34 Strategy and Planning jobs

Reporting directly to the Senior Service Director, the Learning and Development Director is a full-time position working with City Year to help achieve its school based results. This person would be responsible for managing the execution of training for the AmeriCorps members (ACMs). This includes managing the vision of the month-long basic training academy each year, weekly all-site training, mid-year summit as well as supporting the evaluation and implementation of the training for the AmeriCorps members. This role will lead the Learning and Development Manager to ensure high quality execution of training and professional development for the AmeriCorps members. Job Description Responsibilities Content Development Create the vision and design for year round ACM and Second Year ACM learning and development that meets site goals and ACM experience needs Execution of training sessions by aligning and updating HQ material, AmeriCorps materials and local needs including site cultural and school districts requirements Create and update scope and sequences for all learning initiatives Update the calendar to achieve the goals and objectives Design and implement organizational learning practices by participating in network collaboration and innovation Facilitate transformative development experience through strong management of the L&D program Management Oversee site learning and development through partnership with the service team and the Service Director. Interface with multiple levels of the organization to promote site learning Develop and manage the Learning & Development Manager through 1:1 professional development and coaching conversations Supports the creation and delivery of new material as appropriate for the Impact Department alongside the L&D manager Logistics and Operations Facilitate site-wide training days (Learning & Development Days ~ LDDs) for ACMs including preparation of all presenters and service goal attainment) Create/produce monthly agendas and handle other site communication Important member of LDD preparation team that ensures each day of training runs smoothly Working with the Managing Director of Human Potential and Operations to find space off site Plan training schedule for the year with Learning and Development Manager and manage the site L & D calendar Support other developmental priorities and needs through program integration Ensure quality programming through intentional, consistent, and continuous observation and evaluation Develop and execute an evaluation system for monitoring the effectiveness of the trainings Reporting on attendance and compliance Qualifications Bachelor’s Degree Required Minimum of 3-5 years of project management experience – Project Management Professional (PMP) certification highly preferred Experience with change management and ability to lead people through a growth mindset process Knowledge of adult learning principals and effective facilitation Ability to work in a fast paced environment and the ability to be flexible Excellent written and oral communication skills Strong interpersonal and relationship-building skills Strong group facilitation and presentation skills Strong attention to detail, problem solving, time and project management skills Ability to prioritize projects and tasks, assess and deploy resources Demonstrated ability to work with diverse teams of young adults Ability to execute a strategic plan and motivate staff Willingness to take on new challenges, pursue self-development and self-directed learning Ability to work as an independent leader and as a team member in a and customer service environment Must be proficient in Microsoft Office Suite; Excel, Word, PPT City  Year/AmeriCorps/Peace  Corps experience is a plus Passion for working with young adults, developing young leaders, national service, and education reform Strong connection to City Year culture and values, for more information visit: https://www.cityyear.org/about-us/culture-values Compensation and Benefits Full time employees are entitled to compensation commensurate with experience. Benefits for full time employees include health insurance with Flexible Spending Account, paid vacation, holidays, parental leave, 401K, and more. City Year is an Equal Opportunity Employer, committed to a diverse workforce. Individuals from all backgrounds are encouraged to apply, including persons with disabilities and veterans.

The Impact Manager is solely responsible for the specific implementation of the Whole School Whole Child service model at an elementary school, middle school, or high school.  Job Description Responsibilities Managing and coaching a team of 8 - 15 AmeriCorps members providing a clear vision, systems and structures, and professional development to empower and motivate them throughout the year. Serving as a trusted advisor to principal and school staff by serving as a member of the school’s Instructional Leadership Team, holding regular meetings with the administrator, maintaining a strong presence in school, working collaboratively with administration and staff to implement the Whole School Whole Child model, and building a bridge between AmeriCorps members and the school so that their work with students is setup for success. Inspiring your team to embrace City Year’s culture and the belief that all students can achieve great things in school and life regardless of their socio - economic background or current academic proficiency. Developing a team culture that utilizes student achievement data to inform all instructional decisions and embraces grit, an entrepreneurial spirit, and a growth mindset. Observing and coaching AmeriCorps members to actively pursue student achievement results through consistently strong instruction and sound lesson planning. Providing a strong foundation of intervention management that will ensure regular access for tutoring, protected AmeriCorps member schedules, and a consistent feedback loop for learning. Developing AmeriCorps members professionally and empowering them to leverage leadership opportunities and actively pursue professional growth during their service year. Investing in the learning and development of AmeriCorps members so that they can translate their experience in City Year to any future professional or academic endeavor. Qualifications Leadership Coaching or leadership experience strongly preferred (sports coaches, educational coaches, etc.) Ability to relate with and inspire 18 – 25 year olds. Believes in young people as agents of social change. Exhibits a high level of accountability, project execution, and personal responsibility. Demonstrates grit, an entrepreneurial spirit, and a growth mindset. Ability to mobilize diverse, young groups towards achieving ambitious goals. Communication Ability to communicate openly and respectfully with a diverse community. Exhibits excellent customer service and is consistent with follow-up. Experience navigating difficult conversations around performance, interpersonal and inter-team conflict, race, gender, sexuality, class, education reform, and/or diversity. Relationship Development Ability to identify potential partnership problems, analyze issues, and extrapolate appropriate solutions to strengthen relationships. Ability to navigate multiple schoolhouse relationships, at times with competing priorities, to implement Whole School, Whole Child model and pursuing student achievement result. Invests in Impact Manager team collaboration and development to demonstrate strong leadership and teamwork for AmeriCorps members. Compensation and Benefits Full time employees are entitled to compensation commensurate with experience. Benefits for full time employees include health insurance with Flexible Spending Account, paid vacation, holidays, parental leave, 401K, and more. City Year is an Equal Opportunity Employer, committed to a diverse workforce. Individuals from all backgrounds are encouraged to apply, including persons with disabilities and veterans.

The Managing Director, Culturally Responsive Coaching (MD, CRC), exists to optimize and extend the impact of Teaching Trust programming by helping to incorporate our vision for Diversity, Equity, and Inclusion necessary for our programming to work towards educational equity.  We believe we will achieve our vision for achieving equity by decentering dominant culture at two levels: 1) in our programming through the way we teach and the learning environment we create, and 2) through the support we provide our participants and school leaders to create equitable and inclusive learning environments for the students they serve. The MD, CRC is charged with leading the development for internal staff to become strong practitioners of culturally relevant pedagogy as we move towards embedding cultural relevance in all aspects of our design and coaching.  The Culturally Relevant Design team exists to fuel learning at Teaching Trust and propel us forward to a future where our work is sustainable and scalable because effective, responsive, well-designed materials exist for program teams to use throughout each year. What You’ll Take On Teaching Trust is passionate about solving school-based inequities which will require excellent leadership, phenomenal teachers, and thriving schools working together with families to accelerate student achievement.  We need a self-aware, systems-minded leader to lead the charge as we align our program to be culturally relevant and equity-centered. As a part of the Culturally Relevant Design Team, you’ll work to develop a curriculum for school leadership teams that will promote equitable outcomes for all students.  You will also work in collaboration with the Program Team to cultivate a shared understanding of coaching for equity. You will serve as a leader in facilitating the growth of staff members at Teaching Trust.     Additionally, in FY21 you will: Create and execute a vision for developing program staff to become strong practitioners of culturally relevant pedagogy over time to ensure cultural responsiveness is embedded in all aspects of our design and coaching; and that our observations, facilitation, and coaching with participants are equity focused.  Collaborate with our New Sites Program Officer to develop a plan for launching a pilot program in FY22 that is deeply focused on cultural relevance to ensure our programming is moving toward educational equity.  Develop a recommendation for a coaching framework that Teaching Trust should adopt to support our vision to move, over time, from our current program reality to a desired future state where cultural responsiveness is embedded in all that we do and is thoughtfully at the helm of our leadership development programs. What You’ll Bring We are looking for someone who shares a passion for our mission to achieve better outcomes for students in urban schools. You will thrive in this role if you are a strategic thinker, love to innovate, love coaching, successfully operate with ambiguity, and are able to work across layers and lines of difference.   You are a coach, you love being a part of the growth of others, you ask great questions , you are a thought partner , and you are able to facilitate both short-term and long-term growth with diverse groups of people.  You are a strategic thinker who is able to move your vision forward, and distill the most critical information from multiple inputs.  You look for the root cause and move others toward solutions through innovative problem solving.   You have a proven track record of successfully coaching across lines of difference. You are deeply committed to diversity, equity, and inclusion.  You feel a responsibility for doing your own identity development work to build your cultural competency so that you can lead others and conduct your work in a way that fosters inclusion and equity. You are simultaneously strategic and detail-oriented .  Precision matters in design, coaching, and facilitation.  So does context and the big picture.     Ideal candidates will have: Ability to thrive in a fast-paced, dynamic work environment, demonstrating resilience and are a self-starter.  Experience coaching and have a track record of developing people over time.   Both people- and outcomes-orientations and a track record of extraordinary results and relationships: ability to lead with a focus on measurable results and long-term vision while valuing people and their unique assets and understanding what motivates them to succeed.   Proven success in laterally managing peers across teams toward ambitious outcomes. Talent in influencing others toward outcomes through sophisticated relationship management. 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.  Strategic thinking and ability to see and leverage connections between multiple work streams. Exceptionally strong project management and time management skills. 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 closing the opportunity gap by developing leadership capacity to transform schools. Simply put, we believe that Great Leaders + Great Teams = Great Schools . Other existing nonprofits attack the opportunity gap at different levels – curriculum, training for teachers, or advocacy for equitable funding. We focus on engaging school leadership teams in intensive training sessions, where we go deep on foundational concepts proven to move the needle for schools. We build deep relationships and support school teams with successfully implementing practices across their campuses, sitting shoulder-to-shoulder with leaders to provide counsel, support, and accountability. We are not just here to provide training, send Teaching Trust participants off with a binder, and hope all goes well. Our coaching truly is a living partnership.  Our definition of a team is highly inclusive. We work with everyone – from the teacher to campus coaches to the principal to school district leaders. We believe, and have seen firsthand, that strong, aligned leadership from campus to district to state level is a game changer for students.    To date, we’ve impacted more than 1,500 educators across 300 public schools, reaching 350,000 students across our region. We are engaging leaders at all levels in local, complex, and large urban districts to collaborate and build a common vision around school leadership development – and we’re seeing strong results for students in partner districts like Dallas ISD, Fort Worth ISD, Richardson ISD, and Garland ISD. The opportunity gap is one of many undertakings when it comes to tackling broader systemic change for historically oppressed communities. We aim to work alongside many community partners, educators, and families in pursuit of large-scale transformational change across North Texas.   What We Offer Teaching Trust offers a salary of $105,000 for this role. In May 2018, Teaching Trust implemented  a new approach to our compensation philosophy. We are deeply committed to being an organization that not only talks the talk about Diversity, Equity, and Inclusion but also walks the DEI walk. Equity, in particular, shows up in many ways - but is often most palatable in the practices and policies an organization pursues. We believe our approach to compensation is one way to demonstrate our commitment to equity. Our staff all have salaries that are aligned by level and tenure with the organization in order to achieve compensation equity. The salary for this role reflects that philosophy. We 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. 

City Year San Antonio is seeking a Learning & Development Director (L&D Director) who will oversee the learning and development experience for City Year San Antonio AmeriCorps members that prepares them to serve as idealistic leaders and practitioners focused on strengthening schools and supporting students to improve performance. In this role, the L&D Director builds strategic relationships with district and local partners, works closely with City Year San Antonio’s Impact department, and manages our Senior Learning and Analytics Manager. The L&D Director is a skilled organizer and planner who appreciates big-picture thinking, drives a data-driven learning vision, has a passion for equitable access to education in systemically under-resourced schools and believes deeply in the power of young people and their ability to positively impact and transform people and communities. This may be the job for you if: You are a collaborative relationship-builder with an empathetic and adaptable approach to learning design strategy, appreciate feedback loops and organize your plans based on formative data. You care deeply about providing holistic student support in systemically under-resourced schools and believe that City Year AmeriCorps members are a leading example of how the student success coach role can help support student and school success. You value learning. You invest in your own growth and development and authentically model your passion for personal and professional development for those you lead. You are a big-picture thinker, enjoy designing adult learning experiences for diverse and dynamic young people and appreciate that building a positive learning culture is an iterative process. Job Description AmeriCorps Member Experience City Year AmeriCorps members serve in schools all day, every day, preparing students with the skills and mindsets to thrive in school and in life. Serving with City Year is challenging, but transformative. During their year of service, AmeriCorps members are given a high degree of responsibility, along with leadership opportunities that have impact on them personally and on the students with whom they work. When designing their learning and development experience, the L&D Director finds balance between the AmeriCorps member experience and developing their service skills to support the social, emotional and academic growth of their students Build a Culture of Learning City Year San Antonio cares deeply about the learning experience for AmeriCorps members and recognizes that all San Antonio staff play a role in making their service and learning experience meaningful. The L&D Director is looked to at the site to build a positive culture of learning for our AmeriCorps members by designing a learning strategy that is a replicable, predictable, and responsive set of community-centered activities designed to help AmeriCorps members develop skills and make meaning of their shared service journey. Skillfully facilitated, programmatic learning is reinforced through meaningful individual challenges and in community with others to uncover new understandings, build efficacy and spark joy. Additionally, the L&D Director builds and cultivates strong partnerships with local and district partners to positively impact the AmeriCorps member learning experience. Design and Oversee our Observation & Coaching Strategy We believe that feedback is a critical part of personal and professional growth. Leveraging the skills of the Impact Team, the L&D Director will develop an observation and coaching strategy and system that empowers AmeriCorps members to build strong relationships with students to support their learning and help them develop identity, agency and critical skills. What does a typical day look like? There is no typical day for a Learning & Development Director, but on any given day, you may find yourself at a school providing observation and coaching support for AmeriCorps Members and Impact staff, designing a training for an upcoming training day, or even facilitating trainings to AmeriCorps Members on improving their service for students. City Year San Antonio has a Corps of up to 98 young adults serving in nine San Antonio Independent School District (SAISD) campuses. Basic Qualifications Experience building and growing complex professional relationships with a diverse group of internal and external stakeholders and community members. A passion and interest in designing learning experiences using adult learning principles, group processing protocols and interactive learning technology. Ability to create a yearlong learning experience for diverse and dynamic young people that supports district and local standards and initiatives through a lens of cultural competency/responsiveness. Ability to make data-informed decisions to advance team and student achievements and outcomes. Experience building sustainable partnerships and positive working relationships with others. Strong organizational skills and attention to detail. Ability to operate in ambiguous and changing environments while leading a team to meet results. Interest and understanding of City Year’s work within the national service movement and education sphere. At least two years of teaching is preferred, and teaching experience in a public-school serving majority low-income and/or students or color is preferred. Familiarity with SAISD school system is a plus Compensation and Benefits Full time employees are entitled to compensation commensurate with experience. Benefits for full time employees include health insurance with Flexible Spending Account, paid vacation, holidays, parental leave, 401K, and more. City Year is an Equal Opportunity Employer, committed to a diverse workforce. Individuals from all backgrounds are encouraged to apply, including persons with disabilities and veterans.

Aldine ISD is focused on ensuring that every child starts elementary school with the essential academic, social, and emotional skills he or she needs to thrive in school and beyond. The Early Learning Executive Director will help make this vision a reality by executing the district’s strategic priorities of increasing access to quality early childhood education opportunities in the district. The Early Learning Executive Director will work with the Chief of Schools to develop and execute an early learning vision for Aldine ISD. The Early Learning Executive Director will be tasked with the overall strategy, goal-setting, and execution of aligning early childhood initiatives with larger district goals and initiatives. This person will lead the consistent communication of executive level decisions and how they will influence the early childhood infrastructure of the district. Responsibilities of this position will also include program development and evaluation, partner management, and community outreach and collaboration. About Aldine ISD Aldine Independent School District is located 17 miles north of downtown Houston, Texas. It encompasses more than 111 square miles of land in both urban and rural environments. The district’s student population exceeds 65,000. In addition, our student population is ethnically rich, and our staff demographics are as diverse as our students. The needs of our students are also diverse. Around 85% of our students are classified as economically disadvantaged. The district employs more than 10,000 people in a variety of roles.  Education/Certification: Master’s degree in educational administration or a field appropriate to assignment from an accredited college or university; Valid Texas Mid-Management, Principal, or Superintendent Certification or out of state equivalent certification and the ability to obtain Texas Certification required Candidate must have satisfactory outcome of fingerprinting background check.  Special Knowledge/Skills: Ability to demonstrate strong internal and external support for Aldine ISD Ability to communicate effectively with a variety of audiences  Excellent knowledge and understanding of all facets of public school operations, particularly the area of early childhood education Highly effective organizational and consensus building skills  Knowledge and understanding of school district policies and procedures  Ability to adapt department to a changing work environment and to continuously improve operations Knowledge and understanding of the change process, organizational development, conflict resolution and facilitation skills Experience: Minimum three years successful teaching experience, preferably experience with early childhood or primary grades Minimum five years of experience at the district leadership level as principal or district-level administrative leader   Experience in design and execution of high-quality early learning environments  Instructional and Program Management Design and implement a program to improve outcomes for young children Supports campus principals by ensuring the District provides the necessary tools, support systems, and institutional capabilities to improve student performance; including kindergarten readiness Identify, coordinate, and ensure primary schools are provided with specialized training supports to staff of early learners utilizing the latest research on successful classroom techniques for improving cognitive development and social-emotional health of children in primary schools Serves at the liaison between the primary schools and departments within the District Work collaboratively with District leaders on a data-driven infrastructure plan to improve student access an Aldine ISD Pre-K program Work collaboratively with school leadership, assistant superintendents, and the Teaching and Learning Department to improve the quality of the early childhood program Establish a collaborative relationship with all departments and external providers to ensure support of early childhood academic, fiscal, training, and facility needs Protect and enhance the health and safety of all students enrolled in primary schools Provide leaders updated information and research pertinent to the operation of primary schools Provide input in the process of district budget planning  Assist in the development of district-wide goals, objectives, and procedures Exercise proactive leadership on promoting the vision and mission of the District Policy, Reports, Law Ensure early childhood programs comply with TEA, state, federal and School Board policies and law, regulations and requirements Direct the development and maintenance of early childhood records and reports as are necessary to keep the Executive Leadership Team, Board of Trustees, and other district leaders informed of the district’s progress and future plans Maintain campus progress update reports Monitor enrollment in pre-kindergarten programs Professional Growth and Development Improve leadership skills through self-initiated professional development activities on a continuous basis Represent Aldine ISD on department-specific matters at the national, state, regional, and local levels Other Coordinates special projects as assigned Performs other duties as assigned Supervision of assigned staff  The Executive Director of Early Learning’s evaluation is a responsibility resting with the Chief of Schools. An evaluation shall be completed in writing at least once during the course of each school year. Mental Demands: Work with frequent interruptions, maintain emotional control under stress Physical Demands/Environmental Factors: May work prolonged or irregular hours; work inside and outside (exposure to sun, heat, cold, and inclement weather), exposure to noise; frequent districtwide and occasional statewide travel Tools/Equipment Used: Standard office equipment including personal computer and peripherals. Posture: Frequent sitting and standing; occasional bending/stooping, pushing, /pulling, and twisting Motion: Repetitive hand motions; frequent keyboarding and use of mouse; occasional reaching Lifting: Occasional light lifting and carrying (less than 15 pounds); occasional physical restraint of students to control behavior This document describes the general purpose and responsibilities assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.  It is the policy of Aldine ISD not to discriminate or engage in harassment on the basis of race, color, national origin, sex, religion, age, disability, or any other legally protected status in its educational and vocational programs, services or activities or matters related to employment as required by Title VI and Title VII of the Civil Rights Act of 1964, as amended; Title IX of the Education Amendments of 1972; Age Discrimination in Employment Act; Americans with Disabilities Act, as amended; and Section 504 of the Rehabilitation Act of 1973, as amended.

Founded in 2013, Butler College Prep serves over 600 high school students as a campus of the Noble Network of Charter Schools (Noble)  in the Pullman neighborhood of Chicago. With a focus on arts and social justice alongside a college preparatory education, Butler College Prep has produced impressive student growth and a 100% college acceptance rate for graduating classes. In addition to top-of-city results, Butler has led the way at Noble in creating a diverse teaching staff and building a joy and pride-filled student culture. Butler College Prep has grown to be a top high school choice for students on the far south side of Chicago. This is a unique opportunity to lead a Noble high school alongside an incredible staff of over 70 educators as the school continues to drive excellence in college preparatory education in Chicago. The new school leader would assume responsibility as principal in the 2020-21 school year with an opportunity to transition earlier to begin planning and development for the role. 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 twelve 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. Our Why: Mission Noble is a catalyst for educational equity in Chicago that empowers students with the scholarship, discipline, and honor necessary to succeed in college and lead exemplary lives. Our What: Results Noble defines results as ensuring that our schools are the best in the country at preparing our students to be college-ready, the best place for students to attend school, and the best place for our staff to work.  We measure our success against this commitment to results by continuously looking at metrics within the following six dimensions: School Culture Academic Results Staff Engagement Student Retention Fiscal Integrity College Persistence The strong supports and accountability to delivering on these outcomes is at the core of what is expected of a Noble principal and what has made Noble among the nation’s leaders in education. Our How :  Ideal Principal Competencies Noble’s 18 principals are a cohesive and impressive community of leaders. The core competencies we are seeking in the next person to join this team include: Values:  Principals exemplify Noble’s core values of results; respect; follow-through; diversity, equity, and inclusion; and humility and self-awareness. Performance:  Principals inspire, protect, and deliver continuously improving excellence in Noble’s six core outcomes. Talent:  Principals attract, hire, train, and develop a diverse and mission-driven team of people. Management:  Principals create and uphold clear roles, responsibilities, and performance metrics for all team members in alignment to the campus vision. Prioritization:  Principals select the right priorities and execute on them effectively. Compensation The role of a principal is arguably among the most challenging jobs in the country. We know that to deliver on our why, what, and how for families, students, and staff we must provide a highly competitive salary for principals. Total compensation, including base salary and bonus, is expected at or above $145,000. In addition to salary, and a mission-driven high-performance culture, Noble is proud of the competitive health, financial, and wellness benefits provided all employees. Application Process We strongly value the input of the campus staff, school community, and the broader principal team in determining the next leader of Butler College Prep. The process has been designed to be rigorous, inclusive, and informative. At this time we are building a pool of candidates for this position. We expect to start conducting interviews by February 2020. Please direct inquiries about this role to:  [email protected] 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.

The mission of the Impact Manager role is to lead and develop AmeriCorps members as a City Year team of idealistic, emerging leaders and practitioners focused on strengthening schools and supporting students as directed by the school-based service model missions and practices. Reporting directly to an Impact Director, the Impact Manager's role plays a critical part in implementing City Year’s school-based service model. Job Description Service Delivery and Impact Implement City Year’s school-based service model with a high degree of quality to the right students, in the right time, at assigned schoolhouse. The Impact Manager will develop and manage partnerships with school administration and personnel to ensure the necessary conditions and resources are in place for AmeriCorps members to deliver attendance, behavior, and course performance interventions for students. AmeriCorps Member Program Delivery and Experience Lead, manage, and coach a team of AmeriCorps members to achieve service performance and standards requirements and to reach their leadership development potential. Model leadership that is animated by City Year's culture and values, and create spaces that empower AmeriCorps members to access the power of our culture and values in personally meaningful ways.  The Impact Manager is also an effective talent developer who will lead AmeriCorps members to have a successful and rewarding year of service through civic engagement and a citizenship development curriculum.  The Impact Manager will provide on-site trainings and collaborate on the design of service content and tools for AmeriCorps member learning, training, and service excellence. The Impact Manager will manage up to 15 City Year AmeriCorps members. Service Partner Management Based full time at the schoolhouse Impact Managers build and cultivate strong partnerships with teachers, principals, school officials, and other key decision makers and stakeholders. Manage implementation of school partnership agreement and conditions for success. Site Support Partner with City Year Dallas departments and staff through applicant interview process, stakeholder engagement, service day and event participation, and cross-departmental committees as needed to ensure site-wide goals are met. Qualifications Bachelor’s degree or equivalent work experience. Experience working in a school, educational, or youth-support setting required with at least one year in a role managing or leading others. Experience working in areas related to English Language Arts, math, behavior management, overall school climate, after school programming, extended learning time or social work preferred. Demonstrated ability to communicate and present ideas with clarity, credibility, humility and tact; lead with “the why” and incorporate vision into messaging; tailor messaging to audience and maintain professionalism in speaking and writing. Demonstrated ability to anticipate and plan for questions, listen carefully, provide constructive feedback and remain open and responsive to feedback from others. Proven success operating in ambiguous and changing environments with the demonstrated ability to manage and prioritize projects; delegate tasks appropriately; manage progress against goals for self and others while addressing barriers. Demonstrated ability to take initiative and operate in a proactive and solution-oriented manner; identify the information needed to solve a problem; link decisions to potential consequences and know when to escalate or seek guidance. Possesses openness, responsiveness, approachability, and understanding of others’ perspectives with the demonstrated ability to maintain and build relationships through collaboration; recognize and respond to the needs of others while operating within appropriate boundaries to gain respect and maintain professionalism. Demonstrated ability to address and resolve team conflict effectively and tactfully. Demonstrated ability to identify others’ strengths and areas for growth to achieve desired results and foster personal and professional development. Strong connection to the values of servant leadership, belief in the power of young people, social justice, empathy, inclusivity, teamwork, and excellence. Passion for and understanding of City Year’s work within the national service movement and education sphere. Proficiency with Microsoft Office platforms required. Proficiency of verbal and written communication in Spanish a plus. City Year and AmeriCorps alumni are encouraged to apply. Compensation and Benefits Full time employees are entitled to compensation commensurate with experience. Benefits for full time employees include health insurance with Flexible Spending Account, paid vacation, holidays, parental leave, 401K, and more. City Year is an Equal Opportunity Employer, committed to a diverse workforce. Individuals from all backgrounds are encouraged to apply, including persons with disabilities and veterans.

The mission of the Impact Manager (IM) role is to lead and develop corps members as a City Year team of idealistic, emerging leaders and practitioners focused on strengthening schools and supporting students as directed by the WSWC missions and practices. Reporting directly to the Impact Director, the IM’s role plays a critical part in implementing City Year’s school-based WSWC service model. Job Description Service Delivery & Impact Implement City Year’s WSWC model with a high degree of quality to the right students, in the right time, at assigned schoolhouse(s). The IM will develop and manage partnerships with school administration and personnel to ensure the necessary conditions and resources are in place for corps members to deliver attendance, behavior, and course performance interventions for students. Corps Member Program Delivery & Experience Lead, manage, and coach a team of corps members to achieve service performance and standards requirements and to reach their leadership development potential. Model leadership that is animated by City Year's culture and values, and create spaces that empower corps members to access the power of our culture and values in personally meaningful ways. The IM is also an effective talent developer who will lead corps members to have a successful and rewarding year of service through civic engagement and a citizenship development curriculum. The IM will manage up to 20 City Year corps members. Service Partner Management Build and cultivate strong partnerships with teachers, principals, school officials, and other key decision makers and stakeholders. Manage implementation of school partnership agreement and conditions for success. Qualifications Relationship Development: Demonstrated ability to develop and manage complex relationships with schools and community partners. Proven ability to have tough conversations and to hold staff accountable towards their performance goals. Manage relationships with a diverse group of internal and external stakeholders to help achieve service goals and corps member development. Talent Development: Proven success managing diverse teams towards a common goal. History of coaching/leading young people between the ages of 18-25. Executes to Results: Must have a strong record of achieving transformational results with students from low-income communities, at the classroom, school, or network/multiple-school levels. Ability to problem solve, troubleshoot, and show creative problem solving when faced with perceived barriers. Communication: Ability to translate mission and vision from organization level to corps members and talk about complex topics and parse them for specific audiences. Able to communicate effectively, efficiently, and with transparency to the right people at the right time to ensure success of our corps members in service. Additional Required Experience and Qualities Needed: Bachelor’s degree strongly preferred; or equivalent work experience. Candidates with a background in youth development and/or education preferred. Bilingual in English/Spanish is a plus. City Year/AmeriCorps experience is a plus. Sets high expectations for self and others s/he is leading and holds self and team accountable for performance goals. Able to develop diverse talent through performance plans, reviews, and leadership opportunities. Thrives in diverse, youthful, high energy, entrepreneurial, and fast-changing environment. Compensation and Benefits Full time employees are entitled to compensation commensurate with experience. Benefits for full time employees include health insurance with Flexible Spending Account, paid vacation, holidays, parental leave, 401K, and more. City Year is an Equal Opportunity Employer, committed to a diverse workforce. Individuals from all backgrounds are encouraged to apply, including persons with disabilities and veterans.

The Major Gifts Officer, reporting to the Managing Director, Development, is responsible for building and managing relationships with individual donors and foundation prospects at all levels to maximize financial donations to ensure City Year San José/Silicon Valley achieves its individual and foundation revenue goal of $2.2M in FY20. The Major Gifts Officer will serve on a Development Team of seven professionals that support a growing organization and manage staff and volunteers in identifying, cultivating and soliciting an assigned portfolio of individuals and family, community, and private foundations. This position directly manages the Individual Giving Manager. The Major Gifts Officer is responsible for overseeing and growing City Year San José/Silicon Valley’s two donor acknowledgement programs managed by the Individual Giving Manager - The Red Jacket Society [RJS] and The Bridge Builders. The Red Jacket Society is a community of philanthropic individuals and families who make a multi-year commitment of $10,000 or more. Bridge Builders give gifts to City Year San José/Silicon Valley between $250 - $9,999. The Major Gifts Officer collaborates with the rest of the development team in the annual appeal letter campaigns and corporate giving when appropriate. In addition, the Major Gifts Officer is responsible for developing and managing the new Big Bets program that targets seven-figure multi-year gifts from top individual donors. City Year San José/Silicon Valley is seeking a professional who is aware of the education funding space in California, especially with foundations. The Major Gifts Officer brings relationships with social justice and education funders and grows this portfolio significantly increasing revenue from foundations. The successful candidate will have experience building relationships through diligent outreach and follow-up, effective written and oral communication skills, and a proven track record of meeting and exceeding goals. A commitment to social justice is required, and knowledge of public K12 education is preferred. Job Description Responsibilities: Donor Retention and Growth Create and execute the annual development plan and strategy to sustain and increase individual giving in conjunction with the Managing Director, Development and Executive Director Secure new and renewed funding from individuals that reflect their philanthropic and community engagement goals Collaborate with Development Team to leverage individual support from corporate partners Write proposals, reports, letters, as well as prepare presentations that are persuasive, inspiring, and customized to target individuals and family, community, and private foundations Partner with the City Year San José/Silicon Valley Board of Directors Executive Director and HQ Prospect Research team to identify and qualify new potential individual donors. Create individual cultivation, solicitation, and stewarding plans for top prospects Serve as a positive City Year San José/Silicon Valley representative at local community functions while networking with like-minded individuals, philanthropists, and education champions Oversee donor solicitations professional development trainings for Board and staff Collaborate with the Impact department to create and connect donors and prospects to meaningful and positive City Year experiences Red Jacket Society Manage the Individual Giving Manager in following the national Red Jacket Society best practices and prescribed cultivation and stewardship activities to engage RJS members with our mission and work Create personal and engaging donor communications for RJS members Attend national RJS summit Bridge Builder Campaign With the support of the Development team, create and implement donor communications and acknowledgements related to cultivation and stewardship of donors and prospects for gifts $250 - $9,999 Oversee board and staff professional development trainings for donor solicitations Support Board, staff, and volunteer solicitors in creating, soliciting and stewarding portfolios of donor prospects Big Bets Develop and manage the new Big Bets program that targets seven-figure multi-year gifts from top individual donors Identify and steward Big Bets prospects Support Board, staff, and volunteer solicitors in creating, soliciting and stewarding portfolios of donor prospects Data and Pipeline Management Develop and maintain strategic moves management plan to direct and monitor the progress of donor relationships Working with the Individual Giving Manager, ensure accurate maintenance of donor information, revenue records and collection documentation in Salesforce for a portfolio of donors Direct bi-weekly Major Gifts pipeline meetings with Managing Director, Development and individual gifts team Participate in bi-monthly Development Committee calls with the Managing Director, Development Event Management: With the support of the Development team, lead the fundraising and engagement efforts of individuals as champions and donors Identify, steward, and solicit major Fund-a-Need and event donors Support the Development Team in planning the gala and small market event programs including identifying honorees and other event speakers Qualifications: 3-4 years of experience in fundraising, major gifts, sales, partnership development, and/or client account management. Knowledge of high net worth community via local business, civic and cultural networks preferred Experience planning and executing individual donor cultivation and retention strategies Efficient initiative and time management skills including the ability to meet deadlines and prioritize multiple projects to achieve goals Excellent written and oral communication skills Ability to lead and motivate volunteers and team while being a strong and collaborative team member Passionate about education and youth development Thrives in diverse, high energy, entrepreneurial, fast-changing environment Demonstrated proficiency in office-based software and computer skills including but not limited to Microsoft Word, Excel, PowerPoint, Outlook, and Salesforce BA/BS preferred City Year/AmeriCorps experience a plus Compensation and Benefits Full time employees are entitled to compensation commensurate with experience. Benefits for full time employees include health insurance with Flexible Spending Account, paid vacation, holidays, parental leave, 401K, and more. City Year is an Equal Opportunity Employer, committed to a diverse workforce. Individuals from all backgrounds are encouraged to apply, including persons with disabilities and veterans.

The Impact Manager (IM) is responsible for leading a team of AmeriCorps members through a full-time school-based service year with the goal of keeping students on track to graduate, establishing positive relationships with school partners and providing a leadership development experience for corps members. The Impact Manager will lead, manage and coach a team of 6-15 AmeriCorps members through a ten-month journey of learning, reflection and service to build AmeriCorps members’ civic capacity and civic identity. Impact Managers report to an Impact Director and meet regularly with peers and department leadership members to share promising practices, challenges, and resources. Job Description Corps Member Experience Delivery Lead, manage, and coach a team of AmeriCorps members (between the ages of 18-25) to support students through academic and student engagement supports and develop AmeriCorps members as leaders through their service experience. Model leadership that reflects City Year’s culture and values, and create spaces that empower AmeriCorps members to access the power of City Year’s culture and values in personally meaningful ways. Develop talent from within the corps for City Year and the larger education field, and lead AmeriCorps members to have a successful and rewarding year of service through their in-school service and learning and development days. Support AmeriCorps members in understanding of and compliance of City Year policies and operating structures. Service Delivery Develop and manage partnerships with school administration, teachers, and staff to ensure the necessary conditions and resources are in place for AmeriCorps members to deliver attendance, behavior, and course performance interventions for students. Lead, manage, and coach a team of AmeriCorps members to implement City Year’s Whole School Whole Child service model, which balances the delivery of whole-school support (Tier-1) and small group and one-on-one tutoring (Tier-2) for students at assigned Boston Public school. Partner directly with a City Year Instructional Coach to provide observation and coaching to AmeriCorps member to improve their student interventions. Monitor and analyze student-level data to identify trends and improve whole-school and small-group support, ensuring student impact completion and improvement in targeted area through team level training. Service Partner Management Build and cultivate strong partnerships with teachers, principals, school officials, and other decision makers and stakeholders within the assigned Boston Public School. Serve as a trusted advisor to principal and school staff by serving as a member of the school’s Instructional Leadership Team, hold regular meetings with administration and teachers, maintain a strong presence in school, work collaboratively with administration and staff to implement the Whole School Whole Child model, and build a bridge between AmeriCorps members and school staff to ensure success. Participation in Organizational Initiatives Support AmeriCorps Member recruitment process by interviewing AmeriCorps Member applicants. Support the engagement of City Year Boston visitors and corporate sponsors. Attend and participate in City Year Boston Staff Meetings and other site activities/events. Qualifications Relationship Development: Demonstrated ability to develop and manage complex relationships between internal and external stakeholders. Proven ability to hold team members accountable towards their performance goals. Experience managing relationships between diverse groups of internal and external stakeholders to help achieve service goals and successfully deploy AmeriCorps members. Team Leadership and Talent Development: Proven success managing diverse teams towards a common goal. History of coaching/leading young people between the ages of 17-25. Demonstrated ability to identify others’ strengths and areas for growth to achieve desired results and foster personal and professional development. Demonstrated ability to address and resolve team conflict effectively and tactfully. Possesses openness, responsiveness, approachability and understanding of others’ perspectives with the demonstrated ability to maintain and build relationships through collaboration; recognize and respond to the needs of others while operating within appropriate boundaries to gain respect and maintain professionalism. Executes to Results: Ability to problem solve, trouble shoot, and show creative problem solving when faced with perceived barriers. Proven success operating in ambiguous and changing environments with the demonstrated ability to manage and prioritize projects; delegate tasks appropriately; manage progress against goals for self and others while addressing barriers. Demonstrated ability to take initiative and operate in a proactive and solution-oriented manner; identify the information needed to solve a problem; link decisions to potential consequences and know when to escalate or seek guidance. Communication: Demonstrated ability to communicate and present ideas with clarity, credibility, humility and tact; lead with “the why” and incorporate vision into messaging; tailor messaging to audience and maintain professionalism in speaking and writing. Demonstrated ability to anticipate and plan for questions, listen carefully, provide constructive feedback and remain open and responsive to feedback from others, Ability to translate mission and vision from organization level to team level Ability and desire to inspire City Year AmeriCorps members to transform schools and communities through a challenging year of service. Ability to communicate effectively, efficiently, and with transparency to ensure support and success of corps members in service Experience working in a school, educational or youth-support setting required with at least one year in a role managing or leading others. Experience working in areas related to English Language Arts, math, behavior management, overall school climate, afterschool programming, extended learning time or social work preferred. Strong connection to the values of inspirational leadership, belief in the power of young people, social justice, empathy, inclusivity, teamwork and excellence. Passion for and understanding of City Year’s work within the national service movement and education sphere. Compensation and Benefits Full time employees are entitled to compensation commensurate with experience. Benefits for full time employees include health insurance with Flexible Spending Account, paid vacation, holidays, parental leave, 401K, and more. City Year is an Equal Opportunity Employer, committed to a diverse workforce. Individuals from all backgrounds are encouraged to apply, including persons with disabilities and veterans.

ABOUT CESAR CHAVEZ PCS FOR PUBLIC POLICY Cesar Chavez PCS is a public policy, college preparatory charter high school in Ward 7. An anchor in the Parkside/Kenilworth community, our school has 400 students in grades 8-12. Chavez students achieved over 5 million dollars in scholarship and a 100% college acceptance rate. Chavez has a first-rate athletics program with champion basketball, volleyball, track and cheerleading teams. And we have over 50 community partners hosting students in the fellowship program. Chavez serves a high needs population of students and is committed to giving them the resources and support they need to be successful in college and in life.  To learn more about Cesar Chavez PCS for Public Policy, visit  chavezschools.org . POSITION SUMMARY We seek a Public Policy Manager for immediate hire. The Public Policy Manager is responsible for the strategic planning and successful execution of the Public Policy Program for Chavez Schools. The Manager will partner with school leadership to design a comprehensive public policy curriculum for students as well as instruct public policy classes on a half-time schedule. The Manager works collaboratively with all campus personnel for the seamless planning and execution of the public policy program at Chavez Schools including, but not limited to, designing a comprehensive curriculum, cultivating public policy partnerships, scheduling field experiences, identifying external community events, and providing professional development to teachers.   ESSENTIAL DUTIES AND RESPONSIBILITIES Oversee the ongoing review and revision of the public policy curriculum and collaborate with teachers to ensure successful implementation of courses. Identify and cultivate external partnerships for policy courses, programs, events, and opportunities. Plan and execute events within the public policy curriculum, such as the City Council Day, We the People competition, and Annual Public Policy Symposium. Lead the coordination of updated CAP and CAPstone experience. Manage all logistics of Chavez’s Fellowship program, including securing partners, setting up student interviews, matching students, orientation, and evaluation of program. Work with school leadership to identify and organize events related to the public policy curriculum that reflect current issues for students such as environmental field trips and policy summits. Lead the development of new programs for students to engage with public policy and support college and career readiness such as career day and shadowing opportunities. Meet regularly with school leadership and teacher-leaders to ensure the seamless integration of public policy programming and courses. Design and implement a comprehensive approach to assess the effectiveness of public policy experiences through surveys, pre- and post- tests, teacher feedback, focus groups, etc. Manage the public policy budget. Provide direct instruction and support to scholars in public policy courses for up to half-time, adhering to all instructional expectations. Perform additional duties assigned.  QUALIFICATIONS, KNOWLEDGE, SKILLS REQUIRED Bachelor’s degree from an accredited college/university required; advanced degree in teaching, curriculum, public policy, or a related specialty preferred. A minimum of three years of secondary teaching experience required. Strong content knowledge in social studies and Common Core history/social studies standards. Knowledge of the public policy landscape at the local and national levels. Experience designing curriculum and providing professional development to teachers preferred.  Experience overseeing public policy-related student programming such as Model United Nations, We the People, Street Law, debate etc. strongly preferred. Proven experience building student-related community partnerships.  Exceptional interpersonal skills with the ability to connect with and develop relationships with a wide range of individuals. Strong organizational skills and ability to coordinate several projects simultaneously and track complex tasks across multiple stakeholders. Careful attention to detail and proven ability to meet deadlines. Impeccable judgment and strong decision-making skills. Ability to adapt to challenges and opportunities with a solution-oriented perspective. Ability to work in a fast-paced environment both independently and with a team. Flexible and willing to perform other tasks as assigned. HOW TO APPLY Click here to apply direclty to the Public Policy Manager position.  ADA SPECIFICATIONS:  This position will be based at the Chavez Parkside campus.  While performing the duties of this job, the employee is regularly required to move about the building.  In addition, travel to other sites could be required, frequency to depend on the needs of the school and position.  The employee is regularly required to speak audibly, see, listen actively, and use hands to handle objects while performing the duties of this job.  This position requires the ability to use standard office equipment such as computers, phones, and filing cabinets. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.    AAP/EEO Statement:  Chavez Schools provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability or genetics. In addition to federal law requirements, Chavez Schools complies with applicable state and local laws governing nondiscrimination in employment in every location in which the company has facilities. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation and training.    Disclaimer:  This job description is not designated to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the employee.  Other duties, responsibilities and activities may change or be assigned at any time with or without notice.  Chavez Schools expressly prohibits any form of workplace harassment based on race, color, religion, gender, sexual orientation, gender identity or expression, national origin, age, genetic information, disability, or veteran status. Improper interference with the ability of Chavez Schools’ employees to perform their job duties may result in discipline up to and including discharge.

MISSION: The Texas Education Agency (TEA) will improve outcomes for all public-school students in the state by providing leadership, guidance, and support to school systems. POSITION OVERVIEW: In order to advance TEA’s mission of improving outcomes for all public school students, the New School Development Manager will oversee the Agency’s Replicating Great Options (RGO) Fellowship as well as launch and oversee the Agency’s New School Design (NSD) Fellowship. The RGO and NSD Fellowships provide technical assistance to district leaders to design or codify successful school models and then launch these new schools as district-managed or in-district charter schools increasing the number of high-quality schools. The New School Development Manager determines the selection process for school district candidates to design and launch new schools or replicate successful schools, collaborates with vendors to ensure both the RGO and NSD fellowship programs meet all agency goals, and evaluates and recommends improvements to both programs. The New School Development Manager reports to the Director of the Division of System Support and Innovation (DSSI) and will work in collaboration with DSSI’s District Support Team to support consultative work to school districts interested in and/or already supporting fellows in either fellowship program. This individual works under minimal supervision, with extensive latitude for use of initiative and independent judgement. Please note that a resume and tailored cover letter are required attachments for applying to this position. Incomplete applications will not be considered. Additionally, please be sure to respond to the short answer prompts found in the supplemental questions. These responses should be added in a separate Word or PDF document in the attachments section of the application. Applicants who are strongly being considered for employment must submit to a national criminal history background check. ESSENTIAL FUNCTIONS: Oversee vendors responsible for the execution of the Agency’s Replicating Great Options and New School Design fellowships Create and oversee the selection process for internal district candidates for both the Replicating Great Options and New School Design fellowship programs Track progress towards success, maintains an understanding of the status all fellows in the Replicating Great Options and New School Design fellowships, and supports fellows during the fellowship process Collaborate with the Division of System Support and Innovation’s District Support Team to support consultative work to school districts interested in and/or already supporting fellows in either fellowship program Evaluate and recommend adjustments to continuously improve the design of the Replicating Great Options and New School Design fellowship programs   Qualifications   MINIMUM QUALIFICATIONS: Education: Graduation from an accredited four-year college or university. Advanced degree or major course work in a field relevant to the assignment is generally preferred. Experience: At least five (5) years of experience in the education sector. OTHER QUALIFICATIONS: Expertise in new school design or previous successful participated in a new school design or leadership program Knowledge of successful district new school design programs or charter management organization design and replication strategies Documented experience in system level school reforms, particularly in school portfolio management, performance-based accountability, school choice programs, district charter partnerships, school autonomy and empowerment, new school creation, replication of successful schools, or restarting struggling schools Ability to quickly comprehend complex information and break it into easily understandable parts Highly organized with ability to develop and execute project plans and progress monitoring tools Experience in developing and managing critical relationships that include but are not limited to internal TEA staff, district superintendent and leadership team-level partners, and external organizations (non-profits, foundations, consultants, etc.) Skill in qualitative and quantitative analysis; and creating MS PowerPoint, Excel, and Word-based toolkits, guides, and resources Ability to receive and apply feedback Demonstrates outstanding leadership and personal relations skills including excellent written and oral communication skills. No phone calls or emails, please. Due to the high volume of applications, we do not accept telephone calls and cannot reply to all email inquiries. Only candidates selected for interview will be contacted. As an equal opportunity employer, we hire without consideration to race, religion, color, national origin, age, sex, disability, or veteran status, unless an applicant is entitled to the veteran’s preference. Additional Military Crosswalk (occupational specialty code) information can be accessed here . This position requires the applicant to meet Agency standards and criteria which may include passing a pre-employment criminal background check, prior to being offered employment by the Agency.

MISSION YouthBuild DC 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.    For more information about YouthBuild PCS, visit  youthbuildpcs.org .  ABOUT THE POSITION The Restorative Practices Coordinator is a new role for the school focused on creating and implementing a sustainable restorative justice program. The Coordinator will be responsible for delivering restorative practices to improve outcomes for youth, staff and families; designing and implementing school-wide trainings for staff and students, as well as restorative circle groups; and providing mentoring and de-escalation support to individual students as needed.   The Restorative Practices Coordinator will report directly to the Head of School and will be part of the school’s leadership team.    ESSENTIAL RESPONSIBILITIES Design, develop, and implement a restorative practice system in collaboration with key personnel and school leadership Facilitate restorative practice interventions as needed to respond to individual student and community needs Provide ongoing restorative justice trainings to staff members Support the Dean in responding to conflicts as they occur with de-escalation support as needed Maintain a calming, restorative space for students to de-escalate and reflect following conflicts Document restorative interventions and track impact over time through data collection and analysis Develop and maintain positive relationships with students and staff, as well as the community, parents/guardians/families, advocates, and relevant organizations leading Restorative Justice work Engage families, to the extent possible, in on site-based restorative practices, including training and family dialogue circles Create, train and lead a restorative justice school team Create a positive learning environment that promotes high expectations and provides opportunities for all students to experience success  Communicate with students, school staff, families, and community partners to ensure that students are on-track and making progress towards goals Collaborate with colleagues across departments to ensure multi-faceted development of each student Other duties as assigned QUALIFICATIONS Successful candidates will possess the following skills, knowledge, and experience: Expertise in restorative justice methodology; a firm grasp on the skills and knowledge of restorative practices and restorative justice including: philosophy, principles, models, interventions, forms, and techniques with a focus on communities of color Masters degree in social work, LICSW preferred Minimum of 3 years of relevant restorative justice work with youth, families and adults; experience facilitating restorative justice trainings in a school setting preferred Experience providing direct services to high school students or opportunity youth of color and a strong understanding of cultural relevance for the school’s student population Experience creating and implementing restorative justice systems within an institution Commitment to mentoring and supporting all youth, and the belief that all students can achieve success Demonstrated ability to provide engaging and impactful professional development for adults  Demonstrated ability to engage diverse young adults, including those with disabilities and English Language Learners Strong cultural competency skills, including excellent ability to communicate with diverse students and staff Must be flexible, energetic, and resourceful Proficiency in Spanish a plus HOW TO APPLY Click here to apply directly to the Restorative Practices Coordinator position.  NO PHONE CALLS PLEASE. All qualified applicants will receive consideration for employment without regard to race, color, religion, age, sex, national origin or ancestry, marital status, veteran’s status, or any other factor, which would constitute a violation of the D.C. Human Rights Act or other applicable laws or court order.

City Year is dedicated to helping students and schools succeed. City Year AmeriCorps members serve full-time in high-need urban schools, where they partner with teachers and school leaders to provide high-impact student, classroom, and school-wide supports to help students stay in school and on track to graduate from high school, ready for college and career success. City Year has a Long-Term Impact (LTI) strategy, an exciting plan to scale its impact to dramatically increase the urban graduation pipeline and transform the future for thousands of students nationwide. City Year (CY) is among the nation’s fastest-growing nonprofit social enterprises. The organization’s 800 staff and 3,000 AmeriCorps members work and serve in 28 communities across the country, including Boston – where City Year was founded in 1988 and is headquartered – and Baton Rouge, Chicago, Cleveland, Columbia, Columbus, Dallas, Denver, Detroit, Jacksonville, Kansas City, Little Rock, Los Angeles, Memphis, Miami, Milwaukee, New Hampshire, New Orleans, New York, Orlando, Philadelphia, Providence, Sacramento, San Antonio, San José/Silicon Valley, Seattle/King County, Tulsa, and Washington, D.C. City Year also has international affiliates in South Africa and the United Kingdom. A proud member of the AmeriCorps national service network, City Year (CY) is a public-private partnership, made possible by resources from schools and school districts; local, state, and federal governments; and philanthropic support from corporations, foundations, and individuals. City Year has been recognized by Charity Navigator as a four-star charity – its highest rating – for twelve consecutive years, placing City Year in the top 1% of non-profits nationwide for fiscal responsibility, financial health, organizational efficiency and organizational capacity. For more information on City Year Chicago please visit: http://www.cityyear.org/chicago Job Description Position Overview Teams of City Year Chicago’s AmeriCorps members (ACMs) partner with schools to deliver targeted interventions for off-track students exhibiting one or more of the early warning indicators under attendance, behavior, and course performance (English Language Arts and Math scores/grades) through the implementation of the Whole School Whole Child (WCWC) service model which supports the school administration in transforming the climate and culture of schools, helping students reach their academic potential through math and literacy intervention curricula and innovative in-school, after-school, and out-of-school programs. City Year Chicago’s work is anchored in Chicago’s south, west, and far north side communities and is based on our strategy of deploying diverse teams in each neighborhood to have a concentrated impact in each community. We currently have 254 AmeriCorps members that serve in 31 Chicago Public Schools. Our ACMs are diverse 18-25 years old’s (with 80% being post-college graduates) that serve full time for a period of 10 ½ months. The Managing Director of Impact (MDI) will focus on overseeing the site’s Whole School Whole Child (WSWC) service model; develop, implement, and monitor the Impact Leadership team to ensure quality delivery of the WSWC service model to partnering CPS schools and drive student achievement and ensure a quality experience for our AmeriCorps members; design a Long Term Impact (LTI) plan that identifies a roadmap for City Year Chicago to reach its Impact goals which takes into consideration the local nuances of our district and trends in the Early Warning Indicators (EWI)/On Track policy spaces. The MDI will support the cultivation and management of the necessary City, District, School, AmeriCorps, and programmatic partnerships and be responsible for inspiring and leading more than 30 Impact staff members, through the direct report management and support of 7 staff members who comprise the Impact Senior Leadership Team (ISLT): Impact Directors (IDs), Senior Service Director (SSD), and an Impact Operations Director (IOD). Alongside the Executive Director, the MDI will serve as a key external “face and voice” for the organization’s impact and expertise in the EWI program outcomes and implications which will provide thought leadership to key stakeholders in the K12 education policy space on the various trends and outcomes for our students in Chicago Public Schools.  The MDI will work in collaboration with the Executive Director, site leadership and district leadership to create a multiyear partnership development, service implementation, and financial plan that defines impact priorities sets performance goals and provides a roadmap for achieving goals by building Impact team capacity and capabilities in the areas of both district and school partnerships, WSWC knowledge, ACM Experience, and Staff and ACM development. Responsibilities The Managing Director of Impact will be responsible for coaching a high-performing team to achieve: Service Performance, Implementation, and Delivery: Ensure high-quality program committed to the nationally developed service delivery model implemented by Corps Members across 31 CPS elementary and high schools. Focus on specific interventions that reduce the Early Warning Indicators. Ensure the national service model is translated to local needs and is implemented effectively. Sustain a culture that leverages student and school data to accelerate City Year’s impact and the ability to celebrate successes. Staff Management: Support the growth, professional development and capacity building for a team of 7 Directors, and 18 indirect reports as they manage 254 Corps Members in service implementation. Retain high performing staff (measured through performance reviews) each year, and develop them as leaders in non-profit, business and education sectors. Partnership Management, Development, and Recommitment: Lead a team of Impact Directors to grow, enhance, and develop school partnerships, at the school, community, and CPS Central Offices.  Support City Year in becoming known as a key education and school transformation partner throughout Chicago. Recruitment and Retention: Through collaboration with the recruitment department and leadership of the Impact Directors, support recruitment and selection of Senior Corps Members (Corps Members who in their 2nd-year lead teams of Corps Members), and ensure 90% retention of our 254 Corps Members, serving across 31 schools in Chicago. Compliance: Oversee the management of Corps Members files and data to make sure City Year is compliant with all government and donor grants. This includes data collection and survey management at the schools, as well as employee reviews and files. In addition to complete implementation of all service and student progress levels in line with performance measures. Strategic Growth: In partnership with the Executive Director and Leadership Team and in alignment with City Year’s strategic plan, identify opportunities to strengthen CY work in schools and ensure operational readiness for City Year Chicago to increase the number of students served, Corps Members recruited, and school partnerships secured. Qualifications Bachelor’s Degree required. Master’s Degree in Business Administration, Public Administration or other related fields highly preferred. Minimum of 8 years of experience in leadership, management, non-profits, or K-12 education. Previous work experience in the Chicago Public Schools (central office, regional, and/or school-based), non-profit, social service, or educational settings is a plus. Demonstrated ability to develop and manage complex relationships with schools, city/state agencies, non-profit and community partners. Ability to effectively collaborate with principals and assistant principals in identifying a strategy for achieving student-level results. Possess the skills and ability to inspire and organize a variety of stakeholders, internal and external, to achieve high performance. Build and develop an exceptional team, including attracting, motivating, coaching, and developing a pipeline of talented and diverse staff that achieve extraordinary results. Demonstrates deep commitment to City Year’s mission, core values, and our commitment to diversity and inclusiveness Possess and lead with high ethical standards of professionalism and integrity Systems thinker with excellent strategic planning and organizational skills Strong communication skills (written and verbal) City Year/AmeriCorps/Peace Corps experience is a plus. Required Documents   A cover letter and resume must be submitted to be considered for this position. Preferred resume formats will depict not only a candidate’s responsibilities and job functions in previous work, but will include specific, quantitative results where applicable. Additional quantitative context around specific budget sizes, team sizes, or other work environment information will help City Year compare the scale of your work environment with our operations. Compensation and Benefits Full time employees are entitled to compensation commensurate with experience. Benefits for full time employees include health insurance with Flexible Spending Account, paid vacation, holidays, parental leave, 401K, and more. City Year is an Equal Opportunity Employer, committed to a diverse workforce. Individuals from all backgrounds are encouraged to apply, including persons with disabilities and veterans.

Reporting to the Vice President, School Design & Improvement, the Senior Director, Network for School Improvement (Senior Director) will lead City Year’s and its partner Johns Hopkins University’s effort to establish and facilitate a network of schools that will utilize continuous improvement practices to improve the on-track rates for eighth-grade students.  In close partnership with a City Year site and their Executive Director and Impact staff, the Senior Director will work with initially 5 and ultimately 10 schools, building relationships with each school and school leadership team, training teams in continuous improvement methods, and assisting school teams in utilizing those practices to shift the school’s on-track rate for eighth grade students.  In facilitating continuous improvement cycles, the Senior Director will help school teams collect, leverage, and analyze data, identify and implement practices to address the data, and adjust or shift practices based on new data and progress monitoring of on-track rates. The Senior Director will serve as the designer, convener, and facilitator of network roundtables, where school teams will gather to learn continuous improvement methods as teams as well as discuss progress or find shared solutions to improve on-track rates. The Senior Director will use lessons learned from the implementation of the initial network launch to expand the network over time and to inform City Year’s and Johns Hopkins University’s shared goal to create networks for improvement in sites across the country. Job Description Responsibilities Establishing and launching an initial Network for School Improvement, comprising of 5-10 schools through deep partnership with the schools, district, and City Year site where the network is located Developing capacity for school leaders to drive improvement efforts within their schools, including Coaching school teams of educators engaged in applying improvement science to solve local problems of practice Advising on the overall improvement strategy and/or customized (individual) improvement interventions to support short- and long-term outcomes for the school, encouraging visionary, values-based thinking Designing, conducting, and facilitating effective group processes to ensure the uptake and use of improvement science that encourage self-reflection and leverage reflections into action Supporting asset-based personal and professional development of school teams on continuous improvement practices Helping school leaders and their teams within the network improve their school’s eighth -grade on-track rate by surfacing and responding to their strengths and needs by: Collecting, reflecting, and using formal and informal evidence to determine and design support for individuals, teams, and the network Developing relationships and the network with, among, and between school teams and the City Year site through: Identifying and/or developing resources to support knowledge management, system development, shared accountability, and continuous improvement among multiple schools and establishing processes to deliver these resources to schools in an impactful and efficient manner  Convening roundtables of schools in the network to share and exchange knowledge, data, and practices Developing and sustaining field/domain content knowledge in the area of eighth-grade on-track rates Developing and using internal knowledge management systems of schools, sites, City Year, and Johns Hopkins University Providing training and support for school leaders, their teams, and the City Year site to develop and sustain continuous improvement capacities (culture/mindset; tools & processes; partnerships), including; Designing and teaching workshops for network school teams focused on the methodology and application of improvement science (or continuous improvement practices) Providing guidance in key areas of continuous improvement practice (e.g. Plan Do Study Act cycles, evidence collection, reflection, use) Clarifying milestones or measures of success and holding school teams accountable Overseeing project management aspects of improvement projects as required (e.g., facilitating information flow, etc.) Teaching and sharing specific improvement strategies & tools as required Progress monitoring and reporting results against a City Year and Johns Hopkins University constructed results framework for the network’s success, as well as adjusting practices and efforts as needed to meet the outcomes established in the framework. Engaging with members of the Bill and Melinda Gates Foundation and other Networks for School Improvement nationwide to share experiences and learn promising practices. Qualifications Experience in education, working in a school, preferred Understanding of research and methods of continuous improvement Understanding of research and best practices around network building around improvement Knowledge and skill in school design and/or practice development Knowledge and skill with collecting, analyzing, and reporting on school-based data, on an individual, subgroup, and whole school levels. Demonstrated experience with or capacity to learn continuous improvement methods with positive results Demonstrated experience bringing together diverse groups of individuals for a common purpose with positive results Strong strategic thinking, communication, project management and creative problem-solving skills Excellent interpersonal skills Superior writing abilities and experience summarizing complex concepts in presentations, briefings and reports Ability and experience working in an entrepreneurial, dynamic organization Flexible, persistent and resilient Ability to prioritize and take initiative in fast changing environment Process and detail oriented Experience working collaboratively and in team environment Desire to work in a fast-paced environment Sense of humor A demonstrated passion for work that directly benefits communities Compensation and Benefits Full time employees are entitled to compensation commensurate with experience. Benefits for full time employees include health insurance with Flexible Spending Account, paid vacation, holidays, parental leave, 401K, and more. City Year is an Equal Opportunity Employer, committed to a diverse workforce. Individuals from all backgrounds are encouraged to apply, including persons with disabilities and veterans.

MISSION: The Texas Education Agency (TEA) will improve outcomes for all public-school students in the state by providing leadership, guidance, and support to school systems. POSITION OVERVIEW: The Safe and Supportive Schools Project Manager facilitates the Texas Education Agency’s cross-functional approach to school safety which includes coordinating functions across the agency and collaborating with other agencies and entities that support school safety measures in schools across the state. This role is also responsible for the coordination of multiple agency functions around school safety policy, including mental health, grants administration, data collection, data use and analysis, student discipline, information technology, school finance, and school programs. The Safe and Supportive Schools Project Manager develops and supports the execution of project plans, coordinates school safety functions, serves as liaison to other agencies and stakeholders in coordinating policy and response to crises, produces rules related to the Safe and Supportive School Program and school safety as provided by statute, manages multiple school safety-related grants, and coordinates statewide training and professional development. This position will be responsible for coordinating all aspects of the Safe and Supportive School Program broadly. The Safe and Supportive Schools Project Manager will determine the agency response to legislative requests, media requests, and district questions regarding school safety, and will share information on the agency’s Safe and Supportive School Program and school safety policy with education stakeholders. This information sharing will range from serving as the primary resource for testifying before the legislature on school safety issues to answering district stakeholder phone calls regarding school safety, among many other stakeholder-related responsibilities. This role will report to the Commissioner’s Deputy Chief of Staff, and may also support some functions within emergency management. Please note that a resume and tailored cover letter are required attachments for applying to this position. Incomplete applications will not be considered. Additionally, please be sure to respond to the short answer prompts found in the supplemental questions. These responses should be added in a separate Word or PDF document in the attachments section of the application. Applicants who are strongly being considered for employment must submit to a national criminal history background check. ESSENTIAL FUNCTIONS: Coordinate TEA’s school safety functions, ensuring an aligned and coordinated agency approach, through effective project management, group facilitation, and communication. Develop policy documents, such as rules, to communicate this policy approach. Manage administration of key school safety grants and oversee the implementation of the federal grant programs with subrecipients. Serve as the content area expert for program implementation and administration. Collaborate and communicate with other government entities on school safety issues, including but not limited to the Texas School Safety Center, other state agencies including Health and Human Services and the Department of Public Safety, and collaborate with the TEA Governmental Relations and Communications departments on communications with the legislature, Governor’s Office, and Media. Coordinate agency response to school safety incidents as required.   Qualifications   MINIMUM QUALIFICATIONS: Education: Graduation from an accredited four-year college or university. Experience: At least 5 years of experience or formal training in one or more of the following: risk management, emergency management, public safety work, mental health and wrap-around support services. Two years of experience working in a school district administration or government agency is highly preferred. Experience effectively managing cross-functional projects is preferred. OTHER QUALIFICATIONS: Knowledge of Texas state government, Texas education landscape, and school safety policy landscape. Ability to develop and execute against cross-functional project plans. Proven ability to effectively manage up and out, without formal management authority, to facilitate cross-functional work. Commitment to superlative customer service to education stakeholders. Excellent problem-solving skills. Collaborative approach to working cross-functionally. Strong written and verbal communication skills. Believes all children can learn at the highest levels. A desire to self-reflect, give/receive feedback and continuously improve. Ability to engage in a collaborative, results-oriented team environment. Highly organized; ability to manage multiple projects at once and meet deadlines. As an equal opportunity employer, we hire without consideration to race, religion, color, national origin, age, sex, disability, or veteran status, unless an applicant is entitled to the veteran’s preference. Additional Military Crosswalk (occupational specialty code) information can be accessed here . This position requires the applicant to meet Agency standards and criteria which may include passing a pre-employment criminal background check, prior to being offered employment by the Agency. No phone calls or emails, please. Due to the high volume of applications, we do not accept telephone calls and cannot reply to all email inquiries. Only candidates selected for interview will be contacted.

ABOUT CESAR CHAVEZ PCS FOR PUBLIC POLICY Chavez Parkside is a public policy, college preparatory charter high school in Ward 7. An anchor in the Parkside/Kenilworth community, our school has 500 students in grades 8-12. Chavez Parkside students achieved over 5 million dollars in scholarship and a 100% college acceptance rate. Parkside has a first-rate athletics program with champion basketball, volleyball, track and cheer-leading teams. And we have over 50 community partners hosting students in the fellowship program. Chavez Parkside serves a high needs population of students and is committed to giving them the resources and support they need to be successful in college and in life.  To learn more about Cesar Chavez PCS for Public Policy, visit  chavezschools.org . POSITION SUMMARY    The Director of School Culture is responsible for establishing and maintaining a learning environment consistent with the college preparatory and public policy mission of Chavez Schools.  As the school leader responsible for scholars’ behavioral, social and emotional growth, this position manages a culture team to support an optimal learning environment for scholars and staff. A key member of the school leadership team, the Director of School Culture is responsible for building a strong school culture that fosters respect and collaboration between teachers, students and families. The Director of School Culture collaborates with senior leaders, teachers and staff to maximize student achievement and meet all performance goals. ESSENTIAL DUTIES AND RESPONSIBILITIES School Culture Establishes and maintains a structured, positive and inspiring school culture focused on academic achievement and the development of advocacy skills. Leads events for scholars and families which promote positive school culture. Partners with parents and families to build authentic school-wide community.  Works closely and effectively with scholars and their families; partner with school counselors and teachers to execute individualized behavior interventions when needed.  Manages all aspects of school culture including school-wide routines such as safe passage, lunch, breakfast, entry, as well as overall school-wide culture, incentives, and behavior management system.  Obsessively monitors scholar growth and culture data and holds effective leadership team meetings to review data, make plans for follow-up, and track implementation of plans. Consistently observes teacher practice; provides substantive, action-oriented feedback, encourages reflection and models excellent instruction and relationship building. Promotes a strong school culture and effectively manages school team towards the implementation of a consistent culture that focused on scholar learning. Management and Leadership Development Establishes clear goals for school growth and holds themselves and their team accountable for achieving those goals. Models leadership practices to direct reports to develop them as leaders through observation, feedback, modeling, and professional development. Holds regular meetings with direct reports to drive accountability. Evaluates staff in alignment with school expectations and in the interest of growth. Models the school values required to develop and support scholars; flexible, self-reflective and growth-oriented. Effectively manages time to prioritize work in service of scholar achievement. Manages change, understanding the implications and adjusting leadership voice and behavior accordingly. Values and effectively manages a diverse team. Serves as a key member of the campus hiring team, ensuring a highly qualified, mission-aligned staff. Direct management of school culture team, and other staff and activities as assigned. Creates a shared understanding of the Chavez Values, Mission and Vision and how those beliefs manifest themselves in every school day.   Supporting Scholars and Families Regularly communicates and engages with families. Ensures communication systems engage parents in understanding scholar performance, goals, and growth. Coaches all direct reports to ensure positive relationships with families that communicate care and high expectations for every scholar. Works to ensure strong parent engagement function. Represents the school at community events. Ensures strong data collection and follow-up for all student interventions. Participates in student support team or similar, leading behavioral response and intervention. QUALIFICATIONS, KNOWLEDGE, SKILLS REQUIRED Bachelor’s degree required; Master’s degree preferred. Creative and inspiring educator with adult leadership experience, high energy, excellent organizational skills and a talent for creating a warm and supportive environment for all scholars. Minimum of 2 years of teacher leadership in an urban community. Minimum of 4 years’ demonstrated success as an effective classroom teacher as evidenced by teacher and scholar growth and achievement data as well as personal performance data. Solid understanding of the developmental and social nuances of children in grades 6-12. Demonstrated success using data to drive programming. Believes that all scholars can achieve at the highest levels with no excuses. Ability to exercise excellent judgment in decision-making. Is a strategic thinker and proactive problem-solver. Exemplifies the highest ethical standards. Works independently with little direct supervision and as part of a team. Ability to work productively with diverse populations, teachers, parents, board members, and community members, including demonstrated expertise in building and maintaining effective working relationships. Citizenship, residency of work VISA in United States required. HOW TO APPLY Click here to apply directly to the Director of School Culture position. ADA SPECIFICATIONS:  This position will be based at the Chavez Parkside campus.  While performing the duties of this job, the employee is regularly required to move about the building.  In addition, travel to other sites could be required, frequency to depend on the needs of the school and position.  The employee is regularly required to speak audibly, see, listen actively, and use hands to handle objects while performing the duties of this job.  This position requires the ability to use standard office equipment such as computers, phones, and filing cabinets. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.    AAP/EEO Statement:  Chavez Schools provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability or genetics. In addition to federal law requirements, Chavez Schools complies with applicable state and local laws governing nondiscrimination in employment in every location in which the company has facilities. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation and training.    Disclaimer:  This job description is not designated to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the employee. Other duties, responsibilities and activities may change or be assigned at any time with or without notice.  Chavez Schools expressly prohibits any form of workplace harassment based on race, color, religion, gender, sexual orientation, gender identity or expression, national origin, age, genetic information, disability, or veteran status. Improper interference with the ability of Chavez Schools’ employees to perform their job duties may result in discipline up to and including discharge.

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 At the onset of a 2024 planning cycle, College Track is poised for its next phase of growth, innovation, and impact. With a mission to “empower students from underserved communities to graduate from college,” we aim to reach a goal of 70% of our students achieving a college degree within 6 years of matriculating from high school. The Chief Program Officer (CPO) is a newly created position to lead the continued evolution and refinement of College Track’s 10-year program model. Reporting to the CEO and serving in a highly visible role on the national leadership team, the CPO will champion efforts to grow the size, scope, and effectiveness of the program, increase the efficacy of regional and site staff, and support college students and graduates as a force for change. This opportunity calls for a strategic program leader who is talented at executing through organizational layers, focused on continuous learning and improvement, and energized to take a successful program to a new level of performance and impact. Primary Responsibilities: Provide forward-thinking strategic leadership for College Track programming  Develop and implement a vision that encompasses College Track’s multiple program elements (Academic Affairs, Student Life & Wellness, College Completion, and Scholarships and College Affordability.) Leads the organization in short-term and long-term planning for immediate and anticipated program challenges, putting solutions into place to mitigate risk. Balance bold thinking with pragmatism, setting goals and priorities that increase College Track’s capacity to deliver strong outcomes. Oversee the conception, piloting, operationalization, evaluation, and continuous refinement of innovation initiatives, ensuring innovation efforts align with program goals. Ensure that experiences and voices of students, alumni, and program staff inform programmatic direction, and that the organizational vision for Diversity, Inclusion, and Equity (DEI) is incorporated into all facets of the program. Strengthen core program model and team performance Optimize the program staff structure to allow all program staff to operate at their full potential, including effectively allocating and developing talent. Ensure national programmatic supports are aligned with the on-the ground needs at the site level. Establish and manage to program performance standards of accountability across the entire network of sites in order to achieve measurable and replicable outcomes and maximize efficiencies of scale. Facilitate the sharing, use, and management of knowledge and information across the College Track network, with an emphasis on capturing best practices, developing standard curriculum and tools, and creating a “program playbook” for all staff to utilize. Oversee nationally-led program functions inclusive of Quality & Learning, Design & Innovation, Knowledge Management, Site Operations, and Scholarships and Affordability.  Develop and manage a team of VP, Director, and Manager-level national program staff, as well as serve as a coach and mentor to all national and regional program staff. Serve as a highly visible and collaborative leader As a member of the Executive Team, contribute to the development and implementation of overall organizational vision and strategy, model our core values, operating principles, and DEI commitments. Provide leadership in network-wide communications, ensuring that critical information is readily available to, understood by, and shared across the network. Foster collaboration and two-way feedback across and within the national and regional teams. Serve as a mentor and role model for all team members, supporting a culture of learning, feedback and continuous improvement. Broaden College Track’s access and exposure to thought leaders, researchers, and practitioners in the college access/completion space; ensure that College Track program outcomes are leveraged for community impact. Skills & Experience Required The Chief Program Officer will embody College Track’s values and lead with commitment, passion, joy, authenticity, and excellence. Specifically, candidates must possess the following qualifications: A seasoned program leader in education, youth development, or similar field with at least 15 years of work experience, with 5 years in a leadership position, inclusive of program design, delivery, performance, and evaluation. Experience at a national, multi-site and/or multi-layered organization is strongly preferred. A data-driven strategist who forms clear plans that are bold, achievable, and motivational to others. Brings success in building and implementing program strategies that drive high-performance.  Sees the “why” and leverages data and research in translating strategy into tangible activities and results. An effective communicator who conveys information clearly and concisely. Able to connect and communicate with multiple stakeholders in complex and multi-layered environments. In all interactions, listens well and reflects an understanding of others’ perspectives and needs. An inspirational and emotionally-astute people leader who fosters a sense of purpose and community. Able to cultivate talent and build strong teams, coaching and mentoring direct reports for high performance, as well as provides support and counsel to individuals and teams that are not direct reports.  Has high standards for holding others accountable to goals. A positive force for organizational growth and change. Able to embrace and lead through change, modeling adaptability and a high level of awareness on how change impacts others. Helps others implement new behaviors and seek out ways to sustain change through organizational culture, processes, and structures. A passionate advocate who is committed to College Track’s mission and values. Believes in the innate potential of all students and brings a deep commitment to improving education equity through college readiness and graduation. Thrives in an organization that values commitment, passion, joy, authenticity, and excellence. A champion for diversity, equity, and inclusion (DEI).  Shows respect for the communities with whom College Track partners, demonstrating cultural competence in understanding historic barriers to access to higher education. Actively works to ensure that College Track’s DEI principles are infused into senior management and program practices. This position works out of College Track’s national office in Oakland, CA. Must be willing to travel within the College Track network at least monthly. 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   click here   to upload a resume and thoughtful cover letter with your application. We will only contact candidates chosen for further consideration. No phone inquiries please.

MISSION: The Texas Education Agency (TEA) will improve outcomes for all public-school students in the state by providing leadership, guidance, and support to school systems.   POSITION OVERVIEW: The Chief Financial Officer (CFO) reports to the Deputy Commissioner of Finance and has direct oversight over the Budget & Planning and Accounting Divisions. The position serves as the chief fiduciary officer for the Texas Education Agency (TEA) and is responsible for ensuring compliance with state and federal laws, as well as maintaining an internal controls framework to safeguard and effectively allocate agency resources. The CFO plays a critical role in providing leadership, oversight, direction, guidance, innovation, strategic planning, training, and quality assurance related to all fiscal operations of the agency. This position performs advanced, senior-level managerial work and works under minimal supervision with extensive latitude for initiative and independent judgment.   Please note that a resume and tailored cover letter are required attachments for applying to this position. Incomplete applications will not be considered.   ESSENTIAL FUNCTIONS: Stakeholder Support: Ensures agency leadership, program staff, and other internal customers have access to adequate information to inform operations and decision making. Strategy and Process Improvement: Continually reviews and improves budget and accounting processes to achieve efficiency and excellent customer service. Compliance and Internal Controls: Oversees TEA’s system of internal controls and the preparation of state/federal financial and legislative reports; ensures compliance with applicable statues, financial policies and procedures. Team Leadership: Leads, supervises and develops a high-performing Budget & Accounting Team focused on superior customer service and data-driven practices. Support for Legislative Session: In conjunction with other divisions, directs the preparation and review of TEA fiscal notes on all non-school finance related matters and responds to other external requests for information/analysis as appropriate.     MINIMUM QUALIFICATIONS:   Education: Graduation from an accredited four-year college or university required; a degree in finance, accounting, economics, or related field is preferred. Preference given for an advanced degree with major coursework in management, finance, public relations or a related field.   Experience: At least ten (10) years of experience in successful, progressively responsible fiscal management.   Substitutions: An advanced degree may substitute for two years of required experience.   OTHER QUALIFICATIONS: A proven record of successfully leading organization-wide changes and financial process re-engineering; managing large, cross-functional teams and building consensus; and superior project and time management with the ability to advance multiple projects concurrently and meet deadlines. Ability to act decisively and with a purpose that positively influences the perceptions, thinking, and actions of others; set challenging goals and reach high standards of performance; establish clear expectations; and hold others accountable for performance. Strong problem solving and critical thinking skills, including ability to simplify complex problems, identify the most significant issues, and integrate qualitative and quantitative data into analysis and recommendations. A desire to self-reflect, give/receive feedback and continuously improve, and the ability to create and engage in a collaborative, results-oriented team environment. Excellent written and verbal communication skills, including the ability to navigate political processes with professional maturity and to make high-quality presentations that explain complex concepts to a variety of audiences. Strength in developing best practices for financial management and related fiscal policies, with an emphasis on efficient implementation of new initiatives. Ability to run the day-to-day financial operations of a large and diverse organization in which funds are allocated through highly complex formula distributions and cost allocations. Knowledge of governmental accounting and fiscal management, financial projection and estimation methodologies, and business process analysis and re-engineering methodologies. Experience preparing complex documents, such as legislative appropriations requests, annual financial reports, and internal operating budgets. Extensive familiarity with Texas state budgets and appropriations processes, state and federal funding sources, and related regulations strongly preferred. Current accreditation as a Certified Public Account preferred.