11 Research jobs

Overview The Director of Student Culture & Support is a full-time position primarily charged with ensuring that Noble 1) meets legal compliance around its discipline & cultural practices, 2) is consistently implementing internal handbook policy, and 3) is continuously improving its overall culture, equity in discipline outcomes, and student retention across all campuses in the Network. The DSCS reports directly to the Chief Academic Officer.  About Noble Noble is Chicago’s highest-performing and largest network of public charter high schools. Our 18 schools and 1,400 employees currently serve over 12,300 students, 98% of whom are students of color, 89% low-income, and 83% first-generation college goers. The School Quality and Rating Policy scores for the Chicago Public Schools rated Noble campuses as ten of the top fifteen public high schools in the city. We believe our people are the most valuable asset in preparing our students to be successful in college and lead exemplary lives. Key Roles and Responsibilities Ensure General Compliance & Quality   Work closely with the Campus Accountability Officer, conducting ~20% of the campus school audits Regularly monitor culture-based data (student retention, demerits, suspensions, expulsions, etc), identifying areas of strengths and focusing campus and Network leadership’s attention and resources on areas of greatest concern/need, paying particular attention to issues of equity. Troubleshoot around possible areas of concern (Network-wide or campus-specific) regarding any discipline and culture issues, including paperwork and processes around expulsion and suspensions.  This includes serving as the hearing officer for the suspension appeal process and conducting a monthly suspension audit process that assesses the quality and compliance of network wide discipline practices. Work closely with the Director of Student Services and legal to ensure all campuses are in compliance with their culture and discipline-based interactions and paperwork with students with IEPs, 504s, and ELL status. Serve as Noble’s single point person with both internal and external parties around discipline and culture, ensuring internal consistency in messaging and practice.  This involves maintaining relationships with local and state agencies that regulate Network compliance—and working closely with Noble legal to understand and determine Noble minimums—and keep relevant campus and Network personnel current of all federal, state, and local regulations concerning discipline.   Facilitate the Development and Sharing of Discipline/Culture Best Practice Maintain an open and healthy dialogue with campus principals, Deans of Discipline/Culture, and other key personnel (including relevant NST personnel) to ensure the ongoing investigation, documentation, and sharing of best practices in terms of discipline, culture, equity, and student retention. Facilitate Network-wide Dean of Discipline/Culture meetings (August Onboarding, Network Collaboration, etc.) to provide resources to staff about shared issues, policies, procedures, and best practices. Build a supportive and inclusive community within this group—improving the communication, sharing, and overall growth amongst its members. Serve as an ongoing resource for campus administration (Deans of Discipline/Culture, Principals, etc.) and manage appropriate knowledge management systems (Google site, etc.)—fielding and investigating questions they have regarding their discipline & culture, providing information around best practices to help inform campus decision-making, and tracking their resolution of challenging issues. Foster strategic initiatives, through collaboration, working groups and committees, that grow the network’s capacity for restorative practices, equitable discipline outcomes, character development, and, ultimately, student retention.   This includes, but is not limited to, overseeing and/or supporting the launching of key initiatives tied to Noble’s 2019 Student Retention Steering Committee work (e.g. summer restorative programs, increased SEL supports, improved MTSS/SoC systems) Ideal Candidate Traits A deep-rooted passion for Noble’s mission and work in Chicago An exemplary embodiment of Noble’s core values of results, respect, follow-through, diversity, equity & inclusion, humility and self-awareness Alignment with Noble’s approach to high expectations and high support of students A proactive self-starter with the ability to multitask, establish and rearrange priorities, and maintain focus Ability to work collaboratively with a wide range of constituents Excellent interpersonal, verbal, and written communication skills Strong organizational skills and attention to detail Compensation Compensation will be commensurate with experience and qualifications.  A comprehensive compensation plan will include a bonus incentive and a competitive benefits package. Application Process Please be prepared to submit a resume and at least 5 references. Please direct inquiries about this role to:  [email protected] Statement of Non Discrimination At Noble, our mission is to be a catalyst for educational equity in the city of Chicago that empowers students with the scholarship, discipline, and honor necessary to succeed in college and lead exemplary lives. We know that we only fulfill this mission if we are the best place for a diverse mix of driven, reflective, and innovative educators to come, stay, and do their best work nurturing college-ready students. That is why Noble is proud to be an equal opportunity employer, making all employment decisions, including recruiting, hiring, training, and promoting without regard to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, veteran status or any other characteristic or classification protected by law.

About College Track College Track is a comprehensive college completion program that empowers students from underserved communities to graduate from college. From ninth grade through college graduation, our 10-year program removes the academic, financial, and social-emotional barriers that prevent low-income and first-generation students from earning their college degree. In 1997, we started with 25 students in East Palo Alto, and today, we have ten centers located in underserved communities across California, Colorado, Louisiana, and the D.C. Metro Area with more than 3,000 students on the path to upward social mobility. To learn more, please visit www.collegetrack.org Our Impact College Track students graduate from college at a rate that is more than double the national average for low-income and first-generation students. Five years out of college, our graduates are employed full-time, and over 85% report earnings greater than their parents. By helping our students maximize the value of their four-year college degree, which includes minimizing student loan debt, securing internships, and limiting the need to work while in college--we prepare them to succeed in the 21st century economy.    Our Values At College Track, our values drive the way we do our work, and we look for individuals who share our passion. We blend an entrepreneurial spirit with our nonprofit roots, cultivating a dynamic culture where everyone's contributions are valued and encouraged. COMMITMENT: We have an unwavering belief in our students. PASSION: We are dedicated to changing our nation’s college completion story. JOY: We create environments rich with smiles and laughter. AUTHENTICITY: We believe relationships matter. EXCELLENCE: Our students deserve nothing but the best.    Position Overview  Reporting to the Vice President of Development, the Prospect Research Manager will play a critical role in researching and identifying potential prospects that are thoroughly vetted and well aligned with College Track’s mission. The Prospect Research Manager will work closely with the Vice President of Development to partner with front-line fundraising staff to deliver prospect dossiers, track fundraising activity, moves management, and make recommendations for cultivation and solicitation plans. Additionally, the Prospect Research Manager will support in the design and implementation of a prospect rating system that will be an integral aspect of our emerging major gift program, and maintain clean and thorough records with the database. Primary Responsibilities Include: Conduct high-level research on current and prospective individuals, corporations and foundations, and provide clear biographical and financial briefs to front-line fundraisers Monitor market trends and media sources for relevant information on current donors Evaluate prospects based on capacity, mission alignment and giving history to identify a list of major and principal level prospects Support with design and implementation of a prospect rating system within Salesforce CRM Partner with front-line fundraisers to determine cultivation and solicitation strategies for current and prospective donors Lead prospect review meetings with front-line fundraisers to focus on best aligned and most resources current and prospective donors Support with special projects as assigned by the Vice President of Development Skills & Experience Required     Minimum of 2-3 years of fundraising experience in an educational nonprofit, school, or other entrepreneurial, high-performing organization Bachelor's degree required Excellent relationship-building and interpersonal skills which enable rapport-building with internal and external stakeholders Agility and the capability to think strategically while executing tactically within in a lean and resource-constrained environment Excellent project management skills that enable the execution of complex, multi-stakeholder projects Demonstrated experience with sophisticated database management and/or significant Salesforce skills - leveraging Salesforce as a primary tool in managing communication and driving strategic and tactical planning Ability to analyze data in order to detect important trends that should inform strategic decision-making. Superior organizational skills with strong attention to detail A constant learner who is interested in being a proactive, positive member of the team Compensation & Benefits College Track offers a competitive salary based on the organization’s compensation philosophy, which is grounded in market data. We also offer comprehensive health & welfare benefits and top of the market paid time off.  To Apply Please upload a resume and a thoughtful cover letter with your application. We will only contact candidates chosen for further consideration. No phone inquiries please.     College Track is an equal opportunity employer fully committed to achieving a diverse workforce. College Track does not discriminate on the basis of race, age, color, religion, national origin or ancestry, sex, gender, disability, veteran status, genetic information, sexual orientation, or gender identity or expression.  

Job Summary The function of the Senior Attorney is to provide general legal guidance to TCSA’s member schools, analyze proposed legislation and TEA rules to determine the impact on Texas charter schools, assist in drafting legislation and comments to Commissioner’s rules, provide support as needed to TCSA training initiatives, and coordinate TCSA legal activities in regards to contract review, risk management, and amicus efforts on behalf of member schools and TCSA mission-aligned causes. Position Reports to: VP of Government Affairs. Positions Supervised: Staff Attorney and Law Clerks Essential Job Functions Legal Services to Member Schools • Oversee the provision of legal services to member schools. Regularly provide direct legal advice and send periodic legal advisories to member schools. • Develop model governance board policies, handbooks, and other legal resources as needed for member schools. • Serve as a resource for the Association’s governance and charter officer education programs in matters pertaining to charter school law and assist the Director of Training in preparing instructional materials, providing training as needed. Charter School Policy and Advocacy • Provide legal interpretation to the Association for questions related to the operation of Texas public charter schools, including the interpretation of new statutes, rules, and existing state and federal laws. • Lend legal expertise in support of the Association’s advocacy agenda by assisting in the drafting and editing of proposed legislation and Commissioner’s rules, as well as testifying before state legislature and regulatory agencies as necessary and appropriate. • Participate in legislative meetings with the advocacy committee at the direction of the VP of Government Affairs. • Draft, in cooperation with the Director of Research and Policy, written comments on behalf of member schools regarding administrative rule changes. Legal Services to the Association • Assist the Chief Operating Officer as needed in the drafting and review of the Association’s policies and procedures governing personnel, finances, risk management, and other administrative affairs of the Association. • Review Association contracts with vendors and other entities. • Analyze demand letters, administrative proceedings, and court cases filed against or on behalf of the Association. Assist in assignments to outside legal counsel as necessary. • Oversee the management of the Association’s legal staff, law fellows, and term law clerks. Other Responsibilities • Maintain regular and punctual attendance • As an exempt employee, work must be completed, even outside of regular business hours • Travel 15% of the time • Work cooperatively with others • Work in office environment, including sitting for long periods of time • Comply with all company policies and procedures  Additional Responsibilities • Attend meetings the TCSA Board of Directors and TCSA Member Council at the request of the CEO and provide legal information as appropriate. • Annually receive continuing legal education credit sufficient to maintain membership in the State Bar of Texas. • Participate in state and national associations of school law attorneys, particularly those involving charter school law attorneys. • Other duties as needed Qualifications Minimum Required • Graduated from an accredited law school • Licensed to practice law in the State of Texas • Five (5) years of legal practice and/or developing education policy and research • Knowledge of state and federal education law • Strong communication and writing skills Preferred • Understanding of the charter school movement in Texas • Legislative experience • Management or supervisory experience 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.

Start Date: Immediate Role Type: Full-time Location: Flexible Who We Are: Transcend is a national nonprofit that leads innovation in school design in close partnership with visionary school operators around the country. We focus on innovation in every aspect of the holistic design of schools—from the aims of school, to students’ experiences, to the use of time, to the roles of educators and families and surrounding communities, to physical space, and much more—to prepare all students for far greater success in the 21st century. We do this through: developing and replicating new school model designs, in close partnership with visionary school operators (in district, charter, and independent schools) building a diverse, cross-disciplinary force of talent for the sector, who can perform the deep R&D needed for school innovation building and sharing actionable knowledge for the sector on how to do school model innovation and change management As a Research and Knowledge Development Associate, you will help us answer some of education’s thorniest questions: How can schools make learning fun and rigorous? How can schools provide students with the right level of autonomy appropriate to their development? What assessments most effectively gauge the evolution in students’ social emotional skills? The results of your work will be used to inspire the design of curricula, staffing, policy, and so much more both within and beyond Transcend! The Nitty Gritty Surface and synthesize research and best practices, drawing from various sources including: Written material such as peer reviewed and professional journals covering a range of fields (e.g. education, psychology, neuroscience, sociology, adult learning, organizational theory, change management, etc.) as well as high-quality white papers and research summaries from Transcend’s peer organizations Conversations with luminary researchers and leaders at other organizations tackling similarly thorny problems Interviews and observations with school operators whose students are achieving amazing results academically, socially, emotionally, and beyond Artifacts from Transcend’s work with school partners Create comprehensive and rigorous yet concise and accessible deliverables based on research to support the work of school design teams and share with the larger education sector Think critically and creatively about the research surfaced, the content and format of each individual deliverable, and how deliverables relate to each other to ensure the creation of products that are thorough, useful, and cohesively aligned Test the accessibility and usefulness of deliverables and adapt them based on user feedback Who You Are You are deeply curious. As you go about your day, you see a million questions just begging to be answered—and, when something grabs your interest, there’s no stopping you! You have a black belt in Advanced Internet Super Sleuthing; in fact, when others see a “dead end,” you see an opportunity to get creative. For you, it’s part of the thrill. And while you always get your answer, not just any answer will do—it’s got to stand up to your rigorous standards. Of course, you realize finding your answer is only half the battle. You also have to share it, and share it well! To do this precise and simple language, compelling visuals, and powerful organizing frameworks are your tools of choice--with them you can disentangle wicked problems, connect a dozen dots, and make the opaquest ideas crystal clear. Before you’re satisfied, the Notorious RBG would be proud to argue your answer in court: it’s got ironclad evidence, complex ideas have been made simple, and it's wrapped in a narrative that would compel even the biggest skeptic. Tell your mama that the questions you help answer have the potential to be your legacy—they will transform education as we know it! Sample Day in the Life AM You start your day by getting on Slack to see what’s happening across Transcend, you message the Knowledge team with a couple of questions that are percolating in your brain, you see a super interesting resource shared by the Yellow Hats League related to assessing social emotional learning (SEL) and save it for later You join a call with a school partner to better understand what they are hoping to learn about competency-based instruction and assessment approaches You draft a quick work plan based on your school-partner call and find time to discuss it with the whole Knowledge team later in the week You check in with your home-base manager and get feedback on the SEL assessment deliverable you outlined last week PM You join a Transcend-wide call to get to know team members more deeply, build relationships, and reflect on our work You spend part of your afternoon digging into the topic of SEL assessment by reading the resource you found on Slack that morning and then searching for additional resources through Google, on the websites of other organizations you know are doing great things, and through ProQuest Your spend the rest of the afternoon reading some of the new resources you found, updating your outline on SEL assessment, and making a list of individuals you want to set up calls with You make some time to review the agenda for a call with a different school partner happening in a few day and you set a reminder to draft some additional questions for the call so you can really harvest great learnings about the new conscious discipline approach they are trying You close out your day by responding to some emails and Slack messages, including some great ideas from your team shared related to the questions you posted that morning Qualifications Noteworthy experience researching (e.g. you’ve refined research questions, conducted literature reviews, and have compiled and presented findings to stakeholders) Experience working in or with PK-12 education organizations as a teacher, school leader, member of a school support organization, researcher, etc. Excellent organizational, planning, and time management skills Remarkable aptitude for looking critically at disparate information, drawing meaningful conclusions, and constructing conceptual frameworks that bring everything together Exceptional writing skills punctuated by the ability to communicate complex ideas in precise, simple, well-organized, and accessible ways A knack for finding ways to communicate complex ideas with simplicity and grace, especially for audiences of school practitioners Proven experience thriving in ambiguity and in dynamically changing contexts Aptitude for internalizing the goals of a client or project and working iteratively to improve on deliverables until goals are met or exceeded The Benefits As a Research and Knowledge Development Associate at Transcend, you’ll have opportunities to: Develop resources (e.g. lit reviews, case studies, other medium) that may be published on Transcend’s website Influence the next breakthrough ‘school’ models Work closely with Transcend’s Build Knowledge team Contribute on the cutting-edge of school model design To Apply Are you excited about identifying research and finding practice-based examples that can influence the redesign of “schools”? If so, please attach a resume (or digital equivalent) and one work sample that showcases your ability to synthesize information and other strengths relevant to this position to your application.   We’re an equal opportunity employer, and hire without consideration of race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status or disability. We strongly encourage all candidates to apply.  

The Strategic Data Project (SDP) is an initiative of the Center for Education Policy Research at Harvard University. The SDP Fellowship program helps school system leaders use data and evidence in strategic decision-making to improve public education. By placing Fellows in school systems and education organizations across the United States, SDP provides a unique entry point for passionate quantitative researchers and data strategists who want to make a difference.  SDP Fellows are placed in full-time roles at host agencies including school districts, charter management organizations, state education departments, foundations, and education nonprofits. As a fellow, you and your host agency will develop clear priorities and plans for using data and build organizational willingness to use data for decision-making.  In the past, fellows have tackled projects in one of the following focus areas: program evaluation data visualization early warning indicator systems data management governance survey design and analysis data dashboards student pathways and postsecondary success teacher quality   Fellows also participate in a tailored curriculum in measurement, analysis, leadership, and education policy delivered by Harvard-affiliated researchers and practitioners. Join a powerful, growing community of forward-thinking data advocates and leaders in more than 20 states and 100+ education organizations. READ MORE TO BECOME AN SDP FELLOW (2019-2021) AT: https://sdp.cepr.harvard.edu/fellowship

The Research Analyst will be a key member of TransformEd’s research team, tasked with conducting analyses to support the work of TransformEd and our partners in assessing and implementing an expanded definition of student success in schools and districts nationwide. The Research Analyst’s primary responsibility will be to conduct mostly quantitative and some qualitative analyses that support the work of the organization, focused on illuminating key trends in student social-emotional learning and the school environment. Data Management and Analysis Assemble, clean, manage, and analyze longitudinal data sets derived from multiple sources. Evaluate and document data quality, identifying outliers and anomalies that require resolution prior to analysis. Execute standard analyses and help develop customized analyses that address questions of core interest to specific partnerships. Synthesize analyses for practitioner audiences. Perform complex analytic and coding tasks with supervision. Coordinate key data collection activities. Other Tasks Work closely with the Managing Director of Research and other team members to identify and resolve challenges. Maintain an awareness and understanding of current research about social-emotional learning and school climates. Perform literature reviews and support the publication of externally-facing papers and resources. Contribute to the development of new projects and proposals. Who You Are You are a whip-smart and driven self-starter, passionate about education and eager to work towards positive change for young people. You are a fast and enthusiastic learner who takes interest in learning and practicing new skills and taking on new responsibilities. You are flexible, able to think on your feet and to pivot quickly as new challenges and opportunities arise. You thrive in a fast-paced, entrepreneurial, start-up environment and seek to be a part of building an organization from the ground up. Experience & Educational Background: Bachelor’s degree required; preferably in public policy, education policy, human development, neuroscience, psychology, or a related field with coursework in statistics (Relevant experience may count toward this requirement); Master’s degree preferred. 1-3 years of experience working with large datasets in STATA (Relevant coursework may count toward this experience). Familiarity with the requirements of FERPA and standard data management and security principles. Ability to communicate technical topics to non-technical audiences. Demonstrated ability to work under pressure, accurately assess problems, and develop solutions.  Experience working with Tableau preferred. Experience working or volunteering in K-12 education preferred. Position Details This is a full-time role based in Boston, MA and reporting to the Managing Director of Research. Salary is commensurate with experience, and we offer a generous benefits package including health, dental, vision, and 401k with employer match. Team members at TransformEd enjoy additional benefits including semi-flexible scheduling, unlimited vacation time, and paid parental leave. This position may require a small amount of domestic travel (<10%). TransformEd is committed to building the diversity of our team and creating & maintaining a positive, inclusive workplace culture where all can thrive. In that spirit, we are particularly interested in receiving applications from a broad spectrum of qualified people who represent the diversity of the schools and districts we serve. Application Instructions Interested and qualified applicants should send the following to [email protected] : Resume Cover letter which includes a description of a large data set you have managed, a data quality challenge you encountered, and how you addressed it Please include “Application for Research Analyst” in the subject line of the email. About Transforming Education TransformEd, founded in 2013 and incorporated independently in 2016, is a Boston-based non-profit focused on whole child development through systems change. Our small but mighty team partners with schools and districts/CMOs serving over one million students in twenty states. At TransformEd, we envision a future in which all students become thriving adults, able and empowered to lead personally meaningful lives and to contribute to their communities. We partner with school and system leaders to identify and implement evidence-based practices and policies that create positive learning environments and support students’ social-emotional development. We work with partners in intensive one-on-one engagements as well as in networked learning communities. As we work, we draw from research, best practice, and the input of diverse stakeholders, applying and sharing what we’re learning to build an understanding of the practices, systems, structures, and environment of schools and school systems can most effectively foster students’ social-emotional development.

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.