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School Overview Endeavor College Prep is a transitional kindergarten through eighth-grade charter school serving the historically underserved neighborhood of Boyle Heights. Among our early accomplishments are a 2012 California Distinguished School Award and a #8 ranking in USC’s 2013 list of top charter schools in the state. Our student population is 100% extraordinary, 97% Latino, 95% free/reduced lunch, 38% English Language Learners, and 14% of our students receive special education services.    Our team is made up of a highly collaborative group of teachers and staff who share a passion for closing the achievement gap. We use a co-teaching structure in elementary and team teaching in middle school after the successful Uncommon Schools and Achievement First schools on the east coast. We have high expectations for academics and discipline, and simultaneously value joy in the classroom, making learning fun for our scholars and teachers. In September of 2017, we moved to a brand new, beautifully renovated campus in Boyle Heights just across the LA River from the Arts District.    Position Summary The Director of Special Education Services role at ECP is integral to supporting our ECP vision. This role assists special education staff and provides consultation and IEP coordination; provides leadership to principals, teachers, and support personnel to ensure legally compliant and instructionally effective services for students with disabilities; and provides professional development support to ECP staff.   A Director of Special Education’s primary duties include: ● Creates plans, provides curricular resources and technical assistance for and assesses the effectiveness of the program for students with exceptional needs ● Ensures the use of best practices in the implementation of pre-referral behavioral interventions, positive behavioral interventions as outlined in the IEP, and the implementation of behavioral support and intervention ● Provides leadership in the area of curriculum, instruction and modifications/accommodations for students with diverse learning needs ● Participates in professional development, provides training and support to Special Ed Team to enhance instruction for students with social communication, behavioral and learning challenges ● Assumes responsibility for appropriate identification, educational programming, and services for special education students  ● Ensures due process requirements are met to complete the appropriate development of IEPs and provide ongoing monitoring to ensure IDEA compliance ● Evaluates the members on his/her team and provides guidance to the Principal in the supervision of special education team members ● Completing other tasks as directed by Principal or Assistant Principal  Qualifications General Qualifications for All Endeavor College Prep Faculty & Staff All faculty and staff must possess a firm belief in our mission and core instructional beliefs, exemplary personal character, and critical professional qualifications.  Ideal candidates for employment at Endeavor College Prep, regardless of their position, will consistently demonstrate the following: ● Unwavering belief in and commitment to fulfill Endeavor College Prep’s mission ● Embodiment of Endeavor College Prep’s PRIDE values -- preparation, respect, integrity, determination, and enthusiasm ● Ability to prioritize and manage multiple tasks ● Ability to effectively handle challenging situations with students, parents, and faculty ● Desire to work as a member of a collaborative team ● Willingness to have frequent and honest dialogue about job performance ● Model lifelong learning by engaging in individual professional development ● Demonstrate commitment to academic excellence and high standards -- for themselves, their students, and their colleagues ● Experience working with urban student populations ● Strong oral and written communication skills ● Use of data to inform decisions and drive continuous improvement ● Comfort with basic Microsoft Office applications ● Regular, punctual attendance, and professional appearance      Specialized Qualifications ●CA Education Specialist Credential and CLAD certification (required) or CA Related Service Provider Credential/License (School Psychology, Speech and Language Therapy, Occupational Therapy, etc.) ●Minimum 7 years of demonstrated leadership, part of which shall have been supervisory (preferred) ● Masters Degree in Special Education or related field (preferred) • CPI certification (preferred) ●CA Administrative Services Credential (preferred) ●Bilingual (preferred) ● Experience teaching in an urban setting with proven academic results  

Job Goal: Use the data from a research-based teacher-student interaction assessment tool to increase the quality in prekindergarten programs through coaching prekindergarten teachers. Qualifications: Education Bachelor’s degree Certification/Licensure Valid Texas Teacher Certificate Experience 1. Four years teaching in early childhood (birth-2nd grade) 2. Experience in instructional coaching 3. Experience in developing and presenting professional development Special Knowledge and Skills 1. Broad-based knowledge of early childhood education, pedagogy, assessment, instructional technology, and instructional coaching 2. Ability to problem-solve and plan strategically 3. Exemplary written and oral communication skills Preferred Qualifications 1. Master’s degree with at least 15 hours of early childhood-related coursework 2. Experience in working with a teacher-student interaction tool Major Responsibilities: 1. Create and implement action plans for prekindergarten teachers based on assessment data 2. Use an assessment/training/coaching cycle as the basis for improving interactions between teachers and students 3. Develop, present, and facilitate effective professional development. 4. Engage in professional development to maintain knowledge and skills in area(s) of responsibility. 5. Participate in state level functions related to area(s) of responsibility 6. Provide technical assistance and services as specified by any applicable federal/state grant that funds this position. 7. Create a sustainability plan to continue or expand the pilot program Supervision/Personnel Management None Physical Demands/Environmental Factors/ Mental Demands: Frequent use of standard office equipment; prolonged sitting; occasional bending/stooping, pushing/pulling, and twisting; repetitive hand motions (keyboarding and use of mouse); occasional light lifting and carrying (less than 20 pounds); may work prolonged and irregular hours; occasional statewide travel; work with frequent interruptions; maintain emotional control under pressure.

Overview Though 9 in 10 Latino young adults say a college degree is important for success in life, fewer than 15% age 25 or older hold a bachelor’s degree. Voices College-Bound Language Academies exist to change that. Founded in 2006 by East San Jose native and National Board Certified Teacher Frances Teso, Voices is a public charter school network with a mission to prepare all students for the challenges of higher education through the context of an academically rigorous dual-language program. With the Voices dual-immersion model, students receive 80% of instruction in Spanish and 20% in English starting in kindergarten. The percentages shift by 10% per year until reaching 50:50 in third grade. As a result, every student, regardless of home language, graduates bilingual and biliterate in English and Spanish. In 2019-20, Voices will operate four public charter schools: Voices-Franklin McKinley (K-8), Voices-Morgan Hill and Voices-Mt. Pleasant (both Transitional Kindergarten - 5th, growing to Transitional Kindergarten - 8th) and Voices West Contra Costa (Transitional Kindergarten- 3rd). As we expand to serve more traditionally underserved students in Santa Clara County and surrounding counties, Voices seeks additional team members who share a commitment to its mission and believe joyful learning and world-class academic preparation are not mutually exclusive. Voices Academies’ Vision All students graduating from Voices College-Bound Language Academies will possess the knowledge, skills and confidence to succeed in any career path they choose to pursue in life by mastering academic standards and subject matter. Students will be aware of the many positive possibilities for their future, and enjoy learning throughout their lives. They will be able to think critically by asking questions, especially when confronted with the status quo. Our students will have a sense of social responsibility to make their communities better. Role Summary Voices Academies’ Instructional Coach will be an inspiring Leader and Educator with an entrepreneurial spirit. Reporting to the Principal, the Instructional Coach serves as part of their school’s leadership team, providing job-embedded and ongoing professional development for teachers, and staff. The ideal candidate will not only be innovative, but also have an unwavering commitment to accelerate students academic achievements while assessing and coaching Teachers and Associate teachers. He/She will provides professional development and guidance for teachers to improve their content knowledge and effective delivery of instructional strategies to build the capacity of the school and its teachers to enhance instructional practices. Key Responsibilities Instructional Coach: Implement Voices professional development program and best practices. Provides on-site staff development to ensure that teachers are knowledgeable about program components and understand the instructional design of how the instructional program meets the standards. Conducts demonstration lessons, in-class coaching, classroom walkthroughs, observations and coaching sessions, co-planning, and facilitates peer observation/coaching to ensure that all teachers have been trained to an advanced level of delivery and are using the instructional materials as designed. Provides support through reflective coaching through paraphrasing, guiding questions, and 6 Steps to Effective Feedback. Assists teachers in building and implementing interactive classroom environment focused on the content and learning strategies embedded in the program in order to maximize student engagement. Support teachers in preparation and pacing for instruction and developing lesson plans and curriculum as needed Schedule and keep track of observations and coaching sessions through an observation log. Monitor instructional effectiveness and student progress using tools and strategies gained through professional development. Participate and/or lead collaborative grade level data meetings to assist in or model the analysis and utilization of assessment data to correct instruction and improve student achievement. Serves as a knowledgeable resource in identifying appropriate research-based instructional strategies and interventions to improve student achievement for all students including English learners, students enrolled in Special Education programs, and students with diverse learning needs. Analyze student needs and provide strategies for differentiated instruction. Professional Activities: Assist grade level teams and individuals in setting goals for improved instruction. Design (individually or in collaboration with others) high quality professional development for teachers/school staff. Identify school teaching and learning needs, barriers and weaknesses by analyzing student data, and organizing and implementing problem-solving actions with teachers (in teams and individually) to refine their knowledge and skills. Establish and maintain cooperative and supportive relationships with teachers. Maintain communication with supervisor and site administration through a weekly schedule/log of activities. Trains site staff in the implantation of network-wide diagnostic, benchmark, and interim assessments. Attend trainings, professional development meetings and participates on the school’s Academic Leadership Team Performs other instructional and non-instructional duties as assigned. Voices Academies Instructional Coach candidates will have the following REQUIREMENTS Required Qualifications: Bachelor’s degree from an accredited college or university CA Multiple Subject Clear Credential with BCLAD or CLAD Demonstrated passion for the mission, vision and values of Voices Academies with a deep commitment to improving the lives of students from low-income communities Minimum 3 years of classroom experience, proven track record of results, exemplary references and classroom evaluations Focus on Data-Driven Results: Relentlessly pursues the improvement of school leadership, instruction, and operations, and is driven by a desire to produce quantifiable student achievement gains. Excellent oral and written communication skills in English and Spanish. Outstanding written, speaking, and organizational skills with experience interacting with a broad range of stakeholders. Commitment to accelerated educational progress of children. Experience or commitment to public education, social justice, efficacy and equity. Preferred Qualifications: Knowledge of and experience working with low-income communities preferred Prior coaching/mentoring experience Entrepreneurial spirit, flexibility, and demonstrated success in building a dual-immersion curriculum. Understanding of dual language instructional practices and school design and the unique characteristics of public charter schools is a plus. High proficiency in Microsoft Excel, PowerPoint, Word, and Google Apps Ability to work well independently and within a team environment; working efficiently, and exercising excellent judgment in making decisions. Tolerate high levels of stress Working Conditions: Regular requirement to stand, sit, walk, talk, hear, see, read, speak, reach, stretch with hands and arms, stoop, kneel and crouch Lift and carry objects weighing up to 50 lbs. Occasional evening and or weekend work Occasional travel Willingness to be trained as needed Prior to Employment:   Once an offer has been extended, a candidate must meet the following criteria to receive a final contract: First Aid/CPR Certification Clear Criminal Background Check Valid TB Clearance BENEFITS Key Compensation: Salary range: $65,000-$80,000 DOE Medical benefits Exceptional growth opportunities Retirement plan Contract: Reports directly to Principal Permanent Salaried, Exempt Position At-Will Contract If you have any questions about this position, please contact our hiring team by email at   [email protected] . Thank you. Voices College-Bound Language Academies is an equal opportunity employer. It is the policy of Voices to afford equal employment and advancement opportunities to all qualified individuals without regard to race, creed, color, religion, national origin, ethnicity, ancestry, sex, sexual orientation, age, physical or mental disability, marital status, citizenship status, medical condition, or any other legally protected status

POSITION:  Director of Government Grants – YES Prep System Office REPORTS TO:  Managing Director of Federal & State Compliance & Grants START DATE:  Immediate LOCATION : Houston, Texas THE CHALLENGE  Across the nation, only half of all students from low-income communities graduate from high school and only 10% earn a college degree. Even though 85% of our students are economically disadvantaged,  YES Prep  provides evidence that different outcomes are possible. Eighty-seven (87%) of YES Prep alumni matriculate to college within one year and alumni like  Eddie Zapata  are earning their college degrees at five times the rate of their peers with similar socioeconomic backgrounds. How do we do this? Each of YES Prep’s  18 campuses  serves 6th-12th graders like  Monique Bowie . Students typically enter YES Prep one or more grade levels behind, but quickly find themselves on a different life trajectory. This is a result of transformative relationships with teachers and leaders, and access to excellent educational opportunities.  As the first minority-majority city, Houston’s schools cannot keep up with demand from students like Eddie and Monique. Houston is the 4th largest city (on track to become the 3rd), and this booming population translates into 2,000 families on YES Prep’s waitlist. YES Prep’s student enrollment is estimated to grow 31% between now and 2023 (from just over 13,000 students currently to 17,000).   THE OPPORTUNITY  YES Prep needs a dynamic and diverse Director of Government Grants t  to make our mission a reality.  As a YES Prep employee, you will achieve jaw-dropping results, create pathways to opportunity for our students, build transformative relationships, and eliminate educational inequities to advance social justice.  THE ROLE When you join the YES Prep team, some of the exciting work will include: Developing and leading a multi-million-dollar government grant fundraising campaign in alignment with and advancement of YES Prep’s strategic plan, pursuing local, state, and federal awards; Managing all government grant pre-award tasks, including prospect research, coordination with internal and external stakeholders, and narrative and budget development and submission; Managing all government grant post-award tasks, including compliance and monitoring, data collection, and evaluation and reporting; Developing and maintaining government grant award internal controls and resources (e.g., templates, forms, policies, guidelines, and handbooks) to ensure accountability and compliance; Advising and collaborating with campus and district-level staff on the successful implementation of grant-funded programs/projects; Researching, recommending, and implementing government grants best practices; Leading professional development for staff on government grants management; Serving as a  liaison between YES Prep and government grantmaking departments at the City of Houston, Region IV ESC, Texas Education Agency, and U.S. Department of Education on grant-related matters; and Additional duties as assigned. THE PERSON We seek staff with diverse backgrounds, talents, interests, and ideas to meet the needs of our growing body of students. Certain traits consistently shine through for our most successful employees:   passion   for the mission, drive for results, care for students, resilience, and humility. THE MUST HAVES Bachelor’s degree from an accredited four-year educational institution Minimum five years of experience  writing and managing both formula and competitive government grants for public and/or charter schools Extensive knowledge of both state and federal grant award rules and regulations Exceptional writing and project management skills Experience with program/project budgeting and the ability to read and assess financial documents Proven track record of data analysis to solve problems and drive improvement Proven ability to manage projects, lead teams, and learn and utilize technological skills Belief in and commitment to the mission and core value of YES Prep Openness to giving and receiving frequent feedback Demonstrated ability to work on a team Ability to juggle multiple tasks and initiatives at once Ability to maintain emotional control under stress Frequent prolonged and irregular hours of duty, including evenings and weekends THE TEAM As the  Director of Government Grants , you will join a  warm and welcoming  Federal & State Compliance & Grants team  at the  Home Office . YES Prep teams understand they are setting the example for how their students experience their YES Prep education and want to make sure it feels like a second home to them. Teams are obsessed with improving themselves because they know that living the  core values   translates directly into stronger results and college access for all students. THE PERKS  Compensation  – This position is an exempt, salaried position that is grant funded; salary offers commensurate with experience.  Competitive candidates will earn between $68,907 - $89,580. Health and Supplemental Insurance  –  A $0.00 medical option that includes $600 towards a Health Savings Account, in addition to a variety of supplemental benefits including Dental, Vision, Short and Long Term Disability, Pet Insurance, Life, etc.  Retirement Plans  – Participation in  Teacher Retirement System of Texas  and a  457 Retirement Plan   Paid Time Off – 15 days of Paid Time Off in addition to the system closures of our  Academic Calendar   Paid Leave Programming  – In the event you need to be out due to a medical reason, YES Prep offers up to 12 weeks of full paid leave  Professional Development  - YES Prep values longevity and performance over time through our  Commit to Five  program. We invest in developing leaders through high-quality programs, effective coaching, and ongoing  professional development .   Award Winning  Culture – The strong cultures of our campuses and Home Office are just one of many reasons we were named  Houston’s Best Place to work  in 2018. We won the  2012 Broad Prize for Excellence in Urban Education  and were a 2016 finalist as well.   WE ARE DEEPLY COMMITTED TO EQUITY & DIVERSITY  YES Prep strives to recruit a diverse team of leaders. We believe there is a transformative academic and social benefit for students when their teachers and leaders reflect a diversity of backgrounds. Ninety-seven percent (97%) of staff members agree that the organization provides a welcoming environment given their background and identity according to our latest system survey. YES Prep is an equal opportunity employer and does not discriminate against any employee or applicant on the basis of race, color, ethnicity, religion, gender, sexual orientation, gender expression, national origin, disability, age, marital status, military status, pregnancy, or parenthood.  THE NEXT STEPS   If this sounds like your just right job, please apply  here . If you are not sure this opportunity is for you, are simply curious, or know someone who would be perfect, please reach out to our Talent Acquisition team to be connected to a recruiter at  [email protected] . 

Job Goal: Provide professional development and services, develop educational resources, and participate in special project activities in the area of Secondary Mathematics which support the ESC’s core purpose and strategic goals. Qualifications: Education Master’s degree Certification Valid Texas Teacher Certificate with certification area(s) that include grades 6-8 mathematics and high school mathematics Experience 1. Five years teaching experience in mathematics in grades 7 and 8, Algebra I, Geometry, and/or Algebra II that includes blended learning contexts for students 2. Three years of experience in leadership positions related to mathematics, such as team leader, instructional coach, instructional specialist, or curriculum coordinator 3. Experience in developing and presenting effective professional development, including experiences with blended learning 4. Experience in providing effective instructional coaching, including peer coaching Special Knowledge and Skills 1. Broad-based knowledge of secondary mathematics pedagogy, assessment, instructional technology, and instructional coaching 2. Ability to work effectively and efficiently within and across collaborative teams 3. Exemplary written and oral communication skills Major Responsibilities: 1. Develop, present, and facilitate effective professional development in varied settings, including blended learning environments. 2. Develop and foster instructional coaching relationships that result in positive student outcomes. 3. Develop educational resources to support instruction and positive student outcomes. 4. Provide support to educators, campuses, and districts by answering questions related to area(s) of responsibility. 5. Provide leadership in planning, developing, implementing, and evaluating professional development, instructional coaching, and educational resources in the area(s) of responsibility. 6. Assist with planning and implementation of ongoing needs assessment and services for traditional school districts and charter schools. 7. Assist in planning and developing special project activities, e.g., grant proposals, interdepartmental services, demonstration sites, research studies, and other customer-based projects. 8. Engage in professional development to maintain and increase depth of knowledge and skills in area(s) of responsibility. 9. Participate in state level functions related to area(s) of responsibility. 10. Provide assistance and services as specified by any applicable federal grant that funds this position.

Job Goal: Provide professional development and services, develop educational resources, and participate in special project activities in the area of Elementary Mathematics, including bilingual and dual-language programs, which support the ESC’s core purpose and strategic goals. Qualifications: Education Master’s degree Certification Valid Texas Teacher Certificate with certification area(s) that include K – grade 5 and bilingual education Preferred Certification Core Subjects: Early Childhood – Grade 6 with bilingual certification Experience 1. Five years teaching experience in K-5 mathematics, including experiences in bilingual and/or dual-language programs 2. Three years of experience in leadership positions related to mathematics, such as team leader, instructional coach, instructional specialist, or curriculum coordinator 3. Experience in developing and presenting effective professional development 4. Experience in providing effective instructional coaching, including peer coaching Special Knowledge and Skills 1. Broad-based knowledge of K-5 mathematics pedagogy, assessment, and instructional technology 2. Ability to work effectively and efficiently within and across collaborative teams 3. Exemplary written and oral communication skills in English and Spanish Major Responsibilities: 1. Develop, present, and facilitate effective professional development. 2. Develop and foster instructional coaching relationships that result in positive student outcomes. 3. Develop educational resources to support instruction and positive student outcomes. 4. Provide support to educators, campuses, and districts by answering questions related to area(s) of responsibility. 5. Provide leadership in planning, developing, implementing, and evaluating professional development, instructional coaching, and educational resources in the area(s) of responsibility. 6. Assist with planning and implementation of ongoing needs assessment and services for traditional school districts and charter schools. 7. Assist in planning and developing special project activities, e.g., grant proposals, interdepartmental collaboration, demonstration sites, research studies, and other customer-based projects. 8. Engage in professional development to maintain and increase depth of knowledge and skills in area(s) of responsibility. 9. Participate in state level functions related to area(s) of responsibility. 10. Provide assistance and services as specified by any applicable federal grant that funds this position.

Job Goal: Provide professional development and services, develop products, and participate in special project activities in the area of Student Evaluation that support the ESC’s core purpose and strategic goals. Qualifications: Education Master’s degree Certification/Licensure Licensed Specialist in School Psychology (LSSP), Licensed Speech Language Pathologist (SLP), or Certified Educational Diagnostician Experience 1. Minimum of five years campus-based experience in evaluation and identification of all disabilities 2. Minimum of three years district-wide experience in Special Education or Psychological Services, i.e. Team Lead, Coordinator 3. Experience in developing and presenting professional development 4. Experience leading collaborative multidisciplinary teams 5. Experience developing resources (i.e., guidelines, online training, tools) to support assessment professionals and/or teachers Special Knowledge and Skills 1. Exemplary written and oral communication skills 2. Experience in gathering and reviewing data related to identification of students with disabilities under special education law 3. Experience in developing Individualized Educational Plans based on data 4. Specific training, knowledge, and extensive practice with norm-referenced instruments (specifically cognitive, achievement, developmental, and psychological/behavioral measures) 5. Proficiency in writing formal evaluation reports 6. Broad-based knowledge in state and federal rules and regulations related to special education, especially in the areas of Child Find, student evaluation, and the ARD process Major Responsibilities: 1. Collaborate with team members to develop, plan, and implement professional development, products, and services for clients related to Child Find, evaluation, and collaborative ARD supports. 2. Provide assistance in activities related to compliance with state and federal laws and State Board of Education rules and regulations. 3. Participate in developing, planning, and implementing programs to meet the unique needs of diverse populations of students with disabilities. 4. Help plan and implement ongoing needs assessment systems for client programs and Region 4 services. 5. Participate in developing communication networks between the service center and client personnel. 6. Help monitor the effectiveness of department activities in the region and provide leadership in evaluating those activities. 7. Assist in planning and developing special project activities, i.e. grant proposals, interdepartmental services, demonstration sites, research studies, and other clientbased projects. 8. Provide technical assistance and services as specified by any applicable federal grant that funds this position.

Job Goal: Provide professional development and services, develop products, and participate in special project activities in area(s) of early childhood education for students with disabilities responsibility that support the ESC’s core purpose and strategic goals. Qualifications: Education Bachelor’s degree Certification/Licensure 1. Texas State Board for Educator Certificate 2. Certificate in Special Education Experience 1. Three years in leadership position(s) related to early childhood education for students with disabilities 2. Five years teaching or related experience in early childhood for students with disabilities 3. Experience in developing and presenting professional development Special Knowledge and Skills 1. Knowledge of instructional programming for early childhood students with disabilities including the use of assistive technology 2. Broad-based knowledge of rules and regulations related to special education 3. Exemplary written and oral communication skills Preferred Qualifications: 1. Certificate in Early Childhood Education 2. Principal Certificate or equivalent Major Responsibilities: 1. Develop, present, and facilitate effective professional development. 2. Provide technical assistance and customized services. 3. Develop products to support instruction and programming. 4. Provide leadership in planning, developing, implementing, and evaluating professional development, services, and products in the area(s) of responsibility. 5. Assist with planning and implementation of ongoing needs assessment and services for Region 4 customer districts. 6. Participate in developing communication networks between Region 4 customer district personnel. 7. Assist in planning and developing special project activities, e.g., grant proposals, interdepartmental services, demonstration sites, research studies, and other customer-based projects. 8. Engage in professional development to maintain knowledge and skills in area(s) of responsibility Provide technical assistance and services as specified by any applicable federal grant that funds this position. 9. Participate in state level functions related to area(s) of responsibility. 10. Provide technical assistance and services as specified by any applicable federal grant that funds this position.

Job Goal: Provide professional development and services, develop products, and participate in special project activities in the area of related services, including assistive technology, and accessing the general education curriculum for students with disabilities that support the ESC’s core purpose and strategic goals. Qualifications: Education Bachelor’s degree Master’s degree Certification/Licensure Texas State Board Educator Certificate or professional license/certificate in related field, such as Speech Language Pathology (SLP), Occupational Therapy (OT), Physical Therapy (PT), Assistive Technology Professional (ATP) Experience 1. Three years district and/or campus level leadership experience in special education programming and related services 2. Five years’ experience working with children with disabilities in public schools 3. Experience with Universal Design for Learning (UDL) 4. Experience creating and supporting accessible instructional/educational materials 5. Experience coaching school staff to support assistive technology in the classroom 6. Experience developing and presenting professional development for adult learners in a variety of formats (face-to-face, online, blended learning, coaching and mentoring models, etc.) 7. Experience leading and participating in collaborative teams Special Knowledge and Skills 1. Broad-based knowledge in rules and regulations related to special education and related services (AT, OT, PT) 2. Broad based knowledge in pedagogy and programming for students with disabilities, including students with visual impairments, in public schools including use of assistive technology 3. Exemplary written and oral communication skills Preferred Qualifications: 1. Extensive professional development portfolio covering related services, assistive technology tools, evaluation processes, and implementation strategies 2. Classroom experience in special and general education settings Major Responsibilities: 1. Provide leadership in assisting customer districts in planning, developing and implementing services to meet the academic and technology needs of students with disabilities. 2. Provide leadership to customer districts in designing effective instruction in accessing content through appropriate adaptations/technologies, frameworks such as Universal Design for Learning (UDL) and educational material accessibility. 3. Provide leadership to districts related to compliance with state and federal laws and State Board of Education rules and regulations. 4. Develop, present, and facilitate effective professional development. 5. Develop products to support related services, technology, instruction and programming. 6. Assist in planning and developing special project activities, e.g., grant proposals, interdepartmental services, demonstration sites, research studies and other customer-based projects. 7. Engage in professional development to maintain knowledge and skills in area(s) of responsibility. 8. Participate in state level functions related to area(s) of responsibility. 9. Analyze data to evaluate the program effectiveness within the ESC and for customer districts. 10. Provide technical assistance and services as specified by any applicable federal grant that funds this position.

Job Goal: Support identified campuses through turnaround plan development utilizing the Effective Schools Framework design. Assist campus leadership teams through professional development, observation, coaching, and feedback to meet the needs of campuses, districts and campus administrators in support of the ESC’s core purpose and strategic goals. Qualifications: Education Master’s degree Certification 1. Texas Educator Certificate 2. Principal Certificate Experience 1. Three years of experience in campus administration as an assistant principal and/or principal or three years of district-level leadership experience 2. Five years of teaching experience in a traditional district/charter school 3. Experience in developing and presenting professional development Special Knowledge and Skills 1. Demonstrated success in leading major district/campus improvement initiatives 2. Ability to analyze complex datasets to inform decision-making 3. Broad-base knowledge of effective campus practices in instructional leadership, staff and student culture, well-supported teachers, high-quality curriculum, and data-driven instruction Exemplary written and oral communication skills 4. Demonstrated skill in motivating and influencing others towards outcomes through the use of effective coaching 5. Ability to set goals and develop and meet timelines with limited supervision Preferred Qualifications 1. T-TESS certification 2. AEL certification 3. T-PESS certification Major Responsibilities: 1. Develop, present, and facilitate effective professional development for campus and district leadership teams. 2. Develop tools and resources to support school improvement. 3. Provide technical assistance and customized services. 4. Provide leadership in planning, developing, and implementing campus and district improvement plans. 5. Assist Region 4 campuses and districts in school improvement with the planning and implementation of ongoing needs assessment and services. 6. Collaborate with team members in the planning of grant activities to meet the school improvement needs of campuses and districts. 7. Engage in professional development to maintain knowledge and skills in area(s) of responsibility. 8. Participate in state-level functions related to area(s) of responsibility. 9. Provide technical assistance and services as specified by any applicable federal grant that funds this position.

Job Goal: Provide professional development and services, develop products, and participate in special project activities in area of dyslexia and related disorders that support the ESC’s core purpose and strategic goals Qualifications: Education Master’s degree Certification/Licensure 1. Texas Teacher Certificate for the appropriate content and grade levels 2. Certified Academic Language Therapist (CALT) Experience 1. Three years of experience in leadership position(s) related to campus-based teams 2. Five years of teaching experience in Reading/Language Arts and multisensory, structured language instruction 3. Experience in developing and presenting professional development Special Knowledge and Skills 1. Broad-based knowledge of Dyslexia and Related Disorders, current 504/IDEA Legislative Issues, dyslexia assessment, dyslexia intervention, and Response to Intervention 2. Broad-based knowledge of Reading/Language Arts education, pedagogy, assessment, instructional technology, and instructional coaching 3. Exemplary written and oral communication skills Major Responsibilities: 1. Develop, present, and facilitate effective professional development. 2. Provide technical assistance and customized services, e.g. instructional coaching. 3. Develop products to support instruction and programming. 4. Provide leadership in planning, developing, implementing, and evaluating professional development, services, and products in the area(s) of responsibility. 5. Assist with planning and implementation of ongoing needs assessment and services for Region 4 customer districts. 6. Participate in developing communication networks between Region 4 customer district personnel. 7. Assist in planning and developing special project activities, e.g., grant proposals, interdepartmental services, demonstration sites, research studies, and other customer-based projects. 8. Engage in professional development to maintain knowledge and skills in area(s) of responsibility. 9. Participate in state level functions related to area(s) of responsibility. 10. Provide technical assistance and services as specified by any applicable federal grant that funds this position.

Job Summary  The Coordinator - Literacy Blueprint position c oordinates the literacy work outlined in the City Schools  Blueprint for Success , including but not limited to providing project management of the district’s  Blueprint  literacy strategy, supervising school-based literacy coaches, and coordinating work with relevant vendor/partner organizations to provide coaching and professional development content to teachers, school leaders, district leaders, and literacy coaches. Essential Functions  Supports the Executive Director of Teaching and Learning and the Director of Literacy. Languages, and Culture with long and short term planning for the district’s   Blueprint   literacy strategy. Coordinates and project manages the implementation of the City Schools   Blueprint   for Success   in literacy. Coordinates the development and delivery of ongoing professional development aligned to the   Blueprint Coordinates the work of vendors/partners who provide coaching and professional development aligned to the Uses data collected to strategically support the needs of teachers, schools, and literacy coaches. Develops and provides appropriate guidance for schools and school leaders at the district’s literacy intensive sites. Collaborates with multiple offices across the organization to ensure cohesive implementation of the   Blueprint   strategy for literacy. Works in partnership with a highly-motivated team from multiple offices to advance teaching and learning in the district. Keeps the Director of Literacy, Languages, and Culture abreast of all matters related to literacy. Desired Qualifications  Master’s degree in education or related field from an accredited college or university. Maryland State Department of Education Advanced Professional Certificate with Administrator I endorsement. Three years teaching experience in English/language arts. Three years’ experience developing and delivering professional development to teachers. Extensive knowledge of the Maryland College and Career-Ready Standards. Demonstrated ability to relate positively to colleagues, children, and families; and make decisions in accordance with laws, ordinances, regulations, and established procedures. Strong organization and strategic planning skills; ability to balance multiple priorities in a fast-paced work environment. Experience managing large scale projects. Knowledge of current research and best practices in adult learning and facilitation Knowledge of current research in literacy best practices.

Job Summary  The Academic Content Liaison - Early Learning position designs, plans, develops, and oversees the implementation of instructional strategies for school-based kindergarten instruction. Working in collaboration with the ILED and Chief of Schools, plans and administers instructional support programs to ensure successful academic programming. Plans and delivers professional development to Kindergarten teachers staff to improve knowledge and competency in academic subjects. Provides technical assistance to principals and teachers in the expansion and refinement of scientifically researched practices.   Essential Functions  Provides functional direction to school-based Kindergarten Teachers. Defines and outlines the operating procedures for achieving academic program goals in Literacy. Provides support to the Principal and Kindergarten staff in the achievement of literacy academic goals and objectives and to increase their effectiveness in implementing the Kindergarten literacy program. Works with principals and teachers to implement grade-level instructional strategies. Introduces educational innovations and communicates information regarding objectives of educational initiatives. Monitors and provides feedback to the Instructional Leadership Executive Director (ILED) regarding overall kindergarten instructional performance of Community Learning Network (CLN). Observes and evaluates instructional practices, makes recommendations for improvements, and develops and implements support strategies for achieving those improvements. Develops, designs and implements staff development programs for kindergarten literacy teachers. Plans and delivers professional development activities that provide principals and literacy Kindergarten teachers with knowledge and skills needed to help students meet City Schools and State academic standards. Desired Qualifications Master’s degree in Special Education, Early Childhood Special Education, Early Childhood or related field from an accredited college or university. Maryland State Department of Education Advanced Professional Certificate in Special Education, Early Childhood Special Education or related field; dual certification as a regular educator is a plus. Three years of successful teaching experience with young students (Kindergarten or below) with disabilities; administrative or supervisory experience related to programs for early childhood students with special needs is a plus. Knowledge of developmental milestones and knowledge of early childhood literacy and math content. Knowledge of classroom structures and strategies that support early childhood students. Knowledge of effective early childhood assessment tools. Knowledge of Federal, State and local special education mandates.

Job Summary  The Specialist - Scheduling and Support to the CEO position provides confidential secretarial and administrative support to the Chief Executive Officer and manages the CEO’s calendar including ensuring appropriate backup for all events and meetings.    Arranges travel and meeting registration for the CEO.    Responsible for some of the clerical and administrative activities of the Chief Executive Officer/Chief Of Staff offices.    Requires the exercise of considerable discretion and independent judgment and action in regularly handling highly complex and confidential matters.    Requires the regular application of knowledge of the substantive work of the school district, their objectives, and lines of communication.   Essential Functions Manages the calendar and meeting schedule of the Chief Executive Officer, with support from the Executive Assistant.  Makes arrangements for meetings and conferences to include scheduling, agenda coordination, meeting rooms, catering, travel arrangements, etc.  Requests, collects, and compiles backup materials for CEO meetings. Ensures the CEO stays on schedule by facilitating the on-time transition of the CEO between meetings. Facilitates regular CEO calendar meetings with the CEO and COS teams to ensure CEO is prepared for all meetings. Manages the CEO’s technology to ensure devices and contacts are up to date. Responsible for CEO credit card reconciliations and other budget processes related directly to the CEO.  Supports the administrative activities of the CEO/COS offices, inclusive of secondary phone coverage and back-up for other administrative staff in the CEO/COS offices around budget, payroll, signature requests, etc. Supports seasonal projects in the CEO’s office, such as logistical support and planning for CEO Institute, summer interns, etc. Screens and handles requests and inquiries as deemed appropriate.  Processes sensitive and confidential information.  Receives and directs inquiries to appropriate staff.  Organizes and summarizes sensitive and confidential correspondence for review by appropriate staff. Desired Qualifications  Bachelor's degree in related field.    Degree must be from an accredited college or institution. Two years of experience providing administrative support to a department head or senior manager. Additional administrative support experience may be substituted for the education requirement. Knowledge of the principles and practices of administrative analysis. Knowledge of office practices and protocol. Knowledge of principles and procedures of office management and supervision. Knowledge of standard record maintenance procedures. Excellent oral and written communication skills. Proficient skill in the use of technical computer applications including Microsoft Word, Excel, PowerPoint, and Outlook or similar package. Must be able to pass a Typing Assessment, Microsoft Word, PowerPoint and Excel exam.