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.

School Counselor @ elementary school

Must be able to obtain School Counseling endorsement in Colorado

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

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.

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.

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

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.**

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

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.

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

Position:   Principal

Location:  Fitzsimmons Middle School

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

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.

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.

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.

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

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

­

Apply Now:

Description

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.

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

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-8^th grade and two mid-term grade reports for each child in 2^nd -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.

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

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.

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.

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.

• 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)

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.

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.

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.

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.

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

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

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

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.

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.

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.

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.

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.

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.

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

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.

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.

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

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

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.

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.

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.

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.

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

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.

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.

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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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.

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

Our Mission

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

Summary of Position

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

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

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

Responsibilities

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

Professional Learning Design (50% of time)

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

Professional Learning Delivery (25% of time)

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