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Dec 10, 2019
KIPP Texas - Austin: Fisher Fellowship (2020-2021) Featured
KIPP Austin Public Schools Austin, TX Type: Fellowship Full Time/Part Time: Full-Time Start Date: 2020-21 School Year Subject: Grade: Organization: KIPP Austin Public Schools Preferred Locations: Contact: Email: 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.
KIPP Texas Austin, TX Full-time
Dec 10, 2019
Director of School Culture (Cesar Chavez PCS for Public Policy) Featured
ABOUT CESAR CHAVEZ PCS FOR PUBLIC POLICY Chavez Parkside is a public policy, college preparatory charter high school in Ward 7. An anchor in the Parkside/Kenilworth community, our school has 500 students in grades 8-12. Chavez Parkside students achieved over 5 million dollars in scholarship and a 100% college acceptance rate. Parkside has a first-rate athletics program with champion basketball, volleyball, track and cheer-leading teams. And we have over 50 community partners hosting students in the fellowship program. Chavez Parkside serves a high needs population of students and is committed to giving them the resources and support they need to be successful in college and in life.  To learn more about Cesar Chavez PCS for Public Policy, visit  chavezschools.org . POSITION SUMMARY    The Director of School Culture is responsible for establishing and maintaining a learning environment consistent with the college preparatory and public policy mission of Chavez Schools.  As the school leader responsible for scholars’ behavioral, social and emotional growth, this position manages a culture team to support an optimal learning environment for scholars and staff. A key member of the school leadership team, the Director of School Culture is responsible for building a strong school culture that fosters respect and collaboration between teachers, students and families. The Director of School Culture collaborates with senior leaders, teachers and staff to maximize student achievement and meet all performance goals. ESSENTIAL DUTIES AND RESPONSIBILITIES School Culture Establishes and maintains a structured, positive and inspiring school culture focused on academic achievement and the development of advocacy skills. Leads events for scholars and families which promote positive school culture. Partners with parents and families to build authentic school-wide community.  Works closely and effectively with scholars and their families; partner with school counselors and teachers to execute individualized behavior interventions when needed.  Manages all aspects of school culture including school-wide routines such as safe passage, lunch, breakfast, entry, as well as overall school-wide culture, incentives, and behavior management system.  Obsessively monitors scholar growth and culture data and holds effective leadership team meetings to review data, make plans for follow-up, and track implementation of plans. Consistently observes teacher practice; provides substantive, action-oriented feedback, encourages reflection and models excellent instruction and relationship building. Promotes a strong school culture and effectively manages school team towards the implementation of a consistent culture that focused on scholar learning. Management and Leadership Development Establishes clear goals for school growth and holds themselves and their team accountable for achieving those goals. Models leadership practices to direct reports to develop them as leaders through observation, feedback, modeling, and professional development. Holds regular meetings with direct reports to drive accountability. Evaluates staff in alignment with school expectations and in the interest of growth. Models the school values required to develop and support scholars; flexible, self-reflective and growth-oriented. Effectively manages time to prioritize work in service of scholar achievement. Manages change, understanding the implications and adjusting leadership voice and behavior accordingly. Values and effectively manages a diverse team. Serves as a key member of the campus hiring team, ensuring a highly qualified, mission-aligned staff. Direct management of school culture team, and other staff and activities as assigned. Creates a shared understanding of the Chavez Values, Mission and Vision and how those beliefs manifest themselves in every school day.   Supporting Scholars and Families Regularly communicates and engages with families. Ensures communication systems engage parents in understanding scholar performance, goals, and growth. Coaches all direct reports to ensure positive relationships with families that communicate care and high expectations for every scholar. Works to ensure strong parent engagement function. Represents the school at community events. Ensures strong data collection and follow-up for all student interventions. Participates in student support team or similar, leading behavioral response and intervention. QUALIFICATIONS, KNOWLEDGE, SKILLS REQUIRED Bachelor’s degree required; Master’s degree preferred. Creative and inspiring educator with adult leadership experience, high energy, excellent organizational skills and a talent for creating a warm and supportive environment for all scholars. Minimum of 2 years of teacher leadership in an urban community. Minimum of 4 years’ demonstrated success as an effective classroom teacher as evidenced by teacher and scholar growth and achievement data as well as personal performance data. Solid understanding of the developmental and social nuances of children in grades 6-12. Demonstrated success using data to drive programming. Believes that all scholars can achieve at the highest levels with no excuses. Ability to exercise excellent judgment in decision-making. Is a strategic thinker and proactive problem-solver. Exemplifies the highest ethical standards. Works independently with little direct supervision and as part of a team. Ability to work productively with diverse populations, teachers, parents, board members, and community members, including demonstrated expertise in building and maintaining effective working relationships. Citizenship, residency of work VISA in United States required. HOW TO APPLY Click here to apply directly to the Director of School Culture position. ADA SPECIFICATIONS:  This position will be based at the Chavez Parkside campus.  While performing the duties of this job, the employee is regularly required to move about the building.  In addition, travel to other sites could be required, frequency to depend on the needs of the school and position.  The employee is regularly required to speak audibly, see, listen actively, and use hands to handle objects while performing the duties of this job.  This position requires the ability to use standard office equipment such as computers, phones, and filing cabinets. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.    AAP/EEO Statement:  Chavez Schools provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability or genetics. In addition to federal law requirements, Chavez Schools complies with applicable state and local laws governing nondiscrimination in employment in every location in which the company has facilities. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation and training.    Disclaimer:  This job description is not designated to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the employee. Other duties, responsibilities and activities may change or be assigned at any time with or without notice.  Chavez Schools expressly prohibits any form of workplace harassment based on race, color, religion, gender, sexual orientation, gender identity or expression, national origin, age, genetic information, disability, or veteran status. Improper interference with the ability of Chavez Schools’ employees to perform their job duties may result in discipline up to and including discharge.
TenSquare Cesar Chavez Public Charter Schools for Public Policy, Hayes Street Northeast, Washington, DC, USA Full-time
Dec 10, 2019
Regional Executive Director – Northern California Featured
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 College Track is seeking a highly motivated, driven, entrepreneurial leader to serve as the Northern California Region’s Executive Director. The Executive Director will create and drive a regional, multi-year strategy and vision of impact that is rooted in the organization’s mission to empower students to achieve their dream of a college degree. The Executive Director will set the overarching regional direction, maximize our impact and create the conditions for successful new site development. Additionally, this position will drive significant gains in student achievement, execute a successful fundraising strategy, and procure high leverage partnerships that accelerate the organization’s aggressive growth goals. The Executive Director will report to the Chief of Regions and is a member of the National Leadership Team. This position’s responsibilities include:  Fundraising and External Relations Work closely with the CEO, the Chief of Regions, and National Development team to create, implement and manage an effective fundraising platform that supports significant growth and long-term sustainability in the Northern California Region. Initiate, cultivate, manage, and steward relationships with individual, foundation and corporate supporters; expand an existing portfolio of major gift donors in order to significantly increase revenue from individuals. Recruit, develop and manage the Local Advisory Board to support the growth and sustainability of the Northern California Region. Work with the CEO to identify ways to increase meaningful engagement with Local Advisory Board members.  ·        Manage regional Development Director to ensure robust pipeline and revenue goals are met. Work effectively with local media to create a strong, positive local presence. Participate in events and speaking engagements and serve as a spokesperson for College Track’s mission and impact.   Strategic Planning and Regional Growth Working under the direction of the  Chief of Regions , set the overarching regional vision; develop a regional strategic vision and implementation plan in accordance with College Track’s growth goals and expansion framework. Lead all expansion efforts in the  Northern California  Region and set the conditions for successful new site development. Establish relationships with key stakeholders; build local partnerships with school, district, city and community partners around a vision that maximizes impact, scale and long-term sustainability. Elevate College Track’s presence in the Northern California Region. Represent the organization within the local community by establishing and maintaining relationships with major local internal and external stakeholders.   Achievement of Program Outcomes Oversee performance goals across all Northern California Region sites to ensure that students are on track to matriculate and graduate from college. Ensure the highest quality program while also ensuring fidelity to the program model and achievement of key metrics. Drive organizational and programmatic alignment across the sites, and provide support systems that drive academic achievement and student success. Design and implement systems for evaluating progress toward strategic goals, ensuring that local objectives are met while also aligning efforts with the national organization. Identify, recruit, support, and retain a team of results-oriented, entrepreneurial, creative thinkers to execute the highest quality program and achieve its performance goals. Build a strong, cohesive culture that reflects a relentless focus on student achievement, operational efficiency and excellence.   Qualification First and foremost, the Regional Executive Director must embrace College Track’s vision and mission for transforming low-income communities into places where college readiness and college graduation are the norms. Additionally, candidates must possess the following qualifications:   Minimum of 10 years of experience in a leadership role, preferably at an established and successful nonprofit organization that experienced growth over his/her tenure   Highly developed strategic thinking and execution skills that allow him/her to successfully lead and manage projects, groups, or organizations to achieve desired results   Demonstrated success in fundraising with proven track record of expanding an organization’s donor base through collaborative relationship-building   Proven track record of delivering on outcomes and managing to aggressive performance goals/metrics. Preferred: history of driving significant gains in student achievement   Superior relationship-building and interpersonal skills which enable rapport-building with internal and external stakeholders. Preferred: broad networks of relationships in  Northern California   Substantial experience in hiring, managing, and evaluating staff, including the ability to coach staff on achievement of goals   Ability to inspire confidence and passion both internally and externally combined with the persistence and zeal to lead a mission-driven organization toward ambitious goals   Exceptional verbal and written communication skills with the ability to create and deliver compelling presentations to diverse groups of stakeholders   Outstanding problem solver with an independent and entrepreneurial spirit and ability to juggle multiple projects and priorities simultaneously   entrepreneurial environment; ability to prioritize among competing demands   A constant learner who is interested in being a proactive, positive member of the team   High level of self-awareness, humility, and emotional intelligence   Bachelor’s degree or equivalent experience required; Master’s degree preferred   Compensation and 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. 
College Track Oakland, CA, USA Full-time
Dec 10, 2019
Site Director - Oakland Featured
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. 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 Site Director is the inspiring leader who sets a powerful vision for student achievement and is responsible for ensuring that at least 90% of students matriculate to a four-year college and 70% graduate from college within six years. S/he leads a team of full time and part time employees and builds and maintains the positive presence of College Track in the local community. Primary Responsibilities Include: Site Vision and Culture: Set a powerful vision for student achievement; inspire the commitment of others towards the shared vision, and ensure all decisions are aligned to and support the vision. Build a strong and enduring site culture based on mission, vision and organization’s values. Individual Student Planning and Monitoring:  Work with program directors to assess student data continuously and ensure that students are on track to graduate from high school and thrive in four-year universities. Focus relentlessly on delivering outcomes despite obstacles, ensuring students graduate from high school and receive a college degree. Staff Management:  Recruit, lead, manage and develop a high-performing site team of full-time and part-time employees (paid and volunteer) to ensure the overall success of students. Build a collaborative team of individuals committed to achieving excellence and meeting site goals. School and Community Partnerships:  Develop strong and formalized partnerships with community based organizations, schools and districts that result in additional resources for our students and improvements to our program model. Keep abreast of emerging trends and practices within the education landscape and community, and be active in the educational and community landscape.   Fundraising and Development :  Work in collaboration with the College Track development team, as the external leader of the site, to execute development activities that support long-term sustainability. Skills & Experience Required 3 years experience required (5-7 years preferred) managing staff, projects and oneself to achieve excellent results and expand organizational Proven track record in successfully recruiting, hiring, leading and developing people and teams. Creates the conditions for staff to learn, grow and do their work with ever increasing excellence Minimum of 5-7 years of of teaching and/or supporting students to excel academically; history of driving significant gains in student achievement Leads and inspires others under a shared vision of excellence Builds relationships and communicates in ways that foster trust, value differences and further College Track’s mission High degree of flexibility and adaptability; can work within and thrive in an ambitious, fast-moving environment, while also driving toward clarity and solution Unwavering belief in economic, racial and social justice; makes all decisions through the lens of what is best for the students and families we serve Minimum 4-year college degree (Masters Degree preferred) 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 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.  
College Track Oakland, CA, USA Full-time
Dec 10, 2019
Chief Program Officer - National (Oakland, CA) Featured
About College Track College Track is a comprehensive college completion program that empowers students from underserved communities to graduate from college. From ninth grade through college graduation, our 10-year program removes the academic, financial, and social-emotional barriers that prevent low-income and first-generation students from earning their college degree. In 1997, we started with 25 students in East Palo Alto, and today, we have ten centers located in underserved communities across California, Colorado, Louisiana, and the D.C. Metro Area with more than 3,000 students on the path to upward social mobility. To learn more, please visit www.collegetrack.org Our Impact College Track students graduate from college at a rate that is more than double the national average for low-income and first-generation students. Five years out of college, our graduates are employed full-time, and over 85% report earnings greater than their parents. By helping our students maximize the value of their four-year college degree, which includes minimizing student loan debt, securing internships, and limiting the need to work while in college--we prepare them to succeed in the 21st century economy. Our Values At College Track, our values drive the way we do our work, and we look for individuals who share our passion. We blend an entrepreneurial spirit with our nonprofit roots, cultivating a dynamic culture where everyone's contributions are valued and encouraged. COMMITMENT: We have an unwavering belief in our students. ·       PASSION: We are dedicated to changing our nation’s college completion story. ·       JOY: We create environments rich with smiles and laughter. ·       AUTHENTICITY: We believe relationships matter. ·       EXCELLENCE: Our students deserve nothing but the best. Position Overview At the onset of a 2024 planning cycle, College Track is poised for its next phase of growth, innovation, and impact. With a mission to “empower students from underserved communities to graduate from college,” we aim to reach a goal of 70% of our students achieving a college degree within 6 years of matriculating from high school. The Chief Program Officer (CPO) is a newly created position to lead the continued evolution and refinement of College Track’s 10-year program model. Reporting to the CEO and serving in a highly visible role on the national leadership team, the CPO will champion efforts to grow the size, scope, and effectiveness of the program, increase the efficacy of regional and site staff, and support college students and graduates as a force for change. This opportunity calls for a strategic program leader who is talented at executing through organizational layers, focused on continuous learning and improvement, and energized to take a successful program to a new level of performance and impact. Primary Responsibilities: Provide forward-thinking strategic leadership for College Track programming  Develop and implement a vision that encompasses College Track’s multiple program elements (Academic Affairs, Student Life & Wellness, College Completion, and Scholarships and College Affordability.) Leads the organization in short-term and long-term planning for immediate and anticipated program challenges, putting solutions into place to mitigate risk. Balance bold thinking with pragmatism, setting goals and priorities that increase College Track’s capacity to deliver strong outcomes. Oversee the conception, piloting, operationalization, evaluation, and continuous refinement of innovation initiatives, ensuring innovation efforts align with program goals. Ensure that experiences and voices of students, alumni, and program staff inform programmatic direction, and that the organizational vision for Diversity, Inclusion, and Equity (DEI) is incorporated into all facets of the program. Strengthen core program model and team performance Optimize the program staff structure to allow all program staff to operate at their full potential, including effectively allocating and developing talent. Ensure national programmatic supports are aligned with the on-the ground needs at the site level. Establish and manage to program performance standards of accountability across the entire network of sites in order to achieve measurable and replicable outcomes and maximize efficiencies of scale. Facilitate the sharing, use, and management of knowledge and information across the College Track network, with an emphasis on capturing best practices, developing standard curriculum and tools, and creating a “program playbook” for all staff to utilize. Oversee nationally-led program functions inclusive of Quality & Learning, Design & Innovation, Knowledge Management, Site Operations, and Scholarships and Affordability.  Develop and manage a team of VP, Director, and Manager-level national program staff, as well as serve as a coach and mentor to all national and regional program staff. Serve as a highly visible and collaborative leader As a member of the Executive Team, contribute to the development and implementation of overall organizational vision and strategy, model our core values, operating principles, and DEI commitments. Provide leadership in network-wide communications, ensuring that critical information is readily available to, understood by, and shared across the network. Foster collaboration and two-way feedback across and within the national and regional teams. Serve as a mentor and role model for all team members, supporting a culture of learning, feedback and continuous improvement. Broaden College Track’s access and exposure to thought leaders, researchers, and practitioners in the college access/completion space; ensure that College Track program outcomes are leveraged for community impact. Skills & Experience Required The Chief Program Officer will embody College Track’s values and lead with commitment, passion, joy, authenticity, and excellence. Specifically, candidates must possess the following qualifications: A seasoned program leader in education, youth development, or similar field with at least 15 years of work experience, with 5 years in a leadership position, inclusive of program design, delivery, performance, and evaluation. Experience at a national, multi-site and/or multi-layered organization is strongly preferred. A data-driven strategist who forms clear plans that are bold, achievable, and motivational to others. Brings success in building and implementing program strategies that drive high-performance.  Sees the “why” and leverages data and research in translating strategy into tangible activities and results. An effective communicator who conveys information clearly and concisely. Able to connect and communicate with multiple stakeholders in complex and multi-layered environments. In all interactions, listens well and reflects an understanding of others’ perspectives and needs. An inspirational and emotionally-astute people leader who fosters a sense of purpose and community. Able to cultivate talent and build strong teams, coaching and mentoring direct reports for high performance, as well as provides support and counsel to individuals and teams that are not direct reports.  Has high standards for holding others accountable to goals. A positive force for organizational growth and change. Able to embrace and lead through change, modeling adaptability and a high level of awareness on how change impacts others. Helps others implement new behaviors and seek out ways to sustain change through organizational culture, processes, and structures. A passionate advocate who is committed to College Track’s mission and values. Believes in the innate potential of all students and brings a deep commitment to improving education equity through college readiness and graduation. Thrives in an organization that values commitment, passion, joy, authenticity, and excellence. A champion for diversity, equity, and inclusion (DEI).  Shows respect for the communities with whom College Track partners, demonstrating cultural competence in understanding historic barriers to access to higher education. Actively works to ensure that College Track’s DEI principles are infused into senior management and program practices. This position works out of College Track’s national office in Oakland, CA. Must be willing to travel within the College Track network at least monthly. Compensation & Benefits  College Track offers a competitive salary based on the organization’s compensation philosophy, which is grounded in market data. We also offer comprehensive health & welfare benefits and top of the market paid time off.   To Apply Please   click here   to upload a resume and thoughtful cover letter with your application. We will only contact candidates chosen for further consideration. No phone inquiries please.
College Track Oakland, CA, USA Full-time
Dec 09, 2019
Chief Financial Officer Featured
$135,000 - $150,000 yearly
MISSION: The Texas Education Agency (TEA) will improve outcomes for all public-school students in the state by providing leadership, guidance, and support to school systems.   POSITION OVERVIEW: The Chief Financial Officer (CFO) reports to the Deputy Commissioner of Finance and has direct oversight over the Budget & Planning and Accounting Divisions. The position serves as the chief fiduciary officer for the Texas Education Agency (TEA) and is responsible for ensuring compliance with state and federal laws, as well as maintaining an internal controls framework to safeguard and effectively allocate agency resources. The CFO plays a critical role in providing leadership, oversight, direction, guidance, innovation, strategic planning, training, and quality assurance related to all fiscal operations of the agency. This position performs advanced, senior-level managerial work and works under minimal supervision with extensive latitude for initiative and independent judgment.   Please note that a resume and tailored cover letter are required attachments for applying to this position. Incomplete applications will not be considered.   ESSENTIAL FUNCTIONS: Stakeholder Support: Ensures agency leadership, program staff, and other internal customers have access to adequate information to inform operations and decision making. Strategy and Process Improvement: Continually reviews and improves budget and accounting processes to achieve efficiency and excellent customer service. Compliance and Internal Controls: Oversees TEA’s system of internal controls and the preparation of state/federal financial and legislative reports; ensures compliance with applicable statues, financial policies and procedures. Team Leadership: Leads, supervises and develops a high-performing Budget & Accounting Team focused on superior customer service and data-driven practices. Support for Legislative Session: In conjunction with other divisions, directs the preparation and review of TEA fiscal notes on all non-school finance related matters and responds to other external requests for information/analysis as appropriate.     MINIMUM QUALIFICATIONS:   Education: Graduation from an accredited four-year college or university required; a degree in finance, accounting, economics, or related field is preferred. Preference given for an advanced degree with major coursework in management, finance, public relations or a related field.   Experience: At least ten (10) years of experience in successful, progressively responsible fiscal management.   Substitutions: An advanced degree may substitute for two years of required experience.   OTHER QUALIFICATIONS: A proven record of successfully leading organization-wide changes and financial process re-engineering; managing large, cross-functional teams and building consensus; and superior project and time management with the ability to advance multiple projects concurrently and meet deadlines. Ability to act decisively and with a purpose that positively influences the perceptions, thinking, and actions of others; set challenging goals and reach high standards of performance; establish clear expectations; and hold others accountable for performance. Strong problem solving and critical thinking skills, including ability to simplify complex problems, identify the most significant issues, and integrate qualitative and quantitative data into analysis and recommendations. A desire to self-reflect, give/receive feedback and continuously improve, and the ability to create and engage in a collaborative, results-oriented team environment. Excellent written and verbal communication skills, including the ability to navigate political processes with professional maturity and to make high-quality presentations that explain complex concepts to a variety of audiences. Strength in developing best practices for financial management and related fiscal policies, with an emphasis on efficient implementation of new initiatives. Ability to run the day-to-day financial operations of a large and diverse organization in which funds are allocated through highly complex formula distributions and cost allocations. Knowledge of governmental accounting and fiscal management, financial projection and estimation methodologies, and business process analysis and re-engineering methodologies. Experience preparing complex documents, such as legislative appropriations requests, annual financial reports, and internal operating budgets. Extensive familiarity with Texas state budgets and appropriations processes, state and federal funding sources, and related regulations strongly preferred. Current accreditation as a Certified Public Account preferred.  
Texas Education Agency 1701 Congress Avenue, Austin, TX, USA Full-time
Dec 06, 2019
Managing Director of Charter and New School Development Featured
Managing Director of Charter and New School Development Type:  Full Time Min. Experience:  Senior to Executive 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 Managing Director of Charter and New School Development who is a proven leader in the recruitment, selection, development, and scaling of new schools and/or school networks, is results-oriented and passionate about the role high-quality charter schools play in a robust ecosystem, and excited about working in a start-up environment.  The Managing Director will have the unique opportunity to impact Houston’s charter school landscape, and ultimately influence student outcomes at a city-wide level. The role will drive partnerships with existing CMOs, facilitate the expansion, launch, and/or improvement of small charter networks and single site schools, and provide supports and expertise to new (first-year) schools and leaders. This role will build partnerships with National, state, and local leaders and community partners seeking to start new charter schools and liaise with the Texas Education Agency. Finally, this role will lead conversations with school districts to accelerate the creation of charter district/partnerships and increase access to high quality charters that are responsive to parent demand in new communities.  This position reports to the Chief Program Officer and will play a vital 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 to meet the needs of the Good Reason Strategy and as the education landscape in the state and region shifts. Current responsibilities include:   Strategy Setting and Leadership of the Good Reason Houston charter school seats plan:  Execute against the current Good Reason Houston charter school seats plan, and develop, maintain, and create new strategies to ensure the its success. Build and maintain strategic relationships with CMO, small network and single-site leadership across the city. Build and maintain a strong relationship with the TEA Charter Schools Division, forging a relationship that benefits Houston and encourages high-quality charter school growth.  Provide technical assistance to all partners, and recruit a suite of technical assistance support partners, per our charter school strategy. Define additional opportunities along the development pipeline to support growth of a high-quality sector, including the use and execution of our quality school deserts. Determine and coordinate outreach and parent engagement as necessary, and in partnership with charter advocates, to support policies and practices that benefit the health and growth the sector.  Engaging large CMOs and supporting their growth plans:  Build and maintain strategic relationships with CMO leadership. Support the launch of new mature network campuses. Support the creation and strengthening of bench depth for assistant principals and principals and the development and recruitment of teachers into Houston, ensuring CMO growth strategies are executed. Support the development of parent engagement capacity and advocacy trainings, through professional learning communities.  Actively and strategically support new schools and small charter networks to ensure their growth plans are met, and that they have access to the technical assistance they need to be successful, including: Curate a suite of resources, delivered by proven experts that can provide facilities, growth planning, and admin systems/scaling support while leaders focus on growth. Build a professional learning community focused on the development of community and family engagement at the school and network level. Provide small networks with the central office development support the need to be successful in their growth. Utilize the Good Reason Houston school desert analysis to understand growth opportunities, and support networks in their decision making.  Invest in community engagement and entry strategies for supported operators, ensuring their success in years zero and one. Recruiting new, innovative models to the Urban Core of Houston, based on parent demand, and ensuring authorization approval with the TEA, buy-in local stakeholders.   Recruit and source new school model providers and school leaders for school creation and school turnaround Identify, vet, cultivate new partners that can provide comprehensive leadership training and coaching Fulfilling the required responsibilities of being a senior leader on the Good Reason Houston Team requires: Strong organizational skills – Utilizes logical, systematic and orderly procedures to meet objectives. Demonstrates ability to manage multiple projects and work streams independently.  Flexibility – Agility in adapting to change, thrives in a dynamic and ever-changing environment; creativity and innovative thinking skills to respond to emerging needs. Strategic mindset – competently creates strategies that lead to impact.  Manages multiple short-term and detailed projects, committees, and initiatives seamlessly, while staying focused on the long-term objectives. People orientation – The job demands a positive and constructive view of working with others.  There will be a high percentage of time spent listening to, understanding and successfully working with a wide range of people from diverse backgrounds to achieve “win-win” outcomes. Sense of Humor- someone who is honest, transparent and does not take themselves too seriously. Effective Decision-making – Demonstrates ability to consistently make sound decisions. Empathy in Leadership – Deep care and concern for being a conscientious and effective manager of others 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, and its ability to inform decision making. Experience managing multiple projects and the ability to manage teammates 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 the charter school development and start-up process, preferably as a practitioner in a prior role; experience working with charter schools is required.
Good Reason Houston Houston, TX, USA Full-time
Dec 05, 2019
Vice President of People - National (Oakland) Featured
Vice President of People- National (Oakland) 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 We are seeking an professional, dynamic, hands-on, collaborative, self-motivated leader to join us as our Vice President of People and to serve as our human capital expert and people advocate within the organization. The Vice President of People is responsible for setting the vision, strategy, and implementation of all people-related activities, including overseeing the implementation of the new four year strategic plan as it pertains to the investment and support of our people.   The Vice President of People provides strategic and values-driven leadership as the driving force in culture, leadership development, and proactive workforce planning. S/he works closely with senior leaders to identify and implement key strategic organizational and operational projects. Reporting directly to the Chief Finance and Operating Officer, the Vice President of People will lead a growing team and oversee organizational and talent development, employee experience, and talent acquisition functions. Primary Responsibilities:   Serve as a key member of the national leadership team and function as the human capital expert and advocate for the organization. Serve as a strategic advisor, functional expert, and thought partner to our leaders and teams across the organization regarding all people-related activities within each of the three areas: talent acquisition, organizational and talent development, and employee experience. Provide expertise in motivating, developing, and retaining people across the organization. Drive enhancements to our culture and meet our ever-growing talent requirements in support of College Track’s growth plan, strategic direction and mission impact. Lead, develop, organize, manage and evolve People function which includes workforce design and planning; culture; Diversity Equity and Inclusion (DEI); organizational and talent development; succession management and planning; performance management; compensation; on/off-boarding; total rewards; HR systems and policies; employee relations; and talent acquisition. Develop and execute strategies that tangibly improve the effectiveness, efficiency, accuracy and overall results of critical talent management and human resource systems. Using qualitative and quantitative data and metrics, develop the departmental and human capital scorecards to inform priorities related to national and regional talent acquisition, talent development, employee engagement, employee retention, and management capacity building and accountability. Ensure the People department is a high functioning, strategic, and service-minded team that partners with leaders to provide  organizational, culture-building, and workforce support. Manage and coach team on growth & development of key competencies to ensure team and individual success on individual goals & development.   Skills & Experience Required   First and foremost, the Vice President of People must embrace the College Track vision of transforming low-income communities into places where college readiness and college graduation are the norms. S/he must embody and model College Track core values and model a deep commitment to improving education equity.   Additionally, candidates must posses the following qualifications:     12+ years of management experience, with at least five years in a senior leadership role in human resources and/or talent preferably in the education, non-profit or corporation sectors Strong foundation across all HR functional areas including; recruiting, talent development, organizational development, change management, compensation and benefits, compliance/legal policies, learning and development, rewards, engagement, employee relations, etc. Track record of achieving strong results while building and fostering an inclusive, collaborative, and high-performance culture. Excellent relationship building skills with a demonstrated ability to work well with people with a wide diversity of demographic and professional experience levels across a decentralized work environment Strong strategic thinking skills with an ability to articulate a clear, compelling vision, use data to inform decisions and to translate strategy to plan to action Strong project management skills with significant experience leading change management Ability to coach and mentor direct reports, peers and executives on sound talent management practices; track record of driving organizational results through coaching and mentoring Proven ability to recruit, hire, develop and retain effective, diverse teams and to work in a fast-paced, entrepreneurial environment Demonstrated success in staff leadership, management, and development Demonstrated ability to manage large and complex operating budgets Exceptional communication, organizational, and interpersonal skills Demonstrated creativity when addressing challenging situations with limited resources Bachelor’s degree required. Master's Degree, PHR/ SPHR certificate or any other advanced education/ training in the HR field preferred. Have experience working in launch, growth and/or transition phases of organizations   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.  
College Track Oakland, CA, USA Full-time
Nov 25, 2019
Talent Services Senior Manager (Remote) Featured
Are you a passionate, strategic and partnership-oriented talent professional with experience in the PreK-12 education space? Are you looking for an opportunity to work alongside a variety of external education partners to help them hire talented, diverse leaders for mission-driven roles? This critical position is heavily involved in client management, talent search design, and execution on our overall talent services team and is uniquely positioned to have tremendous impact with our education sector clients and the communities they serve. ABOUT WORKMONGER WorkMonger was founded to better address the talent needs of education organizations by making it faster, easier and more affordable to hire the skilled, diverse, mission-aligned talent our sector needs. WorkMonger is an online, profile-driven, algorithm-enabled, talent service for hiring non-teacher positions in the broader PreK-12 education sector. WorkMonger serves all types of organizations in the education sector, including public charter schools, school districts, education non-profit organizations, education foundations, education support organizations, education technology companies, state education agencies, and more. WorkMonger serves talent of all levels (entry-level to C-level) across a variety of non-classroom-based positions, including academic roles (principals/school leaders, instructional coaches, curriculum design, etc.) and non-academic roles (finance, operations, data, talent, marketing, strategy, fundraising, etc.). RESPONSIBILITIES Client Engagement & Relationship Management: (60%) Manage a portfolio of current talent searches, with a goal to close searches quickly and successfully Serve as point of contact and relationship owner for Employer clients, ensuring clear and timely communication, high quality customer service and efficient decision making Communicate effectively with Employers around search progress, timelines and activities, including co-creating search materials such as candidate profiles, interview scripts, etc. Communicate effectively with JobSeekers around the status of their candidacy, feedback and next steps so they are informed and up to date Elicit feedback from clients and job seekers, and adjust practices to best meet the needs of our Employers and JobSeekers Talent Sourcing and Selection Process Support: (30%) Source and headhunt qualified candidates, using a variety of methods including LinkedIn Recruiter, tapping personal networks and exploring innovative talent sources Seek out and establish talent sourcing partnerships with organizational partners Use our algorithm results and overall JobSeeker pool to match JobSeekers with open opportunities Design key aspects of selection processes, including but not limited to interview scorecards, interview scripts, performance tasks and overall scoring guides Execute key aspects of selection processes, including but not limited to recruitment calls, phone interviews, performance task reviews, and logistical support Team & Systems Management: (10%) Support a culture of productivity and accountability through tracking JobSeeker and Employer milestones Work with team to evaluate search data, review client feedback and engage in continuous improvements QUALIFICATIONS Primary Qualifications: Experience in the education sector required Experience with talent acquisition required Prior record of results in client management in the education sector required Strong written and oral communication skills required Additional Qualifications: A high level of professionalism, customer service orientation and attention to detail Strong understanding of Excel and GSuite, including but not limited to Google Drive, Docs and Sheets Familiarity with LinkedIn Recruiter and recruiting best practices The ability to manage a diverse workload, competing priorities and deadline-sensitive projects successfully Demonstrated experience in planning, organizing and prioritizing using measurable outcomes Ability to contribute to the development and support of a positive team culture Personal Characteristics: A belief that every individual is uniquely gifted and has something of value to contribute to society Ability to thrive in a fast-paced, entrepreneurial environment with ambiguity Independent, organized self-starter and problem-solver who takes the initiative to identify and assist in solving problems both within and beyond areas of responsibility Ability to maintain a professional demeanor and the highest ethical standards Excitement to help scale WorkMonger and improve the efficiency and effectiveness of existing systems KEY CONSIDERATIONS Compensation commensurate with experience As a young, small organization, WorkMonger does not yet offer benefits Reports to WorkMonger’s Director of Talent Matching Remote: May live anywhere in the United States
WorkMonger Remote Full-Time Remote/Virtual
Nov 25, 2019
Transitions Specialist (YouthBuild Public Charter School) Featured
MISSION YouthBuild DC Public Charter School (YouthBuild PCS) is an alternative high school for young people seeking to transform their lives by re-engaging in their education in a non-traditional school environment. YouthBuild PCS prepares students for post secondary education and the workplace by offering, in English and Spanish, academic, vocational and workforce development programs. YouthBuild PCS believes that service to the community is an essential part of the transformative process. Therefore, students serve their community through volunteer projects and by creating housing for low-income residents in the Washington, DC metropolitan area.    For more information about YouthBuild PCS, visit  youthbuildpcs.org .  RESPONSIBILITIES The Transition Specialist helps to plan, facilitate, and provide oversight of students’ post-secondary placement. This is a full-time position, with occasional weekend and evening service hours. The Transition Specialist reports to the Head of School.  Primary responsibilities include, but are not limited to: Career and College Readiness  Collaborate with the Transitions Director to build students’ career awareness and career readiness skills; work with students to develop Individual Transitions Plans. Set up job site visits and career exploration activities to introduce youth to various jobs, careers, and apprenticeship/internship opportunities. Collaborate with the Transitions Director to build students’ college awareness and college readiness skills; work with students to develop Individual Transitions Plans. Set up campus visits and college exploration activities to introduce youth to various jobs, careers, and apprenticeship/internship opportunities. Placement Collaborate with the Head of School, the Construction Manager, and other school leaders to secure student placement in internships, apprenticeships, and other employment opportunities.  Communicate via phone, email, and social media to follow-up with students on their employment status. Conduct site visits, phone calls, email communication, and Social Security Number employment inquiries to verify student placement. Track Alumni two years after exit to ensure retention in job/career opportunities.  Provide support to alumni with job hunts and career readiness.  Work to develop a resource guide to assist students with post-secondary placement. Help support the development of a YouthBuild Industry Advisory Council. AmeriCorps Program Support Recruit and enroll AmeriCorps student members in accordance with applicable CNCS guidelines, grant agreements, etc.  Track member progress toward achieving performance measures as outlined in the AmeriCorps grant agreement. Data Management Use YouthBuild’s database(s) to track the placement status of current students and all alumni, working in sync with the Post-Secondary Education Associate to verify placement of alumni. Enter data into funder-sponsored databases and write reports on placement status and activities.  QUALIFICATIONS Successful candidates will possess the following qualifications: Bachelor’s degree required, with at least two years of experience teaching at risk youth and demonstrated success assisting youth in obtaining employment.  Excellent oral and written communication skills.  Database management experience a plus.  Fluency in Spanish is preferred.   Flexible, energetic, and resourceful. Committed to working with a diverse group of traditionally under-served youth, and believe that all students can achieve success. HOW TO APPLY Click here to apply directly to the Transitions Specialist position.  NO PHONE CALLS PLEASE.   YouthBuild PCS is an Equal Opportunity Employer, and does not allow discrimination with respect to employment or any of the terms or conditions of employment because of race, ethnicity, national origin, gender, age, sexual orientation, sexual identity, marital status or religion.
TenSquare YouthBuild Public Charter School, 16th Street Northwest, Washington, DC, USA Full-time
Nov 25, 2019
Impact Manager Featured
$40,000 - $45,000 yearly
City Year Detroit is seeking an Impact Manager (IM) who will lead and develop a team of AmeriCorps members (ACMs) as idealistic, emerging leaders and practitioners focused on strengthening schools and supporting students to improve performance. Reporting to an Impact Director and working from a partner school(s), the IM plays a critical role in implementing City Year’s school-based Whole School Whole Child (WSWC) service model, mission, and practices. The IM is also an effective talent developer who will support AmeriCorps members through a challenging and rewarding year of service. This may be the job for you if: • You lead through your connections with others, create spaces where individuals can flourish and grow, and support them to find meaning in their work. • You are always learning. You work on your own growth and development and authentically model that work for those you lead. • You are a collaborative worker with a strong sense of ownership over your success, strategy to get there, and organization to execute on your plans. Job Description AmeriCorps Member Experience Manage, coach, and develop up to 14 AmeriCorps members though a personally rewarding year of service in Detroit Public Schools Community District, where they achieve service performance and standards requirements while reaching their leadership development potential. Model leadership that is fueled by City Year's culture and values. Facilitate ongoing dialogues that empower AmeriCorps members to relate to our culture and values in personally meaningful ways.   Build Conditions for Success in our Schools Build and cultivate strong partnerships with teachers, principals, school officials, and other key decision makers and stakeholders. Manage implementation of partnership agreement between the school and City Year Detroit. Ensure the necessary conditions and resources are in place for their team of AmeriCorps members to deliver attendance, behavior, and course performance interventions for students. Service Delivery & Impact Implement City Year’s WSWC model with a high degree of quality to a targeted group of students at the right time, at assigned schoolhouse(s). Make data-informed decisions to ensure tutoring, classroom support, afterschool programs, and school-wide initiatives align with the shared goals of the school/City Year partnership. Local and National Organizational Initiatives Participate in Blitz Interview Days Assist with Impact specific initiatives Assist with Martin Luther King, Jr. Day service projects, Opening Day, Annual Gala and other side-wide designated events. Attend overnight events including Summer Charger (a conference for all City Year Impact staff held in Boston for one week in the summer), and other local and national events. What does a typical day look like? Start of day centering meeting with team Observe and share feedback with AmeriCorps members providing interventions for students Review Student Achievement data Review AmeriCorps Member event plans, student engagement data and offer feedback Individual Meetings with AmeriCorps Members Coach AmeriCorps Members through communication challenges and conflict resolution Connect with school administration to review upcoming initiatives and mutual expectations Meet with Impact Director for your own support Host City Year's potential and current funding partners on a school tour and roundtable Attend and support After School Programs End of day centering meeting with team Basic Qualifications Experience building and growing complex professional relationships with a diverse group of internal and external stakeholders. Experience holding people accountable to performance goals and navigating difficult conversations. Experience managing diverse teams, particularly managing teams of early-workforce members. Ability to apply creative problem solving when faced with perceived barriers. Ability to translate mission and vision from organization level to individual level and draw connections between mission and daily work. Ability to navigate complex topics and parse them for specific audiences. Additional Qualifications: 2-3 years of relevant experience, work in the education sector preferred. National service experience is a plus. Familiarity with DPSCD school system a plus. Salary Range: $40,000-$45,000 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.
City Year Detroit, MI, USA Full-time
Nov 25, 2019
Impact Manager Featured
The primary responsibility of the Impact Manager is to manage and provide support for AmeriCorps members, particularly in their roles to improve student performance through targeted academic interventions. The Impact Manager (IM) plays a critical role in implementing the City Year New Orleans’ school-based service model and will report directly to the Impact Director. The IM will manage 8-12 AmeriCorps members and serve as the primary liaison between City Year and their school. The IM will develop and manage partnerships with school administration and personnel to ensure the necessary conditions and resources are in place for AmeriCorps members to deliver high-quality interventions and support culture and climate initiatives. The IM will also work with school staff and AmeriCorps members to implement after-school programming. The IM is school-based, and spends about 80% of their time working out of their placement school. Job Description AmeriCorps Member Management: The IM is responsible for ensuring their team has the skills, knowledge, experiences and mindsets necessary to increase student outcomes. Team Leader Management: The IM effectively manages Team Leaders (Second Year AmeriCorps Members) to support service and partner relationships and the AmeriCorps members. AmeriCorps Member Development: The IM regularly observes and coaches ACMs on their instructional practice. The IM is also responsible for ensuring their team is professionally developed by designing, coordinating, and delivering leadership trainings for their team. Program Development: The IM works collaboratively with IMs from other schools to lead site-wide initiatives and projects. Impact: The IM is responsible for effective and timely collection of data as well as using data to make action plans and program improvements. After School Program: The IM is responsible for coordinating high-quality, effective, safe, and well-organized after school programming with their school leadership team. School Leadership and School House Support The IM serves as a member of their placement school’s leadership team and may have a role in whole-school support. Response to Intervention (RTI) Administration The IM works alongside their school’s RTI coordinator to ensure the quality of ACM interventions and maximize student impact. School Partner Management: The IM is responsible for building strong and sustainable partnerships with all school-based stakeholders, including administrators, content specialists, and teachers. Qualifications Works effectively in fast-paced and dynamic environments Demonstrates grit and tenacity during challenging times Pursues self-directed and continuous learning Demonstrates time management, organization and the ability to multitask Exhibits a growth mindset Demonstrates flexibility and patience Thrives in a team-oriented workplace Understands current issues related to national service and education policy and the   impact they have on New Orleans communities and schools Aware of importance of outreach, relationships, and partnerships in advancing organizational  mission Thrives in a highly collaborative environment Bachelor’s Degree required, candidates with City Year or AmeriCorps experience given special consideration Competencies Relationship Development: Demonstrated ability to develop and manage complex relationships with schools and community partners. Proven ability to have tough conversations and to hold staff accountable towards their performance goals. Manage relationships with a diverse group of internal and external stakeholders to help achieve service goals and AmeriCorps member development. Talent Development: Proven success managing diverse teams towards a common goal. History of coaching/leading young people between the ages of 20-25. Executes to Results: Must have a strong record of achieving transformational results with students from low-income communities, at the classroom, school, or network/multiple-school levels. Ability to problem solve, trouble-shoot, and show creativity when faced with perceived barriers. Communication: Ability to translate mission and vision from organizational level to AmeriCorps members and talk about complex topics and vary their messaging for specific audiences. Able to communicate effectively, efficiently, and with transparency to the right people at the right time to ensure success of our AmeriCorps members in service. 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.
City Year New Orleans, LA, USA Full-time
Nov 25, 2019
Program Manager Featured
$45,000 - $50,000 yearly
We seek a Program Manager (PM) who will manage and mentor a team of full-time AmeriCorps members, overseeing the implementation of our service model in one school in South Seattle. Program Managers are responsible for three main areas: program implementation, corps member program delivery and experience, and service partner management. The Program Manager must be effective in relationship development and team management, coaching a team of 6-14 AmeriCorps members to deliver attendance, behavior, and course performance interventions to students, as well as enabling a rewarding, productive, professional and successful year of service. In this way, the PM is responsible for the overall management of the day-to-day programmatic operations of their team, as well as leading their team to ensure that all goals and service outcomes are met. Additionally, the Program Manager serves as the primary City Year liaison in schools, building strong relationships with school administrators and personnel to enable success and sustainability of our annual $100K contract with schools. Reporting to a Program Director, the Program Manager plays a critical role in implementing City Year Seattle / King County’s school-based service model. PMs are primarily based at one school site, with some time spent at our City Year Seattle offices. Responsibilities Responsibilities managing school-based programming (85% of job) Program Implementation Service Model Fidelity Implement City Year’s Whole School Whole Child model with fidelity to enhance service quality and maximize impact, ensuring AmeriCorps members utilize the appropriate curriculum and track student data to ensure academic gains are being made Set and monitor clear, measurable weekly and monthly deliverables for AmeriCorps members to ensure effective planning and execution of service priorities and parent/community engagement events Service Impact & Evaluation Support evaluation team in collection of data Support AmeriCorps member placement in classrooms Work with AmeriCorps members to coach around and ensure quality of day-to-day service implementation, including through classroom observations After School Program Lead City Year AmeriCorps members to provide a high quality, effective, safe, and well-organized after school program Collaborate with school partners to ensure the successful launch of the program Routinely monitor all elements of the program for quality, and make necessary adjustments AmeriCorps Member Management & Development: Lead, manage, and coach a team of 6-14 AmeriCorps members to achieve service performance requirements, meet AmeriCorps practitioner standards, and support members through their individual equity journeys Ensure team is well-developed, strong, connected to their work, and the organization. Lead on sustaining a strong sense of City Year culture and values, consistently using City Year culture tools; make meaning of City Year culture and foster strong personal connections to the deeper meaning of our work in schools Use performance management tools to set performance expectations, identify strengths and development opportunities, and partner with each AmeriCorps member on a development plan to maximize leadership potential Service Partner Management Develop and manage partnerships with school administration and personnel to as well as ensure the necessary conditions and resources are in place for corps members to deliver attendance and behavior interventions for students. Build and cultivate a strong partnership with teachers, principal, school officials, and other key decision makers. Engage with partners (individuals, corporate, and foundation) to ensure resourcing for schools and larger community Responsibilities as part of the CYSKC staff team (15% of job) In addition to these main priorities, Program Managers are also responsible for site-wide projects (such as Race & Equity work, academic coaching, professional development for AmeriCorps members, etc.), developing and leading trainings on our Learning & Development days, collaborating as a team to share best practices, and more.  Qualifications Strong passion for and commitment to City Year’s mission of delivering high impact service to children and schools in Seattle; developing young adults participating in national service as powerful civic leaders and life-long active citizens; promoting and advancing the concept of voluntary national service; belief in youth as agents of social change Experiences partnering with and engaging communities of color, and/or with immigrant and/or refugee and/or indigenous and/or trauma-effected populations Demonstrated experience managing others and leading a team, including: Setting high expectations and holding self and team accountable for performance goals Setting up structures for effective teams and ability to delegate effectively and appropriately Developing diverse talent through coaching, performance plans, reviews, and leadership opportunities Thrives in complex and fast-changing environments Strong project management skills; able to manage multiple tasks, priorities and stakeholders effectively; ability to generate results and complete projects within deadlines Committed to addressing personal, cultural, and institutional biases Background working in a school setting preferred Additional Qualities Needed: In order to succeed in this role, we desire that candidates have experience, skills, or confidence in the following competencies: Executes to Results Demonstrates an orientation towards goals, solutions, and strong follow through Ability to problem solve, trouble shoot and show creative problem solving when faced with perceived barriers Team Leadership & Coaching Experience leading diverse teams of individuals to achieve results toward a common goal Ability to coach and lead young people between the ages of 18-25, often through conflict and with an eye toward identity exploration and development Sets high expectations for self and others they are leading; ability to have tough conversations and hold people accountable towards their performance goals Relationship Development Ability to develop mutually beneficial relationships and manage complex relationships with schools, community partners, students, and families U nderstands different stakeholders’ perspectives and needs and finds creative solutions to meeting competing needs and priorities M anage relationships with diverse groups of internal and external stakeholders to help achieve service goals and corps member development Understands institutional barriers to services for students and families Communication Ability to translate mission and vision from organization level to corps members, talk about complex topics and adapt them for specific audiences. Able to communicate effectively, efficiently, and with transparency to the right people at the right time to ensure success of our corps members in service. Demonstrates an ability to articulate their own journey around race and equity, as well as how that journey intersects with power and privilege Compensation commensurate with experience; the salary range for this position is $45,000-$50,000. 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.
City Year Seattle, WA, USA Full-time
Nov 25, 2019
Executive Director of Early Learning Featured
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.
Aldine Independent School District Houston, TX, USA Full-time
Nov 21, 2019
Instructional Coach Featured
Seeking Passionate Teachers and Instructional Coaches!      NMSI’s mission is to advance STEM education to ensure that all students, especially those furthest from opportunity, thrive and reach their highest potential as problem solvers and lifelong learners who pursue their passions and tackle the world’s toughest challenges. NMSI is seeking highly successful Pre-K-12 teachers and instructional coaches who are inspired by this mission to become members of our regionally based Coach corps. NMSI Coaches support our core programs—the College Readiness Program and Laying the Foundation —by delivering professional development for teachers or content support for AP students.   This is a temporary part-time position expected to end on May 31, 2021, with the possibility of continuation based on staffing needs . Coaches will be expected to travel at least 7-10 times per year and utilize their personal laptop for preparation and facilitation.   What You’ll Do     NMSI Coaches work with AP, Pre-AP, secondary, and elementary teachers and their students in online and face-to-face settings to improve teacher impact in advanced math, science, and ELA classrooms. Through working with teachers in the College Readiness Program and Laying the Foundation program, Coaches lead face-to-face and online cohorts of teachers in skill-building professional development sessions that focus on the development of teachers’ content, pedagogical content knowledge, instructional planning, assessment practices, and data analysis skills. Coaches help teachers identify student misconceptions, skill gaps, and learning needs to strengthen student performance in rigorous coursework.     In addition, NMSI Coaches facilitate virtual learning and collaboration sessions that support teachers’ ability to plan, execute, and adapt instruction. Using their knowledge of teacher goals, data, and instructional focus areas, Coaches assigned to work with teachers and students in NMSI’s College Readiness Program will support students during in-person and online content review sessions. Coaches model best practices for instruction of AP for teachers, and they will coach AP teachers to deliver their own student review sessions.    What are the details?   Coach and mentor teachers and students in online and face-to-face settings, while maintaining high levels rigor for both teacher-facing professional development and facilitation of student-facing review sessions   Coaches will be assigned training opportunities within NMSI’s core and custom programs based upon their content qualifications, adult facilitation and coaching experience, and proven success in improving student outcomes.     Provide targeted, actionable feedback to teachers on their practice of the techniques and strategies presented during PD sessions.     Have a deep understanding of teachers’ students and classroom complexities; be able to support teachers in the application of their own learning to classroom practice.     Promote a learning environment and mentorship for teachers and students that is anchored in self-reflection, culturally-responsive instruction that is aimed to accelerate student growth and achievement     Ensure the effective integration and implementation of NMSI training and resources in teachers' classrooms through coaching, modeling, and feedback     Support the creation, development, editing, and critical review of teacher- and student-facing content    Complete NMSI Train-the-Trainer professional development opportunities      Participate in regular data-sharing and planning meetings with NMSI staff    Serve as an ambassador for NMSI and NMSI's mission and values to the school communities in which they work, fostering a commitment to equity and access to rigorous coursework and creating educational environments in which students can thrive and reach their highest potential.     Other duties as assigned  What You Bring     We are looking for amazing teachers who have diverse backgrounds and experiences, are inspired by our mission and are highly motivated to support teacher and student learning. You’ll be right at home here if you learn from failure and have a growth mindset, cultivate strong relationships, and push yourself, your work and the people around you to the next level.      NMSI Instructional Coaches are experienced educators who demonstrate a track record of success working with students in high-need schools , hold high expectations for students and teachers, and have strong organizational and communication skills.     Qualifications         Experience : Deep knowledge of content and instruction, with at least 4 years of teaching experience in AP Science, Math, English, History, or Art courses, Pre-AP math, science, or ELA courses, or Pre-K-5 classrooms.        Other Preferred Experience: STEM-based learning experience, experience in high-need schools or with high-need populations, and a proven track record of raising student achievement is preferred.    AP Reader experience is preferred for Coaches who will work with AP teachers and students.    Experience coaching teachers in modifying, adapting, or extending curricula to better address student needs and facilitating professional development     Mission Focused: Strong belief in the ability of all students to achieve at high levels and willingness to advocate for equity and access in AP, Pre-AP, or other STEM programs and classrooms .   College-Readiness Guru : Strong familiarity and experience with state and national teaching standards as they relate to College-readiness standards, such as AP assessment frameworks, Common Core State Standards, and Next Generation Science Standards (NGSS)     Understand Effective Teaching : Immediate understanding of what effective teaching looks like and a deep commitment to the importance of effective and rigorous instruction     Expert Communicator: Ability to communicate direct feedback in a compelling way that inspires teachers to make immediate improvements to instruction that will accelerate their students’ achievement ; Strong written and oral communication skills     Flexible – You are comfortable working in an ambiguous environment with competing priorities   Growth Mindset : You learn from failure and crave feedback because you know that it makes you better; you are also eager to give feedback to your manager, team, and colleagues. Committed to ongoing training and education in adult facilitation   Committed: Ability to deliver a total of 10-28 days of teacher or student facing events over a calendar year.  Many events occur during the summer and on Saturdays, but some weekday school-year events may also need to be facilitated.       Next Steps    Prior to applying, please review the following questions. You will be prompted to answer these questions in 300     words or less in your application.     Describe a time you had to facilitate and encourage teacher reflection in a training room environment.  What are some techniques you employed to elicit reflective thinking from your participants?     NMSI coaches often must support teachers and students in regions where the school culture is much different from their own. How would you proceed in a training session where teacher participants are expressing controversial points of view and negatively impacting the training room dynamic?     What are some key differences to consider when facilitating adult learning vs. student learning?     You may be asked to complete a video interview upon completion of application.    Timeline      We anticipate sending out offer letters from the start of 2020 through mid-May. All candidates will be notified with a status update by mid-May.    Please note that the timing of your application submission will not directly correlate with how soon you will be notified. Thank you for your patience.     Want to learn more? Go to www.nms.org   The organization has reviewed this job description to ensure that essential functions and basic duties have been included. It is not intended to be construed as an exhaustive list of all functions, responsibilities, skills and abilities.   Additional functions and requirements may be assigned by supervisors as deemed appropriate.  National Math + Science Initiative (NMSI) provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, gender, sexual orientation, national origin, age, disability, marital status, amnesty, or status as a covered veteran in accordance with applicable federal, state and local laws. NMSI complies with applicable state and local laws governing non-discrimination in employment in every location in which we have employees. This policy applies to all terms and conditions of employment, including, but not limited to, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation and training.   
National Math and Science Initiative, Inc. Remote (Miami, FL, USA) Part-Time Remote/Virtual
Nov 21, 2019
Instructional Coach Featured
Seeking Passionate Teachers and Instructional Coaches!      NMSI’s mission is to advance STEM education to ensure that all students, especially those furthest from opportunity, thrive and reach their highest potential as problem solvers and lifelong learners who pursue their passions and tackle the world’s toughest challenges. NMSI is seeking highly successful Pre-K-12 teachers and instructional coaches who are inspired by this mission to become members of our regionally based Coach corps. NMSI Coaches support our core programs—the College Readiness Program and Laying the Foundation —by delivering professional development for teachers or content support for AP students.   This is a temporary part-time position expected to end on May 31, 2021, with the possibility of continuation based on staffing needs . Coaches will be expected to travel at least 7-10 times per year and utilize their personal laptop for preparation and facilitation.   What You’ll Do     NMSI Coaches work with AP, Pre-AP, secondary, and elementary teachers and their students in online and face-to-face settings to improve teacher impact in advanced math, science, and ELA classrooms. Through working with teachers in the College Readiness Program and Laying the Foundation program, Coaches lead face-to-face and online cohorts of teachers in skill-building professional development sessions that focus on the development of teachers’ content, pedagogical content knowledge, instructional planning, assessment practices, and data analysis skills. Coaches help teachers identify student misconceptions, skill gaps, and learning needs to strengthen student performance in rigorous coursework.     In addition, NMSI Coaches facilitate virtual learning and collaboration sessions that support teachers’ ability to plan, execute, and adapt instruction. Using their knowledge of teacher goals, data, and instructional focus areas, Coaches assigned to work with teachers and students in NMSI’s College Readiness Program will support students during in-person and online content review sessions. Coaches model best practices for instruction of AP for teachers, and they will coach AP teachers to deliver their own student review sessions.    What are the details?   Coach and mentor teachers and students in online and face-to-face settings, while maintaining high levels rigor for both teacher-facing professional development and facilitation of student-facing review sessions   Coaches will be assigned training opportunities within NMSI’s core and custom programs based upon their content qualifications, adult facilitation and coaching experience, and proven success in improving student outcomes.     Provide targeted, actionable feedback to teachers on their practice of the techniques and strategies presented during PD sessions.     Have a deep understanding of teachers’ students and classroom complexities; be able to support teachers in the application of their own learning to classroom practice.     Promote a learning environment and mentorship for teachers and students that is anchored in self-reflection, culturally-responsive instruction that is aimed to accelerate student growth and achievement     Ensure the effective integration and implementation of NMSI training and resources in teachers' classrooms through coaching, modeling, and feedback     Support the creation, development, editing, and critical review of teacher- and student-facing content    Complete NMSI Train-the-Trainer professional development opportunities      Participate in regular data-sharing and planning meetings with NMSI staff    Serve as an ambassador for NMSI and NMSI's mission and values to the school communities in which they work, fostering a commitment to equity and access to rigorous coursework and creating educational environments in which students can thrive and reach their highest potential.     Other duties as assigned  What You Bring     We are looking for amazing teachers who have diverse backgrounds and experiences, are inspired by our mission and are highly motivated to support teacher and student learning. You’ll be right at home here if you learn from failure and have a growth mindset, cultivate strong relationships, and push yourself, your work and the people around you to the next level.      NMSI Instructional Coaches are experienced educators who demonstrate a track record of success working with students in high-need schools , hold high expectations for students and teachers, and have strong organizational and communication skills.     Qualifications         Experience : Deep knowledge of content and instruction, with at least 4 years of teaching experience in AP Science, Math, English, History, or Art courses, Pre-AP math, science, or ELA courses, or Pre-K-5 classrooms.        Other Preferred Experience: STEM-based learning experience, experience in high-need schools or with high-need populations, and a proven track record of raising student achievement is preferred.    AP Reader experience is preferred for Coaches who will work with AP teachers and students.    Experience coaching teachers in modifying, adapting, or extending curricula to better address student needs and facilitating professional development     Mission Focused: Strong belief in the ability of all students to achieve at high levels and willingness to advocate for equity and access in AP, Pre-AP, or other STEM programs and classrooms .   College-Readiness Guru : Strong familiarity and experience with state and national teaching standards as they relate to College-readiness standards, such as AP assessment frameworks, Common Core State Standards, and Next Generation Science Standards (NGSS)     Understand Effective Teaching : Immediate understanding of what effective teaching looks like and a deep commitment to the importance of effective and rigorous instruction     Expert Communicator: Ability to communicate direct feedback in a compelling way that inspires teachers to make immediate improvements to instruction that will accelerate their students’ achievement ; Strong written and oral communication skills     Flexible – You are comfortable working in an ambiguous environment with competing priorities   Growth Mindset : You learn from failure and crave feedback because you know that it makes you better; you are also eager to give feedback to your manager, team, and colleagues. Committed to ongoing training and education in adult facilitation   Committed: Ability to deliver a total of 10-28 days of teacher or student facing events over a calendar year.  Many events occur during the summer and on Saturdays, but some weekday school-year events may also need to be facilitated.       Next Steps    Prior to applying, please review the following questions. You will be prompted to answer these questions in 300     words or less in your application.     Describe a time you had to facilitate and encourage teacher reflection in a training room environment.  What are some techniques you employed to elicit reflective thinking from your participants?     NMSI coaches often must support teachers and students in regions where the school culture is much different from their own. How would you proceed in a training session where teacher participants are expressing controversial points of view and negatively impacting the training room dynamic?     What are some key differences to consider when facilitating adult learning vs. student learning?     You may be asked to complete a video interview upon completion of application.    Timeline      We anticipate sending out offer letters from the start of 2020 through mid-May. All candidates will be notified with a status update by mid-May.    Please note that the timing of your application submission will not directly correlate with how soon you will be notified. Thank you for your patience.     Want to learn more? Go to www.nms.org   The organization has reviewed this job description to ensure that essential functions and basic duties have been included. It is not intended to be construed as an exhaustive list of all functions, responsibilities, skills and abilities.   Additional functions and requirements may be assigned by supervisors as deemed appropriate.  National Math + Science Initiative (NMSI) provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, gender, sexual orientation, national origin, age, disability, marital status, amnesty, or status as a covered veteran in accordance with applicable federal, state and local laws. NMSI complies with applicable state and local laws governing non-discrimination in employment in every location in which we have employees. This policy applies to all terms and conditions of employment, including, but not limited to, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation and training.   
National Math and Science Initiative, Inc. Remote (Norfolk, VA, USA) Part-Time Remote/Virtual
Nov 21, 2019
Instructional Coach Featured
Seeking Passionate Teachers and Instructional Coaches!      NMSI’s mission is to advance STEM education to ensure that all students, especially those furthest from opportunity, thrive and reach their highest potential as problem solvers and lifelong learners who pursue their passions and tackle the world’s toughest challenges. NMSI is seeking highly successful Pre-K-12 teachers and instructional coaches who are inspired by this mission to become members of our regionally based Coach corps. NMSI Coaches support our core programs—the College Readiness Program and Laying the Foundation —by delivering professional development for teachers or content support for AP students.   This is a temporary part-time position expected to end on May 31, 2021, with the possibility of continuation based on staffing needs . Coaches will be expected to travel at least 7-10 times per year and utilize their personal laptop for preparation and facilitation.   What You’ll Do     NMSI Coaches work with AP, Pre-AP, secondary, and elementary teachers and their students in online and face-to-face settings to improve teacher impact in advanced math, science, and ELA classrooms. Through working with teachers in the College Readiness Program and Laying the Foundation program, Coaches lead face-to-face and online cohorts of teachers in skill-building professional development sessions that focus on the development of teachers’ content, pedagogical content knowledge, instructional planning, assessment practices, and data analysis skills. Coaches help teachers identify student misconceptions, skill gaps, and learning needs to strengthen student performance in rigorous coursework.     In addition, NMSI Coaches facilitate virtual learning and collaboration sessions that support teachers’ ability to plan, execute, and adapt instruction. Using their knowledge of teacher goals, data, and instructional focus areas, Coaches assigned to work with teachers and students in NMSI’s College Readiness Program will support students during in-person and online content review sessions. Coaches model best practices for instruction of AP for teachers, and they will coach AP teachers to deliver their own student review sessions.    What are the details?   Coach and mentor teachers and students in online and face-to-face settings, while maintaining high levels rigor for both teacher-facing professional development and facilitation of student-facing review sessions   Coaches will be assigned training opportunities within NMSI’s core and custom programs based upon their content qualifications, adult facilitation and coaching experience, and proven success in improving student outcomes.     Provide targeted, actionable feedback to teachers on their practice of the techniques and strategies presented during PD sessions.     Have a deep understanding of teachers’ students and classroom complexities; be able to support teachers in the application of their own learning to classroom practice.     Promote a learning environment and mentorship for teachers and students that is anchored in self-reflection, culturally-responsive instruction that is aimed to accelerate student growth and achievement     Ensure the effective integration and implementation of NMSI training and resources in teachers' classrooms through coaching, modeling, and feedback     Support the creation, development, editing, and critical review of teacher- and student-facing content    Complete NMSI Train-the-Trainer professional development opportunities      Participate in regular data-sharing and planning meetings with NMSI staff    Serve as an ambassador for NMSI and NMSI's mission and values to the school communities in which they work, fostering a commitment to equity and access to rigorous coursework and creating educational environments in which students can thrive and reach their highest potential.     Other duties as assigned  What You Bring     We are looking for amazing teachers who have diverse backgrounds and experiences, are inspired by our mission and are highly motivated to support teacher and student learning. You’ll be right at home here if you learn from failure and have a growth mindset, cultivate strong relationships, and push yourself, your work and the people around you to the next level.      NMSI Instructional Coaches are experienced educators who demonstrate a track record of success working with students in high-need schools , hold high expectations for students and teachers, and have strong organizational and communication skills.     Qualifications         Experience : Deep knowledge of content and instruction, with at least 4 years of teaching experience in AP Science, Math, English, History, or Art courses, Pre-AP math, science, or ELA courses, or Pre-K-5 classrooms.        Other Preferred Experience: STEM-based learning experience, experience in high-need schools or with high-need populations, and a proven track record of raising student achievement is preferred.    AP Reader experience is preferred for Coaches who will work with AP teachers and students.    Experience coaching teachers in modifying, adapting, or extending curricula to better address student needs and facilitating professional development     Mission Focused: Strong belief in the ability of all students to achieve at high levels and willingness to advocate for equity and access in AP, Pre-AP, or other STEM programs and classrooms .   College-Readiness Guru : Strong familiarity and experience with state and national teaching standards as they relate to College-readiness standards, such as AP assessment frameworks, Common Core State Standards, and Next Generation Science Standards (NGSS)     Understand Effective Teaching : Immediate understanding of what effective teaching looks like and a deep commitment to the importance of effective and rigorous instruction     Expert Communicator: Ability to communicate direct feedback in a compelling way that inspires teachers to make immediate improvements to instruction that will accelerate their students’ achievement ; Strong written and oral communication skills     Flexible – You are comfortable working in an ambiguous environment with competing priorities   Growth Mindset : You learn from failure and crave feedback because you know that it makes you better; you are also eager to give feedback to your manager, team, and colleagues. Committed to ongoing training and education in adult facilitation   Committed: Ability to deliver a total of 10-28 days of teacher or student facing events over a calendar year.  Many events occur during the summer and on Saturdays, but some weekday school-year events may also need to be facilitated.       Next Steps    Prior to applying, please review the following questions. You will be prompted to answer these questions in 300     words or less in your application.     Describe a time you had to facilitate and encourage teacher reflection in a training room environment.  What are some techniques you employed to elicit reflective thinking from your participants?     NMSI coaches often must support teachers and students in regions where the school culture is much different from their own. How would you proceed in a training session where teacher participants are expressing controversial points of view and negatively impacting the training room dynamic?     What are some key differences to consider when facilitating adult learning vs. student learning?     You may be asked to complete a video interview upon completion of application.    Timeline      We anticipate sending out offer letters from the start of 2020 through mid-May. All candidates will be notified with a status update by mid-May.    Please note that the timing of your application submission will not directly correlate with how soon you will be notified. Thank you for your patience.     Want to learn more? Go to www.nms.org   The organization has reviewed this job description to ensure that essential functions and basic duties have been included. It is not intended to be construed as an exhaustive list of all functions, responsibilities, skills and abilities.   Additional functions and requirements may be assigned by supervisors as deemed appropriate.  National Math + Science Initiative (NMSI) provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, gender, sexual orientation, national origin, age, disability, marital status, amnesty, or status as a covered veteran in accordance with applicable federal, state and local laws. NMSI complies with applicable state and local laws governing non-discrimination in employment in every location in which we have employees. This policy applies to all terms and conditions of employment, including, but not limited to, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation and training.   
National Math and Science Initiative, Inc. Remote (Virginia Beach, VA, USA) Part-Time Remote/Virtual