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Title : Parent Organizer, Richmond   Location : Richmond, CA Overview of Responsibilities :   The Parent Organizer, Richmond 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, Richmond will also work closely with the Bay Area 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 Richmond. 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 Richmond. 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, Northern California 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 Bay Area 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. Provides 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 send the following to   [email protected]   with a subject line that reads (exactly as written):   Parent Organizer, Richmond . Please include: 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 List of Three References   with phone numbers and emails (will only contact after notifying you) About the California Charter Schools Association (CCSA)   The California Charter Schools Association is the membership and professional organization serving 1,230 charter public schools and more than 581,000 students in the state of California. The vision of the California Charter Schools Association (CCSA) 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 CCSA is to have a million students attending charter public schools by 2022, with charter public schools outperforming non-charter public schools on every measure. About the California Charter Schools Association Advocates (CCSA Advocates)   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 (CCSA) 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. Benefits and Salary   Salary for this position is competitive and depends on prior experience. In addition, CCSA offers a comprehensive benefits package including medical, dental and vision coverage, 401K eligibility after the first 90 days of employment, and generous paid time off. Pursuant to the San Francisco Fair Chance Ordinance, we will consider for employment-qualified applicants with arrest and conviction records .

Objective The Dean of Culture will be responsible for ensuring a consistent and positive school culture, by engaging in work with teachers and students alike, in order to meet our school-wide goals of 100% infractions accounted for and less than 10% of students in weekly detention. About Us Esperanza College Prep is the fifth innovative high school of the Ednovate Network. Ednovate's m ission is to close the college graduation gap through our Theory of Change, in which a strong sense of purpose and community, and a personalized college prep curriculum will allow each of our students to persist through college. Located in East Los Angeles, CA, Esperanza College Prep opened its doors to its first 9th grade  class in August of 2017 and will expand one grade level per year until we serve students in grades 9-12 in the Fall of 2020. Esperanza College Prep provides students and families with a safe and nurturing school culture that has high expectations and delivers a rigorous personalized college prep experience. Esperanza College Prep will prepare 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. Description The Dean of Culture (DoC) will be responsible for ensuring a consistent school culture at Esperanza College Prep. The DoC will work with students to help them make positive behavioral decisions and learn from mistakes. The DoC will support classroom teachers to resolve behavioral issues and to ensure a positive learning environment in each classroom. The DoC will work closely with both the administration and social worker in order to ensure that all of our students experience a strict and caring school culture. The DoC will also be in charge of the weekly detention process, as well as positive reward systems. Qualifications The ideal candidate is: Passionate about increasing the college attainment rate in low-income communities Certain that all students can go to college Entrepreneurial and enjoys having autonomy, flexibility and accountability A collaborative team player who works well with other adults and engages in healthy conflict to get the best results for students Resourceful and persistent, constantly seeking to improve upon results Someone who strives to be the best at what they do and has fun along the way Committed to personalizing learning for each student and willing to learn with us as we innovate in our use of space, time, the role of teachers, and technology Comfortable with a high degree of transparency around results and accountability for results Supportive of our warm/strict discipline model and effective in maintaining a consistent, disciplined classroom A graduate of a four-year university Wages & Benefits The salary for this job is competitive and commensurate with experience; a competitive benefit package is included. To Apply To submit an application, please visit our website at  http://ednovate.org/careers . 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.

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.

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)   The California Charter Schools Association is the membership and professional organization serving over 1,260 charter public schools and more than 630,000 students in the state of California. The Vision of the California Charter Schools Association (CCSA) 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 CCSA is to have a million students attending charter public schools by 2022, with charter public schools outperforming non charter public schools on every measure. 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 .

MISSION YouthBuild Public Charter School (YouthBuild PCS) is an alternative high school for young people seeking to transform their lives by re-engaging in their education in a non-traditional school environment. YouthBuild PCS prepares students for post secondary education and the workplace by offering, in English and Spanish, academic, vocational and workforce development programs. YouthBuild PCS believes that service to the community is an essential part of the transformative process. Therefore, students serve their community through volunteer projects and by creating housing for low-income residents in the Washington, DC metropolitan area.   RESPONSIBILITIES A Career and Technical Education (CTE) Construction Manager at YouthBuild PCS is responsible for creating a supportive, empowering environment. Oversee all aspects of the construction program, which include but are not limited to: Manage and supervise construction team and students on a construction work site; ensuring proper OSHA health and safety regulations are being consistently followed and enforced. Provide on-site instruction of construction skills training and assessment for the students in the areas of demolition, rough framing, drywall, carpentry, green building, electrical, plumbing, painting, masonry and other applicable skills as per the NCCER and HBI-PACT Curricula. Assist in personal and vocational counseling and development of students’ leadership skills.  Assist in the evaluation of students’ hands on knowledge and skills in construction and readiness for employment.    Teach the proper use and handling of all hand tools, power tools, and equipment. Supervise all construction projects/assignments, including AmeriCorps member service projects, on the construction work-sites and activities performed by school staff. Carry out supervisory responsibilities in accordance with YouthBuild PCS’s policies and applicable laws. Coordinate instructional planning with Head of School; supervise and evaluate the construction staff and conduct formal observations of instruction. Track assessment results and work with staff to update learning plans, as appropriate, for enrollees. Build partnerships with industry partners and DOL affiliates. Attend and participate in Leadership Team meetings, staff meetings, and other team meetings (e.g. Transition team meetings); meet with students on an ongoing basis to discuss progress. Play an active role in school-wide school improvement, PD, and program delivery meetings. Participate in community service projects in keeping with the service ethic of the school. Act as mentor and role model for students; maintain professional boundaries at all times. Promote the value of AmeriCorps service at the construction sites. QUALIFICATIONS Successful candidates will possess the following qualifications: High School Diploma or equivalent. Must be a skilled leader, construction manager, and experienced educator, with at least five years of supervisory experience. Must possess and maintain OSHA, HBI-PACT, and other necessary training certifications. Self-starter and team player, with the ability to motivate and mentor a multiracial and multicultural group of young people. NO PHONE CALLS PLEASE.   YouthBuild PCS is an Equal Opportunity Employer and does not allow discrimination with respect to employment or any of the terms or conditions of employment because of race, ethnicity, national origin, gender, age, sexual orientation, sexual identity, marital status or religion.

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.

Job Goal: Ensure the integration of appropriate school mental health services (SMH) through the SchoolWide Positive Behavior Interventions and Supports (SWPBIS) Interconnected Systems Framework (ISF) for Mental Health (MH). The CPM will also be responsible for addressing the specific needs of the local education agency (LEA) served by the AWARE grant, primarily Goose Creek Consolidated Independent School District, by developing a Comprehensive Services Plan (CSP). Qualifications: Education Master’s degree in special education, education, psychology, counseling, related mental health area and/or social work Certification/Licensure 1. Texas teaching certificate with required endorsement or professional license/certificate in related field (e.g., Licensed Specialist in School Psychology, Licensed Professional Counselor, Licensed Master Social Worker) Experience 1. Five years of experience working in education and/or collaborating with local mental health authorities and other community-based service and health agencies 2. Experience and understanding of Positive Behavior Interventions and Supports (PBIS) implementation best practices, Multi-Tiered Systems of Support (MTSS) and mental health systems/services within school settings 3. Demonstrated program and project management experience, including evaluating program deliverables and ensuring the success of identified outcomes 4. 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. Strong consultation skills for communicating with administrators, teachers, parents, students and mental health professionals 3. Knowledge of the critical elements and implementation of the PBIS framework and school-wide and targeted supports to strengthen mental health wellness 4. Excellent organizational, communication and interpersonal skills 5. Ability to present information in one-on-one, small group and large group situations to students, parents, district staff and community/mental health professionals 6. Extensive knowledge of behavioral principles 7. Established connections with local mental health authorities and community-based mental health services Preferred Qualifications 1. Doctorate preferred 2. Experience in the public school setting at campus and/or district levels 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 2. Increase and improve access to culturally competent and developmentally appropriate school- and community-based mental health services, particularly for children and youth with SED or SMI 3. Develop school-based mental health programs staffed by behavioral health specialists to screen for, provide early intervention for and to address any ongoing mental health needs of children with symptoms consistent with a mental disorder(s) or SED 4. Develop and implement an Infrastructure Development Plan (IDP) to build partnerships with MH providers, businesses, community groups and families that will broaden and link all services available to students and families, coordinate funding streams, make policy and program changes to improve service delivery and develop a plan for sustaining MH services when the grant period ends 5. Develop an infrastructure that will sustain services in ESCs (Education Service Center) and LEAs served by the grant 6. Build regional and statewide capacity for promoting mental health awareness and evidencebased practices for school-based and school-connected mental health services 7. Collaborate with the ESC, Local Mental Health Authority (LMHA), TEA Project Coordinator and the SMHA Co-Coordinator on building the IDP, linking AWARE Texas with existing resources and on implementing any policy and program changes that are needed in systems and project strategies as communicated by the TEA Project Coordinator 8. Collaborate with TEA to develop and pilot tools that support SMH 9. Coordinate and ensure rapid on-site access to clinical services including screening, assessment and appropriate interventions or treatment for all students in a crisis or those exhibiting symptoms of Serious Emotional Disturbance (SED) or Serious Mental Illness (SMI) through the utilization/consultation/coordination with licensed Mental Health/Behavioral Health Specialists (MHBHS) to respond on site in targeted schools 10. 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. 11. Connect families, schools and communities to increase engagement and involvement in planning and implementing school and community programs for school-aged youth 12. 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 13. Develop an infrastructure that will sustain and expand mental health and behavioral health services and supports for school-aged youth when federal funding ends 14. Develop and implement a comprehensive plan of evidence-based culturally competent and developmentally appropriate school- and community-based mental health services 15. 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 16. 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 17. Develop and implement meaningful ways to engage students and their families by involving them in the design and implementation of education and community initiatives 18. Establish relationships with local businesses, families and community groups to broaden and link all community resources available to school-aged youth and their families 19. Compile, maintain and file all reports, records and other required documents 20. Engage in professional development to maintain knowledge and skills in area(s) of responsibility 21. Collect and analyze data to evaluate the program effectiveness 22. Provide technical assistance and services as specified by any applicable grant that funds this position Supervision/Personnel Management Provide program support and staff activity management to LEA staff funded by AWARE project grant to ensure program deliverables are met. Physical Demands/Environmental Factors/ Mental Demands: Frequent and routine travel to AWARE project site Goose Creek Consolidated Independent School District. Additional travel to locations throughout the Region 4 area; some statewide travel expected. Must have reliable transportation; expect 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 and with frequent interruptions, maintains emotional control under pressure.

This is a fully funded grant position for services in the 2018-2019 year. Funding for future years is contingent on additional grant funding. Job Goal: Empower teachers to self-direct their professional growth by engaging in the Texas Lesson Study (TXLS) process, perform advanced consultative services and technical assistance work for campuses participating in the TXLS program, coordinate and implement the TXLS program with fidelity, review TXLS proposals and videos, and report progress and outcomes to the Texas Education Agency. Qualifications: Education 1. Bachelor’s degree from an accredited four-year college or university Certification/Licensure 2. Current Texas teaching certificate Experience 1. Three years teaching experience with a proven track record of measurable student achievement Special Knowledge and Skills 1. Broad-based knowledge of lesson study as professional development 2. Broad-based knowledge of lesson design and assessment for learning 3. Broad-based knowledge of curriculum planning and assessment 4. Broad-based knowledge of data-driven instructional practices 5. Knowledge of responsibilities and challenges facing teachers in today’s classrooms 6. Proficiency with use of Google Apps and Microsoft Office Suite 7. Exemplary written and oral communication skills Desired Qualifications: 1. Master’s degree in education 2. Recent classroom or campus experience 3. Experience in leading teacher teams 4. Experience in leading professional development 5. Experience implementing new initiatives or systems Major Responsibilities: 1. Implement the Texas Lesson Study (TXLS) program with fidelity.  2. Facilitate the design and copyediting of rigorous, standards-based lessons and the measure of student understanding and progress. 3. Prioritize work related to the TXLS program, including developing action plans, coordinating meetings and collaborating with diverse individuals and groups. 4. Foster effective working relationships with a variety of individuals and groups. 5. Identify problems, evaluate alternatives, and implement effective solutions related to the TXLS program with minimal supervision. 6. Maintain and retrieve critical, relevant information so that it is readily available when needed. 7. Support the TXLS program through basic video recording and editing of video.

Job Goal: Provide professional development, technical assistance and support services, and participate in special project activities in the area of Social, Emotional, Behavioral, and Mental Health services in public school settings that support the ESC’s core purpose and strategic goals. Qualifications: Education Master’s degree in Counseling or other related mental health field Certification/Licensure 1. Professional license/certificate in school mental health or related field (e.g., Licensed Specialist in School Psychology, Licensed Professional Counselor, Licensed Master Social Worker) Experience 1. Minimum of three years of post-license experience in assessing and providing mental health counseling/intervention services to individuals experiencing crisis and/or traumatic experiences 2. 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, resiliency building strategies, Positive Behavior Interventions and Supports (PBIS) implementation best practices, and Multi-Tiered Systems of Supports (MTSS) 3. Experience developing and presenting professional development to students and adults within 4. the area of Social Emotional Learning (SEL) 5. Experience evaluating programmatic outcomes Preferred Qualifications 1. Certified trainer in Youth Mental Health First Aid (YMHFA) 2. Certified trainer in Psychological First Aid for Schools (PFA-S) 3. Texas Teaching Certificate Special Knowledge and Skills 1. Ability to work collaboratively with supervisory staff, faculty, and peer personnel. 2. Ability to maintain confidentiality. 3. Skill in effectively presenting information in one-on-one, small group, and large group situations to all stakeholders. 4. Ability to provide consultation to administrators, teachers, parents and students. Primary Responsibilities: 1. Develop regional program training plan that includes coordinating and providing direct services for Local Education Agency (LEA) staff to receive YMHFA, PFA-S, and other SEL related trainings per any applicable grant program. 2. Lead and manage applicable grant-supported work that focuses on SEL trainings and aligns mental health planning/supports for area districts. 3. Establish and regularly meet with regional leadership network of SEL/mental health counselors from Region 4 LEAs to identify needs, facilitate learning, and provide resources, technical assistance and direct support. 4. Coordinate and lead the creation of Region 4 Crisis Counseling Team that utilizes resources and personnel from across Region 4 districts to leverage assets through the mobilization of trained LEA support personnel in response to regional crises and/or traumatic situations. 5. Lead the creation of an online resource toolkit detailing community and school resources organized by geographic cluster to support LEAs in prevention, intervention and mental health and crisis response supports. 6. Provide direct regional support in the identification and implementation of high-quality, evidence-based SEL programs to produce positive outcomes for students, including improved behavior, attitudes, and academic performance. 7. Contribute to the planning and implementation of LEA parent involvement activities, including, assisting districts in developing and conducting parenting training and support groups as applicable. 8. Collaborate with members of the Region 4 PBIS team to ensure delivery of services and wraparound support for LEAs in an integrated system of supports. 9. Collaborate with the Region 4 Safe and Healthy Schools Committee to ensure coordination and alignment of services in support of the vision that every child is safe, healthy and connected. 10. Identify SEL implementation barriers and work directly with campus and district staff to overcome challenges to target specific skill development, foster culturally competent and responsive practices, promote supportive environments, build adult competencies, and grow strong family-community-school partnerships 11. Leverage resources and work closely with other mental health specialists, such as psychiatrists, psychologists, clinical social workers, case managers, school counselors, and other behavioral health providers to provide coordinated and integrated supports to area districts. 12. Articulate and create both short and long-term program goals with measurable outcomes of annual regional SEL efforts to ensure successful implementation and impact. 13. Accurately compile, maintain, and file all reports, records, and other required documents in a timely manner. 14. Develop products to support school personnel with intervening in and responding to subsequent traumatic events. 15. Engage in professional development to maintain knowledge and skills in area(s) of responsibility. 16. Provide technical assistance and services as specified by any applicable grant that funds this position.

Job Goal: Provide professional development, technical assistance and support services, and participate in special project activities in the areas of school health and safety that support the ESC’s core purpose and strategic goals. Qualifications: Education 1. Bachelor’s degree from an accredited four-year college or university with major coursework in safety/emergency management, risk management or related field preferred. Experience 1. Minimum of three years’ experience in the fields of safety and emergency management teams/programs, security and communication systems. 2. Experience in developing and presenting professional development sessions. Preferred Experience 1. K-12 campus-based safety and emergency management experience. Special Knowledge and Skills 1. Knowledge of Incident Command and Unified Command procedures. 2. Knowledge of safety codes, policies and guidelines. 3. Skill in interpreting law, policy, and procedures in the area of school safety. 4. Skill in performing school safety audits. 5. Knowledge of security and fire systems and their applications. 6. Knowledge of two-way communication and communication devices. 7. Skill in using computers, software applications, databases and automated systems to accomplish work. 8. Proficient in Microsoft Office, including Word, Excel, Outlook and PowerPoint. 9. Skill in working in collaborative team-based environments. 10. Excellent verbal and written communication skills. Major Responsibilities: 1. Develop, present, and facilitate effective professional development sessions. 2. Provide technical assistance and customized services to Region 4 customers. 3. Develop product solutions to support school health and safety. 4. Maintain knowledge and skills in the area of school safety by engaging in ongoing professional development. 5. Remain informed of any changes in state and federal rules, regulations and policies related to school safety and health. 6. Provide leadership in planning, developing, implementing and evaluating professional development and services in the area of school safety and health. 7. Conduct ongoing needs assessments and services for Region 4 customers. 8. Develop communication networks between Region 4 and customer personnel. 9. Serve as liaison between the Texas School Safety Center, Texas Education Agency and other national/federal/state/local agencies to build and enhance community partners in support of school safety and health. 10. Collaborate with the Region 4 Safe and Healthy Schools Committee to ensure coordination and alignment of services in support of the vision that every child is safe, healthy, and connected. 11. Assist in planning and developing special project activities. 12. Provide technical assistance and services as specified by any applicable federal or state grants that fund this position.

Job Goal: Provide professional development and technical assistance for the United States Department of Agriculture’s (USDA) Federal School Nutrition Programs implemented at public districts and charter schools, private schools, and residential child care institutions. Participate in special project activities in the area of Child Nutrition that support the ESC’s core purpose and strategic goals. Qualifications: Education Bachelor’s degree with preferred areas of study in: Institutional Management, Nutrition, Dietetics, Family and Consumer Science, Public Health, or related field Experience 1. Three years of experience training adults 2. Experience in developing, presenting, and coordinating professional development sessions Special Knowledge and Skills 1. Expertise related to USDA’s federal school nutrition programs 2. Broad-based knowledge in all phases of program operations for School Nutrition 3. Excellent verbal and written communication 4. USDA Food Based Menu Planning and nutritional analysis for NSLP and SBP Preferred Qualifications 1. Five years of experience in operations and management of School Nutrition Programs, specifically the National School Lunch Program (NSLP), School Breakfast Program (SBP), and Afterschool Care Program (ASCP) 2. Registered Dietitian Primary Responsibilities: 1. Develop, present, and facilitate effective professional development for School Nutrition Programs. 2. Provide technical assistance and customized services. 3. Engage in professional development to maintain knowledge and skills in the area of School Nutrition Programs. 4. Keep current in state and federal rules, regulations, and policies related to Child Nutrition.  5. Provide leadership in planning, developing, implementing, and evaluating professional development, and services in the area of Child Nutrition. 6. Help plan and implement ongoing needs assessments and services for Region 4 customers. 7. Participate in developing communication networks between Region 4 and customer personnel. 8. Assist in planning and developing special project activities and conference events. 9. Fulfill the requirements of the Texas Department of Agriculture (TDA) contract. 10. Provide technical assistance and services as specified by any applicable federal grant that funds this position.

Priority Application Deadline: January 18, 2019 Teaching Trust seeks a full-time Director of Knowledge Management (DKM) to design and implement a comprehensive and innovative knowledge management strategy and approach. What You’ll Take On Reporting to the Managing Director of Staff Knowledge & Learning Strategy, the DKM is charged with creating, leading, and executing on a strategy leading the way to a strong Knowledge Management vision and thoughtful implementation. Your primary aim will be to create systems that capture knowledge and share best practices and past practices so that our organization is set up for continued staff growth, in a way that is innovative, creative and engaging. Your approach to capturing, curating and sharing information is unique, outside the box, and focused on telling the Teaching Trust and Community story through storytelling and narratives. The DKM adds critical capacity to the team, and amplifies our teams’ ability to achieve impact for the communities we serve by overseeing and executing key tasks including (but not limited to): Improve the knowledge management philosophy of Teaching Trust to champion KM as a critical lever for staff learning and successful growth. Develop and begin implementing an approach to improve knowledge capture and management across the organization. Develop a strategy to ensure ongoing analysis of the effectiveness of knowledge management practices, platforms, and programs to evaluate impact, and identify opportunities for improvement. Define a powerful change management game plan required to streamline Knowledge Management at Teaching Trust. Design knowledge management distribution practices and drive adoption of policies and practices across the organization. Manage the collecting and organizing of knowledge from a variety of sources within the Org Manage and improve social collaboration systems with an eye toward KM improvement Design & develop an e-platform for sharing knowledge Curate storytelling and narratives to share a breadth of knowledge within Teaching Trust. What You’ll Bring We are looking for someone who loves using their organizational skills and conquering tasks big and small to help organizations amplify their impact to achieve educational equity.   You are at master at wrangling valuable information and making it easily accessible and visually appealing.   You are a strategic thinker who not only focuses on creating new approaches but also has thought through the change management approach for your new ideas. You develop processes that are elegantly simple and accelerate work rather than being bureaucratic blocks to work. You are ready to create work that disrupts oppressive power structures and assures that we focus on the many ways to do things, not the “right way” to do things . Ideal candidates will have: 3 + years of relevant Knowledge Management work experience, preferably in a startup or education environment. Ability and desire to work on a remote team, from your home office. Strong organizational skills and ability to work under pressure and manage multiple deadlines. Proficiency in programs such as Microsoft Office, Google Platforms, and Dropbox. Ability to be a self-starter with strong critical thinking and problem-solving skills. Ability to thrive in a fast-paced, dynamic work environment, demonstrating resilience and a growth mindset. Strong interpersonal and teamwork skills with ability to influence, collaborate, and build trusting relationships to drive results. High level of comfort taking and implementing frequent feedback to improve the work. Ability to work well with people with a very wide diversity of demographic and cultural characteristics; must be capable of achieving results while maintaining an inclusive, collaborative leadership style. Passion to work at an organization focused on ameliorating educational inequity. Strong desire and ability to innovate and adopt new approaches to achieve results. Strong time management skills and exceptional follow up and follow through. Authorization to work in the United States required. Additionally, alignment with our core values is essential for the success of any candidate: Educational Equity: We prioritize work based on its impact in eliminating the achievement gap. Disciplined Behavior: We are unapologetically results and competencies driven . Courage and Resilience: We take risks, rebound and persevere. Entrepreneurial Mindset: We own our outcomes and act with urgency. Reflection and Growth: We seek feedback and modify behavior to achieve results. Who We Are Teaching Trust is a nonprofit organization grounded in the conviction that school leadership is the single largest lever to improve public education. We develop strategic, visionary leaders at multiple levels within schools and school systems to engage and lead accountable, collaborative teams. These teams in turn ensure schools have high quality teaching and learning and aspirational cultures, which are necessary to provide an education that eliminates the opportunity gap for low-income students and students of color. We work in the following ways to provide education opportunities that eliminate racial and socioeconomic disparities and give our students choice for their life path: We train, develop, and support school teams to grow leadership capacity We collaborate with partners to transform principal preparation programs We build a community of educators through our work We influence the practices of the school systems with which we partner What We Offer Teaching Trust offers a competitive salary for this role. As part of our commitment to diversity, equity and inclusion, and ensuring compensation equity for our staff, the salary for this role will be aligned based on level and tenure with the organization. We also offer a comprehensive benefits package for all full-time employees, including medical, dental, and vision plans. Other benefits include disability, life insurance, flexible spending account options, a generous vacation and holiday schedule, and a Simple IRA retirement plan with employer matching. Teaching Trust also offers a one-time moving stipend to new hires who are relocating for the role. Teaching Trust is an equal opportunity employer. Teaching Trust evaluates applicants for employment on the basis of qualifications, merit and work-related criteria without regard to race, color, religion, sex, national or ethnic origin, age, sexual orientation, mental or physical disability, pregnancy, childbirth, medical condition, marital or familial status, family responsibilities, veteran status, personal appearance, political affiliation, matriculation, or any other characteristic protected by law. All applicants will receive consideration for employment regardless of such status. Teaching Trust positions are contingent on securing relevant contracts.

Priority Application Deadline: January 18 Teaching Trust seeks a full-time Program Officer to drive the work of one of our Program teams. In this role, you will lead one of six program teams in order to build the leadership capacity across a district. These target schools and school leaders will, in turn, close the opportunity gap -  by beating their peer schools, the average schools in the state, and eventually the best schools in the country. This is an ideal role for someone who has a passion for achieving ambitious results for kids, is energized by the work of developing school leaders, and wants to work on a fun, dynamic, goal-driven team. This position is available starting Summer 2019. What You’ll Take On Reporting to the Chief Program Officer, you will lead one of our Program teams. You will manage and develop a team of individuals, including Managing Directors of Leadership Development. Together, you and your team will plan and execute high quality programming that leads to improved outcomes for kids in the communities we serve and strengthens our reputation with clients. Additionally, you will: Set and execute on the vision and strategy for your Program team, aligning with broader Teaching Trust programmatic goals and vision Plan, design, and deliver practice based learning experiences aligned with Teaching Trust’s 4 Key Leadership Levers (Data-Driven Practices, Instructional Practices, Team Effectiveness, and School & Student Culture) to drive whole school improvement across a district partner Develop and manage high level client relationships with school leadership teams, district leadership, and principal supervisors Provide seamless service to clients, leveraging your expertise to maximize the benefits of our work Collaborate with Program Design and Evaluation teams to learn what’s working well, identify opportunities, and iterate so that we are continuously improving our work Collaborate with the Chief Program Officer, Vice President, and peer Program Officers to drive overall program work, and help set the strategic direction of future work Continuously leverage data to monitor and analyze progress to goals; identify what is driving and impeding progress, develop solutions to address gaps and adjust course as necessary Effectively coach, develop, and manage direct reports to do their best work; foster a growth minded, innovative, and psychologically safe work environment to support the growth of all team members What You’ll Bring We are looking for someone who shares our deep commitment to educational equity. You will thrive in this role if you take risks, learn from your mistakes, persist through challenges, and use feedback as an opportunity to improve. You build trust at lightning speed and create the conditions for your team to be vulnerable, take risks, and learn from mistakes. You love to develop people and teams to foster innovation and get the best results. You have a proven track record of results and leverage your expertise and understanding about what it takes to lead excellent schools to support your teams’ work. You are passionate about   delivering programming that amplifies and creates equity and disrupts traditional power structures that may impede educational equity. You are highly motivated by and deeply committed to our organization’s Diversity, Equity, and Inclusion (DEI)  work. You are adaptable, resilient, and thrive in the face of uncertainty. You rely on your growth mindset and agility to manage fast-paced, dynamic work. You see yourself as a leader when it comes to managing high level client relationships , and you offer strong judgment and problem solving. You provide seamless service, and leverage your expertise to maximize the benefits of our work. Ideal candidates will have: A minimum of three years in school leadership or experience coaching school leaders; experience and record of results in a turnaround setting is strongly preferred Deep knowledge of content and instruction, with a proven track record of raising student achievement, preferably in high-need schools Ability to thrive in a fast-paced, dynamic work environment, demonstrating resilience and a growth mindset Ability to manage high level client relationships, offering strong judgment and problem solving• Excellent interpersonal and teamwork skills with ability to influence, collaborate, and build trusting relationships to drive results High level of comfort taking and implementing frequent feedback to improve the work Ability to work well with people with a very wide diversity of demographic and cultural characteristics; must be capable of achieving results while maintaining an inclusive, collaborative leadership style Passion to work at an organization focused on ameliorating educational inequity Strong desire and ability to innovate and adopt new approaches to achieve results Exceptionally strong project management and time management skills Experience supervising principals or leadership experience at a district office preferred Authorization to work in the United States required Additionally, alignment with our core values is essential for the success of any candidate: Educational Equity: We prioritize work based on its impact in eliminating the achievement gap. Disciplined Behavior: We are unapologetically results and competencies driven . Courage and Resilience: We take risks, rebound and persevere. Entrepreneurial Mindset: We own our outcomes and act with urgency. Reflection and Growth: We seek feedback and modify behavior to achieve results. Who We Are Teaching Trust is a nonprofit organization grounded in the conviction that school leadership is the single largest lever to improve public education. We develop strategic, visionary leaders at multiple levels within schools and school systems to engage and lead accountable, collaborative teams. These teams in turn ensure schools have high quality teaching and learning and aspirational cultures, which are necessary to provide an education that eliminates the opportunity gap for low-income students and students of color. We work in the following ways to provide education opportunities that eliminate racial and socioeconomic disparities and give our students choice for their life path: We train, develop, and support school teams to grow leadership capacity We collaborate with partners to transform principal preparation programs We build a community of educators through our work We influence the practices of the school systems with which we partner What We Offer Teaching Trust offers a competitive salary for this role. As part of our commitment to diversity, equity and inclusion, and ensuring compensation equity for our staff, the salary for this role will be aligned based on level and tenure with the organization. We also offer a comprehensive benefits package for all full-time employees, including medical, dental, and vision plans. Other benefits include disability, life insurance, flexible spending account options, a generous vacation and holiday schedule, and a Simple IRA retirement plan with employer matching. Teaching Trust also offers a one-time moving stipend to new hires who are relocating for the role. Teaching Trust is an equal opportunity employer. Teaching Trust evaluates applicants for employment on the basis of qualifications, merit and work-related criteria and does not discriminate any employee or applicant for employment on the basis of race, color, religion, sex, national or ethnic origin, age, sexual orientation, mental or physical disability, pregnancy, childbirth, medical condition, marital or familial status, family responsibilities, veteran status, personal appearance, political affiliation, matriculation, or any other characteristic protected by law. Teaching Trust positions are contingent on securing relevant contracts.

School Psychologist – Certificated 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’ School Psychologist under the leadership of the Director of Special Populations and in collaboration with program specialists, school leaders, and teachers, will use effective strategies to serve the needs of exceptional students. The School Psychologist assists teachers, parents, and students in understanding, preventing and addressing learning, behavioral, developmental, and emotional difficulties. By collaborating with teachers, school leaders, families, and other mental health professionals, the School Psychologist works to create safe, healthy, and supportive learning environments for all students. The School Psychologist acts as an educator by helping others understand more about child development, behavioral challenges, and behavior management techniques. At Voices Academies, the School Psychologist is responsible for evaluation, consultation, program development, and professional practice as it pertains to student development, behavior issues, and academic difficulties. KEY RESPONSIBILITIES: Demonstrates positive, collaborative problem-solving orientation with students, parents and guardians, educators, administrators, community members, and colleagues Provides core services including: prevention, consultation, intervention, assessment, and counseling. Services include, but are not limited to, conducting observations, collecting data, reviewing student records, conferring with teachers and parents, interviewing students, planning behavior interventions, and conducting in-services and professional development. These core services are adapted to the particular needs of each student, situation, and setting Helps all stakeholders understand child development and how it affects student performance academically and social/emotionally Serves in a consultative role with designated personnel to offer prevention and intervention strategies related to learning and behavioral problems of students; and provides consultation on an on-going basis to teachers, parents, and other school personnel to resolve students’ learning and behavioral problems Routinely gathers evidence of positive outcomes resulting from psychological services delivered to students, school personnel, and parents Fulfills mandates of federal and state law and the expectations of the Board of Education and school system leadership Assists in identifying needed community resources for students and makes appropriate referrals to resources to facilitate educational and behavioral interventions recommended for student success Receives and reviews available developmental information from school and outside resources about student behavior(s) and selects evidence-supported or evidence-based psychological interventions Accurately administers, scores, and interprets psychological measures of intelligence, personality, cognitive functioning, behavior, achievement, adaptive functioning, and developmental maturity Prepares assessments plans in a timely manner Prepares accurate, thorough evaluation reports and includes appropriate, evidence-based recommendations in a timely manner Translates assessment plans and results to Spanish when needed Delivers crisis response and intervention services to students, families and staff, when needed Participates in hearings and due process proceedings, as needed. Participates in disciplinary proceedings: expulsions, manifestations, and causation meetings Participates in IEP meetings to communicate the results of psychological assessments to members of the team in parent friendly language Is able to manage a complex schedule of state deadlines, IEP meetings, team meetings etc. Understands special education compliance at a deep level Serve as a full-time and engaged member of Voices Believes deeply in the mission and values of Voices Holds high expectations for each student Exhibits positive rapport with students Creates and fosters a positive learning environment Establishes and maintains strong communication lines with  parents Works closely with the Director of Special Populations and Education Specialists Consults with school-based counselors on student assessments and needs and provides support or guidance as needed REQUIREMENTS: At least two years of experience as a School Psychologist (Preferred) Master's Degree in School Psychology, Educational or Clinical psychology from an accredited institution, to include forty-two (42) semester hours of graduate level coursework and five hundred (500) clock hours of satisfactory field experience in a pre-K through 12 school setting under the supervision of a certified school psychologist. See DCMR 1659.1 for additional details regarding required graduate level coursework Certification as a School Psychologist by the State of California Commitment to working with students from educationally underserved communities (Required) Other skills and traits Unquestioned integrity and commitment to Voices' mission Passion for education and a desire to help Voices' succeed Experience working in an urban public school An unwavering belief that all students can achieve at high levels and succeed in an inclusive environment that supports all learners 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 Regular travel between school sites 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 Key Compensation: Highly competitive salary Medical benefits Exceptional growth opportunities Retirement plan Contract: Reports directly to the Director of Special Populations 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.

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 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 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.

Objective The Dean of Culture will be responsible for ensuring a consistent and positive school culture, by engaging in work with teachers and students alike, in order to meet our school-wide goals of 100% infractions accounted for and less than 10% of students in weekly detention. About Us East College Prep will prepare each of its graduates to use their college degrees and careers to make a Positive Multigenerational Change. Located in Lincoln Heights, this free, public charter high school aims to deliver the best personalized college prep experience in the country to students on Los Angeles' Eastside. Each student experiences a personalized learning experience through technology and great teaching, an opportunity to deepen their sense of purpose through year-long projects, and a positive school community - all to ensure that each student is ready to go to, and graduate from, the best colleges in the country. Fundamental to our model is building a safe and welcoming school culture with high expectations, while fostering student autonomy. We are looking for staff members that are responsive to feedback and data, reflect constantly on their work and student outcomes, and not take themselves too seriously; in turn, staff can expect to grow their instructional practice and leadership capacity in a high-energy, collaborative environment. Description The Dean of Culture (DoC) will be responsible for ensuring a consistent school culture at East College Prep. The DoC will work with students to help them make positive behavioral decisions and learn from mistakes. The DoC will support classroom teachers to resolve behavioral issues and to ensure a positive learning environment in each classroom. The DoC will work closely with both the administration and social worker in order to ensure that all of our students experience a strict and caring school culture. The DoC will also be in charge of the weekly detention process, as well as positive reward systems. Qualifications The ideal candidate is: Passionate about increasing the college attainment rate in low-income communities Certain that all students can go to college Entrepreneurial and enjoys having autonomy, flexibility and accountability A collaborative team player who works well with other adults and engages in healthy conflict to get the best results for students Resourceful and persistent, constantly seeking to improve upon results Someone who strives to be the best at what they do and has fun along the way Committed to personalizing learning for each student and willing to learn with us as we innovate in our use of space, time, the role of teachers, and technology Comfortable with a high degree of transparency around results and accountability for results Supportive of our warm/strict discipline model and effective in maintaining a consistent, disciplined classroom A graduate of a four-year university Wages & Benefits The salary for this job is competitive and commensurate with experience; a competitive benefit package is included. To Apply To submit an application, please visit our website at   http://ednovate.org/careers . 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.

What will you do all day? At NMSI, our people mean everything to us; they are the lifeblood of the organization. NMSI is looking forward to establishing a new and unique Project Management Office to streamline communication across projects and departments and provide extensive support and resources to their colleagues across the organization.  As a member of the IT Team, the Director, Project Management Office, will lead the team’s efforts to shift the way the organization operates by 1) developing and implementing a comprehensive project management strategy (expectations, definitions of success, processes, tools, and resources) to standardize project processes and improve project success of all business teams and 2) delivering effective solutions to each business team in the organization.  This is an exciting new role that goes beyond a typical PMO; members of this team will act as internal advisors to staff across the organization. The Director will develop a strategy and framework to help business teams plan and manage their projects on tight deadlines, and ensure that each business team has dedicated support to get the resources and solutions they need to expand the delivery capabilities of NMSI.   What are the details? The Director, Project Management Office, reports to the Senior Director of Information Technology and leads the Project Management Office team within the IT department at NMSI. As Director, you will be responsible for managing a team to deliver and maintain effective solutions for each business strand within the organization, which will require both project management expertise and a facility with information technology. You will develop standard project management methods and processes and work to deploy these tools across the organization. You will also serve as a vital cross-team project manager; by collaborating regularly with business team leaders and evaluating their needs against organizational strategy, you will you create and manage an organizational-wide operating calendar and project plan.   Finally, you will prioritize business team requests for the IT team and create and manage an IT-specific project plan that takes into consideration the multi-team capacity necessary to evaluate possible technological solutions, vet new platforms, customize technological tools, create resources to ensure business teams understand the software and tools at their disposal, and communicate about solutions/progress.  Specific responsibilities include: Collaborate with other business team directors, Applications Development Manager, and the Senior Director of IT to understand business needs, IT team priorities, and organizational goals Establish project management strategy and tools for use across the organization, including expectations, definitions of success, processes and tools Create and manage multiple project plans that include large organizational projects (such as development of a Knowledge Management System, CRM & Portal Launch), org-wide operational calendars, and all IT projects Define project schedules, allocate resources and monitor progress Create and maintain projects dashboard Document workflow progress Analyze delivery and recommend changes to process and tools to benefit all teams Support business teams in selection of technology solutions/systems/platforms Develop and Implement change management strategy as needed Maintain expertise on and create resources for a limited number of platforms and tools Manage a team of 2-3 Other duties as assigned What are we looking for? Who you are.  You are a bright, imaginative and capable technological project manager specifically seeking a smaller environment where your potential will be maximized through challenging, collaborative company projects. Education & Experience . You have a BS in technology or business or equivalent work experience, specifically: 8 or more years project management experience PMP certification required IT architecture or software development experience Familiarity with non-profits or educational/learning environments – preferred A customer-focused mindset Familiarity of related software tools preferred; such as MS Project, Sharepoint, SmartSheet, Rally, Jira, and Visual Studio Team System (VSTS) Experience applying agile principles in project management, preferably with additional experience using the scrum approach preferred.  Experience implementing Quality Assurance and Scrum, or Kanban, preferred. Proven ability to manage teams and collaborate across teams effectively You understand all phases of software development life cycle including analysis, design, functionality, testing and support. You can construct PowerPoint slides and documentation Industry Expert.  You possess strong product/technology/industry knowledge. Analytical Thinker.  You have an analytical approach with a strong ability to uncover and resolve problems. You think analytically, prioritize tasks and develop processes that monitor progress and performance. You rely on extensive experience and judgment to plan and accomplish goals. Expert Communicator.  You communicate clearly with business users and developers; you thrive in a collaborative environment. Organized & Productive.  You possess strong organizational skills while working in a fast-paced environment. You can work on multiple projects with multiple deadlines. Inclusive.  You can work effectively with people regardless of their age, gender, race, sexual orientation, ethnicity, religion or job type—or any other factor that makes us unique!  

Job Role is to initiate and manage projects and tasks that will help advance policy priorities, including:  • Creating and maintaining lists of target lawmakers and essential information about these lawmakers • Researching key influencers to target lawmakers and creating and executing plans to inform and engage these influencers • Building relationships with the offices of elected officials at the federal, state, and local levels • Developing one-pagers and other material about policies that impact the charter school community • Tracking government affairs team activity, status of key policies, and successes to report back to supporters  • Organizing regular calls and meetings for coalition partners • Maintaining lists of coalition partners  • Attending coalition partner meetings and reporting back to the government affairs team • Managing travel, expenses, and budgets for the government affairs team • Attend legislative hearings and meetings and report back to government affairs team on relevant news Skills • Exemplary oral and written communication skills   • Superb organizational skills with an ability to manage multiple, complex tasks simultaneously • Flexibility and adaptability in transitioning between different projects and events • Highly organized with attention to detail • Demonstrated ability to work independently in all areas of job assignments   • Desire to deal with details • Fundamental understanding that positive internal and external relationships are essential to organizational success   • Professional, enthusiastic, self-motivated, and collaborative 2-4 years experience in a government affairs, political campaign, or policy-related position preferred. At least 2 years of relevant experience preferred Bachelor degree preferred Citizenship, residency or work visa required Key skills: ability to absorb high volumes of information, pull out the most important takeaways, and report back in a timely manner; ability to work long hours during peak times; ability to keep cool under pressure; ability to remember a lot in a fast-paced situation and recall it with accuracy; ability to connect issues to key stakeholders; very organized