America Achieves

Founded in 2011, America Achieves is a nonprofit organization helping young people get the education and preparation needed to succeed and lead in a changing world. America Achieves has realized the necessity of addressing the changing economy and the implications for the education system, and believes that we must better align our educational and skill development systems to prepare people from every background and community in the United States for good jobs and careers in this rapidly changing economy. Our goal is to develop innovative proof points and build a systemic movement of cities, regions, states, and institutions that are preparing citizens for the future economy by aligning their efforts in K-12, higher education, workforce training, and jobs.

The Louisiana Educator Voice Fellowship

The Educator Voice Fellowship, an initiative within America Achieves, equips top teachers and principals to tap their classroom and school expertise to have an effective seat at the table and be co-architects of state and local education policy. Having built a national program as well as statewide programs in Colorado, Michigan, New York, and Tennessee, the Fellowship is expanding to Louisiana in 2017 in partnership with the Louisiana Department of Education (LDOE). Between September 2017 and December 2018, the 16-month Louisiana Educator Voice Fellowship will expose educators from around the state to the changing set of skills that students need to be successful in future jobs.

The Role

The Lead Product Developer will engage leading educators along with industry and government leaders to create a new set of career readiness curricular materials. Our goal with LDOE is to produce a course that will expose all Louisiana students to career opportunities through inquiry and authentic work experiences, inspire them to build the foundation for their career and life success in high school, and help them build high-demand, transferrable workplace skills such as collaboration, creativity, and communication.

By leading the team of educators, government stakeholders, and industry leaders that develops a new career education course, the Lead Product Developer will have the opportunity to make an enormous impact for students and educators across the state. The ideal candidate for this position is an excellent communicator, is comfortable working in a fast-paced environment, possesses a dynamic skillset, has subject matter expertise in career readiness, can leverage and apply new technologies in school settings, and is energized by the prospect of developing new curricular resources.

Responsibilities

• Lead product development, including writing and publishing, for a new, outside-the-box 21st Century career education course that is grounded in project-based, experiential learning and aligned with 21st Century workforce needs
• Lead the development of an instructor training program for the career education course
• Manage virtual and in-person co-development of projects with leading career education practitioners as well as industry and government stakeholders. Projects include: landscape analysis of existing career education resources, recommendations on the ideal career education course for Louisiana students, review of drafted career education course materials, instructor training materials, policy recommendations, and course evaluation
• Support the Louisiana course review process with partners at LDOE
• Facilitate meetings between educators, state officials, industry leaders, and other stakeholders
• Support the delivery of learning experiences (site visits, seminars, and webinars) for Fellows
• Support distribution to schools and districts of course materials and instructor training
• Support program evaluation by collecting quantitative and qualitative data

Qualifications

• Subject matter expertise on career education and 21st century skills
• Knowledge of pedagogical best practices for experiential and work-based learning
• Ability to leverage and apply new technologies in public school settings
• Experience creating career education curricular and instructional materials (preferred)
• Passion for engaging with educators
• Ability to iterate around strategy and execute on plans with fidelity
• Project management experience
• Experience working in public schools
• Experience working in the private sector
• Experience managing a team and leading staff to meet ambitious goals
• Experience leading trainings for adults and knowledge of adult learning best practices

Skills and Characteristics

• Comfort in a fast-paced, entrepreneurial environment
• Strong facilitation skills
• Strong written and verbal communication skills
• Ability to build authentic, long-sustaining partnerships with external organizations
• Ability to navigate the regional political landscape and create opportunity therein
• Strong organizational, prioritization, and time management skills
• Ability to work autonomously in a remote workspace and deliver results
• Ability to travel (up to 25%)
• Ability to use Excel, Google Drive, and project management software such as Slack or Asana

Reporting and Location

The Lead Product Developer will report to the Senior Director of Educator Voice Fellowships. The location is flexible, but the work will be heavily involved in Louisiana.

This is an ELA-S position, so we can only consider candidates for this position that are fluent in both oral and written Spanish and able to pass the Spanish Language Proficiency (SLP) exam. Please read the entire job description for more details.

About STRIVE Preparatory Schools:
Founded in 2006, STRIVE Preparatory Schools (STRIVE Prep) is a Denver-based community of free, open enrollment, public charter schools committed to providing every student with an excellent, college-preparatory education. We believe that students from all backgrounds deserve a college preparatory education regardless of race, economic circumstance or previous academic achievement. We are committed to preparing all students for educational success from kindergarten through college and career by challenging them to realize their full potential through high expectations in a safe, rigorous, and compassionate learning environment with shared accountability among students, families and staff.

Our teachers, leaders, faculty and staff clear a path for all families to have access to a high-quality school that’s just down the street, not across town.  By building great schools in Far Northeast, Northwest and Southwest Denver, we will create depth of impact and long-lasting community change.

At STRIVE Prep, transformation is a choice that has led to:

• The opening of 11 free, public charter schools within Denver Public Schools (DPS) throughout Far Northeast, Northwest and Southwest Denver.
• A shared vision of making a college prep education for all students in our community the norm, rather than the exception, by growing from 11 schools serving 3,500 students to 17 schools serving 7,500 students by the year 2022.
• A commitment to serve all students from the neighborhoods in which we operate, whereby approximately 97% of STRIVE Prep students identify as students of color, 91% of students qualify for free or reduced lunch, 42% are English Language Learners and 12% receive Special Education services.
• One or more STRIVE Prep schools consistently ranking in the top 10 high performing secondary schools within DPS since the DPS School Performance Framework was introduced.
• The welcoming of any scholar from kindergarten through twelfth grade who desires to STRIVE for college. Because STRIVE Prep participates in the DPS SchoolChoice process, enrollment is open to any student in the communities we serve regardless of race, economic circumstance or previous academic achievement.

About STRIVE Prep – Kepner:

• STRIVE Prep – Kepner welcomed its very first class of 6th grade scholars in the fall of 2016. As the seventh STRIVE Prep middle school campus, STRIVE Prep – Kepner will provide families in Southwest Denver a world-class education in a compassionate and highly-structured environment.
• STRIVE Prep – Kepner supports scholars who are developing their English language skills with dual-language instructional supports and a range of opportunities to acquire the English language proficiency that is essential for college.
• To prepare for the academic and social demands of our rigorous program, STRIVE Prep – Kepner scholars will attend a 2-week culture camp as an opportunity to become familiar with the adults in our community and the high expectations of a world-class education.

Essential Duties & Responsibilities:

• Lead revolutionary bilingual instruction in Science.
• Teach four 45-minute classes per day, Monday through Friday, and one 60-minute intervention or Language acquisition class Monday through Thursday.
• Translate student materials into Spanish and teach between 25% – 50% of classes in Spanish.
• Support a small group of scholars with remedial skills for 30 minutes one afternoon per week.
• Participate in lesson planning clinics with an instructional coach and create Common Core aligned lesson plans each day.
• Lead a student advisory at the beginning and end of each school day, and serve as the main point of contact and advocate for students in the advisory.
• Support scholars by supervising lunch or break once per day.
• Establish systems and routines in order to create a safe, purposeful, and welcoming classroom environment.
• Analyze student assessment data and use it to determine next steps.
• Take responsibility for the safety and learning of all students in the school.
• Collaborate with other teachers, school leaders, curricular specialists, and the special education team to ensure that instruction is always meeting the needs of all learners.
• Provide fair, accurate, and constructive feedback to students on their progress.
• Communicate regularly and often with families to both solicit their input and share student social and academic progress.
• Assist in planning and support of school-wide events including community/morning meetings, dances, and field trips.

• Be available to students by phone every evening, Monday-Thursday, for homework assistance until 8:00 p.m

• Attend and participate in weekly staff and/or grade level meetings.
• Participate in STRIVE Prep’s Summer Training Institute as well as professional development throughout the school year.

Our Aspiring Teachers:

• Consciously choose to teach and transform the lives of middle school scholars by joining a founding team of educators who will do whatever it takes in a turnaround environment to support scholars in gaining access to college.
• Highly invest themselves in constant growth and reflection as educators and professionals.
• Approach every day with unapologetic high expectations, persistence and a sense of humor.
• Proudly hold a Bachelor of Arts or Science degree and are able to submit proof of Qualified Teacher status (teacher’s license not required) within six weeks of starting through one of the following channels outlined by the Colorado Department of Education:
  • A valid Colorado Teacher License in the applicable endorsement area;
  • Sufficient college coursework (or degree in content area);
  • Passing score for the applicable Praxis ii or Colorado PLACE exam.
  • Read more about the available pathways to becoming a Qualified Science Teacher.

• Have experience working with bilingual students (strongly preferred).
• Fluently speak and write Spanish and are able to pass the speaking, reading, and writing sections of the Spanish Language Proficiency Exam before the first day of school (required). Read more about the SLP exam through Berlitz here.
• Understand, appreciate and can pull from experience teaching in an urban setting (strongly preferred).
• Dedicate themselves to the educational success of all students, not some students.
• Bring enthusiasm, professionalism and positivity to their classrooms and our adult community.
• Assume the best in others and are willing to have courageous conversations in order to do what is best for students.
• Work hard and approach challenges as opportunities for improvement.
• Set high expectations for themselves and others and a willingness to hold themselves and others to those expectations.

What we Offer our Teachers:

• Ongoing coaching and professional development.
• 135 minutes of structured planning time built into the school day to plan the highest quality lessons.
• $5,000 stipend will be offered with the bilingual position.
• A laptop and access to classrooms equipped with Smartboards and document cameras.
• Competitive compensation package and annual performance based raises.
• Participation on the Colorado PERA retirement program including a PERA 401k contribution option.
• Funding of 100% of individual medical benefits and a wide range of insurance plans.

Early application deadline of November 4, 2016.
This position will begin July 2017 for the 2017-2018 school year. Teachers are strongly encouraged to participate in a 3-week summer Culture Academy (June 5th-23rd) which will include professional development and a $2000 stipend.
Applications are accepted on a rolling basis until the position is filled.
STRIVE Prep is an equal opportunity employer.
Visit our Careers Page at http://www.striveprep.org/join-our-team/teach-at-strive/ to learn more about what to expect in the hiring process and who we need.
Please contact Desiree’ at dbeckett@striveprep.org with any questions.

Please note: We have several 2017-2018 positions available on our website currently. If you are available immediately or do not see a position that is the exact fit for you, please feel free to apply to our regional role and we would be thrilled to consider your application! Please detail in your cover letter the position, grade level, available start date, and/or geographic region that you prefer.

About STRIVE Preparatory Schools:
Founded in 2006, STRIVE Preparatory Schools (STRIVE Prep) is a Denver-based community of free, open enrollment, public charter schools committed to providing every student with an excellent, college-preparatory education. We believe that students from all backgrounds deserve a college preparatory education regardless of race, economic circumstance or previous academic achievement. We are committed to preparing all students for educational success from kindergarten through college and career by challenging them to realize their full potential through high expectations in a safe, rigorous, and compassionate learning environment with shared accountability among students, families and staff.

Our teachers, leaders, faculty and staff clear a path for all families to have access to a high-quality school that’s just down the street, not across town.  By building great schools in Far Northeast, Northwest and Southwest Denver, we will create depth of impact and long-lasting community change.

At STRIVE Prep, transformation is a choice that has led to:

• The opening of 11 free, public charter schools within Denver Public Schools (DPS) throughout Far Northeast, Northwest and Southwest Denver.
• A shared vision of making a college prep education for all students in our community the norm, rather than the exception, by growing from 11 schools serving 3,500 students to 17 schools serving 7,500 students by the year 2022.
• A commitment to serve all students from the neighborhoods in which we operate, whereby approximately 97% of STRIVE Prep students identify as students of color, 91% of students qualify for free or reduced lunch, 42% are English Language Learners and 12% receive Special Education services.
• One or more STRIVE Prep schools consistently ranking in the top 10 high performing secondary schools within DPS since the DPS School Performance Framework was introduced.
• The welcoming of any scholar from kindergarten through twelfth grade who desires to STRIVE for college. Because STRIVE Prep participates in the DPS SchoolChoice process, enrollment is open to any student in the communities we serve regardless of race, economic circumstance or previous academic achievement.

Essential Duties & Responsibilities:

• Lead revolutionary instruction in science, mathematics, engineering, or technology.
• Lead a student advisory at the beginning and end of each school day, and serve as the main point of contact and advocate for students in the advisory.
• Support scholars by supervising lunch or recess once per day.
• Establish systems and routines in order to create a safe, purposeful, and welcoming classroom environment.
• Analyze student assessment data and use it to determine next steps.
• Take responsibility for the safety and learning of all students in the school.
• Collaborate with other teachers, school leaders, curriculum specialists, and the special education team to ensure that instruction is always meeting the needs of all learners.
• Provide fair, accurate, and constructive feedback to students on their progress.
• Communicate regularly and often with families to both solicit their input and share student social and academic progress.
• Provide supervision of students during before and after school activities (arrival, dismissal, breakfast and lunch).
• Attend and participate in weekly staff and/or grade level meetings.
• Be available to students by phone every evening, Monday-Thursday, for homework assistance until 8:00 p.m.
• Participate in STRIVE Prep’s Summer Training Institute as well as professional development throughout the school year.

Our Aspiring Teachers:

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

What we Offer our Teachers:

• Ongoing coaching and professional development.
• 90-150 minutes of structured planning time built into the school day to plan the highest quality lessons.
• A laptop and access to classrooms equipped with Smartboards and document cameras.
• Competitive compensation package and annual performance based raises.
• Participation in the Colorado PERA retirement program including a PERA 401k contribution option.
• Funding of 100% of individual medical benefits and a wide range of insurance plans.

Please include in your cover letter the grade level, position, available start date, and/or geographic region you prefer.
Applications are accepted on a rolling basis until the position is filled.
STRIVE Prep is an equal opportunity employer.
Visit our Careers Page at http://www.striveprep.org/join-our-team/teach-at-strive/ to learn more about what
to expect in the hiring process and who we need.
Please contact Kristin @ KScannell@striveprep.org with any questions.

DO YOU LIVE OUR GROW VALUES?

DO YOU WANT TO…

• Teach like it’s soccer not tennis by joining a team of phenomenal educators working closely together in all aspects of their practice (note: if you like to close the door to your classroom and be left alone to work your magic, Roots is not for you)
• Help you your scholars build the academic and non-academic skill they need to be successful at Roots and beyond
• Infuse every lesson  with extraordinary intellectual rigor and limitless joy
• Constantly refine your skills through coaching, weekly professional development, data analysis and collaborative planning
• Use formal and informal assessments constantly to drive your instruction and teach in small groups
• Serve as a mentor and model for a Roots Teaching Fellow while driving extraordinary results with your scholars
• Be an innovator in your field, push the limits of what’s possible, try new things, fall on your face and try again
• For a list open lead teaching positions with more detailed descriptions, please see our hiring page at: rootselementary.org

    DO YOU HAVE…

• An unwavering personal commitment to closing the opportunity gap for all children in our time
• 2 – 4+ years of experience driving superior results in an elementary school classroom
• Experience teaching Guided Reading required; experience teaching Cognitively Guided Instruction (CGI), Writer’s Workshop, and/or small group math instruction highly preferred
• Data in your veins:  you analyze, interpret, and use data to collaborate, identify gaps, and drive results
• Strong project management skills including goal setting, backwards planning, and executing consistently
• Comfort with ambiguity, ability to operate in a fluid work environment, and confidence “building the plane while flying it”

Position

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

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

provides a robust development process to prepare leaders to lead a school in conjunction with the Director of Operations.This Fellow and eventual Principal is a full-time employee, hired, supported, and, evaluated by the Managing Director. The Instructional Fellow must have a B.A. and a minimum of three years of teaching experience.

Prepare for Success

Leaders are born, sure. But those who become great leaders do so through hard work and deep learning. At Uncommon Schools, we make that learning possible by a year-long fellowship. The Fellowship year is based on a foundation of six core elements that are aligned to the competencies of Uncommon leaders. Each element is designed to build Fellows’ capacity towards becoming effective instructional school leaders. These include the following:

• Evaluation and Feedback; Fellowship Deliverables and Immersion;
• Professional Development;
• Reading and Discussion Groups;
• School Startup Preparation;
• and School Visits.

Evaluation and Feedback

Throughout the fellowship year, Fellows will receive coaching and feedback from their Managing Directors in addition to the school leaders they are working closely with during their fellowship year. Each Fellow will have an Individual Development Plan that identifies the specific areas of development for the Fellow around which the fellowship will be customized to ensure focused development opportunities.

Fellowship Deliverables and School Guidelines

During the fall of their fellowship year, Fellows will be placed at an existing Uncommon school to observe and learn in the environment of a successful school. While in this residency, the Fellow will be involved in teaching across subject and grade levels, observing and providing feedback to teachers, and completing special projects for the school. In addition, Fellows will be responsible for completing a variety of pre-determined deliverables.

Professional Development

Ideally, fellows start in June to prepare to open their schools in the following summer. Throughout their fellowship, they will engage in professional development focusing on three domains: Cultural Leadership, Instructional Leadership, and Leadership and Management. Each professional development session will be led by our experienced group of Managing Directors, current leaders, and a select group of external partners.

Leadership and Management:

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

Instructional Leadership:

• Curriculum Alignment and Yearlong Planning
• Data-Driven Instruction
• Driving Student Achievement in Special Education
• Observation and Feedback
• Taxonomy of Effective Teaching Practices
• Teaching Math
• Teaching History
• Teaching Reading
• Teaching Science

Who We Look For: As an equal opportunity employer, we hire all Summer Teaching Fellows without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status, or disability. The strongest STF candidates exhibit the following traits:

• Strong interest in teaching in urban environments after college and interest in pursuing a full-time role with Uncommon upon graduation.
• Demonstrated commitment to social justice and urban education reform.
• Evidence of openness to feedback, grit, and strong work ethic.
• High degree of self-reflection and professionalism.
• Desire to learn from others and work in collaborative environments.

The minimum program requirements are as follows:

• Undergraduate college junior expected to graduate in December 2017 or Spring 2018 (Candidates graduating in December 2018 or in year three of a five-year undergraduate/Master’s program are NOT eligible to apply for STF 2017 and are encouraged to apply for our 2018 cohort.
• Candidates who are studying abroad in the spring may be ineligible to apply. (For more info, please see our FAQs.)
• Eligible to work in the United States
• Minimum undergraduate GPA of 3.0
• Full availability from May 28th to August 4th, 2017

Overview of Teach Plus

Mission. The mission of Teach Plus is to empower excellent, experienced teachers to take leadership over key policy and practice issues that affect their students’ success.

Programs. Teach Plus programs are designed to place highly effective teachers at the center of improvements in schools as leaders of their peers and outside schools influencing policy decisions that affect their classrooms.  The programs develop excellent teachers into leaders who achieve change and mobilize others in their school, district, state, and across the nation to bring change to scale.

Impact. Teach Plus ensures that effective teachers have influence beyond their classrooms as:

• a key voice in legislation in local, district, state, and federal policy
• change agents in transforming student learning across a school
• leaders of other teachers in improving practice
• a grounded perspective in the media and on research

1. Position Description

Teach Plus’ T3 Initiative is an innovative program that recruits, develops, and supports effective, experienced teachers to serve as T3 Teacher Leaders in low-performing and turnaround schools. This program was designed by teachers and demonstrates that chronically low-performing schools can be turned around and that excellent teachers are the key lever to do so.

T3 Teacher Leaders work together as teams of high-performing educators with administrators that understand the power of shared leadership. T3 Teacher Leaders, with the support of their principal and T3 Initiative Coach, serve in leadership roles leading teams of their peers in collaborative inquiry or leading school-wide initiatives that help facilitate and support the work of all teachers in the school to significantly increase student achievement.

The T3 Coach position is a critical school-based leadership opportunity for a skilled coach who is looking to support school reform driven by teacher leaders. Teach Plus has identified five attributes that effective teacher leaders use to improve student outcomes across their schools.

The Coach will support Teacher Leaders in developing capacity to be:

• Purpose-driven instructional leaders
• Skillful facilitators of adult learning
• School wide change agents
• Evidence-based decision makers
• Ongoing learners

Specifically, the T3 Philadelphia Coach is responsible for:

Ongoing In-School Support

• Foster High Functioning, High Impact Teacher-Leader led teams.
  • Observe and strategically contribute in weekly Teacher Leader-led team meetings and professional development.
  • Ensure that the primary work of each team is to improve teaching and learning for all students through use of calendared evidence-based inquiry cycles.
  • Ensure that teacher leader initiative work is based in evidence and achieves desired impact on instructional practice and student learning.
• Coach and Develop Teacher Leaders. Plan and facilitate school-based T3 teacher leader cohort meetings.  Meet weekly with each Teacher Leader to plan for upcoming team meetings, debrief previous meetings, and engage in leadership coaching and feedback.
• Support School Leadership: Serve as part of school leadership team. Meet regularly with principal and school administration to ensure program fidelity.

Out of School Support

• With support of Teach Plus staff, T3 Coaches collaborate across the Philadelphia T3 network to provide the following out-of-school support for the T3 Teacher Leaders across the district:
  • Plan for and deliver portions of the Summer Institute, a multi-day hands-on training for T3 Teacher Leaders across the Philadelphia T3 network.
  • Plan for and deliver regional professional development sessions for Teacher Leaders across the T3 network.

Coach Professional Learning

Teach Plus invests heavily in the development of the coaching team, supporting travel to ensure that coaches learn from and with each other in the following ways:

• Comprehensive Leadership Orientation
• Approximately three Coach meetings (travel may be necessary)
• Consistent feedback and support through one-on-one meetings with the Instructional Practice Director and National Coaching Manager

III. Qualifications

To be successful in this role, ideal candidates should have:

• 6+ years in the education field, with preference given to candidates who have both a teaching background and experience coaching teachers and school leaders in an urban environment
• Preference given to leaders who have led instructionally transformational work in the urban context
• Literacy and/or Math Data aexperience
• A relentless focus on data, including analysis and using it to inform instruction and make decisions
• Experience in leadership development and facilitation of inquiry with teachers and/or school leaders

1. Start Date and Term

The tentative start date for this position is July 2017.  Please note that T3’s expansion to Philadelphia is contingent upon final contract approval and funding. T3 Coaches may be eligible for renewal on an annual basis on July 1, 2018 based on performance and needs of the organization.

Description

CA seeks a dynamic, energetic, and creative mathematics teacher to join a collegial department as a full-time member effective August 2017. A full-time position consists of four sections of mathematics and an advisory.  The likely teaching assignment for this position will include Geometry.

Qualifications

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

Coaching abilities are a plus.

Background

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

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

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

Education Success Project Leader (VISTA)

Background:

YouthBuild Philadelphia Charter School is a nationally-recognized leader in alternative education. We help transform the lives of older (18 – 21), urban youth through a holistic approach that includes academic instruction and vocational training. Students attend YouthBuild for one year, during which they work towards earning a competency-based high school diploma and a vocational certification.

Our committed staff and talented students make YouthBuild an inspiring place to work. The school is known for its positive climate and culture. Staff and students benefit from being part of a close-knit community built through community meetings, school-wide service projects and a restorative-justice approach to discipline.

Mission:

To provide out-of-school youth in Philadelphia with the broadest range of tools, supports and opportunities available to become self-sufficient, responsible and productive citizens in their community. We develop the character, knowledge, and skills of our students so that they will succeed in top-quality colleges, trade schools and the competitive world beyond.

Responsibilities:

The Education Success Project Leader will work with YouthBuild’s academic team to increase the number of YouthBuild students who attain a diploma, and are academically prepared to be successfully placed and retained in postsecondary settings. We are seeking a college graduate, with excellent communication skills, the ability to proactively develop positive relationships, and a commitment to community engagement and education. The ideal candidate is passionate about education justice, is interested in creative thinking and problem solving, and is prepared to undertake a variety of projects to support student success.

Specifically, the Education Success Project Leader will be charged with the following:
 Coordinate and enhance a volunteer program to improve student academic performance on YouthBuild’s academic curriculum (examples: tutors, mentors, teacher assistants)
 Develop partnerships, curricula and programming to support students’ success on standardized tests including the TABE, SAT and community college placement tests like the Compass.
 Research and support the development of curriculum and staff development opportunities that enhance the tools and skills we have for preparing students for postsecondary success.

Our twelve-month position as a Full-Time AmeriCorps VISTA Member requires that successful applicants must:

 Be at least 18-years-old upon entering VISTA training. There is no upper age limit.
 Be a U.S. citizen or have permanent resident status.
 Not listed in the National Sex Offender Registry database as convicted of a sex-related crime.
 Be in a position to offer full-time service for one year (March 24, 2017 – March 23, 2018).
 Be able to exhibit previous education, training, military, or work experience, and any other relevant skills or interests necessary to perform a specific VISTA assignment.
 Be willing to live among and at the economic level of the low-income people served by the project and have a desire to provide needed community services to an under-served community while receiving the following benefits: a living allowance of $949/month, an education award of $5,350 upon successful completion of term of service, loan forbearance w/ interest accrual payment, child care coverage (if applicable), and health benefits.
 Understand VISTAs serve on a full-time basis and cannot be the subject of legal proceedings (civil or criminal) that may consume time needed for their assignments.

Science/Math/Social Studies Teacher
(Full time; Certification Preferred)

Position Description                                                                                               

The NET Charter High School

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

Position Summary

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

The Teacher is responsible for:

• High School curriculum development & teaching
• Developing strong relationships and a highly functional, restorative classroom
• Assessing and monitoring student progress
• Differentiating lessons, assessments and support
• Constantly developing his/her own craft

Position Requirements:

Education & Experience

• 3+ years teaching at risk students in a non-selective, open admissions urban environment with a demonstrated record raising student achievement

• A BA or BS
• Louisiana Teacher Certification completed or in progress preferred
• Special Education experience preferred

Skills & Approach

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

Details

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

To Apply

For more information or to apply, visit:

www.thenetnola.org

or email:

Elizabeth Ostberg, Principal, eostberg@thenetnola.org

Chalkbeat is looking for an executive editor to lead the day-to-day editorial and operational management of the editorial team, with an eye toward future expansion.

Chalkbeat is the nonprofit news organization committed to covering one of America’s most important stories: the effort to improve schools for all children, especially those who have historically lacked access to a quality education. We’re in five locations — Colorado, Detroit, Indiana, New York, and Tennessee — and growing. Read more about our mission and values.

Reporting directly to Elizabeth Green, Chalkbeat’s cofounder, CEO, and Editor-in-Chief, the executive editor will be responsible for executing the strategy set by senior leadership and overseeing the editorial arm of this mission-driven news organization that provides deep, local coverage of education policy and practice. You will manage the editorial calendar and work with four local editors, the national editor, and the enterprise editor to shepherd daily and longer-form journalism to publication. You will directly manage those six editors and indirectly oversee a team of 13 reporters across offices in New York, Colorado, Indiana, Detroit, and Tennessee—with more to come down the line. You will be responsible for setting readership and journalistic impact targets, and then coaching the team to achieve those goals. You will also work closely with the Director of Product and Growth on web and app development, and constantly be on the lookout for new digital trends.

Who are you?

You are a journalist who loves leading a team as much as reporting a story. You think digitally first and are constantly looking for new ways to present a narrative. You are an inspiring leader who thrives on the adrenaline of a newsroom, simultaneously able to communicate high-level strategy and willing to roll up your sleeves to direct breaking news coverage. You love numbers and analysis, and are comfortable with setting goals and measuring results.

What background and skills do you have?

• 10+ years’ experience in journalism and/or digital content creation, including several years spent in a fast-paced digital environment
• 5+ years’ experience in a senior position that includes hiring and building large teams, ideally across distributed locations
• Experience overseeing story budgets and publishing calendars
• Stellar news judgment and a nose for what makes the perfect story mix
• Comfortable operating autonomously with limited oversight
• Demonstrable experience with analytics tools and tracking
• Strong interpersonal skills with an ability to work with all levels of management; able to communicate proactively with key stakeholders in a startup environment
• Passion for education is a must; knowledge of education is a strong plus, but not required

The ideal candidate is based in one of Chalkbeat’s current locations: New York, DC, Denver, Indianapolis, Detroit, Memphis, or Nashville. Remote candidates will also be considered as long as they’re willing to travel at least twice a quarter for meetings, retreats, and relationship-building.

VIPKID is currently looking for independent contractors as ESL teachers for our young students. We look for teachers that are energetic and can provide engaging classes, and who are motivated and excited to work with a promising company that is growing at a fast pace in China. VIPKID currently has 60,000+ active students and 6,000+ active teachers.

WHAT WE DO
-1-on-1 online full immersion English language and content classes
-Teach American curriculum, based on the Common Core State Standards
-25-minute highly engaging lessons

WHAT WE REQUIRE

– Exposure to the American or Canadian K12 education system
– Minimum 1 year of teaching experience
– Bachelor’s degree
-Tech Requirements: Desktop or Laptop with Fast Internet connection and audio/video capability

Contract type: Independent contractor
Contract term: 6-Months
Start date: Immediately
Hours: In order to maximize number of classes scheduled, teachers are recommended to be available for at least 15 time slots per week (each time slot is 30 minutes) during Beijing peak times. The following hours tend to be the most requested time periods: Monday-Sunday 6-10pm, and Saturday-Sunday 9am-10pm in Beijing time.

Payment: Our teachers are paid according to the number of classes finished. The minimum service fee rate range is US$ 14-$18/hour. There are incentives for every lesson, so a typical service fee ranges between US$ 14-22/hour. This business opportunity is ideal for independent contractor teachers looking to supplement their income.

Chalkbeat, the national nonprofit education news organization covering local public schools, is seeking motivated undergraduate or graduate students to serve as summer reporting interns.

Our reporting teams cover schools in Denver, Detroit, Indianapolis, Memphis, and New York City, as well as education issues affecting schools across the country.

The 10-week paid internship will offer student journalists the opportunity to work alongside some of the nation’s top education journalists in a dynamic, rapidly growing organization. At a critical moment for an active independent press, join us as we build an organization working to sustain journalism that matters.

Interns will have the opportunity to undertake daily education news assignments, to work on enterprise stories, and to participate in the life of our reporting teams in every way.

Ideal candidates will demonstrate a passion for public policy and social issues journalism, strong reporting and writing skills, and comfort working in digital media. They will be mission-driven, entrepreneurial, creative, energetic, and tenacious reporters.  

About Chalkbeat

Chalkbeat, founded in 2013, is the nonprofit news organization covering the national effort to transform public education. We are mission-driven journalists who believe that an independent local press is vital to ensuring that education improves. We seek to provide deep local coverage of education policy and practice that informs decisions and actions, leading to better schools.

Qualifications

We are seeking summer reporting interns who are energized by our mission and excited to help us build a news organization that re-imagines daily newsgathering while embracing traditional journalistic values. Candidates should have clips that demonstrate strong reporting and writing skills. We’re also looking for people with a passion for (and ideally, a familiarity with) covering education.

In particular, you should have:

– Significant high school, college or professional journalism experience

– A high level of comfort with the exciting opportunities and challenges inherent in working in a high-energy start-up environment

– Familiarity with and curiosity about education issues such as standards, school choice, and teacher effectiveness

The 10-week internships start June 5 and run through Aug. 11. (The dates can be adjusted if necessary.) Interns will work 40-hour weeks and receive a stipend.

To Apply

Please send a resume, five relevant clips, and a cover letter explaining your interest in the position and any preferences among our locations to careers@chalkbeat.org. The deadline for applications is Friday, March 3. Applications will be reviewed on a rolling basis; we recommend that you apply as early as possible. Please specify “Application for 2017 internship” in the subject line.

Chalkbeat is dedicated to equal employment opportunities in any term, condition, or privilege of employment. Chalkbeat encourages people of all races, colors, national origins, ancestries, creeds, religions, genders, ages, disabilities, veteran status, sexual orientations, marital statuses, gender expressions to apply.