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Job Goal: Provide coordinated, direct counseling/intervention with students, consultation with families and teachers, and coordination with community agencies to support those impacted by the Santa Fe shooting. Qualifications: Education/Certification/Licensure 1. Master’s degree in counseling or another related mental health area 2. Professional license/certificate in school mental health field (e.g., Licensed Specialist in School Psychology, Licensed Professional Counselor, Licensed Master Social Worker) Experience 1. Three years of post-license experience in assessing and providing mental health counseling/intervention services to individuals experiencing crisis and/or traumatic experiences 2. Three years of experience working in public schools 3. Experience implementing and coaching best practices of Positive Behavior Intervention and Support (PBIS) 4. Experience developing and presenting professional development Special Knowledge and Skills 1. Training in crisis and trauma counseling and intervention 2. Knowledge of individual and group counseling skills 3. Strong consultation skills for consulting with teachers, parents and students 4. Broad knowledge of the critical elements of the PBIS framework 5. Excellent organizational, communication, and interpersonal skills 6. Ability to present information in one-on-one, small group, and large group situations to students, parents, and district staff 7. General knowledge of behavioral principles Major Responsibilities: Primary 1. Provide crisis support and individual, group, and family mental health counseling to students, parents, and school staff in Santa Fe ISD and surrounding impacted districts. 2. Coordinate services with other local service providers and refer clients as necessary. 3. Perform casework service with other local service providers and refer clients as necessary. 4. Establish strong therapeutic bonds with clients. 5. Provide rationally competent, evidence-based intervention and recovery services 6. Coordinate and integrate school and community resources and refer school staff and parents to community resources where appropriate. 7. Serve as consultant to school personnel regarding students or situations that are not referred for direct district or outside services. 8. Contribute to the planning and implementations of parent involvement activities. Develop and conduct parenting training and support groups. 9. Inform students and parents of their rights and responsibilities under federal and state law including 10. Develop and maintain effective individual and group relationships with students and parents. 11. Develop and coordinate a continuing evaluation of counseling services and make changes based on the findings. 12. Compile, maintain, and file all reports, records, and other required documents. 13. Comply with policies established by federal and state laws, State Board of Education rule, and board policy. 14. Keep the principal and supervisor informed of relevant issues. 15. Comply with all district and campus routines and regulations. 16. Model behavior that is professional, ethical, and responsible. 17. Participate in and provide professional development for district staff. 18. Exemplify high standards of ethical conduct. 19. Display tolerance necessary for accepting supervision and criticism of job performance. 20. Work in harmony with supervisory staff, faculty, and peer personnel. 21. Use professional information discreetly and judiciously. 22. Support and follow administrative and board policy. 23. Represent the school system in a positive, professional way. 24. Maintain a sincere, friendly attitude toward patrons. 25. Perform other professional duties as directed by the building principal and supervisor. 26. Develop systems to access customer needs for programming and services. 27. Develop products to support school personnel with intervening in this and subsequent traumatic events. 28. Participate in developing communication networks between Region 4, district personnel and community agencies. 29. Engage in professional development to maintain knowledge and skills in area(s) of responsibility. 30. Analyze data to evaluate the program effectiveness 31. Provide technical assistance and services as specified by any applicable grant that funds this position. Supervision/Personnel Management None Physical Demands/Environmental Factors/ Mental Demands: Travel is required to multiple locations, including Santa Fe ISD and Region 4 ESC (must have reliable transportation); frequent use of standard office equipment; prolonged sitting; occasional bending/stooping, pushing/pulling, and twisting; repetitive hand motions (keyboarding and use of mouse); occasional light lifting and carrying (less than 20 pounds); may work prolonged and irregular hours; work with frequent interruptions; maintain emotional control under pressure.

Ednovate Background Ednovate launched its first school, USC Hybrid High, a personalized learning high school, in 2012. Since then, Ednovate has grown to five schools in Los Angeles County and Orange County. Ednovate is committed to serving in areas where students traditionally lack access to a quality college prep education by building tuition-free, safe and high-performing public schools to neighborhoods that need it the most.  Ednovate is currently planning for our next growth phase as we continue to fulfill our mission to make a positive multigenerational change within the communities we serve and in our profession.   Position Description As a key member of the Leadership Team, the CFO will report directly to the CEO and play a critical role in the overall strategic management of the organization. The CFO will set the financial strategy for Ednovate's $30M operating budget and $50M real estate portfolio, while also designing and delivering effective financial systems across the organization. Additionally, the CFO will steward the organization as it embarks upon its next phase of growth, growing to 11 schools, serving nearly 6,000 students, with a $100M operating budget, and $200M in real estate assets. The CFO will serve as a strategic partner to organizational leaders, providing financial guidance to inform decisions, as well as leading long-term financial strategy, forecasting, and budgeting. The CFO is committed to Ednovate's mission, has deep financial planning and analysis expertise, and is an excellent communicator capable of distilling complex concepts into clear narratives for diverse internal and external audiences, including executives, board members, public officials, funders, and lenders. In carrying out his/her responsibilities, the CFO must be able to manage a complex long-term financial model to support strategic decision-making across the organization. This person will also manage Ednovate's external budgeting and accounting team, ExED, to lead the organization's budgeting process and financial reporting. This position will be based out of the Ednovate Support Team office in Downtown Los Angeles, though time spent in schools will be expected. Duties for this position include, but are not limited to: Organizational Leadership - the CFO will serve as a thought partner to and member of the Ednovate Leadership Team as staff financial lead, setting organizational vision and strategy, mentoring staff, and providing oversight. They will also work closely with the Board of Directors as well as key external stakeholders, including funders, lenders, and authorizers. Strategic & Annual Planning - the CFO will set the financial strategy and lead long-term financial forecasting & budgeting for Ednovate's $30M operating budget. They will review financial systems and processes and drive improvements that will enable leaders at every level of the organization to understand financial impact of decisions and consistently operate favorable to budget. Most importantly, the CFO will see around corners - recognize and anticipate opportunities and challenges as they relate to organizational plans; generate ideas, strategies, and solutions to drive impact. Capital Finance - the CFO will manage the financing strategy for $50M real estate portfolio, and $150M in new campus construction over the next five to ten years. They will also manage relationships with funding partners and lead project financing efforts to ensure timely acquisition of new permanent facilities.    Financial Planning and Analysis - the CFO will manage a complex long-term financial model to support strategic decision-making and long-term sustainability across the organization including the development of alternative long-range and short-range scenarios. They will also define metrics to monitor and predict the financial performance of entities across the organization, develop systems to track performance metrics and make decisions around resource allocation. Budgeting, Forecasting, and Reporting - the CFO will lead the annual budgeting process, partnering with stakeholders across the organization, culminating with financially healthy budgets. They will oversee the budget implementation during the fiscal year, managing ExEd to ensure budgets are accurate and support solid decision-making.  Key financial metrics will be presented on a monthly basis to ensure all key stakeholders routinely review performance to budget. Management and Oversight - the CFO will oversee all fiscal and fiduciary responsibilities for the organization, in conjunction with the Board of Directors, the Audit Committee, and the Finance/Business Advisory Group. They will also manage and inspire the 4+ person ExEd external budgeting and accounting team.  Candidate Qualifications MBA or other advanced degree, or comparable experience of a minimum of 12 years Minimum of 5+ years of progressive senior responsibility in developing and building out FP&A function with a major company or division of a large corporation. Experience in a not-for-profit/school environment is preferred but not required.  Knowledge of capital and debt markets landscape, including facilities financing options,  is a plus but not required Track record of building, leading, and inspiring effective teams; evidence of building an outcomes/data-driven team culture and coaching/developing others to maximize their potential Budget development and implementation experience in a complex organization Highly effective communicator, capable of distilling complex concepts Highly systems and process-oriented Strong project management skills and ability to work collaboratively with a wide range of constituents A multi-tasker with the ability to wear many hats in a fast-paced and hard-working environment Ednovate Non-Negotiables A history of high achievement and results Impressive work ethic ("good isn't good enough") Clear passion for Ednovate's Mission Obsessive attention to detail Service-focused mentality A belief that all Ednovate students will succeed in college and make a Positive Multigenerational Change Application Process Interested candidates should begin the process by submitting an application through Ednovate's website at http://www.ednovate.org/careers Compensation Compensation will be commensurate with experience and qualifications. A comprehensive compensation plan will include a competitive benefits package. Statement of Non-Discrimination Ednovate does not discriminate on the basis of race, color, gender, handicap, age, religion, sexual orientation, or national or ethnic origin.

Overview Though 9 in 10 Latino young adults say a college degree is important for success in life, fewer than 15% age 25 or older hold a bachelor’s degree. Voices College-Bound Language Academies exist to change that. Founded in 2006 by East San Jose native and National Board Certified Teacher Frances Teso, Voices is a public charter school network with a mission to prepare all students for the challenges of higher education through the context of an academically rigorous dual-language program. With the Voices dual-immersion model, students receive 80% of instruction in Spanish and 20% in English starting in kindergarten. The percentages shift by 10% per year until reaching 50:50 in third grade. As a result, every student, regardless of home language, graduates bilingual and biliterate in English and Spanish. In 2019-20, Voices will operate four public charter schools: Voices-Franklin McKinley (K-8), Voices-Morgan Hill and Voices-Mt. Pleasant (both Transitional Kindergarten - 5th, growing to Transitional Kindergarten - 8th) and Voices West Contra Costa (Transitional Kindergarten- 3rd). As we expand to serve more traditionally underserved students in Santa Clara County and surrounding counties, Voices seeks additional team members who share a commitment to its mission and believe joyful learning and world-class academic preparation are not mutually exclusive. Voices Academies’ Vision All students graduating from Voices College-Bound Language Academies will possess the knowledge, skills and confidence to succeed in any career path they choose to pursue in life by mastering academic standards and subject matter. Students will be aware of the many positive possibilities for their future, and enjoy learning throughout their lives. They will be able to think critically by asking questions, especially when confronted with the status quo. Our students will have a sense of social responsibility to make their communities better. Role Summary Voices Academies’ Instructional Coach will be an inspiring Leader and Educator with an entrepreneurial spirit. Reporting to the Principal, the Instructional Coach serves as part of their school’s leadership team, providing job-embedded and ongoing professional development for teachers, and staff. The ideal candidate will not only be innovative, but also have an unwavering commitment to accelerate students academic achievements while assessing and coaching Teachers and Associate teachers. He/She will provides professional development and guidance for teachers to improve their content knowledge and effective delivery of instructional strategies to build the capacity of the school and its teachers to enhance instructional practices. Key Responsibilities Instructional Coach: Implement Voices professional development program and best practices. Provides on-site staff development to ensure that teachers are knowledgeable about program components and understand the instructional design of how the instructional program meets the standards. Conducts demonstration lessons, in-class coaching, classroom walkthroughs, observations and coaching sessions, co-planning, and facilitates peer observation/coaching to ensure that all teachers have been trained to an advanced level of delivery and are using the instructional materials as designed. Provides support through reflective coaching through paraphrasing, guiding questions, and 6 Steps to Effective Feedback. Assists teachers in building and implementing interactive classroom environment focused on the content and learning strategies embedded in the program in order to maximize student engagement. Support teachers in preparation and pacing for instruction and developing lesson plans and curriculum as needed Schedule and keep track of observations and coaching sessions through an observation log. Monitor instructional effectiveness and student progress using tools and strategies gained through professional development. Participate and/or lead collaborative grade level data meetings to assist in or model the analysis and utilization of assessment data to correct instruction and improve student achievement. Serves as a knowledgeable resource in identifying appropriate research-based instructional strategies and interventions to improve student achievement for all students including English learners, students enrolled in Special Education programs, and students with diverse learning needs. Analyze student needs and provide strategies for differentiated instruction. Professional Activities: Assist grade level teams and individuals in setting goals for improved instruction. Design (individually or in collaboration with others) high quality professional development for teachers/school staff. Identify school teaching and learning needs, barriers and weaknesses by analyzing student data, and organizing and implementing problem-solving actions with teachers (in teams and individually) to refine their knowledge and skills. Establish and maintain cooperative and supportive relationships with teachers. Maintain communication with supervisor and site administration through a weekly schedule/log of activities. Trains site staff in the implantation of network-wide diagnostic, benchmark, and interim assessments. Attend trainings, professional development meetings and participates on the school’s Academic Leadership Team Performs other instructional and non-instructional duties as assigned. Voices Academies Instructional Coach candidates will have the following REQUIREMENTS Required Qualifications: Bachelor’s degree from an accredited college or university CA Multiple Subject Clear Credential with BCLAD or CLAD Demonstrated passion for the mission, vision and values of Voices Academies with a deep commitment to improving the lives of students from low-income communities Minimum 3 years of classroom experience, proven track record of results, exemplary references and classroom evaluations Focus on Data-Driven Results: Relentlessly pursues the improvement of school leadership, instruction, and operations, and is driven by a desire to produce quantifiable student achievement gains. Excellent oral and written communication skills in English and Spanish. Outstanding written, speaking, and organizational skills with experience interacting with a broad range of stakeholders. Commitment to accelerated educational progress of children. Experience or commitment to public education, social justice, efficacy and equity. Preferred Qualifications: Knowledge of and experience working with low-income communities preferred Prior coaching/mentoring experience Entrepreneurial spirit, flexibility, and demonstrated success in building a dual-immersion curriculum. Understanding of dual language instructional practices and school design and the unique characteristics of public charter schools is a plus. High proficiency in Microsoft Excel, PowerPoint, Word, and Google Apps Ability to work well independently and within a team environment; working efficiently, and exercising excellent judgment in making decisions. Tolerate high levels of stress Working Conditions: Regular requirement to stand, sit, walk, talk, hear, see, read, speak, reach, stretch with hands and arms, stoop, kneel and crouch Lift and carry objects weighing up to 50 lbs. Occasional evening and or weekend work Occasional travel Willingness to be trained as needed Prior to Employment:   Once an offer has been extended, a candidate must meet the following criteria to receive a final contract: First Aid/CPR Certification Clear Criminal Background Check Valid TB Clearance BENEFITS Key Compensation: Salary range: $65,000-$80,000 DOE Medical benefits Exceptional growth opportunities Retirement plan Contract: Reports directly to Principal Permanent Salaried, Exempt Position At-Will Contract If you have any questions about this position, please contact our hiring team by email at   [email protected] . Thank you. Voices College-Bound Language Academies is an equal opportunity employer. It is the policy of Voices to afford equal employment and advancement opportunities to all qualified individuals without regard to race, creed, color, religion, national origin, ethnicity, ancestry, sex, sexual orientation, age, physical or mental disability, marital status, citizenship status, medical condition, or any other legally protected status

Title:   Parent Organizer, Sacramento   Location:   Sacramento, CA Overview of Responsibilities   The Parent Organizer, Sacramento will play a key role in identifying, training, and developing parents from across the region to be leaders in their communities. These leaders build powerful organizations that successfully protect and expand charter schools so that all children have access to excellent education. The ideal candidate will be a skilled community organizer, with an understanding of education reform and a knack for developing people as leaders in their communities and a comfort with running local and political campaigns. The Parent Organizer, Sacramento will also work closely with the Sacramento Organizing Team to lead and execute local campaigns aligned with the organizational missions of both CCSA (501c3) and CCSA Advocates (501c4). The ideal candidate must possess strong interpersonal skills, hands-on experience developing leadership in others, and be well organized and flexible. A sense of humor, knowledge of the charter school policy and advocacy landscape, and a passion for educational justice make the candidate a good fit for the team and position. Strong project management and written/verbal communication skills are required. Essential Duties Identify, train and develop parents and other community members as leaders in the principles and practices of community organizing in order to build powerful parent-driven teams connected to CCSA Families. Conduct at least 12 one-to-one visits and one house meeting with parents and community members every week, as well as build and manage multiple parent teams in Sacramento. Build multiple parent teams that drive local issue work and develop charter school parents into a powerful voice in their schools, neighborhoods, cities, and statewide. Develop and lead trainings in collaboration with staff to grow parents in their advocacy, organizing, and leadership skills. Train and guide leaders and teams in relationship building, research, and policy development to building political power in Sacramento. Prepare leaders to hold demand meetings, press events, public actions between parents and public officials, including state legislators and local school board members. Mobilize parents to lead or attend large public forums, rallies, and demand actions demonstrating the power of charter school parents and families. Execute electoral campaign operations, including coordinating and turning out volunteers for phone banking and canvassing in conjunction with CCSA Advocates. Work with Director, Parent Organizing, Sacramento to develop, implement, and adjust unified campaign strategies (state, citywide, and local communities). Develop and implement campaign strategies and tactics, with parent voices driving decisions. Manage and maintain a timely and comprehensive database of current and potential parents who can be called on for political action and advocacy. Manage relationships with leaders from multiple sectors, such as principals, teachers, charter school leaders, elected officials and community leaders to support the agenda of CCSA Families. Develop a proficiency in education reform issues, learning best practices in school development, education policy, and the elements of excellent public schools Serve as an active member of the Sacramento Organizing Team and participate in cross-department working groups and committees. Participate in internal, regional and national staff development sessions with organization partners. Complete daily administrative and reporting activities, including timely submission of timesheets, significant daily data entry of field activities, manager reports, and credit card forms. Provide support, as appropriate, to CCSA Advocates - CCSA's tandem 501(c)4 organization - with campaign efforts at the local and state level. Required Capabilities Strong written and oral communication skills Willingness to work flexible hours including occasional weeknights and weekends; ability to travel and work remotely; driver's license and access to a vehicle Experience motivating others to action Experience and willingness to track data daily and use data strategically Ability to build relationships quickly with diverse stakeholders Knowledge of and belief in the essential role of charter schools as a means for improved educational options for students and a lever for broader educational change in California Experience managing multiple, simultaneous work efforts and a strong ability to plan strategically and marshal resources toward the implementation of that plan Ability to take initiative and high levels of ownership for outcomes, and exercise sound judgment in day-to-day decision-making 100% follow-through: No dropped balls policy; stay on top of specific tasks and consistently meet deadlines Spirit of Yes: Embrace the obstacles that will pop up and be creative on how you come up with solutions; embrace the changing landscape and adapt quickly Action-oriented: You must love getting people together to take action; you must be willing to step outside of your comfort zone and know how to motivate others to get out of theirs Understand and appreciate the use of outcomes-based data and information to help drive performance Strong commitment to social and educational justice Strong technology skills with expertise in MS Office Spanish speaking required Preferred Capabilities 3-5 years of professional work experience Bachelor's degree preferred Prior experience in community, labor, or political organizing Campaigning, lobbying, advocacy, public policy, training or relevant experience Comfort with multiple modes of effective communication, including social and on-line media tools How to Apply   Please submit a cover letter, resume, and references as   one   PDF or Word document: Cover Letter answering the following questions: What is it about our mission that resonates with your experience and/or interests? What makes you an exceptional candidate for this position in particular? Where did you learn about this opportunity? Resume References (will only contact after notifying you) Save the document as "your first name and last name" - Parent Organizer, Sacramento, and email it as an attachment to:   [email protected] .   Do not write anything on the subject line or in the email body . Position will be open until filled. About the California Charter Schools Association (CCSA) (501c3)   CCSA’s vision is to build great public schools of joy and rigor that prepare all California students for success in college, career, community, and life. We accomplish this through our mission of meeting parent, educator, and community need for great public school options by supporting and advocating for high quality non-profit charter schools and sharing their success throughout California’s public schools. CCSA embraces its history of being an advocacy organization advancing issues of social justice and civil rights. Our members and the teachers and administrators who serve in their schools value diversity in culture, gender, race, ethnicity, sexual orientation, religion, age, disability, and perspective. While we seek to grow a movement that serves all students, all families, and all communities, we work with a special spirit of urgency to provide our most historically underserved and vulnerable students with the high quality public education they deserve. We join in common cause with those fighting both inside and outside of public education for greater equity, opportunity, and access for all. For more information, visit  www.ccsa.org . About the California Charter Schools Association Advocates (CCSA Advocates) (501c4)   The California Charter Schools Association Advocates (CCSA Advocates) is a 501(c)(4) organization dedicated to increasing the involvement of the charter school community in the public policy arena, creating a pipeline of charter school supporters and activists, electing public officials who support California charter schools, and growing the political influence of the California charter school movement. The Vision of the California Charter Schools Association Advocates (CCSAA) is to increase student learning by growing the number of families choosing high quality charter schools so that no child is denied the right to a great public education. The Mission of Advocates is to increase the number of students attending quality charter schools in California as quickly as possible by creating a political environment that is supportive of charter schools. For more information, please visit   http://www.ccsaadvocates.org/ . Pursuant to the San Francisco Fair Chance Ordinance, we will consider for employment-qualified applicants with arrest and conviction records .

Objective The Culture Team Member will support the Dean of Culture in supervising student conduct on the school campus, ensuring a safe environment for staff, students, and visitors. About Us Legacy College Prep is the third innovative high school of the Ednovate Network. Ednovate's mission is to close the college graduation gap through our Theory of Change, in which a strong sense of purpose, a personalized college prep curriculum, and development of specific mindsets will allow each of our students to persist through college. Located in Santa Ana, CA, Legacy College Prep opened its doors to its first 9th grade class in August of 2016 and will expand one grade level per year until we serve students in grades 9-12 in the Fall of 2019. The school provides students and families with a safe and nurturing school culture that has high expectations and delivers a rigorous personalized college prep experience. USC College Prep prepares each of its graduates to use their college degrees and careers to make a Positive Multigenerational Change. This free, public charter high school personalizes learning through technology, focuses on developing a strong sense of purpose and builds college-ready mindsets to ensure all of its students are ready to go to and graduate from the best colleges in the country. Redesigning the high school experience requires that staff members be willing to respond to feedback and data in real-time, reflect constantly on the impact of their actions and collaborate to continuously improve their practice. Position Description The Culture Team Member will ensure the safety and well-being of all individuals on and around campus. This will include monitoring students on and around campus before, after, and during school hours. It will also include working with our Dean of Student Culture to maintain a positive and safe learning environment. It will also include assisting staff members with various tasks throughout the day including but not limited to: Observes and corrects behavior of students according to our school's discipline system Assists in maintaining order among students on the school grounds during transitions, large group gatherings, and lunch periods and after school activities Monitors student activity and movement in study areas or communal areas Oversees student detention Supports instructional staff with maintaining positive classroom behavior Monitors school campus, parking lots, adjacent areas and other facilities Monitors campus parking and traffic movement Supports with operations (set-up/tear-down) to ensure smooth culture for school events Performs other duties as assigned that support the overall objective of the position The Culture Team Member must embody our core mindsets and be active participants in the staff community. They will be responsible for enforcing our school-wide student code of conduct with 100% consistency along with all school staff. Team members will engage in lively debates around planning, student learning outcomes and school culture. They should neither shy away from conflict nor accountability to results as measured through student learning outcomes and strategic plan goals. Qualifications The ideal candidate: Is passionate about increasing the college attainment rate in educationally underserved populations and working with families of diverse backgrounds Has an unwavering belief in academic success for all students Is committed to our mission, discipline model, and vision Has prior school experience working with teenagers, preferably in a school setting Strong proficiency with Google Apps (Sheets, Word Docs, Slides) Enjoys a fast-paced, entrepreneurial environment and is eager to build new systems or adapt existing ones Collaborates well and engages in healthy, collegial conflict Is comfortable with a high degree of transparency and accountability for results Is resourceful, persistent, and constantly reflective on improving results Finds joy in their work and thrives with autonomy, flexibility and accountability Connects well to students and values communication and partnership with families Can maintain a disciplined classroom Is committed to our Demerit/Merit Behavioral Management System Is a graduate of a four-year university Logistics This is a full-time hourly position that will begin in July 2019. The hourly wage is competitive and commensurates with experience. A competitive benefit package is included. To Apply To submit an application, please visit our website at  https://www.ednovate.org/open-positions . Ednovate is strongly committed to hiring a diverse and multicultural staff, and we encourage applications from traditionally underrepresented backgrounds. Ednovate does not discriminate on the basis of race, color, gender, handicap, age, religion, sexual orientation, national origin, ethnic origin, or any other reason prohibited by state or federal law.

The Chief Transformation Officer is the District’s research and design leader, responsible for identifying and scaling creative ideas that work throughout the district, in partnership with our community. In addition, the Chief Transformation Officer (CTO) is responsible for setting the vision, direction, and strategic plan for Innovative School Models and serving as the point-person for Transformation Initiatives throughout the district. Additionally, this person must be able to collect, analyze and use multiple sources of data, including research related to the design and implementation of new school models, to guide continuous improvement of schools. Quality school leadership is one of the leading factors determining student achievement. In addition to the overall vision setting and strategic planning for the innovative school models, the CTO will develop a “Call for Quality Schools,” and subsequent creation of innovative and specialized school models, as well as the management and communications support to an identified portfolio of innovation schools. The CTO will support resource sharing within the network and across the district and will build the leadership capacity of the district. The CTO will be the owner and driver of our partnerships, including The Holdsworth Center, The New Teacher Project, and System of Great Schools, to support district-wide leadership development initiatives. About Aldine ISD Aldine Independent School District is located 17 miles north of downtown Houston, Texas. It encompasses more than 111 square miles of land in both urban and rural environments. The district’s student population exceeds 65,000. In addition, our student population is ethnically rich, and our staff demographics are as diverse as our students. The needs of our students are also diverse. Around 85% of our students are classified as economically disadvantaged. The district employs more than 10,000  people in a variety of roles. Aldine ISD is committed to implementing evidence-based, innovative, and transformative school and program models to ensure all students have access to learning environments that meet their need . Qualifications Education/Certification : Master’s degree from an accredited four (4) year college or university Valid Mid-Management, Administrator, or Principal Certification or the ability to become Texas certificated Candidate must have satisfactory outcome of fingerprinting background check. Special Knowledge and Skills: Demonstrated leadership skills Ability to problem solve, think critically and manage conflicts Ability to manage budget and personnel Ability to collect, analyze and use multiple sources of data Strong organizational, communication, strategic planning and interpersonal skills Strong interest in urban education and driving improvement in student achievement Work collaboratively to build consensus while also delivering exceptional results Inspire, manage and collaborate with a wide variety of internal and external stakeholders at all levels Be flexible, resilient and adaptable to changing priorities Knowledge and expertise in writing grants Experience: Five (5) years preferred successful experience as a principal or district-level administrative leader Experience working collaboratively across key departments of a school district Central office experience supervising principals preferred Experience in research related to the design and implementation of new and specialized school models Experience working with both elementary and secondary level schools and programs Qualities of an Effective Chief Transformation Officer: Demonstrate a high level of personal integrity, a collaborative leadership style and high ethical standards Maintain an unwavering belief that all students can excel and has a commitment to high performance standards Keep informed of and comply with state, district, and campus policies affecting daily attendance, punctuality and confidentiality Comply with the Texas Educator Code of Ethics Major Responsibilities and Duties (The following statements describe the general purpose and responsibilities assigned and should not be construed as a list of all responsibilities, skills, efforts, or working conditions that may be assigned or skills that may be required .) District Climate: Facilitate communication and collaboration among campus administrators and district departmental leaders to enhance service delivery, program development and customer satisfaction, particularly around innovative school models and programs Set the vision and strategic plan for the district’s innovative and specialized school models and programs Serve as the district’s expert on innovative and specialized school models and new approaches to teaching and learning  Champion the creation of new school models and the redesign of existing schools that require extensive cross-departmental collaboration and internal consensus Create and sustain a network of local and national partnerships that contribute ideas and energy to the district’s innovative and specialized school models Organizational Leadership: Work closely with the superintendent and cabinet to ensure that the Office of Transformation is a key driver of student achievement in Aldine Facilitate participation and planning within System of Great Schools cohort Work with key district leaders and external partners to create a vision for and facilitate a “Call for Quality Schools” Work with selected principals to develop and launch new and specialized school models Coordinate with Human Resources Department to strategically deploy teaching teams in coordination with campus principals and in support of innovative and specialized school models Inform and coordinate with stakeholder groups to leverage community assets and evolving opportunities for innovative and specialized school models Provide leadership and direction to assigned innovation campus principals to continuously drive student achievement Serve as liaison between district operations and innovative and / or specialized campuses Work in partnership with the Communications Department to develop buy-in and excitement for innovative and specialized school models with both internal and external stakeholders Organizational Management: Provide administrative direction and leadership for the operational, financial and personnel resources of assigned campuses/departments to effectively support district and campus goals Develop, review and approve campus/departmental operating policies, procedures, and budgets Coordinate and facilitate principal meetings for the portfolio of innovative and specialized schools Manage in-district charter authorizing process  Supervisory Responsibilities Supervision of assigned staff Work Environment Mental Demands: This position is “high profile,” and may be responsible for handling highly charged public situations as well as interacting with the press Work with frequent interruptions , maintain emotional control under stress Physical Demands/Environmental Factors: May work prolonged or irregular hours; work inside and outside (exposure to sun, heat, cold, and inclement weather), exposure to noise; frequent districtwide and occasional statewide travel Tools/Equipment Used: Standard office equipment including personal computer and peripherals. Posture: Frequent sitting and standing; occasional bending/stooping, pushing, /pulling, and twisting Motion: Repetitive hand motions; frequent keyboarding and use of mouse ; occasional reaching Lifting: Occasional light lifting and carrying (less than 15 pounds) It is the policy of Aldine ISD not to discriminate or engage in harassment on the basis of race, color, national origin, sex, religion, age, disability, or any other legally protected status in its educational and vocational programs, services or activities or matters related to employment as required by Title VI and Title VII of the Civil Rights Act of 1964, as amended; Title IX of the Education Amendments of 1972; Age Discrimination in Employment Act; Americans with Disabilities Act, as amended; and Section 504 of the Rehabilitation Act of 1973, as amended.

Ednovate Background Ednovate launched its first school, USC Hybrid High, a personalized learning high school, in 2012. Since then, Ednovate has grown to five schools and is on a trajectory to continue to grow over the next several years. Ednovate is committed to serving in areas where students traditionally lack access to a quality college prep education by building tuition-free, safe, and high-performing public schools to serve neighborhoods that need it the most. Ednovate is currently planning for our next growth phase as we continue to fulfill our mission to make a positive multigenerational change within the communities we serve and in our profession. Position Description We are seeking an Operations Support Associate whose primary role will be to provide high-quality customer service and support for all operational matters at our schools and network office.  This will primarily entail managing and expanding the network help desk ticketing system. Additionally, this member of the Operations team will support the creation and tracking of project plans for each team quarterly goal in order to optimize resources and clearly identify a path to achieving each goal. The ideal candidate for this position is process driven, detail oriented and an excellent communicator who enjoys working with school-based leaders, staff and students.  The candidate needs to possess strong organization, attention to detail and self-management skills. This position will be a critical part of the Ednovate Support Operations Team, working closely with school leaders, school operations staff and teachers.  This position will report to the COO and will be based out of the Ednovate Support Team offices in South LA and Downtown, though some time spent in schools will be expected. The Operation Support Associate's duties include, but are not limited to: Help Desk Management Manage a help desk system for all network operations related concerns with a response rate within 48 hours or less for all tickets.   Manage/supervise the day-to-day operations of the Help Desk including setting standards and proper expectations to ensure our customers are receiving responsive and complete operational support services.  Ensure that tickets are properly assigned, documented, updated and closed daily. Collect real-time data to track trends and facilitate constant improvement in response to support where schools need it most. Train network and school staff members to standardize ticket submission and optimize their use of the help desk features. B2B / B2C, Experience "communicating" with 2nd & 3rd level support Help Desk Expansion Expand the existing help desk to be able to receive tickets in multiple operational and compliance categories, to include:  SIS, school nutrition, facilities, finance & budgeting, procurement, and attendance. Expansion to include leveraging Zen Desk features for customer support and data analytics. Collect and analyze new help desk data to drive Ops team resource planning and school support focus for next school year. Operations Project Management Support Work closely with the COO and Network Operations team to identify quarterly projects/priorities aligned to the strategic plan goals. Ensure all quarterly priorities have clear project plans that map resources and timelines to each project ensuring on-time achievement of each priority. Support network-wide events and initiatives to ensure cross team projects have clear plans, owners, mapped resources and lead times. Candidate Qualifications A proactive self-starter with the ability to multitask, establish and rearrange priorities, and maintain focus in a fast-paced environment Project management experience Basic help desk system administration experience Strong analytical skills Relentless results-orientation Ability to work collaboratively with a wide range of constituents Excellent interpersonal, verbal and written communication skills Strong organizational skills and attention to detail Knowledge of public education and charter schools preferred, but not required Belief that all Ednovate students will succeed in college and make a Positive Multigenerational Change Unwavering determination to do whatever it takes to help our students succeed Ednovate Non-Negotiables A history of high achievement and results Impressive work ethic ("good isn't good enough") Clear passion for Ednovate's Mission Obsessive attention to detail Serviced-focused mentality Application Process Interested candidates should begin the process by submitting an application through Ednovate's website at http://www.ednovate.org/careers Compensation Compensation will be commensurate with experience and qualifications. A comprehensive compensation plan will include a bonus incentive and a competitive benefits package. Statement of Non-Discrimination Ednovate does not discriminate on the basis of race, color, gender, handicap, age, religion, sexual orientation, or national or ethnic origin.

Job Goal: Provide professional development and services, develop products, and participate in special project activities in area of dyslexia and related disorders that support the ESC’s core purpose and strategic goals Qualifications: Education Master’s degree Certification/Licensure 1. Texas Teacher Certificate for the appropriate content and grade levels 2. Certified Academic Language Therapist (CALT) Experience 1. Three years of experience in leadership position(s) related to campus-based teams 2. Five years of teaching experience in Reading/Language Arts and multisensory, structured language instruction 3. Experience in developing and presenting professional development Special Knowledge and Skills 1. Broad-based knowledge of Dyslexia and Related Disorders, current 504/IDEA Legislative Issues, dyslexia assessment, dyslexia intervention, and Response to Intervention 2. Broad-based knowledge of Reading/Language Arts education, pedagogy, assessment, instructional technology, and instructional coaching 3. Exemplary written and oral communication skills Major Responsibilities: 1. Develop, present, and facilitate effective professional development. 2. Provide technical assistance and customized services, e.g. instructional coaching. 3. Develop products to support instruction and programming. 4. Provide leadership in planning, developing, implementing, and evaluating professional development, services, and products in the area(s) of responsibility. 5. Assist with planning and implementation of ongoing needs assessment and services for Region 4 customer districts. 6. Participate in developing communication networks between Region 4 customer district personnel. 7. Assist in planning and developing special project activities, e.g., grant proposals, interdepartmental services, demonstration sites, research studies, and other customer-based projects. 8. Engage in professional development to maintain knowledge and skills in area(s) of responsibility. 9. Participate in state level functions related to area(s) of responsibility. 10. Provide technical assistance and services as specified by any applicable federal grant that funds this position.

ABOUT TENSQUARE   TenSquare is a national charter school support organization that works alongside schools to make lasting and measurable change. TenSquare works in partnership with school leaders to help them navigate the charter accountability landscape, grow and thrive in an increasingly competitive charter school environment, and improve student outcomes. Our strategic, hands-on engagements have led to significant gains in student achievement and organizational performance as measured by state exams and authorizer report cards.   TenSquare seeks a Transitions Coordinator for a school in Washington, DC.  ABOUT THE POSITION The Transitions Coordinator helps to plan, facilitate, and provide oversight of students’ post-secondary placement. This is a full-time position, with occasional weekend and evening service hours. The Transitions Coordinator reports to the Head of School and manages the Transition Specialist. Primary responsibilities include, but are not limited to: Leadership Serve as a member of the school’s  Leadership Team, advise on critical program decisions. Support the professional development, and provide supervision to, the Transitions Specialist. Career and College Readiness Collaborate with the Academic Department to build students’ college and career awareness and readiness; work with students to develop Individual Transition Plans. Set up job site visits and career exploration activities to introduce students to various jobs, careers, and apprenticeship/internship opportunities. Set up campus visits and college exploration activities to introduce youth to post-secondary opportunities, various jobs, careers, and apprenticeship/internship opportunities. Work with Transitions Specialist to recruit and enroll AmeriCorps student members in accordance with applicable CNCS guidelines, grant agreements, etc. Track member progress toward achieving performance measures as outlined in the AmeriCorps grant agreement. Placement Meet organizational goals for placement and retention in the workforce and/or post-secondary education. Track alumni one year after exit to ensure retention in job/career opportunities. Support  alumni with career readiness, securing employment and accessing post-secondary education. Develop partnerships with foundations and other organizations to provide scholarship opportunities to students (e.g., New Futures).  Collaborate with the Head of School, the Construction Manager, and other school leaders to secure student placement in internships, apprenticeships, and other employment opportunities. Follow-up with students on their employment and PSE status via phone, email, and social media. Verify student placement by conducting site visits, phone calls, email communication, and Social Security Number employment inquiries. Help support the development of an Industry Advisory Council. Data Management Track progress towards career development goals (such as resume and cover letter completion, participation in mock interviews, successful job applications), as well as post-secondary education and employment outcomes via the school’s Student Information System, as well as funder-sponsored databases (e.g., DYB database). QUALIFICATIONS Bachelor’s degree required, with at least two years of experience teaching opportunity youth and demonstrated success assisting youth in obtaining employment and completing post-secondary education. Excellent oral and written communication skills. Database management experience a plus. Fluency in Spanish is preferred.  Alignment with, and adherence to the school’s mission to transform lives of DC opportunity youth Commitment to mentoring and educating opportunity youth, and belief that all students can achieve success. Demonstrated ability to provide engaging and developmentally appropriate programming. Commitment to regularly assessing student progress and using data to strengthen student performance Demonstrated ability to engage diverse young adult learners, including those with disabilities and English Language Learners. Familiarity with youth development principles and alternative high schools. Strong cultural competency skills, including excellent ability to communicate with  diverse students and staff. Must be flexible, energetic, and resourceful. NO PHONE CALLS PLEASE. TenSquare provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability or genetics. In addition to federal law requirements, TenSquare complies with applicable state and local laws governing nondiscrimination in employment in every location in which the company has facilities.

Position Summary The Content Specialist (Whole Child Development) will be a key member of TransformEd’s partnerships team, supporting educators and other practitioners nationwide in their efforts to integrate a whole child focus in their classrooms, schools, districts, and programs. The Specialist’s primary responsibilities will be to serve as an internal content expert, advising project leads on current and emerging research on whole child development topics, curating and developing tools and resources, and facilitating presentations and coaching sessions with educators. Resource & Tool Creation:  Create comprehensive, engaging externally-facing resources, tools, presentations, and other content that synthesize the latest research on whole child development topics and provide practical, actionable guidance to educators and other practitioners. Internal Expert Consulting:  Serve as an internal expert consultant on whole child development, providing review, guidance, and suggestions to project leads to ensure all presentations and documents are practitioner-friendly and based in the latest research and best practices with an equity lens. Research to Practice Translation:  Collaborate with the Research and Assessment team to ensure the practitioner voice is present in research design and to create practitioner-friendly resources from analytical outputs. Facilitation & Presentation:  Facilitate adult learning sessions and deliver presentations to educators and other practitioners nationwide. Knowledge Building:  Maintain up-to-date knowledge on best practices and current research in social-emotional learning, positive school environments, whole child development, and similar topics, as well as the factors at play in schools and districts within the US educational system. Resource Dissemination:  Support the dissemination of content to a practitioner and researcher audience, including by curating articles, resources, and opportunities and writing or developing content. Other Organizational Outreach and Support:  Assist in the development of grant and contract proposals and the writing of research or policy briefs, as requested. Who You Are You have a passion for education and enthusiasm for continuous learning. You are curious and an information seeker, skilled at and excited about synthesizing all of that information and sharing what you’ve learned with others. You enjoy the collaboration and fast pace of a start-up environment and want to be part of building an organization from the ground up. Successful candidates will have a deep understanding of social-emotional learning, school culture / climate, and related fields in whole child development. They will also be familiar with the complexities of the US education system at the classroom-, school-, and district/CMO-level. Master’s degree preferred, preferably in psychology, human development, neuroscience, or a related field (relevant experience may count toward this requirement); Deep content knowledge in whole child development topics, including social-emotional learning and school culture and climate, drawing from the literature on education and developmental psychology; Exceptional writing, communication, and facilitation/presentation skills required; and Demonstrated ability to work in a fast-paced environment, prioritize multiple projects at once, and work across teams and levels. If this job sounds like something you would find fulfilling and is aligned with your career goals, even if your experience isn’t exactly in line with the points above, please consider applying anyway. Experience comes in many forms and your interest and passion can go a long way. We know that a diverse team makes for the best collaborative work and creative thinking. We are dedicated to adding new perspectives and experiences to the team and encourage everyone who is interested in the work to apply. Position Details This is a full-time role based in Boston, MA. Salary is commensurate with experience, and we offer a generous benefits package including health, dental, vision, and 401k with employer match. Team members at TransformEd also enjoy additional benefits including semi-flexible scheduling, unlimited vacation time, and paid parental leave. This position will require a small amount of domestic travel (10-20%). TransformEd is committed to building the diversity of our team and creating & maintaining a positive, inclusive workplace culture where all can thrive. In that spirit, we are particularly interested in receiving applications from a broad spectrum of qualified people who represent the diversity of the schools and districts we serve. Application Instructions Interested and qualified applicants should send the following to [email protected]: Resume Cover letter which includes a description of something you recently learned about social-emotional learning, school climate, or related topics, and how you think an educator could use this information in practice Sample of a related product, poster, or written document you have produced in the past (if available) Please include “Application for Content Specialist” in the subject line of the email. About Transforming Education TransformEd, founded in 2013 and incorporated independently in 2016, is a Boston-based non-profit focused on whole child development through systems change. Our small but mighty team partners with schools and districts/CMOs serving over one million students in twenty states. At TransformEd, we envision a future in which all students become thriving adults, able and empowered to lead personally meaningful lives and to contribute to their communities. We partner with school and system leaders to identify and implement evidence-based practices and policies that create positive learning environments and support students’ social-emotional development. We work with partners in intensive one-on-one engagements as well as in networked learning communities. As we work, we draw from research, best practice, and the input of diverse stakeholders, applying and sharing what we’re learning to build an understanding of the practices, systems, structures, and environment of schools and school systems can most effectively foster students’ social-emotional development.

Position Summary The School Support Coach will be a key member of TransformEd’s partnerships team, tasked with coordinating support and facilitating coaching sessions with schools and districts/CMOs nationwide that seek to implement an expanded definition of student success (which includes social-emotional development and positive school environments alongside academic excellence). Technical Assistance & Coaching:  Design and facilitate adult learning experiences, both in-person and virtual, to support partners in building their capacity to integrate an expanded definition of student success into their schools and districts. Relationship Management:  Develop and maintain strong relationships with a set of schools, districts, and CMOs nationwide, including building a deep understanding of their evolving needs and providing resources and coaching to address their needs. Continuous Improvement Support:  Support partners in designing data collection processes, collecting data on markers of an expanded definition of student success, and creating action plans from these data. Resource Development & Curation:  Curate resources and, in collaboration with other team members, assist in the development of new resources to respond to partners’ needs. Collaborate with colleagues to identify and translate rigorous research into practical guidance for educators. Project Coordination & Tracking:  Maintain project plans that include a comprehensive, documented view of schools’ visions, needs, data, and actions. Knowledge Building:  Maintain up-to-date knowledge on best practices and current research in social-emotional learning, positive school environments, whole child development, and similar topics, as well as the factors at play in schools and districts within the US educational system. Other Organizational Support:  Contribute to the development of new projects and proposals and to other work across the organization. Who You Are You have a passion for education and enthusiasm for continuous learning. You love to meet new people and share what you’ve learned with them. You enjoy the collaboration and fast pace of a start-up environment and want to be part of building an organization from the ground up. Successful candidates will have a deep understanding of social-emotional learning, school culture / climate, and related fields. They will also have direct experience in the US education system at the classroom-, school-, and/or district/CMO-level. Bachelor’s degree preferred, preferably in education, psychology, human development, or a related field (relevant experience may count toward this requirement); At least 2-3 years of experience working directly in PK-12 education, such as in the role of a teacher, counselor, or school or district administrator; Exceptional writing, communication, and facilitation/presentation skills required; Experience analyzing and distilling data for action, preferably in an educational setting; Demonstrated attention to detail and ability to manage complex projects or work plans; and Demonstrated ability to work in a fast-paced environment, prioritize multiple projects at once, and work across teams and levels. If this job sounds like something you would find fulfilling and is aligned with your career goals, even if your experience isn’t exactly in line with the points above, please consider applying anyway. Experience comes in many forms and your interest and passion can go a long way. We know that a diverse team makes for the best collaborative work and creative thinking. We are dedicated to adding new perspectives and experiences to the team and encourage everyone who is interested in the work to apply. Position Details This is a full-time role based in Boston, MA and reporting to a Director of Partnerships. Salary is commensurate with experience, and we offer a generous benefits package including health, dental, vision, and 401k with employer match. Team members at TransformEd also enjoy additional benefits including semi-flexible scheduling, unlimited vacation time, and paid parental leave. This position will require a moderate amount of domestic travel (30-50%). TransformEd is committed to building the diversity of our team and creating & maintaining a positive, inclusive workplace culture where all can thrive. In that spirit, we are particularly interested in receiving applications from a broad spectrum of qualified people who represent the diversity of the schools and districts we serve. Application Instructions Interested and qualified applicants should send the following to [email protected]: Resume Cover letter which includes a description of a successful experience you have had coaching adults Please include “Application for School Support Coach” in the subject line of the email. About Transforming Education TransformEd, founded in 2013 and incorporated independently in 2016, is a Boston-based non-profit focused on whole child development through systems change. Our small but mighty team partners with schools and districts/CMOs serving over one million students in twenty states. At TransformEd, we envision a future in which all students become thriving adults, able and empowered to lead personally meaningful lives and to contribute to their communities. We partner with school and system leaders to identify and implement evidence-based practices and policies that create positive learning environments and support students’ social-emotional development. We work with partners in intensive one-on-one engagements as well as in networked learning communities. As we work, we draw from research, best practice, and the input of diverse stakeholders, applying and sharing what we’re learning to build an understanding of the practices, systems, structures, and environment of schools and school systems can most effectively foster students’ social-emotional development.

Ednovate Background Ednovate launched its first school, USC Hybrid High, a personalized learning high school, in 2012. Since then, Ednovate has grown to five schools and is on a trajectory to continue to grow over the next several years. Ednovate is committed to serving in areas where students traditionally lack access to a quality college prep education by building tuition-free, safe, and high-performing public schools to serve neighborhoods that need it the most. Ednovate is currently planning for our next growth phase as we continue to fulfill our mission to make a positive multigenerational change within the communities we serve and in our profession. Position Overview The Manager of Mental Health Services will manage, observe and consult with our special education counselors and social workers (hereafter "mental health service providers"). They will provide clinical consultation, manage the counseling programs at our campuses, and evaluate effectiveness of programs for students with mental health needs. They will collaborate with school administrators and general education staff to effectively employ the special education and social and emotional learning programs and provide compliance expertise out schools. The Manager of Mental Health Services will report to the Director of Special Education. Key Responsibilities: Supervise counseling programs at Ednovate schools Manage campus mental health service providers which includes: Providing supervision to Board of Behavioral Sciences registered Master of Social Work. Meeting regularly with each mental health provider; Providing clinical consultation for work with DIS Counseling students; Monitoring and supporting the compliance of all DIS/ERICS counseling at campuses Design relevant trainings to present to mental health service providers, other Ednovate Staff, and parents Provide DIS counseling services Support mental health service providers with the planning and delivery of suicide prevention trainings to students, staff and parents and ensure other requirements of Ednovate's Suicide Prevention Policy are met Support with mental health emergencies (risk assessments, hospitalizations, re-entry meetings, behavior support plans, crisis plans, etc.) Support the implementation of mental health curriculum within the classroom Support with referrals to outside agencies and build and maintain community-based mental health partnerships with schools. ***Other duties as needed to support student and school needs.*** Candidate Qualifications Master's of Social Work (MSW), required. PPSC (Pupil Personnel Services Credential) required. Licensed Clinical Social Worker with ability to provide supervision to BBS registered MSWs required. Minimum 4 years post-MSW. Minimum 2 years of management experience (Field Instructor OK.) Knowledge of current Special Education regulations and best practices A proactive self-starter with the ability to multitask, establish and rearrange priorities, and maintain focus in a fast-paced environment A process oriented thinker with strong organizational skills and attention to detail Excellent interpersonal, verbal, and written communication skills Relentless results-orientation Belief that all Ednovate students will succeed in college and make a Positive Multigenerational Change Unwavering determination to do whatever it takes to help our students succeed Ednovate Non-Negotiables: A history of high achievement and results Impressive work ethic ("good isn't good enough") Clear passion for Ednovate's Mission Obsessive attention to detail Serviced-focused mentality Application Process Interested candidates should begin the process by submitting an application through Ednovate's website at http://www.ednovate.org/careers . Compensation Compensation will be commensurate with experience and qualifications. A comprehensive compensation plan will include a competitive benefits package. Statement of Non-Discrimination Ednovate does not discriminate on the basis of race, color, gender, handicap, age, religion, sexual orientation, or national or ethnic origin.

Objective The Operations Manager will oversee the day-to-day operations of the school, ensuring that the school operates in optimal learning conditions and delivers on its promise of customer service to all stakeholders. About Brio College Prep Brio College Prep is the fourth innovative high school of the Ednovate Network. Our mission is to empower our students to use their college degrees and careers to make a positive multigenerational change. Located in Downtown Los Angeles, we provide students and families a safe and nurturing school culture that has high expectations and that delivers a rigorous and personalized college prep experience. Our innovative classroom approach allows students to learn at their own pace through a curriculum that uses online lessons, digital platforms, small-group learning, coaching and one-on-one instruction. Along with personalizing the learning experience, we care about instilling a deep sense of purpose in our students and developing valuable relationships in our school community. Redesigning the high school experience requires that staff members reflect constantly on the impact of their actions and collaborate to continuously improve their practice. Description The Operations Manager (OM) will provide overall direction and execution of all day-to-day functions at the school and will ensure seamless, efficient and high quality school operations. This includes managing logistics for special events; facility needs; budgets; administrative databases; and health, safety, and nutrition compliance.  The OM will manage the front office staff and will ensure that the school's visitors and families experience a high-quality customer experience in every interaction. The OM will also supervise the nutrition staff and maintenance staff and work closely with teachers, admin, and families. Qualifications The ideal candidate: Is passionate about increasing the college attainment rate in educationally underserved populations and working with families of diverse backgrounds Has an unwavering belief in academic success for all students and commitment to our mission, discipline model, and vision Enjoys a fast-paced, entrepreneurial environment and is eager to build new systems or adapt existing ones Collaborates well with other adults and engages in healthy collegial conflict Finds joy in their work and thrives with autonomy, flexibility and accountability Is comfortable with a high degree of transparency and accountability for results Has excellent interpersonal skills, including strong cross-cultural communication skills with adolescents and families Is extremely organized, detail-oriented, strategic, and deadline-driven Has experience in management, supervision, and/or customer service (Preferred) Multilingual (English/Spanish) Logistics This is a full-time position that will ideally begin in June 2019. Wages & Benefits The salary for this job is competitive and commensurates with experience; a competitive benefits package is included. To Apply To submit an application, please visit our website at http://ednovate.org/open-positions . Ednovate is strongly committed to hiring a diverse and multicultural staff, and we encourage applications from traditionally underrepresented backgrounds. Ednovate does not discriminate on the basis of race, color, gender, handicap, age, religion, sexual orientation, national origin, ethnic origin, or any other reason prohibited by state or federal law.

Job Summary  The Director - Fair Practices & Compliance's primary responsibilities are to manage, direct, and coordinate all activities of the Office of Fair Practices to include managing the Equal Employment Opportunity & Title IX Compliance Unit, Staff Investigations and the Minority and Women Business Enterprise Unit. Essential Functions  Represents the department in matters relative to the functions of the Office and meet with external administrative and enforcement entities, as well as, with internal supervisors and managers concerning program activities. Oversees staff investigations, investigations of discrimination and Title IX complaints in a timely manner. Reviews comprehensive investigative reports, findings of fact and recommendations. Identifies and integrate best practices in the fair practices arena, including policy needs. Directs the planning, preparation and implementation of the Board’s Minority and Women Business Enterprise Program; oversees the Program’s education, training and outreach efforts. Tracks cases, data, and trends relative to investigations and complaints and identify training needs; identifies trends and develop focus training. Oversees outreach efforts of the Minority and Women Owned Business Program. Reviews and ensures district policies, procedures, protocols, and practices are compliant with applicable state and federal laws and regulations; makes recommendations for policy changes; collects data and submits mandated reports to state agencies. Keeps abreast of current state and federal laws and regulations and trends in the field of K-12 education related to Title IX, Title VII, ADA, ADEA and procurement laws. Oversees the Office’s budget. Desired Qualifications  Bachelor’s degree from an accredited, four-year college or university AND ten (10) years of recent professional experience implementing an equal employment opportunity or fair practices program and ensuring adherence to fair practice standards to include administration of programs for persons with disabilities and policy implementation. A combination of education and relevant experience may be accepted. Juris Doctorate Degree from an accredited college or university preferred. Excellent interpersonal, written, and oral communications skills to communicate effectively with all levels of internal employees, the public, and government elected officials; and be able to clearly communicate through formal presentations, in writing, by email or telephone contact.  Demonstrated knowledge of EEO laws (e.g. Title VII, ADA, Title IX, Section 504, etc.), and other applicable state and federal laws and regulations related to fair practices. Demonstrated experience conducting EEO or Staff Investigations. Ability to effectively manage multiple, on-going and complex caseload of complaints while meeting established deadlines. Strong organizational skills and the ability to handle multiple, concurrent, and high priority tasks. Demonstrated experience ensuring adherence to program fair practices standards. Experience monitoring compliance with state and local minority business enterprise programs. Experience establishing and maintaining relationships with key stakeholders to include Federal, State and local partnership; and be able to accurately document and record information, generate reports, and evaluate information to determine compliance with standards and to ensure compliance with laws.  Ability to build and establish collaborative relationships with a wide range of constituencies (e.g. students, parents, administrators, faculty, staff, and community organizations) from diverse backgrounds.

We have multiple openings for both Social Workers and School Psychologist across multiple campuses. Apply  here  and we can match you with the best opening. THE CHALLENGE Are you up for the work as a school social worker that is both difficult and worthwhile? Do you want to make a positive, lasting difference in children’s lives? OVERVIEW OF ROLE STRIVE Preparatory Schools (STRIVE) is a Denver-based community of K-12 public charter schools that challenges every student to strive for college and thrive throughout life by helping them develop the knowledge, skills and confidence necessary to succeed in college and beyond. The school social worker will help students as they face an assortment of challenges at three of our schools, from middle through high school. The school social worker will work directly with children and adolescents; support students with mental health needs by providing counseling, skill instruction, and learning and support plans; assess and evaluate individual differences to identify intervention strategies; and work collaboratively with parents, teachers, and community supports to support children’s success to ultimately help students thrive at home, in school, and in life. THE MUST HAVES Do the following must haves resonate with how you are wired and demonstrable in your unique talents and experiences? If so, we invite you to apply and can’t wait to learn more about you!   You are a critical thinker:   Part of what makes the work so challenging—and rewarding—is the fact that you will be constantly encountered with unique situations that will require you to be flexible while solutions-oriented.  That’s why critical thinking skills are very important in social work. After identifying the nature of the problems experienced by their students, social workers use critical and creative thinking to develop practical solutions. Social workers use logic, analysis, kindness, and creativity to identify the strengths and weaknesses of different approaches and find a solution for each case.  Social workers must make important decisions based on a thorough understanding of the student’s needs and situation, the available resources, and applicable law and policies. Without this important skill, a social worker might miss clues, overlook opportunities, or act on personal bias. You have a developed sense of empathy:   Understanding others intellectually, culturally, and emotionally is important. Empathy is the ability to imagine yourself in someone else’s situation, and then be able to understand what that person may be experiencing. Empathizing is both an intellectual and emotional process that makes it far easier to understand and help others work through their problems and develop their deficits. Having empathy helps social workers develop strong relationships with the students and families and determine the best possible solution based on their unique experiences and circumstances. You are an effective communicator:   Social workers must be able to communicate in many different ways and with many different people every day.  You will need to be able to express yourself with clarity to a wide variety of people in a diversity of contexts and having strong written and verbal communications skills is an absolute must.  Good communication skills help social workers have difficult conversations with people in the midst of challenging life circumstances and emotional stress.  Important communication skills that show you are engaged in the conversation and genuinely care about hearing what the other person has to say are validation, affirmation, and active listening. In addition,  as the voice of their students, social workers routinely advocate on behalf of the individuals, groups, and families they serve. Advocacy involves speaking out and acting in the best interest of others. You are organized:   Social workers are often required to deal with busy schedules, heavy caseloads and large amounts of paperwork. Successfully managing and prioritizing the logistical aspects of the job can help you maximize the amount of time you’ll have on your schedule to provide meaningful services to your students. The ability to prioritize which work is required to be done in which order is extremely important. Related to organizational skills, social workers must also have strong time-management practices. ESSENTIAL FUNCTIONS Responsible Assessment and Intervention Practices in Special Education Conducts valid, fair, and legally defensible evaluations for Special Education eligibility ; Performs social-emotional-behavioral and adaptive assessments for students, including students in a Multi-Intensive (MI) Center Interprets findings to identify student needs and develop subsequent appropriate interventions and services through IEP programming Attends and contributes to IEP meetings as appropriate; present results in clear, understandable terms to a variety of audiences (e.g., parents, students, staff, community) so that the recipient can make informed choices   Tiered Model of School Mental Health Interventions, Services and Supports: Uses skill-building strategies through direct and indirect service methods in a small group or individual settings to teach students effective, positive behaviors, such as self-regulation and self-monitoring planning/organization, impulse control, empathy, and healthy decision-making Collaborates with families and community providers to develop student intervention/action and intervention plans Work collaboratively with other school personnel to create and maintain a variety of services to support all students’ attainment of academic, social, emotional, and behavioral goals Takes lead on filing for truancy/contempt and implementing court order; support campus team to develop attendance supports and delegate responsibilities Preventative and Responsive Crisis Services   Collaborates ​with ​school ​personnel, ​parents, ​students, ​and ​community ​resources ​to ​provide ​competent ​mental ​health support ​during ​and ​after ​crisis ​situations ​and support ​network ​crisis ​responses ​as ​needed ​and ​follow ​ERCM ​network response ​team ​procedures Conducts suicide risk reviews and self-injury inventory process according to training and best practices (e.g., follow protocol, inform parents, provide recommendations and referrals to community services, and often provide follow up counseling and support at school) Conducts threat response system process according to training and best practices (e.g., follow protocol, evaluation and classification of the threat, appropriate response, and intervention, including notification and involvement of parents and a written action and intervention plan) As appropriate, offers families resources and referrals for services in the community and support families in navigating those services Social Work Professionalism    Demonstrates personal integrity and maintains high professional and ethical standards practice in ways that are consistent with ethical, professional, and legal standards and regulations; engage in lifelong learning and formulate personal plans for ongoing professional growth Fulfills departmental/administrative responsibilities and expectations; uses supervision and mentoring for effective practice; access, evaluate, and utilize information sources and technology in ways that safeguard and enhance the quality of services and responsible record keeping; participates in STRIVE Prep Summer Training as well as professional development and training t hroughout the school year; and  assists administrators, teachers, and other school personnel, and parents in understanding and adhering to legislation and regulations relevant to regular education and special education Our Aspiring School Social Workers: Consciously choose to serve and transform the lives of school-age scholars by joining a team of educators who will do whatever it takes in a turnaround environment to support scholars in gaining access to college. Highly invest themselves in constant growth and reflection as educators and professionals. Be a tireless advocate for your students Approach every day with unapologetic high expectations, persistence and a sense of humor. (Preferred) Speak Spanish or have experience working with bilingual students. Dedicate themselves to the educational success of all students, not some students. Bring enthusiasm, professionalism, and positivity to their interactions with students and our adult community. Assume the best in others and are willing to have courageous conversations in order to do what is best for students. Work hard and approach challenges as opportunities for improvement. Set high expectations for themselves and others and a willingness to hold themselves and others to those expectations. Strive for cultural competence practice, are willing to learn more about the culture of the child through the child and family, and always work from a strength-based perspective. Protect time for self-care, fortify your strengths and capacities, and seek support through one’s family, friends, and broader professional community MINIMUM REQUIREMENTS Standard Requirements for all Colorado Initial Special Services Licenses: An Initial Special Services License  from CDE may be issued in the endorsement areas listed below to an applicant who: Holds a bachelor's or higher degree from an  accepted, regionally accredited institution of higher education . Has completed an approved special services preparation program at an accepted, regionally accredited institution of higher education, including required supervised internship, practicum, and/or field experience. Has provided an approved program verification form. Has submitted a complete application for licensure, including official transcripts, associated fees, and other supporting documentation. Additional requirements per special services license: School Social Worker (0-21 years): Master’s degree or higher in social work from an accepted institution of higher education Documented evidence of completion of coursework in the areas of school and special education law, including content covering Functional Behavior Assessment (FBA) and the development of behavior intervention plans Out-of-state applicants: Please review  this addendum  to find out how you complete this coursework if you haven't already done so. Successful completion of Colorado-approved content exam:  Colorado Assessment for Licensed Clinical Social Workers  (ASWB) OR PLACE 47: Passing Score: 220. Successful completion of a supervised 900 clock-hour practicum in the field of social work which shall have been completed in a school, social service agency, mental health clinic or facility and/or hospital setting Successful completion of at least one field experience with school-age children/students To find out more about becoming a special service provider in a Colorado public school, please see the standard requirements for all Colorado Initial Special Services Licenses   here . COMPENSATION AND BENEFITS Competitive compensation package and annual performance-based raises Participation in the Colorado PERA retirement program, including a PERA 401k option Funding of 100% of individual medical benefits and a wide range of insurance plans Approximately three weeks of summer vacation and eight days of paid time off annually DIVERSITY, EQUITY & INCLUSION STRIVE works to make a college prep education for all students in our community the norm, rather than the exception. We are committed to building and sustaining a diverse team by  maintaining hiring and recruiting processes that are free from bias and seek to provide each candidate with a unique and equitable opportunity for employment. STRIVE is an equal opportunity employer and actively encourages applications from people of all backgrounds. Our culture of inclusion is rooted in the belief that when we create the conditions that align … Your unique gifts  (Bring your full self, skills/knowledge, & unique lens on the work) Your purpose/desire for impact (What challenges do you most want to tackle?) The organization’s needs (STRIVE’s strategic goals and value we seek from this role) … then you will have the opportunity every day to unleash your genius--individually and collectively with your colleagues--to ensure our students are  Learning to Change the World . We create these conditions with intentional, strengths-based coaching through an equity and inclusion lens, and a culture that leverages the rich diversity of our team to inform the work and achieve breakthrough results for our students.

Job Summary  The Specialist - Equity position works in the Department/Office of Equity to provide leadership in the development and implementation of the City Schools strategic equity plan. Provides direct support, training, and consultation for employees across the organization on topics such as, but not limited to: equity, culturally responsive pedagogy, bias, inclusion, diversity, etc. Works collaboratively with schools and offices to utilize a racial equity lens to ensure achievement for all students.  Essential Functions  Supports Director and the Department/Office of Equity in providing leadership in the implementation of the Equity Policy.    Develops, coordinates and facilitates training and professional development to City Schools employees to build capacity in the application of a racial equity lens. Provides support to schools and offices on the development and implementation of programs and initiatives that support equity across every indicator of City Schools’ student success.  Provides support to schools in developing and implementing school performance plans that address the predictability and persistence of gaps in student performance. Provides support to offices in developing and implementing performance plans that address the systemic focus on equity and excellence. Provides training and implementation support on building inclusive climates that honor the culture, experiences, and humanity of students, families, and community.  Provides support to schools to reduce the use of interventions that remove students from the active learning environment. Desired Qualifications  Bachelor’s degree in education or related field from an accredited college or institution. Master’s degree preferred. Demonstrates expertise in leading programs serving marginalized populations, demonstrated competency in the areas of anti-racist and anti-oppression pedagogy, racial equity, educational equity, access, and cultural proficiency, restorative practices, trauma-responsiveness, and social-emotional well-being. Experience in supporting the achievement of underserved populations preferred.  Understanding of current research-based practices to include the ability to analysis of quantitative and qualitative data.

Job Goal: As part of the AWARE Grant, provide coordinated, direct counseling/interventions for students along with increasing the awareness and identification of mental health issues among all adults working with young people. Additionally, this position will be responsible for promoting positive mental health awareness for students, families, school staff and the community to increase the awareness and identification of mental health issues among all adults working with young people and promote positive mental health for students, families, school staff and community. Qualifications: Education Master’s degree in counseling or other related mental health area Certification/Licensure Professional license in school mental health fields (Licensed Specialist in School Psychology (LSSP), Licensed Professional Counselor (LPC), Licensed Master Social Work (LMSW), Licensed Clinical Social Worker (LCSW), Licensed Marriage and Family Therapist (LMFT)). Experience 1. Three years of experience working in public schools 2. Experience developing and presenting professional development Special Knowledge and Skills 1. Knowledge of mental health services in public school settings with emphasis in areas of evidence-based strategies reflecting trauma-informed, mindfulness, self-regulation, prosocial skills, and resiliency building strategies to increase school engagement 2. Knowledge of evidence-based strategies reflecting trauma informed practices, self-regulation, pro-social skills, and resiliency building strategies to increase school engagement 3. Knowledge of individual and group counseling 4. Understanding of Positive Behavior Interventions and Supports (PBIS) implementation and best practices of Multi-tiered Systems of Support (MTSS) 5. Ability to screen individuals, assess mental health needs, develop service plans, and make referrals, 6. Ability to follow-up with collateral mental health agencies 7. Ability to collect data on progress, outcomes, and reporting 8. Strong consultation skills for consulting with teachers, parents, students and other mental health professionals  9. Broad knowledge of the critical elements of the PBIS framework and school-wide and targeted supports to strengthen mental health wellness 10. Excellent organizational, communication, and interpersonal skills 11. Ability to present information in one-on-one, small group, and large group situations to students, parents, and district staff 12. General knowledge of behavioral principles Preferred Qualifications 1. Three years mental health experience in a clinical setting providing direct services Major Responsibilities: 1. Implement services in Goose Creek Consolidated Independent School District to improve or expand mental health-related interventions and services across school-aged youth and family-serving systems, and readiness for implementing school-community partnerships. 2. Collaboratively work with state, local and regional partners on improving or expanding mental health-related interventions and services across school-aged youth and family-serving systems 3. Increase and improve access to culturally competent and developmentally appropriate school- and community-based mental health services, particularly for children and youth with Serious Emotional Disturbance (SED) or SMI 4. Conduct outreach and engagement with school-aged youth and their families to increase awareness and identification of mental health issues and to promote positive mental health. 5. Conduct campus or district needs assessment, identify mental health services and supports, develop and implement a comprehensive service plan of evidence-based culturally competent and developmentally appropriate school- and community-based mental health services 6. Connect families, schools, and communities to increase engagement and involvement in planning and implementing school and community programs for school-aged youth 7. Help school-aged youth develop skills that will promote resilience and promote pro-social behaviors; avert development of mental and behavioral health disorders; and prevent youth violence. 8. Equip schools with the ability to immediately respond to the needs of youth who may be exhibiting behavioral/psychological signs of a severity indicating the need for clinical intervention 9. Develop an infrastructure that will sustain and expand mental health and behavioral health services and supports for school-aged youth when federal funding ends. 10. Develop and implement a comprehensive plan of evidence-based culturally competent and developmentally appropriate school- and community-based mental health services. 11. Implement the ability to respond immediately on-site if a school-aged youth exhibits behavioral signs warranting the need for clinical attention. 12. Provide coordinated referral, services, and follow-up to school-aged youth and their families for evidence-based school- and community based mental health practices and services. 13. Develop and implement a workforce development training plan to increase the mental health awareness and literacy of school staff, administrators, parents, and others who interact with school-aged youth to recognize the signs and symptoms and mental illness and link them to appropriate services. 14. Engage in local and state program and process development to support improvements in school-aged youth and family-serving systems through the coordination and integration of funding streams to support programs with similar goals 15. Develop and implement meaningful ways to engage students and their families by involving them in the design and implementation of education and community initiatives. 16. Establish relationships with local businesses, families, and community groups to broaden and link all community resources available to school-aged youth and their families. 17. Compile, maintain, and file all reports, records, and other required documents in a timely manner. 18. Engage in professional development to maintain knowledge and skills in area(s) of responsibility. 19. Analyze data to evaluate the program effectiveness 20. Provide technical assistance and services as specified by any applicable grant that funds this position. Supervision/Personnel Management None Physical Demands/Environmental Factors/ Mental Demands: These 2 grant funded positions are based in the Goose Creek Consolidated Independent School District through a grant coordinated by Region 4 Education Service Center; regular travel may be required to multiple locations, including Region 4 ESC (must have reliable transportation); frequent use of standard office equipment; prolonged sitting; occasional bending/stooping, pushing/pulling, and twisting; repetitive hand motions (keyboarding and use of mouse); occasional light lifting and carrying (less than 20 pounds); may work prolonged and irregular hours; work with frequent interruptions; maintain emotional control under pressure.