Volume 16, Issue 10 March 7

Overview:

Victory Education Partners is currently seeking a dynamic Principal for a client charter school in New York, NY. Reporting to the Board of Trustees, the Principal will provide leadership and administration which will motivate instructional and support personnel to strive for superior performance so as to provide the best possible opportunities for student growth and development, both educationally and personally. The Principal is a cornerstone of the Victory Education Partners' school model which focuses almost exclusively on student achievement and the professional development of the teaching staff. This position will take on a variety of responsibilities such as gathering and analyzing school data to ensure that the school has sufficient materials to serve its students. The Principal will supervise the Director of Operations and the supporting School Operations Team.

ESSENTIAL PRINCIPAL DUTIES & RESPONSIBILITIES INCLUDE (BUT ARE NOT LIMITED TO):

COACHING, FEEDBACK AND LEADERSHIP DEVELOPMENT

–Act as a resource to teachers in their instructional practice, especially as it relates to issues of discipline, relationships with students, classroom management, and school culture

–Coach a portfolio of teachers in instruction and the establishment of expectations/routines

–Coach teachers toward instructional excellence

–Identify clear learning goals for teachers, create and execute on development plans using a range of coaching strategies and improve teacher effectiveness; systematically develop a team of great teachers

–Develop leadership team and leadership capacity to support school success.

–Help teachers build effective relationships with students and parents

–Help teachers to develop instructional strategies and intervention programs that elevate achievement among struggling students

–Support the Assistant Principal in meeting with teachers to co-plan units and daily lessons

–Support teachers to hold all students to high and consistent behavioral expectations

–Work with each team member to set clear, measureable, outcome-oriented academic goals for the year and plan professional development opportunities around those academic goals

–Evaluate school staff and write thorough, thoughtful, actionable annual growth plans for all the teachers in your portfolio at mid-year and end-of-year

COMMUNICATION, SCHOOL MANAGEMENT & SYSTEMS DEVELOPMENT

–Engage in clear, constant multi-directional communication with the school community

–Communicate regularly with teachers, parents, and students both informally and through weekly staff and parent memos

–Conduct regular school culture walkthroughs to maintain a high bar of excellence

–Continually monitor progress across all measures of school and staff performance

–Develop organizational goals and priorities consistent with the mission and vision of the school

–Ensure that the school runs smoothly, efficiently, and on budget

–Establish protocols and best practices to ensure that teachers communicate regularly with parents

CURRICULUM, DESIGN & IMPLEMENTATION

–Research, design, and/or supplement the academic curriculum for all subjects and grades based on successful models and approaches

DATA DRIVEN INSTRUCTION

– Analyze data with teachers regularly to maximize student performance

– Analyze school-wide data regularly with champion effective instructional data practices and assessments

– Compile and review data for various reports

– Manage student issues, such as processing late arrivals and following‐up with the families of absent students

– Oversee daily data entry and follow up for student discipline system

– Oversee student attendance data process and ensure that it is reconciled and accurate on a daily basis; audit student behavior data for completeness

LEADERSHIP & PLANNING

– Set clear, measurable, motivating goals at the beginning of the year for every grade/subject and every class; ensure team is bought into the goals and feels motivated by and accountable to them; keep goals front and center and regularly assess student progress toward them; never make excuses when goals aren't met but rather rally the team to improve and recommit to achieving them

– Assist in coordinating the activities of the Parent Organization

– Assist in the coordination/ execution of student recruitment and admissions process

– Cultivate positive relationships with parents and the local community

– Lead teachers and school staff in developing a school culture that nurtures the school's mission and values

– Maintain robust personal organization system that ensures all tasks or "To Do" items are captured, prioritized, and ultimately accomplished; plan each day and week to ensure that top priorities are addressed and accomplished on time

– Model great instruction in your own teaching

– Model the school values and set the standard for exemplary conduct

– Proactively circulate throughout classrooms and hallways during the day to gain valuable context on student behavior and help support positive school culture

– Reflect on actions and adjust personal behavior and systems accordingly; ask regularly for feedback; model humility and admit mistakes; seek out thought partners

– Represent the school to a variety of audiences and support all functions for school success

– Serve as the point person for dealing with behavioral crisis-intervention and acute behavioral issues

– Supervise all administrative staff

PROFESSIONAL DEVELOPMENT

– Design and run high-quality professional development sessions

– Ensure access to and participation in high-quality internal and external professional development for staff

– Create slideshow presentations for staff retreats, and/or the school board, or community members

– Facilitate high quality professional development accurately, identify and prioritize professional development needs through careful analysis of student data, teacher growth areas and school goals; maximize the impact of formal PD time and ensure that all sessions are thoroughly and thoughtfully planned, engaging and actionable

– Train staff in classroom management, student engagement and parent involvement

STUDENT SUCCESS AND ACHIEVEMENT

– Oversee implementation and maintain knowledge of special education services to students, including IEPs and 504 plans

– Assist teachers, students, and parents in the effective creation and implementation of individual behavior plans

– Provide feedback on instructional plans

– Coordinate student health services; monitor student health and safety for any unusual/disconcerting trends; coordinate with site nursing staff to ensure that students receive appropriate care

– Coordinate daily student transportation services; troubleshoot issues as they arise; schedule and conduct required emergency drills; report chronic service issue

– Participate in the design and implementation of systems to assess student achievement

– Lead staff efforts to ensure all students have excellent attendance and arrive at school on time, and working aggressively with students and parents to ensure excellent attendance

– Plan and implement a behavior management system with meaningful incentives to reward good behavior and with effective consequences to correct misbehaviors

TEAMWORK & PARTNERING

– Work with the school based and Victory provided teams to maximize the effectiveness of the school

– Establish a positive, structured, achievement-oriented, and creative school culture

– Participate in Parent Teacher Conferences, Board Meetings and other Administrative meetings as needed

GENERAL SCHOOL SUPPORT

– Plan and manage logistics and preparations for school events and activities as needed

– Manage the collection and maintenance of student, personnel, and school information

– Organize staff events and prepare materials for staff workshops/trainings

– Participate in an annual summer staff orientation and training

PROJECT MANAGEMENT

– Each year, provide leadership in preparing the campus for start-up/new school year by ordering furniture, equipment, and classroom supplies as well as ensuring that school services (i.e. student food services, student transportation services) are lined up and ready for action

– Create an accountability plan to ensure the successful delivery of school-wide initiatives

– Develop the strategy and implementation plan for school-wide projects

– Ensure that all government and authorizer grant proposals and reports are completed on time

GENERAL RESPONSIBILITIES

– Be highly present and visible during school hours, relentlessly ensuring the school has an exceptional school culture

– Ensure that the physical environment of the school reinforces school culture and facilitates student achievement

– Participate in staff recruitment

– Recruit, select and hire all school staff, including teachers and school-based support staff

– Perform other related duties as required and assigned

KEY BEHAVIORAL COMPETENCIES:

– Uses different behaviors as necessary to achieve desired outcomes; able to amend own behavior to influence and gain acceptance

– Shift priorities to address changes in events or assigned goals

– Inspires groups of individuals to work together to achieve a common purpose; promotes a culture of open communication and respect

– Actively establishes and promotes best practices for Victory Education Partners work processes and standards

– Analyzes reasons behind results, takes actions to address failures and seeks to improve outcomes

– Never accepts excuses for breaches of ethics, values or regulations and confronts potentially unethical behavior in others

– Develops and uses subtle strategies to influence others in order to achieve organization objectives; anticipates reactions and works hard to find common ground between stakeholders within opposing views

– Coaches employees and team members on ways to enhance their level of performance and develop their skills

– Is comfortable using multiple modalities of communication

– Encourages constructive feedback and a culture that provides opportunities for development. Attracts, assesses, develops, motivates and retains a diverse workforce that drives results

EDUCATION & EXPERIENCE:

– Masters Degree required, Doctorate recommended

– Minimum of 3 years teaching experience

– Demonstrated success teaching students in urban schools

– Demonstrated success developing a strong school culture

– Administrative Certification

– Ability to recognize good instruction based on current teaching methods

– Knowledge of teacher evaluation and observation methods

– Knowledge of various instruction and teaching methodologies

– Excellent organizational, planning and implementation skills

– Proficiency in Microsoft Excel, PowerPoint, Word and Outlook

– Thorough knowledge of the New York school system and, in particular the mandates and requirements of the New York Department of Education relating to charter schools

Other Requirements:

This is an opening for a full-time, exempt Principal role for the 2012/13 school year

Click Here to Apply

Overview:

Uncommon Schools
Elementary, Middle & High School Teachers

Special Education Team
Specials: Art, Music, Dance, & PE Teachers
Apprentice Teacher

Boston, MA
Brooklyn, NY Newark, NJ
Rochester, NY

Troy, NY Uncommon Schools starts and manages outstanding urban charter public schools that close the achievement gap and prepare low-income students to graduate from college.

ROLE

Teachers hold primary responsibility for the implementation and development of Uncommon's curriculum and the success of its students. Uncommon is hiring teachers in grades K-12, across content areas, for the 2012-13 school year.

Implement curricula and activities to meet academic standards;

Use assessment data to refine curriculum and inform instructional practices;

Participate in collaborative curriculum development, grade-level activities, and school-wide functions;

Provide consistent rewards and/or consequences for student behavior;

Be accountable for students' mastery of academic standards;

Communicate effectively with students, families, and colleagues;

Participate in an annual three-week staff orientation and training;

QUALIFICATIONS

Drive to improve the minds and lives of students in and out of the classroom;

Proven track-record of high achievement in the classroom;

Mastery of and enthusiasm for academic subjects;

Evidence of self-motivation and willingness to be a team player;

Bachelor's degree is required; Master's degree is preferred; and

Minimum of two years teaching experience in an urban public school or charter school setting.

Valid State Certification is helpful but not required. Belief in and alignment with Uncommon's core beliefs and educational philosophy is non-negotiable.

COMPENSATION

We offer a competitive compensation package, including a salary significantly above the district scale and comprehensive health benefits. Aside from extensive professional development, all our teachers are equipped with a laptop computer, email, high-speed internet access, and all necessary instructional supplies.

TO APPLY

Click Here (apply to job)

Overview:

School Name = Johns Hopkins University
Type of Position = Administrative Position
Category = School Director

Talent Development Secondary, Johns Hopkins University Northeast U.S.

Talent Development Secondary provides comprehensive, on-site support focused on building a strong and safe school environment, creating and refining effective professional learning communities, and ensuring effective teaching and learning in every classroom. Talent Development also helps create and manage an Early Warning Indicator data tool and multi-tiered student support process.To learn more the TDS model, please visit our website at http://www.talentdevelopmentsecondary.com/

POSITION SUMMARY

The Regional Director is responsible for leading and supporting the successful implementation of Talent Development Secondary in their assigned region. This includes oversight of logistics, supervision of field managers, and coordination of services to sites. The Regional Director serves as liaison between field managers and CSOS financial staff, KSAS Business Office, JHU General Counsel to formalize all contracts. The Regional Director is also responsible for expanding the TD secondary model in their region, supporting the growth of Diplomas Now, and managing the financial viability of their region. Develops and maintains relationships with State Departments of Education for all states in their region.

ESSENTIAL FUNCTIONS


Manage the successful growth of TD Secondary including developing work plans, budgets, resource development priorities, sustainability plans and implementation schedules for cities and schools in their region levels of implementation.

Remains current on federal policy in terms of Title 1, low performing schools, and data systems, and plans to operationalize at each state level.

Researches state level funding opportunities i.e., statewide dropout prevention funds. Also need to understand state level reporting and monitoring requirements for SIG grants.

Ensure that the elements of TD and their supports work in concert at each site and at each district within the region.

Direct/coach/ lead work of field managers to monitor TD Secondary implementation and develop solutions for challenges.

Supervises field managers in their regions to monitor performance, progress and opportunities for improvement and growth.

Coordinate analysis and collection of data to track results and improve technical supports.

Ensure the successful reporting for I-3 schools including monitoring deadlines and advising on report structure and content.

QUALIFICATIONS

Master's degree. Some advanced graduate work in area of educational leadership, business administration or related area desirable. Knowledgeable on federal policy in terms of Title 1, low performing schools, and data systems.

Ability to manage multiple priorities and multiple constituencies simultaneously.

Ability to establish and maintain strong collaborative relationships. Exceptional ability to communicate. Strong time, project and budget management skills, demonstrated creativity; proven mentorship, coaching, and leadership skills, ability to work well with diverse constituencies; ability to work independently, as well as in a team.

Some advanced graduate work in area of educational leadership, business administration or related area desirable.

Five or more years successful experience with Talent Development with complex districts or other secondary reform organizations.

NOTE: Ideal candidates will reside in Northeast U.S.

Visit http://jobs.jhu.edu/ and use the Find Your New Job feature to review the complete job description and to apply for position # 50789.

The Johns Hopkins University is an equal opportunity/affirmative action employer committed to recruiting, supporting, and fostering a diverse community of outstanding faculty, staff, and students. All applicants who share this goal are encouraged to apply.

Apply Here: http://www.Click2Apply.net/znr9w4p

Closing Date: 04/28/2012