24 jobs found

Job Summary  Works with the Chief Human Capital Officer (CHCO), the Executive Director – Organizational Development and various City Schools partners to develop and implement formative and summative evaluations for all City Schools employees. Provides consultation and training for supervisors and employees around the process and purpose of all steps within an evaluation cycle. Works collaboratively with other City Schools offices and within the Organizational Development Office to support existing employee development initiatives and to ensure employees and supervisors have the resources and information they need to participate in the evaluation process. Essential Functions  Assists in the development, recommendation, and implementation of skill-based and/or competency-based training modules and professional development aligned with City Schools? priorities for the range of City Schools? employees. Works with the CHCO and key City Schools? stakeholders to identify and develop opportunities to provide differentiated support for employees and supervisors related to: normed evaluations, work force development and performance management. Assists in designing and testing the functionality of the electronic platforms used for completing evaluation tasks for the range of City Schools? employees, with a focus on improving the sustainability and efficiency of these systems. Uses evaluation data reports to support various stakeholders in the strategic use of performance data and the completion of evaluation tasks. Designs strategies, plans, and initiatives that address long-term capacity-building efforts and align efforts to City Schools Effectiveness and Human Capital goals. Develops communication materials and provides customer service and user support for employees and supervisors related to participating in all steps of the evaluation cycle. Manages day-to-day project activities, establishes appropriate leverage on project teams, and manages/assigns project responsibilities to team members. Desired Qualifications  Bachelor's degree in a related field. Degree must be from an accredited college or institution. Three years of experience as a trainer, project manager, teacher, or in related fields. Practical experience and knowledge of employee evaluation best practices and principles. Highly proficient in the use of Microsoft Office applications including Word, Excel, PowerPoint, and Outlook. Excellent analytic, organization, and problem-solving skills. Excellent interpersonal, oral and written communication skills. Project planning and management skills, and the ability to lead, guide, and facilitate the work of assigned projects.

The Analyst - Grants Management position provides guidance and technical assistance to grants managers and support staff on grant implementation, administration, and reporting to ensure smooth operation of assigned competitive or entitlement grant programs and contractual agreements. Responsible for researching and monitoring the expenditures of local, state, federal, and private grant programs and facilitating the expenditure of funds in compliance with grantor and local requirements. Essential Functions  Provides advice and technical assistance in the implementation of grant programs and reporting. Functions as a resource team member in regard to compliance regulations and legislative issues impacting the use of grant funds and delivery of assigned programs. Participates in monitoring grant programs and report components, communicating with school system staff, collaborative partners, and granting agencies. Uses computer packages, databases, and on-line services to track and manage grant information and generate reports. Confers with instructional staff in resolving grant questions raised during the implementation of grant programs. Conducts ongoing grant reviews to identify areas of concern in the program implementation process, and targets corrective actions to ensure that expenditure of funds reflects program requirements. Provides technical advice and assistance in grant program and financial matters. Forms and assists project management teams responsible for effecting grant programs, and coordinates with key budget and financial staff as appropriate. Keeps abreast of current school system developments that may impact the management of grant programs, contractual agreements, and compilation of reports. Facilitates training for grant managers. Desired Qualifications  Bachelor?s degree in education, business administration, or a related field from an accredited college or university (Master's preferred). Three (3) years successful related professional experience in monitoring sponsored or non-sponsored projects and tracking expenditures, preferably in an education environment. Experience working with county, state, federal, and/or private agencies desirable. Experience working with contractual agreements also desirable. Equivalent combination of experience and training which provides the required knowledge, skills and abilities necessary to perform effectively in this position may be considered. Considerable knowledge of grants management and reporting processes. Knowledge of budget/accounting methods and procedures. Knowledge of granting agency requirements and grant criteria and familiarity with reporting instruments and administrative procedures for monitoring grant awards and of related computer packages and on-line resources.

Job Summary  The Manager – Media & Public Information is a critical position in the communications unit of the Communications and Community Engagement Office and a key position for Baltimore City Public Schools overall. This role is responsible for developing and executing media strategy, planning media components for communications campaigns, advising senior leadership on public sentiment to guide development and implementation of district initiatives, ensuring the district and schools receive positive public portrayals, and representing the district to the public.    Essential Functions Develops strategic media plans for major district initiatives and as key components of communications campaigns, including identifying specific goals, key outlets/reporters, key spokespeople and surrogates across stakeholder segments, and tactics (media events, pitches, press releases/media advisories, social media components, etc.). Informs strategic communications plans for major district actions and initiatives by monitoring media landscape and public sentiment to advise on perceptions and likely reactions. Cultivates local reporters, identifying content of most interest to them; manages local, regional, and national media lists. Monitors social media and identifies key social media influencers, establishing partnerships where appropriate to amplify messages. Establishes points of contact with district offices and schools to identify stories of potential media interest; develops and pitches stories. Supervises video production staff, deploying videographers to develop and cover stories to advance district initiatives and communications priorities. Serves as primary district spokesperson. Provides media training annually to senior staff (executive directors and up) and as required for other school and district staff members. Organizes media events as appropriate, writes and disseminates press releases and media advisories, and reviews and coordinates quote inclusion for press releases prepared by partners and other entities. Responds to media inquiries within defined turn-around time (inclusive of evenings, weekends). Creates crisis communications plan; serves as media point of contact in the event of a crisis. Prepares and circulates daily media clips for senior leaders. Monitors local media and social media for breaking news, and alerts district leadership as appropriate. Prepares monthly wrap-up reports of media coverage, including reach and sentiment analyses. Serves as the point of entry for MPIA requests and responds to questions about the MPIA process. Coordinates and serves as point of contact with counterparts in other agencies and partner organizations on projects of shared interests. Serves as the point of contact for media-related vendors, including clipping service and outlets where the district has paid placements. Desired Qualifications  Bachelor’s degree in communications, journalism, or related field; master’s degree preferred. Degree must be from an accredited college or institution. Minimum 5 years’ experience with a media outlet, public relations/marketing firm, or in the marketing/communications department of an organization/company, where media relations and media strategy was a primary job responsibility. Knowledge of K-12 education, particularly in an urban setting, desirable. Outstanding speaking and writing skills across platforms, including understanding of social media use. Supervisory experience desirable.

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.

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 at the Durant Center is seeking a Student Life and Wellness Director responsible for the design and successful implementation of the Student Life and Wellness Department. The Student Life and Wellness program is responsible for student growth and development in the areas of identity formation, social-emotional learning and student wellness. These program elements are delivered through experiential education opportunities, service learning, workshops and 1:1 meetings. This position has two essential categories of responsibility:   a) Support students' identity formation, social-emotional learning and wellbeing, and development of an intrinsic motivation to become a college graduate through workshops, internship placements, and service opportunities;   b) Provide or ensure provision of appropriate wellness services to students in need of coaching while supervising a cohort of wellness interns from local graduate mental health programs who work 1:1 and lead workshops with students from a wellness perspective. Primary Responsibilities Include: Supervision and Management of Student Life Program:   Promote student leadership by ensuring that 100% of students are engaged in meaningful summer activities, complete relevant community service work and cultivate a sense of purpose by declaring and working toward their dreams. Creation, Supervision, and Management of Wellness Program:   promote student social/emotional wellbeing and non-cognitive skill acquisition through the creation, management, supervision and evaluation of a student Wellness Program. Supervise graduate interns directly (or ensure proper supervision and monitoring) and ensure that they areappropriately coaching students individually and through workshops, in developing skills and resources in social/emotional wellbeing areas. Work with acute students 1:1 as necessary. Refer students to community resources and conduct family meetings as necessary. Implement Wellness Program Core Practices: Ensure that quality 1:1 wellbeing coaching is delivered to  students Train staff in trauma-informed care and crisis protocols Facilitate Scholar Talk Intervention Meetings with frontline staff regarding students on academic intervention and/or having social/emotional wellbeing challenges Deliver the CoVitality student wellbeing strengths assessment and manage results Consult with College Completion Advisors regarding their flagging college students and coach them on appropriate interventions Enhance College Track programming by providing social/emotional wellbeing and student life lessons   Program Design, Curriculum Development and Implementation:Work with the Site Director and National Staff to successfully create and deliver a high-quality Student Life and Wellness program.  Ensure that site goals are attained and quality programming is delivered in the following program components: experiential learning workshops, 1:1 and group student support, summer engagement, community service, and social/emotional learning. Staff Development and Recruitment:   Recruit, hire, develop, manage,  and either directly supervise and evaluate graduate mental health interns, Student Life and Wellness part-time staff and volunteers or effectively manage the process. Support site team in creating purpose-driven programming. Graduate Intern Training Program Development and Management:   Develop university partnerships with graduate mental health programs, and community partners to support implementing high-quality programming for students. Recruit, hire, train, supervise and manage a team of graduate psychology and social work interns and their work with students to ensure the overall health, wellbeing, and success of students. Build a collaborative team of individuals committed to supporting students’ social/emotional health and ensure they are trained and prepared to be excellent clinicians. Assessment and Measurement:   Actively work to measure and demonstrate the efficacy of Student Life and Wellness programming to assist with student performance and college completion.     Staff Support:   Train colleagues and facilitate discussions from a whole-student perspective. Serve as a consultant to all staff regarding student wellness, social-emotional learning, and non-cognitive skill development. Be a resource to staff on how to manage and assist struggling high school and college students. Train College Track staff in crisis protocols and trauma-informed care. Financial and Resource Management:   Monitor and meet the expense budgets for Student Life and Wellness Program. Identify and develop external sources of funding for the program. Supervise fundraising efforts for student enrichment opportunities. Maintain Continuing Education and Licensure:   Learn about new developments in the health and wellness field by reading professional literature, attending continuing education classes and seminars and through maintaining contact with community resources. Keep license active and current. New Projects:   Projects as assigned by the Site Director and the Quality and Learning Director.   Skills & Experience Required      First and foremost, the Student Life and Wellness 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. Must also have: A minimum of a master of arts degree in a mental health profession with professional license (LPC, LPCC, LMFT, LCSW, etc.) or a 2 years as an MSW/LMSW or equivalent is preferred. Ideally you are able to supervise graduate level mental health interns and, if not, you must be knowledgeable in how to (and able to) ensure this happens at high levels. Strong leadership skills and ability to motivate and inspire others under a shared vision of excellence Demonstrated success in counseling, motivating and managing high school students to meet high expectations in youth development, wellness, social/emotional learning, experiential learning, and/or service learning Knowledge of best practices in civic engagement, community service-learning, and community partnerships, informed by social justice, place-based education, and collaboration Strong experience in program design and curricular development Excellent relationship building skills and demonstrates communication skills that foster trust, values differences and furthers College Track’s mission Focus on delivering outcomes despite obstacles, seeks out challenges as opportunities to grow, takes unexpected setbacks in stride, and is able to galvanize self towards goals and impact Manages people, projects and oneself to achieve excellent results and expand organizational impact Results-driven; commitment to utilizing data and evidence-based practices to meet student needs (experience with Youth Mental Health First Aid, ACT, CBT, DBT, Trauma-Informed Care and Motivational Interviewing is ideal) Knowledge of applicable legislation, standards, policies and procedures in mental and behavioral health fields The Ideal Candidate may also have the following preferred qualifications: Two (2) years of experience in providing youth mentorship and/or youth case management services Demonstrated success in training, supervising and managing graduate mental health interns Ability to manage interpersonal conflict situations requiring tact, relationship-centered practices and discretion Ability to design, plan and promote new and existing events on a regular basis Proficient in speaking, reading and writing in both English and Spanish Proficient with using Google Suite & Salesforce data management platforms    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.  

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  The Analyst, School Stat position would focus on collecting, analyzing, and reporting school police data, so that school police are able to make informed decisions regarding violence prevention and safety for all students. Additionally, this analyst would work with the Chief of Schools to establish an official school stat process for central office and works with all departments to ensure that topics are presented for discussion. The Analyst - School Stat will report to the Chief of Schools and Chief of School Police. Essential Functions  Formulates mathematical or simulation models of management and operational problems for solution by computers or other methods to assist with School Police tracking and reporting of data. Analyzes and documents study findings and drafts alternate plans for implementation of new systems, procedures or organizational changes for School Police. Drafts narrative, statistical and graphic reports and participates in the preparation of group presentations, detailing analyses, evaluations, alternate action plans and recommended courses of action for presentation to management about School Police data. Assists in facilitating implementation of new systems and/or procedures; may install and train personnel in applications; monitors and evaluates process; and advises management of obstacles. May develop or update operating manuals outlining established methods of performing work in accordance with organizational policy. Develops a school stat structure where all central office departments convene and discuss pressing topics. Liaises between offices to coordinate the school stat topics and presentations. Desired Qualifications  Bachelor’s degree in computer science, business intelligence, data analytics, applied mathematics, statistics, or related field.  Master’s degree preferred.  Degree must be from an accredited college or institution. Previous exposure to or experience in the education sector a plus. Experience using GIS mapping software preferred.

Job Summary  The Specialist - Equity position works in the Department/Office of Equity to provide leadership in the development and implementation of the City Schools strategic equity plan. Provides direct support, training, and consultation for employees across the organization on topics such as, but not limited to: equity, culturally responsive pedagogy, bias, inclusion, diversity, etc. Works collaboratively with schools and offices to utilize a racial equity lens to ensure achievement for all students.  Essential Functions  Supports Director and the Department/Office of Equity in providing leadership in the implementation of the Equity Policy.    Develops, coordinates and facilitates training and professional development to City Schools employees to build capacity in the application of a racial equity lens. Provides support to schools and offices on the development and implementation of programs and initiatives that support equity across every indicator of City Schools’ student success.  Provides support to schools in developing and implementing school performance plans that address the predictability and persistence of gaps in student performance. Provides support to offices in developing and implementing performance plans that address the systemic focus on equity and excellence. Provides training and implementation support on building inclusive climates that honor the culture, experiences, and humanity of students, families, and community.  Provides support to schools to reduce the use of interventions that remove students from the active learning environment. Desired Qualifications  Bachelor’s degree in education or related field from an accredited college or institution. Master’s degree preferred. Demonstrates expertise in leading programs serving marginalized populations, demonstrated competency in the areas of anti-racist and anti-oppression pedagogy, racial equity, educational equity, access, and cultural proficiency, restorative practices, trauma-responsiveness, and social-emotional well-being. Experience in supporting the achievement of underserved populations preferred.  Understanding of current research-based practices to include the ability to analysis of quantitative and qualitative data.

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

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.