8 Research jobs

Why we do this work Our underlying belief is that every student should have the opportunity to achieve success and our work equips school leaders with the tools to run exemplary schools. We know from research and studying the best practices of high performing school leaders; the ones that identify, prioritize, and have the disciplined action to consistently implement the highest impact systems or “big rocks” produce the highest student achievement. What is BRES Big Rock Educational Services (BRES), LLC is a hands-on, collaborative and metrics-based consulting service partnering with traditional public district schools, charter schools and leader training organizations. We help school and district leadership teams focus on what drives student achievement while building their leadership capacity to lead exemplary schools. Since its founding in 2014, BRES has worked nationally in over 100 schools spanning across traditional public school systems, charter school systems, and leadership training organizations supporting campus and network leaders in realizing their respective visions for excellence. The consultant team at BRES has learned that the most impactful method of helping schools succeed is not the traditional consulting model, but rather working side by side with school and district leadership teams, collaboratively achieving goals together, and building capacity for long-term sustainability. BRES Impact To learn more about our organization, our collaborative partners and the results we help them achieve, click on our BRES Impact Report. What makes BRES unique Our unique approach starts from the ground up, and we’re with our clients each step of the way. We begin with the collection of data and input from the clients we serve centered on the big rocks of school improvement, leadership development, and teacher development. Once we collect data on current performance, we collectively establish performance goals or “metrics for success”. Finally, we work closely with our clients on the implementation and coaching of these big rocks to meet or exceed the metrics. As we build on and execute off the strategic plan we co-create, we work alongside our clients. We hold ourselves to the same set of goals that we support our partners to achieve and know that our shared success is the key to shifting trajectories for schools and students. Review and reflect on the following five unique tenets of BRES to help you decide whether this position may or may not be a good fit for your beliefs and career aspirations: 1. Metrics-based – We establish project goals, define metrics for success and work alongside school leadership teams and network leaders to meet the metrics. 2. Collaborative – We collaborate with school leadership teams and network leaders during the entire process. 3. Customizable – We align our systems to school or district priorities. 4. Hands-on – We work alongside school leadership teams and network leaders throughout the implementation process. 5. Soup to Nuts – We work with school leadership teams and network leaders from the beginning to the end of the process and create sustainable systems that build capacity for long-term success. BRES core values The following core values outline what we believe and serve as the guiding principles that inform our work. You might be the right fit for BRES if your beliefs align to these core values:  Growth mindset - We constantly seek to improve our internal systems, always asking ourselves the following question, “What is the next way I/we can get better for the clients we serve and ultimately for student learning?” If you like to constantly grow and push yourself and seek coaching on a weekly or more basis, this might be a good fit for you.  Team player - We are constantly giving and receiving feedback to one another in the spirit of generosity and to arrive at the best possible outcome. Thinking as a BRES team rather than BRES consultant means that major learnings and best practices are shared and used by all staff and thus delivered to the clients we serve. If you seek to share your knowledge and insights and learn from others, this might be a good fit for you.  Data-based decision making - The best decisions are made based on data and not personal feelings. If the following statement resonates with you, “I enjoy making decisions and coaching others based on data and proof points from those who have achieved success rather than what I think or feel", this may be a good fit for you. The Position This position is full-time. The following is an approximate allocation of time the Leadership Coach would spend working with clients collaborating and implementing metrics-based projects.  60%: Coaching & Implementation The LC works alongside the school, department, or organizational leaders to implement the necessary steps to achieve the project goal using data arrived from a school diagnostics and/or extensive collaboration.  20%: School Diagnostics The LC successfully diagnoses where a school or network stands with respect to planning and implementing big rocks. These diagnostics are customizable, objective and data-based.  10%: Internal Coaching & Professional Development The LC will receive weekly feedback and coaching sessions with one or more members of the BRES team.  10%: System Creation / Revision The LC works with clients and other members of the BRES team to improve internal systems and coaching guides to better enable clients to meet project goals and metrics tied to student achievement. What the Leadership Coach would do Collaborate with school leadership teams and network leaders on the following big rocks:  Strategic Planning  Time Management  Data Driven Instruction  Student Culture Systems (school-wide and in-class culture & behavior management)  High Impact Instructional Strategies  Observation and Feedback Systems  Additional Instructional Systems Qualifications  Proven track-record of high achievement with leading school leaders or leadership teams to produce measurable gains  Evidence of self-motivation and willingness to be a team player  Bachelor’s degree is required  Three or more years of teaching experience in an urban public or charter school  Two or more years of experience in school or network leadership  Alignment to BRES’s unique approach and core values Compensation Salary is commensurate to experience and we offer a competitive benefits package.

Job Summary The Director of Research and Policy leads the Association’s efforts to research and reform education policy in Texas as it relates to public charter schools. The Director will author and commission studies, draft and analyze legislation, and assist in the development and advancement of policy priorities. The Director will also serve as a resource to the Association in assembling and disaggregating data pertaining to Texas public schools, including public charter schools. Supervisory POSITION REPORTS TO: Chief Executive Officer POSITIONS SUPERVISED: Policy fellows, Interns, and additional policy and research staff as required Essential Job Functions Lead policy agenda setting to advance and protect the autonomy and success of charter schools. Research and prepare commentaries on current education issues in Texas and nationwide. Analyze legislation, Texas Administrative Rules, and education policy recommendations. Collect, analyze, and interpret educational data. Track and review legislative proposals. Respond to legislative inquiries and the public at large. Author, co-author, and commission policy studies. Assist in the convening of panels, symposia, and policy issue events. Build and manage partnerships within the state to increase public awareness of the challenges facing charter schools and Texas public education as a whole, and recommend solutions. Provide training for charter governance boards, CEOs, and legislative staff in matters related to charter school policy and advocacy. Serve as an active team member in all activities related to the Association. Other duties as assigned. Additional Responsibilities The Director will lead the development of the Association’s policy priorities prior to each legislative session. The Director will meet with policymakers to promote the Association’s agenda. The Director will provide comments to proposed changes to Texas Education Agency Commissioner’s Rules as they relate to charter schools and Texas public education at large. The Director will author, co-author, or commission 4-6 policy studies annually. The Director will attend events sponsored by other local, state, and national organizations, acting as the Association’s representative on public policy. The Director will develop strong relationships with state education leaders and state and national media contacts who cover education. The Director will participate in Association events and TCSA Board meetings as directed by the Chief Executive Officer. The Director will supervise staff, fellows, and interns assigned to education policy work. The Director will assist other teams as necessary and contribute to the Association’s mission to improve student achievement in Texas by advocating for and strengthening a diverse set of high quality charter schools. Other duties as assigned. Other expected behaviors Maintain regular and punctual attendance. Travel to conferences, schools, and trainings in the US, sometimes requiring overnight stays. Work cooperatively with others. Work in an office environment. Comply with all company policies and procedures. Physical demands— sitting for long periods in an office setting, keyboarding for long periods, lifting up to 30 pounds as required, bending, driving, and other physical demands as needed. Qualifications At least 3-5 years of experience in education policy or education leadership at the state or national level with charter school experience preferred. Masters, Ph.D., or Ed.D., in education policy, education leadership, economics, or a related field. An understanding of research methodologies, statistical methods, and interpreting output from common statistical packages such as STATA, SAS, or SPSS. Demonstrated research experience, with examples of prior research efforts. Strong writing, speaking, and presentation skills with an ability to condense complicated concepts into an easily understood format. Benefits Competitive Salary (actual salary is dependent on qualifications) Health Insurance, including medical, dental, and life insurance Paid holidays and vacations Matching Plan for 401(k) contributions Disclaimer This job description is not an employment agreement or contract. Nor is it an exhaustive list of all functions that the employee may be required to perform, and the employee may be required to perform additional functions. TCSA reserves the exclusive right to revise the job description at any time without notice. Employment with TCSA is at-will. An at-will employment relationship can be terminated at any time with or without reason or notice by either the employer or employee. This at-will relationship exists regardless of any statements made to the contrary. The employee must be able to perform the essential functions of the position satisfactorily, with or without accommodations. If requested, reasonable accommodations may be made to enable employees with disabilities to perform the essential functions of their job, absent undue hardship.

Job Goal: The Research and Data Management Analyst develops, coordinates and implements research efforts of Region 4. This includes analyzing, interpreting and evaluating current programs, services, and products of Region 4 along with making recommendations for continuous improvement of services aligned to customer and regional needs based on outcome metrics. This position also provides targeted grant support through the initial identification, application, data collection, and progress monitoring of grant programmatic outcomes. Qualifications: Education: Master’s degree from an accredited college or university Experience: Five years of experience in data collection and analysis in K-12 public education or institution of higher education Experience in development of professional development and/or instructional materials Experience in grant writing and/or grant management Special Knowledge and Skills: Knowledge of quantitative and/or qualitative practices to ensure accurate, research-based results Knowledge of student assessment systems and related data analysis in public education Strong organizational skills and demonstrated ability to multi-task and balance priorities Solid understanding of project management principles and attention to detail Strong ability to collaborate with a variety of stakeholders Proficiency in data analysis software programs such as Excel and SPSS Ability to interpret data into findings and make clear, prioritized recommendations Strong writing, presentation, and communication skills Ability to maintain confidentiality Well-versed in the education research field, including the evaluation of professional development Preferred Qualifications: Current Texas Teaching Certificate Doctoral degree Knowledge of curriculum and instruction, including adult learning theory Major Responsibilities: Design and implement project/program evaluations, including design of instruments, training on the use of instruments, and communication of results. Organize and analyze large amounts of data from various data systems and sources. Maintain and manage multiple projects simultaneously. Conduct evaluations of programs, projects, and products for impact, quality assurance, and compliance; present findings in briefs, action research reports, and through internal and external presentations. This includes recommendations of findings that assist in the evaluation of program impact based on metrics to ensure continuous improvement and alignment of outcomes to customer and regional needs. Develop comprehensive, continuing processes for research and development, evaluation, and data reporting. Research state and national grant opportunities and assist in the application process, metric collection, and grant program management. Ensure that research programs and projects efficiently and effectively support Region 4’s core purpose, align with current research and state standards, and maintain the highest standards of quality and ethics. Design systems of action research to evaluate identified professional development projects/products to collect process, strategy, and outcome metrics to measure impact, including the design and utilization of research based tools, i.e.- fidelity of implementation instruments. Create and design a systemic process to monitor the collection of impact data required for the implementation, monitoring, and evaluation of activities in the Region 4 strategic priority plan. This customized system may require the creation of fidelity of implementation instruments, survey design, collection of participant data, and conducting stakeholder focus groups. Produce research briefs, presentations, written reports, and/or visuals that report findings and assist in the evaluation of program impact or future planning for both internal and external use and collaborate with Director and Communications staff to market data as applicable. Formulate recommendations regarding current and national research/data trends as connected to Region 4 current and future innovative products and services. Supervisory Responsibilities: None Physical Demands/Environmental Factors/ Mental Demands: Occasional in and out of region travel; 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 than 15 pounds); may work prolonged and irregular hours; work with frequent interruptions; maintain emotional control under pressure.