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Director of Growth Marketing - Prepared Parents Do you love to capture hearts and minds? Are you skilled at creating and energizing a national community? We are looking for an amazing, self-starting, data-driven full stack marketer who is excited to join our new start-up,  Prepared Parents as the first hire. The Director of Growth Marketing will own the marketing funnel and execution of activities for our growing national Parent community and report directly to the Executive Director. You will be in charge of attracting site traffic, converting that traffic into new leads, nurturing those leads to close into community members and building loyalty and advocacy amongst our community members. You will also build and own the content calendar, working in collaboration with designers and the Executive Director. You'll be expected to develop and track email campaigns to ultimately increase our email marketing success. You will also own and drive our online community through engagement strategies. You will own the operations and design of the various Marketing processes and systems. You will be a part of the founding team and as a result, wear many hats and roll up your sleeves to help define and build the culture and strategy for Prepared Parents at large. Requirements: Must-haves: BA/BS degree or equivalent work experience. At least 5 - 7 years of previous online marketing experience in a fast paced environment Excellent writer Experience crafting a marketing strategy with an ability to move between visionary strategic thinking to tactical, detailed execution. Experience in B2C lead generation Proficiency in marketing automation in order to generate traffic, convert visitors into leads, and then nurture them (using dynamic workflows) into converted customers Experience managing and building content Comfort with search optimization techniques (SEO), and willingness to learn more Experience in growing an online community Self-starter who can live in a world of ambiguity in a start-up environment Loves to roll up sleeves to get work done Meets health clearance Pass the reference, background/criminal checks, per education code Preferable skill sets: Prior experience in social media, with a command of each network and their best practices Brand building Public Relations Bonus: HTML/CSS, Adobe Creative Suite, Active Campaign Here is what you will accomplish in the first month: Refine the Marketing Funnel and establish respective tracking systems Build the Content Calendar Design and Implement Email Campaigns Moderate the social media online community  Support the team with the Prepared book launch Work with the founding team to establish structures and systems on internal communications and collaboration In Three Months, you will: Regularly grow the Prepared Parents community, including generating new leads and converting site traffic Optimize our marketing automation and lead nurturing processes through email, content, and social channels. Refine and implement activities to continually engage Our Prepared Parent Community Design and implement a series of loyalty and advocacy strategies to captivate and engage our community Build And Manage the Content Calendar for All of 2019-2020 Lead the Online Community Learn and refine the marketing systems and tools Work with the founding team to establish structures and systems on internal communications and collaboration And of course, this is a start-up, so both be prepared to drive the above initiatives as well as be flexible as the needs evolve   About Prepared Parents Prepared Parents is a complementary program  anchored off of Prepared: What Kids Need For a Fulfilled Life , by Diane Tavenner, CEO and Co-Founder of Summit Public Schools An exciting new initiative to equip parents with research-based tools and resources to guide their kids towards a fulfilled life, Prepared Parents helps parents cut through the noise to make parenting, learning and school easier.  We support parents in what they do each and every day for their kids — in alignment with their Prepared values. For more information, go to www.PreparedForSuccess.org . About Summit Public Schools: Prepared Parents is a program within Marshall Street Initiatives, an arm of Summit Public Schools.  Summit is a network of public schools that prepares all students to be the best versions of themselves, to be successful through college and in the fullest ways possible—so they can each live a fulfilled life. This includes a life filled with financial security, purposeful work, strong relationships, meaningful community, and personal health. Today, Summit operates 15 public middle and high schools whose students reflect their diverse communities in California and Washington. Summit schools are consistently ranked among the best in the nation. All Summit students graduate prepared for a four-year college and our graduates complete college at twice the national average. Compensation and Benefits: Summit offers competitive salaries and benefit options for full-time employees, including covering 75% of the health, dental and vision plan costs. We fully cover life and disability insurance. We have a “take what you need” PTO policy, 11 paid holidays and 3 week-long organizational closures during the year. We strive to recruit a diverse team. Summit Public Schools is an equal opportunity employer and does not discriminate against any employee or applicant on the basis of race, color, ethnicity, national origin, religion, gender, gender identity and/or expression, sexual orientation, disability, age, marital status, military status, pregnancy, parenthood, citizenship status, creed, or any other characteristic protected by federal, state or local law. Summit will provide reasonable accommodations for qualified individuals with disabilities. People from all diverse backgrounds are strongly encouraged to apply. Spanish language proficiency is a plus.

Job Goal: Plan, implement, and evaluate the activities of the Publishing and Digital Learning Solutions department in support of the ESC’s mission and strategies Qualifications: Education Master’s degree Certification Texas teaching certificate or related appropriate certificate/licensure Experience 1. Three years’ experience of campus administration, district central office, and/or experience at Region 4 2. Five years teaching experience 3. Experience developing and presenting professional development Special Knowledge and Skills 1. Knowledge of best practices in technology integration, copy editing, digital instructional design including synchronous and asynchronous learning environments, and both print and digital publishing modalities and management 2. Skill in short and long-term planning, project management, tracking progress, analytical thinking, conceptual thinking, and adult learning design, including the strategic delivery and measurement of training impact 3. Demonstrated ability to build and maintain morale, set challenging goals and reach a high standard of performance despite barriers, demonstrate initiative and persistence, set clear expectations and hold others accountable for performance; act with a purpose that impacts and positively influences the perceptions, thinking, and actions of others; develop others through coaching, modeling, and providing feedback on performance 4. Ability to establish and maintain professional relationships with both internal and external local, state and national partners that promote the building of professional learning networks and systems that support educators in re-engineering practices for digital learning and successful edtech integration Preferred Qualifications: 1. Doctoral degree 2. Mid-management or Supervisory Certificate Major Responsibilities: 1. Supervise and lead all activities of the Publishing and Digital Learning Solutions department. 2. Provide visionary leadership to promote innovation and provide inspiration, support and direction to multi-functional department teams. 3. Ensure the functionality of the organizational product/project pipeline workflow to allow for efficiency of allocated time and resources so that products are developed on time and within projected specs. 4. Collaborate with other directors to communicate product/project status and collect feedback utilizing metrics from project management software; solicit stakeholder feedback regarding current/perceived barriers and engage in problem solving to identify and implement solutions. 5. Evaluate the quality and effectiveness of programs supervised and make recommendations for program revisions as indicated by analysis of collected data. 6. Direct the design and delivery of products and professional development related to the department, including the scheduling of professional development/coaching, and the production of projects, products and services. 7. Coordinate the effective communication of the Publishing and Digital Learning Solutions department activities with both internal and external customers 8. Facilitate collaborative efforts with other departments within the Center. 9. Lead programs and initiatives with the Texas Education Agency as appropriate to ensure compliance with statewide initiatives. 10. Maintain documentation of department activities to meet all internal programmatic and fiscal requirements and all requirements imposed by the Texas Education Agency. 11. Recommend budgets to the Deputy Executive Director of Instructional Services. 12. Provide technical assistance and services as specified by any applicable federal grant that funds this position. Supervision/Personnel Management Supervise all Publishing and Digital Learning Solutions personnel, including completing evaluations and conducting staff training. Physical Demands/Environmental Factors/ Mental Demands: Frequent use of standard office equipment; prolonged sitting; occasional bending/stooping, pushing/pulling, and twisting; repetitive hand motions (keyboarding and use of mouse); occasional light lifting and carrying (less than 20 pounds); may work prolonged and irregular hours; occasional statewide travel; work with frequent interruptions; maintain emotional control under pressure.

Overview Founded in 2007, Rowe-Clark Math and Science Academy serves 450 high school students as a campus of the Noble Network of Charter Schools (Noble) in the West Humboldt Park neighborhood of Chicago. Rowe-Clark’s mission is to prepare students for college graduation and purposeful citizenship by exhibiting ambitious scholarship, self-discipline, honorable character, and a fit lifestyle. As the first STEM campus, Rowe-Clark has produced impressive student growth, a 100% college acceptance rate, and earned a level 1 SQRP rating. Rowe-Clark Math and Science Academy has grown to be a top high school choice for students on the west side of Chicago. The current principal is assuming a new leadership role within Noble, which presents a unique opportunity to lead one of the highest-performing charter high schools in the country alongside an incredible staff of over 70 educators as the school continues to drive excellence in college preparatory education in Chicago. The new school leader would assume responsibility as principal in the 2019-20 school year with an opportunity to transition earlier to begin planning and development for the role. About Noble Noble is Chicago’s highest-performing and largest network of public charter high schools. Our 18 schools and 1,400 employees currently serve over 12,300 students, 98% of whom are students of color, 89% low-income, and 83% first-generation college goers. The School Quality and Rating Policy scores for the Chicago Public Schools rated Noble campuses as ten of the top fifteen public high schools in the city. We believe our people are the most valuable asset in preparing our students to be successful in college and lead exemplary lives. Our Why: Mission Noble is a catalyst for educational equity in Chicago that empowers students with the scholarship, discipline, and honor necessary to succeed in college and lead exemplary lives. Our What: Results Noble defines results as ensuring that our schools are the best in the country at preparing our students to be college ready, the best place for students to attend school, and the best place for our staff to work.  We measure our success against this commitment to results by continuously looking at metrics within the following six dimensions: School Culture Academic Results Staff Engagement Student Retention Fiscal Integrity College Persistence The strong supports and accountability to delivering on these outcomes is at the core of what is expected of a Noble principal and what has made Noble among the nation’s leaders in education. Our How :  Ideal Principal Competencies Noble’s 18 principals are a cohesive and impressive community of leaders. The core competencies we are seeking in the next person to join this team include: Values:  Principals exemplify Noble’s core values of results; respect; follow-through; diversity, equity, and inclusion; and humility and self-awareness. Performance:  Principals inspire, protect, and deliver continuously improving excellence in Noble’s six core outcomes. Talent:  Principals attract, hire, train, and develop a diverse and mission-driven team of people. Management:  Principals create and uphold clear roles, responsibilities, and performance metrics for all team members in alignment to the campus vision. Prioritization:  Principals select the right priorities and execute on them effectively. Compensation The role of a principal is arguably among the most challenging jobs in the country. We know that to deliver on our why, what, and how for families, students, and staff we must provide a highly competitive salary for principals. Total compensation, including base salary and bonus, is expected at $145,000. In addition to salary, and a mission-driven high-performance culture, Noble is proud of the competitive health, financial, and wellness benefits provided all employees. Application Process We strongly value the input of the campus staff, school community, and the broader principal team in determining the next leader of Butler College Prep. The process has been designed to be rigorous, inclusive, and informative. Applications will be accepted on a rolling basis. Please direct inquiries about this role to:  [email protected] Non-Discrimination At Noble, our mission is to be a catalyst for educational equity in the city of Chicago that empowers students with the scholarship, discipline, and honor necessary to succeed in college and lead exemplary lives. We know that we only fulfill this mission if we are the best place for a diverse mix of driven, reflective, and innovative educators to come, stay, and do their best work nurturing college-ready students. That is why Noble is proud to be an equal opportunity employer, making all employment decisions, including recruiting, hiring, training, and promoting without regard to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, veteran status or any other characteristic or classification protected by law.

Job Goal: Plan, implement, and evaluate the activities of the Special Education Solutions department in support of the ESC’s mission and strategies Qualifications: Education Master’s degree Certification 1. Texas State Board Educator Certificate or professional license/certificate in related field 2. Mid-management or Supervisory Certificate or related credential Experience 1. Three years of experience in a districtwide leadership position related to special education programming and administration (i.e. Special Education Director, Special Education Co/Assistant Director) 2. Five years teaching experience or related public school experience in special education 3. Experience developing and presenting professional development 4. Experience developing resources to support students with disabilities Special Knowledge and Skills 1. Broad-based knowledge of rules and regulations related to special education, including programming, staffing, budgeting/fiscal management, and inclusive practices 2. Skill in short and long-term planning, project management, tracking progress, analytical/conceptual thinking, including the strategic delivery and measurement of grant activities/goals and program/training impact 3. Demonstrated ability and experience in personnel management, including building relationships and maintaining morale, setting challenging goals and reaching a high standard of performance despite barriers, demonstrated initiative and persistence, setting clear expectations and holding others accountable for performance; acting with a purpose that impacts and positively influences the perceptions, thinking, and actions of others; development of others through coaching, modeling, and providing feedback on performance 4. Ability to inspire and work well with staff and leaders at all levels to establish and maintain professional relationships with internal, external, local, state and national partners to promote the building of professional learning networks and systems that support special education educators and the integration of research-based best practices 5. Strong interpersonal, collaboration and facilitation skills; exemplary written and oral communication skills; superior presentation skills, including the use of presentation multi-media and varied technology platforms Preferred Qualifications: 1. Doctoral degree 2. Mental health/wellness experience 3. Deep knowledge of Texas Education Agency’s Special Education Corrective Action Plan Major Responsibilities: 1. Supervise, and lead all activities of the Special Education Solutions department. 2. Provide visionary leadership to promote innovation and provide inspiration, support and direction to multi-functional, large department teams. 3. Evaluate the quality and effectiveness of programs supervised and make recommendations for program revisions as indicated by analysis of collected data. 4. Direct the design and delivery of professional development related to the Special Education Solutions department.   -Coordinate the scheduling of professional development  -Document the effectiveness of professional development 5. Direct the design and development of products and services related to the Special Education Solutions department.   -Coordinate the production of products and services  -Document the effectiveness of products and services 6. Coordinate and supervise activities of the specialists and support staff in the Special Education Solutions department.   -Recommend job responsibilities for department employees   -Supervise department employees  -Evaluate department employees per center’s procedures 7. Manage the internal and external communication of the Special Education Solutions department.   -Supervise and ensure successful collaboration within the department and with other   departments within the center  -Coordinate communication between Region 4 and districts/campuses related to special education and related programs  -Ensure that current information is communicated in a timely manner 8. Lead, manage, and coordinate all grant projects, programs and initiatives for the Texas Education Agency (TEA) as appropriate to ensure compliance with statewide initiatives. 9. Maintain documentation of department activities to meet all internal programmatic and fiscal requirements and all federal and state grant/project requirements as required by TEA and any department grant/project. 10. Ensure fiscal responsibility and recommend state and federal budgets to the Deputy Executive Director of Instructional Services. 11. Provide technical assistance and services as specified by any applicable state/federal grant that funds this position. Supervision/Personnel Management Supervise all Special Education Solutions personnel, including completing evaluations and conducting staff training.

The Broad Center in Los Angeles is looking for a dedicated, innovative Deputy Director, Alumni & Network Impact (ANI). Working closely with a passionate, high-achieving network of more than 800 alumni across the country. You will: Provide direct career advancement and career navigation support to very senior educational leaders - Chief, CEO, Assistant Superintendent, and Superintendent level individuals Develop new approaches to individual career supports and professional development. You will play a critical role in working to scale these supports as the network continues to expand Leading candidates have: Passion and commitment to transforming K-12 public education 7 - 10 years of professional experience Experience supporting the work of senior leadership team members in a staff role (e.g. Chief of Staff, or Special Assistant) Experience in a leadership track role in a central/home office role in a district or charter management organization Experience managing a Leadership Development program or a Talent Development function in an organization. Our Why We prepare and support remarkable, dedicated professionals who create conditions to empower good teachers to do great work so all students can learn and thrive. For 15 years, The Broad Center has been at the center of our nation’s efforts to provide every student with a world-class public education. At our core, we believe every public school system should be and can be an engine of excellence and equity. America’s students deserve nothing less. Doing this work requires diverse leadership by team members who share the same belief. This belief is paramount to the team at The Broad Center, and we are inspired to make a difference by creating a growing network of experienced leaders and managers who are rising to this challenge. Our work will be done when every family in every community can send their child to a great public school that meets that student’s every need. Until then, our team and our alumni network won’t rest. For more information, visit our website at www.broadcenter.org . What We Do The Broad Center is a nonprofit organization that recruits, trains and supports talented leaders from across America to transform urban public school systems. Our programs—The Broad Academy and The Broad Residency in Urban Education—prepare these professionals to put their skills and know-how to work and make student learning the primary driver of every central office dollar and decision. In public school districts, charter management organizations and state departments of education, more than 800 members of The Broad Center’s network are working with educators, parents and community leaders to help schools soar. Regardless of the setting, Broad Center alumni are aligned around a common vision: creating the kinds of environments that enable teachers to do great work and students of all backgrounds to learn and thrive. The Alumni & Network Impact (“ANI”) team is dedicated to supporting this vision by increasing the impact of alumni individually and collectively. Specifically, ANI focuses on creating impactful learning experiences, and providing career support and development. Through a portfolio approach (e.g., best-in-class coaching, study-trips, content-rich convenings) they deliver opportunities for alumni to collaborate, share best practices, continue learning, and remain inspired. About the Position This is an ideal opportunity for someone with a passion for increasing student achievement for children all across this nation by transforming urban public education systems.   This position will be responsible for direct network member support, development and implementation of strategies, systems and processes to increase high-quality individual career supports and professional development, while building for scale of an increasingly growing alumni community. Our mission is to positively impact millions of children by improving K-12 public education. This is a difficult mission and requires the dedication of tireless, creative, smart people who enjoy operating in a fast-paced environment. The ideal candidate is a self-motivated, over-achiever with strong initiative who thrives on a small team as an individual contributor and team member. What You’ll Own This role supports the ongoing growth and impact of our program alumni in a number of ways, including: Direct Alumni Support Build and maintain strong relationships with alumni consisting of CEOs / superintendents and cabinet-level leaders in urban school districts, charter management organizations, state departments of education and other K-12 educational organizations Identify career and professional development opportunities to support ongoing growth in leadership, knowledge and functional skills Support self-assessment, self-awareness and development through 360-degree feedback, coaching and mentoring to provide insights on work-related issues and inform career plans Implement systems and strategies that allow alumni to shadow one another, share best-practices, provide mutual inspiration and draw from the collective wisdom of the network Work closely with the senior director, managing director and ANI Career Supports team to provide direct support to CEOs / superintendents and cabinet-level leaders as driven by their context and needs Work closely with other Broad Center colleagues to provide mutual support and alignment and help identify areas of focus for TBC events Talent: Career, Professional Development and Engagement Services Assess current offering of career, professional development and engagement services; develop clear recommendations for service enhancements and efficiencies, as well as for prioritization, implementation and codifying of processes while making continuous improvement and opportunities for automation through leveraging technology. Constantly working to better understand network member needs, behaviors and impact to better inform relevant career, professional development and engagement services through participation in shadow days, ANI convenings, The Broad Academy and The Broad Residency sessions and recruitment / selection activities Strategic Planning, Special Projects and Project Management Develop and implement long and short-range plans to set ambitious yet achievable goals to ensure structures are in place to drive work forward, revisit and revise as relevant Lead special projects and provide support related to ensuring how to best serve network members, ANI team strategies and TBC organizational goals Ensure high-quality project management and application of knowledge, skills and tools to meet project objectives The statements in this description represent typical elements criteria, and general work performed. They are not intended to be construed as an exhaustive list of all responsibilities, duties and skills required for the job What You’ll Need A passion and demonstrated commitment to transforming K-12 public education; experience working in a school district, charter management organization, or state department of education a plus Demonstrates a growth mindset and constantly seeks challenges 10+ years of professional work experience 20-25% travel requirement Bachelor’s degree required; graduate degree a plus Deep content knowledge of the levers for improvement of K-12 urban education systems An understanding of the roles, challenges and opportunities of school system leaders A track record of successfully leading complex multi-stakeholder projects and teams Ability to provide, proactively seek out and act on feedback Exceptional written and verbal communication skills with executive audience Proven ability to form relationships and credibility with a diverse set of people quickly and consistently Strong critical thinking skills with the flexibility to respond to shifting priorities and new opportunities The ability to work in a fast-paced, entrepreneurial, deadline-driven environment often managing multiple tasks and projects simultaneously Ability to thrive on a small team as an individual contributor and team member Employment is contingent upon a thorough background and reference check. You must be legally entitled to work in the United States. What We Offer We are pleased to provide full-time permanent team members with: Competitive salary, vacation and 401(k) retirement savings plan with a generous employer match Employer contributions to medical, dental, vision and life insurance plans Pre-tax commuter benefits Flexible spending accounts for medical and family care expenses Free access to an on-site gym and a steady supply of nutritious snacks in our shared kitchen Join our team As a member of The Broad Center team, you’ll work alongside sharp, driven colleagues who have a sense of humor matched with generosity of spirit. We will only contact applicants chosen for further consideration. To apply, please visit http://bit.ly/tbcdeputydirani

Overview Founded in 2013, Butler College Prep serves over 600 high school students as a campus of the Noble Network of Charter Schools (Noble)  in the Pullman neighborhood of Chicago. With a focus on arts and social justice alongside a college preparatory education, Butler College Prep has produced impressive student growth, a 100% college acceptance rate, and earned a level 1 SQRP rating. In addition to top-of-city results, Butler has led the way at Noble in creating a diverse teaching staff and building a joy and pride-filled student culture. Butler College Prep has grown to be a top high school choice for students on the far south side of Chicago. This is a unique opportunity to lead one of the highest performing charter high schools in the country alongside an incredible staff of over 70 educators as the school continues to drive excellence in college preparatory education in Chicago. The new school leader would assume responsibility as principal in the 2019-20 school year with an opportunity to transition earlier to begin planning and development for the role. About Noble Noble is Chicago’s highest-performing and largest network of public charter high schools. Our 18 schools and 1,400 employees currently serve over 12,300 students, 98% of whom are students of color, 89% low-income, and 83% first-generation college goers. The School Quality and Rating Policy scores for the Chicago Public Schools rated Noble campuses as ten of the top fifteen public high schools in the city. We believe our people are the most valuable asset in preparing our students to be successful in college and lead exemplary lives. Our Why: Mission Noble is a catalyst for educational equity in Chicago that empowers students with the scholarship, discipline, and honor necessary to succeed in college and lead exemplary lives. Our What: Results Noble defines results as ensuring that our schools are the best in the country at preparing our students to be college ready, the best place for students to attend school, and the best place for our staff to work.  We measure our success against this commitment to results by continuously looking at metrics within the following six dimensions: School Culture Academic Results Staff Engagement Student Retention Fiscal Integrity College Persistence The strong supports and accountability to delivering on these outcomes is at the core of what is expected of a Noble principal and what has made Noble among the nation’s leaders in education. Our How :  Ideal Principal Competencies Noble’s 18 principals are a cohesive and impressive community of leaders. The core competencies we are seeking in the next person to join this team include: Values:  Principals exemplify Noble’s core values of results; respect; follow-through; diversity, equity, and inclusion; and humility and self-awareness. Performance:  Principals inspire, protect, and deliver continuously improving excellence in Noble’s six core outcomes. Talent:  Principals attract, hire, train, and develop a diverse and mission-driven team of people. Management:  Principals create and uphold clear roles, responsibilities, and performance metrics for all team members in alignment to the campus vision. Prioritization:  Principals select the right priorities and execute on them effectively. Compensation The role of a principal is arguably among the most challenging jobs in the country. We know that to deliver on our why, what, and how for families, students, and staff we must provide a highly competitive salary for principals. Total compensation, including base salary and bonus, is expected at $145,000. In addition to salary, and a mission-driven high-performance culture, Noble is proud of the competitive health, financial, and wellness benefits provided all employees. Application Process We strongly value the input of the campus staff, school community, and the broader principal team in determining the next leader of Butler College Prep. The process has been designed to be rigorous, inclusive, and informative. Applications will be accepted on a rolling basis. Please direct inquiries about this role to:  [email protected] Non-Discrimination At Noble, our mission is to be a catalyst for educational equity in the city of Chicago that empowers students with the scholarship, discipline, and honor necessary to succeed in college and lead exemplary lives. We know that we only fulfill this mission if we are the best place for a diverse mix of driven, reflective, and innovative educators to come, stay, and do their best work nurturing college-ready students. That is why Noble is proud to be an equal opportunity employer, making all employment decisions, including recruiting, hiring, training, and promoting without regard to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, veteran status or any other characteristic or classification protected by law.

Job Summary  The Director - Communications is part of the leadership team for the Communications and Community Engagement Office, which incorporates departments for communications; family and community engagement; and enrollment, choice, and transfers. The position also fills an essential role in informing communications direction and strategy for Baltimore City Public Schools overall. This position is responsible for developing and executing communications strategy in alignment with overall outreach and engagement strategies of the office as a whole; collaborating with counterparts in the engagement and enrollment units to ensure coherent messaging, timely sharing of information in ways that resonate with diverse audiences, and highly responsive service to families and other stakeholders; overseeing development of communications plans and monitoring their efficacy; advising district and school leaders on communications needs; leading departmental staff whose responsibilities include but are not limited to video production, print publication development and production, social media and website content development, editing, and technical oversight, media relations, public information, internal communications, and crisis communications; and representing the district to the public.  Essential Functions  Under the direction of the Chief Communications and Community Engagement Officer, serves as a member of the office leadership team and works collaboratively with counterparts from the engagement and enrollment units to establish a clear, coherent, integrated, and cohesive strategic vision for enlisting and supporting families and key stakeholders as essential partners in providing high-quality public education for Baltimore’s young people. Recommends and develops communications strategies in support of the vision, aligning them to priorities shared across units within the office, including but not limited to improving public perception of the district; promoting enrollment; delivering high-quality, responsive customer service; ensuring that information for families is timely and shared effectively; supporting school leaders in communicating with their school communities; and ensuring that all staff members have information to enable them to be effective in their roles and serve as ambassadors for their school and the district. Works across district offices and departments to maintain a high level of knowledge about key district programs and initiatives, particularly in the areas of equity, implementation of the district’s blueprint for success, district and school funding, school portfolio management, and academic program development and implementation. Serves on various staff teams as assigned, to provide guidance on effective communications approaches in specific program areas or in relation to specific initiatives. Monitors national developments and trends in public education policy and practice to identify opportunities to position the district as a leader in urban education. Monitors public perceptions of the district to inform development of communications strategies to counter negative perceptions and promote positive narratives. Ensures that individual communication plans and campaigns are developed in the context of and to advance broader district priorities. Advises district leaders on communications strategies for key initiatives and keeps them informed of public perceptions. Serves as a resource for school leaders with respect to communication with school communities and promoting their schools. Monitors the efficacy of communications campaigns and reports regularly to district leaders on communications activity and success. Approves crisis communications plans developed in consultation with the media relations manager, ensures they are regularly updated, serves as a member of the crisis team, oversees plan implementation when necessary, and participates in executing crisis plans as needed. Supervises the work of the media relations and communications managers. Develops the departmental budget in consultation with the communications manager and ensures good stewardship of all departmental funds. Desired Qualifications  Master’s degree in communications, journalism, or related field.  Degree must be from an accredited college or institution. Bachelor’s degree with 2 additional years’ relevant work experience can be substituted for the required education. Minimum 8 years’ experience in strategic communications or public relations. Knowledge of K-12 education. Familiarity with issues facing Baltimore City and with agencies, programs, and initiatives serving Baltimore’s children and families desirable. Experience managing communications in a fast-paced environment, including crisis management. Managerial experience in large, complex organizations. Supervisory experience required.

Job Summary  The Special Assistant - Communications & Community Engagement position assists the Chief  Communications & Community Engagement Officer in monitoring and managing the day-to-day operation and coordination of activities and services.  Ensures effective liaison, appropriate confidentiality, and coordination with all academic and non-academic departments on matters relating to administration, management, operations and strategic planning.  Represents the Officer and provides leadership and direction for special projects that may have an operational or organizational impact.  Provides direction and insight by participating in the development of policy, organizational and financial analyses. Preferred Skill Sets  Project Management  Strategic Planning Experience in Communications and Community Engagement  Budget Oversight and Planning  Essential Functions Coordinates and manages administrative functions and special projects on behalf of the Chief Officer. Consults, advises, and provides leadership for programs and/or initiatives as assigned. Evaluates needs and services, human capital requirements, feasibility and cost effectiveness, performance and accountability, and other aspects of division management. Prepares executive summaries, documents, and correspondence. Drafts and collects pertinent budgetary planning and implementation data Monitors and implements procedures for the distribution and use of funds allocated to implement the division’s management plan. Responds to inquiries about problems, issues, program status, or activities and provides reports to the Chief Officer. Coordinates and provides technical and logistical support for staffing and staffing transfers. Reviews grievances and complaints and assists in conducting administrative assessments. Responds to information requests from City Schools’ central office departments, schools, and the public on matters related to the Chief Officers area of responsibility. Reviews management policies and procedures and prepares reports and memoranda documents applicable to academic and non-academic services and programs. Assists in planning, organizing, and directing policy and organizational analyses on issues and concerns which impact City Schools’ operations. Assists in the development and implementation of the annual master plan and strategic program initiatives. Represents the Chief Officer in various meetings and conferences as required. Coordinates the work of support staff as assigned. Coordinates involvement in community activities, including advisory councils and planning committees. Meets with and may address a variety of groups, including employees, school administrators, public and private agencies, and community agencies on behalf of the Chief Officer. Desired Qualifications Bachelor’s degree in education, business, management, public administration or related field; Masters degree preferred.  Degree must be from an accredited college or institution. Three years administration experience in public education or related field.  

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

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

Job Summary  The Director - Fair Practices & Compliance's primary responsibilities are to manage, direct, and coordinate all activities of the Office of Fair Practices to include managing the Equal Employment Opportunity & Title IX Compliance Unit, Staff Investigations and the Minority and Women Business Enterprise Unit. Essential Functions  Represents the department in matters relative to the functions of the Office and meet with external administrative and enforcement entities, as well as, with internal supervisors and managers concerning program activities. Oversees staff investigations, investigations of discrimination and Title IX complaints in a timely manner. Reviews comprehensive investigative reports, findings of fact and recommendations. Identifies and integrate best practices in the fair practices arena, including policy needs. Directs the planning, preparation and implementation of the Board’s Minority and Women Business Enterprise Program; oversees the Program’s education, training and outreach efforts. Tracks cases, data, and trends relative to investigations and complaints and identify training needs; identifies trends and develop focus training. Oversees outreach efforts of the Minority and Women Owned Business Program. Reviews and ensures district policies, procedures, protocols, and practices are compliant with applicable state and federal laws and regulations; makes recommendations for policy changes; collects data and submits mandated reports to state agencies. Keeps abreast of current state and federal laws and regulations and trends in the field of K-12 education related to Title IX, Title VII, ADA, ADEA and procurement laws. Oversees the Office’s budget. Desired Qualifications  Bachelor’s degree from an accredited, four-year college or university AND ten (10) years of recent professional experience implementing an equal employment opportunity or fair practices program and ensuring adherence to fair practice standards to include administration of programs for persons with disabilities and policy implementation. A combination of education and relevant experience may be accepted. Juris Doctorate Degree from an accredited college or university preferred. Excellent interpersonal, written, and oral communications skills to communicate effectively with all levels of internal employees, the public, and government elected officials; and be able to clearly communicate through formal presentations, in writing, by email or telephone contact.  Demonstrated knowledge of EEO laws (e.g. Title VII, ADA, Title IX, Section 504, etc.), and other applicable state and federal laws and regulations related to fair practices. Demonstrated experience conducting EEO or Staff Investigations. Ability to effectively manage multiple, on-going and complex caseload of complaints while meeting established deadlines. Strong organizational skills and the ability to handle multiple, concurrent, and high priority tasks. Demonstrated experience ensuring adherence to program fair practices standards. Experience monitoring compliance with state and local minority business enterprise programs. Experience establishing and maintaining relationships with key stakeholders to include Federal, State and local partnership; and be able to accurately document and record information, generate reports, and evaluate information to determine compliance with standards and to ensure compliance with laws.  Ability to build and establish collaborative relationships with a wide range of constituencies (e.g. students, parents, administrators, faculty, staff, and community organizations) from diverse backgrounds.

Job Summary  This role ensures alignment, integration, and inclusion of the academic strategy within academic offices as well as across district-level initiatives. The position serves as a liaison with central offices as well as with external partners and organizations as an advocate for the academic strategy. The Director of Strategy serves in partnership with the Director of Operations and the Special Assistant to the CAO; together supporting the Chief Academic Officer to ensure the strategic, effective, and efficient management of the Academic Offices. Essential Functions  Defines strategic direction and leads assigned teams in developing recommendations for strategic long-term goals related to academic offices. Plans, directs, and monitors the implementation of systemic academic initiatives in collaboration with Executive Directors and other chiefs with a focus on program evaluation and return on investment (ROI). Provides guidance and direction to departments under the Chief Academic Officer with a focus on strategic areas of reform. Serves as the academic office lead in ensuring effective portfolio management decisions, charter renewal, and school closing decisions and implementation. Serves as the lead in the development of the district’s Master Plan. Project manages the cross-office completion of the Master Plan required by MSDE annually to ensure timely review and final submission of the Master Plan. Serves as the lead on the design and direction of academic strategies supporting school improvement efforts in high-need schools in partnership with other district offices as well as the Maryland State Department of Education (MSDE). Serves as the academic office lead in the development of the district calendar as well as in the review of waivers associated with the approved calendar. Fosters and promotes teamwork in the design and development of educational strategies within the academic offices and across the organization.  Develops strategic alliances and works collaboratively with educational agencies, community members and other stakeholders. Partners across academic and district offices to ensure funding is aligned to support academic initiatives. Desired Qualifications  Master’s degree in education or a related field. Degree must be from an accredited college or institution. Three years supervisory/administrative/leadership experience in an urban education environment with demonstrated success. Five years of school-based experience in an urban educational environment with demonstrated effectiveness and roles of increasing responsibility Thorough knowledge of instructional continuums and knowledge of current theories of curriculum, instruction, and assessment. Considerable knowledge of research-based school improvement designs and current issues facing urban public education. Considerable knowledge of governmental mandates impacting education.