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TCDD MISSION:   The mission of the Texas Council for Developmental Disabilities (TCDD) is to create change so that all people with disabilities are fully included in their communities and exercise control over their own lives. POSITION OVERVIEW:   Per a Governor’s Executive order, the Texas Education Agency is the designated state agency for TCDD, and as such provides administrative support to hire and select the best talent to support TCDD’s mission. TCDD operates as a separate government entity of TEA and manages its federal award separately. TCDD offices are located on E. Oltorf in Austin, Texas. TCDD is governed by a 27-member governor appointed Council. The Texas Council for Developmental Disabilities (TCDD) is seeking a senior-level Grant Management Director to join our team and play a critical role in overseeing and supervising the grants team and monitoring assigned grant projects approved by our Council. The Grants Management Director is responsible for the accountability of federal grant funds and monitoring them for compliance in accordance with state and federal laws, rules and regulations, and TCDD policies and procedures. Fiscal monitoring of grants may include monitoring budgets and workplans, processing quarterly reports, annual continuations, program revisions, grantee reimbursements and writing final project reports. The Grants Management Director is also responsible for developing and providing division strategic direction, quality assurance, and technical assistance. The Grants Management Director supervises a staff of three Grant Coordinators and provides oversight to their activities and assignments, conducts performance evaluations, training and continuing education. The Grants Management Director may provide input into the development of new initiative proposals, executive summaries and the review of grant applications. The Grants Management Director provides excellent customer service and support and is the liaison between grantees, Council members and TCDD division leads. The Grants Management Director will report outcomes at quarterly Council meetings to inform and support Council funding decisions and may provide input to the Annual Performance Progress Report (APPR). The Grant Management Director is expected to work independently and use initiative to perform essential functions. This position may require minimal travel within the state of Texas to perform on-site monitoring, attend grantee events and council meetings. This position reports to the TCDD Executive Director. TCDD is responsible for awarding and administering over $3 million in federal funds to organizations that assist people with developmental disabilities to achieve their potential for independence, productivity and integration into their communities by awarding grant funds to subrecipients who develop a comprehensive system of service and supports in Texas. The Grants Management Director may be responsible for monitoring between 5-10 grants during the grant’s life cycle, which can range from 1 year to 5 years. Please note that a resume and tailored cover letter is a required attachment for applying to this position. Incomplete applications will not be considered. Additionally, please be sure to respond to the short answer prompts found in the supplemental questions. These responses should be added in a separate Word or PDF document in the attachments section of the application. ESSENTIAL FUNCTIONS: Oversees and develops the strategic direction of grants monitoring including the establishment and update of policies and procedures and grants manual for staff and grantees that are consistent with federal and state guidelines. Provides reports and analysis of department functions to executive leadership and Council members. Develops and monitors division budget requests and expenditures. Serves as the liaison between grant, Council members, and TCDD communications, policy and operations divisions. Oversees the programmatic and fiscal monitoring of grant funds assigned to TCDD programs, and for budgets and workplans of assigned grantees. Responsible for processing and approval of quarterly reports, annual continuation applications, program revisions, grantee reimbursements, and final project reports. Provides quality assurance to the monitoring process through review and approval of activities performed by staff. Design retention and documentation policies and assist in the identification and development of electronic monitoring systems. May assist with data collection and reporting outcome activities from workplans for the Annual Program Performance Report. Oversees technical assistance services provided to grantees and staff. Identifies areas of need for training and makes recommendations to improve federal grant operations. Stays abreast of changes made to the Code of Federal Regulations (CFR) and Uniform Grants Management System (UGMS). Adjust policies and procedures related to technical assistance and ensure grantees and staff are complying. Oversee the grants data collection and monitoring tools and make recommendations for updating and or changing reporting system and forms as needed. Develops and provides customer service support to colleague organizations, grantees, or other external organizations related to federal grants. Reviews stipend, new grant and annual continuation applications and provides analysis to Council members to inform funding decisions. Evaluate and provide summary of workplan and budget justifications that outline whether proposed expenses are allowable, allocable, and reasonable. May recommend edits and conduct negotiations if needed. Hires, counsels, trains and evaluates the work activities of three Grant Coordinators to assure timely completion of assignments and quality of work is performed to meet Council standards and division goals and objectives. Assures staff follow policy and procedures pertaining to federal, state, and TCDD grants monitoring requirements. Provide professional development and ongoing training as needed.   Qualifications   MINIMUM QUALIFICATIONS: Education:  Graduation from an accredited four-year college or university. A degree in Business Administration, Public Administration, Accounting or Finance is preferred.  Experience:  At least six (6) years of experience in monitoring federal grants and contracts with an understanding of federal compliance in accordance with federal laws, rules and regulations. At least three of those years should be in a leadership or supervisory capacity or experience with general management and operations. At least 3 years of experience is required in using budget and accounting principles and/or fiscal management applications to document accountability and monitoring of grant funds and expenditures. Substitutions:  Each additional year of related experience above the required minimum may substitute for education on a year-for-year basis. OTHER QUALIFICATIONS: Be familiar with federal and state policies and procedures, principles, regulations, and guidelines for federal grants management. Use of the Uniform Grant Management Standards (UGMS) and the Code of Federal Regulations (CFR). Highly skilled in budgeting, accounting principles and fiscal management of grant funds. Have negotiating and communicating skills and be able to present technical information orally and in writing to various audiences. Highly skilled in reviewing financial reports and the ability to analyze reports and report on information to internal and external audiences. Outstanding personnel management skills and the ability to direct the work activities of others. Excellent and positive customer service support to diverse organizations Ability to develop, complete, and oversee strategic goals, objectives, activities and evaluation measures. Experience with developing policies, procedures and training programs. Ability to provide technical assistance and guidance to others in the development and implementation of program activities. Maintain effective working relationships with diverse groups both as a team and as a leader. Skill in handling conflict while maintaining an effective working relationship with staff, Council members and grantees. Superior computer skills and the ability to operate Microsoft software programs. Be willing to learn financial management or database software programs. Excellent writing skills with the ability to produce written reports from collected data. Be able to work independently and the ability to manage time effectively. Skill in planning, coordinating, and multi-tasking, with the ability to complete complex projects on schedule. Meticulous attention to detail when reviewing budgets, workplans and numbers. How to Apply for a TCDD Position  TCDD receives human resources services from the Texas Education Agency (TEA). All applicants are required to enter their employment applications using TEA’s Centralized Accounting and Payroll/Personnel System (CAPPS). Learn  how to apply for a position  with TEA using CAPPS. As an equal opportunity employer, we hire without consideration to race, religion, color, national origin, age, sex, disability, or veteran status, unless an applicant is entitled to the veteran’s preference. Additional Military Crosswalk (occupational specialty code) information can be accessed   here . This position requires the applicant to meet Agency standards and criteria which may include passing a pre-employment criminal background check, prior to being offered employment by the Agency. No phone calls or emails, please. Due to the high volume of applications, we do not accept telephone calls and cannot reply to all email inquiries.   Only candidates selected for interview will be contacted.

ABOUT CESAR CHAVEZ PCS FOR PUBLIC POLICY Chavez Parkside is a public policy, college preparatory charter high school in Ward 7. An anchor in the Parkside/Kenilworth community, our school has 500 students in grades 8-12. Chavez Parkside students achieved over 5 million dollars in scholarship and a 100% college acceptance rate. Parkside has a first-rate athletics program with champion basketball, volleyball, track and cheer-leading teams. And we have over 50 community partners hosting students in the fellowship program. Chavez Parkside serves a high needs population of students and is committed to giving them the resources and support they need to be successful in college and in life.  To learn more about Cesar Chavez PCS for Public Policy, visit  chavezschools.org . POSITION SUMMARY    The ALC Coordinator is responsible for providing students assigned to the Alternative Learning Center with behavioral and academic interventions and assessments to improve student behavioral and academic growth both inside and outside of the classroom. The Coordinator develops the programs for the Alternative Learning Center implementing a continuum of services that will focus on the development of the "whole" child. The Coordinator typically works with between five and fifteen children on a daily basis. ESSENTIAL DUTIES AND RESPONSIBILITIES   Monitor students who have been assigned to the Alternative Learning Center Explain and enforce expectations for student conduct within the ALC, and work with individual and groups of students assigned to the ALC room to reinforce instructions previously initiated by the teacher and/or administration Provide personalized attention and assistance to students to develop or improve skills in a particular area including but not limited to self-regulation, de-escalation, problem-solving, reflection, and academic goal setting Assist in monitoring an individual behavior plan for students Conduct restorative circles, student mediation and opportunities for scholars to participate in community service, and ensures proper documentation for all activities Collaborate with teachers and behavior staff to evaluate student’s progress Confer with teachers to ensure they have current work on file for students to complete while assigned to the ALC; and assign and check student work while in the ALC Maintain tracking system that chronicles activity within the ALC and report inappropriate behavior by students to administration Discuss behavior of students with administrators, teachers and parents Monitor hallways before, during, and after school Support culture team with arrival and dismissal including bag checks and safe passage Monitor after school detention Confer with teachers to ensure they have current work on file for students to complete while assigned to the ALC Participate in professional development, staff meetings, and grade level team meetings Perform related work as required QUALIFICATIONS, KNOWLEDGE, SKILLS REQUIRED   Bachelor's Degree in Education, Social Work, Counseling or related field Experience in implementing or managing systems of positive behavior support in the classroom or in a similar setting using proven methods is strongly preferred Possess a high caliber of expertise in counseling and student and family support Ability to work on multiple projects and respond to requests and deadlines in an accurate, timely manner Ability to make sound decisions within the parameters of authority Be courteous, professional and tactful at all times Ability to exercise initiative and sound judgment in resolving problems Maintain a positive working relationship with faculty, staff, board members, parents, students, and community Serve as a role model who acknowledges through actions and behaviors the critical value of human relationships in achieving personal and professional goals and organizational purpose Strong written and oral communication skills; and excellent interpersonal/human relations skills Ability to use technology effectively for instruction, research, record keeping and other administrative tasks, and communications including Internet research, MS Office and educational software to support the behavior program HOW TO APPLY Click here to apply to the ALC Coordinator position. ADA SPECIFICATIONS:  This position will be based at the Chavez Parkside campus.  While performing the duties of this job, the employee is regularly required to move about the building.  In addition, travel to other sites could be required, frequency to depend on the needs of the school and position.  The employee is regularly required to speak audibly, see, listen actively, and use hands to handle objects while performing the duties of this job.  This position requires the ability to use standard office equipment such as computers, phones, and filing cabinets. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.    AAP/EEO Statement:  Chavez Schools provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability or genetics. In addition to federal law requirements, Chavez Schools complies with applicable state and local laws governing nondiscrimination in employment in every location in which the company has facilities. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation and training.  Disclaimer:   This job description is not designated to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the employee. Other duties, responsibilities and activities may change or be assigned at any time with or without notice.  Chavez Schools expressly prohibits any form of workplace harassment based on race, color, religion, gender, sexual orientation, gender identity or expression, national origin, age, genetic information, disability, or veteran status. Improper interference with the ability of Chavez Schools’ employees to perform their job duties may result in discipline up to and including discharge.

  We're looking for a passionate and driven all-star to join our team. If you have the mindset of a champion, are motivated by doing meaningful work and driven to create lasting change for students and families, come join our high-performing, passionate team!   About Us Education Opens Doors’ primary focus is to open doors for middle school students from historically underserved communities by providing rigorous, culturally relevant college and career access curriculum during the academic school day. EOD is an innovative 501(c)(3) nonprofit that believes all students deserve the opportunity to pursue their limitless potential. We are redefining the status quo around college and career access by legitimizing and increasing exposure to college and career knowledge for all middle school students through intentional partnership with schools and teachers.   EOD Core Values Purpose Driven Equitable Life-long Learners Empathetic Innovative   About Our Star Player The Director of Programs will play an integral role at EOD, and is a senior leader at the organization. The Director of Programs sits on the Senior Leadership team and is poised to consult and influence the strategic direction of the entire organization, as well as drive the program function.  They will be responsible for setting vision and direction for the overall program team and managing key stakeholder relationships. In addition, this person is responsible for leading and coaching a dynamic team of Impact Managers, who partner closely with classroom teachers to implement the EOD program. Given the tremendous potential for influence and impact, this is a key role at Education Opens Doors.   The Star Player will demonstrate Vision, initiative, and self-awareness A leadership mindset: passionate about leading effective teams through intentional coaching and feedback mechanisms Adeptly build and manage relationships with various stakeholders and constituencies to accomplish goals through strong interpersonal skills and emotional intelligence Ability to communicate effectively through oral and written communication, including formal presentation skills Openness to new ideas and ability to embrace change in a fast-moving, start up environment Achieve organizational and program goals through teamwork and collaboration   The Play Book Effective Team Management: Initiate and set goals with the program team in alignment with the strategic plan Build systems and procedures to implement an effective, efficient, and high quality program Develop evaluation strategies to monitor performance and determine the need for improvements Provide individual and team oversight and coaching in key areas, in order to: assist staff with site retention, growth, and problem solving lead and coach program team through teacher and administrator relationships and challenging circumstances Organize and facilitate monthly site management meetings by setting agendas and maintaining continuity in order to: share and disseminate information address training needs and provide feedback to staff coordinate site consultation to provide opportunity for problem solving and mutual support create cohesive working groups leading to intentional, productive collaboration Ensure quality management of partnerships and effective project management Cultivate External Relationships Collaborate with the Director of Strategic Partnerships to secure sustainable partnerships Steward key relationships to increase support for EOD in the community Connect with administrators, community organizations, and other key stakeholders in order to share the EOD program, build relationships and investment with existing and potential stakeholders, and secure and/or maintain partnerships. Contribute to overall vision and goals of Education Opens Doors Maintain a supportive work environment and positive staff culture Ensure that data and curriculum team activities are aligned with organization vision Assume lead role in hiring and onboarding for Impact Manager team in order to ensure the hiring of qualified personnel   Qualifications Bachelor’s degree in a relevant field (Education, Business, etc.) Minimum of two years program experience including demonstrated success developing, evaluating, and successfully operationalizing programs Experience leading successful teams and coaching individual contributors Strong project management skills resulting in measurable successes and program growth Record of results of building and sustaining relationships with various stakeholders Demonstrated commitment to and passion for equity and the mission of Education Opens Doors   To Apply We offer a competitive compensation and benefits package which includes medical, dental, vision, short-term disability, long-term disability, life insurance, retirement matching, flexplace, professional development stipend, and more. We also offer a generous vacation package and the opportunity to work with a dynamic team of change makers. You can apply using the link here .   Equity Statement Education Opens Doors is an equal opportunity employer and does not discriminate against individuals on the basis of sex, gender identity, sexual orientation, age, disability, veteran status, religion, ancestry, color, race, ethnicity, or creed. LGBTQ+ individuals and people of color are strongly encouraged to apply.

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

Job Goal: As part of the AWARE Grant, provide coordinated, direct counseling/interventions for students along with increasing the awareness and identification of mental health issues among all adults working with young people. Additionally, this position will be responsible for promoting positive mental health awareness for students, families, school staff and the community to increase the awareness and identification of mental health issues among all adults working with young people and promote positive mental health for students, families, school staff and community. Qualifications: Education Master’s degree in counseling or other related mental health area Certification/Licensure Professional license in school mental health fields (Licensed Specialist in School Psychology (LSSP), Licensed Professional Counselor (LPC), Licensed Master Social Work (LMSW), Licensed Clinical Social Worker (LCSW), Licensed Marriage and Family Therapist (LMFT)). Experience 1. Three years of experience working in public schools 2. Experience developing and presenting professional development Special Knowledge and Skills 1. Knowledge of mental health services in public school settings with emphasis in areas of evidence-based strategies reflecting trauma-informed, mindfulness, self-regulation, prosocial skills, and resiliency building strategies to increase school engagement 2. Knowledge of evidence-based strategies reflecting trauma informed practices, self-regulation, pro-social skills, and resiliency building strategies to increase school engagement 3. Knowledge of individual and group counseling 4. Understanding of Positive Behavior Interventions and Supports (PBIS) implementation and best practices of Multi-tiered Systems of Support (MTSS) 5. Ability to screen individuals, assess mental health needs, develop service plans, and make referrals, 6. Ability to follow-up with collateral mental health agencies 7. Ability to collect data on progress, outcomes, and reporting 8. Strong consultation skills for consulting with teachers, parents, students and other mental health professionals  9. Broad knowledge of the critical elements of the PBIS framework and school-wide and targeted supports to strengthen mental health wellness 10. Excellent organizational, communication, and interpersonal skills 11. Ability to present information in one-on-one, small group, and large group situations to students, parents, and district staff 12. General knowledge of behavioral principles Preferred Qualifications 1. Three years mental health experience in a clinical setting providing direct services Major Responsibilities: 1. Implement services in Goose Creek Consolidated Independent School District to improve or expand mental health-related interventions and services across school-aged youth and family-serving systems, and readiness for implementing school-community partnerships. 2. Collaboratively work with state, local and regional partners on improving or expanding mental health-related interventions and services across school-aged youth and family-serving systems 3. Increase and improve access to culturally competent and developmentally appropriate school- and community-based mental health services, particularly for children and youth with Serious Emotional Disturbance (SED) or SMI 4. Conduct outreach and engagement with school-aged youth and their families to increase awareness and identification of mental health issues and to promote positive mental health. 5. Conduct campus or district needs assessment, identify mental health services and supports, develop and implement a comprehensive service plan of evidence-based culturally competent and developmentally appropriate school- and community-based mental health services 6. Connect families, schools, and communities to increase engagement and involvement in planning and implementing school and community programs for school-aged youth 7. Help school-aged youth develop skills that will promote resilience and promote pro-social behaviors; avert development of mental and behavioral health disorders; and prevent youth violence. 8. Equip schools with the ability to immediately respond to the needs of youth who may be exhibiting behavioral/psychological signs of a severity indicating the need for clinical intervention 9. Develop an infrastructure that will sustain and expand mental health and behavioral health services and supports for school-aged youth when federal funding ends. 10. Develop and implement a comprehensive plan of evidence-based culturally competent and developmentally appropriate school- and community-based mental health services. 11. Implement the ability to respond immediately on-site if a school-aged youth exhibits behavioral signs warranting the need for clinical attention. 12. Provide coordinated referral, services, and follow-up to school-aged youth and their families for evidence-based school- and community based mental health practices and services. 13. Develop and implement a workforce development training plan to increase the mental health awareness and literacy of school staff, administrators, parents, and others who interact with school-aged youth to recognize the signs and symptoms and mental illness and link them to appropriate services. 14. Engage in local and state program and process development to support improvements in school-aged youth and family-serving systems through the coordination and integration of funding streams to support programs with similar goals 15. Develop and implement meaningful ways to engage students and their families by involving them in the design and implementation of education and community initiatives. 16. Establish relationships with local businesses, families, and community groups to broaden and link all community resources available to school-aged youth and their families. 17. Compile, maintain, and file all reports, records, and other required documents in a timely manner. 18. Engage in professional development to maintain knowledge and skills in area(s) of responsibility. 19. Analyze data to evaluate the program effectiveness 20. Provide technical assistance and services as specified by any applicable grant that funds this position. Supervision/Personnel Management None Physical Demands/Environmental Factors/ Mental Demands: These 2 grant funded positions are based in the Goose Creek Consolidated Independent School District through a grant coordinated by Region 4 Education Service Center; regular travel may be required to multiple locations, including Region 4 ESC (must have reliable transportation); 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; work with frequent interruptions; maintain emotional control under pressure.

Manager/Director of Scholar Success Good Reason Houston is seeking a Manager of Scholar Success who has a strong track record helping students enroll and succeed in college and is excited to join the founding Harris County Promise team. The Manager will lead a team of success coaches to help students successfully transition to college, persist to completion or transfer, and access living wage employment. This position reports to the Managing Director of Promise and will play a key role in ensuring Good Reason Houston realizes its vision that every child, in every neighborhood, excels in a world-class public school and thrives in the Houston of tomorrow.    Responsibilities: Program Design Own user experience design to ensure student-friendly, easily accessible, seamless support of students throughout their college journey Possess and develop expertise in retention methods for at-risk students and inform the team of developing theories and best practices Create, administer, and manage student and parent texting campaigns Manage the administration of student incentives and additional supports Design and monitor all student-facing communications for student-friendliness and impact, including text message campaigns, emails, and program collateral  Data Management Work with the team to develop an effective case management system to facilitate data collection for timely and effective intervention by Promise staff and campus stakeholders Track and analyze data through the case management system to design effective interventions based on student needs Prepare reports and turnkey information to the Managing Director and coaching staff for immediate programmatic adjustments to reach performance goals Team & Relationships Lead a team of college-based Success Coaches to help students transition to college, maintain satisfactory academic progress, and persist to completion and/or transfer Manage and support Success Coaches including training, evaluation, and ongoing professional development Develop and nurture relationships with college and community stakeholders to reduce barriers and facilitate student success  Turnkey lessons learned to inform strategic work across our K-12 and higher ed partners and contribute to the achievement of Good Reason Houston’s mission and goals Serve as a hands-on contributor to the Harris County Promise team and collaborate on initiatives across the team to ensure students successfully enroll and succeed in college Qualifications: Requirements Bachelor’s degree in a relevant field, Advanced degree preferred 8+ years of professional experience related to college access and success with a strong track record of successful student outcomes Competencies & Characteristics Expertise with designing effective student interventions and supports Commitment to achieve rigorous goals on behalf of students Flexibility to respond to and manage a range of stakeholders Experience managing high-performing teams Creativity and innovative thinking skills to respond to emerging needs Strength in data tracking, management, and analysis Ability to use data to problem-solve and set strategy Demonstrated passion for the transformative power of education

You’ll be responsible for collecting, maintaining, reporting, and analyzing data for our Performance Management Framework (PMF) and the accompanying annual School Quality Reports. You’ll focus on adult public charter schools, working with school leaders and school-based data managers on the PMF. You’re an essential member of the Financial and Academic Quality (FAQ) team as you prepare for meetings with DC PCSB senior staff and school leaders and developing PMF policy updates. Your analysis of adult public charter schools’ academic performance for charter reviews or renewals supports the entire organization. You’re more than a data analyst; you’re the one we trust to educate and support school leaders regarding DC PCSB’s practices and policies. You’re great with verbal and written communication, and you’ll work with other Data Analysts to develop easy-to-read dashboards and visualizations to communicate school performance data to the public and school leaders. Along with the rest of the data team, you’ll continue to help move us from manual analysis towards automation to more efficiently meet the needs of our fast-paced environment. Your SQL skills will help us automate the process of moving data that feeds into our QuickBase and Looker applications, and you’ll share your data visualization skills with a variety of audiences.  As our go-to person for all adult education data questions, you’ll learn our internal systems and be able to make changes to the processes, provide the team and leadership with strong data analysis. You’ll proactively make recommendations to improve our policies, products, and processes. COMPETENCIES AND QUALIFICATIONS You are detail oriented, independent, and able to develop innovative solutions to difficult problems. You’re comfortable with large quantities of data and, technically speaking, you have strong SQL and Excel experience as well as an additional scripting language such as Python or R.     With a strong customer service focus, you see change requests as an opportunity to improve both our products and the quality of education provided to DC students. You have strong writing skills, strong visualization skills, and a strong work ethic. COMPENSATION Salary is competitive and commensurate with prior experience in a similar role. DC PCSB offers a  comprehensive benefits plan .  The salary band for this position is $70,000 - $80,000. DC PCSB is an equal opportunity employer committed to building a culturally diverse staff. We strive to foster an environment where everyone feels included. We believe that when people bring their unique identities, backgrounds, perspectives, and experiences to our community, we are able to truly achieve excellence in our work.    

ABOUT CESAR CHAVEZ PCS FOR PUBLIC POLICY Chavez Parkside is a public policy, college preparatory charter high school in Ward 7. An anchor in the Parkside/Kenilworth community, our school has 500 students in grades 8-12. Chavez Parkside students achieved over 5 million dollars in scholarship and a 100% college acceptance rate. Parkside has a first-rate athletics program with champion basketball, volleyball, track and cheer-leading teams. And we have over 50 community partners hosting students in the fellowship program. Chavez Parkside serves a high needs population of students and is committed to giving them the resources and support they need to be successful in college and in life.  To learn more about Cesar Chavez PCS for Public Policy, visit  chavezschools.org . POSITION SUMMARY    The ALC Coordinator is responsible for providing students assigned to the Alternative Learning Center with behavioral and academic interventions and assessments to improve student behavioral and academic growth both inside and outside of the classroom. The Coordinator develops the programs for the Alternative Learning Center implementing a continuum of services that will focus on the development of the "whole" child. The Coordinator typically works with between five and fifteen children on a daily basis. ESSENTIAL DUTIES AND RESPONSIBILITIES   Monitor students who have been assigned to the Alternative Learning Center Explain and enforce expectations for student conduct within the ALC, and work with individual and groups of students assigned to the ALC room to reinforce instructions previously initiated by the teacher and/or administration Provide personalized attention and assistance to students to develop or improve skills in a particular area including but not limited to self-regulation, de-escalation, problem-solving, reflection, and academic goal setting Assist in monitoring an individual behavior plan for students Conduct restorative circles, student mediation and opportunities for scholars to participate in community service, and ensures proper documentation for all activities Collaborate with teachers and behavior staff to evaluate student’s progress Confer with teachers to ensure they have current work on file for students to complete while assigned to the ALC; and assign and check student work while in the ALC Maintain tracking system that chronicles activity within the ALC and report inappropriate behavior by students to administration Discuss behavior of students with administrators, teachers and parents Monitor hallways before, during, and after school Support culture team with arrival and dismissal including bag checks and safe passage Monitor after school detention Confer with teachers to ensure they have current work on file for students to complete while assigned to the ALC Participate in professional development, staff meetings, and grade level team meetings Perform related work as required QUALIFICATIONS, KNOWLEDGE, SKILLS REQUIRED   Bachelor's Degree in Education, Social Work, Counseling or related field Experience in implementing or managing systems of positive behavior support in the classroom or in a similar setting using proven methods is strongly preferred Possess a high caliber of expertise in counseling and student and family support Ability to work on multiple projects and respond to requests and deadlines in an accurate, timely manner Ability to make sound decisions within the parameters of authority Be courteous, professional and tactful at all times Ability to exercise initiative and sound judgment in resolving problems Maintain a positive working relationship with faculty, staff, board members, parents, students, and community Serve as a role model who acknowledges through actions and behaviors the critical value of human relationships in achieving personal and professional goals and organizational purpose Strong written and oral communication skills; and excellent interpersonal/human relations skills Ability to use technology effectively for instruction, research, record keeping and other administrative tasks, and communications including Internet research, MS Office and educational software to support the behavior program HOW TO APPLY Click here to apply to the ALC Coordinator position. ADA SPECIFICATIONS:  This position will be based at the Chavez Parkside campus.  While performing the duties of this job, the employee is regularly required to move about the building.  In addition, travel to other sites could be required, frequency to depend on the needs of the school and position.  The employee is regularly required to speak audibly, see, listen actively, and use hands to handle objects while performing the duties of this job.  This position requires the ability to use standard office equipment such as computers, phones, and filing cabinets. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.    AAP/EEO Statement:  Chavez Schools provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability or genetics. In addition to federal law requirements, Chavez Schools complies with applicable state and local laws governing nondiscrimination in employment in every location in which the company has facilities. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation and training.  Disclaimer:   This job description is not designated to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the employee. Other duties, responsibilities and activities may change or be assigned at any time with or without notice.  Chavez Schools expressly prohibits any form of workplace harassment based on race, color, religion, gender, sexual orientation, gender identity or expression, national origin, age, genetic information, disability, or veteran status. Improper interference with the ability of Chavez Schools’ employees to perform their job duties may result in discipline up to and including discharge.

Start Date: Immediate Role Type: Full Time Location: Flexible Geography, Remote/Virtual Team  Who We Are: Transcend is education’s “R&D Engine,” enabling communities to imagine, create, and spread learning environments that truly prepare all students for what the future demands. We do this by playing two vital roles : We expand the supply of innovative, high-quality, and replicable school models to give communities everywhere a broader and more diverse range of options to adopt We grow demand and readiness for innovation in communities across the country, so they are eager to adopt these models and innovate in effective ways. The Opportunity:   The Partner, School Partnership Development position will play a critical, on-the-ground role to advance Transcend’s mission every day by seeking out and cultivating new school design partnerships for Transcend. This role will continuously maintain a thriving network of potential partners, help determine the best partners for Transcend’s unique R&D work, and bring those partners to Transcend to see if there is a match between their needs and our work.   Who You Are: You delight in connecting people to make positive change happen. As your cell phone (and frequent flyer miles!) can attest, you love building and engaging with a broad and diverse network of education leaders and innovative minds. You listen keenly to others and communicate in ways that in equal parts inspire and inform. It feels fantastic to utilize your network to match-make between schools and organizations like Transcend that can help them. You are eager to find schools that are interested in transforming outcomes and experiences for all learners -- and connect them in ways that accelerate their efforts.  Your Job:  Source and sustain a network of potential Transcend school and system partners Serve as the ambassador of Transcend at conferences and industry events to grow excitement and knowledge of Transcend’s services with prospective school partners Establish and manage deep and trusting relationships with senior school, system, and funder leaders to understand their needs and communicate how Transcend may be valuable to them Partner with the portfolio strategy lead to understand portfolio strategy and how to collaborate to achieve revenue and mission-driven goals Develop polished proposals for potential school and system partners Partner with project leads to engage in due diligence during pilot projects  Build and codify best practices that allow us to improve and scale our services Your Skills: Strong verbal and written communicator for a senior education audience Pro at building, managing, and sustaining relationships with a diverse group of senior leaders and contributors in the education space  Have a broad network of senior educator leaders across governance and geographies Ability to develop compelling proposals or responses to grants and requests for proposals in a polished, timely fashion Strong critical thinker and problem-solver: Excels at asking questions and determining root causes of challenges and opportunities Ability to flourish with limited guidance, be proactive, and successfully navigate uncertainty Motivated and excited by working with schools - districts, charters, and independent -  to identify their challenges and seek solutions to them Deeply committed to advancing diversity, equity, inclusion and access of quality learning experiences for all kids  Willingness to travel up to 50% when needed Knowledge of education sector (preferably the innovation landscape) with 10+ years of experience leading complex projects and/or teams in a school or district/CMO environment preferred Join Us! Transcend is an equal opportunity employer. We are building a diverse team that values diversity, equity, and inclusion.

Overview Though 9 in 10 Latino young adults say a college degree is important for success in life, fewer than 15% age 25 or older hold a bachelor’s degree. Voices College-Bound Language Academies exists to change that. Voices is a public charter school network with a mission to prepare all students for the challenges of higher education through the context of an academically rigorous dual-language program. Every student, regardless of home language, graduates bilingual and biliterate in English and Spanish. As we expand to serve more traditionally underserved students, Voices seeks additional team members who share a commitment to its mission and believe joyful learning and world-class academic preparation are not mutually exclusive. Role Summary Voices Academies’ Family Recruiter will be an inspiring leader with an entrepreneurial spirit. The Family Recruiter will join Voices during a critical juncture as we prepare for the opening of our fourth school in 2018. Reporting to our Chief Growth and Community Engagement Officer (CGO), this part-time position (20 hours) will focus primarily on family/student recruitment. The Family Recruiter will be Voice’s ambassador in our new and existing communities and will serve as the primary point of contact to new, incoming families and applicants, cultivating demand for Voices schools. The ideal candidate will not only be innovative, but also have an unwavering commitment to Voices mission, vision and core values. The Family Recruiter will be based out of our CMO office in San Jose. The job will require car travel to our local schools and communities throughout the Bay Area. Key Responsibilities Recruitment And Enrollment: Inspire and motivate families to become part of the Voices community Coordinate and execute door-knocking/canvassing efforts to build awareness of Voices and connect with potential new families Organize and host school tours for prospective parents Place calls to prospective families to coordinate home visits, remind them about Voices events, and collect enrollment documents Routinely communicate with newly enrolled families to keep them engaged and excited about joining the Voices community Input and organize data gathered from canvassing, outreach, and phone banking Keep track of applications using the SchoolMint platform Work closely with the Development & Communications Manager to design and manage outreach materials and collateral; Distribute marketing materials to community agencies Maintain database of community and Voices-led events, always seeking new, high impact events Manage and attend recruitment events (including on some evenings and weekends), ensuring that they are staffed with Voices staff and/or parent volunteers, and that all materials are ready and present Host information sessions and participate in other marketing events for Voices by speaking compellingly and knowledgeably about Voices to diverse audiences Coordinate closely with the CES to prepare for school enrollment deadlines, lottery, and related communications to families Provide regular recruitment updates to the CES Voices Academies Family Recruiter candidates will have the following: REQUIREMENTS Required Qualifications: BA/BS degree or related experience Outgoing and able to quickly build trusting relationships with a broad set of people, including parents, external stakeholders, school staff, and teammates Adept at thinking strategically, translating plans into action, and exhibiting excellent judgment Demonstrated passion for the mission, vision and values of Voices Academies with a deep commitment to improving the lives of students from low-income communities Excellent oral and written communication skills in English and Spanish, experience giving formal presentations and trainings is a plus Comfort working with a flexible schedule Ability to self‐direct, exhibit flexibility, and drive results in a fast‐paced, entrepreneurial environment Experience or commitment to public education, social justice, efficacy and equity. Preferred Qualifications: Knowledge of and experience working with low-income communities preferred Entrepreneurial spirit, flexibility, and demonstrated success in Community Engagement Understanding of dual language instructional practices and school design and the unique characteristics of public charter schools is a plus. Proficiency in Microsoft Excel, PowerPoint, Word, and Google Apps Ability to work well independently and within a team environment; working efficiently, and exercising excellent judgment in making decisions. Combine maturity, humility, a strong work ethic, a sense of humor, and a roll-up-my sleeves attitude to celebrate successes as well as navigate times of ambiguity and high levels of stress Develop relational trust across constituencies, by maintaining a positive attitude with students, parents and staff, while also maintaining confidentiality Working Conditions: Regular requirement to stand, sit, walk, talk, hear, see, read, speak, reach, stretch with hands and arms, stoop, kneel and crouch Lift and carry objects weighing up to 50 lbs. Occasional evening and or weekend work Occasional travel Willingness to be trained as needed Prior to Employment:   Once an offer has been extended, a candidate must meet the following criteria to receive a final contract: First Aid/CPR Certification Clear Criminal Background Check Valid TB Clearance Key Compensation: Hourly Compensation: $21- $23 Exceptional growth opportunities Contract: Reports directly to Chief Growth and Community Engagement Officer Permanent Part-Time, Non-Exempt Position At-Will Contract If you have any questions about this position, please contact our hiring team by email at   jobs@voicescharterschool.com . Thank you. Voices College-Bound Language Academies is an equal opportunity employer. It is the policy of Voices to afford equal employment and advancement opportunities to all qualified individuals without regard to race, creed, color, religion, national origin, ethnicity, ancestry, sex, sexual orientation, age, physical or mental disability, marital status, citizenship status, medical condition, or any other legally protected status.

Overview Though 9 in 10 Latino young adults say a college degree is important for success in life, fewer than 15% age 25 or older hold a bachelor’s degree.   Voices College-Bound Language Academies exists to change that. Voices is a public charter school network with a mission to prepare all students for the challenges of higher education through the context of an academically rigorous dual-language program. Every student, regardless of home language, graduates bilingual and biliterate in English and Spanish. As we expand to serve more traditionally underserved students, Voices seeks additional team members who share a commitment to its mission and believe joyful learning and world-class academic preparation are not mutually exclusive. Role Summary Voices Academies’ Associate Teacher will be an inspiring educator with an entrepreneurial spirit. Reporting to the principal, the ideal candidate will not only be innovative, but also have an unwavering commitment to ensure that a student receives quality instruction, makes accelerated educational progress, and reaches or exceeds their academic goals. Associate Teachers will assist in the classroom and/or the learning center and assist in the supervision, testing, and instruction of students; relieve the teacher of administrative tasks; implementing a variety of instructional programs as assigned/supervised by a credentialed teacher (SPED support, ELD, intervention, skill development,etc): and perform other duties as assigned. Key Responsibilities Assisting Teachers: Assist teacher in the management of student behavior to ensure all students are fully engaged in learning and assessing Provide individualized and small group instruction in order to adapt the curriculum to the needs of each student as directed by the teacher Provide instruction to students with special needs in accordance with IEP utilizing support services as appropriate Motivate pupils to develop skills, attitudes and knowledge needed to provide a good foundation for elementary education Challenge and accelerate ALL students, no matter at what level they enter the classroom Assist teacher in assessing students and recording results Track student information and maintain accurate student records, including attendance, as directed by the teacher Create an atmosphere through personal example and efficacious relationships with students which inspire academic achievement and enthusiasm for learning Provide Instruction under the direct supervision of a certificated teacher or administrator Tutor students as directed Implement Voices Instructional Guidelines and Best Practices at all times Collaboration: Work collaboratively to achieve Voices’ vision Work cooperatively with staff toward resolution of mutual concerns Collaborate closely with other teachers, consultants, and the principal to improve own and others’ instructional practices Reflect, improve and collaborate with colleagues, parents and community Confer with teachers, parents and/or appropriate personnel for the purposes of assisting in student evaluation as directed Assist other personnel as may be required for the purpose of supporting them in the completion of their work activities Professional Activities: Actively participate in professional development activities, including retreats Foster strong school morale and academic achievement Participating in collaborative with teacher and parents, grade-level activities, and school-wide functions, events, and trips Perform duties such as cafeteria, yard duty, traffic duty and monitoring/interacting with students during the work day as assigned for the purpose of providing a safe and positive learning environment Supervise and lead students independently as needed Voices Academies Associate Teacher candidates will have the following REQUIREMENTS Required Qualifications: NCLB compliant - AA degree or 48 semester units or passage of county competency exam Demonstrated passion for the mission, vision and values of Voices Academies with a deep commitment to improving the lives of students from low-income communities Excellent oral and written communication skills in English and Spanish. Outstanding written, speaking, and organizational skills with experience interacting with a broad range of stakeholders. Commitment to accelerated educational progress of children. Experience or commitment to public education, social justice, efficacy and equity. Preferred Qualifications: BA degree or Substitute Permit Knowledge of and experience working with low-income communities preferred Entrepreneurial spirit, flexibility, and demonstrated success in working with school-age children Understanding of dual language instructional practices and school design and the unique characteristics of public charter schools is a plus. High proficiency in Microsoft Excel, PowerPoint, Word, and Google Apps Ability to work well independently and within a team environment; working efficiently, and exercising excellent judgment in making decisions. Working Conditions: Tolerate high levels of stress 10 Month work schedule (September to June) Regular requirement to stand, sit, walk, talk, hear, see, read, speak, reach, stretch with hands and arms, stoop, kneel and crouch Lift and carry objects weighing up to 50 lbs. Occasional evening and or weekend work Occasional travel Willingness to be trained as needed Prior to Employment : Once an offer has been extended, a candidate must meet the following criteria to receive a final contract: First Aid/CPR Certification Clear Criminal Background Check Valid TB Clearance BENEFITS Key Compensation: Tier 1: $16.85- $18.25 Tier 2 (w/ a sub permit): $18.25-$21.00 Exceptional growth opportunities Contract: Reports directly to Principal, Teacher Permanent Non-Exempt Position At-Will Contract Schedule: 9:00 am -2:30 pm (PT) If you have any questions about this position, please contact our hiring team by email at   jobs@voicescharterschool.com . Thank you. Voices College-Bound Language Academies is an equal opportunity employer. It is the policy of Voices to afford equal employment and advancement opportunities to all qualified individuals without regard to race, creed, color, religion, national origin, ethnicity, ancestry, sex, sexual orientation, age, physical or mental disability, marital status, citizenship status, medical condition, or any other legally protected status.

Overview Though 9 in 10 Latino young adults say a college degree is important for success in life, fewer than 15% age 25 or older hold a bachelor’s degree. Voices College-Bound Language Academies exist to change that. Founded in 2006 by East San Jose native and National Board Certified Teacher Frances Teso, Voices is a public charter school network with a mission to prepare all students for the challenges of higher education through the context of an academically rigorous dual-language program. With the Voices dual-immersion model, students receive 80% of instruction in Spanish and 20% in English starting in kindergarten. The percentages shift by 10% per year until reaching 50:50 in third grade. As a result, every student, regardless of home language, graduates bilingual and biliterate in English and Spanish. In 2018-19, Voices will operate four public charter schools: Voices-Franklin McKinley (K-8), Voices-Morgan Hill and Voices-Mt. Pleasant (both Transitional Kindergarten - 4th, growing to Transitional Kindergarten - 8th) and Voices West Contra Costa (Transitional Kindergarten- 2nd). As we expand to serve more traditionally underserved students in Santa Clara County and surrounding counties, Voices seeks additional team members who share a commitment to its mission and believe joyful learning and world-class academic preparation are not mutually exclusive. Voices Academies’ Vision All students graduating from Voices College-Bound Language Academies will possess the knowledge, skills and confidence to succeed in any career path they choose to pursue in life by mastering academic standards and subject matter. Students will be aware of the many positive possibilities for their future, and enjoy learning throughout their lives. They will be able to think critically by asking questions, especially when confronted with the status quo. Our students will have a sense of social responsibility to make their communities better. Role Summary Voices Academies’ School Psychologist under the leadership of the Director of Special Populations and in collaboration with program specialists, school leaders, and teachers, will use effective strategies to serve the needs of exceptional students. The School Psychologist assists teachers, parents, and students in understanding, preventing and addressing learning, behavioral, developmental, and emotional difficulties. By collaborating with teachers, school leaders, families, and other mental health professionals, the School Psychologist works to create safe, healthy, and supportive learning environments for all students. The School Psychologist acts as an educator by helping others understand more about child development, behavioral challenges, and behavior management techniques. At Voices Academies, the School Psychologist is responsible for evaluation, consultation, program development, and professional practice as it pertains to student development, behavior issues, and academic difficulties. KEY RESPONSIBILITIES: Demonstrates positive, collaborative problem-solving orientation with students, parents and guardians, educators, administrators, community members, and colleagues Provides core services including: prevention, consultation, intervention, assessment, and counseling. Services include, but are not limited to, conducting observations, collecting data, reviewing student records, conferring with teachers and parents, interviewing students, planning behavior interventions, and conducting in-services and professional development. These core services are adapted to the particular needs of each student, situation, and setting Helps all stakeholders understand child development and how it affects student performance academically and social/emotionally Serves in a consultative role with designated personnel to offer prevention and intervention strategies related to learning and behavioral problems of students; and provides consultation on an on-going basis to teachers, parents, and other school personnel to resolve students’ learning and behavioral problems Routinely gathers evidence of positive outcomes resulting from psychological services delivered to students, school personnel, and parents Fulfills mandates of federal and state law and the expectations of the Board of Education and school system leadership Assists in identifying needed community resources for students and makes appropriate referrals to resources to facilitate educational and behavioral interventions recommended for student success Receives and reviews available developmental information from school and outside resources about student behavior(s) and selects evidence-supported or evidence-based psychological interventions Accurately administers, scores, and interprets psychological measures of intelligence, personality, cognitive functioning, behavior, achievement, adaptive functioning, and developmental maturity Prepares assessments plans in a timely manner Prepares accurate, thorough evaluation reports and includes appropriate, evidence-based recommendations in a timely manner Translates assessment plans and results to Spanish when needed Delivers crisis response and intervention services to students, families and staff, when needed Participates in hearings and due process proceedings, as needed. Participates in disciplinary proceedings: expulsions, manifestations, and causation meetings Participates in IEP meetings to communicate the results of psychological assessments to members of the team in parent friendly language Is able to manage a complex schedule of state deadlines, IEP meetings, team meetings etc. Understands special education compliance at a deep level Serve as a full-time and engaged member of Voices Believes deeply in the mission and values of Voices Holds high expectations for each student Exhibits positive rapport with students Creates and fosters a positive learning environment Establishes and maintains strong communication lines with parents Works closely with the Director of Special Populations and Education Specialists Consults with school-based counselors on student assessments and needs and provides support or guidance as needed REQUIREMENTS REQUIREMENTS: At least two years of experience as a School Psychologist (Preferred) Master's Degree in School Psychology, Educational or Clinical psychology from an accredited institution, to include forty-two (42) semester hours of graduate level coursework and five hundred (500) clock hours of satisfactory field experience in a pre-K through 12 school setting under the supervision of a certified school psychologist. See DCMR 1659.1 for additional details regarding required graduate level coursework Certification as a School Psychologist by the State of California Commitment to working with students from educationally underserved communities (Required) Other skills and traits Unquestioned integrity and commitment to Voices' mission Passion for education and a desire to help Voices' succeed Experience working in an urban public school An unwavering belief that all students can achieve at high levels and succeed in an inclusive environment that supports all learners Working Conditions: Regular requirement to stand, sit, walk, talk, hear, see, read, speak, reach, stretch with hands and arms, stoop, kneel and crouch Lift and carry objects weighing up to 50 lbs. Occasional evening and or weekend work Regular travel between school sites Willingness to be trained as needed Prior to Employment: Once an offer has been extended, a candidate must meet the following criteria to receive a final contract: First Aid/CPR Certification Clear Criminal Background Check Valid TB Clearance BENEFITS Key Compensation: Salary Range: $60,000-$90,000 Medical benefits Exceptional growth opportunities Retirement plan Contract: Reports directly to the Director of Special Populations Permanent Salaried, Exempt Position At-Will Contract If you have any questions about this position, please contact our hiring team by email at   jobs@voicescharterschool.com . Thank you. Voices College-Bound Language Academies is an equal opportunity employer.   It is the policy of Voices to afford equal employment and advancement opportunities to all qualified individuals without regard to race, creed, color, religion, national origin, ethnicity, ancestry, sex, sexual orientation, age, physical or mental disability, marital status, citizenship status, medical condition, or any other legally protected status.

DESCRIPTION Overview Though 9 in 10 Latino young adults say a college degree is important for success in life, fewer than 15% age 25 or older hold a bachelor’s degree. Voices College-Bound Language Academies exists to change that. Voices is a public charter school network with a mission to prepare all students for the challenges of higher education through the context of an academically rigorous dual-language program. Every student, regardless of home language, graduates bilingual and biliterate in English and Spanish. As we expand to serve more traditionally underserved students, Voices seeks additional team members who share a commitment to its mission and believe joyful learning and world-class academic preparation are not mutually exclusive. Voices Academies’ Vision All students graduating from Voices College-Bound Language Academies will possess the knowledge, skills and confidence to succeed in any career path they choose to pursue in life by mastering academic standards and subject matter. Students will be aware of the many positive possibilities for their future, and enjoy learning throughout their lives. They will be able to think critically by asking questions, especially when confronted with the status quo. Our students will have a sense of social responsibility to make their communities better. Role Summary Voices Academies’ Student Services Manager (SSM) will be an inspiring educator with an entrepreneurial spirit. Reporting to the Principal and Director of Special Populations. The SSM must have demonstrated experience with behavior management systems, special education services, and crisis intervention. In addition, the position contributes to the development of long-range and short-term goals and operating plans for the school sites’ specialized programs by participating with other leadership team members in the formulation of goals and priorities. The SSM will not only be innovative, but also have an unwavering commitment to lead the planning, development, implementation, and maintain the day-to-day operations of special education and crisis intervention services at a Voices Academies site (K-8). SSM must hold the belief that all students can achieve at a high academic levels with adequate support, resources and individual academic plans for student with learning needs. This role will oversee, train,manage, and support Special Education department: seven (7) special services team members; (2) Education Specialists, (2) Intervention Teachers and (3) Special Education Associate Teachers at K-8 site. Key Responsibilities Student Services Manager: Support the mission, vision, and core values of Voices College-Bound Language Academies. Serve as the Section 504 administrator, collaborate with Voices’ school site leaders to identify students who are eligible for 504 plans, maintain a centralized system for 504 documentation and implementation Promote student culture in conjunction with the Dean of culture, to build a positive school culture and set clear behavioral expectations for students and families. Administer ongoing training and support to school site teachers and staff on all student support related matters; including but not limited to mandated reporter training, crisis intervention training, and professional development on Student Services policies, procedures, and functions. Work with site leadership(Principal, Dean of Culture) on the development of high quality innovative Special Education programming; ensure school site has data-driven strategies that are likely to accelerate performance for students with special needs. Be responsible for staying up-to-date on best practice and research in Special Education; connect organizational and site leadership with new research and professional development opportunities as appropriate. Collaborate with the Director of Special Education in the development of new SPED programs and project manage the implementation/operationalizing of new programs. Manage and coordinate school Crisis Intervention Plan. Be point person in the event of a crisis situation (death of student, suicide, etc.). Provide consultation to all staff, as needed, in the event of a crisis situation to solve difficult emotional issues Foster and maintain positive relationships with outside stakeholders, including county, state, and federal agencies relative to student services. Assist with school or system student support initiatives, such as restorative practices, social emotional learning programs, etc. Interpret, prepare, and disseminate information regarding Education Codes and legal mandated changes in regard to attendance, student discipline, and due process. Coach and Manage: Train, manage, observe and support Special Services team: Education Specialists, Intervention Teachers and Special Education Associate Teachers at K-8 site. Ensure compliance of policies and procedures related to special services are met and upheld by all school staff. Support the Education Specialist(s) in monitoring student performance data and effectiveness of instructional responses. Complete special projects as assigned, assist administrators with problem identification and solution, mediate disputes, and develop written reports as appropriate. Develop staff professional development trainings and growth-plans based on weekly observations and feedback sessions. Special Education Site Leader: Support the Director of Special Education in leading site professional development; ensure PD plans are powerful, effective, and in alignment with Voices’ values and mission. Ensure legal compliance of all Special Education programs, staff, and IEPs; audit IEPs regularly for compliance and quality Meet regularly with the Special Services Team regarding coaching practice, professional development, data analysis, etc. Lead and manage all contracts and partnerships to support Special Education students Work with the Director of Special Education, teachers and support staff to problem solve and to identify innovative, practical, and effective differentiation strategies to meet student learning needs. Voices Academies Student Services Manager candidates will have the following REQUIREMENTS Required Qualifications: Bachelor’s degree required CA Multiple Subject Clear Credential Minimum 5 years of teaching experience and 2 Coaching/Instruction leadership Proven experience working effectively with special student populations Demonstrated passion for the mission, vision and values of Voices Academies with a deep commitment to improving the lives of students from low-income communities Proven leadership skills and experience supervising, coaching, and evaluating the performance of assigned staff. Excellent oral and written communication skills in English and Spanish. Outstanding written, speaking, and organizational skills with experience interacting with a broad range of stakeholders. Commitment to accelerated educational progress of children. Experience or commitment to public education, social justice, efficacy and equity. Preferred Qualifications: Knowledge of and experience working with low-income communities preferred Proven track record of success managing school employees to achieve ambitious goals. Ability to plan, organize, assess and direct student support services programs and activities Knowledge of and the ability to interpret, apply, and explain current applicable laws, codes, regulations, policies, and procedures relating to student support services programs. Understanding of dual language instructional practices and school design and the unique characteristics of public charter schools is a plus. High proficiency in Microsoft Excel, PowerPoint, Word, and Google Apps Ability to work well independently and within a team environment; working efficiently, and exercising excellent judgment in making decisions. Tolerate high levels of stress Working Conditions: Regular requirement to stand, sit, walk, talk, hear, see, read, speak, reach, stretch with hands and arms, stoop, kneel and crouch Lift and carry objects weighing up to 50 lbs. Occasional evening and or weekend work Occasional travel Willingness to be trained as needed Prior to Employment: Once an offer has been extended, a candidate must meet the following criteria to receive a final contract: First Aid/CPR Certification Clear Criminal Background Check Valid TB Clearance BENEFITS Key Compensation: Highly competitive salary Medical benefits Exceptional growth opportunities Retirement plan Contract: Reports directly to Principal and Director of Special Populations Permanent Salaried, Exempt Position At-Will Contract If you have any questions about this position, please contact our hiring team by email at   jobs@voicescharterschool.com . Thank you. Voices College-Bound Language Academies is an equal opportunity employer. It is the policy of Voices to afford equal employment and advancement opportunities to all qualified individuals without regard to race, creed, color, religion, national origin, ethnicity, ancestry, sex, sexual orientation, age, physical or mental disability, marital status, citizenship status, medical condition, or any other legally protected status.

Overview Though 9 in 10 Latino young adults say a college degree is important for success in life, fewer than 15% age 25 or older hold a bachelor’s degree. Voices College-Bound Language Academies exists to change that. Voices is a public charter school network with a mission to prepare all students for the challenges of higher education through the context of an academically rigorous dual-language program. Every student, regardless of home language, graduates bilingual and biliterate in English and Spanish. As we expand to serve more traditionally underserved students, Voices seeks additional team members who share a commitment to its mission and believe joyful learning and world-class academic preparation are not mutually exclusive. exclusive. Role Summary Voices Academies’ Special Populations Specialist will be an inspiring leader with an entrepreneurial spirit. Reporting to the Director of Special Populations (DSP), the Special Populations Specialist will oversee the facilitation of Individualized Education Plan (IEP) meetings, observation/feedback of school-site Education Specialists and school system audits. The ideal candidate will not only be innovative and have an unwavering commitment to developing Education Specialists knowledge about compliance and Special Education and executing Voices’ mission for special populations. This role will serve as a coach for 6-7 Education Specialists. Key Responsibilities Special Education: Support DSP with training for Education Specialists Support DSP with observation/coaching for Education Specialists Model IEP facilitation for Education Specialists Codify approaches via School Leader Special Populations playbook Codify approaches via Education Specialist Special Populations playbook Approve invoices for Special Education Compliance: Support DSP with audit of special education files, schedules and environment Support with SEIS system files and actions Support Education Specialists as a credentialed admin for IEP meetings at school sites English Learning Program: Co-lead Systematic ELD trainings with new teachers Observe and provide feedback on Systematic ELD implementation Prepare and co-lead ELD virtual data meetings Other Special populations: Perform other duties as assigned with relation to 506,homeless, and students Voices Academies Special Populations Specialist candidates will have the following REQUIREMENTS Required Qualifications: Bachelor’s degree required Valid California Education Specialist Credential (Mild to Moderate) Demonstrated passion for the mission, vision and values of Voices Academies with a deep commitment to improving the lives of students from low-income communities Minimum 2 years experience in Special Education. Excellent oral and written communication skills in English and Spanish. Outstanding written, speaking, and organizational skills with experience interacting with a broad range of stakeholders. Commitment to accelerated educational progress of children. Experience or commitment to public education, social justice, efficacy and equity. Preferred Qualifications: Deep knowledge of English Language Development Trained in SIOP or Systematic ELD At least 1 year experience coaching others or leading training/professional development. Understanding of dual language instructional practices and school design and the unique characteristics of public charter schools is a plus. High proficiency in Microsoft Excel, PowerPoint, Word, and Google Apps Ability to work well independently and within a team environment; working efficiently, and exercising excellent judgment in making decisions. Working Conditions: Regular requirement to stand, sit, walk, talk, hear, see, read, speak, reach, stretch with hands and arms, stoop, kneel and crouch Tolerate high levels of stress Lift and carry objects weighing up to 50 lbs. Occasional evening and or weekend work Occasional travel Willingness to be trained as needed Prior to Employment:   Once an offer has been extended, a candidate must meet the following criteria to receive a final contract: First Aid/CPR Certification Clear Criminal Background Check Valid TB Clearance BENEFITS Key Compensation: Annual Salary Range of $65,000-$80,000 Medical benefits Exceptional growth opportunities Retirement plan Contract: Reports directly to Director of Special Populations Permanent Salaried, Exempt Position At-Will Contract If you have any questions about this position, please contact our hiring team by email at   jobs@voicescharterschool.com . Thank you. Voices College-Bound Language Academies is an equal opportunity employer.   It is the policy of Voices to afford equal employment and advancement opportunities to all qualified individuals without regard to race, creed, color, religion, national origin, ethnicity, ancestry, sex, sexual orientation, age, physical or mental disability, marital status, citizenship status, medical condition, or any other legally protected status.

DESCRIPTION Though 9 in 10 Latino young adults say a college degree is important for success in life, fewer than 15% age 25 or older hold a bachelor’s degree. Voices College-Bound Language Academies exists to change that. Voices is a public charter school network with a mission to prepare all students for the challenges of higher education through the context of an academically rigorous dual-language program. Every student, regardless of home language, graduates bilingual and biliterate in English and Spanish. As we expand to serve more traditionally underserved students, Voices seeks additional team members who share a commitment to its mission and believe joyful learning and world-class academic preparation are not mutually exclusive Voices Academies’ Vision All students graduating from Voices College-Bound Language Academies will possess the knowledge, skills and confidence to succeed in any career path they choose to pursue in life by mastering academic standards and subject matter. Students will be aware of the many positive possibilities for their future, and enjoy learning throughout their lives. They will be able to think critically by asking questions, especially when confronted with the status quo. Our students will have a sense of social responsibility to make their communities better. Role Summary Voices Academies’ Controller will be an inspiring leader with an entrepreneurial spirit. Reporting to the Chief Financial Officer (CFO), the Controller will manage day-to-day financial operations for the Charter Management Organization (CMO) and the schools with responsibility in the areas of accounting, banking, budgeting, procurement, and financial planning. The ideal candidate will have the knowledge and experience to manage the Voices Network accounting, finance, and organization-wide budgets in accordance with generally accepted accounting principles (GAAP). Together with the CFO, the Controller will oversee all organizational-wide contracts, review and update financial policies and procedures and internal controls, ensuring the protection of the organization’s assets. The role is hands-on and requires the ability to handle day-to-day staff management and administrative duties as well as the long-range planning and leadership activities of the position. The Controller will help create and manage financial policies and systems that support the schools’ mission and culture of achievement. Together with the CFO, the Controller will lead the network and the schools in all areas of finance. The ideal candidate will not only be innovative, but also have an unwavering commitment to improve and ensure the Network’s financials. The Controller will supervise the Staff Accountant and Bookkeeper positions. Key Responsibilities Financial Operations: Lead and improve month-end and year-end close process, ensuring completeness and accuracy Ensure that accounts payable, accounts receivables, bank reconciliations, payroll, and debt transactions are administered and organized timely and properly Maintain the chart of accounts and system of controls over accounting transactions Maintain and issue monthly and quarterly financial statements for authorizers at regional and state levels, as well as for future potential bond-related activities Lead the preparation of the annual audits, 990 submissions and work with school site finance operations Resolves issues resulting from financial audits Provide financial analyses as needed, in support of organization forecasting Manages the cash flow position of the networks’ accounts Reviews payroll and works with outside payroll providers to oversee the preparation of the quarterly tax reports and W-2’s Generates internal and compliance reports including federal, state, grant and authorizer reports Ensure the completeness and accuracy of the filing of 1099s and all fiscal compliance reports Process Improvement And Development: Oversee the accounting operations especially control systems, transactions, and policies and procedures Experience in improving processes in accounting, AP, AR and in payroll Managing relationships and negotiating with vendors, auditors and government agencies Develop streamlined purchasing, payroll systems and on-going expense tracking Prepare reports for the Board of Directors that analyze budget performance, variance and trends to ensure continuous flow of information for financial transparency. Develop a financial dashboard to track key financial metrics and report results regularly. Support and monitor grant budgets and assist with other fundraising activities as necessary. Accounting And Planning: Develops recommendations to the senior leadership team, the Board and related Committees in all matters pertaining to the overall financial objectives Develops and implements a strategic plan for financial planning and budgeting. Develops, prepares and monitors the annual budget. Analyzes and reviews budgetary and financial data; Work with CFO overseeing cash forecasting and strategy On a monthly basis, preparation of network-wide financial statements, including statement of activities, the statement of financial position, budget versus actual variance reports and accompanying narratives for the board and as required. Provides financial data, cost analysis, and recommendations for all new and current programs. Provide mid-year review and recommendations re: operating budget, revenue and expense. General Financial Compliance: Maintains compliance with governmental regulations and GAAP Coordinate the provision of information to external auditors for the annual audit Responsible for risk management and crisis planning Comply with local, state, and federal government reporting and filing requirements Monitor debt levels and compliance with debt covenants Keeps the leadership team and Board apprised of risk management issues, liability, rates, coverage and claims Develop and document business processes and accounting policies to maintain and strengthen internal controls Ensure quality control over financial transactions and financial reporting Serve as a full-time and engaged member of Voices’ staff, including accompanying students on field lessons, assisting with student recruitment and enrichment activities, and working with other staff members to ensure fulfillment of Voices’ mission. Voices Academies Controller candidates will have the following: REQUIREMENTS Required Qualifications: Bachelor’s degree required, CPA preferred Minimum 6+ years of experience in Accounting, preferred Experience with accounting systems, such as Intacct, SAP, Netsuite, including implementing and integrating technologies Strong accounting, analytical and reporting skills Proficiency in net asset accounting Detail- and results-oriented team player who is dedicated to getting the job done High proficiency in Microsoft Excel, PowerPoint, Word, and Google Apps Outstanding written, speaking, and organizational skills with experience interacting with a broad range of stakeholders. Preferred Qualifications: Comfort with working in a fast-paced environment and for a non-profit Proven track record of success managing employees to achieve ambitious goals. Entrepreneurial spirit, flexibility, and demonstrated success in Understanding of dual language instructional practices and school design and the unique characteristics of public charter schools is a plus. Ability to work well independently and within a team environment; working efficiently, and exercising excellent judgment in making decisions. Demonstrated passion for the mission, vision and values of Voices Academies with a deep commitment to improving the lives of students from low-income communities Tolerate high levels of stress Working Conditions: Regular requirement to stand, sit, walk, talk, hear, see, read, speak, reach, stretch with hands and arms, stoop, kneel and crouch Lift and carry objects weighing up to 50 lbs. Occasional evening and or weekend work Occasional travel Willingness to be trained as needed Prior to Employment: Once an offer has been extended, a candidate must meet the following criteria to receive a final contract: First Aid/CPR Certification Clear Criminal Background Check Valid TB Clearance BENEFITS Key Compensation: Highly competitive salary Medical benefits Exceptional growth opportunities Retirement plan Contract: Reports directly to Chief Financial Officer (CFO) Permanent Salaried, Exempt Position At-Will Contract If you have any questions about this position, please contact our hiring team by email at   jobs@voicescharterschool.com . Thank you. Voices College-Bound Language Academies is an equal opportunity employer.   It is the policy of Voices to afford equal employment and advancement opportunities to all qualified individuals without regard to race, creed, color, religion, national origin, ethnicity, ancestry, sex, sexual orientation, age, physical or mental disability, marital status, citizenship status, medical condition, or any other legally protected status.

DESCRIPTION Overview Though 9 in 10 Latino young adults say a college degree is important for success in life, fewer than 15% age 25 or older hold a bachelor’s degree. Voices College-Bound Language Academies exist to change that. Founded in 2006 by East San Jose native and National Board Certified Teacher Frances Teso, Voices is a public charter school network with a mission to prepare all students for the challenges of higher education through the context of an academically rigorous dual-language program. With the Voices dual-immersion model, students receive 80% of instruction in Spanish and 20% in English starting in kindergarten. The percentages shift by 10% per year until reaching 50:50 in third grade. As a result, every student, regardless of home language, graduates bilingual and biliterate in English and Spanish. In 2019-20, Voices will operate four public charter schools: Voices-Franklin McKinley (K-8), Voices-Morgan Hill and Voices-Mt. Pleasant (both Transitional Kindergarten - 5th, growing to Transitional Kindergarten - 8th) and Voices West Contra Costa (Transitional Kindergarten- 3rd). As we expand to serve more traditionally underserved students in Santa Clara County and surrounding counties, Voices seeks additional team members who share a commitment to its mission and believe joyful learning and world-class academic preparation are not mutually exclusive. Voices Academies’ Vision All students graduating from Voices College-Bound Language Academies will possess the knowledge, skills and confidence to succeed in any career path they choose to pursue in life by mastering academic standards and subject matter. Students will be aware of the many positive possibilities for their future, and enjoy learning throughout their lives. They will be able to think critically by asking questions, especially when confronted with the status quo. Our students will have a sense of social responsibility to make their communities better. Role Summary Voices Academies’ Curriculum Specialist will be an inspiring educator with a passion for systems and instruction. Reporting to the Director of Professional Development (PD), the Curriculum Specialist will be responsible for maintaining our curriculum knowledge management systems, and leading the development, editing, quality control, and implementation of high quality curricula and associated professional development. The ideal candidate will have an unwavering commitment to ensure that students receive quality instruction, make accelerated educational progress, and reach or exceed their academic goals. As Voices Academies works to develop scalable systems across the network, there is a need for a significant investment in codifying our curriculum and ensuring teaching staff receives support in executing it with fidelity. Key Responsibilities Curriculum Development and Implementation: Develop exemplar units, lesson plans, and instructional materials consistent with Common Core State Standards (CCSS) and provide individualized instruction in order to adapt the curriculum to the needs of students Use data, CCSS knowledge, and internal reviews to make recommendations for how to develop curricular goals Improve and edit curricula on an annual basis to ensure the program is meeting intended objectives Conduct research and consult with teaching staff, Director of PD, and Chief Academic Officer (CAO) in the selection, development, and implementation of new curriculum Write units using Understanding by Design framework for grade levels that need additional support Understand TK-8 core curriculum, ELA, math, and writing program elements by observing lessons Identify and lead a team of teachers who will assist in curriculum unpacking and implementation Prepare plans for printing or ordering instructional material Develop and maintain a research database that may be utilized to develop and review curriculum Create and review interim assessments to align to CCSS and curriculum Lead the adoption, implementation, and data analysis of Voices assessments Create and monitor formative assessments Organize and maintain Voices’ curriculum knowledge management system Actively pursue opportunities to continue to learn best practices in academic content through research, professional development, and other learning opportunities Curriculum Professional Development: Model Voices’ professional development best practices and co-plan professional development sessions around curriculum and network academic priorities with Director of PD Plan and execute monthly teacher planning days Model unpacking of curriculum for course leads, administrators and teachers Refine and implement intellectual preparation protocols Provide in-class support and coaching to teachers using designated curricula, including coaching on teacher strategies, and assistance in leading classroom activities and lessons Provide content knowledge support to school leaders through professional development Train school leaders, when appropriate, on academic program practices tied to our curriculum REQUIREMENTS Voices Academies Curriculum Specialist candidates will have the following Required Qualifications: Bachelor’s degree required Knowledge of subject matter, including California Common Core Standards Minimum 3 years of teaching experience Demonstrated passion for the mission, vision and values of Voices Academies with a deep commitment to improving the lives of students from low-income communities Knowledge of techniques and procedures used in the design and development of bilingual curriculum Excellent oral and written communication skills in English and Spanish Outstanding organizational skills with experience interacting with a broad range of stakeholders Commitment to accelerated educational progress of children Experience or commitment to public education, social justice, efficacy and equity High proficiency in Microsoft Excel, PowerPoint, Word, and Google Apps Ability to work well independently and within a team environment; working efficiently, and exercising excellent judgment in making decisions Combine maturity, humility, a strong work ethic, a sense of humor, and a roll-up-my sleeves attitude to celebrate successes as well as navigate times of ambiguity and high levels of stress Preferred Qualifications: CA Credential: Multiple Subject with Bilingual Authorization (BCLAD/CLAD) Knowledge of and experience working with low-income communities preferred Entrepreneurial spirit, flexibility, and demonstrated success in building a dual-immersion curriculum Understanding of dual language instructional practices and school design and the unique characteristics of public charter schools is a plus Working Conditions: Regular requirement to stand, sit, walk, talk, hear, see, read, speak, reach, stretch with hands and arms, stoop, kneel and crouch Lift and carry objects weighing up to 50 lbs. Occasional evening and or weekend work Occasional travel Willingness to be trained as needed Prior to Employment:   Once an offer has been extended, a candidate must meet the following criteria to receive a final contract: First Aid/CPR Certification Clear Criminal Background Check Valid TB Clearance BENEFITS Key Compensation: Annual Salary Range of $65,000-$80,000+ Medical benefits Exceptional growth opportunities Retirement plan Contract: Reports directly to Director of Professional Development Permanent Salaried, Exempt Position At-Will Contract If you have any questions about this position, please contact our hiring team by email at   jobs@voicescharterschool.com . Thank you. Voices College-Bound Language Academies is an equal opportunity employer.   It is the policy of Voices to afford equal employment and advancement opportunities to all qualified individuals without regard to race, creed, color, religion, national origin, ethnicity, ancestry, sex, sexual orientation, age, physical or mental disability, marital status, citizenship status, medical condition, or any other legally protected status

Assistant Counsel (Attorney III) (00006859) MISSION:   The Texas Education Agency (TEA) will improve outcomes for all public-school students in the state by providing leadership, guidance, and support to school systems. POSITION OVERVIEW:   An Assistant Counsel in the SBEC Enforcement Division ensures Texas educators are worthy to instruct and in compliance with Texas law and administrative rules by bringing contested cases before the State Office of Administrative Hearings on behalf of the State Board for Educator Certification (SBEC) and the Commissioner of Education. An Assistant Counsel conducts cases against individuals employed in schools, certified educators and applicants for educator certification who are alleged to have abused students or minors, engaged in inappropriate relationships with students or minors, committed crimes related to the teaching profession, or violated the Educators’ Code of Ethics.  Applicants who are strongly being considered for employment must submit to a national criminal history background check. Additionally, please be sure to respond to the short answer prompts found in the supplemental questions. These responses should be added in a separate Word or PDF document in the attachments section of the application. ESSENTIAL FUNCTIONS: Performs senior-level legal work involving the investigation, assessment and litigation of educator disciplinary cases concerning Texas educator certificate examinees, applicants, holders, and others over whom the State Board of Educator Certification has jurisdiction and other individuals employed in Texas schools. Plans and organizes litigation activities; prepares legal documents including pleadings, discovery, and briefs; interprets laws and regulations; and renders legal advice and counsel. Frequently interacts with the public, peers, opposing counsel, school district personnel, agency investigations staff and law enforcement authorities. Enforces TEA & SBEC regulatory provisions and prosecutes violations, serving as lead attorney at hearings. Assists in policy making through the rule-making process.   Qualifications   MINIMUM QUALIFICATIONS: Education:   Graduation from an accredited four-year college or university. Graduation from an accredited law school with JD degree. Experience:  At least three (3) years of full-time legal experience in litigation, including first-chair trials, as a licensed attorney. OTHER QUALIFICATIONS: Licensed to practice law in Texas and a member in good standing with the Texas State Bar Knowledge of 19 Texas Administrative Code Chapters 153, 247 and 249. Knowledge of the Texas Administrative Procedures Act, the Texas Education Code, Texas Rules of Evidence, Texas Rules of Civil Procedure, and the State Office of Administrative Hearing Rules. Strong legal research and writing skills. Excellent skills in written and oral advocacy and communication. Highly organized with an ability to prioritize and manage time to organize and complete multiple projects simultaneously and to meet deadlines. Meticulous attention to detail with an ability to carefully review and edit professional written work. Sound professional judgment and strong decision-making skills, including the ability to receive and respond positively to constructive feedback. Able to handle stressful situations professionally, including working cooperatively with others on the team. Excellent customer service skills when responding to inquiries from members of the public, and utmost professionalism when responding to opposing parties or other state agencies. A desire to self-reflect, give/receive feedback and continuously improve No phone calls or emails, please. Due to the high volume of applications, we do not accept telephone calls and cannot reply to all email inquiries. Only candidates selected for interview will be contacted. As an equal opportunity employer, we hire without consideration to race, religion, color, national origin, age, sex, disability, or veteran status, unless an applicant is entitled to the veteran’s preference. Additional Military Crosswalk (occupational specialty code) information can be accessed   here . This position requires the applicant to meet Agency standards and criteria which may include passing a pre-employment criminal background check, prior to being offered employment by the Agency.

Good Reason Houston is seeking a passionate, strategic and creative Chief Operating Officer to lead Good Reason Houston’s communication, operations and policy work. Good Reason Houston partners with school districts, community leaders, families, and educators to achieve its mission of increasing the number of students learning in high-quality schools.  This person should be obsessed with giving clarity, direction, and strategic focus in the intersection of communications, community engagement, policy, and operations in order to serve as crux of these key functions for Good Reason Houston. This person should be skilled at recognizing and capitalizing on natural connections within key business functions and excellent at mobilizing people and partnerships.  This position reports to the CEO of Good Reason Houston and sits on the leadership team. They will manage a robust team including the Director of Communications, Director of Family & Community Engagement, Director of Policy as well as operations staff members.  ABOUT GOOD REASON HOUSTON Good Reason Houston’s vision is that every child, in every neighborhood, excels in a world-class public school and thrives in the Houston of tomorrow. To grow more great schools in every neighborhood in Houston, the organization focuses on four key strategic levers:  Driving System Innovation Developing Game-changing Educators Advancing Equitable Access Engaging the Community RESPONSIBILITIES Internal and External Communications Set and pursue an elegant and effective communication strategy to position Good Reason Houston as a key leader on school quality in the Houston community while continuing to build brand awareness Determine key communication goals and systems for progress monitoring, both internally and externally Develop and manage the internal communication for Good Reason Houston’s growing team   Serve as one of the external representatives of Good Reason Houston across the greater Houston community  Operations  Steward and strengthen the Good Reason Houston organizational culture through establishing (with input) and striving for key staff culture metrics Organize team-building and planning activities, such as team meetings and team retreats Manage team and key staff to ensure smooth in-office operations Lead and organize Good Reason Houston’s upcoming office relocation Set vision and goals to support the health and management of Good Reason Houston’s human resource function, including talent and recruitment strategy and HR/benefits Design and implement a performance management system that is equipped to support each team member in achieving their best performance while enabling Good Reason Houston to move towards the realization of our vision  Board Stewardship  Manage board meeting process, including meeting content and partnership work Design and execute board retreats Support the board in executing their vital functions in achieving the Good Reason Houston vision Family & Community Engagement Build and invest in systems and organizations that directly engage families with education decision-making Lead creation of community based partnerships and coalitions to accelerate the pace of change aligned to Good Reason Houston core mission Identify and develop family and community leaders to advocate for improved school quality within individual school districts Policy & Advocacy   Support Good Reason Houston’s legislative agenda with key constituencies at the state and local level Coordinate with state changemakers to align on legislative agenda priorities and policy recommendations  Support local advocacy tactics: manage partnership and goals, strategies and communication plan  QUALIFICATIONS Requirements Bachelor’s Degree required, advanced degree highly preferred  8-10 years of professional, relevant experience Demonstrated commitment to mission-driven work  Record of results in communication strategy and externally representing an organization  Past management of a staff/board relationship highly preferred Relevant Skills  Expertise setting vision and direction for a team  Creative problem solving Executing Strong Judgment and Decision Making Developing and Building Teams Guidance, Direction, and Motivation of Teammates Oral and Written Comprehension and Expression Monitoring and Performance Assessment Problem Sensitivity and Solution Focus Data Analysis and Inference Education policy experience preferred, but not required

MISSION: The Texas Education Agency (TEA) will improve outcomes for all public-school students in the state by providing leadership, guidance, and support to school systems.   POSITION OVERVIEW: The Customer Service Representative III reports directly to the division director and serves in a critical role as the first point of contact between educators and the agency. This energetic and highly motivated individual pulls from a repertoire of outstanding customer service skills to respond daily to a significant volume of telephone calls, email inquiries, and Help Desk tickets in a positive, accurate, and efficient manner. The Customer Service Representative assists individuals with creation of online educator accounts and assists others with locating key information related to educator preparation, testing, and certification.   Applicants who are strongly being considered for employment must submit to a national criminal history background check.   Additionally, please be sure to respond to the short answer prompts found in the supplemental questions. These responses should be attached to application submission. ESSENTIAL FUNCTIONS Answers a high volume of telephone calls and supports educators in the creation and maintenance of TEA online accounts Responds to numerous email inquiries and help desk tickets and performs follow-up as needed Processes demographic changes to educator records (e.g., name, date of birth) Accesses multiple certification databases using a personal computer to communicate and assist customers Accurately documents details of customer interaction and records status via notes in the agency systems     Qualifications   MINIMUM QUALIFICATIONS: Education: High School Diploma or GED   Experience: At least 2 years of experience in customer service work including support of web applications.   Substitutions: Experience and education may be substituted for one another.  OTHER QUALIFICATIONS: Excellent verbal and written communication that transcends across a variety of audiences Meticulous attention to detail with an ability to produce quality work in a fast-paced environment Effective and appropriate use of technology, including web application software using standard browsers and Microsoft Office Suite (Word, PowerPoint, Excel and Outlook) Strong prioritization, time management, and organizational skills Documented history of regular, punctual work attendance and acceptance of the Monday through Friday 8:00am to 5:00pm work schedule A positive attitude and professional demeanor to support colleagues in achieving division goals Highly skilled in developing and maintaining effective working relationships with a variety of individuals and groups, internal and external to TEA Flexible, adaptable to change, and able to work under stressful conditions, including interruptions and short deadlines A desire to self-reflect, give/receive feedback, and continuously improve Ability to work both independently and engage in a collaborative, results-oriented team environment   No phone calls or emails, please. Due to the high volume of applications, we do not accept telephone calls and cannot reply to all email inquiries. Only candidates selected for interview will be contacted. As an equal opportunity employer, we hire without consideration to race, religion, color, national origin, age, sex, disability, or veteran status, unless an applicant is entitled to the veteran’s preference. Additional Military Crosswalk (occupational specialty code) information can be accessed here . This position requires the applicant to meet Agency standards and criteria which may include passing a pre-employment criminal background check, prior to being offered employment by the Agency.

MISSION YouthBuild DC Public Charter School (YouthBuild PCS) is an alternative high school for young people seeking to transform their lives by re-engaging in their education in a non-traditional school environment. YouthBuild PCS prepares students for post secondary education and the workplace by offering, in English and Spanish, academic, vocational and workforce development programs. YouthBuild PCS believes that service to the community is an essential part of the transformative process. Therefore, students serve their community through volunteer projects and by creating housing for low-income residents in the Washington, DC metropolitan area.    For more information about YouthBuild PCS, visit  youthbuildpcs.org .  RESPONSIBILITIES The Transition Specialist helps to plan, facilitate, and provide oversight of students’ post-secondary placement. This is a full-time position, with occasional weekend and evening service hours. The Transition Specialist reports to the Head of School.  Primary responsibilities include, but are not limited to: Career and College Readiness Collaborate with the Transitions Director to build students’ career awareness and career readiness skills; work with students to develop Individual Transitions Plans. Set up job site visits and career exploration activities to introduce youth to various jobs, careers, and apprenticeship/internship opportunities. Collaborate with the Transitions Director to build students’ college awareness and college readiness skills; work with students to develop Individual Transitions Plans. Set up campus visits and college exploration activities to introduce youth to various jobs, careers, and apprenticeship/internship opportunities. Placement Collaborate with the Head of School, the Construction Manager, and other school leaders to secure student placement in internships, apprenticeships, and other employment opportunities.  Communicate via phone, email, and social media to follow-up with students on their employment status. Conduct site visits, phone calls, email communication, and Social Security Number employment inquiries to verify student placement. Track Alumni two years after exit to ensure retention in job/career opportunities.  Provide support to alumni with job hunts and career readiness.  Work to develop a resource guide to assist students with post-secondary placement. Help support the development of a YouthBuild Industry Advisory Council. AmeriCorps Program Support Recruit and enroll AmeriCorps student members in accordance with applicable CNCS guidelines, grant agreements, etc.  Track member progress toward achieving performance measures as outlined in the AmeriCorps grant agreement. Data Management Use YouthBuild’s database(s) to track the placement status of current students and all alumni, working in sync with the Post-Secondary Education Associate to verify placement of alumni. Enter data into funder-sponsored databases and write reports on placement status and activities.  QUALIFICATIONS Successful candidates will possess the following qualifications: Bachelor’s degree required, with at least two years of experience teaching at risk youth and demonstrated success assisting youth in obtaining employment.  Excellent oral and written communication skills.  Database management experience a plus.  Fluency in Spanish is preferred.   Flexible, energetic, and resourceful. Committed to working with a diverse group of traditionally under-served youth, and believe that all students can achieve success. HOW TO APPLY Click here to apply to the Transitions Specialist position.  NO PHONE CALLS PLEASE.   YouthBuild PCS is an Equal Opportunity Employer, and does not allow discrimination with respect to employment or any of the terms or conditions of employment because of race, ethnicity, national origin, gender, age, sexual orientation, sexual identity, marital status or religion.