552 Education jobs

About College Track College Track is a comprehensive college completion program that empowers students from underserved communities to graduate from college. From ninth grade through college graduation, our 10-year program removes the academic, financial, and social-emotional barriers that prevent low-income and first-generation students from earning their college degree. In 1997, we started with 25 students in East Palo Alto, and today, we have twelve centers located in underserved communities across California, Colorado, Louisiana, and the D.C. Metro Area with more than 3,000 students on the path to upward social mobility. To learn more, please visit www.collegetrack.org. About College Track in the Los Angeles Area College Track LA first opened in 2012 in the East Los Angeles community of Boyle Heights in partnership with the i.am.angel Foundation to serve students from Roosevelt High School. College Track Watts launched in 2015 in collaboration with the Wasserman Foundation to serve students from Jordan High School campus. This year, College Track will expand to our 12th location – in Los Angeles. The Crenshaw District will be the home of our third College Track center in Los Angeles. Our sites offer students a safe space to succeed as members of a college-bound community. Together, our Los Angeles sites currently serve 685 students, including college freshmen, sophomores, juniors, and seniors. In 2015, College Track Los Angeles opened our Watts center in partnership with the Wasserman Foundation, the Housing Authority of the City of Los Angeles, Partnership for Los Angeles Schools, and Green Dot Public Schools. At our impressive center on the Jordan High School campus, 260 students are on the path to college and career success. In Spring 2019,  47 of these scholars headed to colleges and universities across the U.S., rewriting the narrative for what young people in the Watts community can achieve. Our Impact College Track students graduate from college at a rate that is more than double the national average for low-income and first-generation students. Five years out of college, our graduates are employed full-time, and over 85% report earnings greater than their parents. By helping our students maximize the value of their four-year college degree, which includes minimizing student loan debt, securing internships, and limiting the need to work while in college--we prepare them to succeed in the 21st century economy.  Our Values At College Track, our values drive the way we do our work, and we look for individuals who share our passion. We blend an entrepreneurial spirit with our nonprofit roots, cultivating a dynamic culture where everyone's contributions are valued and encouraged. COMMITMENT: We have an unwavering belief in our students. PASSION: We are dedicated to changing our nation’s college completion story. JOY: We create environments rich with smiles and laughter. AUTHENTICITY: We believe relationships matter. EXCELLENCE: Our students deserve nothing but the best. Position Overview Site Directors are inspiring, visionary, and highly relational leaders. Their expertise combines the capacity to engage and connect across a wide range of internal and external stakeholders, with the instincts, authenticity, and gravitas to gain their trust and confidence. As practiced leaders, Site Directors drive results by holding and articulating an organization-wide vision, and tying it in a meaningful way to the aspirations, realities, and desired outcomes of a local site and community. They have a propensity for planning and managing competing priorities, and proven ability to marshal team members and resources and develop productive partnerships. They are equally adept at vision setting, operations, finance, and coaching. Site Directors are conduits to the national organization, carrying knowledge, tools, messages, mandates, and insights across channels, promoting mutual understanding and cohesion. While the Site Director role differs some by site and situation, its inhabitants are universally tenacious, agile, and adaptable, with unshakeable resolve and relentless commitment to strong student outcomes. Primary Responsibilities Include: Site Vision and Culture:  Set a powerful vision for student achievement. Inspire the commitment and collaboration of others towards the shared vision, and ensure the alignment of all decisions with that vision. Build a strong and enduring site culture based on mission, vision, and organizational values.  Staff Management:  Recruit, lead, manage, and develop a site team of full-time and part-time employees (paid and volunteer) to ensure the overall success of students. Build a collaborative, cross-functional team of individuals committed to achieving excellence and meeting site and organizational goals. Establish role clarity and shared expectations about distribution of responsibilities, prioritizing based on student, site, and organizational needs. General Site Management:  Identify and support site specific needs related to location or site type (start-up, established, transitioning). Develop and execute site-responsive plans that allow site to achieve desired goals and outcomes for students.  Student Recruitment and Enrollment:  Build relationships with partner middle schools/high schools to ensure a robust applicant pool representative of College Track’s mission and reflective of organizational goals. Develop strategic plan for recruitment and selection process, and set benchmarks. Lead the application collection, selection, and communication process. Develop a contingency plan to backfill enrollees. Family Engagement:  Develop strategy and create the conditions for authentic family engagement by team members. Support team to build deep trust and cultivate productive partnerships with families to maximize student achievement. Individual Student Planning and Monitoring:  Work with site staff to assess student data continuously, manage student dismissal and discipline and ensure that at least 90% of students matriculate to a four-year college and 70% graduate from college within six years despite obstacles. School and Community Partnerships:  Develop and formalize partnerships with organizations and partner schools on behalf of the site. Manage relationships and collaborate with key stakeholders of partner schools on student recruitment and intervention efforts.  Together with the regional team, steward partnerships with community based organizations, local colleges, corporations, individuals, and districts, that result in additional resources for our students and improvements to our program model. Be abreast and active in emerging trends and practices within the high school, college, and community landscape. Fiscal Management, Fundraising and Development:  Develop and manage budget. Work in collaboration with the College Track development team, as the external leader of the site, to execute development activities that support long-term sustainability.  Organization-wide Leadership: Participate as a member of the Regional Leadership and Strategy Teams, and liaise between site, regional, and national teams to support organizational cohesion. Team Leadership and Management:  Manage and coach team on growth & development of key competencies to ensure team and individual success on individual goals & development. Highest Priority Competencies Vision:  Co-creates a clear, inspiring vision. Invests others in it by helping them connect the vision to both daily work and long-term impact in a way that creates momentum and shared commitment to action. Build Teams:  Cultivates talent and assembles strong teams. Assigns work in a way that maximizes an individual’s assets and builds their leadership capabilities over time. Provides the right level of team support, tailored to the needs of individual team members. Set Goals, Plan and Achieve Results:  Clearly sets high expectations and holds others accountable. Identifies a manageable set of goals and progress indicators; creates monitors, and adjusts plans based on data. Proactively flags and mitigates risk, identifies root causes for challenges, and effectively problem solves. Focuses effort and resources on meeting those goals and takes responsibility for outcomes. Resolve:  Focuses on delivering outcomes despite obstacles. Takes setbacks in stride. sees challenges as opportunities to grow. Can galvanize oneself and others towards goals and impact. Additional Skills, Experience and Characteristics Required Ideally 7-10 years of experience building or managing a complex, youth-serving project, program, or organization leading students to breakthrough results, including 5 years leading teams Track record of creating the conditions for high performance and talent retention by fostering a results-oriented, productive, diverse, equitable and inclusive team and culture of support, mutual-accountability, and impact   Ability to oversee effective delivery of College Track’s core work, partnering with the regional and national teams to achieve goals Success building relationships and communicating in a way that fosters trust, values differences, and furthers College Track’s mission Experience proactively driving healthy change by taking initiative, and applying both an operational and programmatic lens, to improve systems and program delivery High degree of flexibility and adaptability; can work within and drive decisions in the face of ambiguity and an ambitious, fast-moving environment; helps team move towards clarity and solutions Unwavering belief in the potential of students in setting high expectations  Minimum 4-year college degree (Master’s Degree preferred) Connection to the local community in which the site is situated is preferred, but not required Spanish language fluency (preferred) Valid driver’s license and clean driving record required and ability to pass College Track’s drivers clearance process Reporting Relationships Site Directions report to Regional Executive Directors. The number of direct reports varies by site maturity and location, and generally includes one or more full time staff and a team of part-time paid staff and volunteers. Compensation & Benefits College Track offers a competitive salary based on the organization’s compensation philosophy, which is grounded in market data. We also offer comprehensive health & welfare benefits and top of the market paid time off.   To Apply Please upload a resume and cover letter with your application.  We will only contact candidates chosen for further consideration. No phone inquiries please.       College Track is an equal opportunity employer fully committed to achieving a diverse workforce. College Track does not discriminate on the basis of race, age, color, religion, national origin or ancestry, sex, gender, disability, veteran status, genetic information, sexual orientation, or gender identity or expression.  

About College Track College Track is a comprehensive college completion program that empowers students from underserved communities to graduate from college. From ninth grade through college graduation, our 10-year program removes the academic, financial, and social-emotional barriers that prevent low-income and first-generation students from earning their college degree. In 1997, we started with 25 students in East Palo Alto, and today, we have ten centers located in underserved communities across California, Colorado, Louisiana, and the D.C. Metro Area with more than 3,000 students on the path to upward social mobility. To learn more, please visit www.collegetrack.org. Our Impact College Track students graduate from college at a rate that is more than double the national average for low-income and first-generation students. Five years out of college, our graduates are employed full-time, and over 85% report earnings greater than their parents. By helping our students maximize the value of their four-year college degree, which includes minimizing student loan debt, securing internships, and limiting the need to work while in college--we prepare them to succeed in the 21st century economy.  Our Values At College Track, our values drive the way we do our work, and we look for individuals who share our passion. We blend an entrepreneurial spirit with our nonprofit roots, cultivating a dynamic culture where everyone's contributions are valued and encouraged. COMMITMENT: We have an unwavering belief in our students.  PASSION: We are dedicated to changing our nation’s college completion story.  JOY: We create environments rich with smiles and laughter.  AUTHENTICITY: We believe relationships matter.  EXCELLENCE: Our students deserve nothing but the best. Position Overview College Track is seeking a highly motivated, driven, entrepreneurial leader to serve as the LA Region’s Executive Director. The Executive Director will create and drive a regional, multi-year strategy and vision of impact that is rooted in the organization’s mission to empower students to achieve their dream of a college degree. The Executive Director will set the overarching regional direction, maximize our impact and create the conditions for successful new site development. Additionally, this position will drive significant gains in student achievement, execute a successful fundraising strategy, and procure high leverage partnerships that accelerate the organization’s aggressive growth goals. The Executive Director will lead a team that will support student college readiness for our students in the 2nd largest school district in the country (LAUSD serves over 600,000 students in grades K-12 ), and while there has been encouraging improvement in student graduation rates, less than half of graduating students met admission requirements for the University of California and/or the California State University systems in 2019.  College Track is committed to supporting LAUSD mission of meeting the goal of 100% student readiness for college by 2023. The Executive Director will report to the Chief of Regions and will serve as a key member of the National Leadership Team. Primary Responsibilities Include: Strategic Planning and Regional Growth Working under the direction of the Chief of Regions, set the overarching regional vision; develop a regional strategic vision and implementation plan in accordance with College Track’s growth goals and expansion framework.  Establish relationships with key stakeholders; build local partnerships with school, district, city and community partners around a vision that maximizes impact, scale and long-term sustainability.  Elevate College Track’s presence in the LA Region. Represent the organization within the local community by establishing and maintaining relationships with major local internal and external stakeholders.  Achievement of Program Outcomes Oversee performance goals across all LA Region sites to ensure that students are on track to matriculate and graduate from college. Ensure the highest quality program while also ensuring fidelity to the program model and achievement of key metrics. Drive organizational and programmatic alignment across the sites, and provide support systems that drive academic achievement and student success. Design and implement systems for evaluating progress toward strategic goals, ensuring that local objectives are met while also aligning efforts with the national organization. Build a strong, cohesive culture that reflects a relentless focus on student achievement, operational efficiency and excellence.  Fundraising and External Relations Work closely with the CEO, the Chief of Regions, and National Development team to create, implement and manage an effective fundraising platform that supports significant growth and long-term sustainability in the LA Region.  Initiate, cultivate, manage, and steward relationships with individual, foundation and corporate supporters; expand an existing portfolio of major gift donors in order to significantly increase revenue from individuals.  Manage regional Development Director to ensure robust pipeline and revenue goals are met. Work effectively with local media to create a strong, positive local presence. Participate in events and speaking engagements and serve as a spokesperson for College Track’s mission and impact. Team Management  Coach, develop and manage direct reports in leading strong teams that meet ambitious, measurable, and meaningful goals to ensure programmatic excellence.    Lead, support, and manage the LA regional team in executing strong operations, logistics, systems, and compliance in the daily operations of sites, while also anticipating longer-term needs. Create and maintain a productive and supportive working environment for staff that aligns with College Track’s core values.  Build and maximize regional connectedness and collaboration, that facilitates the sharing of best practices across the region and that strengthens team impact and student outcomes. Oversee staff hiring, professional development and performance evaluation in partnership with mission support staff. Skills & Experience Required First and foremost, the Regional Executive Director must embrace College Track’s vision and mission for transforming low-income communities into places where college readiness and college graduation are the norms. Additionally, candidates must possess the following qualifications:  Minimum of 10 years of experience in a leadership role, preferably at an established and successful nonprofit organization that experienced growth over their tenure Highly developed strategic thinking and execution skills that allow their to successfully lead and manage projects, groups, or organizations to achieve desired results Demonstrated success in fundraising with proven track record of expanding an organization’s donor base through collaborative relationship-building  Proven track record of delivering on outcomes and managing to aggressive performance goals/metrics. Preferred: history of driving significant gains in student achievement  Superior relationship-building and interpersonal skills which enable rapport-building with internal and external stakeholders. Preferred: broad networks of relationships in Los Angeles Substantial experience in hiring, managing, and evaluating staff, including the ability to coach staff on achievement of goals Ability to inspire confidence and passion both internally and externally combined with the persistence and zeal to lead a mission-driven organization toward ambitious goals Exceptional verbal and written communication skills with the ability to create and deliver compelling presentations to diverse groups of stakeholders Outstanding problem solver with an independent and entrepreneurial spirit and ability to juggle multiple projects and priorities simultaneously  Flexible and adaptive work style, with the ability to thrive in an entrepreneurial environment; ability to prioritize among competing demands A constant learner who is interested in being a proactive, positive member of the team  High level of self-awareness, humility, and emotional intelligence  Bachelor’s degree or equivalent experience required; Master’s degree preferred Reporting Relationships The Regional Executive Director reports to the Chief of Regions. The number of direct reports varies by the number of sites in the region and generally includes one or more full time staff development and partnership staff members. Compensation & Benefits College Track offers a competitive salary based on the organization’s compensation philosophy, which is grounded in market data. We also offer comprehensive health & welfare benefits and top of the market paid time off. To Apply: Please upload a resume and thoughtful cover letter with your application. We will only contact candidates chosen for further consideration. No phone inquiries please.   College Track is an equal opportunity employer fully committed to achieving a diverse workforce. College Track does not discriminate on the basis of race, age, color, religion, national origin or ancestry, sex, gender, disability, veteran status, genetic information, sexual orientation, or gender identity or expression.

Teaching Trust seeks a full-time Program Officer to drive the work of one of our Program teams. In this role, you will lead one of six program teams in order to build the leadership capacity across a district. These target schools and school leaders will, in turn, close the opportunity gap -  by beating their peer schools, the average schools in the state, and eventually the best schools in the country. This is an ideal role for someone who has a passion for achieving ambitious results for kids, is energized by the work of developing school leaders, and wants to work on a fun, dynamic, goal-driven team.   What You’ll Take On Reporting to the Chief Program Officer, you will lead one of our Program teams. You will manage and develop a team of individuals, including Managing Directors of Leadership Development. Together, you and your team will plan and execute high quality programming that leads to improved outcomes for kids in the communities we serve and strengthens our reputation with clients.  Additionally, you will: Set and execute on the vision and strategy for your Program team, aligning with broader Teaching Trust programmatic goals and vision Plan, design, and deliver practice based learning experiences aligned with Teaching Trust’s 4 Key Leadership Levers (Data-Driven Practices, Instructional Practices, Team Effectiveness, and School & Student Culture) to drive whole school improvement across a district partner Develop and manage high level client relationships with school leadership teams, district leadership, and principal supervisors Provide seamless service to clients, leveraging your expertise to maximize the benefits of our work Collaborate with Program Design and Evaluation teams to learn what’s working well, identify opportunities, and iterate so that we are continuously improving our work Collaborate with the Chief Program Officer, Vice President, and peer Program Officers to drive overall program work, and help set the strategic direction of future work Continuously leverage data to monitor and analyze progress to goals; identify what is driving and impeding progress, develop solutions to address gaps and adjust course as necessary Effectively coach, develop, and manage direct reports to do their best work; foster a growth minded, innovative, and psychologically safe work environment to support the growth of all team members What You’ll Bring We are looking for someone who shares our deep commitment to educational equity. You will thrive in this role if you take risks, learn from your mistakes, persist through challenges, and use feedback as an opportunity to improve.  You build trust at lightning speed and create the conditions for your team to be vulnerable, take risks, and learn from mistakes . You love to develop people and teams to foster innovation and get the best results, and you have effectively managed others across lines of difference.  You have a proven track record of results and leverage your expertise and understanding about what it takes to lead excellent schools to support your teams’ work. You are highly motivated by and deeply committed to our organization’s Diversity, Equity, and Inclusion (DEI)  work. You are passionate about delivering programming that amplifies and creates equity and disrupts traditional power structures that may impede educational equity. You are adaptable, resilient, and thrive in the face of uncertainty . You rely on your growth mindset and agility to manage fast-paced, dynamic work.  You see yourself as a leader when it comes to managing high level client relationships , and you offer strong judgment and problem solving . You provide seamless service, and leverage your expertise to maximize the benefits of our work.  Ideal candidates will have: A minimum of three years in school leadership or experience coaching school leaders; experience and record of results in a turnaround setting is strongly preferred Deep knowledge of content and instruction, with a proven track record of raising student achievement, preferably in high-need schools Ability to thrive in a fast-paced, dynamic work environment, demonstrating resilience and a growth mindset Ability to manage high level client relationships, offering strong judgment and problem solving Excellent interpersonal and teamwork skills with ability to influence, collaborate, and build trusting relationships to drive results High level of comfort taking and implementing frequent feedback to improve the work Ability to work well with people with a very wide diversity of demographic and cultural characteristics; must be capable of achieving results while maintaining an inclusive, collaborative leadership style Passion to work at an organization focused on ameliorating educational inequity Strong desire and ability to innovate and adopt new approaches to achieve results Exceptionally strong project management and time management skills Experience supervising principals or leadership experience at a district office preferred Authorization to work in the United States required Additionally, alignment with our core values is essential for the success of any candidate: Educational Equity: We prioritize work based on its impact in eliminating the achievement gap. Disciplined Behavior: We are unapologetically results and competencies driven . Courage and Resilience: We take risks, rebound and persevere. Entrepreneurial Mindset: We own our outcomes and act with urgency. Reflection and Growth: We seek feedback and modify behavior to achieve results. Who We Are Teaching Trust is a nonprofit organization grounded in the conviction that school leadership is the single largest lever to improve public education. We develop strategic, visionary leaders at multiple levels within schools and school systems to engage and lead accountable, collaborative teams. These teams in turn ensure schools have high quality teaching and learning and aspirational cultures, which are necessary to provide an education that eliminates the opportunity gap for low-income students and students of color. We work in the following ways to provide education opportunities that eliminate racial and socioeconomic disparities and give our students choice for their life path:  We train, develop, and support school teams to grow leadership capacity  We collaborate with partners to transform principal preparation programs  We build a community of educators through our work  We influence the practices of the school systems with which we partner  What We Offer Teaching Trust offers a competitive salary for this role. As part of our commitment to diversity, equity and inclusion, and ensuring compensation equity for our staff, the salary for this role will be aligned based on level and tenure with the organization. We also offer a comprehensive benefits package for all full-time employees, including medical, dental, and vision plans. Other benefits include disability, life insurance, flexible spending account options, a generous vacation and holiday schedule, and a Simple IRA retirement plan with employer matching. Teaching Trust also offers a one-time moving stipend to new hires who are relocating for the role.  Teaching Trust is an equal opportunity employer committed to maintaining a non-discriminatory work environment. Teaching Trust evaluates applicants for employment on the basis of qualifications, merit and work-related criteria without regard to race, color, religion, sex, national or ethnic origin, age, sexual orientation, mental or physical disability, pregnancy, childbirth, medical condition, marital or familial status, family responsibilities, veteran status, personal appearance, political affiliation, matriculation, or any other characteristic protected by law. All applicants will receive consideration for employment regardless of such status. 

The Managing Director, Culturally Responsive Coaching (MD, CRC), exists to optimize and extend the impact of Teaching Trust programming by helping to incorporate our vision for Diversity, Equity, and Inclusion necessary for our programming to work towards educational equity.  We believe we will achieve our vision for achieving equity by decentering dominant culture at two levels: 1) in our programming through the way we teach and the learning environment we create, and 2) through the support we provide our participants and school leaders to create equitable and inclusive learning environments for the students they serve. The MD, CRC is charged with leading the development for internal staff to become strong practitioners of culturally relevant pedagogy as we move towards embedding cultural relevance in all aspects of our design and coaching.  The Culturally Relevant Design team exists to fuel learning at Teaching Trust and propel us forward to a future where our work is sustainable and scalable because effective, responsive, well-designed materials exist for program teams to use throughout each year. What You’ll Take On Teaching Trust is passionate about solving school-based inequities which will require excellent leadership, phenomenal teachers, and thriving schools working together with families to accelerate student achievement.  We need a self-aware, systems-minded leader to lead the charge as we align our program to be culturally relevant and equity-centered. As a part of the Culturally Relevant Design Team, you’ll work to develop a curriculum for school leadership teams that will promote equitable outcomes for all students.  You will also work in collaboration with the Program Team to cultivate a shared understanding of coaching for equity. You will serve as a leader in facilitating the growth of staff members at Teaching Trust.     Additionally, in FY21 you will: Create and execute a vision for developing program staff to become strong practitioners of culturally relevant pedagogy over time to ensure cultural responsiveness is embedded in all aspects of our design and coaching; and that our observations, facilitation, and coaching with participants are equity focused.  Collaborate with our New Sites Program Officer to develop a plan for launching a pilot program in FY22 that is deeply focused on cultural relevance to ensure our programming is moving toward educational equity.  Develop a recommendation for a coaching framework that Teaching Trust should adopt to support our vision to move, over time, from our current program reality to a desired future state where cultural responsiveness is embedded in all that we do and is thoughtfully at the helm of our leadership development programs. What You’ll Bring We are looking for someone who shares a passion for our mission to achieve better outcomes for students in urban schools. You will thrive in this role if you are a strategic thinker, love to innovate, love coaching, successfully operate with ambiguity, and are able to work across layers and lines of difference.   You are a coach, you love being a part of the growth of others, you ask great questions , you are a thought partner , and you are able to facilitate both short-term and long-term growth with diverse groups of people.  You are a strategic thinker who is able to move your vision forward, and distill the most critical information from multiple inputs.  You look for the root cause and move others toward solutions through innovative problem solving.   You have a proven track record of successfully coaching across lines of difference. You are deeply committed to diversity, equity, and inclusion.  You feel a responsibility for doing your own identity development work to build your cultural competency so that you can lead others and conduct your work in a way that fosters inclusion and equity. You are simultaneously strategic and detail-oriented .  Precision matters in design, coaching, and facilitation.  So does context and the big picture.     Ideal candidates will have: Ability to thrive in a fast-paced, dynamic work environment, demonstrating resilience and are a self-starter.  Experience coaching and have a track record of developing people over time.   Both people- and outcomes-orientations and a track record of extraordinary results and relationships: ability to lead with a focus on measurable results and long-term vision while valuing people and their unique assets and understanding what motivates them to succeed.   Proven success in laterally managing peers across teams toward ambitious outcomes. Talent in influencing others toward outcomes through sophisticated relationship management. High level of comfort taking and implementing frequent feedback to improve the work. Ability to work well with people with a very wide diversity of demographic and cultural characteristics; must be capable of achieving results while maintaining an inclusive, collaborative leadership style. Passion to work at an organization focused on ameliorating educational inequity. Strong desire and ability to innovate and adopt new approaches to achieve results.  Strategic thinking and ability to see and leverage connections between multiple work streams. Exceptionally strong project management and time management skills. Authorization to work in the United States required. Additionally, alignment with our core values is essential for the success of any candidate: Educational Equity: We prioritize work based on its impact in eliminating the achievement gap. Disciplined Behavior: We are unapologetically results and competencies driven . Courage and Resilience: We take risks, rebound and persevere. Entrepreneurial Mindset: We own our outcomes and act with urgency. Reflection and Growth: We seek feedback and modify behavior to achieve results. Who We Are Teaching Trust is closing the opportunity gap by developing leadership capacity to transform schools. Simply put, we believe that Great Leaders + Great Teams = Great Schools . Other existing nonprofits attack the opportunity gap at different levels – curriculum, training for teachers, or advocacy for equitable funding. We focus on engaging school leadership teams in intensive training sessions, where we go deep on foundational concepts proven to move the needle for schools. We build deep relationships and support school teams with successfully implementing practices across their campuses, sitting shoulder-to-shoulder with leaders to provide counsel, support, and accountability. We are not just here to provide training, send Teaching Trust participants off with a binder, and hope all goes well. Our coaching truly is a living partnership.  Our definition of a team is highly inclusive. We work with everyone – from the teacher to campus coaches to the principal to school district leaders. We believe, and have seen firsthand, that strong, aligned leadership from campus to district to state level is a game changer for students.    To date, we’ve impacted more than 1,500 educators across 300 public schools, reaching 350,000 students across our region. We are engaging leaders at all levels in local, complex, and large urban districts to collaborate and build a common vision around school leadership development – and we’re seeing strong results for students in partner districts like Dallas ISD, Fort Worth ISD, Richardson ISD, and Garland ISD. The opportunity gap is one of many undertakings when it comes to tackling broader systemic change for historically oppressed communities. We aim to work alongside many community partners, educators, and families in pursuit of large-scale transformational change across North Texas.   What We Offer Teaching Trust offers a salary of $105,000 for this role. In May 2018, Teaching Trust implemented  a new approach to our compensation philosophy. We are deeply committed to being an organization that not only talks the talk about Diversity, Equity, and Inclusion but also walks the DEI walk. Equity, in particular, shows up in many ways - but is often most palatable in the practices and policies an organization pursues. We believe our approach to compensation is one way to demonstrate our commitment to equity. Our staff all have salaries that are aligned by level and tenure with the organization in order to achieve compensation equity. The salary for this role reflects that philosophy. We offer a comprehensive benefits package for all full-time employees, including medical, dental, and vision plans. Other benefits include disability, life insurance, flexible spending account options, a generous vacation and holiday schedule, and a Simple IRA retirement plan with employer matching. Teaching Trust also offers a one-time moving stipend to new hires who are relocating for the role. Teaching Trust is an equal opportunity employer. Teaching Trust evaluates applicants for employment on the basis of qualifications, merit and work-related criteria without regard to race, color, religion, sex, national or ethnic origin, age, sexual orientation, mental or physical disability, pregnancy, childbirth, medical condition, marital or familial status, family responsibilities, veteran status, personal appearance, political affiliation, matriculation, or any other characteristic protected by law. All applicants will receive consideration for employment regardless of such status. 

Location:          Remote, reside in  Santa Clara County, California   Job Description:   The Director, Advocacy leads advocacy, political and communications campaigns within Santa Clara County in the areas of authorization and oversight, charter renewals and new petitions.  This position works closely with charter school operators, community partner organizations. district and county elected officials and senior staff to  enhance policy, influence the political landscape, and create a supportive ecosystem to ensure quality, achievement gap-closing schools have the resources and supports they need to thrive. Overview of Responsibilities:  The Local Advocacy team supports over 180 charter schools across the Bay Area, including over 45 schools in Alameda County. The Director will forge relationships with the individuals leading charter schools in the region and develop comprehensive strategies to ensure schools are renewed and have access to the resources they need to be successful. This position reports to the Vice President, Advocacy, Northern California.   Essential Duties Policy Making and Advocacy : Manage charter-related policy matters at the Santa Clara County Office of Education. Relationship Building : Cultivate relationships with local district and county elected officials, local charter leaders, community partners and senior charter staff. Coalition Building : Engage as a partner with aligned community organizations to advance access to quality public education. Political Engagement:  Engage in non-partisan and partisan electoral work under the umbrella of CCSA Advocates. What Success Looks Like To achieve success in this role, qualified candidates will be able to consistently meet and exceed these goals: Establish and secure a positive local policy environment to ensure charter schools have equitable access to resources (e.g. facilities, funding, and technology) and schools receive fair and transparent oversight. Foster the development of an engaged charter community where local leaders are essential drivers of key policy priorities by participating in the decision-making process about local advocacy strategy and inform and engage their communities in collective actions to support positive policy development.   Establish priority partnerships among elected officials, community leaders, and charter operators to ensure high-quality public schools are available to traditionally underserved populations. Core Competencies Self-starter with exceptional decision making, strategic thinking, and organizational skills Deep understanding of the local landscape, including the key players and power dynamics Fosters communication by adapting and sharing out complex messages across diverse groups of people Effectively builds and maintains relationships with key stakeholders Reside within Santa Clara County (or willingness to relocate) with access to reliable transportation Preferred Capabilities At least 5 years professional work experience at the school or policy level Strong command of tools such as Salesforce, Excel, and other Office products Fluency in Spanish

Location:          Remote, Reside in  Alameda County, California   Job Description:   The Director, Advocacy leads advocacy, political and communications campaigns within Alameda County in the areas of authorization and oversight, charter renewals and new petitions.  This position works closely with charter school operators, community partner organizations. district and county elected officials and senior staff to  enhance policy, influence the political landscape, and create a supportive ecosystem to ensure quality, achievement gap-closing schools have the resources and supports they need to thrive. Overview of Responsibilities:  The Local Advocacy team supports over 180 charter schools across the Bay Area, including 55 schools in Alameda County. The Director will forge relationships with the individuals leading charter schools in the region and develop comprehensive strategies to ensure schools are renewed and have access to the resources they need to be successful. This position reports to the Vice President, Advocacy, Northern California.   Essential Duties Policy Making and Advocacy : Manage charter-related policy matters at the Alameda County Office of Education and Oakland Unified School District. Relationship Building : Cultivate relationships with local district and county elected officials, local charter leaders, community partners and senior charter staff. Coalition Building : Engage as a partner with aligned community organizations to advance access to quality public education. Political Engagement:  Engage in non-partisan and partisan electoral work under the umbrella of CCSA Advocates. What Success Looks Like To achieve success in this role, qualified candidates will be able to consistently meet and exceed these goals: Establish and secure a positive local policy environment to ensure charter schools have equitable access to resources (e.g. facilities, funding, and technology) and schools receive fair and transparent oversight. Foster the development of an engaged charter community where local leaders are essential drivers of key policy priorities by participating in the decision-making process about local advocacy strategy and inform and engage their communities in collective actions to support positive policy development.   Establish priority partnerships among elected officials, community leaders, and charter operators to ensure high-quality public schools are available to traditionally underserved populations. Core Competencies Self-starter with exceptional decision making, strategic thinking, and organizational skills Deep understanding of the local landscape, including the key players and power dynamics Fosters communication by adapting and sharing out complex messages across diverse groups of people Effectively builds and maintains relationships with key stakeholders Reside within Alameda County (or willingness to relocate) with access to reliable transportation Preferred Capabilities At least 5 years professional work experience at the school or policy level Strong command of tools such as Salesforce, Excel, and other Office products Fluency in Spanish

  About College Track College Track is a national college completion program that empowers students from underserved communities to graduate from college. From the summer before 9th grade through college graduation, our 10-year program removes the barriers that prevent students from earning their college degree by providing them with comprehensive academic support, leadership training, financial and college advising, and scholarships. We teach them the skills necessary to succeed in college and beyond. In four years, a College Track student receives support equivalent to one extra year of high school.  College Track started in 1997 with a cohort of 25 students in East Palo Alto. Today, we serve over 2,400 high school and college students in East Palo Alto, Oakland, San Francisco, New Orleans, Colorado, Los Angeles and Sacramento. By 2020, we will double the number of students we serve and produce nearly 1,000 college graduates. Last year, 96% of our high school seniors were accepted to four-year colleges and our college graduation rate is 2.5 times the national average for low-income students.   Our Commitment From the summer before ninth grade through college graduation, our 10-year program removes barriers that prevent students from earning their college degree by  providing them with comprehensive academic support, leadership training, financial and college advising, and scholarships. We teach them the skills necessary to succeed in college and beyond .   Our Values At College Track, our values drive the way we do our work, and we look for individuals who share our passion. We blend an entrepreneurial spirit with our nonprofit roots, cultivating a dynamic culture where everyone's contributions are valued and encouraged. ·        COMMITMENT: We have an unwavering belief in our students. ·        PASSION: We are dedicated to changing our nation’s college completion story. ·        JOY: We create environments rich with smiles and laughter. ·        AUTHENTICITY: We believe relationships matter. ·        EXCELLENCE: Our students deserve nothing but the best. Position Overview The Operations Manager is responsible for ensuring that all site operations function efficiently and effectively. This position will manage the day-to-day of site operations and the administration of finance, human resources and payroll. Additionally, s/he will oversee data reporting and monitoring at the site level and support the Site Director in student recruitment. This is a critical role in ensuring effective site operations so that the team can best serve students every day.   Primary Responsibilities Include: Lead and Manage Site Operations: Successfully manage the day-to-day of site operations including office management, technology, facilities and vehicles. This position will manage front desk administration, oversee the inventory of supplies, project manage facility projects, serve as the central point person for managing the inventory of technology and will work with the IT consultant to address technology needs. S/he will also manage the use of College Track vehicles for transporting students home and to field trip destinations.   Manage the Administration of Finance, Human Resources and Payroll: Support the Site Director with budget development by gathering, analyzing and reporting necessary data; track and process invoices and reimbursements for staff and vendors. Support site supervisors with employee onboarding and orientation; act as an HR and payroll liaison for all employees and volunteer staff. Oversee Data Monitoring and Reporting: Serve as the in-house Salesforce expert and ensure the tracking and reporting of student attendance. Maintain site dashboards and update information on an ongoing basis using student databases. Support Student Recruitment: Assist the Site Director in the annual student recruitment process including delivering presentations aimed at identifying and recruiting prospective students and overseeing the record keeping process. New/Special Projects: Additional projects as assigned by the Site Director.   Skills & Experience Required Minimum of 2-3 years of experience managing the operations for an organization, program or school Skilled at managing self; reliably prioritizes the highest impact work amongst competing demands, delegates effectively, holds self accountable and produces quality work consistently. Skilled at communicating and managing vertically and horizontally. Effective at being able to work across the organization, through influence, to achieve goals Focuses on delivering outcomes despite obstacles, seeks out challenges as opportunities to grow, takes unexpected setbacks in stride, and is able to galvanize self towards goals and impact. Demonstrated ability to create efficient systems for completing work Basic aptitude and strong appetite to learn data and technology systems. Experience with Microsoft Office Suites required. Experience with Salesforce or other databases, preferred Fluency in Spanish preferred Minimum 4-year college degree Compensation & Benefits College Track offers a competitive salary based on the organization’s compensation philosophy, which is grounded in market data. We also offer comprehensive health & welfare benefits and top of the market paid time off. We will only contact candidates chosen for further consideration. No phone inquiries please.     College Track is an equal opportunity employer fully committed to achieving a diverse workforce. College Track does not discriminate on the basis of race, age, color, religion, national origin or ancestry, sex, gender, disability, veteran status, genetic information, sexual orientation, or gender identity or expression.

City Year San Antonio is seeking a Learning & Development Director (L&D Director) who will oversee the learning and development experience for City Year San Antonio AmeriCorps members that prepares them to serve as idealistic leaders and practitioners focused on strengthening schools and supporting students to improve performance. In this role, the L&D Director builds strategic relationships with district and local partners, works closely with City Year San Antonio’s Impact department, and manages our Senior Learning and Analytics Manager. The L&D Director is a skilled organizer and planner who appreciates big-picture thinking, drives a data-driven learning vision, has a passion for equitable access to education in systemically under-resourced schools and believes deeply in the power of young people and their ability to positively impact and transform people and communities. This may be the job for you if: You are a collaborative relationship-builder with an empathetic and adaptable approach to learning design strategy, appreciate feedback loops and organize your plans based on formative data. You care deeply about providing holistic student support in systemically under-resourced schools and believe that City Year AmeriCorps members are a leading example of how the student success coach role can help support student and school success. You value learning. You invest in your own growth and development and authentically model your passion for personal and professional development for those you lead. You are a big-picture thinker, enjoy designing adult learning experiences for diverse and dynamic young people and appreciate that building a positive learning culture is an iterative process. Job Description AmeriCorps Member Experience City Year AmeriCorps members serve in schools all day, every day, preparing students with the skills and mindsets to thrive in school and in life. Serving with City Year is challenging, but transformative. During their year of service, AmeriCorps members are given a high degree of responsibility, along with leadership opportunities that have impact on them personally and on the students with whom they work. When designing their learning and development experience, the L&D Director finds balance between the AmeriCorps member experience and developing their service skills to support the social, emotional and academic growth of their students Build a Culture of Learning City Year San Antonio cares deeply about the learning experience for AmeriCorps members and recognizes that all San Antonio staff play a role in making their service and learning experience meaningful. The L&D Director is looked to at the site to build a positive culture of learning for our AmeriCorps members by designing a learning strategy that is a replicable, predictable, and responsive set of community-centered activities designed to help AmeriCorps members develop skills and make meaning of their shared service journey. Skillfully facilitated, programmatic learning is reinforced through meaningful individual challenges and in community with others to uncover new understandings, build efficacy and spark joy. Additionally, the L&D Director builds and cultivates strong partnerships with local and district partners to positively impact the AmeriCorps member learning experience. Design and Oversee our Observation & Coaching Strategy We believe that feedback is a critical part of personal and professional growth. Leveraging the skills of the Impact Team, the L&D Director will develop an observation and coaching strategy and system that empowers AmeriCorps members to build strong relationships with students to support their learning and help them develop identity, agency and critical skills. What does a typical day look like? There is no typical day for a Learning & Development Director, but on any given day, you may find yourself at a school providing observation and coaching support for AmeriCorps Members and Impact staff, designing a training for an upcoming training day, or even facilitating trainings to AmeriCorps Members on improving their service for students. City Year San Antonio has a Corps of up to 98 young adults serving in nine San Antonio Independent School District (SAISD) campuses. Basic Qualifications Experience building and growing complex professional relationships with a diverse group of internal and external stakeholders and community members. A passion and interest in designing learning experiences using adult learning principles, group processing protocols and interactive learning technology. Ability to create a yearlong learning experience for diverse and dynamic young people that supports district and local standards and initiatives through a lens of cultural competency/responsiveness. Ability to make data-informed decisions to advance team and student achievements and outcomes. Experience building sustainable partnerships and positive working relationships with others. Strong organizational skills and attention to detail. Ability to operate in ambiguous and changing environments while leading a team to meet results. Interest and understanding of City Year’s work within the national service movement and education sphere. At least two years of teaching is preferred, and teaching experience in a public-school serving majority low-income and/or students or color is preferred. Familiarity with SAISD school system is a plus Compensation and Benefits Full time employees are entitled to compensation commensurate with experience. Benefits for full time employees include health insurance with Flexible Spending Account, paid vacation, holidays, parental leave, 401K, and more. City Year is an Equal Opportunity Employer, committed to a diverse workforce. Individuals from all backgrounds are encouraged to apply, including persons with disabilities and veterans.

Responsibilities • Assist the Chief Strategy and Development Officer in the  planning, coordination, and preparation of state grant applications and budgets, including Title I, Title II, School Improvement Grant, and other state and federal grants. • Execute with exceptional fidelity PLA’s proven resource allocation process. • Ensure grant budgets are aligned with network ’s strategic plan, and in compliance with all state and federal requirements. • Write applications for competitive government grant opportunities. • Research, identify and qualify funding opportunities from government sources. • Develop a deep understanding of the PLA platform to ensure integrity and quality of applications and budgets. • Coordinate efforts with internal departments and outside agencies to effectively secure and renew state and federal funds. • Ensure timely submission of projects, amendments, reports, etc. • Assist with the preparation for partner/donor site visits. • Provide technical assistance for key stakeholders as assigned. • Remain up-to-date on changing laws and requirements. • Willingness and ability to work some evenings and weekends. • Light travel to training, conferences and meetings as required. • Perform all assigned tasks in a timely and efficient manner. Qualifications • Bachelor or higher degree from an accredited university, with a preference for the following major/minors: Mathematics, Economics, Finance, Accounting or other business-related field. • 2+ years of Professional Experience working in K-12 or non-profits, with a demonstrated commitment to PLA’s mission and the communities we serve. • Superior writing, research and project management skills; grant writing experience a plus. • Ability to develop, maintain, and analyze budgets. • Knowledge of federal and state grant guidelines. Proficiency in interpreting federal law and state rules. • High proficiency with Excel. Knowledge of productivity software including but not limited to Word, spreadsheets, and web-based applications. • Must be able to simultaneously execute multiple assignments with quality and follow through on all aspects of the position. • Adhere to the highest ethical standards. Demonstrate empathetic disposition and good judgment. • Capacity to listen to management direction and solicit feedback to improve performance. • Dependability, humility, sense of humor, and strong commitment to PLA’s mission and the communities we serve. Home Office The Grant Writer is a remote, home office position. A quiet working environment with high-speed internet is required . Employees supply their own cell phone and computer . Please note that only candidates capable of working in the US Pacific and Mountain  Time Zones are currently considered .

Teaching Trust seeks a full-time Director of Development, Annual Giving to support a multi-year revenue generation strategy that focuses on sustaining and expanding our individual funding base.  What You’ll Take On Teaching Trust is passionate about deepening, broadening and diversifying our funding base to reflect our value for Diversity, Equity & Inclusion (DEI) at the core of philanthropy. As part of a five-person team, the Director of Development will support a multi-year revenue generation strategy that focuses on sustaining and expanding our individual funding base, which has been traditionally major gifts-focused. In this role, you will serve as a leader in helping to build necessary strategies, tactics, rituals, and tools for delivering on ambitious development goals to ensure Teaching Trust’s long-term financial health.  Additionally, in FY21 you will: In support of the development team’s collective goal of $3.5M, expand and diversify Teaching Trust’s Annual Giving portfolio, including identification, cultivation, solicitation, and stewardship of individuals. You will execute on your own portfolio, with particular focus on new funders. Lead the department’s Moves Management strategy. Serving as the team expert for the department’s prospecting and moves management, you will ensure an adequate pool of prospects, and drive consistent rituals for ensuring cultivation from pipeline to close.   Develop, manage and drive Teaching Trust’s donor stewardship & engagement plan to support our first formal Annual Giving program in commemoration of our 10th year anniversary, including leadership engagement, special events, donor & site visits, and strategic communications. What You’ll Bring We are looking for someone who shares a passion for our mission to achieve better outcomes for students in urban schools. You will thrive in this role if you embody these ideals: You are fiercely passionate about educational equity . Your personal values drive you to be courageous in conversations, inclusive, and ambitious in driving initiatives that support closing the opportunity gap for students in low-income communities and students of color. You are highly motivated by, and deeply committed to our organization’s work around Diversity, Equity, and Inclusion (DEI). You apply a DEI lens to strengthen our development work.  You understand and embrace the need to engage donors from diverse communities to achieve  Teaching Trust’s vision, mission and impact.   You have demonstrated experience exceeding fundraising goals. You have delivered on strategic and creative development strategies that have helped grow organizational budgets year after year, and take pride in monitoring and sharing your progress along the way. You lead with authentic relationships and engagement . You build relationships with funder partners that have trust at the core, and value dialogue and invitations for real connections. You are a story-teller: You tap into both heart and mind to leverage the most compelling parts of our story and impact to create excitement around our work.  Ideal candidates will have: 5-7 years of experience professional fundraising and development with demonstrated experience expanding and cultivating an existing donor base over time. Desire and ability to be a self-starter and collaborator with demonstrated ability to see through complex projects. Preference for candidates who know the landscape of philanthropy in Texas, and is an active participant and voice within the diverse funding communities of Texas, with particular interest in North Texas.  Experience with individual strategies and tactics including but not limited to sustained/ monthly giving, major giving, giving circles, family/ donor-advised giving, and cultivating and stewarding high-level relationships. Experience with up-to-date development  technology and tools to track moves management. Experience with current development technology and tools to track moves management. Ability to thrive in a fast-paced, dynamic work environment, demonstrating resilience.  Excellent interpersonal and teamwork skills with the ability to influence, collaborate, and build trusting relationships to drive results.  High level of comfort taking and implementing frequent feedback to improve the work. Ability to work well with people with a very wide diversity of demographic and cultural characteristics; must be capable of achieving results while maintaining an inclusive, collaborative leadership style. Passion to work at an organization focused on ameliorating educational inequity. Strong desire and ability to innovate and adopt new approaches to achieve results. Exceptionally strong project management and time management skills. Authorization to work in the United States required. Additionally, alignment with our core values is essential for the success of any candidate: Educational Equity: We prioritize work based on its impact in eliminating the achievement gap. Disciplined Behavior: We are unapologetically results and competencies driven . Courage and Resilience: We take risks, rebound and persevere. Entrepreneurial Mindset: We own our outcomes and act with urgency. Reflection and Growth: We seek feedback and modify behavior to achieve results.   Who We Are Teaching Trust is closing the opportunity gap by developing leadership capacity to transform schools. Simply put, we believe that Great Leaders + Great Teams = Great Schools . Other existing nonprofits attack the opportunity gap at different levels – curriculum, training for teachers, or advocacy for equitable funding. We focus on engaging school leadership teams in intensive training sessions, where we go deep on foundational concepts proven to move the needle for schools. We build deep relationships and support school teams with successfully implementing practices across their campuses, sitting shoulder-to-shoulder with leaders to provide counsel, support, and accountability. We are not just here to provide training, send Teaching Trust participants off with a binder, and hope all goes well. Our coaching truly is a living partnership.  Our definition of a team is highly inclusive. We work with everyone – from the teacher to campus coaches to the principal to school district leaders. We believe, and have seen firsthand, that strong, aligned leadership from campus to district to state level is a game changer for students.  To date, we’ve impacted more than 1,500 educators across 300 public schools, reaching 350,000 students across our region. We are engaging leaders at all levels in local, complex, and large urban districts to collaborate and build a common vision around school leadership development – and we’re seeing strong results for students in partner districts like Dallas ISD, Fort Worth ISD, Richardson ISD, and Garland ISD. The opportunity gap is one of many undertakings when it comes to tackling broader systemic change for historically oppressed communities. We aim to work alongside many community partners, educators, and families in pursuit of large-scale transformational change across North Texas. What We Offer Teaching Trust offers a salary of $82,000 for this role. In May 2018, Teaching Trust implemented  a new approach to our compensation philosophy. We are deeply committed to being an organization that not only talks the talk about Diversity, Equity, and Inclusion but also walks the DEI walk. Equity, in particular, shows up in many ways - but is often most palatable in the practices and policies an organization pursues. We believe our approach to compensation is one way to demonstrate our commitment to equity. Our staff all have salaries that are aligned by level and tenure with the organization in order to achieve compensation equity. The salary for this role reflects that philosophy. We offer a comprehensive benefits package for all full-time employees, including medical, dental, and vision plans. Other benefits include disability, life insurance, flexible spending account options, a generous vacation and holiday schedule, and a Simple IRA retirement plan with employer matching. Teaching Trust also offers a one-time moving stipend to new hires who are relocating for the role. Teaching Trust is an equal opportunity employer. Teaching Trust evaluates applicants for employment on the basis of qualifications, merit and work-related criteria without regard to race, color, religion, sex, national or ethnic origin, age, sexual orientation, mental or physical disability, pregnancy, childbirth, medical condition, marital or familial status, family responsibilities, veteran status, personal appearance, political affiliation, matriculation, or any other characteristic protected by law. All applicants will receive consideration for employment regardless of such status.  

About KIPP Bay Area Public Schools KIPP is a non-profit network of 224 college-preparatory, public charter schools across the country educating early childhood, elementary, middle, and high school students. KIPP schools are united by a common mission, a commitment to excellence, and a belief that if we help children develop the academic and character strengths they need for college and choice-filled lives, they will be able to build a better tomorrow for themselves, for their communities, and for us all. There are currently 15 KIPP schools across the Bay Area educating nearly 6,000 students in East Palo Alto, Oakland, San Francisco, San Lorenzo, San Jose, and Redwood City and supporting over 3,000 alumni around the country. .  Position Overview The Associate Director of Academics will work closely with the Director Academics, the Managing Directors of Schools, and the other Associate Directors of Academics to provide instructional leadership, coaching, and data driven systems to drive student achievement . More specifically, the Associate Director of Academics will be responsible for coaching and developing leaders within our schools and will support the creation and execution systems to drive data driven instruction. In addition, the Associate Director of Academics will lead regional trainings to ensure a standard of excellence and impact.  This position reports to the Director of Academics, is based out of our Regional Support Office (RSO), and will play a critical role within KIPP Bay Area Public Schools. This position requires frequent travel between our schools throughout the Bay Area. The target start date for this position is as soon as possible. Responsibilities Creating and Executing Data Driven Systems Develop and utilize systems to drive data driven instruction across our region of schools.  Support the implementation of systems across our region. Build partnerships with schools in order to understand their needs and the highest leverage actions to take that will move them forward. Supporting Coaches at Schools Lead Training for coaches across our schools. Provide direct coaching to Assistant Principals to increase their ability to grow teachers using the relay model. Analyze and respond to Assistant Principal performance data to drive coaching in our region. Setting the Strategic Direction Evaluate the performance of our schools through classroom observations, school reviews, data analysis, and support in determining the highest leverage strategic priorities that will increase student achievement. Support the development and execution of a plan for implementing the priorities, including key milestones, metrics for success, and a timeline of key actions. Regional Support Work Lead portions of our academics team work to build trust, increase collaboration, and make our work more impactful. Partner with other teams at our Regional Support Office to ensure schools stay open and in compliance. Partner with KIPP Foundation colleagues to support school initiatives and assess their impact Manage team members and/or consultants, as needed Qualifications A minimum of 3 years of instructional leadership experience coaching teachers with demonstrated exemplary results. Supervisory experience at a school is preferred. (e.g. Assistant principal, Dean of Curriculum and Instruction)  Proficiency in the Relay coaching Model for Data Driven Instruction, Weekly Data Meetings, and Observation and Feedback. Proficiency leading professional development using the see it, name it, do it model. An eagerness to receive and implement feedback to grow as a leader. The ability to partner across lines of difference and with others with differing opinions. A deep passion for social justice and equity for all children; a strong belief that all students can achieve at the highest levels regardless of demography Experience working with underserved communities Experience with Planning, Curriculum, and Assessments (preferred is Math or Science content knowledge) Ability to self-direct and prioritize among competing goals  Unquestioned integrity and commitment to KIPP Bay Area Schools’ mission and values Bachelor’s Degree (required); Master’s Degree (preferred) Compensation We are dedicated to you and your family's well-being! KIPP offers a competitive salary as well as a comprehensive benefits package including medical, dental, vision, and transportation benefits. 

ABOUT GOOD REASON HOUSTON Good Reason Houston’s vision is that every child, in every neighborhood, excels in a world-class public school and thrives in the Houston of tomorrow. The organization partners with school districts, community leaders, families, and educators to achieve its mission of increasing the number of students learning in a high-performing school. To grow more great schools in every neighborhood in Houston, the organization focuses on four key strategic levers: Driving System Innovation, Developing Game-changing Educators, Advancing Equitable Access, and Engaging the Community.   ABOUT THE ROLE Good Reason Houston is seeking a Manager of Talent & School Improvement who is results-oriented, passionate about educator recruitment, development, and retention, and excited about working in a start-up environment.   The Manager will have the unprecedented opportunity to impact Houston’s educator workforce and ultimately influence student outcomes at a city-wide level. The role will drive partnerships with and between higher education, school districts, and community stakeholders to recruit, prepare, develop, and retain strong, diverse teachers and leaders in Houston. This position reports to the Director of Talent & School Improvement and will play a key role in ensuring that Good Reason Houston realizes its vision that every child, in every neighborhood, excels in a world-class public school and thrives in the Houston of tomorrow.   RESPONSIBILITIES This role will evolve as the needs of the team evolve and as the education landscape in the state and region shifts. Responsibilities include:   Accelerate city-wide teacher recruitment efforts:  Build and maintain strategic relationships with higher education, alternative preparation programs, and school districts to increase the number of applicants enrolling in high quality teacher preparation programs.  Provide technical assistance to partners to engage more strategically with recruits, school district partners, and community college partners. Collect and monitor teacher recruitment and attrition data across all partners. Define additional opportunities along the preparation pipeline to support teacher enrollment in high quality preparation programs, possibly targeting community college students, undergrads, and high school students. Determine and coordinate outreach opportunities for teacher recruitment   Establish and maintain teacher and principal pipeline partnerships with school districts: Collect and analyze data to determine talent needs in school districts Facilitate partnerships between preparation programs and school districts Support programmatic design and ensure high-quality conditions are met Support school districts to hire teachers and principals from high-quality, sustainable programs   Manage a portfolio of talent providers that provide direct service to school districts in order to support capacity building of school leadership teams and teachers: Ensure there is a clear project plan and data systems to track inputs, outputs, and outcomes for each partner Lead monthly partner check-ins to ensure strong implementation and adjust as needed Update partner trackers and other data tools to monitor progress Communicate regularly with partners to ensure effective and efficient implementation, including coordinating across partners when necessary Contribute to and engage in Quarterly Partner Reviews with districts Provide whatever on-the-ground technical expertise and strategic problem solving is necessary   Support the hiring, development, and retention of educators in Good Reason partnership schools and programs, including the ACE (Accelerating Campus Excellence) model and the launch of new school models. Work with school districts and school leaders on leader and teacher hiring. Support districts in excellent professional development. Coordinate appreciation events and culture boosts for staff.   QUALIFICATIONS We’re seeking candidates who excel in relationship-building, are results-oriented, and have strong project management skills. You should have: A track record of developing and maintaining strong relationships with and among a diverse group of stakeholders. Excellent organizational skills, with a demonstrated commitment to meeting a high bar and a history of getting things done even in the face of obstacles and ambiguity. As Good Reason Houston is in “start-up mode”, we look for candidates who can be flexible in changing environments. A data and research orientation – including a curiosity and urgency around data collection and analysis.  Experience managing multiple projects and ability to manage teammates, volunteers, and stakeholders on short-term projects. Passion about the mission, vision, and goals of Good Reason Houston and how this position contributes to the organization’s success. Knowledge of teacher recruitment, development, and retention and prior experience in education are preferred but are not requirements.

Aldine ISD is focused on ensuring that every child starts elementary school with the essential academic, social, and emotional skills he or she needs to thrive in school and beyond. The Early Learning Executive Director will help make this vision a reality by executing the district’s strategic priorities of increasing access to quality early childhood education opportunities in the district. The Early Learning Executive Director will work with the Chief of Schools to develop and execute an early learning vision for Aldine ISD. The Early Learning Executive Director will be tasked with the overall strategy, goal-setting, and execution of aligning early childhood initiatives with larger district goals and initiatives. This person will lead the consistent communication of executive level decisions and how they will influence the early childhood infrastructure of the district. Responsibilities of this position will also include program development and evaluation, partner management, and community outreach and collaboration. About Aldine ISD Aldine Independent School District is located 17 miles north of downtown Houston, Texas. It encompasses more than 111 square miles of land in both urban and rural environments. The district’s student population exceeds 65,000. In addition, our student population is ethnically rich, and our staff demographics are as diverse as our students. The needs of our students are also diverse. Around 85% of our students are classified as economically disadvantaged. The district employs more than 10,000 people in a variety of roles.  Education/Certification: Master’s degree in educational administration or a field appropriate to assignment from an accredited college or university; Valid Texas Mid-Management, Principal, or Superintendent Certification or out of state equivalent certification and the ability to obtain Texas Certification required Candidate must have satisfactory outcome of fingerprinting background check.  Special Knowledge/Skills: Ability to demonstrate strong internal and external support for Aldine ISD Ability to communicate effectively with a variety of audiences  Excellent knowledge and understanding of all facets of public school operations, particularly the area of early childhood education Highly effective organizational and consensus building skills  Knowledge and understanding of school district policies and procedures  Ability to adapt department to a changing work environment and to continuously improve operations Knowledge and understanding of the change process, organizational development, conflict resolution and facilitation skills Experience: Minimum three years successful teaching experience, preferably experience with early childhood or primary grades Minimum five years of experience at the district leadership level as principal or district-level administrative leader   Experience in design and execution of high-quality early learning environments  Instructional and Program Management Design and implement a program to improve outcomes for young children Supports campus principals by ensuring the District provides the necessary tools, support systems, and institutional capabilities to improve student performance; including kindergarten readiness Identify, coordinate, and ensure primary schools are provided with specialized training supports to staff of early learners utilizing the latest research on successful classroom techniques for improving cognitive development and social-emotional health of children in primary schools Serves at the liaison between the primary schools and departments within the District Work collaboratively with District leaders on a data-driven infrastructure plan to improve student access an Aldine ISD Pre-K program Work collaboratively with school leadership, assistant superintendents, and the Teaching and Learning Department to improve the quality of the early childhood program Establish a collaborative relationship with all departments and external providers to ensure support of early childhood academic, fiscal, training, and facility needs Protect and enhance the health and safety of all students enrolled in primary schools Provide leaders updated information and research pertinent to the operation of primary schools Provide input in the process of district budget planning  Assist in the development of district-wide goals, objectives, and procedures Exercise proactive leadership on promoting the vision and mission of the District Policy, Reports, Law Ensure early childhood programs comply with TEA, state, federal and School Board policies and law, regulations and requirements Direct the development and maintenance of early childhood records and reports as are necessary to keep the Executive Leadership Team, Board of Trustees, and other district leaders informed of the district’s progress and future plans Maintain campus progress update reports Monitor enrollment in pre-kindergarten programs Professional Growth and Development Improve leadership skills through self-initiated professional development activities on a continuous basis Represent Aldine ISD on department-specific matters at the national, state, regional, and local levels Other Coordinates special projects as assigned Performs other duties as assigned Supervision of assigned staff  The Executive Director of Early Learning’s evaluation is a responsibility resting with the Chief of Schools. An evaluation shall be completed in writing at least once during the course of each school year. Mental Demands: Work with frequent interruptions, maintain emotional control under stress Physical Demands/Environmental Factors: May work prolonged or irregular hours; work inside and outside (exposure to sun, heat, cold, and inclement weather), exposure to noise; frequent districtwide and occasional statewide travel Tools/Equipment Used: Standard office equipment including personal computer and peripherals. Posture: Frequent sitting and standing; occasional bending/stooping, pushing, /pulling, and twisting Motion: Repetitive hand motions; frequent keyboarding and use of mouse; occasional reaching Lifting: Occasional light lifting and carrying (less than 15 pounds); occasional physical restraint of students to control behavior This document describes the general purpose and responsibilities assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.  It is the policy of Aldine ISD not to discriminate or engage in harassment on the basis of race, color, national origin, sex, religion, age, disability, or any other legally protected status in its educational and vocational programs, services or activities or matters related to employment as required by Title VI and Title VII of the Civil Rights Act of 1964, as amended; Title IX of the Education Amendments of 1972; Age Discrimination in Employment Act; Americans with Disabilities Act, as amended; and Section 504 of the Rehabilitation Act of 1973, as amended.

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 Accountability Policy Specialist reports to the Manager of Policy and Communications in the Performance Reporting Division. This position will support TEA’s strategic priority of improving low-performing schools by providing support to local education agencies. The Accountability Policy Specialist will oversee the development and the adoption of administrative rules that govern the state academic accountability system and analyze proposed legislation related to academic accountability. This position will assist with outreach and training to ensure that ESCs, district staff, and other stakeholders understand and benefit from the accountability system. The Accountability Policy Specialist will work under limited supervision, with considerable latitude for the use of initiative and independent judgment. 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. Applicants who are strongly being considered for employment must submit to a national criminal history background check. ESSENTIAL FUNCTIONS: Oversee the planning and execution of stakeholder meetings, including Accountability Technical Advisory Committee and the Accountability Policy Advisory Committee meetings. Oversee the planning, preparation, and execution of the administrative rule adoption process. Analyze and determine the potential impact of proposed legislation related to the accountability system. Assist with training, research, policy documents, explanatory materials, and state accountability appeal processing. Provide consultative services and technical assistance to program staff, other governmental agencies, community organizations, and the general public.   Qualifications   MINIMUM QUALIFICATIONS: Education: Graduation from an accredited four-year college or university. Experience: At least four (4) years of experience in public school accountability and/or in working with a program that required the implementation of legislation and outreach, training, and ensuring the understanding of the program by its stakeholders. Substitution: An advanced degree may substitute for two years of required experience. OTHER QUALIFICATIONS: Meticulous attention to detail with an ability to produce high quality work in a dynamic environment Comfortable interpreting comprehensive data into meaningful information for Agency stakeholders Highly organized; ability to manage multiple projects at once and meet deadlines Ability to break down complex information ask questions, synthesize and analyze Understanding of stakeholder communications strategies and approaches and experience communicating complex ideas to a wide range of stakeholders A desire to self-reflect, give/receive feedback and continuously improve Collaborative and results-oriented, especially within a team environment Excellent written and oral communication skills Comfortable presenting to large groups 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.

TNTP seeks a full- time Effectiveness  Coach , Math or Science  to join the   Louisiana Regional Team. This position will be based in  Louisiana  and is available immediately with some flexibility on start timing.   Frequent travel  up to  4 0%, primarily throughout the state of Louisiana ,  required.     Who We Are    TNTP is a national nonprofit founded by teachers that believes our nation’s public schools can offer all children an excellent education. Today we’re a diverse team from a wide range of fields, united by a fierce commitment to helping school systems end educational inequality and achieve their goals for students. We work at every level of the public education system to attract and train talented teachers and school leaders, ensure rigorous and engaging classrooms, and create environments that prioritize great teaching and accelerate student learning.   Staff  i n TNTP's  Consulting Division  work alongside teachers, school leaders, districts and states to help them achieve the ir goals for students. O ur Louisiana regional team works across urban and suburban parishes in the state as well as, traditional school districts, independent charter schools and charter networks. Our team is diverse and bring a wide range of expertise across content areas. We are proud of the work we get the opportunity for students across the state.      What You’ll Do    As an Effectiveness Coach you will play a critical role in TNTP's teacher development initiatives  and academic consulting wor k . You will be responsible for the performance of the teachers  on your contracts , developing teachers to reach their full potential as well as the design and facilitation of relevant curriculum and instruction-centered professional development    Here are some examples of what an Effectiveness Coach might do:      Develop and execut e  a data-driven and comprehensive coaching strategy that supports retention and improved performance of teachers in multiple schools, networks, and districts across a variety of contracts within the region.       Communicate and collaborate to support teacher development with key stakeholders – partners, principals, and other  Louisiana  team staff    Develop teachers in a turnaround setting through direct coaching and training, ensuring they rapidly improve their performance    Identify innovative solutions for improving teachers overall performance to meet contract goals    Design Louisiana Student Standards-aligned, content-specific sessions for teacher professional  developmen t    Play a supporting role in TNTP’s teacher development initiatives, proposing and crafting long-term, Common Core aligned teacher development strategies and services       What You Bring    We are looking for amazing people who have diverse backgrounds and experiences, are inspired by our mission and are highly motivated to change children’s lives through education. You’ll be right at home here if you cultivate strong relationships and push yourself, your work, and the people around you to the next level.     We expect the Effectiveness Coach to:    Have classroom experience.  You have at least two years of  Math or Science   teaching experience ,  preferably in a high-need school ,  and a proven track record of raising student achievement  (required).      Understand quality curriculum and instruction  You have strong familiarity and expertise with the Common Core State Standards and/or the Louisiana student standards , and have experience working with  and coaching others using  Tier 1  curriculum  (highly preferred).     Know great teaching when they see it.  Whether you are watching a teacher deliver a lesson or looking at student performance data, you can identify where that teacher is effective and what s/he needs to do to improve immediately and in the long-term.    Develop teachers.  You track and analyze teacher data, but it’s what you do with it that really has an impact. Based on your data analysis and what you see in the classroom, you identify new approaches to improve teacher performance under a quick timeline.    Have stage presence.  We’re counting on your strong facilitation skills and ability to expertly lead teacher professional development.    Be comfortable with the unknown.  Ambiguity doesn’t scare you; just the opposite, you thrive on it. You are flexible and comfortable adapting your work to maximize your impact on students, the teachers you coach and your team.    Build meaningful relationships .   You look for opportunities to connect with  others to find out what really makes them  tick and  use those relationships as a strong foundation in your shared work, whether with a teacher, your teammates, or school and system leaders.       Embrace cross-cultural agility.   Authentic self-reflection, self- awareness, and high emotional intelligence are central to who you are, and you utilize these skills to contribute to a culture of diversity, equity, and inclusion. You have an adept cultural understanding of yourself and use your understanding of yourself and others to build trusting relationships with colleagues and stakeholders.        What We Offer    TNTP offers a competitive salary commensurate with experience in a similar position with the potential for an annual performance-based bonus. We offer a comprehensive benefits plan, covering the majority of the employee premium for the base medical plan and subsidizing the majority of costs for a spouse/domestic partner and children. Other benefits include dental and vision plans, disability, life insurance, parenting benefits, flexible spending account options, generous vacation time, commuter benefits, referral bonuses, professional development, and a 403(b) plan with employer matching. We also offer an inclusive environment where staff are encouraged to bring their whole selves to work every day. TNTP may offer a relocation stipend to defray the cost of moving for this role, if applicable.          To Apply     Please submit your online application through Workday .  The   priority  application deadline  for this position  is  January 17th , 20 20 . After that date, applications will be considered on a rolling basis.    TNTP is an equal employment opportunity employer committed to maintaining a non-discriminatory work environment. TNTP does not discriminate against any employee or applicant for employment  on the basis of  race, color, religion, sex, gender, national origin, age, disability, veteran status, marital status, sexual orientation, gender identity, gender expression, arrest record, conviction record, or any other personal characteristic protected by applicable law. This policy covers all programs, services, policies, and procedures of TNTP, including recruiting, hiring, training, promotion, and administering all personnel actions, such as compensation, benefits, transfers, layoffs or terminations.   

Founded in 2007, Rowe-Clark Math and Science Academy serves 450 high school students as a campus of the Noble Network of Charter Schools (Noble) in the West Humboldt Park neighborhood of Chicago. Rowe-Clark’s mission is to prepare students for college graduation and purposeful citizenship by exhibiting ambitious scholarship, self-discipline, honorable character, and a fit lifestyle. As the first STEM campus, Rowe-Clark has produced impressive student growth, a 100% college acceptance rate, and earned a level 1 SQRP rating. Rowe-Clark Math and Science Academy has grown to be a top high school choice for students on the west side of Chicago. This is a unique opportunity to lead one of the highest-performing charter high schools in the country alongside an incredible staff of over 70 educators as the school continues to drive excellence in college preparatory education in Chicago. The new school leader would assume responsibility as principal in the 2020-21 school year with an opportunity to transition earlier to begin planning and development for the role. About Noble Noble is Chicago’s highest-performing and largest network of public charter high schools. Our 18 schools and 1,400 employees currently serve over 12,300 students, 98% of whom are students of color, 89% low-income, and 83% first-generation college-goers. The School Quality and Rating Policy scores for the Chicago Public Schools rated Noble campuses as ten of the top twelve public high schools in the city. We believe our people are the most valuable asset in preparing our students to be successful in college and lead exemplary lives. Our Why: Mission Noble is a catalyst for educational equity in Chicago that empowers students with the scholarship, discipline, and honor necessary to succeed in college and lead exemplary lives. Our What: Results Noble defines results as ensuring that our schools are the best in the country at preparing our students to be college ready, the best place for students to attend school, and the best place for our staff to work.  We measure our success against this commitment to results by continuously looking at metrics within the following six dimensions: School Culture Academic Results Staff Engagement Student Retention Fiscal Integrity College Persistence The strong supports and accountability to delivering on these outcomes is at the core of what is expected of a Noble principal and what has made Noble among the nation’s leaders in education. Our How :  Ideal Principal Competencies Noble’s 18 principals are a cohesive and impressive community of leaders. The core competencies we are seeking in the next person to join this team include: Values:  Principals exemplify Noble’s core values of results; respect; follow-through; diversity, equity, and inclusion; and humility and self-awareness. Performance:  Principals inspire, protect, and deliver continuously improving excellence in Noble’s six core outcomes. Talent:  Principals attract, hire, train, and develop a diverse and mission-driven team of people. Management:  Principals create and uphold clear roles, responsibilities, and performance metrics for all team members in alignment to the campus vision. Prioritization:  Principals select the right priorities and execute on them effectively. Compensation The role of a principal is arguably among the most challenging jobs in the country. We know that to deliver on our why, what, and how for families, students, and staff we must provide a highly competitive salary for principals. Total compensation, including base salary and bonus, is expected at or above $145,000. In addition to salary, and a mission-driven high-performance culture, Noble is proud of the competitive health, financial, and wellness benefits provided all employees. Application Process We strongly value the input of the campus staff, school community, and the broader principal team in determining the next leader of Rowe-Clark. The process has been designed to be rigorous, inclusive, and informative.  At this time we are building a pool of candidates for this position. We expect to start conducting interviews by February 2020. Please direct inquiries about this role to:  careers@nobleschools.org Non-Discrimination At Noble, our mission is to be a catalyst for educational equity in the city of Chicago that empowers students with the scholarship, discipline, and honor necessary to succeed in college and lead exemplary lives. We know that we only fulfill this mission if we are the best place for a diverse mix of driven, reflective, and innovative educators to come, stay, and do their best work nurturing college-ready students. That is why Noble is proud to be an equal opportunity employer, making all employment decisions, including recruiting, hiring, training, and promoting without regard to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, veteran status or any other characteristic or classification protected by law.

Founded in 2007, Golder College Prep serves 635 high school students as a campus of the Noble Network of Charter Schools (Noble) in the West Town neighborhood of Chicago. Golder’s mission is to prepare every student so they may graduate from Golder, attend a four-year university of their choice, and graduate from college with a degree in an area they are passionate about. With small class sizes, individual student attention, and devoted teachers, Golder students demonstrate outstanding academic achievement, personal growth, and college success. Golder was recently designated with Chicago Public Schools’ highest school-quality rating with a 1+ rating.   The principal position at Golder presents a unique opportunity to lead a high school in one of the highest-performing charter school networks in the country. The new school leader would assume responsibility as principal in the 2020-21 school year with an opportunity to transition earlier to begin planning and development for the role.  About Noble Noble is Chicago’s highest-performing and largest network of public charter high schools. Our 18 schools and 1,400 employees currently serve over 12,000 students, 98% of whom are students of color, 89% low-income, and 83% first-generation college-goers. The School Quality and Rating Policy scores for the Chicago Public Schools rated Noble campuses as ten of the top fifteen public high schools in the city. We believe our people are the most valuable asset in preparing our students to be successful in college and lead exemplary lives. Our Why: Mission Noble is a catalyst for educational equity in Chicago that empowers students with the scholarship, discipline, and honor necessary to succeed in college and lead exemplary lives. Our What: Results Noble defines results as ensuring that our schools are the best in the country at preparing our students to be college-ready, the best place for students to attend school, and the best place for our staff to work.  We measure our success against this commitment to results by continuously looking at metrics within the following six dimensions: School Culture Academic Results Staff Engagement Student Retention Fiscal Integrity College Persistence The strong supports and accountability to delivering on these outcomes is at the core of what is expected of a Noble principal and what has made Noble among the nation’s leaders in education. Our How :  Ideal Principal Competencies Noble’s 18 principals are a cohesive and impressive community of leaders. The core competencies we are seeking in the next person to join this team include: Values:  Principals exemplify Noble’s core values of results; respect; follow-through; diversity, equity, and inclusion; and humility and self-awareness. Performance:  Principals inspire, protect, and deliver continuously improving excellence in Noble’s six core outcomes. Talent:  Principals attract, hire, train, and develop a diverse and mission-driven team of people. Management:  Principals create and uphold clear roles, responsibilities, and performance metrics for all team members in alignment to the campus vision. Prioritization:  Principals select the right priorities and execute on them effectively. Compensation The role of a principal is arguably among the most challenging jobs in the country. We know that to deliver on our why, what, and how for families, students, and staff we must provide a highly competitive salary for principals. Total compensation, including base salary and bonus, is expected at or above $145,000. In addition to salary, and a mission-driven high-performance culture, Noble is proud of the competitive health, financial, and wellness benefits provided all employees. Application Process We strongly value the input of the campus staff, school community, and the broader principal team in determining the next leader of Golder College Prep. The process has been designed to be rigorous, inclusive, and informative. At this time we are building a pool of candidates for this position. We expect to start conducting interviews by February 2020. Please direct inquiries about this role to:  careers@nobleschools.org Non-Discrimination At Noble, our mission is to be a catalyst for educational equity in the city of Chicago that empowers students with the scholarship, discipline, and honor necessary to succeed in college and lead exemplary lives. We know that we only fulfill this mission if we are the best place for a diverse mix of driven, reflective, and innovative educators to come, stay, and do their best work nurturing college-ready students. That is why Noble is proud to be an equal opportunity employer, making all employment decisions, including recruiting, hiring, training, and promoting without regard to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, veteran status or any other characteristic or classification protected by law.

About College Track College Track is a comprehensive college completion program that empowers students from underserved communities to graduate from college. From ninth grade through college graduation, our 10-year program removes the academic, financial, and social-emotional barriers that prevent low-income and first-generation students from earning their college degree. In 1997, we started with 25 students in East Palo Alto, and today, we have ten centers located in underserved communities across California, Colorado, Louisiana, and the D.C. Metro Area with more than 3,000 students on the path to upward social mobility. To learn more, please visit www.collegetrack.org Our Impact   College Track students graduate from college at a rate that is more than double the national average for low-income and first-generation students. Five years out of college, our graduates are employed full-time, and over 85% report earnings greater than their parents. By helping our students maximize the value of their four-year college degree, which includes minimizing student loan debt, securing internships, and limiting the need to work while in college--we prepare them to succeed in the 21st century economy.   Our Values   At College Track, our values drive the way we do our work, and we look for individuals who share our passion. We blend an entrepreneurial spirit with our nonprofit roots, cultivating a dynamic culture where everyone's contributions are valued and encouraged. COMMITMENT: We have an unwavering belief in our students. PASSION: We are dedicated to changing our nation’s college completion story. JOY: We create environments rich with smiles and laughter. AUTHENTICITY: We believe relationships matter. EXCELLENCE: Our students deserve nothing but the best.   Position Overview   The mission of the Academic Affairs Director role is to ensure the high academic achievement of all College Track students so they matriculate to and graduate with a bachelor’s degree within six years. Additionally, this position is responsible for implementing a high quality Academic Affairs program, managing the Academic Affairs budget, partnering with school staff to best serve students, and effectively managing full time and part-time staff members to achieve site goals. Primary Responsibilities Include: Program Development and Implementation: Lead, design and implement high quality academic programs that result in significant gains in GPA, ACT and math readiness. Successfully implement programs and services including tutoring, summer programming, case management and ACT preparation.  Individual Student Planning and Monitoring: Assess student data continuously and provide meaningful interventions to ensure that students are on track to graduate from high school and thrive in a four-year college. Staff Management: Hire, manage and develop a team of full-time and part-time employees who are highly effective in achieving site goals.  High School and Community Outreach and Engagement: Develop strong and formalized partnerships with schools, district, families and community partners that result in additional resources for our students and improvements to our program model. Keep abreast of emerging trends and practices within the education landscape and community, and understand impact on our students.  Financial and Resource Management: Manage the Academic Affairs program budget. Develop and oversee academic resources, including tutoring support, ACT preparation, workshop instruction, academic advising, student case management, and support for the college admission process. Projects as assigned by the Site Director.   Skills & Experience Required   Minimum 3-5 years of teaching and/or assisting students to excel academically; history of driving significant gains in student achievement Holds the highest expectations for students. Demonstrated success in motivating, influencing and managing students. Strong interpersonal skills and has an empathetic approach to challenging conversations Experience in hiring, developing and supporting talent. Creates the conditions for staff to learn, grow and do their work with ever increasing excellence Experience navigating and achieving strong student results in urban public education systems. Skilled at relationship building with students, families and schools. Builds relationships and communicates in ways that foster trust, value differences and further College Track’s mission Focuses on delivering outcomes despite obstacles, seeks out challenges as opportunities to grow, takes unexpected setbacks in stride, and is able to galvanize self towards goals and impact. Manages people, project and oneself to achieve excellent results and expand organizational impact. Skilled at analyzing student data and developing targeted interventions Spanish language fluency preferred. Valid driver’s license, clean driving record, and ability to pass College Track’s drivers clearance processrequired. Minimum 4-year college degree (Master’s Degree preferred)    Compensation & Benefits College Track offers a competitive salary based on the organization’s compensation philosophy, which is grounded in market data. We also offer comprehensive health & welfare benefits and top of the market paid time off. To Apply Please upload a resume and a thoughtful cover letter with your application. We will only contact candidates chosen for further consideration. No phone inquiries please.       College Track is an equal opportunity employer fully committed to achieving a diverse workforce. College Track does not discriminate on the basis of race, age, color, religion, national origin or ancestry, sex, gender, disability, veteran status, genetic information, sexual orientation, or gender identity or expression.

Founded in 2013, Butler College Prep serves over 600 high school students as a campus of the Noble Network of Charter Schools (Noble)  in the Pullman neighborhood of Chicago. With a focus on arts and social justice alongside a college preparatory education, Butler College Prep has produced impressive student growth and a 100% college acceptance rate for graduating classes. In addition to top-of-city results, Butler has led the way at Noble in creating a diverse teaching staff and building a joy and pride-filled student culture. Butler College Prep has grown to be a top high school choice for students on the far south side of Chicago. This is a unique opportunity to lead a Noble high school alongside an incredible staff of over 70 educators as the school continues to drive excellence in college preparatory education in Chicago. The new school leader would assume responsibility as principal in the 2020-21 school year with an opportunity to transition earlier to begin planning and development for the role. About Noble Noble is Chicago’s highest-performing and largest network of public charter high schools. Our 18 schools and 1,400 employees currently serve over 12,300 students, 98% of whom are students of color, 89% low-income, and 83% first-generation college goers. The School Quality and Rating Policy scores for the Chicago Public Schools rated Noble campuses as ten of the top twelve public high schools in the city. We believe our people are the most valuable asset in preparing our students to be successful in college and lead exemplary lives. Our Why: Mission Noble is a catalyst for educational equity in Chicago that empowers students with the scholarship, discipline, and honor necessary to succeed in college and lead exemplary lives. Our What: Results Noble defines results as ensuring that our schools are the best in the country at preparing our students to be college-ready, the best place for students to attend school, and the best place for our staff to work.  We measure our success against this commitment to results by continuously looking at metrics within the following six dimensions: School Culture Academic Results Staff Engagement Student Retention Fiscal Integrity College Persistence The strong supports and accountability to delivering on these outcomes is at the core of what is expected of a Noble principal and what has made Noble among the nation’s leaders in education. Our How :  Ideal Principal Competencies Noble’s 18 principals are a cohesive and impressive community of leaders. The core competencies we are seeking in the next person to join this team include: Values:  Principals exemplify Noble’s core values of results; respect; follow-through; diversity, equity, and inclusion; and humility and self-awareness. Performance:  Principals inspire, protect, and deliver continuously improving excellence in Noble’s six core outcomes. Talent:  Principals attract, hire, train, and develop a diverse and mission-driven team of people. Management:  Principals create and uphold clear roles, responsibilities, and performance metrics for all team members in alignment to the campus vision. Prioritization:  Principals select the right priorities and execute on them effectively. Compensation The role of a principal is arguably among the most challenging jobs in the country. We know that to deliver on our why, what, and how for families, students, and staff we must provide a highly competitive salary for principals. Total compensation, including base salary and bonus, is expected at or above $145,000. In addition to salary, and a mission-driven high-performance culture, Noble is proud of the competitive health, financial, and wellness benefits provided all employees. Application Process We strongly value the input of the campus staff, school community, and the broader principal team in determining the next leader of Butler College Prep. The process has been designed to be rigorous, inclusive, and informative. At this time we are building a pool of candidates for this position. We expect to start conducting interviews by February 2020. Please direct inquiries about this role to:  careers@nobleschools.org Non-Discrimination At Noble, our mission is to be a catalyst for educational equity in the city of Chicago that empowers students with the scholarship, discipline, and honor necessary to succeed in college and lead exemplary lives. We know that we only fulfill this mission if we are the best place for a diverse mix of driven, reflective, and innovative educators to come, stay, and do their best work nurturing college-ready students. That is why Noble is proud to be an equal opportunity employer, making all employment decisions, including recruiting, hiring, training, and promoting without regard to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, veteran status or any other characteristic or classification protected by law.

Leading a school is difficult work, so we do what we can to ensure you can focus on student learning by removing barriers to being successful. To do this, Noble offers:  A Focus on Learning : Teachers are empowered to design their courses to best achieve results for students. Our campus leaders minimize disruptions and maximize time focused on student learning. Copy rooms are stockpiled with paper. Classes are rarely interrupted with announcements or special events. Over 95% of students are in attendance daily.  Accountability and Support : Expectations are consistent. We are obsessed with following through on the basics and are committed to supporting, developing, and retaining high-performing educators. Active Community Involvement : Through parent advisory councils, feedback workshops, advocacy support, college enrollment guidance, quarterly parent-teacher conferences, advisory, and other engagement opportunities we invest in every student and family to build lasting, meaningful relationships. Key Job Responsibilities Complete all tasks related to triennial Full Individual Evaluations, annual Individual Education Plans, and annual Section 504 Plans. This includes, but is not limited to, the following: Opening all documents in IMPACT Conducting observations of students during class Scheduling meetings on team roster and calendar Coordinating with Learning Specialists and ensuring quality completion of all documents (i.e. Consent/Assessment Planning, Learning Environment Interventions, Notice of Conference, Parental Excusal of Staff) 10 days prior to meeting Attending and facilitating all meetings Ensuring all signatures are captured and all copies are provided to parents and uploaded into IMPACT Communicate and coordinate with Network and CPS for all transportation, paraprofessional, and placement requests Coordinate with outside service providers (psychologist, nurse, OT, PT, AT, SP, VI, HI) Send all quarterly IEP progress reports and other ODLSS mass mailings home and obtain signatures Manage learning specialist, paraprofessionals, and teacher assistants.  Own promotion results and matriculation of diverse learners  Execute Noble’s student code of conduct with fidelity in order to create a positive, structured learning environment where students are held to high expectations and empowered to grow academically  Ideal Qualifications An unwavering belief that all students can succeed in high school & college, and lead exemplary lives Proven track record of ambitious results in previous roles  Self-awareness, a regular practice of reflection, and a desire to continuously improve Follow through, attention to detail, and a belief that “sweating the small stuff” matters  A passion for organization and completing paperwork with fidelity Strong interpersonal and communication skills for facilitating IEP and 504 meetings 3+ years experience working in the special education field Minimum Qualifications Bachelor’s Degree required  Professional Educators License and LBSI Endorsement required (or out-of-state equivalent) Eligibility to work in the United States on a full-time basis  Compensation & Benefits We strive to be the best place to work, and our employee  benefits  are thoughtfully designed to support us in this ambition. Compensation will be commensurate with experience and qualifications.  A comprehensive compensation plan will include a bonus incentive and a competitive benefits package Statement of Non Discrimination Noble is proud to be an equal opportunity employer, making all employment decisions, including recruiting, hiring, training, and promoting without regard to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, veteran status or any other characteristic or classification protected by law.