5 jobs found in denver

Overview of Position : The Human Capital Business Partner will serve as the direct contact for a portfolio schools and a thought partner for the larger Human Capital team. This person will play a key role in DSST’s people philosophy by redefining how Human Resources serve staff in public education. This role is a truly unique opportunity where you’ll be exposed to a diverse and evolving set of responsibilities, be provided with learning opportunities from some of the smartest education minds in Colorado, and have the chance to lead high impact projects that will build and develop valuable core skills for a career in Human Capital.   Essential Functions :     Serve as the primary Human Capital Business Partner contact for a portfolio of DSST campuses in areas including employee support, onboarding, benefits, compensation and leave of absence Refine and lead the onboarding process for new DSST staff Assist in maintaining the DSST employee database ensuring complete and accurate data is kept at all times Work closely with other members of the Employee Resources team to identify, innovate and implement new ways improve the experience of DSST staff   Skills : You are highly attentive to detail and committed to prioritizing the needs of DSST staff You are eager to learn the inner workings of a growing charter school network and love operating in an all-hands-on deck work environment You have strong communication skills and are comfortable giving and receiving honest feedback for continuous improvement You take the time to understand the process behind what you’re doing and try to find ways to streamline your work You have a service mindset and will do whatever you can to remove barriers and distractions for school staff to ensure they can devote all of their focus to serving our students You have a sense of urgency and strong time-management: You are passionate about doing whatever it takes to change the status quo of public education You are mission-driven: You have a desire to change the way the public school system serves students, so that all kids – regardless of race, ethnicity, or income – have the opportunity to go to college You are proficient in Microsoft Excel & Google Suite   Desired Experience :    DSST Public Schools seeks candidates with strong character, passion for excellence and a relentless commitment to our mission.   At least 3 years of experience in Human Capital is preferred. We are looking for someone that thrives in a fast-paced environment, learns quickly and is eager to serve our staff. Experience working with Human Resources systems such as iVisions, Greenhouse, and Workday

Reporting to the Senior Director, School Design, the Director, School Design (Director) will support City Year's and its partner Johns Hopkins University’s (JHU) work to pilot and disseminate competency-based learning models that support the holistic development of students in highest needs schools. The Director will oversee the implementation of a pilot competency-based learning model at Compass Academy that supports holistic student development from a trauma-informed perspective. The Director will develop the strategy and approach to disseminate key learnings and best practices to other City Year school partners. Finally, the Director will support elements of Compass Academy’s high school planning to implement an aligned competency-based approach to learning. WHAT YOU WILL DO: Develop a framework and instructional model for competency-based learning. Utilizing an existing competency-based learning model developed for Compass Academy, you will lead the final design stages to prepare a pilot competency-based learning curriculum. Final design stages will focus on determining the scope and pacing of the pilot, developing the instructional model for delivering content, determining how success is measured, and creating systems for continuous learning and improvement. The model and curriculum will allow students and families to accurately see strengths across a spectrum of measures leading to a stronger connection between planning and goal-setting; students see a destigmatization of IEPs and special education support.   Support the implementation of a pilot competency-based learning model at Compass Academy. Building off your competency model design work, you will oversee the implementation of the pilot learning model, ensuring all staff is trained and prepared to implement our pilot learning.   Codify competency-based practices into shareable resources for City Year and JHU’s network of school partners. As we pilot a competency-based approach, you will ensure that key learning is captured into shareable guidance and curriculum resources that are able to be shared across our network and that accurately account for and understand a student's story (shifting to more Inclusive social-emotional skill building).    Develop a dissemination strategy for key elements of a competency-based learning model. As we complete our pilot phase of implementation, you will lead our “dissemination/integration” phase, ensuring we have a clear approach to sharing key practices and resources with other school partners. Design a trauma-informed & universal design approach to competency-based learning. Throughout your design work, you will ensure our competency-based development blends research on trauma-informed practices and universal design for learning with our competency-based approach.   Support integration between middle school and high school design: as we further build out our high school model you will support high school design efforts and ensure integration in our competency-based approach between the middle and high school. What you bring: We are looking for someone who has an interest and desire to improve educational outcomes for young people and seeks to do so through inclusive and meaningful partnerships with schools, community leaders, and families.  This position requires someone who is familiar with school structures and systems and enjoys navigating the complex challenges facing highest need schools to bring about improved outcomes for students.  Additionally, this person is always following the evidence, and enjoys collecting, analyzing, and reporting on qualitative and quantitative data to help improve systems and structures for supporting schools. You will find success if you enjoy building relationships with others, as you will interact with City Year staff across the organization, as well as stakeholders and school leaders across the country.  This is an exciting and fast-paced position that will allow you to exercise your strong organizational and empathy skills to advance new and innovative work. Specifically, you have: Experience in education, working in a school, preferred Experience with lesson planning and curriculum development, ideally for grades 6-12. Experience, knowledge, and skill with collecting and maintaining data, especially qualitative research Experience, knowledge, and skill in managing logistical and operational elements of a project, especially new efforts where there is a need to create new systems and practices requiring high levels of detail 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 and experience working with school staff, administrators, and external partners. Flexibility and desire to take initiative in an innovative and fast-paced environment Desire work collaboratively and in a team environment Sense of humor and a passion for work that benefits young people, schools, and 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.

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

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 The Operations Manager is responsible for ensuring that all site operations function efficiently and effectively. This position will manage the day-to-day of site operations and the administration of finance, human resources and payroll. Additionally, s/he will oversee data reporting and monitoring at the site level and support the Site Director in student recruitment. This is a critical role in ensuring effective site operations so that the team can best serve students every day.   Primary Responsibilities Include: Lead and Manage Site Operations:  Successfully manage the day-to-day of site operations including office management, technology, facilities and vehicles. This position will manage front desk administration, oversee the inventory of supplies, project manage facility projects, serve as the central point person for managing the inventory of technology and will work with the IT consultant to address technology needs. S/he will also manage the use of College Track vehicles for transporting students home and to field trip destinations.  ​ Manage the Administration of Finance, Human Resources and Payroll:  Support the Site Director with budget development by gathering, analyzing and reporting necessary data; track and process invoices and reimbursements for staff and vendors. Support site supervisors with employee onboarding and orientation; act as an HR and payroll liaison for all employees and volunteer staff.​ Oversee Data Monitoring and Reporting:  Serve as the in-house Salesforce expert and ensure the tracking and reporting of student attendance. Maintain site dashboards and update information on an ongoing basis using student databases.​ Support Student Recruitment:  Assist the Site Director in the annual student recruitment process including delivering presentations aimed at identifying and recruiting prospective students and overseeing the record keeping process.​ New/Special Projects:  Additional projects as assigned by the Site Director.    Skills & Experience Required Minimum of 1-2 years of experience managing the operations for an organization, program or school Skilled at managing self; reliably prioritizes the highest impact work amongst competing demands, delegates effectively, holds self accountable and produces quality work consistently. Skilled at communicating and managing vertically and horizontally. Effective at being able to work across the organization, through influence, to achieve goals Focuses on delivering outcomes despite obstacles, seeks out challenges as opportunities to grow, takes unexpected setbacks in stride, and is able to galvanize self towards goals and impact. Demonstrated ability to create efficient systems for completing work Basic aptitude and strong appetite to learn data and technology systems. Experience with Microsoft Office Suites required. Experience with Salesforce or other databases, preferred Minimum 4-year college degree Compensation & Benefits College Track offers a competitive salary based on the organization’s compensation philosophy, which is grounded in market data. We also offer comprehensive health & welfare benefits and top of the market paid time off.    To Apply Please upload a resume and a thoughtful cover letter with your application. We will only contact candidates chosen for further consideration. No phone inquiries please.     College Track is an equal opportunity employer fully committed to achieving a diverse workforce. College Track does not discriminate on the basis of race, age, color, religion, national origin or ancestry, sex, gender, disability, veteran status, genetic information, sexual orientation, or gender identity or expression.

Please note:  We have multiple openings across the Denver metro area. Objective : STRIVE Prep Middle School Math Teachers will create exceptional outcomes and opportunities for students by providing high-quality, rigorous and engaging instruction. Essential Functions      Instruction : Lead engaging, data driven instruction in Math, using the Engage NY curriculum. Teach daily student interventions, providing individualized instruction based on student needs. Analyze student data and use it to provide student feedback and set goals Collaborate with other teachers, school leaders, curriculum directors, the English Language Development Director and the special education team to ensure that instruction meets the needs of each learner. Be available to students by phone every evening, Monday-Thursday, for homework assistance until 8:00 p.m.       Culture : Lead a student advisory at the beginning and end of each school day, and serve as the main point of contact and advocate for students in an advisory of approximately 15 students. Establish systems and routines in order to create a safe, purposeful, and welcoming classroom environment focused on learning. Communicate regularly with families to both solicit their input and share student social and academic progress. Provide supervision of students during before and after school activities (arrival, dismissal, breakfast, lunch, and break). Participate in family and community events, including twice annual parent conferences and at least one student enrollment event or activity. Own the success and achievement of all scholars in the school.       Development : Attend and participate in weekly staff and grade level meetings. Participate in regular instructional coaching meetings and content-based department meetings. Participate in STRIVE Prep’s Summer Training Institute as well as professional development throughout the school year. Minimum Requirements: Bachelor of Arts or Sciences degree Achieve Qualified Teacher status (teacher’s license not required) within six weeks of starting through one of the following channels outlined by the Colorado Department of Education: A valid Colorado Teacher License in the applicable endorsement area; Sufficient college coursework (or degree in content area); Passing score for the applicable Praxis ii or Colorado PLACE exam. Read more about the available pathways to becoming a Qualified  Math Teacher Preferences: Speaks Spanish and/or has experience working with English Learners Demonstrated success working with middle school students of color   Compensation and Benefits: Competitive compensation package. Annual performance-based raises. Participation in the Colorado PERA retirement program, including a PERA 401k contribution option. Funding of 100 percent of individual medical benefits and a wide range of insurance plans. Approximately eight weeks of summer vacation, approximately four weeks of school holidays and vacations, and eight days of paid time off annually. DIVERSITY, EQUITY & INCLUSION STRIVE Prep works to make a college prep education for all students in our community the norm, rather than the exception. We are committed to building and sustaining a diverse team by  maintaining hiring and recruiting processes that are free from bias and seek to provide each candidate with a unique and equitable opportunity for employment. STRIVE Prep is an equal opportunity employer and actively encourages applications from people of all backgrounds.   Our culture of inclusion is rooted in the belief that when we create the conditions that align… Your unique gifts  (Bring your full self, skills/knowledge, & unique lens on the work) Your purpose/desire for impact (What challenges do you most want to tackle?) The organization’s needs (STRIVE Prep’s strategic goals and value we seek from this role) ...then you will have the opportunity every day to unleash your genius--individually and collectively with your colleagues--to ensure our students are  Learning to Change the World . We create these conditions with intentional, strengths-based coaching through an equity and inclusion lens, and a culture that leverages the rich diversity of our team to inform the work and achieve breakthrough results for our students.