11 jobs found

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.

KIPP Houston Public Schools Houston, TX Type: Fellowship Full Time/Part Time: Full-Time Start Date: 2020-21 School Year Subject: Grade: Organization: KIPP Houston Public Schools Preferred Locations: Contact: Email: KIPP Houston: Fisher Fellowship (2020-2021) ABOUT KIPP TEXAS PUBLIC SCHOOLS Background Founded in Houston in 1994, KIPP has become a national leader in the movement to provide all children with access to an exemplary education and the academic and character skills necessary to thrive in and graduate from college, positively impact their communities, and lead choice-filled lives. In 2018, KIPP schools in Austin, Dallas-Fort Worth, Houston, and San Antonio joined forces to become KIPP Texas Public Schools, a nonprofit public charter school network, accelerating student academic outcomes and impacting more students across Texas. As a unified, statewide organization, KIPP Texas can more effectively leverage the talent, resources, instructional expertise, financial strength, and advocacy in the public charter school movement, in order to have an even larger impact with educationally underserved communities across the state. In the 2019-2020 school year, KIPP Texas Public Schools will educate more than 29,000 students in 55 schools, placing the district among the top 50 largest in the state. KIPP Texas will continue to prove what is possible for its students, communities, and state, with a goal of growing to educate 100,000 students and achieving a 75% college graduation rate for alumni. KIPP Texas is grounded in five Core Values as its cultural "North Star": As a Team & Family, we: Champion Equity Chase Excellence Persist with Purpose Bring Joy Rise Together KIPP Texas is part of the national KIPP network of 224 college-preparatory public charter schools educating early childhood, elementary, middle, and high school students. KIPP schools are part of the free public school system and enrollment is open to all students. Nationwide, KIPP students complete four-year college at a rate of 36 percent, comparable to the national average for all students and approximately three times higher than the average of students from low-income families. You can see all our job opportunities at https://kipptexas.org/join-our-team/ . FISHER FELLOWSHIP OVERVIEW: The Fisher Fellowship is a highly-selective, one-year, cohort-based leadership program that is designed to provide in-depth support and insight into the processes and best practices involved in school leadership while preparing fellows to open a new KIPP school. FISHER FELLOW RESPONSIBILITIES: As part of the Fisher Fellowship, fellows are expected to actively participate in the year-long developmental process and proactively pursue their own development through engagement and commitment to the learning process. The fellowship year will be comprised of the following mandatory components: Summer Institute : An intensive, multi-week program with rigorous coursework taught by dynamic faculty and educational leaders in a university setting. Intersessions : Four intensive multi-day leadership development sessions throughout the Fellowship year. Residencies : Up to three residencies at KIPP schools outside the fellow's region. Each three-day residency provides Fellows with an opportunity to gain insight into the instructional, operational, and performance management practices of successful schools and school leaders. Additionally, Fellows will take part in up to eight week-long school and operational residencies in his/her own region. School Launch Plan : Creation of a comprehensive plan that guides the founding and growth of the Fellow's new school. Coaching : One-on-one coaching with a leadership coach throughout the year. Continuous Support : On-going support from the Director of the Fisher Fellowship. REQUIRED QUALIFICATIONS: Bachelor's degree PREFERRED EXPERIENCE: At the time of application, we prefer that applicants have: Completed at least two years of experience in school-wide leadership as a principal, assistant principal, or dean Completed at least three years of teaching experience with demonstrated exemplary student performance results COMPENSATION : Fisher Fellows receive salary and benefits commensurate with their experience and on par with other KIPP Texas leaders. Additionally, all travel expenses and coursework associated with the fellowship are paid for by the KIPP Foundation. The KIPP Texas provides equal employment opportunity for all applicants and employees. APPLICATION AND SELECTION PROCESS: If you are a current KIPP employee, you must discuss this opportunity with your manager before applying. The deadline to apply to the Fisher Fellowship for KIPP Texas is February 7, 2020. If you are interested in applying to the fellowship with other regions, please check their job listings carefully, as deadlines between regions vary. Please note that if your application progresses to our Final Selection Event, we will invite you to an in-person Selection event on March 30, 2020 and March 31, 2020. The fellowship selection process evaluates candidates on their readiness for school leadership using both the KIPP Leading for Learning Actions and the KIPP Leadership Framework and Competencies . APPLICATION COMPONENTS: For details on information requested through the application, please visit the Fisher Fellowship Selection Process website; detailed information is available under the "Application Components" section.

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 the area of instructional technology and online content development that support the ESC’s core purpose and strategic goals. Qualifications: Education Master’s degree Certification/Licensure Texas Teacher Certificate Experience 1. Minimum of five years teaching experience with three years in which the integration of technology was a major focus 2. Experience in online instructional design 3. Experience in developing and presenting professional development Special Knowledge and Skills 1. Expert in digital productivity and eLearning development tools 2. Broad-based knowledge of pedagogy, assessment, instructional technology, and instructional coaching 3. Broad-based knowledge of K-12 curriculum structures, instruction, and assessment 4. Broad-based knowledge of curriculum support and instructional coaching 5. Exemplary written and oral communication skills Major Responsibilities: 1. Develop products to support instruction and programming. 2. Develop, present, and facilitate effective professional development. 3. Provide technical assistance and customized services. 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 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: Ensure the integration of appropriate school mental health services (SMH) through the SchoolWide Positive Behavior Interventions and Supports (SWPBIS) Interconnected Systems Framework (ISF) for Mental Health (MH). The CPM will also be responsible for addressing the specific needs of the local education agency (LEA) served by the AWARE grant, primarily Goose Creek Consolidated Independent School District, by developing a Comprehensive Services Plan (CSP). Qualifications: Education Master’s degree in special education, education, psychology, counseling, related mental health area and/or social work Certification/Licensure 1. Texas teaching certificate with required endorsement or professional license/certificate in related field (e.g., Licensed Specialist in School Psychology, Licensed Professional Counselor, Licensed Master Social Worker) Experience 1. Five years of experience working in education and/or collaborating with local mental health authorities and other community-based service and health agencies 2. Experience and understanding of Positive Behavior Interventions and Supports (PBIS) implementation best practices, Multi-Tiered Systems of Support (MTSS) and mental health systems/services within school settings 3. Demonstrated program and project management experience, including evaluating program deliverables and ensuring the success of identified outcomes 4. Experience developing and presenting professional development Special Knowledge and Skills 1. Knowledge of mental health services in public school settings with emphasis in areas of evidence-based strategies reflecting trauma-informed, mindfulness, self-regulation, prosocial skills, and resiliency building strategies to increase school engagement 2. Strong consultation skills for communicating with administrators, teachers, parents, students and mental health professionals 3. Knowledge of the critical elements and implementation of the PBIS framework and school-wide and targeted supports to strengthen mental health wellness 4. Excellent organizational, communication and interpersonal skills 5. Ability to present information in one-on-one, small group and large group situations to students, parents, district staff and community/mental health professionals 6. Extensive knowledge of behavioral principles 7. Established connections with local mental health authorities and community-based mental health services Preferred Qualifications 1. Doctorate preferred 2. Experience in the public school setting at campus and/or district levels Major Responsibilities: 1. Implement services in Goose Creek Consolidated Independent School District to improve or expand mental health-related interventions and services across school-aged youth and family-serving systems 2. Increase and improve access to culturally competent and developmentally appropriate school- and community-based mental health services, particularly for children and youth with SED or SMI 3. Develop school-based mental health programs staffed by behavioral health specialists to screen for, provide early intervention for and to address any ongoing mental health needs of children with symptoms consistent with a mental disorder(s) or SED 4. Develop and implement an Infrastructure Development Plan (IDP) to build partnerships with MH providers, businesses, community groups and families that will broaden and link all services available to students and families, coordinate funding streams, make policy and program changes to improve service delivery and develop a plan for sustaining MH services when the grant period ends 5. Develop an infrastructure that will sustain services in ESCs (Education Service Center) and LEAs served by the grant 6. Build regional and statewide capacity for promoting mental health awareness and evidencebased practices for school-based and school-connected mental health services 7. Collaborate with the ESC, Local Mental Health Authority (LMHA), TEA Project Coordinator and the SMHA Co-Coordinator on building the IDP, linking AWARE Texas with existing resources and on implementing any policy and program changes that are needed in systems and project strategies as communicated by the TEA Project Coordinator 8. Collaborate with TEA to develop and pilot tools that support SMH 9. Coordinate and ensure rapid on-site access to clinical services including screening, assessment and appropriate interventions or treatment for all students in a crisis or those exhibiting symptoms of Serious Emotional Disturbance (SED) or Serious Mental Illness (SMI) through the utilization/consultation/coordination with licensed Mental Health/Behavioral Health Specialists (MHBHS) to respond on site in targeted schools 10. Conduct outreach and engagement with school-aged youth and their families to increase awareness and identification of mental health issues and to promote positive mental health. 11. Connect families, schools and communities to increase engagement and involvement in planning and implementing school and community programs for school-aged youth 12. Equip schools with the ability to immediately respond to the needs of youth who may be exhibiting behavioral/psychological signs of a severity indicating the need for clinical intervention 13. Develop an infrastructure that will sustain and expand mental health and behavioral health services and supports for school-aged youth when federal funding ends 14. Develop and implement a comprehensive plan of evidence-based culturally competent and developmentally appropriate school- and community-based mental health services 15. Develop and implement a workforce development training plan to increase the mental health awareness and literacy of school staff, administrators, parents and others who interact with school-aged youth 16. Engage in local and state program and process development to support improvements in school-aged youth and family-serving systems through the coordination and integration of funding streams to support programs with similar goals 17. Develop and implement meaningful ways to engage students and their families by involving them in the design and implementation of education and community initiatives 18. Establish relationships with local businesses, families and community groups to broaden and link all community resources available to school-aged youth and their families 19. Compile, maintain and file all reports, records and other required documents 20. Engage in professional development to maintain knowledge and skills in area(s) of responsibility 21. Collect and analyze data to evaluate the program effectiveness 22. Provide technical assistance and services as specified by any applicable grant that funds this position Supervision/Personnel Management Provide program support and staff activity management to LEA staff funded by AWARE project grant to ensure program deliverables are met. Physical Demands/Environmental Factors/ Mental Demands: Frequent and routine travel to AWARE project site Goose Creek Consolidated Independent School District. Additional travel to locations throughout the Region 4 area; some statewide travel expected. Must have reliable transportation; expect 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 and with frequent interruptions, maintains emotional control under pressure.

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(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.

Good Reason Houston is seeking a Senior Manager of Data and Systems Solutions who is self-directed, passionate about student outcomes, and excited about working in a start-up environment. The Senior Manager will lead the implementation of a Salesforce based case management system to track student progress to and through college and ensure successful program outcomes for Harris County Promise. This position reports to the Managing Director of Promise and will play a key role in ensuring that Good Reason Houston realizes its vision that every child, in every neighborhood, excels in a world-class public school and thrives in the Houston of tomorrow. Responsibilities: Systems and Products ● Designing and implementing the Promise case management system using the Salesforce platform and corresponding tools (e.g. Form Assembly, Marketing Cloud) ● Defining technology and operational strategies in the short and long term including product investments (e.g. Signal Vine) ● Designing and developing scalable and innovative technology solutions and products to support Harris County Promise objectives ● Supporting and aligning with Good Reason Houston’s organizational systems  Data Management and Reporting ● Serving as a hub for data from varied stakeholder student information systems to ensure alignment and seamless student tracking across institutions ● Creating dashboards to report and track student progress through Promise ● Supporting Promise data reporting to stakeholders across K-16 and philanthropy ● Ensuring data quality, integrity, accuracy, and accessibility ● Ensure program and organization compliance with all legal requirements for student privacy and data security Operations Stakeholder Engagement ● Developing and nurturing relationships with college and district partners to successfully execute data-sharing agreements ● Presenting case management system and technology solutions to internal and external stakeholders, including executive leadership, for successful adoption and utilization ● Providing ongoing operational and technical support to the team including investing in team members for their development Qualifications: Requirements ● Bachelor’s degree in a relevant field, Advanced degree preferred ● 8+ years of professional experience, including at least 3 years of experience working inK-12, higher education, or education nonprofits Skills ● Expertise with designing and deploying platform tools and dashboards ● Love of data! Experience with data collection and facilitation of information ● Extremely strong organization and project management skills ● Strong interpersonal skills and ability to interact effectively with several stakeholder groups including executive level leadership ● Intense attention to detail and follow-through ● Ability to produce quality work under tight deadlines ● Team before individual mindset ● Flexibility and excitement to work in a start-up environment ● Demonstrated passion for the transformative power of education

Manager, Talent & School Improvement Type: Full Time Min. Experience: Mid Level ABOUT GOOD REASON HOUSTON Good Reason Houston’s vision is that every child, in every neighborhood, excels in a world-class public school and thrives in the Houston of tomorrow. The organization partners with school districts, community leaders, families, and educators to achieve its mission of increasing the number of students learning in a high-performing school. To grow more great schools in every neighborhood in Houston, the organization focuses on four key strategic levers: Driving System Innovation, Developing Game-changing Educators, Advancing Equitable Access, and Engaging the Community. ABOUT THE ROLE Good Reason Houston is seeking a Manager of Talent & School Improvement who is results-oriented, passionate about educator recruitment, development, and retention, and excited about working in a start-up environment. The Manager will have the unprecedented opportunity to impact Houston’s educator workforce and ultimately influence student outcomes at a city-wide level. The role will drive partnerships with higher education, school districts, and community stakeholders to accelerate access to high quality preparation programs and elevate statewide perceptions of teaching. This position reports to the Senior Manager of Talent and School Improvement and will play a key role in ensuring that Good Reason Houston realizes its vision that every child, in every neighborhood, excels in a world-class public school and thrives in the Houston of tomorrow.   RESPONSIBILITIES This role will evolve as the needs of the team evolve and as the education landscape in the state and region shifts. Responsibilities include: 1. Accelerate city-wide teacher recruitment efforts: Build and maintain strategic relationships with higher education, alternative preparation programs, and school districts to increase the number of applicants enrolling in high quality teacher preparation programs. Provide technical assistance to partners to engage more strategically with recruits, school district partners, and community college partners. Collect and monitor teacher recruitment and attrition data across all partners. Define additional opportunities along the preparation pipeline to support teacher enrollment in high quality preparation programs, such as pre-teaching opportunities for community college students, undergrads, and high school students. Determine and coordinate outreach opportunities for teacher recruitment, including job fairs, radio, etc. 2. Champion the regional and state vision for elevating the profession of teaching through strategic business, community, and school district partnerships: Work with local businesses and community partners to execute city-wide events, discounts/offers, and sponsorships. Coordinate with the Good Reason Houston Communications Team to highlight authentic, diverse voices telling the story of teaching and teacher impact in Houston. Manage the Good Reason Houston team to prepare for and execute events. 3. Support the hiring, development, and retention of educators in Good Reason partnership schools and programs, including the ACE (Accelerating Campus Excellence) model and the launch of new school models. Work with school districts and school leaders on leader and teacher hiring. Support districts in excellent professional development. Coordinate appreciation events and culture boosts for staff.   QUALIFICATIONS We’re seeking candidates who excel in relationship-building, are results-oriented, and have strong project management skills. You should have: A track record of developing and maintaining strong relationships with and among a diverse group of stakeholders. Excellent organizational skills, with a demonstrated commitment to meeting a high bar and a history of getting things done even in the face of obstacles and ambiguity. As Good Reason Houston is in “start-up mode”, we look for candidates who can be flexible in changing environments. A data and research orientation – including a curiosity and urgency around data collection and analysis. Experience managing multiple projects and ability to manage teammates, volunteers, and stakeholders on short-term projects. Passion about the mission, vision, and goals of Good Reason Houston and how this position contributes to the organization’s success. Knowledge of teacher recruitment, development, and retention and prior experience in education are preferred but are not requirements.