 – 2020

K-8 Data Specialist and Middle School Operations Supervisor at Small Progressive Charter School 2019 – 2020

Posted by | May 28, 2019 |

Community Roots is hiring:

A K-8 Data Specialist and Middle School Operations Supervisor who will be responsible for building and managing high quality data systems, data analysis and reporting of data that will drive strategic decision making processes, including but not limited to instructional improvement, across grades k-8.  In addition, the Data Specialist and MS Operations Supervisor will oversee the non-instructional functions of our middle school site. This position will report to the k-8 Co-Directors and supervise the middle school Operations Coordinator and Operations/High School Guidance Coordinator.

Compensation:

  • Salary scale based on years of experience and level of education
  • 403b with employer match
  • Single and family dental, vision, and health care

Candidate Requirements:

  • A minimum of a bachelor’s degree; master’s degree is preferable
  • Strong organizational skills
  • Working knowledge of educational best practices as applied to data extraction, manipulation, analysis and reporting
  • Strong knowledge of advanced Excel spreadsheet functions
  • Be able to perform applied statistical research, analyze data and create reports (distributions, statistical testing, regression, etc.)
  • Experience with ad-hoc data visualization and communication for different types of stakeholders, including but not limited to school leaders, educators, parents, funders, etc.
  • Read and understand Federal, State, and local regulations
  • Plan and prioritize workload requirements including scheduling and organizing multiple tasks
  • Effectively communicate technical concepts to non-technical audiences
  • Communicate clearly and concisely, both orally and in writing.
  • Establish and maintain effective working relationships

Community Roots seeks individuals who:

  • Believe in and are capable of high levels of collaboration and communication
  • Believe that communicating and building relationships with children’s families is essential
  • See themselves as active learners committed to ongoing professional development
  • Believe that all children have the right to an exceptional education
  • Understand that children learn in different ways
  • Are committed to ensuring that every child will succeed
  • Are capable of building a safe, nurturing, supportive and high achieving school culture
  • Believe that a combination of creativity and research generates engaging curriculum
  • Believe that working and educating children in a diverse environment is essential

 

K-8 Data Specialist responsibilities will include:

  • Disaggregate diagnostic, interim, state test data, and grade-data and present to leadership
  • Develop and maintain data tracking systems and assessment calendars
  • Lead data meetings with leadership
  • Understand NYCDOE and NYSED accountability systems, and collaborate with the Director of Operations to make intervention recommendations to ensure school success on all accountability measures
  • Collaborate with the Director of Operations to put together the accompanying data to ensure we are in “Good Standing” with NYCDOE and NYSED requirements
  • Assist the Director of Operations with the submission of data to the NYCDOE
  • Create data reports for faculty, administration, parents and the Board of Trustees
  • Understand and manage data through online systems (e.g. TeachBoost, NYSED Data Reporting)
  • Support Leadership to develop staff in data analysis and data driven planning
  • Maintain academic data dashboards that track student performance and growth
  • Support school leaders with data analysis for their goals

 

MS Operations Supervisor responsibilities will include:

 

  • Supervising MS Operations Team
  • Facilitating  bi-weekly operations team meetings to ensure progress is being made on operations projects and initiatives
  • Ensuring that main office culture and communication adheres to CRCS professional expectations
  • Supporting all families, students and teachers as needed and requested
  • Perform general main office duties such as answering phones, photo copying, faxing, emailing and scanning
  • Supervising morning arrival/afternoon dismissal of students and the cafeteria during breakfast/lunch/recess
  • Monitoring spending and supporting any finance related needs for the middle school
  • Managing procurement for the middle school including approving supply/materials orders and maintaining inventory records
  • Overseeing training on personnel handbook & compliance with operations related policies
  • Supervising all middle school technology needs/issues including laptop, chromebook and SmartBoard management
  • Managing all public calendars and communication around school-wide events
  • Coordinating the ordering, distribution, collection and delivery of New York State Assessment tests annually
  • Collaborating with Director of Special Education on NYS and School Wide Testing logistics and materials management
  • Submitting various reports to New York City Department of Education and New York State Education Departments to insure annual deadlines are met
  • Developing and overseeing effective community communication practices including, but not limited to:
    • Weekly staff emails with key deadlines and reminders
    • Ensure clear communication with faculty about upcoming deadlines and operations expectations
  • Overseeing all programming for special events:
    • Collaborating with school leaders on logistics for all family-teacher and student-led conferences including invitations, permits, technology, copies, grade reports and scheduling
    • Collaborating with grade teams to coordinate logistics for celebrations of learning, including permits, technology, programs, refreshments, staffing and child care
    • Collaborating with school leaders/grade teams on logistics for overnight trips, including reservations, transportation, payment, permission slip distribution and collection, information sessions, chaperones and coverages
  • Collaborate with school leaders to coordinate logistics for Intensives, including supplies, budgets, permission slip distribution and collection

 

About Community Roots:

Community Roots Charter School is a rigorous learning community where learning is embedded in meaningful real world context, where children are deliberately taught to see the connections between school and the world. CRCS students will meet or exceed the Common Core standards and be prepared to excel in the 21st century by being taught to be independent thinkers and to work productively within a diverse group of learners. At CRCS students will learn to combine curiosity with appropriate application, which will lead to deep understanding and the confidence to take on challenges to become who they want to be.

Please visit our website for more information about our school: www.communityroots.org.

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

Comments Off on PORTAL OPEN! ASST PRINCIPAL, NYC – LaGuardia HS DRAMA & TECH THEATER STUDIOS

PORTAL OPEN! ASST PRINCIPAL, NYC – LaGuardia HS DRAMA & TECH THEATER STUDIOS

Posted by | May 24, 2019 |

Fiorello H. LaGuardia High School for Music & Art and Performing Arts is hiring a leader for its Theater Department.  This is a rare opportunity to oversee one of the nation’s leading high school theater conservatory programs.

Candidates must have significant real-world theater/entertainment experience & High School Assistant Principal educational degrees and certifications that meet or convert to the New York State requirements.

Applicants must also possess or obtain a New York State School Building Leader (SBL) certification.

The ideal candidate has extraordinary aptitude for teaching drama to talented and bright students; can manage a thriving Tech Theatre program; is a team leader; and is excellent at community fundraising, building relationships, and engaging with industry professionals, including LaGuardia alumni.

You will teach acting classes, manage the stellar faculty, oversee professional-quality productions throughout the year including the All School Musical, Rising Stars Talent Show, and the Theater Department’s Spring Drama Festival.

***LaGuardia High School is the school that inspired the movie & TV show Fame. It is the first dual-mission school in the nation to provide a publicly funded arts curriculum alongside a rigorous college preparatory education. LaGuardia has an international reputation for excellence. Our graduates serve as the most vivid proof of the value of our specialized programs. Our alumni have distinguished themselves in virtually every field including the arts, science, economics, and public service.**

 

Comments Off on Multiple Openings: School Social Worker or Psychologist (2019-20 School Year)

Multiple Openings: School Social Worker or Psychologist (2019-20 School Year)

Posted by | May 15, 2019 |

We have multiple openings for both Social Workers and School Psychologist across multiple campuses. Apply here and we can match you with the best opening.

 

THE CHALLENGE

Are you up for the work as a school social worker that is both difficult and worthwhile? Do you want to make a positive, lasting difference in children’s lives?

 

OVERVIEW OF ROLE

STRIVE Preparatory Schools (STRIVE) is a Denver-based community of K-12 public charter schools that challenges every student to strive for college and thrive throughout life by helping them develop the knowledge, skills and confidence necessary to succeed in college and beyond. The school social worker will help students as they face an assortment of challenges at three of our schools, from middle through high school. The school social worker will work directly with children and adolescents; support students with mental health needs by providing counseling, skill instruction, and learning and support plans; assess and evaluate individual differences to identify intervention strategies; and work collaboratively with parents, teachers, and community supports to support children’s success to ultimately help students thrive at home, in school, and in life.

 

THE MUST HAVES

Do the following must haves resonate with how you are wired and demonstrable in your unique talents and experiences? If so, we invite you to apply and can’t wait to learn more about you!

 

  • You are a critical thinker: Part of what makes the work so challenging—and rewarding—is the fact that you will be constantly encountered with unique situations that will require you to be flexible while solutions-oriented.  That’s why critical thinking skills are very important in social work. After identifying the nature of the problems experienced by their students, social workers use critical and creative thinking to develop practical solutions. Social workers use logic, analysis, kindness, and creativity to identify the strengths and weaknesses of different approaches and find a solution for each case. Social workers must make important decisions based on a thorough understanding of the student’s needs and situation, the available resources, and applicable law and policies. Without this important skill, a social worker might miss clues, overlook opportunities, or act on personal bias.
  • You have a developed sense of empathy: Understanding others intellectually, culturally, and emotionally is important. Empathy is the ability to imagine yourself in someone else’s situation, and then be able to understand what that person may be experiencing. Empathizing is both an intellectual and emotional process that makes it far easier to understand and help others work through their problems and develop their deficits. Having empathy helps social workers develop strong relationships with the students and families and determine the best possible solution based on their unique experiences and circumstances.
  • You are an effective communicator: Social workers must be able to communicate in many different ways and with many different people every day. You will need to be able to express yourself with clarity to a wide variety of people in a diversity of contexts and having strong written and verbal communications skills is an absolute must. Good communication skills help social workers have difficult conversations with people in the midst of challenging life circumstances and emotional stress. Important communication skills that show you are engaged in the conversation and genuinely care about hearing what the other person has to say are validation, affirmation, and active listening. In addition, as the voice of their students, social workers routinely advocate on behalf of the individuals, groups, and families they serve. Advocacy involves speaking out and acting in the best interest of others.
  • You are organized: Social workers are often required to deal with busy schedules, heavy caseloads and large amounts of paperwork. Successfully managing and prioritizing the logistical aspects of the job can help you maximize the amount of time you’ll have on your schedule to provide meaningful services to your students. The ability to prioritize which work is required to be done in which order is extremely important. Related to organizational skills, social workers must also have strong time-management practices.

 

ESSENTIAL FUNCTIONS

Responsible Assessment and Intervention Practices in Special Education

  • Conducts valid, fair, and legally defensible evaluations for Special Education eligibility; Performs social-emotional-behavioral and adaptive assessments for students, including students in a Multi-Intensive (MI) Center
  • Interprets findings to identify student needs and develop subsequent appropriate interventions and services through IEP programming
  • Attends and contributes to IEP meetings as appropriate; present results in clear, understandable terms to a variety of audiences (e.g., parents, students, staff, community) so that the recipient can make informed choices

 

Tiered Model of School Mental Health Interventions, Services and Supports:

  • Uses skill-building strategies through direct and indirect service methods in a small group or individual settings to teach students effective, positive behaviors, such as self-regulation and self-monitoring planning/organization, impulse control, empathy, and healthy decision-making
  • Collaborates with families and community providers to develop student intervention/action and intervention plans
  • Work collaboratively with other school personnel to create and maintain a variety of services to support all students’ attainment of academic, social, emotional, and behavioral goals
  • Takes lead on filing for truancy/contempt and implementing court order; support campus team to develop attendance supports and delegate responsibilities

 

Preventative and Responsive Crisis Services  

  • Collaborates ​with ​school ​personnel, ​parents, ​students, ​and ​community ​resources ​to ​provide ​competent ​mental ​health support ​during ​and ​after ​crisis ​situations ​and support ​network ​crisis ​responses ​as ​needed ​and ​follow ​ERCM ​network response ​team ​procedures
  • Conducts suicide risk reviews and self-injury inventory process according to training and best practices (e.g., follow protocol, inform parents, provide recommendations and referrals to community services, and often provide follow up counseling and support at school)
  • Conducts threat response system process according to training and best practices (e.g., follow protocol, evaluation and classification of the threat, appropriate response, and intervention, including notification and involvement of parents and a written action and intervention plan)
  • As appropriate, offers families resources and referrals for services in the community and support families in navigating those services

 

Social Work Professionalism   

  • Demonstrates personal integrity and maintains high professional and ethical standards practice in ways that are consistent with ethical, professional, and legal standards and regulations; engage in lifelong learning and formulate personal plans for ongoing professional growth
  • Fulfills departmental/administrative responsibilities and expectations; uses supervision and mentoring for effective practice; access, evaluate, and utilize information sources and technology in ways that safeguard and enhance the quality of services and responsible record keeping; participates in STRIVE Prep Summer Training as well as professional development and training throughout the school year; and assists administrators, teachers, and other school personnel, and parents in understanding and adhering to legislation and regulations relevant to regular education and special education

 

Our Aspiring School Social Workers:

  • Consciously choose to serve and transform the lives of school-age scholars by joining a 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.
  • Be a tireless advocate for your students
  • Approach every day with unapologetic high expectations, persistence and a sense of humor.
  • (Preferred) Speak Spanish or have experience working with bilingual students.
  • Dedicate themselves to the educational success of all students, not some students.
  • Bring enthusiasm, professionalism, and positivity to their interactions with students 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.
  • Strive for cultural competence practice, are willing to learn more about the culture of the child through the child and family, and always work from a strength-based perspective.
  • Protect time for self-care, fortify your strengths and capacities, and seek support through one’s family, friends, and broader professional community

MINIMUM REQUIREMENTS

Standard Requirements for all Colorado Initial Special Services Licenses:

AnInitial Special Services License from CDE may be issued in the endorsement areas listed below to an applicant who:

  • Holds a bachelor’s or higher degree from an accepted, regionally accredited institution of higher education.
  • Has completed an approved special services preparation program at an accepted, regionally accredited institution of higher education, including required supervised internship, practicum, and/or field experience.
  • Has provided an approved program verification form.
  • Has submitted a complete application for licensure, including official transcripts, associated fees, and other supporting documentation.

Additional requirements per special services license: School Social Worker (0-21 years):

    • Master’s degree or higher in social work from an accepted institution of higher education
    • Documented evidence of completion of coursework in the areas of school and special education law, including content covering Functional Behavior Assessment (FBA) and the development of behavior intervention plans
  • Out-of-state applicants: Please review this addendum to find out how you complete this coursework if you haven’t already done so.
  • Successful completion of Colorado-approved content exam: Colorado Assessment for Licensed Clinical Social Workers (ASWB) OR PLACE 47: Passing Score: 220.
  • Successful completion of a supervised 900 clock-hour practicum in the field of social work which shall have been completed in a school, social service agency, mental health clinic or facility and/or hospital setting
  • Successful completion of at least one field experience with school-age children/students
  • To find out more about becoming a special service provider in a Colorado public school, please see the standard requirements for all Colorado Initial Special Services Licenses here.

COMPENSATION AND BENEFITS

  • Competitive compensation package and annual performance-based raises
  • Participation in the Colorado PERA retirement program, including a PERA 401k option
  • Funding of 100% of individual medical benefits and a wide range of insurance plans
  • Approximately three weeks of summer vacation and eight days of paid time off annually

 

DIVERSITY, EQUITY & INCLUSION

STRIVE works to make a college prep education for all students in our community the norm, rather than the exception. We are committed to building and sustaining a diverse team by maintaining hiring and recruiting processes that are free from bias and seek to provide each candidate with a unique and equitable opportunity for employment. STRIVE is an equal opportunity employer and actively encourages applications from people of all backgrounds.

Our culture of inclusion is rooted in the belief that when we create the conditions that align …

  1. Your unique gifts (Bring your full self, skills/knowledge, & unique lens on the work)
  2. Your purpose/desire for impact(What challenges do you most want to tackle?)
  3. The organization’s needs(STRIVE’s strategic goals and value we seek from this role)

… then you will have the opportunity every day to unleash your genius–individually and collectively with your colleagues–to ensure our students are Learning to Change the World. We create these conditions with intentional, strengths-based coaching through an equity and inclusion lens, and a culture that leverages the rich diversity of our team to inform the work and achieve breakthrough results for our students.

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Teacher

Posted by | May 14, 2019 |

AXIS International Academy offers an unique opportunity for teachers to be leaders in and outside their classroom. We seek teachers who love to teach, but who also love to learn and inspire. Our teachers are innovators and committed professionals who like to implement best practices to accelerate student learning in two languages. We value and incorporate teacher feedback into our school decisions. Our staff culture is supportive, collaborative, and diligent. We offer individualized professional development opportunities to help our teachers grow their own skills and accomplish their short-term and long-term professional goals. Our teachers thrive in an international work environment right in Fort Collins, Colorado, a college town nationals-known as one of the best places to live.

About AXIS: AXIS International Academy is a K-5 charter school offering Core Knowledge curricula through language immersion. All students learn Spanish, Chinese, or French half of the day. We are one of three schools at the new Fort Collins Academic Center of Excellence located at 2130 W. Horsetooth Road, Fort Collins, CO 80526, along with AXIS International Preschool (18 months-5 years) and Colorado Early Colleges Middle School.

The mission of AXIS International Academy is to empower learners to be thriving citizens of character in their local and global communities by instilling four educational priorities:

  • Academic excellence through Core Knowledge and Singapore Math;
  • X (Cross)-cultural (global) competence;
  • Immersion in world languages though a research-based 50/50 language immersion model (Spanish, French, or Chinese);
  • Social-emotional and cognitive skills development to foster soft skills and strong character (respect, responsibility, integrity, honesty, and cooperation).

Position Title: Elementary Teacher

Status: Full-time Exempt

Supervisor: Head of School, AXIS International Academy Fort Collins

Period: Professional Development begins July 28 and continues weekdays until August 16, 2019. First day of School is August 19, 2019. Last Day of School is May 22, 2020. Full week off at Thanksgiving, over two weeks of for Christmas/Winter break, and a week at Spring Break (same as CSU and Poudre School District). Work day is 7:45-4:00, and school day is 8:00-3:15.

Broad Scope of the Position

The teacher will teach core subjects (math, literacy, language arts, science and social studies) in English to two cohorts of students participating in our 50/50 dual language immersion model All curricula and materials are provided and are evidence-based, high-quality materials including Core Knowledge Language Arts and Singapore Math. The teacher will team with partner language-speaking teachers (Spanish, French, or Chinese), who will teach the other half-day lessons in the core subjects in the partner language with the same students, but at opposite times. Teachers have planning and collaboration time for 45 minutes each day while students attend music, art or PE aligned with the Core Knowledge Scope and Sequence. We currently have flexibility in grade level assignment, and teacher candidates may share their grade-level preferences where applicable.

Qualifications:

-Bachelor’s Degree

-English proficiency

-Previous teaching experience or experience working with children

-Colorado teaching license, not required but encouraged

Salary: To commensurate with experience and our full-time salary schedule equivalent. Position includes health benefits and retirement benefits through Colorado Public Employee Retirement Association copera.org.

Application Deadline: Open until filled.

For questions please contact: Kari Anne Calarco, co-founder and Head of School at AXIS International Academy info@AXIScolorado.org or (970) 372-2374.

Teaching at AXIS

Because AXIS is passionate about learning, we seek teachers who will expertly develop student knowledge, skills, and language (English and Spanish, Chinese, or French). We select staff who believe strongly in our values, mission, and educational philosophy. We value diversity across all areas, and we are an equal opportunity employer. Please read our AXIS Vision for Teachers to learn more.

To ensure we reach our AXIS International Academy vision and mission, we seek teaching professionals who:

  • Share a passion for children, for the teaching profession, and for the AXIS mission.
  • Model AXIS values – respect, empathy, honesty, integrity, responsibility, perseverance, and cooperation.
  • Believe in synergy, collective impact, and collaboration.
  • Set high expectations and commit to continuous improvement.
  • Display strong organizational, planning, and time-management abilities.
  • Provide a nurturing, structured, and learning-centered classroom environment.
  • Possess knowledge and apply evidence-based practices in instructional planning and delivery.
  • Seek to master and apply AXIS foundational frameworks and AXIS mission-aligned curriculum.
  • Exhibit excellent communication skills and ability to build strong relationships with students, colleagues, and parents.

Responsibilities

  • Nurtures the whole child and supports each child to achieve their personal best academically, socially, emotionally, and cognitively
  • Advocates for students’ needs
  • Provides lessons for social-emotional learning and cognitive skills development
  • Uses positive behavior interventions and supports
  • Assumes personal responsibility for student achievement on school performance goals
  • Approaches teaching practice with a sense of urgency to maximize instructional time
  • Focuses relentlessly on results
  • Facilitates student learning through use of active learning strategies and student engagement practices
  • Designs/Uses informal assessments to measure student progress and growth
  • Uses data and assessment to monitor students’ response to instruction and intervention
  • Maintain accurate records, assessment data, and data tracking systems
  • Reinforces SEL lessons and positive behavior supports to respond to behavior concerns and build a strong classroom culture
  • Instructs using research-based direct and indirect teaching strategies
  • Scaffolds instructional activities that facilitate engaging and appropriate learning opportunities, including inquiry-based learning units
  • Utilizes backward design model to create and align units, lessons, activities and assessments
  • Utilizes standards-based report cards and supports students in leading student-led conferences
  • Provides intervention on a continuous basis and writes student individual or group intervention plans as needed
  • Collaborates regularly with team teacher(s) and student services specialist
  • Participates actively in collaborative Impact teamsand on MTSS teams for students in her classroom and other students as needed
  • Collaborates with principal in pursuit of professional development goals aligned with school performance goals
  • Communicates regularly with families about academic progress and behavior and/or attendance, includes strengths and needs
  • Build and maintains strong relationships with students, family, and colleagues
  • Participate in daily duties (i.e. arrival, lunch, dismissal) to support school operations
  • Assist with both student and staff recruitment
  • Assist Business Manager on occasional and specific marketing requests
  • Attend school-wide events
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Development and Communications Associate

Posted by | May 9, 2019 |

 

DEVELOPMENT & COMMUNICATIONS ASSOCIATE

 

ORGANIZATIONAL OVERVIEW

CityBridge Education is a Washington, D.C.-based non-profit whose mission is to advance equity and opportunity for children. We operationalize that vision as an early-stage incubator for public education, identifying the people, new ideas and school models that will power the next wave of educational results. Specifically, we will identify and develop a robust cohort of leaders and school designers, deploying particular effort to recruiting leaders of color; we will incubate and invest in the best of their ideas; and together, we will bring to market the next generation of transformational public schooling. 

POSITION SUMMARY

The Development & Communications Associate will provide strategic and logistical support for CityBridge’s fundraising and external communications. CityBridge’s development efforts include identifying new funding sources, cultivating potential partners, maintaining funder relationships through regular communications, and responding promptly to funder requests. CityBridge’s communications strategy includes crafting both marketing and fundraising materials, maintaining social media channels, and disseminating updates about our work and our entrepreneurs. The Development & Communications Associate will also have significant opportunities to help develop and grow CityBridge’s fundraising and communications strategy.

PRIMARY RESPONSIBILITIES

  • Support CityBridge’s revenue generation engine: Provide logistical and strategic support around CityBridge’s development efforts by identifying and researching prospective funders, managing fundraising logistics, participating in the creation of new strategies to attract funding for CityBridge’s work, supporting investor relations, and engaging with partners and donors.
  • Manage CityBridge communications strategy: Help develop and execute CityBridge’s external communications by writing and designing promotional and marketing materials, supporting the creation of fundraising materials, developing strategic methods of disseminating stories and updates, and maintaining CityBridge’s social media channels and the website.

QUALIFICATIONS AND SKILLS

  • Minimum of three years  work experience preferred
  • Highly organized, self-directed, and detail-oriented
  • Thrives in a fast-paced workplace, juggling multiple projects at one time
  • Excellent writing and meticulous editing skills
  • Creative, with an eye for appealing aesthetics
  • Experience with print design, including a working familiarity with design programs such as  Adobe Photoshop, InDesign, and Illustrator
  • Experience with website design and electronic communications, including the use of website management programs such as WordPress and electronic communications tools such as MailChimp
  • Fluency in social media channels including Twitter, LinkedIn, Facebook, and Instagram
  • Development and/or communications experience is preferred

BENEFITS AND SALARY

Salary for this position is highly competitive, and a comprehensive benefits package is included.

APPLY

Interested candidates should submit a resume and cover letter to Anjali Phillips at aphillips@citybridge.org. Applications will be accepted on a rolling basis.

 

CityBridge Education is an Equal Opportunity Employer.

 

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Cesar Chavez Academy District-K-12 Teachers All Subjects

Posted by | May 7, 2019 |

Teacher

Job Description

 

Employer: The Leona Group

Job Title: Teacher

Department: School

FLSA Status: Exempt

Reports to: School Leader

Required: Must pass a criminal background check

 

SUMMARY

Provide high-quality instruction to students and work collaboratively with the school leader, colleagues, students, parents and the board to accomplish or surpass the academy’s articulated educational goals.  Work as a collaborative team member to implement the academy curriculum and accomplish short- and long-term academy goals.

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following:

  • Create a classroom environment that is conducive to learning; develop reasonable rules of classroom behavior and procedure; enforce the academy’s student discipline code; collaborate in the implementation of initiatives such as school-wide behavior management systems.
  • Plan a program of study that meets the individual needs and goals of students; establish clear objectives for all lessons and units; ensure that lessons —  as planned, delivered, and assessed — are aligned with state curriculum and school-wide curriculum standards.
  • Develop lesson plans and submit them for review and feedback as scheduled; work cooperatively with the academy’s instructional coach to learn from feedback and improve the quality of instruction. Participate in ongoing analysis and planning to ensure that the school’s curriculum remains aligned to state standards.
  • Collaborate with special education staff to implement, to the greatest extent possible, an inclusive approach to students with special needs.  Remain aware of student needs; participate in child study teams or individualized education planning; implement accommodations and modifications as indicated in student IEP’s; seek advice and counsel from student support services areas when needed to ensure that all students are fully served.
  • Collaborate with other staff, as necessary, to implement grant-funded programming to accelerate learning for students with a variety of needs including special education, at-risk, limited English proficient students and others, to bring them to grade level proficiency.  
  • Maintain accurate and complete records as required; maintain the confidentiality of student records and student information. Complete any documentation necessary for the academy to be in compliance with regulatory requirements, such as time and effort reporting.
  • Communicate with parents and make provisions for being available outside normal hours; work with parents to encourage participation in their child’s learning experiences; provide regular communication to parents regarding their children’s performance.
  • Maintain professional competence via conferences, mentoring, involvement in professional organizations, continuing coursework, etc.  Complete all coursework and other requirements necessary to maintain teaching credentials and “highly qualified” status, as required by the teacher’s assignment.
  • Inform the school leader of needed instructional resources. Serve as an active member of teams such as grade-level, school-wide planning, school improvement or other areas of focus.
  • May participate in extracurricular activities such as coaching, clubs, student government, tutoring, enrichment activities, etc.
  • Other duties as assigned.

QUALIFICATIONS

  • State teacher licensure/certification with appropriate endorsements(s).
  • Bachelor’s degree with subject area emphasis and/or coursework and/or experience necessary to be deemed “highly qualified” for the grade/subjects to be taught.  (Will consider non-certified applicants with a degree in the subject area to be taught; would be required to complete a plan of action to become “highly qualified” within a prescribed period of time.)
  • Demonstrated commitment to young people’s learning success and achievement.
  • Demonstrated proficiency in a teaching/tutoring capacity as acquired through prior experience in tutoring, teaching or other education-related experience; evidence of successful experience in student and parent relations.
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Head of School – Early Learning Center

Posted by | May 6, 2019 |

Head of School – Early Learning Center

Reports To: Supervisor of Early Childhood Programs

FLSA Status: Exempt

Essential Duties and Responsibilities:

• Managing Grades K1 to 1 or 2 for the Early Learning Center;
• Hiring and supervising all teaching and non-teaching staff;
• Working with the Supervisor of Early Childhood Programs and the Director of Schools to develop and implement the academic, social, and cultural life of the school;
• Developing and supporting a standards-based curriculum that results in high academic achievement on state standardized tests;
• Developing and implementing school policies;
• Overseeing and supporting operations, including physical plant for ELC;
• Maintaining parent relations;
• Developing and implementing school budget;
• Convening and supporting parent advisory board; and
• Conducting ELL assessment and compliance system for school.

Qualifications:

• Bachelor degree in Early Childhood Education or related field is required;
• Must have demonstrated experience as a seasoned supervisor and accomplished manager with perspective and vision for quality education.

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Director of Education Policy and Insideschools

Posted by | May 4, 2019 |

Position Responsibilities:

The Center for New York City Affairs (CNYCA) is an applied public policy research organization based at The New School’s Milano School for Policy, Management and the Environment. The Center offers analysis and solutions to pressing social and economic challenges. Using rigorous analysis, journalistic research, public convenings, and collaborations with government, nonprofits, and community residents, we seek to strengthen neighborhoods, support families, and improve public services. CNYCA seeks a Director of Education Policy and Insideschools to lead our education portfolio, which includes providing practical information to parents and cutting-edge policy research. InsideSchools is the premier source of information on NYC public schools and the website serves more than 1.5 million students and parents each year. Recent policy research has focused on racial and economic integration, including offering strategies for schools to recruit and retain diverse families, highlighting the inequities in the specialized high schools admission process, and pressing the city to set more ambitious integration goals.

The Director of Education Policy and InsideSchools leads the Center’s education policy agenda, develops and executes research projects, manages the InsideSchools website and parent engagement, supervises staff and students, and fundraises for the education project. This position reports to the Executive Director of the Center for New York City Affairs.

Major Responsibilities:

  •  Serve as an expert on education issues
  • Engage in local policy discussions and develop actionable policy proposals
  • Prepare reports and policy briefs, contributing regularly to the Center’s on-line Urban Matters feature, organizing and presenting at public forums, and cultivating effective relationships with the news media, public officials, and community partners.
  • Provide editorial leadership for all content areas of the InsideSchools website including school reviews, blog posts and “how-to” guides for parents.
  • Oversee technical improvements and updates to the InsideSchools website, including adding new features such as a guided search.
  • Supervise team of staff and student workers.
  • Responsible for active fund-raising, including grant and report writing and cultivating relationships with funders, to support the salaries and program expenses for InsideSchools and education policy projects.
  • Contribute ideas and support the work of others at the Center to ensure the broader success of the organization in fulfilling its mission.

Minimum Qualifications:

  • Bachelor’s degree
  • 10 of years of experience
  • Proven track record of successful fundraising.
  • Excellent written and oral communication skills, including the ability to communicate complex information clearly to a range of audiences in writing, through public speaking and to the media.
  • Experience in leadership roles in sectors such as government, public policy, and nonprofit management.
  • Deep knowledge and experience on issues concerning New York City government, schools, education, community advocacy and engagement, and policy analysis.

Preferred Qualifications:

  • Master’s degree.
  • Project management experience for web design and development

In addition to a dynamic and progressive work environment, The New School offers a competitive benefits package, including medical and dental insurance, retirement plans, flexible spending accounts and a tuition waiver. We encourage a healthy work/life balance and offer employee assistance services, health and well-being programs and over four weeks of vacation time per year.

Apply with us and discover the rewards and opportunities in working for a world-class, urban university.

Interested candidates must apply online at: http://careers.newschool.edu/postings/17247

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Executive Director at Educators for Excellence, Los Angeles

Posted by | May 3, 2019 |

Background

Our nation’s education system is leaving millions of students—including an overwhelming number of students of color and low-income students—unprepared for college, career, and life. While research shows that classroom teachers are the single most important in-school factor in improving student achievement, their diverse voices are consistently left out of education policy decisions. For far too long, teachers have been treated as subjects of change rather than as agents of change.

Founded by public school teachers, Educators for Excellence (E4E) is a growing movement of over 30,000 educators, united around a common set of values and principles for improving student learning and elevating the teaching profession. E4E works together to identify issues that impact schools, create solutions to these challenges, and advocate for policies and programs that give all students access to a quality education.

Educators for Excellence envisions an equitable and excellent education system that provides all students the opportunity to succeed and elevates the teaching profession. Educators for Excellence’s theory of change is grounded in two long-term goals that are inextricably linked: better outcomes for students and the elevation of the quality and prestige of the teaching profession. E4E achieves this by:

  • Building a movement of forward-thinking teachers through grassroots organizing in communities across the country,
  • Identifying and training teacher leaders within that broader movement to take on key positions of influence in their schools, districts, states, and most importantly, within their teachers unions,
  • Creating teacher-led policy recommendations in order to bridge the divide between policymakers and the classroom,
  • Advocating for implementation of teacher-generated policy ideas, and
  • Scaling this model to reach critical mass in the communities it serves and across the country.

Opportunity

Educators for Excellence – Los Angeles has realized a number of critical achievements over the past several years, including growing from a staff of three to 12 in seven years and significantly increasing its impact in the local education landscape. E4E members now represent 20% of LAUSD’s workforce and have a presence in 40% of LAUSD schools. E4E teachers have prepared policy recommendations and driven major policy victories on issues including school discipline, teacher career ladders, and professional development, while meeting with key decision-makers and advocating for change on the local, state and federal level. Members have increased their representation in the union’s House of Representatives, won school board elections, and currently hold elected seats in their union governing body.  LA teacher members have also led national initiatives including developing a nationwide teacher survey, advocating for DACA, and meeting with US Department of Education officials, like Secretary DeVos, to voice support for the 2014 discipline guidance.  E4E continues to deepen teacher engagement and support its members who seek to improve the diversity, democracy and student focus of their union. As the national organization continues to expand, it will focus on bringing internal and operational systems to the next level to ensure it has the infrastructure, resources, and supports necessary to achieve ambitious goals.

E4E is seeking a dynamic leader to serve as the next Executive Director of its Los Angeles Chapter. This exciting role will set the strategic vision for the chapter while also leading a high-performing team. The Executive Director will have strategic and operational responsibility for programs, growth and execution of the mission to elevate the voices of teachers in state and local education policy, and to support teachers to become more active in their union. The Los Angeles chapter is championing the work its teachers have led to build a more diverse, democratic, and student-focused union. The Executive Director will engage with a wide array of stakeholders (e.g., donors, board members, district leaders, national and local partners, community leaders, teachers, etc.) to help set and execute a vision that elevates the teaching profession and improves student outcomes. This is an ideal opportunity for an experienced and entrepreneurial leader to play a critical role in the continued growth of a dynamic organization.

In the first year, the Executive Director will be expected to:

  • Raise over $1 million towards the chapter budget to fund E4E-LA teacher’s policy and advocacy work,
  • Lead a fully staffed team that rates E4E at 80% or above on staff satisfaction and engagement surveys,
  • Oversee programming to engage a movement of 5,000 and growing union voting teacher members in E4E-LA’s campaigns, and
  • Cultivate leaders to take on key positions of leadership in their schools, districts and union.

Responsibilities

Design and Execute a Local Strategic Plan

  • Building on E4E-LA’s local impact plan, execute a local vision and strategic plan that works in concert with E4E’s national strategic plan and goals,
  • Manage systems for evaluating progress toward strategic goals, ensuring that local objectives are met while also aligning efforts with the national organization,
  • Lead the team to achieve chapter goals related to membership, teacher leadership growth and engagement, shape and lead campaign initiatives, and
  • Fundraise over $1 million dollars towards the chapter’s annual budget.

Build and Manage a High-Performing Team and Quality Programming

  • Be a model for strong team culture. Recruit, select, coach and retain talented team members, and manage towards ambitious goals, with a lens for equity, excellence, and inclusion,
  • Coach and manage:
    • The Los Angeles Managing Director of Outreach on the implementation of E4E’s grassroots organizing model executed by their team of outreach directors,
    • The Los Angeles Managing Director of External Affairs in the execution of local policy priorities, including leading E4E–LA Teacher Policy Teams and advocacy campaigns,
    • The Los Angeles Managing Director of Development in fundraising an annual local budget of over $1 million from a portfolio of individual donors and foundations, and
    • The Los Angeles Chief of Staff to ensure a strong team culture, clarity of expectations, and effective implementation of all programs and operational systems.

Ensure Financial Security and Enterprise Leadership

  • Develop and expand local fundraising efforts, with a strong focus on cultivating new – and leveraging existing – relationships with local foundations and individual donors, as well as diversifying E4E-LA’s local funding base,
  • Administer the chapter’s budget to ensure fiscal responsibility,
  • Accelerate the chapter’s path toward local sustainability by increasing its local revenue and decreasing reliance on national revenue,
  • Build and manage a local Board of Advisors to support the growth and stability of the Los Angeles Chapter, and
  • Serve as a member of E4E’s Senior Leadership Team, modeling the organizational core values and helping to ensure org-wide success and collaboration.

Be the Face of E4E-Los Angeles

  • Give speeches, author op-eds, attend education events and conferences, work with media, and engage with teachers and the general public,
  • Secure opportunities for teachers to share their voice directly in local media, with support and guidance from the National External Affairs Team,
  • Work with the Managing Director of External Affairs to build and maintain relationships with local policymakers, union leaders, key stakeholders, interest groups, and elected officials, and
  • Elevate the brand of E4E-Los Angeles as a go-to-source for the policy perspectives and leadership of progressive educators.

Qualifications

Experience

  • At least ten years of professional experience, including experience leading others within the education, education policy, campaign organizing, and/or advocacy space, including at least two years of experience in one of the following fields:
    • Pre-K – 12 education, classroom teaching experience preferred
    • Community organizing, campaign organizing and/or union organizing
  • Experience managing high-performing teams by setting clear, well-defined goals and managing to desired outcomes through layers,
  • Political savvy and demonstrated track record of effectively navigating complex power dynamics and building coalitions,
  • Demonstrated experience building partnerships; fundraising/development experience preferred,
  • Experience serving as a face of an organization to external partners, and
  • A track record of successfully overcoming obstacles in challenging environments.

Skills

  • An ability to persuade, gain support and motivate others to action by leveraging strong internal and external relationships,
  • A clear and effective communication style and an ability to empathize with and understand the perspectives of others,
  • An acumen for building an inclusive workplace where diversity and individual differences are valued and leveraged to achieve the vision and mission of the organization,
  • The ability to digest education policy information to inform organizational positions and stances, and
  • The ability to build and maintain a deep knowledge of key Los Angeles and California legislation, economic, social, and political trends and developments, including deep knowledge of the educational landscape; and their impact on the organization, its strategy, and its internal and external stakeholders.

Mindsets/Values

  • A passion for educational equity and alignment with E4E’s mission and vision,
  • Belief in and alignment with E4E’s core values:
    • Respect and Professionalism: We act with personal responsibility, respect, and commitment to high quality work, to our organization and to each other
    • Solutions Orientation: We consistently approach even the most complex challenges with positivity, proactive solutions, and the assumption of best intentions
    • Growth Mindset: We intentionally create opportunities to develop ourselves and others in order to learn and continuously improve
    • Dynamic Leadership: We courageously take ownership, empower others, set bold visions, think strategically, and adapt to change
    • Diversity and Inclusiveness: Educational inequity is linked to race, power, and privilege, and so we take action to shift this paradigm by reflecting on our own identities, creating an inclusive and diverse community, and leveraging our differences as strengths

 

 

 

 

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Principal

Posted by | April 25, 2019 |

Position:   Principal

Location:  Fitzsimmons Middle School

Schedule:  2019-2020 School Year  – 215 days

Salary:  Per Board approved Administrative Salary Schedule

Benefits:   Eligible for PERA retirement plan
Sick/Personal days earned at 1 day for every 20 days worked
Licensed Emergency Leave Bank
Full-Time employees are eligible for the District Benefit Package (Health, Dental, Vision and Life insurance)
Free employee access to District indoor swimming pool, workout area, and District property that offers hiking, mountain cycling, and a disc golf course

The Platte Canyon School District is committed to creating meaningful and engaging learning opportunities so that all of our students are well-prepared for post-secondary success, as well as positive contributions to their chosen communities. Our student-centered approach to education includes high expectations for student achievement and growth, as well as strong physical development and social-emotional well-being. The District serves the mountain communities of Bailey, Pine Junction, Shawnee, and Grant.

Fitzsimmons Middle School offers a small school setting with roughly 200 students nestled in the beautiful Platte Canyon just outside of Bailey, Colorado. In recent years, FMS has established itself as one of the top middle schools in Colorado, winning both the John Irwin School of Excellence and Governor’s Distinguished Improvement awards. FMS provides an academically rigorous environment and our staff members excel in providing personalized instruction for all students. Our mountain community location provides a unique setting in which students can explore educational resources such as the North Fork of the South Platte River, as well as our outdoor classroom that is nestled at the edge of the Pike National Forest.

Website: www.plattecanyonschools.org

RESPONSIBILITIES:
Provide collaborative leadership in the following areas:

  • Continuous school improvement aligned with the District’s Mission and State Accreditation
  • Purposeful and inclusive curriculum and instructional strategies that are school-wide, standards-based, and focused
  • Ongoing assessment of school progress and student achievement
  • Job-embedded and discipline-based professional development
  • Commitment to shared decision-making in a spirit of collaboration
  • School climate development that fosters a just and equitable environment
  • Hire, supervise, and evaluate staff members
  • Provide a safe and secure educational environment
  • Commitment to developing STEAM-based programming

QUALIFICATIONS:
Required:

  • Possess Colorado Principal’s License
  • Completed and submitted PCSD application online
  • Minimum of three years experience as a school administrator
  • Possess First Aid/CPR certification (May be obtained within 90 days of start date)

Preferred:

  • Demonstrated experience in teaching, supervision and educational leadership
  • Principal experience or its equivalent
  • Demonstrated experience with data-driven school improvement processes that result in high academic achievement for all and elimination of achievement gaps
  • Experience with a standards-base instructional system
  • Knowledge of student assessment and data analysis for continuous improvement
  • Current knowledge of effective instructional practices
  • Strong planning, organization, motivation, management, supervision and evaluation skills
  • Strong written and verbal communication skills with internal and external audiences
  • Experience with the MTSS process and the Standards-Based Teaching/Learning Cycle
  • Knowledge of school-based budget/planning
  • Demonstrated skills in facilitation, problem solving, and conflict management
  • Understanding of processes that enhance learning opportunities for students with disabilities

Employment is contingent upon successful completion of the post-offer screening process, including a background check.

SALARY: $80,000 or above (placement based on experience); excellent benefits package.

EFFECTIVE DATE:  August 1, 2019

Application Procedure:
Apply Online www.plattecanyonschools.org

AN EQUAL OPPORTUNITY/AFFIRMATIVE ACTION EMPLOYER
Platte Canyon School District
Public Notice
Nondiscrimination/Equal Opportunity
In compliance with Titles VI & VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972; Section 504 of the Rehabilitation Act of 1973, the Age Discrimination in Employment Act of 1967, the Americans with Disabilities Act and Colorado law, the Platte Canyon School District does not discriminate on the basis of race, color, sex (which includes marital status), sexual orientation, religion, national origin, ancestry, creed, age, disability, genetic information, or any other protected status in admissions or access to its programs and services, or employment in the educational programs or activities which it operates. 
Complaint procedures for Title IX and Section 504 have been established for students, parents and employees.  Compliance Officers have been assigned to coordinate compliance activities for the District.  Written complaints of alleged discrimination should be addressed to one of the following individuals at the Platte Canyon School District, 57393 U.S. Highway 285, Bailey, Colorado 80421.
For employment-related complaints:
Mike Schmidt, Superintendent – District Compliance Officer

Comments Off on Principal

Principal

Posted by | April 23, 2019 |

Mesa County Valley School District is located in beautiful western Colorado.

 

As the instructional leader, the Principal is responsible for increasing student achievement by developing an aligned and coherent system that includes the District 51 Learning Model, Instruction-Based standards and a responsiveness to alternative and changing educational pathways. Using the Teaching and Learning Framework the Principal establishes the school-wide vison for a commitment to high instructional standards and the expectation for the success of all students. Administratively, and in accordance with Board of Education (BOE) policies the Principal also oversees and organizes the assigned school’s daily campus operations, staffing structures, and budget oversight.

Salary Range

$89,055 – $101,098, 207 days/year

 

 

Comments Off on K-8 Data Specialist and Middle School Operations Supervisor at Small Progressive Charter School 2019 – 2020

K-8 Data Specialist and Middle School Operations Supervisor at Small Progressive Charter School 2019 – 2020

Posted by | April 16, 2019 |

Community Roots is hiring:

A K-8 Data Specialist and Middle School Operations Supervisor who will be responsible for building and managing high quality data systems, data analysis and reporting of data that will drive strategic decision making processes, including but not limited to instructional improvement, across grades k-8.  In addition, the Data Specialist and MS Operations Supervisor will oversee the non-instructional functions of our middle school site. This position will report to the k-8 Co-Directors and supervise the middle school Operations Coordinator and Operations/High School Guidance Coordinator.

Compensation:

  • Salary scale based on years of experience and level of education
  • 403b with employer match
  • Single and family dental, vision, and health care

Candidate Requirements:

  • A minimum of a bachelor’s degree; master’s degree is preferable
  • Strong organizational skills
  • Working knowledge of educational best practices as applied to data extraction, manipulation, analysis and reporting
  • Strong knowledge of advanced Excel spreadsheet functions
  • Be able to perform applied statistical research, analyze data and create reports (distributions, statistical testing, regression, etc.)
  • Experience with ad-hoc data visualization and communication for different types of stakeholders, including but not limited to school leaders, educators, parents, funders, etc.
  • Read and understand Federal, State, and local regulations
  • Plan and prioritize workload requirements including scheduling and organizing multiple tasks
  • Effectively communicate technical concepts to non-technical audiences
  • Communicate clearly and concisely, both orally and in writing.
  • Establish and maintain effective working relationships

Community Roots seeks individuals who:

  • Believe in and are capable of high levels of collaboration and communication
  • Believe that communicating and building relationships with children’s families is essential
  • See themselves as active learners committed to ongoing professional development
  • Believe that all children have the right to an exceptional education
  • Understand that children learn in different ways
  • Are committed to ensuring that every child will succeed
  • Are capable of building a safe, nurturing, supportive and high achieving school culture
  • Believe that a combination of creativity and research generates engaging curriculum
  • Believe that working and educating children in a diverse environment is essential

 

K-8 Data Specialist responsibilities will include:

  • Disaggregate diagnostic, interim, state test data, and grade-data and present to leadership
  • Develop and maintain data tracking systems and assessment calendars
  • Lead data meetings with leadership
  • Understand NYCDOE and NYSED accountability systems, and collaborate with the Director of Operations to make intervention recommendations to ensure school success on all accountability measures
  • Collaborate with the Director of Operations to put together the accompanying data to ensure we are in “Good Standing” with NYCDOE and NYSED requirements
  • Assist the Director of Operations with the submission of data to the NYCDOE
  • Create data reports for faculty, administration, parents and the Board of Trustees
  • Understand and manage data through online systems (e.g. TeachBoost, NYSED Data Reporting)
  • Support Leadership to develop staff in data analysis and data driven planning
  • Maintain academic data dashboards that track student performance and growth
  • Support school leaders with data analysis for their goals

 

MS Operations Supervisor responsibilities will include:

 

  • Supervising MS Operations Team
  • Facilitating  bi-weekly operations team meetings to ensure progress is being made on operations projects and initiatives
  • Ensuring that main office culture and communication adheres to CRCS professional expectations
  • Supporting all families, students and teachers as needed and requested
  • Perform general main office duties such as answering phones, photo copying, faxing, emailing and scanning
  • Supervising morning arrival/afternoon dismissal of students and the cafeteria during breakfast/lunch/recess
  • Monitoring spending and supporting any finance related needs for the middle school
  • Managing procurement for the middle school including approving supply/materials orders and maintaining inventory records
  • Overseeing training on personnel handbook & compliance with operations related policies
  • Supervising all middle school technology needs/issues including laptop, chromebook and SmartBoard management
  • Managing all public calendars and communication around school-wide events
  • Coordinating the ordering, distribution, collection and delivery of New York State Assessment tests annually
  • Collaborating with Director of Special Education on NYS and School Wide Testing logistics and materials management
  • Submitting various reports to New York City Department of Education and New York State Education Departments to insure annual deadlines are met
  • Developing and overseeing effective community communication practices including, but not limited to:
    • Weekly staff emails with key deadlines and reminders
    • Ensure clear communication with faculty about upcoming deadlines and operations expectations
  • Overseeing all programming for special events:
    • Collaborating with school leaders on logistics for all family-teacher and student-led conferences including invitations, permits, technology, copies, grade reports and scheduling
    • Collaborating with grade teams to coordinate logistics for celebrations of learning, including permits, technology, programs, refreshments, staffing and child care
    • Collaborating with school leaders/grade teams on logistics for overnight trips, including reservations, transportation, payment, permission slip distribution and collection, information sessions, chaperones and coverages
  • Collaborate with school leaders to coordinate logistics for Intensives, including supplies, budgets, permission slip distribution and collection

 

About Community Roots:

Community Roots Charter School is a rigorous learning community where learning is embedded in meaningful real world context, where children are deliberately taught to see the connections between school and the world. CRCS students will meet or exceed the Common Core standards and be prepared to excel in the 21st century by being taught to be independent thinkers and to work productively within a diverse group of learners. At CRCS students will learn to combine curiosity with appropriate application, which will lead to deep understanding and the confidence to take on challenges to become who they want to be.

Please visit our website for more information about our school: www.communityroots.org.

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

Comments Off on Math Exploratory Content Writer

Math Exploratory Content Writer

Posted by | April 15, 2019 |

About the Role

The Mathematics Exploratory Content Writer is a project-based position that works with New Classrooms’ Instructional Design Team. Content Writers develop lesson and project materials that inspire a deep understanding of mathematics and fit within a non-traditional classroom model.

What You Would Do

  • Create innovative mathematical investigative and exploratory materials for grades 2-9 for use in New Classrooms programs
  • Research and find new methods for creating multi-day tasks for mathematical concepts

What We Are Looking For

  • 5+ years of classroom teaching experience in math, grades 4-9
  • Experience planning investigative, exploratory lessons and projects
  • Familiarity with Math Solutions and NCTM resources
  • Familiarity with Making Thinking Visible and Thinking Routines
  • Experience writing and/or reviewing K-12 math curriculum materials
  • Deep understanding of research-based pedagogical models, how students learn, and effective strategies to engage students
  • Believe in the importance and benefit of feedback and ability to implement feedback in an effective and efficient manner
  • Ability to think deeply about math concepts beyond computational activities
  • Ability to think creatively about new types of math curriculum materials
  • An understanding that there is more to mathematics than just finding the “right” answer
  • Ability to work independently and as part of a team
  • Ability to handle multiple tasks and meet strict deadlines
  • Availability and willingness to work evenings and weekends as necessary

Compensation

Competitive for like size non-profits, depending on experience

Equal Opportunity

All qualified applicants will receive consideration for employment without regard to age, race, creed, color, national origin, ancestry, marital status, affectional or sexual orientation, gender identity or expression, disability, nationality or sex.

Work Authorization

In compliance with federal law, all persons hired will be required to verify identity and eligibility to work in the United States and to complete the required employment eligibility verification document form upon hire.

Comments Off on General and Special Education Teachers K-8 ICT Classes at Small Progressive Charter School 2019 – 2020

General and Special Education Teachers K-8 ICT Classes at Small Progressive Charter School 2019 – 2020

Posted by | April 12, 2019 |

Community Roots is hiring:

  • K-5 teachers for co-taught classrooms
  • ELA, Math, Science, Social Studies and Special Education teachers for grades 6-8 co-taught classrooms
  • Spanish teacher for grades 7-8

Community Roots offers Integrated Co-Taught (ICT) classes k-5, and all middle school core content areas.

Compensation:

  • Salary scale based on years of experience
  • 403b with employer match
  • Single and family dental, vision, and health care

Qualifications:

  • Preference for New York State Teacher Certification
  • Prior teaching experience with demonstrated success
  • Demonstrated ability to collaborate
  • Demonstrated ability to prioritize student achievement while creating a nurturing and encouraging school environment
  • Preference for dual certification in Teaching Students with Disabilities (Special Education) and a content area

Community Roots seeks individuals who:

  • Believe in and are capable of high levels of collaboration and communication
  • Believe that communicating and building relationships with children’s families is essential
  • See themselves as active learners committed to ongoing professional development
  • Believe that all children have the right to an exceptional education
  • Understand that children learn in different ways
  • Are committed to ensuring that every child will succeed
  • Are capable of building a safe, nurturing, supportive and high achieving school culture
  • Believe that a combination of creativity and research generates engaging curriculum
  • Believe that working and educating children in a diverse environment is essential

About Community Roots:

Community Roots Charter School is a rigorous learning community where learning is embedded in meaningful real world context, where children are deliberately taught to see the connections between school and the world. CRCS students will meet or exceed the Common Core standards and be prepared to excel in the 21st century by being taught to be independent thinkers and to work productively within a diverse group of learners. At CRCS students will learn to combine curiosity with appropriate application, which will lead to deep understanding and the confidence to take on challenges to become who they want to be.

Please visit our website for more information about our school: www.communityroots.org.

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

Comments Off on Superintendent – Clear Creek School District RE-1, Idaho Springs, Colorado

Superintendent – Clear Creek School District RE-1, Idaho Springs, Colorado

Posted by | April 10, 2019 |

The Clear Creek School District RE-1, Idaho Springs, Colorado, Board of Education, is seeking a highly qualified and fully certified Superintendent.  The Board wishes to have the successful candidate assume the responsibilities of the position by July 1, 2019.

McPherson & Jacobson, L.L.C., Executive Recruitment and Development has been engaged as the consultant in a search for outstanding candidates. They will assist the Board of Education in identifying and screening the candidates.

Enrollment: 765

Location: 40 miles west of Denver

The Qualifications

The candidate must have the background, skills, and abilities essential for excellence in educational leadership. The board recognizes the importance of selecting a superintendent with both classroom and administrative leadership experience. The Board of Education chose the following qualities they seek in their next superintendent:

  • Leader – A strong innovative, collaborator who develops employee leaders, and implements a positive learning culture in a system of excellence. A leader devoted to growing individuals through coaching.
  • Visionary – An individual who builds excellence through research with a drive to build innovation from the classroom to the building to the overall community.
  • Communicator – A strong communicator who can build trust and transparency in both the school and greater community. A leader who has the skills to use technology and social media in their communication with staff, parents, students and community.
  • Visible – An individual who would become involved in the community known by the classroom teacher, parent and greater community. They are the face of the school community.
  • Accountable – An individual who has financial competence. Who can build initiatives and bring them to fruition. A leader who gets results.

 Search Timeline:

  • Closing date for applications: May 6, 2019 (11:30 p.m. central time)
  • Board of Education selects finalists to interview: May 21, 2019
  • Interviews with the Board of Education: Week of May 27, 2019
  • Selection of new Superintendent: Early June 2019
  • Start date: as soon as possible, no later than July 1, 2019
Comments Off on Head of High Schools

Head of High Schools

Posted by | April 9, 2019 |

This position manages, directs, and coordinates the academic administration of instructional and support staff at both Watanabe High School at Christel House Academy South (just under 200 students) and DORS (an adult, drop-out recovery high school serving approximately over 650 students across three school sites).   Working with the high school principals and other administrative staff, this position will refine practices as well as develop new programming at the high school level to improve student achievement, recruitment, retention, and the transition of graduating students to college and/or further educational opportunities. The Head of High Schools will oversee and collaborate on academic programming, climate and culture, strategic planning and business operations.

 

QUALIFICATIONS:

  • Master’s degree in education.
  • Indiana Administrators License, or eligibility.
  • 5+ years’ teaching experience.
  • Experience in successful leadership and supervision of school(s) serving high needs populations.
  • Documented success in teaching and achieving outstanding results.
  • Ability and willingness to work collaboratively; maintaining cooperative and effective working relationships.
  • Ability to communicate effectively orally and in writing.
  • A passion for the mission and goals of Christel House.
Comments Off on Academic Dean

Academic Dean

Posted by | April 8, 2019 |

Academic Dean
(Full time, Certification Preferred)

Position Description

The NET Charter High Schools

The NET Charter High Schools serve 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 necessary to succeed in the career and education path of their choice. There are two campuses, The NET: Central City which opened in 2011 and The NET: Gentilly which opened in 2017.

 

Position Summary

The NET seeks an instructional leader to partner with the Principal and Teachers to insure each student engages and flourishes in rigorous and meaningful curriculum and instruction.

 

As a member of the school leadership team, the Academic Dean is responsible for:

  • Coaching, developing, and managing teachers
  • Developing high quality curriculum and assessments
  • Teaching, co-teaching, and modeling high quality instruction
  • Participating in the SBLC, Pupil Appraisal and other student support teams
  • Building and leveraging transformative relationships for student growth
  • Analyzing and insuring student progress on an individual, course and school level
  • Modeling collaborative, servant leadership
  • Constantly developing his/her own craft

 

Position Requirements:

  • 5-10+ years experience effectively teaching at risk high school students
  • 2-5+ years effectively leading and coaching adults
  • BA required; MA or MEd Preferred; Teacher Certificate Preferred
  • Specialized interest and skills in working with students with learning and emotional difficulties
  • Diverse and effective instructional methods for student engagement and academic growth
  • Careful, detail oriented data management and analysis skills
  • Excellent communication, interpersonal, relationship building & management skills
  • Flexible and learning mindset dedicated to effectively and innovatively problem solving and constantly improving
  • Passion for improving educational opportunities for urban students and for being a part of a strong, mission-driven team
  • Commitment to EQA’s mission, vision and growth

 

 

 

 

Details

  • Start Date: August 2019
  • Location: TBA
  • Schedule: All full time NET positions are year-round. As a leadership position, this position requires additional on and off site hours.
  • Salary: Initial salary is set based on years of experience and degrees. Future salary increases and bonuses are based on performance and responsibilities. The Academic Dean salary range starts at $50,000.
  • Benefits: Comprehensive benefits and generous 403b retirement plan
  • Reports to: Principal

 

 

Comments Off on Principal (Academics)

Principal (Academics)

Posted by | April 5, 2019 |

Principal (Academics)

Join our team of pioneers as we chart the next phase of public education reform. Our work in Lawrence takes place in a setting small enough to demonstrate innovative, attainable solutions but large enough to be highly relevant to hundreds of communities across the country that struggle with successfully educating second language learners.

The Principal (Academics) will be an instructional leader of Community Day Arlington Elementary School. The Principal will oversee the implementation of the academic model and will work alongside a Co-Principal (Operations & Culture) who will oversee the day-to-day operations of the school. The Principal (Academics) will work alongside TCG management in collaboration with the Superintendent and LPS central office.

Specific Responsibilities:

– Establish a data-driven and achievement-oriented school culture;
– Provide leadership to all members of the school’s community to achieve outstanding performance;
– Drive student achievement and achieve the annual academic goals;
– Manage staff effectively;
– Effectively supervise the Deans of Curriculum and Instruction and teaching teams;
– Maintain a school-wide technology plan that effectively implements significant technology resources to differentiate instruction and support academic enrichment for all students;
– Serve as contact person for all students and families;
– Hold teachers accountable for meeting high standards for student academic and behavioral performance;
– Effectively recruit, interview, hire, evaluate, and develop staff;
– Maintain communication and relations with parents, ensuring families 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;
– Oversee students’ academic and behavioral program, as well as assessment and accountability plans;
– Establish and maintain a college-going culture;
– Foster consistency in academic and behavioral expectations in and out of class;
– Lead family orientation meetings at start of school year;
– Lead new and returning staff orientation; and
– Build an effective, efficient, action-oriented, and highly accountable data analysis and action planning process that ensures individual student and whole-class deficiencies are overcome after each interim assessment cycle.

Qualifications
– A passionate belief in CDAES’ mission, values, and educational model;
– Excellent interpersonal and communication skills, including strong public speaking skills;
– A drive to set and achieve ambitious, challenging, and tangible goals;
– A willingness to pursue continuous improvement and refinement as well as success;
– An ability to thrive in a fast-paced, entrepreneurial environment and a capacity to remain calm and focused when faced with unexpected challenges;
– An ability to lead by example and offer a strong, accessible presence;
– Three years teaching experience (2+ years of school leadership experience strongly preferred);
– A track record of success leading in a diverse environment;
– Demonstrated leadership qualities, personal characteristics, and interpersonal skills necessary for working effectively with students, teachers, administrators, and parents;
– Demonstrated skills in creative problem solving;
– Experience supervising and/or evaluating staff; and
– Master’s degree and possession of a valid School Principal License or enrollment in a principal certification program.

Compensation:
We offer a competitive compensation package and comprehensive health benefits.

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

Comments Off on Residential Youth Worker or Teacher – Fellowship

Residential Youth Worker or Teacher – Fellowship

Posted by | April 1, 2019 |

The Public Allies Eagle Rock Fellowship provides 13 individuals with an advanced year-long service and leadership development experience at the nationally recognized Eagle Rock School and Professional Development Center, located in Estes Park, Colorado. A full-scholarship residential high school, Eagle Rock serves students between the age of 15 and 21, from diverse backgrounds and neighborhoods around the country, who have not found success in conventional school settings. We also support schools nationally to implement effective and engaging practices that foster each student’s unique potential and help young people use their minds well. The Public Allies Fellowship at Eagle Rock is a residential, community-based opportunity for individuals who are passionate about alternative teaching and learning strategies, social justice, youth development and empowerment, and re-engaging high-school students in their education.

PROGRAM DATES
End of August through mid August (50 weeks)
2019-2020 dates: August 30, 2019 – August 14, 2020

 

POSITIONS

(see Position Descriptions for more details)

Fellows work with high school students in either teaching, health & wellness, residential life or outdoor education. Additionally, our professional development fellow supports our PDC team and our work with clients around the country.

Student Services Positions (supporting students outside the classroom):

  • Residential Life
  • Health, Wellness and Counseling
  • Life After Eagle Rock (guidance counseling)
  • Outdoor Education (wilderness trip instruction)

Professional Development Center Position (supporting our national work):

  • Professional Development Center

Instructional Positions (classroom teaching, designing curriculum):

  • Human Performance (Physical Education)
  • Literature and Literacy (English)
  • Math
  • Music
  • Science
  • Societies and Cultures (History, Social Studies, Sociology)
  • Visual Arts
  • World Languages (Spanish, etc)

RESPONSIBILITIES
Fellowship responsibilities include in-classroom instruction, curriculum development, out-of-classroom mentorship and activity programming, residential life curriculum development, and participation in initiatives for national education reform. Allies serve in their apprenticeship positions for a full year, where they create and expand services offered by Eagle Rock, specifically in the areas of youth development and education. Allies meet weekly to engage in the Public Allies leadership development program, which includes on-going training and community building activities, and they each contribute to team service projects (TSPs).

QUAIFICATIONS
We’re looking for candidates with a college degree or equivalent life experience, work experience in education and/or youth development programming, a passion for reengaging high-schoolers in their education, and the enthusiasm to devote endless time and energy as positive role models and mentors for our students. We also look for candidates who have spent time understanding their identities and how these shape their interactions with others, who can demonstrate knowledge and awareness of current social justice issues, and who have taken action towards creating more just and equitable communities. Applicants with experience, knowledge of and skills in the specific content area for which they are applying will stand out, though that may look very different from one person to the next; we value passion and interest along with experience. Eagle Rock is a tuition-free residential high school that serves a very diverse community of young people from across the country. As such, applicants should be culturally competent working with youth from all communities, regardless of race, political affiliation, gender, religion, sexual orientation, gender identity or ability. As the fellowship is an AmeriCorps national program, applicants must be US citizens, nationals or permanent residents.

Each year, we recruit a diverse, talented and passionate group of fellows to join our team. Through their year of service and development, Eagle Rock fellows gain skills they can bring back to their communities, allowing them to become leaders for change in education and social justice.

BENEFITS

  • $18,000 living stipend, paid weekly
  • AmeriCorps health insurance (fully covered)
  • Shared room in a communal house
  • Meals while students are on campus
  • On-going professional development, coaching and weekly trainings
  • $500 professional development stipend
  • $5,900 AmeriCorps education award once program is completed
  • Opportunity to apply for and participate in a Colorado state alternative teacher licensure program, paid for by Eagle Rock (for teaching/instructional fellows with a college degree)
Comments Off on Elementary School Operations Associate

Elementary School Operations Associate

Posted by | March 27, 2019 |

POSITION DESCRIPTION

The Operations Associate will work closely with the Director of Finance  to support all non-academic operations at the school’s two campuses, ensuring compliance with the school’s charter and all laws and regulations. They will be responsible for the site level procurement of supplies, materials, equipment and inventory management. They will manage all aspects of the administrative systems, facilities, some technology and daily routines of the school.

KEY RESPONSIBILITIES:

  • Day-to-Day: Oversee the day-to-day activities of the school, including breakfast, lunch and dismissal, transportation; serve as the initial point of contact for school stakeholders and constituents; and manage phone and mailing systems, including incoming and outgoing routine communications to stakeholders
  • Operations: Support daily bookkeeping and business activities, including check processing, procurement processes and associated school supply, inventory management and asset tracking systems under the supervision of the school leadership team. Proactively communicate with faculty to ensure all classroom furniture and equipment is in working order
  • Data Systems: Manage school-wide daily attendance and behavior tracking systems; support the collection and maintenance of student records to ensure compliance with all applicable laws and regulations
  • Special Events: Manage logistics and communications for special events, school activities, meetings and local field trips
  • Technology Support: Troubleshooting and resolution of basic technology matters and liaise with technology consulting firm
  • Facilities: oversee upkeep of facilities, act as liaison between school and custodial staff

Other: Support as needed by the leadership team.

QUALIFICATIONS:

  • Prior work experience with children
  • Demonstrated 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 school operations experience preferred

 

COMPENSATION In addition to competitive salaries, CRCS benefits package includes:

  • 80% cost share of health, dental, vision employee plan premiums • 5% of annualized base salary contribution to a CRCS retirement plan which vests at a percentage annually
  • An employee professional development allowance for improving the employees practice

ABOUT COMMUNITY ROOTS CHARTER SCHOOL:

Community Roots Charter School is a rigorous learning community where education is embedded in meaningful real-world contexts and children are deliberately taught to see the connections between school and the world. Community Roots students will meet or exceed the Common Core standards and be prepared to excel in the 21st century by becoming independent thinkers and working productively within a diverse group of learners. At Community Roots, students learn to combine curiosity with appropriate application, which leads to deep understanding and the confidence to become who they want to be.

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

Comments Off on Executive Director

Executive Director

Posted by | March 26, 2019 |

Seeking Executive Director for Valley Settlement

Full-time position based in Carbondale, Co.

Valley Settlement is a nonprofit organization with a vision of community where immigrant families feel a sense of belonging, are engaged, and act on behalf of the success of their children and themselves. Valley Settlement has developed six diverse programs which include mobile preschool, adult education, peer mentoring, parent education, at-home childcare training, and leadership development. Valley Settlement’s programs are designed by and for the community they serve.  

The Executive Director serves as the chief executive officer and is responsible for leading and managing Valley Settlement to achieve its mission and ensure the effective delivery of high-quality programing throughout the Roaring Fork Valley. Valley Settlement’s long-term success depends on our Executive Director’s ability to cultivate long-term relationships with donors and partners.

The Executive Director is committed to the immigrant family experience and is aware of the challenges that these families experience within our community. We seek a leader who knows how to develop and implement a clear strategic vision and who has led the growth and development of organizations successfully. Additionally, candidates have experience in developing collaborative approaches to addressing challenges. Preferably, our Executive Director has a demonstrated understanding of the political landscape surrounding the Latinx immigrant experience.

The Executive Director will embody Valley Settlement’s mission to engage all generations of the immigrant family. Our Executive Director is compassionate, deeply committed to equity and social justice, ideally has familiarity with the Latinx culture and language, drives accountability for outcomes, has experience fundraising, and is an inspiring leader and relentless learner.

Salary commensurate with experience.

Qualified candidates are encouraged to apply by sending a cover letter and resume to Jackie Deam at jackie@valleysettlement.org. Applications will be accepted until the position is filled.

For a detailed job description and leadership profile, please visit:  

bit.ly/VSJobDesc and bit.ly/VSProfile

Comments Off on Principal – Gateway High School

Principal – Gateway High School

Posted by | March 25, 2019 |

Aurora Public Schools Principal Posting

Job Title:  Urban High School Principal (Turnaround Opportunity)

Work Year:  261 Days

Department:  Division of Equity in Learning

Reports to:  Director, P-20 Learning Community

Salary Range:  10

Starting Salary:  $115,546

Application Deadline:  April 19, 2019

Apply Now:

Learn More about Aurora Public Schools at  https://hr.aurorak12.org/teach-lead-inspire/lead/

High School Openings:

Gateway High School – Job ID 13276

Experience:  Over 3 years and up to and including 5 years of experience in building administration experience. Over 5 and up to and including 7 years of experience in teaching.

Role Overview:

Aurora Public Schools is seeking innovative, dynamic, and passionate principal candidates to lead urban high school(s) in Aurora, Colorado.  The principal’s primary job is to oversee and implement the school turnaround effort that focuses on achievement, social-emotional learning, and college and career success outcomes for all students.  The principal will also manage performance and operations and will make instructional, budgetary, and personnel decisions that promote the vision, mission, core beliefs, and strategic plan of Aurora Public Schools.

Responsibilities:

  • Drive implementation of the district and school vision, mission, and purpose to ensure a positive, achievement focused school culture.
  • Effectively lead and operationalize the school turnaround plan to ensure every student will graduate college and career ready with a detailed plan; required skills, knowledge, and character; and credentials that guarantee individual student readiness to successfully navigate their future.
  • Communicate and collaborate with families and community members, respond to diverse community interests and needs, and mobilize community resources.
  • Engage parents and community partners to become actively involved in the school environment and extracurricular activities, generating a neighborhood-centered approach to learning and social emotional well-being.
  • Lead the instructional infrastructure implementation and effectively coach teachers to ensure effective standards-based instructional strategies are implemented with high precision and impact.
  • Serve as the instructional leader and role model by facilitating an achievement focused learning environment
  • Spend a minimum of 50% of their time on instructional leadership by building equitable and sustainable systems throughout the school environment.
  • Assume full responsibility for students’ achievement through the triangulation of academics, social-emotional well-being, and college and career readiness.
  • Organizes collective effort to accomplish results for the school, its students, and community through the engagement of stakeholders to take part in the change initiative.
  • Hire, lead, supervise, and develop a high-functioning team of educators who are focused on excellent academic performance and cultivate personal responsibility.
  • Establish and relentlessly work to meet all established goals related to student achievement, student social emotional well-being, school culture, and post work-force readiness.
  • Assume full responsibility for students’ achievement as related to academics and social-emotional well-being
  • Develops systems and structures to hire and retain diverse, highly-effective staff.
  • Honor and maintain compliance with district, state, and federal regulations for education policies and procedures.
  • Other duties as assigned.

Other Qualifications, Duties, and Responsibilities

EDUCATION AND TRAINING: Master’s degree in Education Administration or Curriculum Leadership.
SKILLS, KNOWLEDGE, EQUIPMENT & OTHER: Advanced oral and written communication, public relations, instruction, curriculum, conflict resolution, multitasking, problem solving, facilitation, management, decision making, computer, and organizational skills. Advanced skills in working with students and staff with diverse needs at various levels. Ability to be flexible and patient and make change. Knowledge of instruction and curriculum. Operating knowledge of and experience with personal computers, word process software and basic office equipment.
CERTIFICATES, LICENSES, & REGISTRATIONS: Colorado Principal’s License required for hire. LDE certificate preferred.
SUPERVISION/TECHNICAL RESPONSIBILITY: Directly supervises all school personnel; may delegate some supervisory responsibilities to Administrative Team. Carries out supervisory responsibilities in accordance with the organization’s policies and applicable laws. Responsibilities include interviewing, hiring and training employees; promoting and transferring employees; planning, assigning and directing work; appraising performance; rewarding, disciplining and terminating employees; and addressing complaints and resolving problems.
BUDGETARY RESPONSIBILITY: Solely responsible for developing, administering, monitoring and coordinating the assigned school’s budget. Develop and administer district account allocations. Develop and monitor grants awarded to the school site.
PHYSICAL DEMANDS: While performing the duties of this job, the employee is regularly required to use hands to finger, handle, or feel; talk or hear. The employee frequently is required to stand or walk and is occasionally required to sit; reach with hands and arms; stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 50 pounds. Specific vision abilities required by this job include close vision and distance vision.
WORK ENVIRONMENT: While performing the duties of this job, the employee is occasionally exposed to fumes or airborne particles; toxic or caustic chemicals; outdoor weather conditions. The noise level in the work environment is usually moderate.
MENTAL FUNCTIONS: While performing the duties of this job, the employee is regularly required to compare, analyze, communicate, synthesize, evaluate, use interpersonal skills and negotiate. Frequently required to coordinate, compile, instruct and evaluate.

­

Apply Now:

Comments Off on National Reporter

National Reporter

Posted by | March 22, 2019 |

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 have local reporting teams in seven locations — Chicago, Colorado, Detroit, Indiana, Newark, New York City, and Tennessee. Now, we’re looking for an additional reporter to join our national team to help cover the organizations and ideas that shape what happens in schools across the country.

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

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

  • You’re excited about holding powerful organizations accountable to the public.
  • You’ve thrived as a journalist in a fast-paced news environment.
  • You’ve previously covered education locally or nationally and have more questions than when you got started.
  • You can build sources and generate story ideas.
  • You believe high-quality journalism can make a difference to the lives of students, the work of policymakers, 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 or Washington, D.C., where Chalkbeat has an office. This position will report to Chalkbeat’s national editor.

This is a full-time position with benefits. Chalkbeat offers a competitive salary, commensurate with experience, and a generous benefits package, including a week-long paid winter break.

 

Comments Off on Visual Arts Instructor – Lower & Middle School (2019-2020)

Visual Arts Instructor – Lower & Middle School (2019-2020)

Posted by | March 21, 2019 |

Description

This is a 75%, 10-month position, and the employee is classified as exempt in accordance with guidelines of the FLSA.

Responsibilities for this position include teaching visual art to students in grades 4, 5 and 6, instilling in children on all levels of ability a confidence for creative expression through visual arts, using skills and techniques in accordance with departmental curriculum goals.

The position reports to the Director of Visual and Performing Arts. A Bachelors degree is required plus a minimum of three years experience teaching visual arts in a school setting.

Requirements
  • Teaches students in grades 4, 5 and 6 in a progressive, skill-based and expressive arts curriculum, consisting of, but not limited to, drawing, painting, mixed-media and sculpture.
  • Establishes goals and learning objectives for courses of study following department-wide curriculum guidelines
  • Maintains discipline, realistic rules of conduct, and a suitable learning environment in the classroom and on campus
  • Evaluates student progress and performance in art, as well as in areas of social interaction, behavior, and emotional growth, and communicates students’ performance to parents, the Director of Arts, and the Divisional Head
  • Maintains assessment records for each student and prepares reports as required by school
  • Works effectively in a team of visual art instructors in a dynamic and collaborative multi-divisional art department
  • Makes referrals to the school counselor when appropriate
  • Attends all departmental and divisional meetings and development days
  • Organizes classroom to present a positive and child centered learning environment
  • Participates in the department’s role of displaying art throughout the school and maintaining a digital student art portfolio

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 Upper and Middle School Photography & Digital Arts Teacher

Upper and Middle School Photography & Digital Arts Teacher

Posted by | March 21, 2019 |

Description

CA seeks a dynamic Photography & Digital Arts teacher to join its visual arts department as a full-time member, effective August 2019. This position will provide students with a curriculum that embraces multiple disciplines, including, but not limited to digital photography, graphic design, web design, and emerging technologies. The position reports to the Director of Visual and Performing Arts. A Bachelor’s degree is required plus experience teaching visual arts in a school setting.

This is a full-time position that includes:

• 2 sections of Upper School Digital Photography/Digital Art and Design (all-levels)

• 1 section of Advanced Senior Portfolio Class in Photography

• 1 section of Middle School Digital Photography

• 1 Upper School Advisory consisting of 12-13 students

• Participation in the school’s Interim program and other duties as assigned.

Requirements

• A successful candidate will be prepared to teach a comprehensive and innovative curriculum in both a lab-based and studio-based setting.

• Experience in teaching digital photography, editing, graphic design and visual communication strategies.

• Manages the Senior Portfolio Photography Program by communicating the expectations of the program to interested students, and works with the committee of faculty who select students for the program

• Proficient with MAC platforms. Software knowledge required: Adobe Creative Suite

• Establishes goals and learning objectives for courses of study following department-wide curriculum guidelines

• Maintains discipline, realistic rules of conduct, and a suitable learning environment in the classroom and on campus

• Evaluates student progress and performance in art, as well as in areas of social interaction, behavior, and emotional growth, and communicates students’ performance to parents, the Director of Arts, and the Divisional Head

• Maintains assessment records for each student and prepares reports as required by school

• Works effectively and collaboratively in a team of visual art instructors in a dynamic, multi-divisional art department

• Makes referrals to the school counselor when appropriate

• Attends all departmental and divisional meetings and development days

• Organizes classroom to present a positive and student-centered learning environment

• Participates in the department’s role of displaying art throughout the school and maintaining a digital student art portfolio

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 against any individual on the basis of race, color, religion, sex, sexual orientation, marital status, national origin, ancestry, genetic information, age, disability, status as a veteran or being a member of the Reserves or National Guard, or any other classification protected under state or federal law.

Comments Off on Upper and Middle School Photography & Digital Arts Teacher

Upper and Middle School Photography & Digital Arts Teacher

Posted by | March 21, 2019 |

Description

CA seeks a dynamic Photography & Digital Arts teacher to join its visual arts department as a full-time member, effective August 2019. This position will provide students with a curriculum that embraces multiple disciplines, including, but not limited to digital photography, graphic design, web design, and emerging technologies. The position reports to the Director of Visual and Performing Arts. A Bachelor’s degree is required plus experience teaching visual arts in a school setting.

This is a full-time position that includes:

• 2 sections of Upper School Digital Photography/Digital Art and Design (all-levels)

• 1 section of Advanced Senior Portfolio Class in Photography

• 1 section of Middle School Digital Photography

• 1 Upper School Advisory consisting of 12-13 students

• Participation in the school’s Interim program and other duties as assigned.

Requirements

• A successful candidate will be prepared to teach a comprehensive and innovative curriculum in both a lab-based and studio-based setting.

• Experience in teaching digital photography, editing, graphic design and visual communication strategies.

• Manages the Senior Portfolio Photography Program by communicating the expectations of the program to interested students, and works with the committee of faculty who select students for the program

• Proficient with MAC platforms. Software knowledge required: Adobe Creative Suite

• Establishes goals and learning objectives for courses of study following department-wide curriculum guidelines

• Maintains discipline, realistic rules of conduct, and a suitable learning environment in the classroom and on campus

• Evaluates student progress and performance in art, as well as in areas of social interaction, behavior, and emotional growth, and communicates students’ performance to parents, the Director of Arts, and the Divisional Head

• Maintains assessment records for each student and prepares reports as required by school

• Works effectively and collaboratively in a team of visual art instructors in a dynamic, multi-divisional art department

• Makes referrals to the school counselor when appropriate

• Attends all departmental and divisional meetings and development days

• Organizes classroom to present a positive and student-centered learning environment

• Participates in the department’s role of displaying art throughout the school and maintaining a digital student art portfolio

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 against any individual on the basis of race, color, religion, sex, sexual orientation, marital status, national origin, ancestry, genetic information, age, disability, status as a veteran or being a member of the Reserves or National Guard, or any other classification protected under state or federal law.

Comments Off on Upper School Mathematics Teacher (2019-2020)

Upper School Mathematics Teacher (2019-2020)

Posted by | March 21, 2019 |

Description

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.

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.

Requirements

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.

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 US Certified teachers needed in US Schools Abroad

US Certified teachers needed in US Schools Abroad

Posted by | March 20, 2019 |

Invigorate your career with an international assignment!

  • 1-3 year contracts
  • Free flights home every year
  • Free housing
  • Free medical insurance
  • Small class sizes
  • Experience a new culture and the wider world first-hand
  • Meet other teachers from all over the world and learn new skills in teaching

We have over 140 jobs in US curriculum schools around the world. Could this be your next step in teaching?

Edvectus is a company staffed by ex-teachers with international experience, and we help match teachers with international school jobs.   We are looking for open-minded, committed, hard-working teachers who want to experience life abroad with all of its challenges and rewards. We want teachers who would rather ‘do’ than ‘watch’ and who have the personal and professional confidence to adapt to a new job in a new country.

Below is a sample of jobs currently available. You can register and apply to any of the 140 open jobs on our website and work with a consultant to help determine your best match. Our services are free to teachers. All jobs start in August 2019 and are typically 2-3 year commitments.

  • Kindergarten teachers are needed at this new school in Shenzhen China. A branch of a prestigious New York private school with notable celebrity clients, teachers at this school are expected to be at the top of their game. Shenzhen is connected to Hong Kong by a subway system and is a wealthy southern city known as the ‘silicon valley of China’.  Salaries are between $45,000-50,000 with a generous housing allowance on top, flights yearly, medical and bonuses.
  • Art teachers with 2+ years of teaching experience are needed in a number of schools in Abu Dhabi and  Fujairah (UAE), Beijing, Chengdu and outer Shanghai China. Salaries range from $32,000 (tax free in the UAE) up to $50000 in China with free housing, flights and medical as standard. We have Elementary, Middle and High School positions currently available.
  • Elementary and High School Music teachers are needed in the UAE, Kuwait and China. Salaries range with experience and school but expect $32,000 at the bottom end up to 50,000  with free housing, flights and medical.
  • Science teachers – especially Chemistry and Physics – are needed  in China, Russia, UAE (several Emirates) and Malaysia. An IB Chemistry teacher can make $65,000 in Russia with free housing and flights, or $39,000 in Dubai tax free with the same benefits.
  • Elementary Homeroom teachers are needed in Fujairah UAE. This is one of the lesser known Emirates of the UAE where you can explore the beautiful mountains and beaches after school and on weekends. Salaries run from $32,000 to $42,000 tax free with free furnished apartment and flights.

This is a sample of what’s currently on offer. Our website has jobs that are updated every day.

Important notes: Not all jobs are suitable for teachers with dependent children because not all schools provide free school places, and the housing provided may not be suitable (for example, a 1br apartment).  Schools provide medical insurance, but some may not cover pre-existing medical conditions. The Edvectus team will help guide you after registration and consultation to the right posts that suit your situation.

Comments Off on ELA-Humanities Teacher

ELA-Humanities Teacher

Posted by | March 6, 2019 |

ELA-Humanities Seminar Teacher
(Full time, Certification Preferred)

Position Description

The NET Charter High Schools

The NET Charter High Schools serve 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 necessary to succeed in the career and education path of their choice. There are two campuses, The NET: Central City which opened in 2011 and The NET: Gentilly which opened in 2017.

 

Position Summary

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

 

NET ELA-Humanities Seminar Teachers are responsible for:

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

 

Position Requirements:

  • 3+ years teaching at risk students with a demonstrated record raising student achievement
  • A BA or BS required
  • Louisiana Teacher Certification completed or in progress preferred
  • Special Education certification and/or experience preferred
  • Specialized interest and skills in working with students with learning and emotional difficulties
  • Excellent communication, interpersonal, relationship building & management skills
  • Learning mindset dedicated to effectively and innovatively problem solving and constantly improving
  • Passion for improving educational opportunities for urban students and for being a part of a strong, mission-driven team
  • Commitment to EQA’s mission, vision and growth

 

 

 

 

Details

  • Start Date: August 2019
  • Location: TBA
  • Schedule: School is year-round with generous leave schedule.
  • Salary: $45,000-$65,000 depending upon experience. Initial salary is set based on years of experience and degrees. Future salary increases are based on performance and responsibilities.
  • Benefits: Comprehensive benefits and generous 403b retirement plan
  • Reports to: Academic Dean

 

 

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English Teacher

Posted by | March 5, 2019 |

Who are we?

The CUBE is a high school opening in August 2019 serving an intentionally diverse student body.  We will open with a ninth grade and build out, one grade per year, to a full 9-12 high school.   We teach most of our courses as topic-based, six-week, co-taught, interdisciplinary classes.   Our innovative teaching method prepares learners to achieve at the highest academic levels, while also learning to think deeply, solve challenges, and practice creativity with compassion and empathy. When students graduate from our school, they not only have a solid foundation of knowledge, they also have the hands-on skills and the ability to convey their learning that will allow them to excel in their future.

The success of this model depends on passionate teachers who love working with kids. We aim to teach knowledge and passion, skills and character. And that means that we, as a staff, are knowledgable, passionate, skilled, and character-driven. It means that we love the subject we teach, and it means we love integrating it into the fabric of other content areas as well. It means we look for the biology in pizza-making, the physics in mountain biking, and the literary references in TV shows. Our staff members continually ask themselves the question, “what’s best for kids?”

Please visit https://www.thecubeschool.org/join-our-team to apply.

What are we looking for?

The CUBE is looking for a language arts teacher who shares our belief that learning happens everywhere.  Reading happens everywhere.  Writing happens everywhere.  Speaking and listening happen everywhere.  The CUBE is committed to building a curriculum that fosters connections among disciplines and interdisciplinary fields, and it is through language that we seek to move past fragmented learning and towards connection-making. Rather than teaching English or Literature in a content silo, the CUBE offers topic-based contextualized Mash-ups in which students are engaged in making meaning through a dynamic process of questioning, problem posing and solving, and critical thinking.  The following areas of study are synthesized and enhanced through the Project-Based Learning approach:  classic and modern literature; social studies, science, creative and academic writing; and public speaking. 

Desired Mindsets & Habits

    • Driven by a burning desire to see all students succeed
    • Collaborates openly and honestly, embracing a positive mindset
    • Encourages a culture of mutual respect and equitable practice
    • Self-reflective and exemplifies a growth mindset
    • Self-directed agent of his/her own learning
    • Believes in radical collaboration
    • Encourages and embraces productive conflict

The CUBE Teacher: 

    • Communicates effectively with students and families about classroom activities and student progress
    • Demonstrates content knowledge, including the Common Core State Standards
    • Effectively uses language arts as a tool to understand cross disciplinary subject areas
    • Set high academic achievement expectations that foster exceptional student growth and proficiency
    • Identifies and supports students’ social, emotional, and behavior learning needs.
    • Implements effective Project-Based Learning techniques and strategies
    • Provides timely feedback and collaborates with faculty to offer specialized support
    • Fosters student growth through semi-annual Student-Led Conferences and Presentations of Learning
    • Scaffolds instructional activities that facilitate engaging and appropriate learning opportunities
    • Differentiates instruction based on feedback, needs, and learning levels
    • Provides opportunities for student engagement through “Voice and Choice”
    • Implements backward design to align all lessons, activities, and assessments
    • Designs formal and informal assessments that measure student progress
Comments Off on 6th Grade Humanities & 7th Grade Social Studies Teacher (2019-2020)

6th Grade Humanities & 7th Grade Social Studies Teacher (2019-2020)

Posted by | March 1, 2019 |

Description

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.

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 social studies

• The social studies program emphasizes problem solving and design thinking to develop critical and creative thinking skills

• Participation in the school’s Interim program and other duties as assigned.

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

Requirements

We seek an individual with at least five years of experience teaching middle school (grades 6 through 8). The ideal candidate will:

• Be a problem-solver at heart and able to guide kids 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

• Put the development of the whole child first

• Understand the role of technology in today’s classroom and have demonstrated experience in adapting technology (computers, calculators, iPads, etc.) to their classroom practice

• Coaching abilities are a plus.

CA offers an excellent compensation package, wide-ranging opportunities for professional development, and an environment notable for its dedicated teaching professionals 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 Lower School Teacher (2019-2020) 2nd and 3rd Grade

Lower School Teacher (2019-2020) 2nd and 3rd Grade

Posted by | March 1, 2019 |

Description

Lower School teachers (PreK-5) work in self-contained classrooms of typically 20 students each. Lower School teachers focus on three core academic areas:  mathematics, language arts, and social studies.  Physical education, Spanish language, science, music, art and computer technology are taught by specialists.  Collaboration and communication between homeroom and specialist teachers is a high value in the Lower School.

There are two positions available for the 2019-2020 academic year, one as a 2nd grade teacher and one as a 3rd grade teacher.

Requirements

We are seeking an educator who is passionate about teaching 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 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 Upper and Middle School Photography & Digital Arts Teacher

Upper and Middle School Photography & Digital Arts Teacher

Posted by | March 1, 2019 |

Description

CA seeks a dynamic Photography & Digital Arts teacher to join its visual arts department as a full-time member, effective August 2019. This position will provide students with a curriculum that embraces multiple disciplines, including, but not limited to digital photography, graphic design, web design, and emerging technologies. The position reports to the Director of Visual and Performing Arts. A Bachelor’s degree is required plus experience teaching visual arts in a school setting.

This is a full-time position that includes:

• 2 sections of Upper School Digital Photography/Digital Art and Design (all-levels)

• 1 section of Advanced Senior Portfolio Class in Photography

• 1 section of Middle School Digital Photography

• 1 Upper School Advisory consisting of 12-13 students

• Participation in the school’s Interim program and other duties as assigned.

Requirements

• A successful candidate will be prepared to teach a comprehensive and innovative curriculum in both a lab-based and studio-based setting.

• Experience in teaching digital photography, editing, graphic design and visual communication strategies.

• Manages the Senior Portfolio Photography Program by communicating the expectations of the program to interested students, and works with the committee of faculty who select students for the program

• Proficient with MAC platforms. Software knowledge required: Adobe Creative Suite

• Establishes goals and learning objectives for courses of study following department-wide curriculum guidelines

• Maintains discipline, realistic rules of conduct, and a suitable learning environment in the classroom and on campus

• Evaluates student progress and performance in art, as well as in areas of social interaction, behavior, and emotional growth, and communicates students’ performance to parents, the Director of Arts, and the Divisional Head

• Maintains assessment records for each student and prepares reports as required by school

• Works effectively and collaboratively in a team of visual art instructors in a dynamic, multi-divisional art department

• Makes referrals to the school counselor when appropriate

• Attends all departmental and divisional meetings and development days

• Organizes classroom to present a positive and student-centered learning environment

• Participates in the department’s role of displaying art throughout the school and maintaining a digital student art portfolio

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 against any individual on the basis of race, color, religion, sex, sexual orientation, marital status, national origin, ancestry, genetic information, age, disability, status as a veteran or being a member of the Reserves or National Guard, or any other classification protected under state or federal law.

Comments Off on Middle School Instructors (Social Studies, Science, Language Arts, Math)

Middle School Instructors (Social Studies, Science, Language Arts, Math)

Posted by | February 26, 2019 |

ASPEN ACADEMY

Teacher Job Description

 

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 advanced performance within the framework of an individualized education, leadership, character development, and service learning.

 

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

 

Overview

  • Demonstrate a relentless drive to improve the minds and lives of students in and out of school
  • To model the school’s core values with colleagues, students, parents, and larger community
  • 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.

 

Classroom Teaching

  • To teach assigned classes
  • Exhibit mastery and enthusiasm for the assigned academic subjects and classes;
  • To plan and implement an appropriately focused and balanced curriculum for each student which adhere to the school’s curriculum and standards.
  • To prepare and develop activities, materials and lessons to meet the learning objectives (skills and content) of the curriculum and standards.
  • To develop and maintain a well-managed classroom where 100% of the students are engaged, consistently challenged, and supported.  Classroom policies should be consistent with school policies.
  • To integrate technology into daily classroom teaching and student learning.
  • To decorate classrooms appropriately and to keep it clean, neat and presentable.
  • Engage families in their children’s education and to communicate regularly and effectively with students and families.
  • Full use of school prescribed instructional methodologies including Individualized Education based on multiple intelligences assessments, student interest assessments and ability levels in each subject, Socratic Instruction, Inquiry Based Instruction, Contextual Instruction, Differentiated Instruction, and Flexible Grouping.

 

Curriculum and Assessment

  • To assist in the on-going development of the school’s curriculum and core performance standards.
  • Annually: Submit a Unit Pacing Plan to your Director
  • Monthly (approximately): Submit Unit Study Plans and Self-Assessment Rubric to Director for each unit taught and post the unit to LMS. Update class portfolio and submit to Director monthly.
  • Weekly: Update all LMS aspects: Homework, Class Announcements, Pictures, Gradebook, etc. by every Monday at noon.
  • Implement a variety of assessments that measure progress towards academic standards.
  • Use assessment data to refine curriculum and instructional practices to help meet the school’s performance standards and expectations
  • To provide a written Personal Instruction Profile in the fall, narrative report cards two times a year for each child in ECE-8th grade and two mid-term grade reports for each child in 2nd -8th.
  • To teach and guide students to develop and maintain a student portfolio monthly.  Students will present their completed portfolios to their parents in January and June of each year.
  • To inform the your director of significant academic, behavioral, or personal difficulties that arises with students.
  • To appropriately prepare students for testing and implement the school’s internal and external assessment program.

 

School Life

  • To reinforce the school’s core values and policies inside and outside the classroom.
  • To fulfill assigned monitoring duties (i.e., recess, lunch duty, etc.)
  • To lead and/or participate in assemblies, student events, and school events.
  • To plan, prepare and lead a before or after school enrichment activity for Aspen Academy Students (club, athletic activity, etc.)
  • To sponsor or co-sponsor a parent education seminar in an area of your expertise.
  • To serve on a Professional Learning Community as they opportunity arises.
  • To promote and maintain a supportive and positive relationship with all students and families you serve.

 

Professional Development

  • To devote the necessary time and energy required to master the craft of teaching.
  • To demonstrate initiative and evidence personal initiative with regard to your professional development towards becoming a national model Employee.
  • To be open to and enthusiastically involved in innovative approaches to teaching, feedback from colleagues and school administration.
  • To actively participate in the school’s professional development programs.

 

Other Professional Responsibilities

  • To participate actively in the school’s faculty meetings and professional learning communities.
  • To be punctual to all professional obligations
  • To conduct oneself and dress in a professional manner.
  • To apply for professional and instructional awards and grants that would support your own professional development, your classroom’s resources or activities.

 

Adhere to the following Core Competencies

 

Core Competencies

 

Team Contributor

To be a successful and valuable team contributor at Aspen Academy, an individual must work effectively with colleagues and show respect for self and others.  It means putting the school’s objectives ahead of personal agenda as well as valuing and encouraging differences to collectively strengthen and gain advantage from differences for the whole school.  Additionally, team contributors continuously look for ways to make Aspen Academy a fun place to be for themselves and others.

 

Communication

Basic to all behavior and performance is good communication.  Aspen Academy Faculty, Staff and Administration must communicate facts effectively and clearly, expressing oneself both orally and in writing.  This includes listening carefully and attentively as well as being open to and actively soliciting information.  It means communicating clearly with others to make sure that relevant parties are fully informed and passing on information at timely intervals.

 

 

Leadership

Leadership is key to individual and school success.  This requires each individual to take initiative and function as a leader.  All must understand that example is the most effective mode of teaching and treat change as opportunity for growth and mistakes as learning opportunities.

 

Organizational Acumen

To help Aspen Academy grow and become a national model school, it is imperative for all Faculty, Staff and Administration to “think” and understand Aspen Academy’s culture and business.  It means demonstrating an understanding of the “big picture,” as well as understanding the academic community and Aspen Academy’s specific competitors.  This also includes consistently acting in ways that support the overall success of the school.

 

Student and Family Focus

All Aspen Academy Faculty, Staff and Administration will build solid relationships internally and externally and demonstrate superior client service.  This includes keeping in close touch with the needs and perspectives of our families and students, anticipating those needs, and delivering on the commitments that serve them and benefit Aspen Academy.

 

Results Focused

Aspen Academy Faculty, Staff and Administration must accept accountability for results, take initiative, and identify and overcome obstacles.  Critical to this is an understanding of the importance of building effectiveness based on doing what is right for the students and school.  Toward this goal, each individual must demonstrate an entrepreneurial spirit which includes seeking, gathering, and analyzing relevant data and making sound decisions.  It includes seeing and acting on opportunities as well as taking needed risks and practicing continuous process improvement.

 

Domain Expertise

Faculty, Staff and Administration of Aspen Academy are expected to demonstrate expertise and talent in a specific role or discipline or combination of disciplines.  They are encouraged to develop these skills in self and other and look for ways to innovate.

 

Domain Expertise for teaching at Aspen Academy is outlined by the following standards:

 

Standard 1: Demonstrates ability to enhance academic performance and support for implementation of the school’s student achievement goals.

  • Provides evidence of student learning to students, families, and staff.
  • Implements strategies supporting student, building, and school goals.
  • Uses student performance data as a guide for decision-making.
  • Accepts and demonstrates responsibility for creating a classroom culture that supports the learning of every student.
  • Creates an environment of mutual respect, rapport, and fairness.
  • Participates in and contributes to a school culture that focuses on improved student learning.
  • Communicates with students, families, colleagues, and communities effectively and accurately.

 

Standard 2:  Demonstrates competence in content knowledge appropriate to the teaching position.

  • Understands and uses key concepts, underlying themes, relationships, and different perspectives related to the content area.
  • Uses knowledge of student development to make learning experiences in the content area meaningful and accessible for every student.
  • Relates ideas and information within and across content areas.
  • Understands and uses instructional strategies that are appropriate to the content area.

 

Standard 3:  Demonstrates competence in planning and preparing for instruction.

  • Uses student achievement data, local and national standards, and the school curriculum in planning for instruction.
  • Sets and communicates high expectations for social, behavioral, and academic success of all students.
  • Uses student’s developmental needs, backgrounds, and interests in planning for instruction.
  • Selects strategies to engage all students in learning.
  • Uses available resources, including technologies, in the development and sequencing of instruction.

 

Standard 4: Uses strategies to deliver instruction that meets the multiple learning needs and styles of students.

  • Aligns classroom instruction with local standards and school curriculum.
  • Uses research-based instructional strategies that address the full range of cognitive levels.
  • Demonstrates flexibility and responsiveness in adjusting instruction to meet student needs.
  • Engages students in varied experiences that meet diverse needs and promote social, emotional, and academic growth.
  • Connects students’ prior knowledge, life experiences, and interests in the instructional process.
  • Uses available resources, including technologies, in the delivery of instruction.

 

Standard 5:  Uses a variety of methods to monitor student learning.

  • Aligns classroom assessment with instruction.
  • Communicates assessment criteria and standards to all students and parents.
  • Understands and uses the results of multiple assessment tools to guide planning and instruction.
  • Guides students in goal setting and assessing their own learning.
  • Provides substantive, timely, and constructive feedback to students and parents.
  • Works with other staff and school leadership in analysis of student progress.

 

Standard 6:  Demonstrates competence in classroom management.

  • Creates a learning community that encourages positive social interaction, active engagement, and self-regulation for every student.
  • Establishes, communicates, models, and maintains standards of responsible student behavior.
  • Develops and implements classroom procedures and routines that support high expectations for student learning.
  • Uses instructional time effectively to maximize student achievement.
  • Creates a safe and purposeful learning environment.

 

Standard 7:  Engages in professional growth.

  • Demonstrates habits and skills of continuous inquiry and learning.
  • Works collaboratively to improve professional practice and student learning.
  • Applies research, knowledge, and skills from professional development opportunities to improve practice.
  • Establishes and implements professional development plans based upon the Employee’s needs aligned to Aspen Academy’s student achievement goals.

 

Standard 8:  Fulfills professional responsibilities established by the school.

  • Adheres to board policies, school procedures, and contractual obligations.
  • Demonstrates professional and ethical conduct as defined by state law and school policy.
  • Contributes to efforts to achieve school goals.
  • Demonstrates an understanding of and respect for all learners and staff.
  • Collaborates with students, families, colleagues, and communities to enhance student learning.

Is an active leader in developing and managing programs, initiating important improvements in academic, character, leadership and community development programs, policies and procedure.

Comments Off on Director of Regional Giving and Systems

Director of Regional Giving and Systems

Posted by | February 25, 2019 |

The Opportunity

E4E has realized a number of critical achievements over the past several years, including rapid growth in staff, budget, and impact, and now stands poised to accelerate its progress over the coming five years. As we move forward, we will focus on deepening teacher engagement, developing the vision and tools for transformative teacher leadership, and bringing internal systems to the next level to ensure the organization has the infrastructure, resources, and supports necessary to achieve our goals.

To support this work nationally, our National Development Team is hiring a Director of Regional Giving & Systems (DRGS). The DRGS reports directly to the Vice President of Growth Strategy and Development and is an essential link between E4E’s national development team and local chapters’ development efforts. E4E currently fundraises national support from national partners — the Foundations and Individual Giving leads manage these partnerships. Additionally, each E4E chapter is working to grow their base of local donors with the local Executive Director and Managing Director of Development responsible for local fundraising efforts. The DRGS is an essential bridge between national and local work, ensuring that all chapter and national fundraising staff operate as a cohesive team. The DRGS coaches and supports local Executive Directors and Managing Directors of Development in our six chapters; coordinates organization-wide projects between the national and local development teams; oversees data and systems-wide initiatives across local and national development teams; and ensures timely and accurate information-sharing among these teams. In some cases, the DRGS will also steward external relationships with donors and prospective partners in local communities.

In this position, you will:

Strategically Plan and Analyze:

  • Create a comprehensive, multi-year organization-wide fundraising strategy and coordinate local fundraising efforts
  • Develop high-level strategic plans for internal and external work
  • Work in partnership with local Executive Directors and Managing Directors of Development to set vision and direction for local fundraising
  • Develop and support local implementation of a multi-year strategy for ambitiously increasing the size and number of gifts
  • Coordinate across relevant national streams and local teams to implement integrated fundraising activities
  • Collaborate with national and local development teams to support the creation of development-specific materials and communications.

 

Build Systems:

  • Create systems to codify information and share best practices across chapters
  • Create systems to share local updates and information with National Development team members and Co-CEOs when relevant
  • Oversee the rollout and continued maintenance of Salesforce for pipeline tracking, donor communications, and moves management
  • Guide local fundraising efforts by identifying trends to create and execute trainings, learning opportunities, and professional development for Executive Directors and Managing Directors of Development in partnership with the Regional Giving Manager and Vice President of Growth Strategy and Development

 

Build Relationships and Coach and Develop Staff:

  • Coach and support local Executive Directors and Managing Directors of Development in the creation of stewardship plans, the analyzing of data and trends, the identifying of new donors, and the execution of fundraising activities
  • Build strong relationships across chapters and between the national and local teams to create a strong, single fundraising team that simultaneously supports organization-wide and local efforts
  • Strategize, coordinate, and support the execution of timely, accurate, and compelling interactions with funders in partnership with the Executive Directors, local Managing Directors of Development, the Vice President of Growth Strategy and Development and Co-CEOs
  • Work with the National Development Associate and Vice President of Growth Strategy and Development to understand new site fundraising landscapes and support execution of new site fundraising efforts
  • Serve as main point of national contact for local chapters and help lead the development and communication of organization-wide opportunities for fundraising (online appeals or campaigns) as well as best practices across chapters
  • Liaise with the Office of the Co-CEOs on critical projects and initiatives on a consistent basis in order to ensure prioritization of the most critical projects that drive the organization to achieve its short and long-term goals
  • Manage the planning and execution of meetings with the Board of Directors
  • Manage the Regional Giving Manager and the National Development Associate

As the ideal candidate, you have:

Required:

  • Eight to ten years of professional leadership and management experience, including roles focused on direct and lateral management and advising senior leaders
  • At least 4 years of direct fundraising experience managing portfolios at the $5M+ level annually
  • At least one year of professional experience in the political/advocacy fundraising sector or education nonprofit sector, including K-12/higher education; school-based professional experience, or student-based professional experience

Preferred:

  • A proven track record of success in leading teams and motivating others, in a variety of circumstances, to reach and surpass ambitious goals
  • Excellent interpersonal skills and prior experience coaching and developing others to accomplish results
  • Exceptional organizational skills, high level of efficiency, and ability to manage operations with precision
  • Strong project management experience
  • Ability and willingness to achieve results through others and laterally manage Senior Leadership Team members as well as peers
  • A high sense of urgency and demonstrate self-motivation, a focus on goals, and commitment to high-quality execution
  • Commitment to building a base of mission-aligned partners who are excited to bring their diverse resources (ideas, networks, time, skills, and experience, in addition to financial resources) to bear in order to achieve our mission
  • Excellent judgment, discretion, and impeccable ethical standards
  • Ability to understand the motivations of others, inspire and compel others to action, and quickly build authentic and deep relationships
  • Demonstrated ability to produce and deliver clear, concise, formal and informal oral and written communications
  • Comfort with traveling to various E4E chapters during the year, up to 40% of travel time
  • Knowledge of Microsoft Excel, PowerPoint, and Word required; Adobe Illustrator and database (e.g. SalesForce) experience preferred 

 

Moreover, all E4E staff demonstrate our Core Values:

  • Respect and Professionalism: We act with personal responsibility, respect, and commitment to high quality work, to our organization and to each other
  • Solutions Orientation: We consistently approach even the most complex challenges with positivity, proactive solutions, and the assumption of best intentions
  • Growth Mindset: We intentionally create opportunities to develop ourselves and others in order to learn and continuously improve
  • Dynamic Leadership: We courageously take ownership, empower others, set bold visions, think strategically, and adapt to change
  • Diversity and Inclusiveness: Educational inequity is linked to race, power, and privilege, and so we take action to shift this paradigm by reflecting on our own identities, creating an inclusive and diverse community, and leveraging our differences as strengths
Comments Off on School Psychologist for 19-20 (Probationary)

School Psychologist for 19-20 (Probationary)

Posted by | February 22, 2019 |

TITLE: School Psychologist

SUMMARY OF JOB DESCRIPTION: School Psychologists are responsible for consultation and direct counseling services, program evaluation, specific assessments, and collaboration with various school teams.

SUPERVISED BY: Special Education Coordinator(s)

HIRING SALARY RANGE: $46,081 – $55,297

POSITION SALARY RANGE: $46,081 – $85,000

ESSENTIAL JOB ELEMENTS:
Major areas of Responsibility and Duties Specific to this Job

  • Serve as a resource for general and special education staff to promote and implement academic and behavioral supports.
  • Write behavior plans in conjunction with other pertinent team members (e.g. education staff and parents) and assist with behavior interventions when deemed appropriate.
  • Lead the Functional Behavior Assessment process in assigned buildings.
  • Lead the threat assessment process in assigned buildings.
  • Provide RTI leadership and support in assigned buildings.
  • Participate in the district Response to Intervention teams and assist with the facilitation and documentation of research-based methods for academic and behavioral supports.
  • Administer, score and interpret necessary assessments (broad and focused) to assist in determining disabling conditions, and/or tiered programming for students according to State and Federal Regulations and according to Eagle County Schools (ECS) policies and procedures.
  • Participate as member of special education teams and participate in the IEP process within assigned buildings.
  • Share pertinent evaluation/observation information with parents, students, and agencies as appropriate.
  • Provide direct mental health counseling services to targeted individual students and student groups.

Professionalism

  • Manages oneself (is organized, prepared, and punctual; manages resources; meets deadlines; follows through on commitments; demonstrates appropriate physical appearance relative to job and environment expectations)
  • Consistently acts in ways that directly support various missions (CDE, schools, districts)
  • Effectively maintains relationships at multiple levels (individual, team, schools, districts)
  • Delivers significant, noteworthy contributions to team and organizational goals.
  • Responds to districts
  • Is respectful and collaborative
  • Handles disagreements and conflicts in a diplomatic manner that does not result in decreased effectiveness over time.
  • Enhances the image of public education
  • Displays a willingness to learn new information
  • Maintains ethics, legal responsibility, and confidentiality
  • Follows organizational and district policies

Communication

  • Displays effective interpersonal skills (has rapport with all, knows roles of co-workers, promotes information exchange such as through parent/teacher conferences or newsletters)
  • Uses strong verbal communication and strong listening skills
  • Uses appropriate written communication that is constructed with the purpose, audience, and intent in mind and with proper writing conventions and mechanics
  • Applies the appropriate mode of communication (e-mail, written, telephone, face to face) for specific situations
  • Maintains composure during difficult conflict situations
  • Communicates job related problems and difficulties to immediate supervisor

Relationships

  • Develops and maintains rapport and effective relationships with children and adults contacted in the course of work by using courtesy, diplomacy, collaboration, cooperation, support, and professional conduct
  • Actively contributes to the goals and success of all teams and team members through collaboration, cooperation, and flexibility (give and take) in team discussions, activities, and decision making.
  • When appropriate, seeks first to understand
  • Is able to effectively give and receive constructive feedback
  • Understands and conveys one’s role within each school setting
  • Serves as a liaison between District and Human Service Agencies, sharing appropriate information when needed, once proper parental consent is obtained.

Job Competency

1. Meets all licensing requirements for the position

  • Consistently meets all expectations listed in the job description
  • Delivers services as determined by the IEP or instructional schedule 100% of time

Personal Growth Progress

  • Stays current on professional knowledge and technical skills through training opportunities and participation in relevant professional committees and organizations
  • Formulates goals that reflect the organization’s strategic theme and include specific, measurable outcomes instead of just completing activities
  • Demonstrates objective and measurable achievement of individual goals
  • Develops new goals when current goals have been achieved

CONTACTS:
Students, parents, support staff, administrative staff, and community members

QUALIFICATIONS:

  • Masters Degree
  • Hold a Colorado Department Education licensure in School Psychology
  • Recommended but not required; Successful, school-based experience in RTI and mental health counseling Bilingual skills

SPECIFIC SKILLS RECOMMENDED:

  • Knowledge of RTI process
  • Knowledge of progress monitoring tools and techniques
  • Demonstrated ability to administer and interpret cognitive and social/emotional diagnostic evaluations
  • Demonstrated ability to provide evaluation results clearly and concisely, verbally and in writing
  • Demonstrated organizational skills
  • Demonstrated communication skills, both written and oral
Comments Off on Digital Content Manager

Digital Content Manager

Posted by | February 20, 2019 |

The Digital Content Manager will support the development and execution of overall strategy for the flagship blog, EducationPost.org, and its social media platforms, in addition to supporting our affiliated blog sites. The Digital Content Manager will own the day-to-day management of the Education Post blog and help develop strategies to drive traffic to the site. This person will help ensure that every piece of content published by Education Post is aligned with its mission of educational equity and reflects the organization’s commitment to elevating authentic voices.

The ideal candidate will have a strong background in editing a wide variety of authors, as well as experience creating content across a variety of media—including blogging, video and social networks. This person is passionate about the need for improving public education, and optimistic that we can make a difference with thoughtful and effective communications.

This role is intended to be a mid-level position, with the intention of growing into a more senior Deputy Director role over time. The Digital Content Manager will report to the Director of Digital Content.

ROLES & RESPONSIBILITIES

  • Manage day-to-day media activities and project timelines for the digital content team
  • Able to quickly edit and publish clear, concise and accurate blog posts
  • Write compelling headlines that prioritize social media traction and search engine optimization
  • Finding high-quality, public domain or Creative Commons-licensed photos to feature with blog posts and social media graphics
  • Work to recruit and support bloggers with editing and building influence
  • Use content management and other publishing tools (Asana, Google Docs, WordPress) for the production and aggregation of content Brainstorm blog content series and digital campaigns
  • Identify, develop and manage collaborations with and support for our digital content partners
  • Communicate and work effectively with bloggers, colleagues and supervisors

AREAS OF EXPERIENCE & QUALIFICATIONS

  • Blogging and editing
  • Social media strategy and development
  • Strong written and verbal communication skills (Detail-oriented)
  • Digital advertising and search engine optimization
  • Demonstrated ability to create content to meet audience needs across platforms
  • Understanding of campaign tracking, optimization, and reporting tools
  • Collaborative; likes to work with others to achieve success
  • Comfort in a virtual, remote work environment

Preferred 

  • Knowledge and experience in the education policy and reform sector
  • Website design and development (WordPress preferred)
  • Basic Photoshop and/or video production skills
  • Self-starter who thrives in a high-change, fast-paced and experimental environment
Comments Off on Special Education and General Education Teachers for K-5 Elementary ICT Classrooms

Special Education and General Education Teachers for K-5 Elementary ICT Classrooms

Posted by | February 14, 2019 |

Community Roots is hiring:
K-5 teachers for co-taught classrooms. Community Roots offers Integrated Co-Taught (ICT) classes for grades K-5.
Candidates with Special Education certification are encouraged to apply.
Compensation:
● Salary scale based on years of experience and level of education
● 403b with employer match
● Single and family dental, vision, and health care
Qualifications:
● Preference for New York State Teacher Certification
● Prior teaching experience with demonstrated success
● Demonstrated ability to collaborate
● Demonstrated ability to prioritize student achievement while creating a nurturing and encouraging school
environment
● Preference for dual certification in Teaching Students with Disabilities (Special Education) and a content area
Community Roots seeks individuals who:
● Believe in and are capable of high levels of collaboration and communication
● Believe that communicating and building relationships with children’s families is essential
● See themselves as active learners committed to ongoing professional development
● Believe that all children have the right to an exceptional education
● Understand that children learn in different ways
● Are committed to ensuring that every child will succeed
● Are capable of building a safe, nurturing, supportive and high achieving school culture
● Believe that a combination of creativity and research generates engaging curriculum
● Believe that working and educating children in a diverse environment is essential
About Community Roots:
Community Roots Charter School is a rigorous learning community where learning is embedded in meaningful real world
context, where children are deliberately taught to see the connections between school and the world. CRCS students will
meet or exceed the Common Core standards and be prepared to excel in the 21st century by being taught to be
independent thinkers and to work productively within a diverse group of learners. At CRCS students will learn to combine
curiosity with appropriate application, which will lead to deep understanding and the confidence to take on challenges to
become who they want to be.
Please visit our website for more information about our school: www.communityroots.org.
How to apply: Please apply online at www.communityroots.org/jobs.

Comments Off on Special Education and General Education Teachers for 6th-8th grade ICT Classrooms

Special Education and General Education Teachers for 6th-8th grade ICT Classrooms

Posted by | February 14, 2019 |

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.
Compensation:
● Salary scale based on years of experience and level of education
● 403b with employer match
● Single and family dental, vision, and health care
Qualifications:
● Preference for New York State Teacher Certification
● Prior teaching experience with demonstrated success
● Demonstrated ability to collaborate
● Demonstrated ability to prioritize student achievement while creating a nurturing and encouraging school
environment
● Preference for dual certification in Teaching Students with Disabilities (Special Education) and a content area
Community Roots seeks individuals who:
● Believe in and are capable of high levels of collaboration and communication
● Believe that communicating and building relationships with children’s families is essential
● See themselves as active learners committed to ongoing professional development
● Believe that all children have the right to an exceptional education
● Understand that children learn in different ways
● Are committed to ensuring that every child will succeed
● Are capable of building a safe, nurturing, supportive and high achieving school culture
● Believe that a combination of creativity and research generates engaging curriculum
● Believe that working and educating children in a diverse environment is essential
About Community Roots:
Community Roots Charter School is a rigorous learning community where learning is embedded in meaningful real world
context, where children are deliberately taught to see the connections between school and the world. CRCS students will
meet or exceed the Common Core standards and be prepared to excel in the 21st century by being taught to be
independent thinkers and to work productively within a diverse group of learners. At CRCS students will learn to combine
curiosity with appropriate application, which will lead to deep understanding and the confidence to take on challenges to
become who they want to be.
Please visit our website for more information about our school: www.communityroots.org.
How to apply: Please apply online at www.communityroots.org/jobs.

Comments Off on Executive Director

Executive Director

Posted by | February 4, 2019 |

Since 2007, the Ricardo Flores Magón Academy (RFMA) has prepared kindergarten through eighth grade students from Metro Denver for success in high school and graduation from college. In an intellectually rigorous environment, students will master the core subjects maximizing their knowledge in math, reading, and writing.

Position Summary
The Executive Director reports to the Board of Trustees and is responsible for the entire operation of Ricardo Flores Magón Academy. As the educational and instructional leader of RFMA, the Executive Director also manages the day-to-day activities of the school.   The Executive Director is responsible for the leadership, strategic vision, and growth of RFMA.

The Executive Director advocates, embodies and executes the vision, mission, and values of the Ricardo Flores Magón Academy. The Executive Director is responsible for developing, implementing, marketing, and administering programs which strengthen the relationship between RFMA and the representative members of the school community, students, and parents.

Qualifications

    • Master’s degree and a minimum of three years of school administrative experience (strongly preferred).
    • Demonstrated successful leadership in a senior administrative position in a public or private school, preferably but not necessarily as Principal or Head of School.
    • Demonstrated experience in creating positive, productive, partnerships between teachers, children, and parents.
    • Bilingual in English/Spanish (both verbal and written) strongly preferred.
    • Experience working with a diverse socioeconomic and multi-ethnic population.
    • Ability to communicate effectively (verbal and written); flexibility; ability to manage simultaneous demands from a variety of sources; ability to manage crisis situations that impact individuals as well as large groups; interpret policy, procedures, and data; compile and coordinate student data; and maintain emotional control under stress.
    • Demonstrated success in encouraging parental involvement.

 

Essential Functions and Responsibilities

  • Models/advocates support of the vision, mission, and values of the school.
  • Creates, monitors, and sustains high standards of a rigorous school climate and school culture.
  • Concentrates on achieving dramatic improvements in student academic performance.
  • Promotes the school passionately and effectively to the community and media.
  • Fulfills the mission of the school with no excuses or exceptions.
  • Observes classrooms weekly and gives feedback for individual improvement.
  • Provides leadership to the staff in determining objectives and identifying school needs as the basis for developing long and short-range plans for RFMA.
  • Commits to developing a culture of trust and responsibility among students, teachers, staff, and the RFMA community.Evaluates academic achievement through detailed data analysis of student and teacher performance.
  • Resolves conflicts, obstacles, and other issues.
  • Responsible for hiring, evaluating, and dismissal of staff.
  • Represents RFMA at community functions and meetings to promote RFMA while developing and maintaining community partnerships
  • Carries out a program of community relations as a means of disseminating and garnering support from community, parent, and other community organizations.
  • Functions as the liaison with business consultants to ensure compliance with all Business Office policies and procedures, to include, but not limited to: accounts receivable, accounts payable and human resources.
  • Manages and allocates the finances of the school (budget, cash flow, development, grants, contracts, bonuses, etc.) effectively and efficiently in order to maximize student success.
  • Complies with the charter accountability requirements, and all relevant federal, state, and city regulations.
  • Works with the Board of Trustees and the administrative team to raise funds in order to support regular academic and extracurricular programs.

 

Compensation and Benefits
Compensation is competitive and commensurate with experience. The attractive salary is complemented by full benefits, including medical and dental insurance.

Commitment to Diversity
The Ricardo Flores Magón 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, national or ethnic origin or any other basis protected by law. RFMA is an equal opportunity employer.

Comments Off on Middle School Math Coach, Navigator

Middle School Math Coach, Navigator

Posted by | January 2, 2019 |

Start Date:   June 1, 2019
Team:   Team Partnerships
Location:   Flexible

 

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.

Background on Navigator:

Navigator is an Achievement First open source program designed to support traditional public schools and charter schools in accelerating their math achievement by sharing AF’s math curriculum and providing intensive coaching support to schools participating in the program. Navigator is a national program, serving nearly 50 schools around the country.

Summary

The Navigator Math Coach is the primary source of guidance and implementation support for school teams during the program year. The Navigator Math Coach will coach a portfolio of 6-8 schools and

 

their teaching teams in the implementation of Achievement First math curriculum with the school-based math leader as the primary coachee. The coach will be responsible for conducting weekly observations, coaching and problem solving, virtual and on-site visits to the schools, and providing professional development (live and virtual) and PD planning support to drive successful implementation of the math program components and positive student achievement results at the school. The ideal candidate will possess the proven ability to coach adults to make transformative growth in student achievement outcomes.

 

Responsibilities of the Navigator Math Coach will include but are not limited to:

 

  • Instructional coaching: Intensive coaching, including observation of, feedback to and co-planning with participants during the program year.  Coaching responsibilities will include weekly observation and problem solving, PD planning feedback, PD observation and feedback, and change management support / people leadership support.
  • Engagement and coaching of principals and principal managers: Regular meetings with each participant’s principal and the principal’s manager to align around implementation outcomes, monitor development and troubleshoot issues that arise.
  • Design and facilitate professional learning: Contribute to the design and execution of a long-term scope and sequence that ensures all math leaders leave the program with strong coaching practices and instructional model aligned to a college ready bar.
  • Data analysis and action planning: Regular analysis of and action planning based on achievement data.
  • Support the Program Strategy and Operations: Engage in strategic discussions to improve the overall program design and impact. Contribute to the long-term strategy for curriculum implementation support.

 

Skills and Characteristics

  • Track record of strong student achievement gains as part of a school leadership team, preferably as the principal or dean of a school
  • Strong problem analysis and problem resolution at both a strategic and functional level
  • Deep experience in coaching of adults and knowledge of adult learning strategies including the ability to differentiate coaching approach to the learner’s skill and/or experience level
  • Ability to learn and adapt to different contexts and school levels, e.g., charter/district; elementary/middle/high
  • Excellent written and verbal communication skills
  • Ability to work autonomously as well as take direction as needed
  • Highly motivated and capable of seeing projects through from beginning to end
  • Belief in the Achievement First mission and educational model
  • Maturity, humility, strong work ethic, sense of humor, and “roll-up-my-sleeves” attitude

Educational Background and Work Experience

  • Advanced degree from a competitive college or university
  • At least four years of highly effective teaching experience demonstrating a strong track record of student performance gains
  • Minimum of two to four years of school leadership experience at a highly-successful school demonstrating a strong track record of student performance gains
  • The ideal candidate will also have a strong track record of coaching with school principals and other school leaders to produce achievement gains
  • Experience working with leaders and developing leaders across lines of difference

 

Some weekend/evening work required and some travel will be required.

 

Compensation

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

 

 

Comments Off on Director of Operations

Director of Operations

Posted by | December 19, 2018 |

Who We Are

RePublic Schools is a network of high-performing public charter schools based in Nashville, TN and Jackson, MS with a mission to reimagine public education in the South and prepare all of our scholars to graduate from college. In addition to providing a world-class traditional academic curriculum, we empower our students to be change-makers by teaching them to code – starting in the 5th grade.

Despite the fact that our scholars come from traditionally underserved communities (approximately 85% identify as low-income, and nearly 95% as students of color), we have seen them defy the odds to achieve outstanding results. RePublic’s schools have scored in the top 5% of all open-enrollment public schools across the state of Tennessee for both student growth and absolute achievement – making ours the first (and only) charter schools in state history to achieve this dual distinction.

At RePublic, we cultivate a cohesive community of families, staff, and scholars committed to doing whatever it takes to ensure our scholars succeed. We are looking for a Director of Operations in Jackson, MS for the 2019-20 school year in one of RePublic’s schools (middle or high school). Candidates must share our unwavering belief that all children can achieve at high levels and change the world. Sound like you?

What You’ll Do

Overview

At RePublic, our school-based operations teams exist to block and tackle for staff to ensure that they can focus on what matters most each day – teaching and learning. Part architect, part-fine tuner, and all-seeing, the Director of Operations (DOO) is the operational leader of the school and reports directly to the Principal. The DOO creates and maintains all crucial non-instructional systems that enable our schools to run like clockwork to create an academic environment in which instruction is top priority.

RePublic’s DOOs are the business brains behind the school’s healthy existence: they’re responsible at the school level for the organization and management of the school’s finances, state and federal reporting, risk management, facilities planning and maintenance, transportation, technology, vendor relationships, student enrollment data, and staff compliance. A mastermind behind the scenes, the scene is better planned, organized, executed, documented, and communicated because of the DOO and his/her leadership of each school’s Operations Team.

Key Responsibilities

  • Operational Leadership + Management
    • Develop systems and procedures to ensure seamless execution of all school operations each day, including, but not limited to, school food provision, student transportation (arrival and dismissal), emergency plans, facility maintenance and upkeep, and supply and asset inventory and maintenance (technology, books, classroom supplies, etc.).
    • Directly manage and coach a 2-3 person operations team at the school – including full-time, and any part time staff members or Operations fellows.
    • Provide critical academic support by working with the school-based leadership team to manage logistical elements of major student assessments; support the logistics of school-wide events and off-site events, including field trips, Family Nights, and New Student Orientations.
    • Coach the entire school-level team to operational excellence by ensuring operational systems are implemented with fidelity by all staff members and by giving feedback to stakeholders when systems are not meeting the bar of excellence.
    • Serve as a critical face of the school with external stakeholders, including families, and work actively to ensure strong community buy-in to the school’s vision and approach to education.
  • Student Enrollment, Data + Compliance
    • Manage the school registration process and own student recruitment activities (with support of RePublic’s network team) to ensure schools are fully enrolled; \Serve as the resident expert on the student information system and ensure accuracy of this system;
    • Support the implementation of school schedule; and
    • Ensure the school is adhering to all local/state compliance and reporting requirements.
  • School-level Finances and Human Resources
    • Actively manage the school budget by participating in monthly budget meetings to review budget variances and actively monitor school spending;
    • Manage the school purchasing process by establishing clear systems for staff to request items, placing orders with vendors, tracking delivery, and coding and submitting purchases orders, invoices, and reimbursement requests to the network team; and
    • Partner with network operations team to onboard new hires and to ensure teachers meet compliance and certification requirements.

Who You Are

Our ideal Director of Operations has an unwavering belief that our students can achieve at an exceptionally high level. Beyond that, he/she is:

    • Deeply committed to serving our kids. You have elected to work with historically underserved students, and do this work because you believe that all students, regardless of background, are capable of excellence – and that it’s on us as adults to get our kids there. You can speak knowledgeably about our mission, and demonstrate a commitment to our educational model. You understand that educational inequity is more pronounced in the South than anywhere else in the nation, and you want to work with RePublic in part because of our commitment to this region.
    • Knowledgeable about the inner workings of schools and school-based Operations.You’ve got at least 3-5 years of experience teaching or working in operations in schools like ours – or in schools where you felt operational systems kept teachers from teaching and kids from learning.
    • A laser-focused systems builder who designs airtight systems and processes that endure over time and maximize efficiency. You anticipate where a system will break down before it ever stands a chance, and nothing makes you happier than when you see others implement this system like clockwork.
    • A detail maven and masterful executor. Your personal organization system ensures you get things done. You sweat the smallest of stuff, communicate effectively in all forms, and plan fervently backwards to meet timelines, achieve big goals, and manage complex projects with many moving pieces (and lots of involved stakeholders) across a finish line.
    • A gritty problem-solver. You keep it cool when things are crazy, approach problems with viable solutions, and know when you need to roll up your sleeves to support your team.
    • Customer service oriented. You want to be a servant leader, and are comfortable in leadership roles where your job is to make it easier for others to do theirs at an exceptionally high level.
    • A growth-minded tinkerer. You are self-aware and humble enough to understand where you rock, where you need to pick up your game, and how this impacts the people you lead. You seek feedback constantly because you’re hungry to get better, and you take extreme ownership of the outcomes of the people you coach and manage – you “pull back the thumb” before you “point the finger.”
    • A people leader. Let’s be real – managing people is hard. You’ve coached, directly managed, and demonstrably moved the effectiveness of other adults before taking this job. You build relationships across lines of difference, inspire and motivate others to buy into your vision, navigate challenging conversations with finesse, make tough calls, communicate effectively in all formats, give and receive feedback fluidly, and model/hold a high bar for adult excellence and exuberance.
    • Other qualifications:
      • A bachelor’s degree with a preference for a graduate degree in a related field.
      • At least 1-2 years of leadership experience directly managing + coaching adults required.
      • At least 3-5 years of teaching experience in K-12 with a track record of impressive student achievement results and/or other experience working in K-12 schools strongly preferred.
      • Familiarity/proficiency in Microsoft Excel and Google Office required.
      • Proficiency and experience in budget management + oversight strongly preferred.
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Assistant Principal

Posted by | December 19, 2018 |

Who We Are

RePublic Schools is a network of high-performing public charter schools based in Nashville, TN and Jackson, MS with a mission to reimagine public education in the South and prepare all of our scholars to graduate from college. In addition to providing a world-class traditional academic curriculum, we empower our students to be change-makers by teaching them to code – starting in the 5th grade.

Despite the fact that our scholars come from traditionally underserved communities (approximately 85% identify as low-income, and nearly 95% as students of color), we have seen them defy the odds to achieve outstanding results. RePublic’s schools have scored in the top 5% of all open-enrollment public schools across the state of Tennessee for both student growth and absolute achievement – making ours the first (and only) charter schools in state history to achieve this dual distinction.

At RePublic, we cultivate a cohesive community of families, staff, and scholars committed to doing whatever it takes to ensure our scholars succeed. We are looking for an ambitious, determined Assistant Principal in Nashville, TN for the 2019-20 school year in one of RePublic’s Nashville schools (middle or high school). Candidates must share our unwavering belief that all children can achieve at high levels and change the world. Sound like you?

What You’ll Do

Overview

At RePublic, we believe that the people in front of our schlars each day are the key determinants of their ultimate success. We believe that trajectory-changing teachers are not born – they are coached and developed by strong school-based leadership teams deeply dedicated to their success. In our schools, the Assistant Principals are responsible for directly managing, coaching and developing talented teams of teachers across content areas to achieve extraordinary results for kids. Through their work empowering teachers to prepare for and deliver rigorous, engaging, and data-driven instruction, and build deep relationships with kids and families, the Assistant Principal is able to move adults to lead scholars to extraordinary outcomes.

Reporting directly to the Principal in each school, the Upper Middle School and Lower Middle School Assistant Principal in each school work in tandem to ensure the highest levels of instructional quality, and have wide responsibility for the healthy operation of the school as a whole.

Responsibilities

  • Serve as the second-in-command to the Principal and take ownership for the overall success of all scholars and teachers in the grade levels he/she serves across all subject areas.
  • Drive student academic achievement and character development results through providing best-in-class instructional coaching to RePublic teachers that demonstrably moves teacher practice
  • Serve as the primary lever for teacher growth and development, and continually improve the effectiveness of teachers across the school through implementing a variety of coaching levers:
    • Observe classroom instruction daily and providing “live” real-time coaching to ensure teachers are able to lead scholars to academic and interpersonal excellence;
    • Engage in consistent (weekly or bi-weekly) observation/check-in cycles to provide more substantive feedback and to help teachers set and track progress towards development goals;
    • Lead teachers in curriculum planning sessions to ensure all teachers regardless of experience are capable of creating rigorous, differentiated, and engaging instructional materials aligned to course goals;
    • Lead teachers to intellectually prepare for strong lesson execution, including anticipation of student misunderstanding, pacing, and questioning designed to elicit in-the-moment data and ensure all scholars can access lesson content;
    • Lead teachers to analyze student work and study formative and summative data to ensure teachers are able to close academic gaps and ensure dramatic gains for all scholars; and
    • Plan and execute formal professional development opportunities to move teacher practice at the school level, and, depending on experience, support network-wide professional development for teachers and leaders across all RePublic schools
  • Serve as a primary, lock-armed member of the school-based leadership team, responsible for designing, implementing, managing the execution of, and measuring the effectiveness of initiatives that span the realms of academics, culture, and operations
  • Represent as a critical face of the school and network with external stakeholders, including families, and work actively to ensure strong community buy-in to the school’s vision and approach to education
  • Serve as “next in line” to the school leader, and work actively to develop a broad scope of leadership skills to eventually assume a Principal position as RePublic grows as an organization

Who You Are

Our ideal Assistant Principal will have an unwavering belief that our students can achieve at an exceptionally high level. Beyond that, a successful candidate is:

  • Deeply committed to serving our kids. You have elected to work with historically underserved students, and do this work because you believe that all students, regardless of background, are capable of excellence – and that it’s on us as adults to get our kids there. You can speak knowledgeably about our mission, and demonstrate a commitment to our educational model. You understand that educational inequity is more pronounced in the South than anywhere else in the nation, and you want to work with RePublic in part because of our commitment to this region.
  • An instructional guru. You have at least 3-5 years of teaching experience with a demonstrated track record of exceptional student outcomes. You nerd out over content, long-term planning, and creating instructional materials that allow students to meet ambitious goals.
  • A data maven. You look for and are able to discern trends that drive your decision making, and you evaluate the effectiveness of these interventions based on how the data changes.
  • A people developer. You believe that strong leaders move adult practice to impact scholar achievement, and your interest in leading others stems from your passion for seeing them productively struggle, develop, and grow as educators for kids – as evidenced by student outcomes. You thrive when others succeed, and you want to lead strong formal and constant informal professional development for diverse adult learners.
  • …and a people leader. Let’s be real – managing people is hard. Ideally, you’ve coached, directly managed, and demonstrably moved the effectiveness of other adults before taking this job. You build relationships across lines of difference, inspire and motivate others to buy into your vision, navigate challenging conversations with finesse, make tough calls, communicate effectively in all formats, give and receive feedback fluidly, and model/hold a high bar for adult excellence and exuberance.
  • A growth-minded tinkerer. You are self-aware and humble enough to understand where you rock, where you need to pick up your game, and how this impacts the people you lead. You seek feedback constantly because you’re hungry to get better, and you take extreme ownership of the outcomes of the people you coach and manage – you always “pull back the thumb” before you “point the finger.”
  • A masterful executor. Your organizational systems ensure you get things done. You prioritize your time and fervently plan to maximize the time each day you spend moving teacher practice. You do the things you say you’ll do, and you communicate when you won’t. You delegate when needed, set deadlines, and hold others accountable to get across important finish lines.
  • A gritty problem-solver. You keep it cool when things are crazy, approach problems with viable solutions, and know when you need to roll up your sleeves to support your team.
  • Eager to one day assume the role of Principalship. At RePublic, we invest a ton in the development of our school-based leadership teams, and we expect that folks who assume the Assistant Principal role are interested in one day leading RePublic schools as we grow.   
  • Other qualifications:
    • A bachelor’s degree with a preference for a graduate degree in a related field.
    • At least 3-5 years of experience in K-12 instruction with a track record of impressive student achievement results required; experience serving scholars who are historically underserved strongly preferred
    • At least 2-3 years of prior experience directly coaching and managing teachers strongly preferred
    • Prior experience in high-performing charter organizations with aligned mission statements strongly preferred
    • Valid teaching certification in TN, MS, or in states with reciprocity not required, but strongly preferred.
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Become a Certified Teacher – Teach Western Mass Residency

Posted by | December 6, 2018 |

Become a Certified Math or Special Education Teacher with Teach Western Mass Residency! Apply by our FINAL April 19th Deadline.
Specific Location: Western Massachusetts Pioneer Valley/Holyoke/Springfield
Compensation: Average starting salaries – over $45,000 (with consideration for previous experience), and include comprehensive benefits packages
Additional Information: If you are already a licensed teacher, visit our website (http://teachwesternmass.com/current-openings) to learn more about open positions for certified educators (teaching and school leadership), and visit here to read out most recent TWM Newsletter.
Who We Are
Teach Western Mass is approved as a sponsoring organization by the Massachusetts DESE, which authorizes us to train and certify new teachers in the region through the Teach Western Mass Residency. The Teach Western Mass Residency provides talented new teachers for the Western Massachusetts region. The program’s rigorous training program – beginning with an intensive summer pre-practicum experience and culminating in state certification – prepares people without prior education coursework to be effective in high-needs school environments. Following the inaugural pre-practicum, 100% of the first Residency cohort who successfully completed the summer pre-practicum were placed into local classrooms, serving hundreds of students for the 2018-2019 school year.
Heading into our second year, we continue to hold high expectations for teacher quality and work to ensure that only teachers who prove their ability to raise student achievement enter and remain in the classroom. We are currently authorized to certify new ESL and Moderate Disabilities teachers and are seeking authorization for Mathematics during our second year.
Click here (http://teachwesternmass.com/residency) to learn how the Teach Western Mass Residency program can enable you to transform your academic and professional expertise into a high-impact career as an outstanding certified teacher.
Where We Operate
  • Springfield Empowerment Zone Partnership (SEZP) (12 schools serving students in Grades 6 to 12)
  • Holyoke Public Schools (HPS) (12 schools serving students in Grades Pre-K to 12)
  • Area Charter Schools (6 schools serving students in Grades Pre-K to 12)
Program Overview
The Teach Western Mass Residency is a one-year accelerated program that gives aspiring teachers the chance to lead a classroom while getting significant support and earning certification. Our customized credentialing program trains new teachers to be effective in the classroom while building strong relationships in their school communities and implementing standards-based and culturally relevant curriculum for students in the region’s highest-need schools and subject areas.
Together we’re building a pipeline of dedicated and diverse educators who reflect the makeup of our vibrant region.
Teach Western Mass Residents will spend a year developing foundational teaching techniques in an actual classroom with personalized training and expert coaches to guide them along the way.
PRACTICE – Master essential teaching skills while leading your own classroom full-time.
COACHING – Learn how to succeed in Western Mass schools with guidance from an expert coach.
COMMUNITY – Join a cohort of inspiring educators on a journey to a new career in the classroom.
Who We Want
We are looking for accomplished individuals who possess the skills and deep content knowledge to teach critical subjects where great teachers are often in short supply. Teach Western Mass Residents are accomplished professionals and recent graduates who commit to becoming exceptional teachers in high-need content areas.
Given our specific needs, we are particularly interested in candidates with the dedication and knowledge required to educate students in Middle School Mathematics and Special Education- Moderate Disabilities classroom settings.
NOTE: We are currently pausing further applications for the following subjects due to overwhelming interest in them. Should this change, we will update our site and listings accordingly!
  • English as a Second Language
  • English as a Second Language and Elementary (dual certification)
Benefits of the Teach Western Mass Residency
Focused, Classroom-Centered Training: Our training is unique and focuses on skills that are integral to success as a first-year teacher. We place a focus on essential teaching skills, content-specific strategies, and intensive coaching coupled with high-quality feedback. Our innovative training is centered around practicing instructional skills instead of just learning about them.
Certification that Counts: Upon completing required MTELs and graduating our program, Residents will be on track to earn an Initial License from the state of Massachusetts.
Full Salary and Benefits: Residents will begin earning a full teacher’s salary, starting around $45,000 (could vary depending on the school’s career ladder), plus comprehensive benefits, while pursuing certification when they start working full-time at a district or charter school in Fall 2019.
Opportunities for Advancement:  After completing the residency, exemplary teachers will have opportunities to earn higher compensation by taking on unique leadership roles and additional duties.
Eligibility Requirements
Qualifications and eligibility for the Teach Western Mass Residency:
  • Hold a bachelor’s degree (conferred by June 3, 2019)
  • Meet all legal requirements to work in the United States
  • Commit to making a difference in the lives of Western Massachusetts students
  • Ability to receive passing scores on all of the Massachusetts Tests for Educator Licensure required by your subject area
  • Pass a criminal background check, fingerprinting, and additional background checks required by school partners
Comments Off on Director of Inclusivity

Director of Inclusivity

Posted by | December 5, 2018 |

Overview:

Colorado Academy (CA) is a Pre-K through 12 independent day school in Denver, Colorado seeking a full-time Director of Inclusivity to begin in August 2019. We value candidates that are passionate about issues of equity and inclusivity, and who have excellent interpersonal skills. Position requires working well with a wide variety of constituents including students, colleagues, and parents.

Position Description:

The Director of Inclusivity at Colorado Academy is a member of the Administrative Team and reports directly to the Head of School.  Acting as a resource, guide, and strategic planner, the Director of Inclusivity will help CA to be an inclusive school community, one that values a diversity of perspectives, traditions, ideas, and contributions.

In particular, the Director of Inclusivity will:

  • Provide strategic leadership in the area of diversity at CA, utilizing best practices in diversity and inclusive excellence.
  • Oversee and collaborate with division inclusivity representatives.
  • Act as a resource for faculty and staff in providing academic, emotional, and social support for students/families of diverse  backgrounds.
  • Serve as a resource for faculty around inclusivity and equity issues through collaboration and support.
  • Collaborate with division principals on culturally appropriate curricula.
  • Collaborate with the departments of Visual & Performing Arts as well as Athletics in supporting students.
  • Coordinate programs for educating the CA community (faculty, staff, students, parents) about issues related to inclusivity.
  • Partner with CA parent organizations to ensure diversity and inclusivity in parent programming.
  • Serve as a resource for students and student leaders of diversity initiatives; work to be a visible presence in the different divisions at CA.
  • Support the hiring of candidates of color at CA through outreach and travel to conferences and hiring fairs.
  • Support the Admission Office’s work with prospective parents as they work to learn more about the CA community and a potential fit for their child.
  • Work with the Communications Office to publicize diversity-related events, educational opportunities, workshops, etc. for students, faculty, and families.
Requirements:

The position requires an individual with vision, patience, flexibility, energy, enthusiasm, proven people and managerial skills, a sense of humor, and experience working with students and parents. Experience in an educational institution and an understanding of mission-driven enterprises are helpful. Bachelor’s degree required, Master’s Degree and two to four years’ experience with diversity initiatives in schools preferred.

Key Qualifications:

  • The successful applicant for this position will have:
  • Leadership experience in community-building efforts.
  • Value the importance of being present.
  • Excellent interpersonal, communication (verbal and written), analytical and organizational skills.
  • A genuine appreciation for and ability to mentor adolescents.
  • The ability to inspire as well as work as part of a team of professionals.

As is true of all faculty members, the Director of Inclusivity will be expected to have a genuine understanding and appreciation of all facets of Colorado Academy’s program, and as a result will participate in the daily life of the school.

Comments Off on Dance Instructor/Choreographer: Middle and Upper School (2018-2019)

Dance Instructor/Choreographer: Middle and Upper School (2018-2019)

Posted by | December 3, 2018 |

Description

Responsibilities for this position include teaching dance electives to students in grades 7 through 12 and participating as a co-teacher and choreographer for the Upper School concert dance company. The ideal candidate will be well versed in a variety of genres including contemporary styles, jazz, and tap and possess a strong technical background.

This is a 40% position with the possibility of future growth as program develops. The position reports to the Director of Visual and Performing Arts. A Bachelors degree is required plus experience teaching dance in a school setting.

Requirements

A Bachelors degree is required plus experience teaching dance in a school setting.

–Teaches three different electives to 7th and 8th grade students in a third year program, working to develop offerings for students on all levels of expertise including beginners

–Establishes goals and learning objectives for courses of study

–Teaches electives to Upper School students and works with the Director of Arts to teach and choreograph company class and mentor student choreographers

–Maintains discipline and realistic rules of conduct for a suitable learning environment

–Evaluates student progress and performance, providing grades and comments for assessment

–Attends departmental meetings and development days when schedule allows in consideration that this is a part time position

–Collaborates with the Director of Arts on the annual company concert in February

CA offers 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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Ceramics/3D Visual Arts Teacher: Middle and Upper School (2018-2019)

Posted by | December 3, 2018 |

Description

This position is responsible for teaching ceramics and sculpture to students in grades 7 through 12. Instructor will work with students of all skill levels and build a confidence for creative expression through visual arts.

This is a 60%, 10-month position, with potential for growth. This assignment consists of 1 middle school section and 2 upper school sections and reports to the Director of Visual and Performing Arts.

Requirements

A Bachelor’s degree is required, plus a minimum of three years teaching ceramics/sculpture arts in a school setting.

–Teaches students in grades 7-12 in a progressive, skill-based and expressive arts curriculum

–Establishes goals and learning objectives for courses of study following department-wide curriculum guidelines

–Maintains discipline, realistic rules of conduct, and a suitable learning environment in the classroom and on campus

–Evaluates student progress and performance in art, as well as in areas of social interaction, behavior, and emotional growth, and communicates students’ performance to parents, the Director of Arts, and the Divisional Head

–Maintains assessment records for each student and prepares reports as required by school

–Maintains a collaborative work environment with a team of art colleagues

–Makes referrals to the school counselor when appropriate

–Attends all departmental and divisional meetings and development days

–Organizes classroom to present a positive and student centered learning environment

–Participates in the department’s role of displaying art throughout the school and maintaining a digital student art portfolio

CA offers 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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Executive Director, Connecticut

Posted by | November 1, 2018 |

Application Deadline: Sunday, November 18th, 11:59 PM

E4E is seeking a dynamic leader to serve as the next Executive Director of our Connecticut Chapter. This exciting role will set the strategic vision for the chapter while also leading a high-performing team. The Executive Director will have strategic and operational responsibility for programs, growth and execution of our mission to elevate the voices of teachers in state and local education policy and to support teachers to become more active in their union. The Executive Director, Connecticut will engage with a wide array of stakeholders (e.g., district leaders, national and local partners, donors, board members, community leaders, teachers, etc.) to help set and execute a vision that elevates the teaching profession and improves student outcomes. This is an ideal opportunity for an experienced and entrepreneurial leader to play a critical role in the continued growth of a dynamic organization.

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Principal – Manual High School

Posted by | October 30, 2018 |

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.

MANUAL HIGH SCHOOL
Northeast
Traditional 233 work days
FTE: 1.0
School year: 2018-2019
Start date: January 2019

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 Middle School Director

Middle School Director

Posted by | October 25, 2018 |

BE

• Self-aware
• Steady/Consistent
• Confident
• Joyful – keeps it fun and light, brings humor
• Experienced
• Demonstrated expert in field of education
• Relatable (to middle school aged students as well as faculty and parents)
• Compassionate
• Approachable, but sets clear professional boundaries
• Adaptable and flexible
• Excellent listener (seeks to understand before being understood)

DO

• Act with consistency and commitment to systems and processes in place, specifically as they relate to classroom observation and coaching cycles, student assessment calendar, parent phone calls, and admissions process.
• Manage multiple priorities and respond to challenges that may arise but not at the expense of goals and initiatives planned.
• Operate efficiently in a fast paced and innovative environment (does not “pontificate the navel”)
• Sets clear expectations of faculty, students, and parents; holds people accountable in a clear and caring way
• Seeks opportunities for professional growth, is an avid reader
• Makes difficult decisions and plans effectively for repercussions when some may not be popular ones. Can easily recognize decisions best for the organization over pleasing members of the community, but provides support and consult to those who may struggle with decisions made.
• Takes genuine interest in the lives of members of our community, but understands the boundaries of “friendly not friends.”

HAVE

• Experience in an educational leadership role, great also if they have experience teaching to gain credibility with teachers and more effectively provide instructional coaching in the classroom.
• A varied background that can bring innovative ideas to the community, expanding the opportunities we might be able to provide.
• Enthusiasm and passion for work in education and leadership.
• Skills in team management and collaborative problem solving.
• Ability to look at current state of programs and respectfully shift any areas in need from good to great. Able to honor past systems while focusing on improvement.
• Technical skills that allow quick adoption of systems the school uses; can quickly become an expert in Canvas, Illuminate, Senior Systems, etc.

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CEO

Posted by | October 25, 2018 |

JOB DESCRIPTION
Chief Executive Officer (CEO)

Organization Summary
Green Woods Charter School (GWCS) provides children in grades K through 8 with the opportunity to be active, knowledgeable, and conscientious young investigators by fostering a keen understanding of the interrelatedness and interdependence of our local and global existence; creating active young stewards of the natural world. Children at GWCS understand that learning is an ongoing process requiring a strong foundation. Children will use their special talents and knowledge to constantly improve themselves, their learning, their school, and the environment.

Position Summary:
The CEO serves as the school’s chief administrative official, providing overall leadership and direction for GWCS. The CEO will be responsible for driving the current strategic priorities of the organization, as well as setting the direction for the future. The CEO will also lead efforts to build greater awareness locally and beyond of the incredible work that is happening at GWCS. The CEO will help ensure success for GWCS students through establishing best in class instructional and operational programs (finance, facilities, etc.). In addition to internal leadership, the CEO will serve as a true brand ambassador, deepening existing external relationships, and building new partnerships (district partners, donors, education leaders, etc.). The CEO will report to the Board of Directors and partner closely with the school leadership and other key GWCS leaders.

Duties and Responsibilities:
Executive Leadership
• In partnership with the Board and other critical stakeholders, align school-wide priorities and set an overarching strategic vision for the organization
• Uphold and support the school’s commitment to its vision and values by modeling expectations at all times
• In close partnership with school leadership, provide support/guidance in the development and effective implementation of the school’s instructional program leading to academic success to all 700+ students
• Establish and foster a collaborative relationship with the Board, which is responsible for managing the business and affairs of GWCS, including attending all Board Meetings, serving as a liaison between GWCS and the Board, keeping the Board informed of significant issues and events at GWCS, collaborating on key projects, and seeking advice and expertise from Board Members, as appropriate

Management and Operations
• Serve as the direct manager and partner to the school’s leadership team; provide support and guidance around best practices for managing and developing the entire staff to ensure GWCS promotes a culture of professional growth and high achievement
• Serve as a culture carrier for the organization in building positive morale
• Oversee successful performance management practices to ensure all academic and operational requirements are met
• Manage an operational budget of $8million, ensuring effective fiscal stewardship and sustainability for the organization
• Oversee real estate/facility planning, including the specifics of being a Green School
• Understand and manage charter school law, policy, and protocols
• Manage external contracts and vendors

External Relations and Fundraising
• Advance GWCS’ public brand by serving as an active and magnetic ambassador for GWCS’ mission and vision with key stakeholders, including representing GWCS locally and beyond
• With support of the Board, play a central role in fostering significant donor relationships, cultivating corporate support and strategic partnerships
• Form relationships throughout the Philadelphia region (and beyond) that contribute to enriching and collaborative experiences for GWCS’ students, teachers, families
• Additional duties as assigned

Qualifications:
• Commitment to GWCS mission and belief that all students can learn
• Knowledge of and commitment to Green STEAM, Environment as an Integrating Context, or similar environment-centered educational curricula
• Ability to lead and inspire others to deliver high performance
• Strong strategic thinking and planning skills, with the ability to leverage qualitative and quantitative information in decision-making
• Ambitious and innovative mindset with a track record of translating strategy into action and delivering results
• Exceptional communicator; adept at sharing information both verbally and written in a way that resonates with a variety of audiences, both internally and externally
• Understanding of the complexity of managing school-based organizations, and the ability to communicate effectively with a full range of stakeholders involved in a school’s community
• Ability and desire to work with a socioeconomically and racially diverse community with the ability to connect and collaborate across lines of difference
• Demonstrated professionalism and responsibility, and a strong work ethic
• A positive, high-energy attitude, and a drive for personal excellence
• Flexible attitude, ability to work with urgency

Education and Experience:
• Master’s degree in Education or similar field of study
• Minimum of 10 years professional experience (preferably in a K-8 school setting) with a strong passion for advancing educational achievement
• Extensive management experience (preferably leaders and/or educators) with a track record of success in leading and sustaining a high-performing organization
• Experience cultivating partnerships with individuals and institutions across the public, private, and philanthropic sectors
• Experience effectively managing complex budgets and the strategic allocation of resources

Physical Requirements:
Ability to physically perform the duties and to work in the environmental conditions required such as:
• Functioning in office space – reaching file cabinets, filing, faxing, scanning, copying, typing, mailing, making phone calls
• Functioning in outdoor green space – walking, hiking, exploring
• 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

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

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Executive Director, Indiana

Posted by | September 27, 2018 |

I. Background

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. Since 2009, Teach Plus has developed thousands of Teacher Leaders to advance educational equity and change by informing education policy at the state, school, and district level and by building Teacher Leadership in schools and classrooms to improve instruction for students. The organization’s programs and initiatives are designed to grow and support Teacher Leaders to model and advocate for educational opportunity for their students in an informed, independent, and solutions-oriented manner. Teach Plus recruits, selects, and grows exceptional Teacher Leaders to advance policy change and improve instructional leadership and teacher supports. In addition, Teach Plus trains and coaches Teacher Leaders to successfully mobilize and lead teacher teams, and empowers Teacher Leaders to be change agents among their peers and policy makers. Teach Plus currently operates in 11 regions across the country.

Teacher-led and responsive to the urgent issues facing teachers, their students, and the teaching profession, Teach Plus believes that every student in America should have an opportunity to learn and achieve at their maximum potential in an education system that is defined by equity for all learners, responsiveness to individual student needs, and the ability to prepare students for success in an innovation economy.  Student access to excellent, empowered, and diverse Teacher Leaders in our schools and educational system is a critical lever to attaining these goals.

Teach Plus is having real impact and has a track record of ensuring that teacher advocacy results in improved policies and supports in schools and districts. The organization’s work has led to: improvements in federal and state policies and local teachers’ contracts; new programming to increase high-needs students’ access to strong teachers; nationally significant teacher-driven research and reports; and greater media attention to the voice of change-oriented teachers. Teach Plus attracts top talent internally: bright and relentlessly focused professionals with a deep commitment to Teach Plus’ mission and to each other. Together, they have given the field dozens of proof points that demonstrate how Teacher Leaders can be valuable partners in shaping educational policy and practice, establishing Teach Plus as a sector leader at the district, state, federal, and union levels and, above all, among teachers themselves.

II. Opportunity

Teach Plus seeks a strategic, visionary Executive Director to lead its Indiana region with a passion for Teacher Leadership and for expanding educational opportunity and outcomes for Indiana students. The Executive Director will have overall management responsibility for Teach Plus’ signature Policy Fellowship and teacher-led instructional practice programs in the region.  The ideal candidate will bring dedicated experience and expertise in educational policy, a commitment to teacher-led professional development and distributed leadership in schools, and a strong ability to build public, private, and philanthropic partnerships and relationships that benefit students.

Recent impact in Indiana has been extraordinary. In 2017, Indiana Teaching Policy Fellows worked alongside the Indiana Department of Education to facilitate community meetings on the Every Student Succeeds Act (ESSA) across the state. Their recommendations were a significant part of Indiana’s newly-enacted laws on assessment and career pathways for teachers, and of Indiana’s ESSA plan. In 2018, Teach Plus Fellows helped to craft and provide feedback on the creation of the Department of Education’s Residency Guidance Document. Teach Plus was invited to serve on a planning committee dedicated to creating this guidance document on creating and implementing a teacher residency model.

Teach Plus Indiana Policy Fellows have testified before the Indiana House Committee on Education and the Indiana Senate Committee on Education and Career Development. Fellows have published policy briefs and authored op-eds on key issues such as teacher retention, development, evaluation, compensation, and preparation, as well as on issues impacting the success of students.  Their works have been published in Chalkbeat, the Huffington Post, the Indianapolis Business Journal, the Indianapolis Recorder, the Indianapolis Star, Nuvo, The Atlantic, and WFYI’s “No Limits”.

Recently, Teach Plus Indiana selected 40 exceptional educators to participate in the 2018-19 Teaching Policy Fellowship, from traditional district and public charter schools across the Hoosier State.  Teach Plus Teacher Leaders have held multiple awards and distinctions, including Indiana Teacher of the Year, and hold Teacher Leadership roles in their respective schools and districts.  They are agents of change for Indiana.

The incoming Executive Director will be well positioned to expand the fellowship and take on other issues that teachers are passionate about that could be layered into the existing work. S/he will also prioritize the expansion of the instructional practice portfolio. The Executive Director will lead a small team that will continue to elevate teacher voice and create additional opportunities for Teacher Leaders to engage on critical policy and instructional issues.

You can read more about the Indiana region and its strategy here.

Responsibilities

The Executive Director will be expected to set the overall vision and strategy for the Indiana region and manage a team towards that vision. Specifically, s/he will further the work by continuing to:

Spur policy-focused change to benefit students in Indiana

The Executive Director will serve as the face of Teach Plus Indiana and build relationships that enable teachers to have an impact on critical policy issues, by:

  • Establishing strong relationships and effective partnerships among Teach Plus, state education leaders, local districts, and other local educational organizations;
  • Building a strong network of strategic partners to ensure that Teach Plus maximizes its impact in Indiana; and
  • Writing op-eds, connecting teachers to media contacts, and actively pursuing opportunities for Teach Plus teachers to showcase their work and ideas.

Activate a growing network of Indiana Teacher Leaders

The Executive Director will develop the skills of a cohort of Teacher Leaders to engage in policy and advocacy discussions at the state level and create a broad community of change-oriented teachers to influence district policies, through:

  • Leading the Indiana Policy Fellowship to support and grow the leadership skills and competencies of the 2018-19 Fellows to achieve change in state policy by testifying before state legislatures, meeting with lawmakers, publishing reports, policy briefs, and op-eds—and by mobilizing teachers in their school, district, and state to bring change to scale; and
  • Building a network of change-oriented teachers by organizing a series of events to inform and engage a critical mass of teacher voice to influence policy, which includes ensuring the advocacy work and voice of the Indiana Fellows, alumni, and instructional practice Teacher Leaders is impactful, influential, and credible.

Expand the Teacher-Led Professional Learning Network

The Executive Director will build out a network in which teachers with dedicated expertise and a track record of effectiveness lead their peers in improving teaching and learning, addressing systemic barriers to student achievement, and effectively managing change, in partnership with their principals.

Ensure the Long-Term Viability and Sustainability of the Indiana Programs

The Executive Director will manage the team and the budget. S/he will grow funding relationships in Indiana by:

  • Maintaining and managing relationships with statewide and local funding sources; and
  • Strategically diversifying the funding base, increasing the number of local and individual philanthropic leaders who know and support Teach Plus’s work.

Participate in organization-wide learning and growth

The Executive Director will collaborate with national and regional leaders at Teach Plus to:

  • Maximize learning across sites;
  • Ensure quality and high standards; and
  • Create momentum for a national voice of change-oriented teachers.

III. Qualifications

The ideal candidate will be a strategic visionary with deep knowledge about educational issues related to improving educational equity and outcomes for students and strengthening the teaching profession. S/he will be a strong external presence with the ability to be credible with a wide range of stakeholders including state and district policy makers; philanthropic, public, and private partners; and teachers. Without question, the Executive Director will have a passion for growing and supporting Teacher Leadership and elevating teacher voice across the educational system and in the Indiana Statehouse.

Additionally, candidates will possess the following qualities and qualifications:

  • Experience facilitating and leading high-quality professional learning for adults, including the ability to provide mentoring to Teaching Policy Fellows, alumni, and Teacher Leaders in the Teach Plus network;
  • Experience and/or familiarity with state-level policy-making in Indiana, including a depth of understanding of Indiana education policy issues, policy makers, and influential leaders;
  • Ability to foster and leverage productive partnerships and relationships with individuals and organizations across educational policy and practice in Indiana that are well-positioned to support and advance Teach Plus’ mission;
  • Experience fundraising and demonstrated effectiveness in building and cultivating relationships with partners / stakeholders;
  • Political skills and grit to persevere in achieving policy change in a challenging, complex environment;
  • A strong record of managing and delivering innovative programs with a focus on equity for students and quality of results;
  • Understanding of national discussion about how to best develop and retain effective Teacher Leaders;
  • Comfort working in an entrepreneurial environment and the willingness to contribute as needed to a growing organization;
  • A results-oriented, goal-driven, teamwork approach to work;
  • A passionate commitment to improving public education by retaining and supporting outstanding teachers to support the success of all students, in particular for low-income learners and students of color;
  • Prior K-12 teaching experience or a significant comparable experience; and
  • Excellent written and oral communication skills.

IV. Commitment to Diversity

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

V. Our Culture

At Teach Plus, we are driven by our mission and our core values are a driving force behind everything we do: Leadership, Solutions-orientation, Joy, Integrity in Practice, and Collaboration. We love what we do and we work hard to make a difference for teachers and students.  We are smart, passionate, and engaged with one another.  We are thought partners, collaborators, and constant learners.

VI. Compensation and Benefits

Salary is competitive and will be based on prior experience and qualifications. Full benefits package includes medical, dental, retirement, disability, life insurance, and generous paid time off benefits.

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Idaho New School Fellowship

Posted by | September 26, 2018 |

The Idaho New School Fellowship aims to transform education for Idaho’s neediest students by empowering educational leaders who are passionate about improving the prospects of children.

We seek to recruit top education talent into the ranks of Idaho’s public school leadership. Fellows will receive two years of best-in-class leadership development through a consortium of Idaho based and national partners (e.g. Building Hope, KIPP Fisher Fellowship, 4.0 Schools, etc.). Idaho specific training will be provided through Bluum and its local partners.

Idaho is the nation’s fastest growing state. Our supply of high-performing school seats is tight, and our demographics are changing rapidly. This is an opportunity to be on the front lines of school change and improvement efforts in one of the country’s most dynamic and innovative states.

The Idaho New School Fellowship is a highly-selective paid two-year experience. Upon successful completion of the two-year program the Idaho New School Fellow will be eligible for up to $1.5 million in new school grant support.

LEARN MORE: http://www.bluum.org/idaho-new-school-fellowship/#1513961855349-86d96ed6-c617

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Curriculum Specialist (Remote)

Posted by | September 11, 2018 |

Minh Việt Academy is an online school designed for Vietnamese students in grades 4-12.  When we open in June of 2019 with initial classes in grades 4-9, we will provide a condensed American-style online education for students in Vietnam who feel underserved by the local education system.  As the Vietnamese demand for rigorous high quality schooling grows, Minh Việt Academy will provide families and students with an affordable and accessible internationally-recognized education.  One goal of ours will be to prepare our students to be accepted for study at American colleges and universities.

 

Minh Việt Academy is looking to hire curriculum specialists in the areas of humanities, math, science, and TESOL/ESL/EFL to assist in the development of our school-wide curriculum and course content.  These tasks will be completed under the supervision of the Director of Academic Affairs and may include, but are not limited to:

 

  • Developing an initial four-year progression of academic skills and content from grades 6-9 that aligns with Common Core standards, with the eventual goal of creating a condensed, online grades 6-12 curriculum.
  • Developing an introductory, limited curriculum for grades 4-5 focused around English Language skills and online learning.
  • Working with Minh Việt Academy teachers to curate resources and develop online courses appropriate for our target audience.
  • Reviewing and revising course content to ensure the courses meet content standards, US accreditation standards, Minh Việt Academy design standards, copyright and/or fair use, etc.
  • Updating course content and materials as needed based on concerns shared through student feedback, teacher feedback, staff feedback, and help desk tickets.

We are looking for candidates who:

  • Have experience in developing school-wide curriculum maps, formulating essential/guiding questions, backwards design methodology, assessments, etc.
  • Have experience teaching or developing courses for an online environment, including familiarity with a LMS such as Canvas and eLearning design software.  
  • Are familiar with Common Core and state content standards and are able to creatively adapt those standards to a ELL online audience.
  • Have extensive experience working with English Language Learners, can anticipate their needs and provide guidance on best practices to inform course design.
  • Are comfortable designing data-rich assessments and using that data to inform future curriculum and course iterations.
  • Have knowledge of existing curricula, organizations, programs, online learning tools, and other resources that might be adopted or of interest to Minh Việt Academy.
  • Are creative thinkers and problem-solvers who are excited to help develop a new model of education for an underserved market.

This is a remote, part-time position, with the majority of the work to be performed from October – December.  Candidates must be available for occasionally scheduled phone or video calls in the evenings or on weekends. Salary commensurate with experience.

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Digital Marketing Manager

Posted by | September 7, 2018 |

Chalkbeatthe nonprofit news organization telling the story of education in America, seeks a digital marketing manager to help Chalkbeat grow into one of the largest nonprofit news sites in the country.

Chalkbeat’s digital marketing manager will drive key outcomes for both our revenue and editorial teams — increasing digital revenue, growing email subscribers, and piloting new audience growth initiatives. This is a highly interdisciplinary role, working in tandem with almost every team at Chalkbeat, from editorial, revenue, tech, analytics, etc. This position will report to the Head of Growth.

Who are you?

You are mission-driven, and you understand that the success of Chalkbeat means combining excellent journalism with a strong business model. You’re a self-starter who can both see the big picture and jump in to help execute important work. You’re comfortable wearing many hats and are highly collaborative, able to earn trust and drive outcomes along the way.

What background and skills do you have?

  • 3+ years of work experience related to marketing or audience growth
  • An entrepreneurial spirit, with stories to tell
  • Proven track record of email-based conversion (either donations or e-commerce sales), and experience utilizing the capabilities of an email service provider
  • Comfort with segmentation and data
  • Strong writing and editing skills
  • Organized, detail-oriented, and able to take initiative without heavy oversight

We know that many strong candidates will not have all the skills we list. That’s OK. What else do you bring to the table? Please tell us!

What will you be responsible for?

  • Membership: Driving growth in reader revenue, specifically the evolution and expansion of our brand new membership program.
  • Email marketing: Creating a sustainable and scalable email experience across teams, especially as our reach continues to expand into new locales and topics within the education space.
  • New initiatives and market research: Identifying, evaluating, and piloting promising initiatives that support Chalkbeat’s growth, from re-investing in existing products to incubating new high-potential opportunities.

Ideally, you’d be based in one of the cities where Chalkbeat already has a presence: Chicago, Denver, Detroit, Indianapolis, Memphis, New York City, or Washington, D.C. However, working remotely is a possibility for the right candidate.

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 seven locations and growing, we seek to provide deep local coverage of education policy and practice that informs decisions and actions, leading to better schools. Read more about our mission and values.

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Principal

Posted by | September 6, 2018 |

Overview

SUMMARY:

Changing Lives, One Mind at a Time

Memphis Academy of Health Sciences High School (MAHS) was Tennessee’s first public charter school to open its doors on July 21, 2003.  Standing on the principles of Loyalty, Integrity, Ownership, Nobility and Service (LIONS), MAHS provides a structured learning environment that stresses integrity and commitment, both in and out of the classroom. The school’s objective is to promote a culture that fosters character development and growth, sparking a desire to excel in school and in life.

Our mission is to offer students a high-quality educational experience by providing a continuous health science-focused curriculum.  We do this in partnerships with Baptist College of Health Sciences, Southwest Community College, Campbell University, Fisk University; and developing relationships with Moore Teach and TCAT with affiliation and dual enrollment agreements allowing our students early college admission as well as trade certifications in career paths in the fields of Health Administration, Population Health or Biomedical Science.

Opportunity:

Academy of Health Sciences Charter Management Group (AHSCMG) seeks an extraordinary educational leader to serve as Principal at the Memphis Academy of Health Sciences High School.  Academy of Health Sciences is a non-profit Charter Management Organization operating Memphis Academy of Health Sciences High School and Middle School, as independent charter schools.  Through educational leadership, the Principal is responsible for affecting quality instruction, general control and supervision of all certificated and classified employees assigned to serve in the school, as well as the overall administration of the school site.  As the Principal, the Principal will, in his/her relationships with students, staff, and parents, exhibit a high degree of professional and personal integrity.  He/she will, also, possess a professional record that demonstrates innovation, continuous improvement, the ability to motivate and inspire students and staff, sound management practices, high expectations for student success, as well as, a strong work ethic.

This role is a wonderful opportunity for a results driven team player who seeks to fulfill the mission of MAHS by providing a strong vision for rigorous instruction and the correlating coaching and support necessary to develop a team of phenomenal teachers who can grow and sustain strong character habits in students, resulting in diminished academic achievement gaps and increased college completion rates.

REPORTS TO:  Executive Director

PROFESSIONAL PROFILE

The following professional characteristics are required of the Principal:

A successful track record in modeling, supporting and providing high-quality teaching and learning, and a culture that expects high levels of achievement from students; The ability to ensure everyone’s work is focused on challenging all students to do their best work, encouraging student success; Evidence of participation in opportunities for continuous learning; Ability to provide the programs and services that ensure success for students with special needs.

Must possess strong and effective communication skills (writing, speaking, listening); A successful track record of valuing and respecting  the staff, students, and parents; Leadership and management ability of effective improvement processes building on the strengths of the school, respecting its culture and supporting continuous learning and growth; Demonstrated support of r collaborative decision making processes; Ability to identify and implement strategies that will maintain good relations with the staff who represent themselves in discussions with the administration about compensation and work conditions; Evidence of success in motivating staff to do their best work. The ability to build support in the community for the vision, mission and principles of Memphis Academy of Health Sciences, and a high degree of ongoing awareness of programs, services, and activities occurring in the school.

Knowledge of effective practices and ability to strengthen the work of the governance team, including providing the Board with information and guidance required to conduct their work and a commitment to the importance of strategic planning; Evidence of strong fiscal accountability skills, creative and solutions decision making skills and facilities development.

ROLES AND RESPONSIBILITIES:

The Principal is responsible for the successful leadership and management of the Memphis Academy of Health Sciences High School according to the strategic direction of the Executive Director and the Board of Directors.

 

Key Leadership and Management Qualities:

  • Provides visionary, collaborative and innovative educational leadership
  • Has successful teaching and administration experience, with a pattern of increasing responsibility in education and administration
  • Demonstrates leadership experience and success in challenging and engaging students at all points along the educational performance continuum
  • Demonstrates strong decision making, problem solving and conflict resolution skills; able to make difficult decisions without being divisive
  • Demonstrates strong financial intelligence and long term vision for fiscal stewardship; allocates resources according to school and CEO/board goals
  • Demonstrates exceptional written and verbal communication skills

Instructional planning and management

The Principal will drive instruction and create a culture of academic ownership by:

  • Setting astronomical goals for student growth and achievement;
  • Leading the school-based leadership team and teachers to collectively and individually monitor academic progress of all scholars and analyze student achievement data to drive instructional decisions and change course as needed to ensure transformational academic outcomes;
  • Ensuring scholars are prepared to be accepted to, enter, and succeed in the colleges and universities of their choosing by creating opportunities for scholars to master high-stakes entrance exams, successfully navigate the college admissions and financial aid process, and engage in an individualized college counseling and advising program;
  • Fostering a school-wide culture in which students love learning, are obsessed with reading, think critically, and take ownership over their own academic and extracurricular progress and inquiry; and
  • Building strong relationships with families, students, and staff to ensure collective investment in instructional priorities, initiatives, and expectations.

The Principal will empower and develop teachers and leaders by:

  • Owning all aspects of leading, inspiring, managing, and developing a staff of dynamic, driven, and diverse individuals
  • Setting clear, ambitious, and measurable short and long term goals and priorities for the school that align with Gateway University’s mission and values, investing the team in these goals and priorities, and making progress against these known to all teammates;
  • Managing and coaching a school-based leadership team
  • Leading and facilitating robust school-based professional development weekly that sets staff up to: master the fundamentals of classroom management, backwards-design planning and intellectual preparation, relationship-building and communication with scholars and families, data-driven action planning, and implementation of school wide cultural, academic, operational, and extracurricular systems and initiatives;
  • Training and coaching leaders to effectively move individual teacher instructional practice and, subsequently, students
  •  academic achievement, through high-leverage and consistent observation and feedback cycles; and
  • Creating a culture where all staff give and receive feedback fluidly both positive and constructive as part of daily practice to move the entire school forward.

Manage the schools growth and expansion by:

  • Recruiting, selecting, and hiring top talent from across the nation to teach, lead, and support the mission and vision of the school;
  • Managing the leadership team to develop culture and operational systems that create a school environment where scholars feel safe, able to take social and academic risks, and excited to come to school each day;
  • Leading the school team to build deep relationships with families and scholars such that key stakeholders are inspired to remain with the school, and committed to persisting through challenges to produce scholars that are bound for success in college and in life;
  • Overseeing the growth of the school (facilities as well as the academic and extracurricular program) as it expands to full growth over four years;
  • Serving as a liaison to the broader Memphis (and national) educational community to champion the work MAHS is doing and build a network of supporters committed to seeing our scholars succeed; and
  • Ensuring compliance of the school with the full scope of federal and state regulatory requirements.

Community relations/advocacy

  • Communicate with stakeholders to keep them informed of the work of the school and to identify changes in the community served by the organization
  • Establish good working relationships and collaborative arrangements with community groups, funders, politicians, and other organizations to help achieve the goals of the organization

QUALIFICATIONS

  • Experience with collaborative learning, personalized learning, project based learning, design thinking, is preferred
  • Classroom teaching experience in the secondary grades (6-12), with proven track record of using data to exponentially increase student learning
  • Bachelor’s degree is required; Master’s degree preferred
  • Minimum of five (5) years’ experience as a successful leader in instruction, curriculum and assessment
  • Basic technological/computer skills

Job Type: Full-time

Experience:

  • Teaching:    5 years
  • Leadership: 5 years

Education:

  • Master’s

Location:

  • Memphis, TN

License:

  • Administration
  • Teaching
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Designer/Developer

Posted by | September 5, 2018 |

Chalkbeat, the growing nonprofit news organization telling the story of education in America, seeks a designer/developer to join the product team.

Chalkbeat’s product team is predominantly responsible for our technology — the CMS, chalkbeat.org, analytics, and visual storytelling. But we’re also responsible for providing support for editorial and revenue initiatives that require product thinking, such as newsletters, investigative projects, and membership. That support comes in many forms and degrees, from envisioning strategy to tactical execution. As the designer/developer, you’ll have the opportunity to work on both large-scale product design — like our website and newsletters — and help us find innovative ways to create engaging storytelling. You will have a high degree of autonomy and trust in your expertise. This position will report to the Director of Product.

Who are you?

  • You have a proven track record of solving complex design challenges, and have an online portfolio to demonstrate your experience with real work examples.
  • You value user experience and have strong communication skills, deftly connecting design decisions to the organization’s goals.
  • You are highly organized and enthusiastic about building systems that are easy to scale and adapt to new features.
  • You are curious, seeking out new ideas and skills to continuously inform your work.
  • You are passionate about supporting a new journalism model and contributing to sustainable local news coverage with a focus on education.

What background and skills do you have?

  • A solid foundation in design thinking, user experience principles, and UI design
  • A background in visual design with an appreciation for the finer arts of typography, layouts, and spacing
  • 4+ years work experience, ideally in web design, UX/UI design, or frontend development
  • Fluency in HTML and modern CSS (including SCSS/SASS), and a working knowledge of modern JavaScript
  • An understanding of accessibility requirements and best practices
  • Experience or interest working remotely or with remote team members

We don’t expect you to check all of these boxes, and we also know you’ll bring interesting skills and experiences that we haven’t thought of. Whether you identify as a designer or a developer — or both — we want to hear from you. Don’t hesitate to apply and tell us about yourself.

This position is remote and reports to a manager in Austin, Texas. If you prefer to work in an office, you’re welcome to join us in one of Chalkbeat’s bureaus in Chicago, Denver, Detroit, Indianapolis, Memphis, or New York City.

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 seven locations and growing, we seek to provide deep local coverage of education policy and practice that informs decisions and actions, leading to better schools. Read more about our mission and values.

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ELA/Humanities Teacher

Posted by | September 3, 2018 |

The NET Charter High School

English/Humanities Seminar Teacher (Full time, Certification Preferred)

Job Description

 

The NET Charter High Schools

The NET Charter High Schools serve 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 necessary to succeed in the career and education path of their choice. There are two campuses, The NET: Central City which opened in 2011 and The NET: Gentilly which opened in 2017.

 

Position Summary

The NET ELA/Humanities Seminar Teacher 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 NET Teacher, you have tremendous impact on the curriculum, culture and class and program structure in order to ensure that each of your students develop to their greatest potential.

 

NET ELA/Humanities Teachers are responsible for:

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

Assistant Principal of Special Education

Posted by | August 30, 2018 |

Position Summary:
The Director of Special Education is directly responsible for improving the academic and behavioral performance of Green Wood’s Charter School (GWCS) students with disabilities. The Director of Special Education manages and coordinates all specialized services including special education, counseling, and all other related services. The overarching goal is to help our special education students achieve breakthrough academic achievement and to ensure that the Individualized Education Plan (IEP) needs of all special education students are met with robust and rigorous strategies. Director of Special Education reports to the Principal.

Duties and Responsibilities:
• Manage the special education program for a school of approximately 675 students
• Implement, supervise, and facilitate GWCS’s intervention programs and curricula
• Supervise and coordinate the Individual Education Plan (IEP) and 504 processes
• Supervise and coordinate evaluations and related services for students
• Coordinate and monitor the Mental Health services of partner organizations
• Chair and conduct manifestation determination meetings and other special education meetings
• Ensure the implementation of accommodations in the general education environment
• Ensure that student files are in full compliance with all special education
• Provide leadership on the school’s Leadership Team
• Manage day to day performance of special education teachers and counselors
• Conduct informal and formal evaluations for special education teachers and other school staff members
• Support Principal and other Assistant Principal(s) in leading the school and creating a culture of student achievement
• Additional duties as assigned

Qualifications:
• Commitment to GWSC mission and belief that all students can learn
• Knowledge of teaching methods, curriculum, and education programs designed for students with learning, physical, and behavioral disabilities
• Knowledge of medical and psychosocial issues related to individuals with learning, developmental, and/or emotional disabilities
• The ability to communicate effectively with parents
• Demonstrated professionalism and responsibility, and a strong work ethic
• A positive, high-energy attitude, and a drive for personal excellence
• Flexible attitude, ability to work with urgency
• Strong problem solving and strategic thinking skills
• Willingness and desire to participate in unexpected projects
• Ability to work as member of Leadership Team

Education and Experience:
• Master’s Degree in Special Education with at least five (5) years of urban education experience
• Must be PA state certified in special education and administration
• Experience managing teachers

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

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Professional Learning Independent Contractor

Posted by | August 24, 2018 |

Professional Learning Independent Contractor

As the global leader in standards-based digital content for K-12 classrooms worldwide, Discovery Education is transforming teaching and learning with award-winning digital textbooks, multimedia content, professional learning, and the largest professional learning community of its kind. Serving 4.5 million educators and over 50 million students, Discovery Education’s services are available in approximately half of U.S. classrooms, 50 percent of all primary schools in the UK, and more than 50 countries around the globe. Inspired by the global media company Discovery, Inc., Discovery Education partners with districts, states, and like-minded organizations to captivate students, empower teachers, and transform classrooms with customized solutions that increase academic achievement.

Our independent contractors support K-12 partnerships by developing and delivering professional learning sessions to customers that will result in successful implementation of Discovery Education’s products and services. The ideal candidate will have experience in delivering and designing professional learning, adult learning theory, and educational technology. Ability to work in a fast-paced, virtual environment is a must.

An Independent Contractor is self-employed and:

  • Determines his or her availability.
  • Provides all of his/her own equipment (laptop, cell phone, etc.).
  • Invoices for payment upon the completion of freelance work.
  • Possesses the knowledge and skills needed to perform the work for which he/she is hired.

Core Responsibilities

Independent contractors may function in either of the two roles outlined below. All independent contractors:

  • Learn functional and educational aspects of Discovery Education Streaming services and the Techbook services (Math, Science, and Social Studies).
  • Understand the assets, structure, and content of the Discovery Education products/services.

 Professional Learning Content Development

  • Design best in class professional learning by preparing all materials including slide decks, facilitator guides, ancillary print materials, and more.
  • Utilize multiple online platforms for content creation and communication with other independent contractors and Discovery Education teams (e.g., Google docs, Box, Basecamp).
  • Design experiences that integrate purposeful digital media and tools in order to model best modern instructional practice and enhance the adult learning experience.

Professional Learning Facilitation

  • Prepare thoroughly for all aspects of professional development deliveries.
  • Deliver high quality professional development services that are both dynamic and steeped in adult learning principles.
  • Adapt to meet the professional needs of the participants in the sessions being delivered.

Basic Qualifications

  • Minimum of 5 years in education in a K-12 setting
  • Exceptional interpersonal, organizational, and communication skills
  • Experience in facilitating quality professional learning for educators
  • Familiarity with education technology and understanding of instructional practices
  • Strong knowledge of educational and professional development best practices
  • Content expertise in Math, Science, or Social Studies
  • Ability to operate successfully in a virtual environment
  • Ability to travel

 Additional Qualifications(preferred but not required)

  • Familiarity with Discovery Education products
  • School-based experience with Next Generation Science Standards
  • Deep understanding of Common Core Standards for Mathematical Practice
  • STEM/STEAM experience
  • Administrator experience
  • Formal Coaching experience

 

Comments Off on Engagement Editor

Engagement Editor

Posted by | August 17, 2018 |

Chalkbeat, the growing nonprofit news organization telling the story of education in America, seeks an engagement editor to grow our audience and deepen our relationship with readers.

Chalkbeat’s next engagement editor will help our network of local bureaus and national team better understand the news needs of our core audiences, elevate voices that are often ignored by mainstream media, build stronger relationships with communities that need critical information about schools, and expand our reach to inform as many people as possible about key developments in public education. This position will report to the Executive Editor.    

Who are you?

You are committed to local journalism and understand that means putting the audience first.  You want to make a difference, and you see how impact-driven journalism can do that.  You’re not a pageview chaser — you believe in listening to communities and fostering lasting relationships. You’re a self-starter who can both see the big picture and jump in to help execute important work. You’re comfortable wearing many hats and moving in between the education policy world and journalism industry circles. You have experience in building and engaging audiences on social media, and growing newsletter subscribers. You think in headlines, tweets, and subject lines. You can strategize about in-person events, and you care deeply about the user experience online.

What background and skills do you have?

  • 7+ years of work experience, with 5+ years of working on the digital side of media, journalism, or communications
  • Experience reporting and writing news and/or feature stories
  • Proven track record of growing a brand’s audience and boosting loyalty through email lists and social media
  • Strong writing and editing skills
  • Detail-oriented and able to work autonomously
  • Proficiency with third-party email service providers
  • Experience developing strategy informed by analytics
  • Excellent news judgment

We know that many strong candidates will not have all the skills we list. That’s OK. What else do you bring to the table? Please tell us!

What will you be responsible for?

  • Develop social media strategy for the entire Chalkbeat network (seven local bureaus + national desk)
  • Own newsletter strategy and help grow subscriber base
  • Manage national and local news partners
  • Support local bureaus with strategies for in-person events and engagement-driven reporting that brings in voices from the communities we serve
  • Leverage analytics to develop best practices for growth and engagement
  • Collaborate with Product, Analytics, and Revenue teams to identify and execute on optimization and growth opportunities

We’re building this team out, so you’ll also be hiring and overseeing another engagement team member, who will be responsible for supporting social and email strategy and execution.

Ideally, you’d be based in one of six cities where Chalkbeat bureaus already exist: Chicago, Denver, Detroit, Indianapolis, Memphis, or New York City. However, working remotely is a possibility for the right candidate.

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 seven locations and growing, we seek to provide deep local coverage of education policy and practice that informs decisions and actions, leading to better schools. Read more about our mission and values.

Comments Off on Partnerships Development Representative

Partnerships Development Representative

Posted by | August 2, 2018 |

All about Schoolrunner.  Join a purpose driven team with a mission of changing education in America and making a difference in people’s lives. Schoolrunner empowers educators and school staff to make the right decisions for their students with our powerful data collection and analysis tool (SaaS). By combining academic, behavior, attendance, and custom data, Schoolrunner provides a holistic view of each student. Our vision is to give teachers the professional tools that save them precious minutes and let them bring a timely, data-informed awareness to their job of educating and inspiring. We are inspired by the schools we work with each day and are passionate about delivering a product that helps talented educators directly impact the lives of young people everywhere. We are also a great place to work. We offer competitive salary, medical, dental, vision, and life insurance,  flexible vacation policy, 401K retirement planning and a team full of fantastic people. 

You and this position.   Partnerships Development at Schoolrunner is about creating marketing qualified leads (MQLs) and removing roadblocks for the sales account executive team. To help provide the best experience possible for our prospective customers, you will be the first person to analyze a customer’s needs and route them to the right person at the right time. With the goal of maximizing the sales team’s performance, you will be the thorough, detail-oriented teammate, who keeps CRM data consistent and tees-up MQLs to School Partnerships Managers so they can focus on closing deals.

Things you might do on a given day

  • Ensure our CRM reflects updated, accurate market data
  • Identify and organize lead lists for sales team prospecting
  • Respond and route inbound leads appropriately
  • Assist in the execution of email campaigns
  • Conduct outreach calls and schedule 30 minute discovery calls via 50+ daily dials
  • Organize and schedule meetings for School Partnership Managers (SPM)
  • Serve as a representative at in-person growth events (conferences, lunch and learns)
  • Facilitate consultative discovery calls to qualify leads schedule demos for the SPM
  • Participate and contribute in demos to smoothly transition the prospect to the SPM

Requirements

  • CRM know-how – At least 1 year of experience working with Salesforce.com, Close.io or another similar CRM in a data-centric role.
  • Thoroughness – Attention to detail is important for success in the role.
  • Thoughtful verbal and written communication – you’ll be talking with customers and coordinating with team members
  • Information hunter – Enjoy tracking down information to make a complete record
  • Tech savvy – it’ll be helpful if you can learn new tools quickly
  • Enjoy removing roadblocks and solving problems

Preferred qualifications

  • Understanding of education and training as a business.
  • Previous experience in technology customer success teams a plus.
  • Knowledge of educational technology.
  • Classroom teaching and/or instructional coaching experience.

About Working at Schoolrunner

By joining Schoolrunner at this stage in our growth, you will be getting in while we are still relatively young and small.  So, if you like the idea of working on a close-knit crew as we face the challenges of scaling both our customers and our team, this is the perfect time to jump in.

Here are some of the other people you would be working with:

Graham Forman

Graham is the head of the sales team. As the lead sales strategist, he coaches sales reps, and makes sure our sales system is smooth and effective. You will report to Graham and will be working with him to figure out where your skills can be most helpful.

Charlie Coglianese

Charlie is the Founder and Chief Data Wizard for Schoolrunner and wears multiple hats in leading Schoolrunner.  One important hat is spending time in an account executive role focusing on traditional K12 school districts and charter schools.  He built the core technology for Schoolrunner and has led our engineering efforts, so he knows the product inside and out. He’s also successfully sold dozens of customers and helped them achieve success in using the platform.  You will be working directly with Charlie to make sure he is prepared going into meetings with our customers.

Comments Off on Teacher and Principal Professional Learning Consultant

Teacher and Principal Professional Learning Consultant

Posted by | August 2, 2018 |

Teacher and Principal Professional Learning Consultant:

 

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 Regional Educational Laboratory of the Pacific (REL Pacific) at McREL International in Honolulu and help us improve teaching and learning for all students across the Pacific region. REL Pacific serves education stakeholders in Hawai’i, American Samoa, The Republic of the Marshall Islands, The Republic of Palau, Guam, Commonwealth of the Northern Mariana Islands, and The Federated States of Micronesia. We work with principals, teachers, and central office staff to design professional learning systems that work to consistently improve teaching and learning.

 

POSITION SUMMARY:

 

This driven professional who will be responsible for designing, developing, and delivering high-quality professional learning services to our stakeholders. You would join a collaborative team, developing research-based professional learning services that are ongoing, job-embedded, and closely connected to practice. This position requires strong collaboration skills, both with internal colleagues and through building and maintaining strong working relationships with Pacific stakeholders.

 

 

This position supports McREL’s work in the U.S.-affiliated Pacific region and requires up to 50% travel.

 

  • Brings research and evidence to bear on practice
  • Develops and delivers training and coaching focused on professional learning
  • Manages relationships with Pacific partners
  • Serves as a thought partner with stakeholders, including senior education leaders
  • Coordinates the work of teachers, principals and others who are developing professional learning systems that work to improve student outcomes
  • Manages projects, and reporting, including budgets

 

 

BASIC QUALIFICATIONS:

 

  • Masters’ degree or equivalent in social science, statistics, education or related field; Doctorate preferred.
  • At least five years of relevant work experience in K-12 education as a teacher, administrator, or leader of professional learning projects for teachers or principals.

 

 

SKILLS & KNOWLEDGE REQUIREMENTS:

 

  • Experience in design and delivery of professional learning for teachers and principals
  • Strong presentation skills
  • Expertise in implementing research-based practices
  • Experience planning, conceptualizing and writing competitive proposals
  • Strong Project Management skills
  • Ability to build and sustain productive relationships with diverse stakeholders, clients, and funders

 

 

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. Veteran, Disabled.

 

Comments Off on Chief Communications Officer

Chief Communications Officer

Posted by | July 30, 2018 |

Hiring Salary Range $85,134 – $102,161

 

Position Salary Range $85,134 – $119,590

 

SUMMARY OF JOB DESCRIPTION:

Responsible for Eagle County Schools communications and community relations including media relations, internal and external communications, parent and family engagement, advocacy and crisis communications.

 

SUPERVISED BY: Superintendent

 

SUPERVISES: Communications Manager, Family Outreach Liaison

 

ESSENTIAL JOB ELEMENTS:

  • Develop and manage a strategic Communications Plan with the goal of creating and maintaining the community perception that Eagle County Schools is a great place to educate children.
  • Develop and maintain a positive working relationship with local, state and national news media through proactive contacts, and serve as District Spokesperson and as a source of information for the news media.
  • Provide communications counsel for Board of Education, Superintendent, District Leadership Team, Principals and Department Managers.
  • Oversee the design, development and content of external communications and publications.
  • Coordinate communications with local municipalities and governmental entities to insure consistent, concise information about Eagle County Schools.
  • Develop, conduct and analyze an annual district wide customer survey.
  • Develop and coordinate opportunities for intellectual community conversations concerning relevant and current educational issues.
  • Insure the district and school web sites represent the strategic communications plan and utilize social media to communicate the district mission and vision.
  • Coordinate Eagle County Schools presence and support at community events such as parades, town functions, etc.
  • Represent the District at designated community functions and with community organizations, and serve on district-wide committees.
  • Attend Board of Education and Administrative Team meetings; coordinate and communicate to staff and media regarding those meetings.
  • Crisis planning and management in support of school safety.
  • Manage crisis and emergency communications, internally and externally.
  • Represent the District in Public Information Officers (PIO) intergovernmental county-wide organization.
  • Develop, influence and support District and school-based initiatives for family and student engagement.
  • Drive collaboration and partnerships with community nonprofits and foundations in support of families and District mission.
  • Oversee community events related to the implementation of bond projects.
  • Oversee the creation and distribution of informational materials related to the bond program.
  • Other duties as may be assigned.

CONTACTS:

All district personnel, media, parents, citizens, county public relations personnel, Board of Education, civic/service organizations, Colorado School Public Relations Association, contracted personnel.

 

QUALIFICATIONS:

  • BA/BS degree, preferably in journalism, public relations, marketing or a related field of study.
  • Graduate level degree or APR preferred.
  • Experience in public relations and/or marketing preferred.
  • Experience in K-12 public education preferred.
  • Excellent oral, written and interpersonal communication skills.
  • Strong attention to detail, problem solving, organizational and time management skills.
  • Computer skills: word processing, Excel, PowerPoint, layout and design software (preferably InDesign), social media strategies.
Comments Off on Chief Communications Officer

Chief Communications Officer

Posted by | July 27, 2018 |

Hiring Salary Range $85,134 – $102,161

Position Salary Range $85,134 – $119,590

SUMMARY OF JOB DESCRIPTION:

Responsible for Eagle County Schools communications and community relations including media relations, internal and external communications, parent and family engagement, advocacy and crisis communications.

SUPERVISED BY: Superintendent

SUPERVISES: Communications Manager, Family Outreach Liaison

ESSENTIAL JOB ELEMENTS:

  • Develop and manage a strategic Communications Plan with the goal of creating and maintaining the community perception that Eagle County Schools is a great place to educate children.
  • Develop and maintain a positive working relationship with local, state and national news media through proactive contacts, and serve as District Spokesperson and as a source of information for the news media.
  • Provide communications counsel for Board of Education, Superintendent, District Leadership Team, Principals and Department Managers.
  • Oversee the design, development and content of external communications and publications.
  • Coordinate communications with local municipalities and governmental entities to insure consistent, concise information about Eagle County Schools.
  • Develop, conduct and analyze an annual district wide customer survey.
  • Develop and coordinate opportunities for intellectual community conversations concerning relevant and current educational issues.
  • Insure the district and school web sites represent the strategic communications plan and utilize social media to communicate the district mission and vision.
  • Coordinate Eagle County Schools presence and support at community events such as parades, town functions, etc.
  • Represent the District at designated community functions and with community organizations, and serve on district-wide committees.
  • Attend Board of Education and Administrative Team meetings; coordinate and communicate to staff and media regarding those meetings.
  • Crisis planning and management in support of school safety.
  • Manage crisis and emergency communications, internally and externally.
  • Represent the District in Public Information Officers (PIO) intergovernmental county-wide organization.
  • Develop, influence and support District and school-based initiatives for family and student engagement.
  • Drive collaboration and partnerships with community nonprofits and foundations in support of families and District mission.
  • Oversee community events related to the implementation of bond projects.
  • Oversee the creation and distribution of informational materials related to the bond program.
  • Other duties as may be assigned.

CONTACTS:

All district personnel, media, parents, citizens, county public relations personnel, Board of Education, civic/service organizations, Colorado School Public Relations Association, contracted personnel.

QUALIFICATIONS:

  • BA/BS degree, preferably in journalism, public relations, marketing or a related field of study.
  • Graduate level degree or APR preferred.
  • Experience in public relations and/or marketing preferred.
  • Experience in K-12 public education preferred.
  • Excellent oral, written and interpersonal communication skills.
  • Strong attention to detail, problem solving, organizational and time management skills.
  • Computer skills: word processing, Excel, PowerPoint, layout and design software (preferably InDesign), social media strategies.
Comments Off on Chief Communications Officer

Chief Communications Officer

Posted by | July 27, 2018 |

Hiring Salary Range $85,134 – $102,161

Position Salary Range $85,134 – $119,590

SUMMARY OF JOB DESCRIPTION:

Responsible for Eagle County Schools communications and community relations including media relations, internal and external communications, parent and family engagement, advocacy and crisis communications.

SUPERVISED BY: Superintendent

SUPERVISES: Communications Manager, Family Outreach Liaison

ESSENTIAL JOB ELEMENTS:

  • Develop and manage a strategic Communications Plan with the goal of creating and maintaining the community perception that Eagle County Schools is a great place to educate children.
  • Develop and maintain a positive working relationship with local, state and national news media through proactive contacts, and serve as District Spokesperson and as a source of information for the news media.
  • Provide communications counsel for Board of Education, Superintendent, District Leadership Team, Principals and Department Managers.
  • Oversee the design, development and content of external communications and publications.
  • Coordinate communications with local municipalities and governmental entities to insure consistent, concise information about Eagle County Schools.
  • Develop, conduct and analyze an annual district wide customer survey.
  • Develop and coordinate opportunities for intellectual community conversations concerning relevant and current educational issues.
  • Insure the district and school web sites represent the strategic communications plan and utilize social media to communicate the district mission and vision.
  • Coordinate Eagle County Schools presence and support at community events such as parades, town functions, etc.
  • Represent the District at designated community functions and with community organizations, and serve on district-wide committees.
  • Attend Board of Education and Administrative Team meetings; coordinate and communicate to staff and media regarding those meetings.
  • Crisis planning and management in support of school safety.
  • Manage crisis and emergency communications, internally and externally.
  • Represent the District in Public Information Officers (PIO) intergovernmental county-wide organization.
  • Develop, influence and support District and school-based initiatives for family and student engagement.
  • Drive collaboration and partnerships with community nonprofits and foundations in support of families and District mission.
  • Oversee community events related to the implementation of bond projects.
  • Oversee the creation and distribution of informational materials related to the bond program.
  • Other duties as may be assigned.

CONTACTS:

All district personnel, media, parents, citizens, county public relations personnel, Board of Education, civic/service organizations, Colorado School Public Relations Association, contracted personnel.

QUALIFICATIONS:

  • BA/BS degree, preferably in journalism, public relations, marketing or a related field of study.
  • Graduate level degree or APR preferred.
  • Experience in public relations and/or marketing preferred.
  • Experience in K-12 public education preferred.
  • Excellent oral, written and interpersonal communication skills.
  • Strong attention to detail, problem solving, organizational and time management skills.
  • Computer skills: word processing, Excel, PowerPoint, layout and design software (preferably InDesign), social media strategies.
Comments Off on Assistant Superintendent – Learning Services

Assistant Superintendent – Learning Services

Posted by | July 27, 2018 |

Hiring Salary Range $115,717 – $138,860

Position Salary Range $115,717 – $157,361

SUMMARY OF JOB DESCRIPTION:

Provide leadership and direct the development and provision of a number of learning services available within the district and community.    Participate as a member of the district’s Leadership Team, advising the Superintendent on key decisions.

SUPERVISED BY:        Superintendent

SUPERVISES:              Directors, and Elementary/Secondary Principals

ESSENTIAL JOB ELEMENTS:                                                                                        

  1. Assist the superintendent in working with principals in the development, implementation and evaluation of plans for school improvement and increased student achievement.
  2. Serves as a participating member of the District’s Leadership Team.
  3. Assist the superintendent in making key strategic decisions relating to the organization including the ongoing development and advancement of the district’s strategic plan.
  4. Keep the superintendent regularly briefed and informed on the condition of the district.
  5. Build capacity and direct the district’s services related to developing and providing a system of customized learning and the alignment of curriculum and practices to high standards.
  6. Build capacity and direct the district’s strategic efforts related to competency-based education and customized pathways to college or careers.
  7. Coordinate and cultivate partnerships and community collaboration in order to advance the district’s strategic planning efforts related to learning services.
  8. Provides supervision and leadership for the district’s alternative programs and online learning.
  9. Provides support to district and school leadership teams for continuous improvement.
  10. Coordinates the district’s assessment program.
  11. Provides oversight to ensure compliance with the state’s accountability system and administrative oversight for the various state and federal grants related to all instructional levels.
  12. Develop, monitor and maintain budgets for District-wide activities.
  13. Supervises, coordinates, directs and evaluates the activities of Educator Quality, Exceptional Student Services, Multilingual Education, Curriculum Development, and Early Childhood Education.
  14. Perform other duties as assigned by the Superintendent of Schools.

CONTACTS:

All staff, students, District patrons, Board of Education, professional organizations and associations, community agencies, general public, vendors, representatives of the County, State and Federal government, media, community businesses, faith-based organizations, philanthropic organizations, nonprofits, and other school districts.

QUALIFICATIONS:

  1. MA degree in education, leadership, or related field.
  2. Colorado Type D certificate or Administrator License
  3. Five (5) years of successful administrative or equivalent leadership experience.
  4. Demonstrated effective problem solving skills.
  5. Effective communication and interpersonal skills.
  6. Knowledge and experience with school leadership, especially in the area of instructional growth and improvement.
  7. Experience with competency-based education, customized learning, curriculum alignment, and standards-based systems.
Comments Off on Math Consultant

Math Consultant

Posted by | July 27, 2018 |

Christel House Schools is accepting proposals for Math Consulting Services for our Christel House Academy South secondary school. CHS is a growing network of high performing charter schools dedicated to serving low-income, urban students in Indianapolis. We are seeking services of a consultant who has expertise in understanding the revised Indiana Academic Standards for mathematics in the middle and high school grades.   The school’s leadership is working to develop a cutting-edge mathematics academic program that better reflects the NCTM process standards of problem solving, reasoning and proof, communication, representation, and connections.   The successful consultant will be intimately aware of the ISTEP10 assessment requirements and should be able to demonstrate expertise in sequencing and structuring a multi-year mathematics program.

Comments Off on Manager of School Partnerships

Manager of School Partnerships

Posted by | July 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
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

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Secondary Spanish Teacher

Posted by | July 18, 2018 |

STEM School Highlands Ranch Opening

Position:  Secondary Spanish Teacher

Start Date: August 1, 2018

Salary range: $35,000 to $55,000/annual

At STEM School Highlands Ranch we put innovation in the center of learning to unleash the potential of all students and prepare them for an exponentially changing world. Don’t just read about our school; See what we do every day!  

We believe:

  1. We equip students to succeed in an exponentially changing world.
  2. We leverage the power of collaboration.
  3. We relentlessly reinvent and adapt.
  4. We forge pathways of discovery through continuous inquiry and experimentation.
  5. We nurture the unlimited human potential.
  6. We ethically and positively impact the world.

What we expect:

At STEM School Highlands Ranch, we expect teachers to be agile learners who design thoughtful curriculum that ensures unlimited student engagement.

What you can expect:

A community of committed professionals who engage in constant collaboration and innovation in order to nurture unlimited teacher and student potential.

Position:

  • STEM School is a K through 12th grade Charter School in the Douglas County School District located in Highlands Ranch, Colorado.
  • As a teacher, you will be expected to plan, organize, and implement an appropriate instructional program in a learning environment that guides and encourages students to develop and fulfill their academic potential.  You are challenged with new teaching methods and educational tools in an ever changing and strategic environment.
  • You will plan, prepare and deliver instructional activities that facilitate active learning experiences and establish and communicate clear objectives for all learning activities.  You will utilize technology and integrate the use of technology to provide a variety of learning materials and resources for use in educational activities, instruct and monitor students in the use of learning materials and equipment, observe, evaluate, encourage and provide feedback on students’ progress and development preparing required reports on students and activities.
  • Teachers are responsible for managing student behavior in the classroom by establishing and enforcing rules and procedures, maintain discipline in accordance with the rules and disciplinary system of the school, and applying appropriate disciplinary measures where necessary.  Our teachers are an integral part of the school and the school community, performing certain pastoral duties including, but not limited to, student support, counseling students with academic problems and supporting certain extracurricular activities such as social activities, sporting activities, clubs and student organizations, participating in department and school meetings, and parent meetings.

Qualifications Required:

Bachelor’s degree or higher from an accredited institution with a valid state teaching license and highly qualified content knowledge.

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Director of Media Relations (Communications and College Relations Director)

Posted by | July 13, 2018 |

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Teach in Memphis

Posted by | July 9, 2018 |

Hundreds of jobs with Memphis schools (from Shelby County Schools, to iZone, to the Achievement School District to Charter Schools) Teach901 is the source for discovering the best jobs in Urban Education.

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Senior Director of Learning

Posted by | July 5, 2018 |

The Role

Wonderful College Prep Academy, an independent charter school in Delano, California, is seeking a leader to foster academic excellence throughout our schools, preschool through 12th grade, so that we can fully realize our mission of preparing students for the best universities throughout the country to pursue promising careers. The Academy, located on a new state-of-the-art campus, serves 1,700 students in Delano and Lost Hills.

The Role:

Reporting to the Superintendent, the Senior Director of Learning is responsible for ensuring all stakeholders are best positioned to meet their annual academic outcomes throughout the organization, including curriculum and assessment, professional development, student case management and parent training.

Here’s what you’ll do:

Lead a high performing team that will provide high impact academic capacity-building and support to meet the Academy’s annual goals. Senior Director of Learning will oversee:

  • Literacy Director
  • Math and STEM Director
  • Director of Special Education and Student Supports
  • Student Achievement Coordinator
  • Dean of Students
  • School Psychologist
  • Manager of Family and Community Engagement

Inspire a world-class vision for academic excellence, while tracking, evaluating and supporting continuous improvement throughout the pipeline that ultimately prepares 100% of our students to thrive and complete degrees at competitive four-year universities.

  • Report, analyze and develop action plans for key data metrics in order to meet annual goals
  • Develop a cohesive, action-oriented system of interim and summative assessments
  • Ensure a robust case-management system is fully executed and reviewed regularly

Develop an articulated academic program from Pre-K through 12th grade, which through early college pathways includes awarding of Associates degrees in high school.

  • Adopt and oversee implementation of a rigorous college prep academic program, including annual preK-12 pacing plans, in all disciplines
  • Continuously support staff to utilize cutting edge and proven learning materials
  • Execute most effective research-based inclusionary learning materials for English learners and students with special needs
  • Oversee early college partnership with Bakersfield College to support Ag Business and Liberal Arts pathways

Oversee teacher training, development and evaluation. Senior Director of Learning will manage:

  • Annual Professional Development (PD) calendar
  • Develop and facilitate professional development for new hires, summer training, weekly staff meetings and ad-hoc training needs, in collaboration with school principals
  • Support instructional coaching throughout the schools
  • Facilitate and oversee university partnerships for BTSA, Teach for America, Teach to One, Loyola Marymount and related teacher programs

Develop a system of student and family supports that positions every student to reach their full potential and meet ambitious goals.

  • Create and implement school culture campaign and supports to meet student needs while driving personal and academic excellence throughout all campuses
  • Support consistent organization-wide implementation of community circles and positive behavior intervention supports
  • Develop a system of family supports to ensure comprehensive wrap-around support services while complimenting the Academy’s college-going mission

Other leadership responsibilities, as assigned.

Here’s what you’ll bring to the table:

Education and Experience:

  • Minimum of 5 years of leadership experience, either at the school or district level, charter school experience preferred
  • Minimum of 5 years of teaching experience, preferably across multiple levels
  • Experience in rural setting and/or serving high risk populations
  • Graduate of a recognized college or university with a master’s degree or higher
  • A valid California Administrative Services credential preferred, but not required
  • Bilingual Spanish speaker preferred

Skills/Traits:

  • Passion for working with traditionally underserved communities in high performance settings
  • Entrepreneurial spirit capable of managing many complex tasks with competing priorities
  • Proven track-record developing and delivering rigorous academic programs within challenging student settings
  • Strong leadership and execution abilities including goal-setting, strategic planning, prioritization and capacity-building
  • Excellent problem-solver
  • Organized and self-managed, able to drive toward outcomes
  • Dependable with excellent follow-through
  • Proven ability to collaborate and build relationships with internal and external stakeholders
  • Strong interpersonal and communication skills, orally and in writing
  • Self-reflective leader who is committed to ongoing learning and growth of self and others

Location
Delano, CA

Perks

Here’s what we’ll bring to the table:

  • Free access to the Wonderful Wellness Clinic
  • Free access to the Wonderful Fitness Center
  • Company paid health/vision/dental for self
  • Voluntary 403b with company match
  • Most positions are bonus eligible

Compensation:

This is an outstanding opportunity for a highly motivated leader to assume a pivotal role in an innovative education environment. Wonderful College Prep Academy offers a highly competitive compensation and benefits package, commensurate with experience. Incentive bonuses and relocation stipends are available.

Application Details:

Applications and questions should be made to the attention to Valerie Green at valerie.green@wonderful.com opens an email client application . Applications will be reviewed on an ongoing basis.

The Wonderful Company is an Equal Opportunity Employer and with opportunities for advancement. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, protected veteran status, or other protected categories.

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Math Director

Posted by | July 5, 2018 |

Wonderful College Prep Academy is committed to providing a world-class education for all students. The Academy’s mission is to graduate students who are prepared to earn a college degree and to put them on a promising career path for life. We believe this begins with a nurturing, engaging, community-centered school environment where students develop a strong academic foundation in literacy and math. Ultimately, this will prepare generations of leaders in the Central Valley who are critical thinkers and life-long learners.

The Academy’s first school opened in 2009 serving students of Delano and surrounding communities in grades 6-12. In seven years, the Academy has become the premier high school in the region, with 75% of its graduates attending 4-year universities. In Fall 2017, we added an elementary school to our Delano campus and launched a brand new charter school in Lost Hills. In Lost Hills, we serve approximately 100 students in grades PreK-2 and will grow rapidly to serve students through 12th grade over the next five years.

The Math Director will provide instructional leadership, vision, and strategic direction for curriculum, instruction, assessment, and professional development ensuring Wonderful College Prep Academy schools have outstanding math achievement and growth across all grades (K-12), with an emphasis on middle school grades. Math achievement is measured in a number of ways, including ACT, SBAC, and NWEA assessments as well as internal assessments, with the goal of ensuring all students are on track to be ready to successfully complete college level math requirements.

Here’s what you’ll do:

Shared Instructional Vision: Supports a vision of powerful teaching and learning, with an urgency to prepare students to thrive in universities and career with a strong foundation in mathematics.

Innovation: Develop and execute innovative strategies to ensure math instruction is world-class. Deconstruct problems and develop actionable solutions and systems to enhance math programming.

Talent Development: Oversees school-wide math professional development and instructional coaching in partnership with Sr. Director of Learning and instructional leadership team. Designs and delivers high impact ongoing professional development for new and experienced math teachers. Provides and coordinates instructional coaching of math teachers through routine observations and feedback.

Continuous Improvement: Tracks, evaluates, and supports student achievement to ensure a world-class academic model that prepares 100% of our students for four-year colleges. Oversees and manages school-wide math data analytics, establishes and monitors assessment calendar, and conducts quarterly quality assurance reviews to monitor implementation of academic model.

Intervention: Trains teachers to manage, interpret, and use assessment data and facilitate the analysis of data and student work to guide instructional decision-making. Assists teachers with the diagnosis of student difficulties in math and the planning of appropriate intervention strategies for diverse learners.

Curriculum: Develops an articulated math program from Pre-K through Associates degree and designs math curriculum materials and unit plans to ensure mastery of standards, reviewing and revising materials and resources as needed.

Other leadership responsibilities, as assigned.

Here’s what you’ll bring to the table:

Education and Experience:

  • Experience as a Math coach or comparable leadership position preferred
  • Graduate of a recognized college or university with a master’s level or higher degree
  • Math classroom teaching experience required
  • Bilingual Spanish speaker preferred

Skills/Traits:

  • Passion for working with traditionally underserved communities in high performance settings
  • Entrepreneurial spirit capable of managing many complex tasks with competing priorities
  • Strong execution and leadership abilities including inspirational vision, conflict management, team building, mentoring and coaching, goal-setting, prioritization and strategic planning
  • Strong interpersonal and communication skills, orally and in writing
  • Organized and self-managed, able to handle many responsibilities simultaneously
  • Excellent problem-solver
  • Proven ability to collaborate and build relationships with internal and external stakeholders
  • Self-reflective leader who is committed to ongoing learning and growth
  • Dependable and excellent at follow-through
  • Commitment to our organization’s mission and educational philosophy

Location
Delano, CA

Perks

Here’s what we bring to the table:

  • Free access to the Wonderful Wellness Clinic
  • Free access to the Wonderful Fitness Center
  • Company paid health/vision/dental for self
  • Employer contributions to CalSTRS
  • Voluntary 403b
  • Positions are bonus eligible

Compensation:

This is an outstanding opportunity for a highly motivated educator to assume a pivotal role in an innovative school environment. Wonderful College Prep Academy offers a highly competitive compensation and benefits package, commensurate with experience. Incentive bonuses and relocation stipends are available.

Application Details:

Applications and questions should be made to the attention to Valerie Green at Valerie.green@wonderful.com opens an email client application . Applications will be reviewed on an ongoing basis.

Applications include:

1. Resume stating position, dates of employment, employer and key responsibilities

2. Cover letter explaining your qualifications against the job announcement and WCPA mission

3. Proof of credential

Disclaimer: This job description indicates in general the nature and levels of work, knowledge, skills, abilities and other essential functions (as covered under the Americans with Disabilities Act) expected of an incumbent. It is not designed to cover or contain a comprehensive listing of activities, duties or responsibilities required of an incumbent. An incumbent may be asked to perform other duties as required. Management reserves the right to add, modify, change or rescind the work assignments of different positions and to make reasonable accommodations so that qualified employees can perform the essential functions of the job. Nothing in this job description changes the at-will employment relationship existing between the institution and its employees.

The Wonderful Company is an Equal Opportunity Employer and with opportunities for advancement. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, protected veteran status, or other protected categories.

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Superintendent

Posted by | July 5, 2018 |

Company
Wonderful College Prep Academy

The Role

Wonderful College Prep Academy is a free public charter organization dedicated to the success of every student. High-tech classrooms, caring teachers, and hands-on learning help our 1,700 preschool through 12th grade students prepare for college and ultimately pursue promising careers. And, our students can earn free college credit on campus before graduating! The Academy is located on two new state-of-the-art campuses in Delano and Lost Hills, CA.

The Role:

This is an exciting point in The Wonderful College Prep Academy’s growth. As we build upon 9 years of consistently improving student outcomes and expand our campuses to eventually accommodate up to 2,500 students, we are seeking a mission driven, strategic Superintendent to lead us to new levels of excellence.

Reporting to the Board of Trustees, the Superintendent will have oversight for a sizable operating budget and directly manage a team of seven administrators and a total staff of 165. This is a unique opportunity to lead an innovative, high-performing Charter Management Organization through the next phase of its evolution. And, because of the sponsorship of The Wonderful Company, the focus can be entirely on preparing students in the Central Valley for the best universities and not on the constant fundraising demands so common in other charter organizations.

Here’s what you’ll do:

Strategy and Development

  • In collaboration with the Board of Directors and the senior leadership team, determine strategic priorities for the Academies and effectively communicate these to stakeholders.
  • Ensure a high-quality implementation of Wonderful’s education design, including standards, assessments, instructional guidelines, and culture; refine the Wonderful model to improve student outcomes.
  • Manage opening of new schools to meet growth targets while maintaining exceptional student academic outcomes.
  • Recruit highly qualified principals, educators, and home office staff; effectively develop staff; address performance as necessary on a timely basis; consult with Human Resources as appropriate.
  • Coach, develop, and empower Principals and home office leaders, in their roles as instructional leaders and site/regional managers.

Wonderful-wide Leadership

  • Exemplify Wonderful College Prep Academy’s mission, vision, standards, policies and procedures, and code of ethical behavior.
  • Assess and communicate results, progress on goals and growth targets, and action plans designed to build success.
  • Represent the Academy within the Wonderful Company and Wonderful Education, ensuring alignment with the company’s vision, mission, core values, and education program priorities.

Community Outreach

  • Represent Wonderful College Prep Academy externally, championing college readiness and college going culture for all youth in the Central Valley.
  • Cultivate relationships with local districts, city officials, colleges and community leaders to further Academy’s goals.
  • Establish and manage a network of external partners in alignment with the school’s mission and vision.

Government Affairs and Legal

  • Manage relations with charter authorizer, Kern County.
  • Apply for and oversee major grants.
  • Advocate for Academy interests with local, state, and federal government representatives.
  • Oversee all legal and human resources matters impacting the Academy.

Here’s what you’ll bring to the table:

The ideal candidate will be an experienced administrator with a proven record of academic success.

Education and Experience

  • Minimum of 7 years of leadership experience, either at the school or district level, charter school experience preferred.
  • Minimum of 5 years of teaching experience, preferably across multiple levels
  • Minimum of 2 years of principal (or equivalent management) experience
  • Experience in rural setting and/or serving high risk populations
  • Graduate of a recognized college or university with a master’s degree or higher
  • A valid California Administrative Services credential preferred, but not required
  • Bilingual Spanish speaker preferred

Skills/Traits

  • Passion for working with traditionally underserved communities in high performance settings
  • Entrepreneurial spirit capable of managing many complex tasks with competing priorities
  • Proven track-record developing and delivering rigorous academic programs within challenging student settings
  • Strong leadership and execution abilities including goal-setting, strategic planning, prioritization and capacity-building
  • Excellent problem-solver
  • Organized and self-managed, able to drive toward outcomes
  • Dependable with excellent follow-through
  • Proven ability to collaborate and build relationships with internal and external stakeholders
  • Strong interpersonal and communication skills, orally and in writing
  • Self-reflective leader who is committed to ongoing learning and growth of self and others

Here’s what we’ll bring to the table:

  • Free access to the Wonderful Wellness Clinic
  • Free access to the Wonderful Fitness Center
  • The company paid health/vision/dental for self
  • Employer contributions to CalSTRS
  • Voluntary 403b
  • Positions are bonus eligible

Compensation:

This is an outstanding opportunity for a highly motivated leader to assume a pivotal role in an innovative educational environment. Wonderful College Prep Academy offers a highly competitive compensation and benefits package, commensurate with experience. Incentive bonuses and relocation stipends are available. Certificated administrators and teachers at Wonderful College Prep Academy are eligible to participate in CalSTRS.

If the Superintendent chooses to reside in Delano, they have the option of living in a 4-bedroom house, provided by The Wonderful Company.

Delano, CA is a quiet agricultural and industrial town located 31 miles north-northwest of Bakersfield. While many Academy employees choose to live in company housing near the Delano campus, Bakersfield and Visalia (41 mi) are within commuting distance. Los Angeles (144 mi), Fresno (77 mi) and several recreational destinations including Sequoia National Park (81 mi) are within driving distance.

The Wonderful Company also has major facilities in Delano and Lost Hills as part of its Citrus and Pistachio & Almond businesses. Academy employees have access to the new Health & Wellness facilities and Fitness Centers free of charge.

https://www.bestplaces.net/city/california/delano

https://realestate.usnews.com/places/california/bakersfield

https://www.forbes.com/places/ca/visalia/

Application Details:

Applications and questions should be made to the attention of Valerie Green at valerie.green@wonderful.com opens an email client application . Applications will be reviewed on an ongoing basis.

The Wonderful Company is an Equal Opportunity Employer and with opportunities for advancement. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, protected veteran status, or other protected categories.

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DIRECTOR, MATHEMATICS

Posted by | June 25, 2018 |

CURRICULUM AND INSTRUCTION

235 work days

FTE: 1.0

Salary Range: Commensurate with experience

 

Essential Functions and Objectives:

 

Develops, supports, supervises, coordinates and evaluates District functions in the specific areas of K-12 mathematics. Champions the District’s effort to continuously refine and implement comprehensive instruction programs that are researched-based and aligned with district and state content standards.

 

– Serve on the department’s Leadership Team to monitor and guide the focus and actions of the department in mathematics

– Direct the development of a system for monitoring teacher’s use of effective teaching practices.

– Provide direct services to schools as they integrate school level programs and District initiatives.

– Lead and coordinate district-wide committees related to instructional program improvement.

– Facilitate central office curriculum specialists as they focus on the curriculum development needed to improve student assessment measures which are linked to district initiatives.

– Successfully develop and evaluate appropriate curriculum and instruction mathematics staff.

– Observe and offer formal and informal feedback to curriculum specialists and partners concerning planning and instructional delivery.

– Design professional learning in collaboration with curriculum specialists and partners.

– Develop, coordinate and participate in professional learning days.

– Meet with parents and community groups to serve as a spokesperson for the district’s instructional programs.

– Demonstrate cost consciousness and operational efficiency while performing the duties of this position.

– Perform all other duties as assigned.

 

Knowledge, Experience & Other Qualifications:

 

– Seven (7) years teaching experience in an urban school setting, depending on area of specialization.

– Five (5) years prior management experience required.

– Proficient skills with Microsoft Office products (e.g., Excel, Word, and PowerPoint).

– Bilingual skills in Spanish preferred.

– Principal’s or Administrator’s license.

– Valid Colorado Driver’s License, appropriate insurance coverage and acceptable driving record for the past three (3) years.

– Belief in and alignment with DPS core values and mission.

– Successful experience leading schools or central office departments and demonstrating increased student achievement.

– Experience in successful budget management and implementation of large complex projects.

– Strong communication skills including verbal, written and presentation skills.

– Demonstrated organizational and problem-solving skills.

–  Demonstrate outstanding project management and organizational skills.

– A strong desire to play a major role building a high-performing and transformative school system for Denver.

– A passion for being part of a team-oriented, mission-driven culture.

– Sufficient knowledge to support assessment systems (including interim assessments) and use data to drive academic achievement.

– Ability to represent the District with federal and state agencies concerning legislation, appropriations, programs, curriculum standards, and other matters related to the incumbent’s subject matter expertise.

– Ability to collaborate with external consultants, other school districts, CDE, private foundations, higher education institutions, appropriate professional organizations and other resources providing professional growth opportunities for staff, and opportunities for students.

– Supervise the preparation of proposals and grant applications for funding acquisition related to the subject matter expertise.

– Possess a high level of conceptual and analytic skills

 

Education Requirements:

 

– Master’s degree in Education or Curriculum and Instruction required.  Doctorate degree 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 Education Teacher

Posted by | June 25, 2018 |

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
Comments Off on DIRECTOR, WORK BASED LEARNING

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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Founding Principal – 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 Founding Principal will fill a one- to two-year consulting role at the Philadelphia School Partnership. The Principal 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 Principal 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 Principal 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 Principal will have the opportunity to lead the school once it is open.
The CTE Founding Principal 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.

 

 

Comments Off on Special Populations Coordinator

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
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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.

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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.

 

 

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

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.

Comments Off on Reviewer

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 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.

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

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