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Job Description:\n\nThe Quad Preparatory School Lower School Psychosocial Teacher Anticipated Opening for the 2026-27 School Year Classification: Exempt Reports to: Lower School Clinical Co-Head and/or Lower School Dean of Students Annual Salary Range: $50,000 - $56,000 At Quad Prep, we are on a mission — to transform the lives of neurodiverse, twice-exceptional people by redefining the experience of school. Through the collective, collaborative, and empathic work of our teachers and clinicians, we are empowering our students to engage with the exciting and wonderful diversity of this world. As we enter our 14th year, we are excited to welcome fellow innovators and collaborative colleagues to our team to be a part of this inspiring and impactful mission. At Quad Prep, a New York State Association of Independent Schools (NYSAIS) Accredited School, we are eager to create challenging and engaging learning experiences for our students, to seek diverse perspectives, and to work together to continuously refine and redefine best practices in neurodiverse education. The Quad Preparatory School actively seeks to advance diversity through its programs and hiring. Why work at Quad Prep? ACCREDITED SCHOOL: Quad Prep was recognized as an outstanding school when it received accreditation through NYSAIS.COMMUNITY: We are committed to building a joyful and inclusive culture where everybody is celebrated for who they are. COLLEAGUES: Our colleagues are inspiring, consummate innovators and are at their happiest collaborating to create personalized solutions for each student. STUDENTS: We guarantee that you will learn something eye-opening every single day from our students — and have a lot of joy and laughter along the way!DEEP PROFESSIONAL LEARNING: Quad Prep supports mission-driven educators and clinicians to grow their professional skills and influence in the neurodiversity educational space. Close collaboration with colleagues, coaching from supportive leaders, and thoughtful, in-depth professional learning programs keep us growing.GENEROUS AND COMPREHENSIVE BENEFITSHealth: Medical, Dental, VisionStudent Loan repayment Retirement Plan contributionGroup Life PlanDisability InsuranceGenerous Parental LeaveWORK LIFE BALANCE: In addition to a ten-month school year during which our staff are offered on average 33 days off (approximately 7 weeks) for scheduled holidays and school breaks, we provide generous preparation periods throughout each week, limiting the number of after work hours you will need to work — so that you can live the life you wish for — inside and outside of our school. Additionally, our students are dismissed midday each Friday in order for you to meet with your team, plan, and prep.PROTECTED TIME * Staffing permitted, we strive to provide coverage to allow you to learn from one another, participate in one of our special PD programs, conduct original research, develop special projects, and participate in our initiatives to create the culture YOU want to work in. EXTRAS You can build a private practice or tutor non-Quad Prep students onsite during after school hours at low-cost reduced rates, available only to our Quad Prep staff. Who We Are (If Quad Prep is for you, you'll read what's below and feel, "That's me!") At Quad Prep, we are guided by values that we hold dear and we have developed an innovative set of practices to meet our mission. We are: Groundbreaking: We ignite our students’ talents and are passionate about their futures. You are:Passionate about our work and our missionCreative and excited about reaching each and every learner in new waysExcited to help create new, evidence-based best practices in this rapidly evolving fieldAble to set high expectations of both students and yourself and discover ways to meet them Collaborative: We function with an exceedingly deep degree of collaboration. You:Communicate effectively with colleaguesSeek to understand yourself and others in order to welcome new perspectives Are generous of spirit and willing to give and receive feedback and input freelyAre kind, welcoming, and inclusive Trustworthy: We are steadfast and are accountable to our students and each other. You:Can be counted on to do what you say you will doHave a high level of ownership for personal and team resultsCan purposefully develop skills to find success in your work and our learning communityAsk for support when you need itProject an unflappable, firm, and kind presence to our students Constantly Learning and Growing: We value continued growth and learning. You:Seek opportunities to learn and grow in your professional practiceSupport colleagues by sharing best practices and nurturing their learningHelp the organization grow and improve by developing and sharing new ideas and approaches Resourceful: At Quad Prep, we dig deep to meet our mission. You: Are highly effective and dedicated Show initiativeDisplay good judgment and sensibilityExcellent at supporting students inside and outside the classroom Flexible: At Quad Prep, we never give up on each other and are driven by the ethos of “not if, but how.” You are:Open to new ideasNimble in fluid, changing environmentsExcited by growth, change, and innovation WHAT YOU’LL DO The Quad Preparatory School is looking for individuals to fill the role of Psychosocial Teacher in our Lower School program, working with students in grades K-5, during the 2026-27 school year. Psychosocial teachers work in tandem with the head academic teachers to provide social-emotional and relevant academic (e.g., executive functioning) support to students. Psychosocial teachers also provide social-emotional, self-regulatory, and executive functioning support to students in the milieu of the school day. Psychosocial teachers have the opportunity to receive mentorship and support from the Lower School leadership team, academic head teachers, and the clinical staff. A benefit of this position is the amount of professional development one will obtain in working with twice-exceptional youth and in being mentored by veteran special education teachers and clinicians. Empower students to optimize their learning by providing all necessary scaffolding, modeling, materials, and resources, and consistently maintaining a high level of expectation for student success.Coach students in utilizing psychosocial and executive functioning skills in classes and during work periods and transitions. (Psychosocial teachers do not support academic concepts and skills, rather the social, emotional and executive functioning skills necessary for carrying out academic assignments).Facilitate projects and/or independent activities nurturing the talents and interests of individual students in collaboration with the academic teachers and clinical team. Establish and continuously monitor students’ individual psychosocial goals and strategies.Assist students with personalized projects and daily living skills as determined by their schedule.Assist academic staff in psychosocial aspects of student interaction.Provide explicit executive function (EF) scaffolding and instruction, including visual supports, pre-planning, and strategies for successful group work.Model executive function and social communication skills, such as flexible thinking, self-monitoring, respectful collaboration, and shared interactive play.Demonstrate and apply strong working knowledge of executive functioning domains (e.g., planning, organization, task initiation, working memory, cognitive flexibility, emotional regulation) in lesson planning and intervention.Apply evidence-based practices responsive to the intensity, complexity, and asynchronous development of gifted and twice-exceptional (2e) learners.Engage in ongoing learning and professional development related to executive function, gifted education, and neurodiversity, informed by curiosity about individual learner profiles.Work cooperatively with school administrators, colleagues, and parents to deliver a fully-integrated, student-centered learning environment for each individual learner.Participate in all training and staff development modules, including reading required books and articles on cutting-edge 2E and other educational developments.Attend all faculty and staff meetings, professional development sessions, and required special events (e.g., open houses, Curriculum Night, Carnivale).Perform other duties as assigned. Competencies:Love for working with childrenDesire and ability to work with students with special needsAbility to connect with elementary school-aged childrenEffective oral and written communicationA solid understanding of elementary-aged and adolescent children’s social, and emotional developmentAttention to detailMaintaining confidentiality and privacyEthical conductTime management and the ability to multitaskTeamwork and collaborationPatience and flexibility Required Education and Experience:Bachelor’s degree in psychology, education, or related field One year of paid experience working with children in grades K-5 Preferred Education and Experience: Experience working with twice-exceptional youthCrisis prevention and intervention Work Environment: This job operates in a school setting. The school is located on the 4th floor of the building with an elevator. This role requires regular walking to various locations around the school and occasionally traveling to the Upper School campus approximately two blocks away. Physical Demands: While performing the duties of this job, the employee is regularly required to talk and listen. This position is very active and requires standing, walking, bending, kneeling, and stooping all day. The employee must occasionally lift and/or move items under 20 pounds. During fire drills, the employee, unless physically unable, will need to use the stairs to go to ground level from the fourth floor. Typing is required for composing emails and writing reports. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Position Type and Expected Hours of Work: This is a full-time position in an educational facility which is open eight hours a day. Teachers work ten months out of the year according to the academic calendar (late August to late June). Occasional evening or weekend hours may be required. In general, though, hours are Monday-Friday 8am - 4pm. Compensation and Benefits: Compensation is dependent upon experience and degree obtained. At Quad Prep full-time (or over 30 hours per week) employees will have access to a full range of benefits, including medical, dental, and vision coverage; Health Savings Account (HSA), Flexible Spending Account (FSA), pre-tax transit, and dependent care (DC FSA) accounts; a 401K match, and student loan repayment contributions (after one year of employment); and a range of professional development opportunities, including our First Year Support Program for all new facility and staff; our Leadership Development Institute for those wishing to gain supervisory experience; and a full tuition waiver for candidates wishing to participate in our annual Certificate Program in Meeting the Needs of Twice-Exceptional Students. All staff will engage with colleagues in our ongoing staff wellness groups, relax at our social events, and collaborate in meaningful work as a valued member of our voluntary groups, including our Diversity, Equity, Inclusion, and Belonging; our Staff Ambassador Program; and our Peer Mentorship Program. Want to learn more about Quad Prep? Connect with us! *Note that currently, all employees are requested to be fully vaccinated and boosted for COVID-19. In the event of an outbreak of COVID-19 or any other communicable or infectious disease, or any public-health condition designated by the New York State Commissioner of Health, that in the School's sole discretion requires operational changes, the School reserves the right to establish and modify health and safety protocols, including requiring vaccination and/or vaccine boosters, testing, or other health requirements and requests for proof of compliance. * ADA/AAP/EEO Statement: The Quad Preparatory School is committed to the full inclusion of all qualified individuals. We take steps to assure that people with disabilities are provided reasonable accommodations. Accordingly, if reasonable accommodation is required to fully participate in the job application or interview process, to perform the essential functions of the position, and/or to receive all other benefits and privileges of employment, please contact our People and Culture department at . The Quad Preparatory School is based on an inclusive philosophy that does not discriminate on the basis of race, color, national origin, religion, gender, age, disability, marital status, creed, sexual orientation, familial status, citizenship, veteran or military status, or any other characteristic protected by law in its hiring procedures and policies. Want to learn more about Quad Prep? Connect with us! *Note that currently, all employees are requested to be fully vaccinated and boosted for COVID-19. In the event of an outbreak of COVID-19 or any other communicable or infectious disease, or any public-health condition designated by the New York State Commissioner of Health, that in the School's sole discretion requires operational changes, the School reserves the right to establish and modify health and safety protocols, including requiring vaccination and/or vaccine boosters, testing, or other health requirements and requests for proof of compliance. * ADA/AAP/EEO Statement: The Quad Preparatory School is committed to the full inclusion of all qualified individuals. We take steps to assure that people with disabilities are provided reasonable accommodations. Accordingly, if reasonable accommodation is required to fully participate in the job application or interview process, to perform the essential functions of the position, and/or to receive all other benefits and privileges of employment, please contact our People and Culture department at . The Quad Preparatory School is based on an inclusive philosophy that does not discriminate on the basis of race, color, national origin, religion, gender, age, disability, marital status, creed, sexual orientation, familial status, citizenship, veteran or military status, or any other characteristic protected by law in its hiring procedures and policies. Powered by JazzHR LVwi9pBkXo

Job Description POSITION: Director of Post Graduate Employment REPORTS TO: Associate Dean of Career and Professional Development STATUS: Full-time Exempt RANGE: $100,000 - $115,000 Founded in 1901, Brooklyn Law School is a distinguished, independent law school located in Downtown Brooklyn, New York. The Law School is searching for a Director of Post Graduate Employment to join our team. The Law School’s size, vibrant employee and student population, and commitment to training the next generation of lawyers and promoting social justice, will offer a candidate the opportunity to develop and diversify practical skills and participate firsthand in operating a successful educational institution. Reporting to the Associate Dean of Career Development, the Director of Post Graduate Employment will play a vital role in helping Brooklyn Law School maximize employment outcomes for its new graduates. Responsibilities include: • Ensure employment surveys are collected from graduating students, • Work one on one with new and pending graduates to help them overcome obstacles to gaining post graduate employment, • Maintain records on employment outcomes that meet the guidelines set forth by the ABA, • Build relationships with employers that are likely to hire new graduates after graduation, including small and mid-sized law firms, compliance offices, insurance agencies and others, • Juris Doctor (JD), • 7+ years working in small or mid-sized firms in Manhattan or Brooklyn or another sector that typically hires new law school graduates after graduation., • Current active membership in New York State Trial Lawyers Association or similar, or the ability to quickly become active in a bar association with deep reach into the small law firm community or a sector that typically hires law school graduates after graduation., • Desire to be part of a supportive and fun team of professionals, dedicated to helping our law students achieve their goals., • Excellent communication skills AND record keeping skills. Affirmative Action/EEO statement It is the policy of Brooklyn Law School to be impartial in the treatment of all employees and applicants for employment without unlawful discrimination as to race, creed, religion, color, natural origin, citizenship status, gender, age, veteran status, disability, marital status, union affiliation, political affiliation, sexual orientation or preferences or any other legal protected status.

Job Description Position Overview We are looking for a skilled and dedicated Social Studies teacher to join and lead our High School Social Studies department. BelovED’s Social Studies program builds rigorous academic skills and knowledge, while also engaging students in authentic, purposeful learning experiences that honor student voice and choice. We focus especially on building skills in critical literacy, primary source document analysis, writing, argumentation, research, and synthesis -- the skills that students will need to succeed in college, career, and as engaged citizens. We build academic communities in our classrooms characterized by a willingness to take intellectual risks and engage in exploration. As a department, we aim to create a teaching team characterized by collaboration, trust, transparency, mutual respect, and joint commitment to academic excellence and student well-being. We provide our teachers with extensive coaching and support. We offer a variety of history courses at the general and AP level, as well as elective courses, and we involve teachers in curriculum development and growing our course selection. If you want to work in a highly successful charter school that supports its teachers, serving a student mix that is among the most diverse in America while enjoying the cultural vibrancy of Jersey City, Hoboken and New York City (just 2 miles away), then apply today online at . General Teacher Responsibilities Values, Expectations, and Commitment Teachers must commit themselves to the School’s values and mission. Moreover, appreciating the example of excellent schools which succeed at helping all students achieve at a high level, teachers must hold high expectations for each student and commit themselves to helping every student achieve their full potential. Student Learning Every teacher must accept ultimate responsibility for his or her students achieving learning progress that meets or exceeds the School's high standards and must actively develop solutions to problems, reaching out for peer and leader support, and taking advantage of other school resources, as necessary. Teaching and Assessment Teachers may make use of school-provided curricular materials, or they may design their own, but they must plan and deliver vibrant and engaging lessons – each with a measurable goal – within the framework of the School’s carefully sequenced, standards-aligned education program. Culture and Classroom Management Teachers must communicate, and also model for their students, behaviors which befit the high expectations culture and the caring school climate to which we are committed. They must apply School and classroom rules consistently and effectively; make use of preventive discipline; and effectively supervise students both in their classroom and elsewhere on School grounds. Teamwork, Professional Relations, and Professional Development Teachers should see themselves as members of a team and should commit themselves to their own and to their peers’ on-going professional development. Teachers will be required to attend professional development sessions, to participate actively in planning meetings, and to become part of a professional learning community where they can lend assistance to, and gain assistance from, their grade-level peers. Special Needs Students and English Language Learners Teachers must work collaboratively with the school’s special education and ELL staff to implement the school’s special education and ELL programs and to comply with all state and federal regulations. INDINSTRUCTION Requirements Candidates must hold or plan to pursue a New Jersey Department of Education CE, CEAS or Standard certificate in Social Studies before they can teach it in NJ high schools. Candidates for the Social Studies teacher role should have experience in inquiry-based teaching, teaching of reading and writing in the content area, and infusion of primary sources into their teaching. They should also be comfortable with creating their own lesson and unit plans (with support), as well as in promoting student-centered learning and using assessment to inform instruction. Benefits Teacher Supports Teachers are part of a school-wide team that includes many different professionals and they receive career-long coaching and professional development support from their Academy Dean and Dean of Students, their Grade Level or Department Head, and our Coordinator of Special Education. Teachers work closely with their grade level or departmental peers, with whom they engage within professional learning communities (PLCs) assisting one another to solve problems. Additional teacher supports include: • A research-based curriculum and supporting curricular materials;, • High-quality formative assessments, aligned with our curriculum, that will help you immediately identify when students in your class have not achieved mastery of a skill, concept, or knowledge item;, • Full-time reading and math specialists who will be available to tutor students who are struggling to master an essential skill, and social workers who will be available to help students struggling with outside problems;, • The staffing of our afterschool program by Academic Tutors, so we can limit the length of our teachers’ work-days;, • Abundant planning periods that provide teachers an opportunity to prepare up-coming lessons during the school day. As equal opportunity employers, BelovED and Empowerment Academy hire without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, or disability. • Health Care Plan (Medical, Dental & Vision), • Retirement Plan (401k, IRA), • Paid Time Off (Vacation, Sick & Public Holidays), • Family Leave (Maternity, Paternity), • Short Term & Long Term Disability, • Training & Development

Job Description Empowerment Academy is hiring an Instructional Support Counselor (ISC) for High School Students. This is for the upcoming school year and beyond. The “ISC” supports the Dean of Students, Leadership, Teachers, and most importantly Students with their social emotional and academic learning. This is different than a traditional School Counselor role. Please note the salary below. Salary: $42,500-$62,000 OUR SCHOOL Empowerment Academy is a dynamic and successful charter school that truly supports its teachers and staff. Empowerment has 3 of its own campuses, and BelovED is our “sister school.” We serve a student mix of students that are among the most diverse in America while enjoying the cultural vibrance of Jersey City, Hoboken and New York City. Our staff is a dedicated group of individuals passionate about closing the achievement gap and providing a quality educational program. WE VALUE OUR FACULTY At Empowerment Academy, we emphasize teamwork and community and truly value our faculty: • Evidencing this, compared to those with similar experience, OUR FACULTY MEMBERS ARE AMONG THE HIGHEST PAID IN NEW JERSEY;, • Bachelor’s Degree (or higher) in Relevant Field, • New Jersey DOE Issued School Counselor Certification or School Social Worker Certification is a BONUS (but not a requirement), • Experience working with children, • Excellence in communication and counseling skills, • Demonstrated ability to work effectively with students, families, staff and community with diverse backgrounds, • Demonstrated aptitude, professionalism, and competence for assigned responsibilities, • Self-Starter and someone who takes initiative Counselor Responsibilities • Scholar/Parent Relations - Encourages positive student behavior and establishes a positive rapport with students and their parents/guardians., • Attendance Counseling/Truancy Prevention – Tracks student attendance/truancy and leads the school’s parent outreach efforts to counsel parents about the critical importance of their young scholars being in school each day., • Crisis Intervention – Responds to situations where young scholars, whether due to misbehavior, stress or other factors, need to be temporarily removed from the classroom. Walks or sits with scholars to de-escalate stress and help scholars return to their classroom as quickly as possible., • Counseling/Life Skills/Social Skills/Coping Skills Training – Provides counseling, life skills, social skills and/or coping skills training to young scholars, as needed., • Tutoring – During classroom removals, supervises/tutors young scholars while they are doing school work., • Parent Communications and Training – Communicates with parents and provides training, as needed, to help them foster the emotional, social, physical and educational well-being of their children., • Internal Relationships – Works closely with the Director of Education, Dean of Students, Social Worker, Special Education Coordinator and Teachers. Serves on the school’s RTI team., • Internal Reporting and Compliance - Completes periodic reports for the Director of Education, Board of Trustees and state-regulatory authorities, as well as for communications to parents and the community, in a timely and accurate manner., • Health Care Plan (Medical, Dental & Vision), • Retirement Plan, • Paid Time Off (Vacation, Sick & Public Holidays), • Family Leave (Maternity, Paternity), • Short Term & Long Term Disability, • Training & Development As an equal opportunity employer, Empowerment Academy hires without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, or disability.

Job DescriptionOriginally founded in 1991 as Harlem RBI, DREAM has grown to annually serve more than 2,500 youth across East Harlem and the South Bronx through a network of seven PreK-12, extended-day, extended-year DREAM Charter Schools and community sports-based youth development programs. Through our commitment to rigorous academics, social-emotional learning, deep family and community engagement, and health and wellness, we create lifelong learners who are equipped to fulfill their vision of success in and out of the classroom. We dream big, as well, with an aggressive five-year plan to expand to serve 3,500 students across seven schools—growing our organization’s impact and leveling the playing field for all children. To learn more, visit wearedream.org. Reporting to the Academic Dean, the PE Teacher will be responsible for building meaningful relationships with students, designing and implementing a NYS Learning Standards -aligned curriculum, and working with their grade team to analyze data to drive instruction. This is an exciting opportunity for an educator who is passionate about improving student outcomes by leading excellent instruction and building a positive school culture. Responsibilities * Create and foster a culture where all students can achieve at high levels; * Design and implement NYS Learning Standards -aligned curriculum through backwards lesson planning and follow school-wide protocols for developing and documenting syllabi, lesson plans, assignments, and rubrics; * Actively participate in all meetings, collaborative planning, and professional development, including an annual summer institute; * Track, monitor, and assume responsibility for academic progress of students; * Analyze data and trends, both in class and on assignments, to inform instruction; * Set and maintain high expectations by building meaningful relationships; * Work with Student Culture Team to create individual behavior plans for students, as needed; * Build a warm and inclusive classroom environment and abide by school-wide practices for classroom management and individual behavior plans; * Work with grade team to analyze data, revise practices, norm on team-wide initiatives, and discuss individual scholars with a solutions-oriented mindset; * Establish and maintain strong relationships and regularly communicate scholars’ progress towards goals and with families; * Lead workshops, clubs, activities, and/or teams directly related to your subject area as part of our After School Program * Additional duties related to the running of the school as assigned. Qualifications * Bachelor’s Degree required; * New York State certification in subject area preferred; * At least two years of teaching experience with record of improving student achievement, strongly preferred; * Demonstrated expertise in aligned content area; * A desire to make a difference in the lives of our students, families and community; * Desire and ability to receive and implement feedback; * Excellent written and verbal communication skills, including the ability to communicate effectively with various audiences (including colleagues, students, families); * A commitment to working with diverse populations of families and students; * Bilingual (Spanish) preferred; * A strong belief in the mission and values of DREAM, including the desire to make a difference in the lives of our students, families, and community. Benefits and Paid Time Off • We offer comprehensive benefits including:, • Flexible Medical Health Plans, subsidizing the majority of costs for the employee, their spouse/domestic partner and children;, • The ability to select between a variety of medical plans according to what best suits the employee’s needs;, • Dental and vision plans;, • Disability benefits;, • Life insurance;, • Up to 12 weeks fully paid of Parental Leave;, • Flexible spending account options;, • Pre-tax commuter benefits (parking and transit);, • Fitness and entertainment discounts;, • A variety of support through our employee assistance program (EAP);, • 403(b) retirement plan with employer match starting at 4% after one year, with increases tied to DREAM tenure;, • Referral, performance, and tenure milestones bonuses;, • Discounted school meals through our in-house Scratch Food Program;, • Tuition reimbursement support;, • Access to a professional development fund;, • School-based 10-month employees have approximately 40 days off throughout the school year, including holidays, school breaks, personal days and wellness days, in addition to summer break., • Benefits are subject to change.Compensation, • The salary range for incoming teachers is $75,000 to $100,000. New teacher salaries are determined based on the number of years of experience as a teacher., • Additional compensation is added for incoming teachers with Master's degrees and NYS Special Education certifications., • Teachers are eligible for annual salary increases based on tenure and performance; salaries for teachers who continue on at DREAM can exceed the incoming teacher band above. If you are a current DREAM employee, please click here to review our Internal Selection Process before applying. We may use artificial intelligence (AI) tools to support parts of the hiring process, such as reviewing applications, analyzing resumes, or assessing responses. These tools assist our recruitment team but do not replace human judgment. Final hiring decisions are ultimately made by humans. If you would like more information about how your data is processed, please contact us.

Job Description THE ORGANIZATION The Center for Justice Innovation is a nonprofit organization dedicated to advancing community safety and racial justice. Since 1996, we’ve worked alongside communities, courts, and those most directly affected by the justice system to build stronger, healthier, and more equitable neighborhoods. With a team of over 900 staff and an annual budget of $130 million, the Center carries out its mission through three core strategies: • Operating Programs that pilot new ideas and address local challenges;, • Conducting original research to evaluate what works—and what doesn’t; and JAIL POPULATION REVIEW PROGRAM The Jail Population Review Program is an ambitious initiative in New York City that is led by the Center’s New York Legal Policy (NYLP) Team–court practitioners, clinical staff, and research and policy experts focused on developing and implementing critical operational and policy reforms and improving coordination between justice system stakeholders. The Jail Population Review Program reviews incarcerated individuals for opportunities for pretrial release or case resolution. The team provides critical information to prosecutors, defense attorneys and judges at the earliest possible juncture so they can engage in meaningful dialogue before an individual spends weeks or months in jail. THE OPPORTUNITY This postdoctoral fellowship in forensic psychology is a collaboration between the Center and Columbia University that focuses primarily on forensic assessment with an opportunity to provide psychotherapy to individuals re-entering the community from incarceration. Postdoctoral fellows conduct forensic assessments mainly for the Jail Population Review Program. The Jail Population Review Program provides a number of clinical consultation services, including independent clinical assessment, review of medical records, and psychological testing when indicated. The postdoctoral fellowship is a one to two-year, full-time program providing advanced training at the intersection of psychology and law. Fellows gain supervised experience conducting psychological evaluations in the criminal court context, primarily brief and comprehensive clinical assessments of incarcerated people, as well as violence risk assessments (general violence, intimate partner violence, and sexual violence) using the Structured Professional Judgement (SPJ) approach, criminogenic risk and needs assessments, and mitigation psychological evaluations. Fellows also conduct psychological evaluations and testing to assist the courts in developing treatment plans for those involved in court-mandated treatment, such as mental health courts or other alternative-to-incarceration programs. In collaboration with Columbia University, fellows may conduct psychotherapy with one participant of the Columbia Reentry Initiative under the supervision of Columbia’s faculty or audit a graduate level forensic psychology course at Columbia University (Forensic Assessment or Correctional Psychology). The Columbia Reentry Initiative at the Dean Hope Center for Educational and Psychological Services at Teachers College is a no-cost, evidence-based and trauma-informed psychological treatment program designed to support adults reentering to the community following incarceration. Postdoctoral Psychologists attend weekly multidisciplinary case discussions and monthly didactic seminars covering topics such as case law relevant to forensic psychology, report writing for legal audiences, cultural considerations in forensic work, and other topics related to forensic assessment. Postdoctoral Psychologists report to the Supervising Forensic Psychologist and receive clinical supervision from the Supervising Forensic Psychologist and the Senior Director of Forensic Psychology in order for the candidate to become licensed within 18 months of employment. Of note, this is a postdoctoral position and therefore a full-time position after licensure is not guaranteed. The Postdoctoral Psychologist will work with stakeholders, including judges, defense attorneys, prosecutors, special jurisdiction courts, ATI programs, Correctional Health Services, and the Department of Correction. This role presents a unique opportunity to be part of a groundbreaking systemic reform initiative. This role involves navigating and constructively engaging with differing and, at times, competing stakeholder perspectives. Responsibilities include but are not limited to: • Conduct clinical/psychological evaluations to identify clinical needs, clarify diagnoses, identify risk factors for violence or recidivism, and create treatment/management plans that improve clinical outcomes and mitigate risk;, • Conduct psychological testing for different referral questions (e.g., diagnostic clarification, assessment of personality disorders, assessment of cognitive/intellectual deficits, assessment of exaggeration/feigning of psychiatric symptoms) when indicated;, • Assist with reviewing screening information and medical records from Correctional Health Services and identify individuals currently at Rikers Island who may be eligible for pretrial diversion;, • Coordinate and collaborate with all legal stakeholders as needed, including, but not limited to prosecutors, defense attorneys, the New York State Unified Court System, Department of Correction, Correctional Health Services, and an array of community-based alternative to detention and alternative-to-incarceration programs;, • Troubleshoot operational, procedural, and administrative challenges as they arise to advance the clinical review process simultaneously with the legal process and reduce delays in jail diversion;, • Coordinate and collaborate with all treatment court parts in New York City;, • Attend monthly didactics;, • Present clinical information and treatment recommendations to legal stakeholders, as needed (judge, defense counsel, prosecutor, and court staff);, • Participate in regular team meetings and clinical supervision weekly, as well as staff meetings and trainings, as scheduled;, • Enter and maintain appropriate up-to-date participant information, including all pre-plea screening and assessment information and case information in case management systems;, • Assist the New York Legal Policy Team with the refinement of existing clinical assessment practices and the development and implementation of new initiatives; including improving screening and assessment processes;, • Assist with other programmatic and administrative tasks to support the Jail Population Review initiative;, • Participate in research and policy initiatives; and, • Additional tasks as necessary.Qualifications:, • Post-doctoral psychologist: A Ph.D. or Psy.D in Psychology. Candidates are expected to obtain a New York State Psychology limited permit to practice as a psychologist under supervision., • Candidates must have willingness and ability to work collaboratively with a variety of court personnel and on-site partner agencies in a high-pressure/fast paced work environment;, • Experience working with individuals experiencing mental health issues, substance abuse, co-occurring disorders, and/or homelessness is strongly preferred;, • Experience conducting psychological evaluations and forensic mental health assessments;, • Experience conducting psychological testing;, • Candidates must have ability openness to engage with differing and, at times, competing stakeholder perspectives;, • Candidates must have a commitment to, and experience with, trauma-informed holistic and strengths-based approaches, and ability to work with people from diverse backgrounds in a culturally competent manner;, • Knowledge and/or lived experience related to the criminal justice legal and its impacts on communities preferred;, • Must be able to work effectively both independently and as part of a highly interdependent, multi-disciplinary team within a fast-paced and dynamic work environment;, • Excellent organization and time management skills;, • Strong writing and verbal communication skills; and Position Location: Midtown Manhattan. Compensation: The compensation range for this position is $80,900 - $90,000 and is commensurate with experience. Benefits: The Center for Justice Innovation offers an excellent benefits package including comprehensive healthcare with a national network, free basic dental coverage, vision insurance, short-term and long-term disability, life insurance, and flexible spending accounts including commuter FSA. We prioritize mental health care for our staff and offer services like Talkspace and Ginger through our healthcare plans. We offer a 403(b) retirement plan with a two-to-one employer contribution up to 5%. The Center for Justice Innovation is an equal opportunity employer committed to fostering an inclusive and diverse workplace. We do not discriminate based on race, color, religion, gender identity, gender expression, pregnancy, national origin, age, military service eligibility, veteran status, sexual orientation, marital status, disability, or any other category protected by law. We strongly encourage and welcome applications from women, people of color, members of the LGBTQ+ community, and individuals with prior contact with the criminal justice system. Our goal is to create a supportive and respectful environment where everyone, regardless of background or identity, feels valued and included. At this time, the Center is unable to sponsor or take over sponsorship of an employment visa. All applicants must be legally authorized to work in the United States at the time of application and throughout the duration of employment. Candidates are expected to provide accurate and truthful information throughout the hiring process. Any misrepresentation, falsification, or omission of material facts may result in disqualification from consideration, withdrawal of an offer, or termination of employment, regardless of when discovered. In compliance with federal law, all hires must verify their identity and eligibility to work in the United States and complete the required employment verification form upon hire. Please refer to the job posting for relevant contact information. If contact details are not provided, we kindly ask that you refrain from inquiries via phone or email, as only shortlisted candidates will be contacted. Powered by JazzHR 6lciBYV2Fb

• Job Type: Officer of Administration, • Bargaining Unit:, • Regular/Temporary: Regular, • End Date if Temporary:, • Hours Per Week: 35, • Standard Work Schedule:, • Building: The Associate Dean (AD) serves as the chief brand architect and strategic communications lead for Columbia College. As a senior advisor and key thought partner to the Dean-working in close coordination with the Chief of Staff-the AD provides the vision and leadership to elevate the College's global reputation and articulate the value of a liberal arts education in the 21st century. The AD leads an integrative team of 13 professionals across communications, marketing, editorial, and events to drive a unified, omnichannel brand strategy for the multi-school, shared undergraduate experience. This role balances high-level strategic planning with operational excellence, ensuring all activities are mission-aligned and data-driven. Responsibilities Strategic Leadership & Brand Identity • Signature Narrative: Shape and promote the Columbia College brand, leading the development of a cohesive narrative that differentiates the College through its distinctive liberal arts and science education grounded in the Core Curriculum, the resources of a world class research university, and location in the City of New York, • Brand Architecture: Ensure the College's distinctive identity is clearly articulated across College units, within the University, and for the broader higher education ecosystem., • Integrated Visual Identity: Cultivate a consistent, energizing, and fresh visual/brand identity for all initiatives and events across diverse audiences, including undergraduates, staff, faculty, alumni, families, and the general public., • Advisory Role: Serve as a key member of the Office of the Dean's leadership team and College senior staff, providing high-level counsel on reputation management, thought leadership, and executive presence., • Executive Messaging: Develop impactful messages, remarks, and presentations for the Dean that maintain a consistent, authentic voice that incorporates the College and University brand (i.e. Core Curriculum, liberal arts, research, student experience), and content relevant to current events and higher education trends., • Stakeholder Engagement: Orchestrate an annual communications plan for the Dean and the school that reflects the unique perspectives and needs of students, faculty, staff, families, and alumni., • Strategic Partnership: Partner with senior leaders across the College to provide best-in-class communications, marketing and events that support individual units while contributing to the overarching success of the College., • Brand Alignment: Synchronize unit-specific communications and marketing with unit leaders so that all narratives reinforce the College's core identity and strategic priorities., • Primary Strategist: Serve as the chief strategist for media relations and crisis communications, guiding senior leadership through sensitive or high-impact situations., • Protocol Development: Collaborate with the Director of Strategic Communications to develop crisis protocols that support timely and effective responses to media inquiries and unforeseen challenges., • University Collaboration: Lead engagement with the University's Office of Public Affairs to unite messaging on complex issues and leverage shared strategic priorities., • Unit Oversight: Direct the operations of a complex unit encompassing communications, marketing, editorial, and events., • Supervision: Directly supervise the Director of Strategic Communications, Editorial Director, Director of Special Events and Programs, and Project Manager., • Bachelor's Degree required, • 10+ years of progressively responsible experience in senior strategy and communications roles or related field, • At least 5-7 years in senior management or leadership roles, including managing professional staff and overseeing multiple functional areas (e.g., digital, media relations, editorial, brand strategy, events), • Proven experience in crisis communication and reputation management within a high-profile organization, • Exemplary written and oral communication skills, including speechwriting, editing, and public speaking, • Demonstrated ability to build collaborative relationships and influence partners, • Self-directed strategic thinker skilled at critical, analytical, and creative thinking, • Strong visual aesthetic with an intuitive understanding of multimedia content and design, • A demonstrated ability to collaborate with senior-level staff of academic and administrative divisions, handle multiple priorities, and lead team efforts, • Capable of handling confidential information with discretion, • Advanced degree in a relevant field; especially familiarity with the humanities and the liberal arts, • Experience in a higher education environment or a similarly complex, mission-driven institution, • Familiarity with CRM platforms (Salesforce, Slate, etc.) and related email marketing tools (Marketing Cloud, Mailchimp, etc.) new and emerging web technologies, social media platforms, and analytics tools (Google Analytics, Hootsuite, etc.) Columbia University is committed to the hiring of qualified local residents.

Title: Adjunct Instructor for ENGR 320 Prototyping Essentials Department: Newark College of Engineering Reports To: The Department Chair Position Type: Faculty Position Summary: The Newark College of Engineering, Office of the Dean seeks applications for an adjunct instructor to teach Prototyping Essentials (ENGR 320) course. ENGR 320 covers a variety of design and prototyping skills and concepts and requires student to demonstrate skills with weekly fabrication projects completed in the NJIT Makerspace. The successful candidate should be familiar with modern prototyping machinery and processes including CO2 laser cutting, fiber laser cutting, standard and CNC woodworking equipment, water jets, thermoforming, 3D printing, Fusion 360 2D and 3D CAD, Fusion 360 CAM, Arduino Programming, basic electronics, measurement tools, and other equipment. Training and qualifications on the operation of specific equipment can be provided by the NJIT Makerspace staff prior to the semester. Essential Functions: • Develop and deliver lectures and labs on prototyping, 2D modeling, 3D modeling, laser cutting, electronic circuit building, microcontrollers, water jets, 3D printing, woodworking, thermoforming, fastening, etc., • Prepare materials for laboratory assignments and conduct laboratory exercise supervision., • Learn and use online course management system - Canvas., • Hold office hours in the NJIT Makerspace and coordinate with instructor running additional sections of ENGR 320 on a regular basis. Prerequisite Qualifications: • Candidates should have at least an M.S. degree in Engineering, Engineering Technology, Industrial Design, or a closely related field., • A minimum of 3 years of experience in teaching university level courses., • At the university's discretion the education and experience prerequisites may be exempted where the candidate can demonstrate to the satisfaction of the university an equivalent combination of education and experience., • Candidates should be prepared to teach on a face-to-face basis. Bargaining Unit: AFT-UCAN Salary Information: In compliance with the NJ Pay Transparency Law, the rate for this position is $2668 per contact hour (USD). NJIT considers factors such as (but not limited to) scope and responsibilities of the position, candidate's work experience, education/training, key skills, internal peer equity, as well as, market and organizational considerations when extending an offer. This pay range represents base pay only and excludes any additional items such as incentives, bonuses or other items. FLSA: Exempt Part-Time Apply NowShare Save Job

Title: Business Manager/Post-Award Grant Coordinator Department: Office of the Dean - YWCC Reports To: Director of Administration Position Type: Staff Position Summary: The Business Manager/Post-Award Coordinator is YWCC's operational finance lead for sponsored projects and college operating funds. The role partners with the Director of Administration, Department Chairs, Principal Investigators (PIs), and central offices to ensure compliant, timely, and strategic stewardship of all post-award activities-budget set-up, expenditures, effort reporting, cost transfers, financial monitoring, and closeout-as well as business operations (procurement, reimbursements, and student/hourly payroll). The ideal candidate blends strong grants/accounting expertise with a service mindset and excellent judgment. Essential Functions: Post-Award Grants Administration (Primary): -Coordinate award set-up: confirm budgets, speed types/indexes, spending categories, and project periods per notice of award. -Monitor financial performance monthly: reconcile actuals to budget; flag variances; prepare projections/"burn-rate" reports for PIs and DoA. -Review and route allowability/allocability of charges under Uniform Guidance (2 CFR 200) and sponsor terms; resolve issues before posting. -Manage cost share and subawards (encumbrances, invoices, compliance documentation). -Coordinate sponsor invoicing and financial reporting timelines with central research finance; prepare PI-friendly rollups. -Lead effort certification/commitment tracking; prompt PIs and faculty to certify on schedule; maintain backup documentation. -Process budget revisions, no-cost extensions, cost transfers, and rebudgeting requests; maintain audit-ready files. -Oversee closeouts: final financial reports, expenditure review, subaward close, asset disposition, and record retention. College & Department Business Operations: -Oversee purchasing, reimbursements, travel, honoraria, and vendor set-ups for YWCC following university policies. -Track student/hourly and GRA/GTA payroll funding sources; coordinate with HR/payroll on hires, changes, and distributions. -Prepare monthly budget-to-actuals for college operating indexes and designated funds; recommend adjustments and transfers. -Maintain a calendar of fiscal deadlines (procurement cutoffs, effort windows, sponsor reports) and communicate proactively. -Standardize templates and SOPs for departments; train staff and research teams on best practices. Compliance, Controls & Process Improvement: -Ensure adherence to sponsor, state, and university policies; surface risks promptly to the DOA. -Implement internal controls (approval paths, documentation standards, reconciliations). -Identify process bottlenecks and lead continuous improvement to reduce cycle times and errors. Stakeholder Service & Communication: -Serve as first-line resource for PIs, project managers, and departmental coordinators; deliver clear, actionable guidance. -Liaise with Office of Research/OSP, Research Finance, Controller, Procurement, HR/Payroll, and IA as needed. -Prepare concise dashboards and memos for the DoA and Dean on fiscal health, risk items, and portfolio trends. Prerequisite Qualifications: -Bachelor's degree in Accounting, Finance, Business, Public Administration, or related field. -3-5 years of progressively responsible experience in post-award grants management and/or higher-ed finance. -Strong working knowledge of sponsored award lifecycles, Uniform Guidance (2 CFR 200), and basic GAAP. -Advanced Excel (lookups, pivots, conditional logic) and comfort with enterprise finance/ERP and e-procurement/expense systems. -Excellent judgment, organization, and communication; ability to manage multiple deadlines and stakeholders. -At the university's discretion, the education and experience prerequisites may be exempted where the candidate can demonstrate to the satisfaction of the university, an equivalent combination of education and experience specifically preparing the candidate for success in the position. Preferred Qualifications: -Experience in a research-intensive university or academic medical/engineering environment. -Familiarity with federal sponsor portals (e.g., Research.gov/NSF, eRA Commons/NIH) and subaward management. -Professional certification (e.g., CRA/CPRA) or graduate coursework in accounting/finance/public administration. -Data/reporting tools experience (Power BI/Tableau) and comfort building fiscal dashboards. Bargaining Unit: PSA Range/Band: 24 Salary Information: In compliance with the NJ Pay Transparency Law, the negotiated annual salary range for this position is $66,844.56-$124,923.48 (USD). NJIT considers factors such as (but not limited to) scope and responsibilities of the position, candidate's work experience, education/training, key skills, internal peer equity, as well as, market and organizational considerations when extending an offer. This pay range represents base pay only and excludes any additional items such as incentives, bonuses or other items. To learn more about the comprehensive benefits NJIT offers for this position, please visit our benefits page: . FLSA: Exempt Full-Time Apply NowShare Save Job

Title: Adjunct Faculty in Finance Department: Office of the Dean - MTSM Reports To: Assistant Dean Position Type: Faculty Position Summary: The Martin Tuchman School of Management (MTSM) seeks Adjuncts to teach both undergraduate and graduate courses in xxx. Adjunct instructors will be given the learning objectives and requirements for each class assigned. MTSM offers an Undergraduate degree in Business with Concentrations in Accounting Systems, Finance, Innovation and Entrepreneurship, Marketing and Management Information Systems and an undergraduate degree in Financial Technology (FinTech). MTSM also offers graduate degrees including a Master in Business Administration, Master of Science in Management, and a Ph.D. in Business Data Science. Essential Functions: Successful candidates will be expected to develop and deliver lectures; prepare and grade assignments; Learn and use the learning management system - Canvas. Provide time during the week to meet with students outside of class (i.e. office hours) as needed; Verify presence and submit grades to the Registrar at the end of the semester. Prerequisite Qualifications: Previous teaching experience; Master's degree from an accredited institution in the area applicable to teaching area. Currently employed with duties related to the teaching subject area. Professional experience substantial in duration and level of responsibility; Sustained academic or business related or professional engagement activities within the last 5 years. For those who have taught any college-level course before you must submit teaching evaluations; all candidates at least two reference letters are required. The letters should focus on teaching/presentation skills, domain knowledge and willingness to help others (students); and all candidates must include a personal statement. Preferred Qualifications: Ph.D. from an AACSB accredited institution in the area applicable to teaching area; Professional engagement activities which involve application of specialized knowledge. Bargaining Unit: AFT-UCAN Salary Information: In compliance with the NJ Pay Transparency Law, the rate for this position is $2668 per contact hour (USD). NJIT considers factors such as (but not limited to) scope and responsibilities of the position, candidate's work experience, education/training, key skills, internal peer equity, as well as, market and organizational considerations when extending an offer. This pay range represents base pay only and excludes any additional items such as incentives, bonuses or other items. FLSA: Exempt Part-Time Apply NowShare Save Job

• Job Type: Officer of Administration, • Bargaining Unit:, • Regular/Temporary: Regular, • End Date if Temporary:, • Hours Per Week: 35, • Standard Work Schedule:, • Building: This Advising Dean will join the Preprofessional Advising and Academic Resources in Support of Excellence (ARISE) teams.. The Preprofessional Advising unit within the Center for Student Advising is responsible for advising and supporting undergraduate students and alumni of Columbia College and Columbia Engineering in their preparation for professional schools of health and law. ARISE is a team within the CSA which facilitates peer tutoring and coaching and other academic support initiatives. This Advising Dean will have a split role, serving as a preprofessional advisor advising undergraduates and alumni with an interest in applying to professional school and serving on the team supporting our academic support initiatives. On the preprofessional side, duties will include individual advising and participating in development and implementation of programming initiatives, as well as data collection and analysis. The Advising Dean will also join the Academic Support team, assisting the Associate Director in developing and supporting academic support initiatives, including the Getting Things Done groups, the Peer Academic Skills Consultant program, tutoring, and academic skills workshops and programs. The Advising Dean will also focus on promoting our academic support services to the larger Columbia community and developing tools and facilitating professional development opportunities for all CSA advisors related to supporting students who may be experiencing academic difficulty/stress. Responsibilities * Serve as a member of the Preprofessional Advising team, whose duties include advising students and alumni on all phases of their preparation for professional school including support in preparing their applications. * Assist in planning and facilitating special programs for preprofessional students/alumni including personal statement, application and interviewing workshops as well as guest lectures and alumni events and visits from professional schools. * Manage communication including maintaining web page content. * In collaboration with other members of the Preprofessional Advising team utilize AI to develop new tools to enhance advising, improve data collection and reporting. * Represent Preprofessional Advising/Academic Support at campus-wide initiatives including NSOP, Days on Campus, Family Weekend, etc. * Act as a resource to campus constituencies including Admissions, Alumni Affairs, Career Education, Global Programs and other campus offices regarding issues related to Preprofessional Advising /Academic Support. * Partner with Associate Director of Tutoring and Academic Support in the training and supervision of Tutors and Peer Academic Skills Consultants; this may include observing tutoring/consulting sessions and providing feedback to student employees about their performance. * Work alongside other members of the Academic Support team, work on the development and administration of assessment tools to evaluate tutoring/academic skill building consulting program as well as other initiatives. * In collaboration with other members of the Academic Support team develop and implement various programming initiatives for Academic Support, including in-service trainings for CSA Advising Deans. Duties may include developing content, recruiting speakers, managing logistics, marketing, performing assessments and evaluations, and maintaining program archives * Co-teach a weekly time management support group with another member of the Center for Student Advising. • Other duties as assigned.Minimum Qualifications Bachelors degree and/or its equivalent required. * A minimum of three years of experience required. * Candidate must be an effective communicator with well-developed interpersonal, writing and presentation skills. * The candidate must be able to work independently as well as a part of team. * The candidate must have strong organizational skills, as well as be reliable, responsible and flexible. * Candidate must have the ability to coordinate and implement diverse activities and programs, resolve conflicts, and build consensus with a variety of constituents. Applications must be submitted with a resume and cover letter to be considered Preferred Qualifications * Advanced degree is preferred. * Three to five years' experience working in one or more of the following areas is preferred: academic advising; high school or college teaching; career counseling; academic support programs; or a job requiring intensive writing. * Demonstrated knowledge of health professions graduate programs and/or learning assistance is preferred. Equal Opportunity Employer / Disability / Veteran Columbia University is committed to the hiring of qualified local residents.

Title: Professor and Chair of the Mechanical and Industrial Engineering (MIE) Department Department: Mechanical and Industrial Engr Reports To: Dean, Newark College of Engineering Position Type: Faculty Position Summary: The Newark College of Engineering at New Jersey Institute of Technology (NJIT) invites applications and nominations for the position of Professor and Chair of the Mechanical and Industrial Engineering (MIE) Department. We are seeking candidates at the rank of Full Professor with a demonstrated record of scholarship, strategic leadership, and mentorship. Essential Functions: -Lead the development and advancing of a compelling vision for the MIE department, aligned with the strategic plan of the university. -Coordinate and lead the educational activities of the department, including curriculum development, effective and efficient curriculum delivery, and educational innovation. -Coordinate and lead the development of the department's research agenda, joint efforts to secure intramural and extramural research support, and improvements of the research infrastructure. -Coordinate and lead recruiting of students to the department's programs at all levels, including high quality Ph.D. candidates. -Supervise the search and recruiting of new faculty members, including high-potential researchers in growing areas. -Serve as an effective and productive liaison to the university's administration, research funding agencies, policy making bodies, and industry. -Serve as an engaged member of the dean's leadership team, contributing to the overall development of the college's resources, direction, and success. Prerequisite Qualifications: -Ph.D. or equivalent in Mechanical Engineering, Industrial Engineering or a closely-related area. Professional and personal attributes that merit academic appointment at the Full Professor level. -Significant experience in academic teaching and a commitment to high-quality education. Interest in advancing engineering education programs, new pedagogical methods, and new modes of education delivery. -A proven record of scholarship, demonstrating the ability to attract external research support, educate and mentor graduate students, develop and publish original findings, and exhibit intellectual leadership in the profession. -A record of excellent leadership and management skills suitable for the leader of a world-class research and education program. -A record of professional engagement with organizations such as professional associations, industrial corporations, government labs, decision-making/policy bodies and multi-university centers. -The ability to work and collaborate with groups and individuals from diverse backgrounds and a wide variety of origins, viewpoints, and objectives. -At the university's discretion, the education and experience prerequisites may be exempted where the candidate can demonstrate to the satisfaction of the university, an equivalent combination of education and experience specifically preparing the candidate for success in the position. Bargaining Unit: PSA Range/Band: 2 Salary Information: In compliance with the NJ Pay Transparency Law, the negotiated annual salary range for this position is $180,000-$260,000 (USD). NJIT considers factors such as (but not limited to) scope and responsibilities of the position, candidate's work experience, education/training, key skills, internal peer equity, as well as, market and organizational considerations when extending an offer. This pay range represents base pay only and excludes any additional items such as incentives, bonuses or other items. To learn more about the comprehensive benefits NJIT offers for this position, please visit our benefits page: . FLSA: Exempt Full-Time Special Instructions to Applicants: Please include the following in your application: -A cover letter that includes a statement of leadership philosophy and your vision as an academic leader in engineering. -A detailed curriculum vitae, highlighting past positions, leadership experience, and tangible achievements. -Statement of your own research interests and objectives, possibly with your observations on trends in academic research in engineering. -Statement of your teaching/education philosophy, possibly with your observations on trends in engineering education. -Contact information of three (3) professional references. Questions may be directed to the Dean of the Newark College of Engineering, Dr. Moshe Kam at . Apply NowShare Save Job

• Job Type: Officer of Administration, • Regular/Temporary: Regular, • Hours Per Week: 35, • Standard Work Schedule: Hybrid Schedule (3-4 Days On-site) Reporting to the Vice Dean, the Associate Dean for Faculty Development and Academic Affairs promotes excellence in teaching at the ___. The Associate Dean supports the growth of instructors of all ranks through training and mentoring programs, and recruits and supervises adjunct faculty. The Associate Dean possesses key knowledge and skills in teaching and learning, including online pedagogy, and is responsible for assuring that CSSW implements cutting-edge methods and best practices in online and residential teaching and learning. The Associate Dean assures that the principles of social justice and anti-racist and anti-oppressive social work practices are included in courses, evaluates outcomes of curricular initiatives, and ensures consistency in curricula and academic policies. Responsibilities • Implement a program of support for CSSW Faculty including new faculty orientation, mentorship with experienced faculty, direct follow-up with new faculty, and other programs and support as might be deemed necessary for faculty advancement and success., • Design and implement, in collaboration with the Director of Curricular Innovation, programs of faculty training and development that are responsive to the needs of students and instructors in residential and online classrooms., • Oversee and implement an Institute of Online Pedagogy and Technology specifically for online educators., • Collaborate with the Vice Dean to establish, lead, and direct a Faculty mentoring and Development Program to assure the success of both full-time and part-time faculty., • Assess the activities and outcomes of the existing mentoring program for tenure-track faculty., • Conduct ongoing assessments of the needs of faculty at all levels with respect to mentoring support for instruction., • Establish a tracking and evaluation system to monitor faculty progress and outcomes., • Lead the recruitment, screening, and selection of adjunct instructors., • Oversee assignment of courses to adjunct and full-time instructors in residential and online classes., • Assign and oversee course directors for core courses and ensure consistency in syllabi across course sections., • Communicate and ensure compliance with all Columbia University and CSSW instructional policies., • Provide developmental support to faculty whose student course evaluations evidence the need for improvement in teaching methods and approaches., • Assess faculty performance and provide recommendations to Vice Dean on whether to renew contracts with adjunct lecturers., • Conduct teaching observations as part of the reappointment process of Lecturers in Discipline and Professors of Professional Practice., • Develop reports and analyses of a variety of data related to faculty outcomes such as teaching evaluations, academic surveys, and academic program reviews., • Collaborate with the departments of advising and student services to address needs or challenges that may arise in the classroom., • Collaborate with Center for Teaching and Learning (CTL), and CSSW's IT team including online team members, to unify course development in Canvas for both residential and online courses., • Review and approve Independent Study proposals., • Collaborate with the Senior Associate Dean for MSSW Education on academic matters as needed, including assisting with reviews of the MSSW curriculum., • Serve on CSSW and university-wide academic and faculty affairs committees, as relevant., • Facilitate Adjunct Faculty Advisory Group meetings with the Director of Curricular Innovation., • Master's Degree in Social Work or related fields., • 8-10 years of significant work experience in higher education, organizational development, recruitment, and/or project management., • Established record of excellence in teaching university-level courses., • Knowledge of national higher education issues and trends, specifically faculty and academic affairs, • Direct experience with online education., • Strong interpersonal and leadership skills; excellent writing and oral communication skills; attention to detail and ability to multi-task required; a customer service orientation and strong problem-solving skills; demonstrated tact, discretion, and diplomacy, • Ability to develop an in-depth and sophisticated understanding of the overall and day-to-day function of graduate academic programs., • Ability to work with diverse students and faculty towards an environment in which diversity and cultural competency are expected and social justice is an overriding goal., • Doctorate degree in social work, higher education or a related field., • Three or more years of experience developing or implementing online education programs., • Experience with program evaluation, especially in higher education., • Experience with social work faculty, students, and administrators; familiarity with social work education., • Experience with teaching courses in social work. Columbia University is committed to the hiring of qualified local residents.

• Job Type: Officer of Administration, • Bargaining Unit:, • Regular/Temporary: Regular, • End Date if Temporary:, • Hours Per Week: 35, • Standard Work Schedule:, • Building: The Associate Dean of Development and Alumni Relations directs all phases of a comprehensive development and alumni relations program for Columbia University College of Dental Medicine (CDM), including principal and major gifts, corporate and foundation relations, annual giving and stewardship; serves as primary liaison in conjunction with the Dean's Office to the Board of Advisors; and provides oversight of the alumni relations program, including life-long engagement and volunteer and philanthropic cultivation. Taking an innovative and results-oriented approach to advancement, the associate dean will create a case for philanthropic support and build consensus around a plan that will further engage and inspire existing and new donors. The associate dean will increase philanthropic capacity through creative strategies, diversification of the donor pool, creating a compelling case for support and building meaningful relationships with donors. The associate dean sets goals, monitors work and evaluates results to ensure that objectives are met and metrics are consistently measured. As a strategic partner committed to the school's success, the associate dean must be a results-oriented, high-performing leader who thrives in a dynamic, collaborative and resourceful environment. The associate dean will be a highly strategic, driven, innovative and skilled leader and manager, dedicated to individual and team growth, who values deep engagement with leadership, colleagues, faculty, board members, alumni and other stakeholders. The associate dean must be exceptionally adroit in employing contemporary strategies and seek to maximize efficiency and effectiveness in service of transformational results. Responsibilities Fundraising and Portfolio Management • Maintain active contact with principal gifts prospects capable of making 8- or 9-figure gifts to CDM., • Operate with a high degree of fiscal responsibility, prepare and provide oversight of the department budget and report on financial forecasts and projections., • Serve as a senior strategic thought partner to the dean and other senior school leaders, • Advise the dean on major strategic decisions for the school., • Identify, cultivate, solicit and provide recognition and stewardship to major and principal gift prospects for restricted and unrestricted giving to the school., • Build strong relationships with leaders of the school's academic departments and research centers, educational enterprises and other colleagues, to understand their aspirations and pursue the support needed to realize them., • Working closely with school leadership on development opportunities and strategic partnerships across a range of industries, in addition to work with foundations, traditional corporate philanthropy and individual donors., • Mentor and provide opportunities for professional development to all staff members and be a source of inspiration, guidance and collaboration; refine the team structure and create a culture of accountability to increase fundraising skill, campaign readiness, secure major gifts, grow annual giving and increase alumni engagement., • Work effectively and often with the university's development and alumni relations division ensuring that the school's fundraising and engagement strategies align and complement the vision for the university's broad philanthropic goals and objective; harness opportunities for cross-collaborative philanthropic pursuit to ensure a donor-centric approach to cultivation and solicitation., • Bachelor's Degree or equivalent in education and experience plus 10 years of related experience., • Highly aspirational, collaborative and result focused fundraiser, who has depth and breadth in all aspects of development and a proven track record in personally cultivating and stewarding major and principal gift prospects., • Must have the ability to inspire and excite donors by making a compelling case for CDM's academic priorities, overall impact and aspirations. As a member of the dean's cabinet, the associate dean will be asked to add value to a wide array of strategic discussions and demonstrate enthusiasm, the ability to take risk and the courage to speak and act on convictions, • Detailed knowledge and understanding of the current fund-raising trends and techniques with a primary focus on major and principal gifts, • Demonstrated ability to effectively leverage the time of volunteers, and academic and administrative staff in contacts with donors; this includes strong preparation and good judgment about the extent to which cultivation can effectively be staff driven, • Seasoned manager and team builder who can provide mentorship and inspire a strong team, while also balancing their own portfolio of donors, • An understanding of development and alumni relations best practices and a willingness to be innovative and forward thinking., • Strong communication, interpersonal and relationship-building skills, including the ability to represent the school in public, engage diverse people and audiences individually and collectively, write and speak in a compelling manner and listen effectively., • Dedication to the mission of CDM and the capacity to clearly and passionately communicate the school's impact., • Strong personal work ethic and unquestioned personal integrity., • Diplomacy and tact when dealing with highly complex and sensitive issues., • Flexibility and the demonstrated ability to thrive in a fast-paced environment, juggling numerous projects simultaneously. Preferred Qualifications Columbia University is committed to the hiring of qualified local residents.

• Job Type: Officer of Administration, • Regular/Temporary: Regular, • Hours Per Week: 35 Reporting to the Vice Dean, Development and Alumni Relations, the Executive Assistant to the Vice Dean, Development and Alumni Relations provides high level administrative, operational, and strategic support. In this role, the Executive Assistant serves as a key enabling partner to the Vice Dean and the Development and Alumni Relations leadership team. This role is central to ensuring the efficient operation of the Vice Dean's office, supporting Board related activities as needed, and contributing to the overall effectiveness of the DAR division. The successful candidate will bring exceptional organizational skills, sound independent judgment, and a proactive approach to managing a complex and fast paced executive environment. This role requires a high degree of professionalism, discretion, and strong communication skills, along with the ability to anticipate needs and manage competing priorities. The Executive Assistant will also support select team wide activities and office operations, and provide limited finance and procurement support, including invoice processing and expense tracking. This individual is expected to embody the core values of teamwork, integrity, accountability, and respect, and will play a meaningful role in advancing the division's fundraising and engagement objectives. About Columbia Business School: For over a century, Columbia Business School (CBS) has helped develop leaders and builders of enterprises who drive value for their stakeholders and society at large through our MBA, MS, PhD, and Executive Education programs. We are equally committed to cultivating new scholars and teachers and to creating and disseminating pathbreaking knowledge, concepts, and tools that advance the understanding and practice of management through our faculty research and PhD programs. Our vision is simple: to develop ideas and leaders that transform the world, from the very center of business. Our ever-evolving curriculum, featuring pioneering courses, STEM certification, and immersive experiential learning, prepares students to excel in key areas such as digital transformation, entrepreneurship, innovation, twenty-first-century finance, the intersection of business and society, and climate and sustainability. The CBS administration enables CBS's educational and scholarly mission through strategic and operational guidance and support, optimizing School resources through well-designed, transparent processes with a culture of respect for all. Responsibilities Executive Support to the Vice Dean, Development and Alumni Relations * Independently manages and prioritizes the Vice Dean's complex and dynamic calendar, exercising discretion to assess competing institutional, donor, and leadership priorities, resolve conflicts, and recommend sequencing and escalation to align with strategic objectives. * Drafts, reviews, and refines correspondence, presentations, briefing materials, and reports, exercising judgment regarding content, emphasis, and presentation to ensure alignment with institutional priorities and executive messaging standards. * Supports donor and prospect engagement by coordinating with prospect identification and research partners to assist with the preparation of individual and industry background materials, conducting online research as needed, maintaining related records in the database of record, and providing concise research summaries when applicable. * Prepares meeting materials for the Vice Dean, including agendas, background documents, and prospect briefing materials. * Reviews and manages expense submissions for the Vice Dean and select senior leaders, exercising judgment to interpret policy requirements, resolve discrepancies, and advise upwards on compliance with University and School guidelines. * Maintains and updates contact records, meeting notes, and related information in the School's database of records. * Serves as a trusted point of contact for internal and external stakeholders engaging with the Vice Dean's office. Board, Finance, and Operational Support * Serves as backup support for Columbia Business School Board and Board Task Force activities, assisting with coordination of logistics, materials, and schedules in partnership with the Director of Board Relations and Stewardship, and exercising judgment to ensure continuity and preparedness. * Supports the maintenance of Board records, directories, contact information, onboarding materials, and Board related communications, ensuring accuracy, consistency, and timely updates. Provide administrative and coordination support for Board recruitment, stewardship efforts, and special projects as assigned. * Provides limited finance and operational support for the Development and Alumni Relations division, including invoice processing, tracking, and submission in accordance with CBS and University procurement and finance policies. * Assists with expense tracking, documentation, and reconciliation for select DAR activities, and develops working knowledge of CBS financial and procurement processes to serve as backup support to the DAR Finance and Operations function when needed. Team Wide Support and Office Management * Supports team wide operational needs, including onboarding and offboarding logistics for new and departing staff. * Serves as a point of contact for office supply inventory, placing orders and coordinating deliveries as needed. * Provides logistical support for departmental meetings, retreats, and team events, including scheduling, room reservations, catering coordination, and materials preparation. * Supports coordination with Admissions related to alumni recommendations. * Contributes to a well organized, responsive, and professional office environment for the DAR division. Minimum Qualifications * Bachelor's degree and/or equivalent related experience. * Minimum of 3 years of progressively responsible administrative support experience, preferably in a fast-paced executive office or development/fundraising environment. * Demonstrated proficiency in Microsoft Office Suite (Word, Excel, PowerPoint, Outlook). * Strong organizational skills with an ability to prioritize tasks, manage multiple projects simultaneously, and meet deadlines with a high degree of accuracy. * Outstanding written and verbal communication skills, with the ability to compose professional correspondence and interact effectively with diverse constituencies. * Ability to exercise sound judgment, discretion, and maintain strict confidentiality. * Proactive and resourceful problem-solver with a strong attention to detail. * Strong interpersonal skills and a professional, positive demeanor. * Ability to work occasional nights and weekends for Board and other division-wide events. Preferred Qualifications • Two or more years of non-profit or for-profit administration, or higher education administration experience., • Familiarity with Columbia University or Columbia Business School welcomed. Columbia University is committed to the hiring of qualified local residents.

• Job Type: Officer of Administration, • Bargaining Unit:, • Regular/Temporary: Regular, • End Date if Temporary:, • Hours Per Week: 35, • Standard Work Schedule:, • Building: Avery Hall Reporting to the Associate Dean of Development and Alumni Relations, the Assistant Director is dedicated to assisting students in the Graduate School of Architecture, Planning, and Preservation's (GSAPP) Architecture programs with professional development in partnership with the Associate Director of Career Services, Architecture. Responsibilities Foster meaningful connections between industry and the Graduate School of Architecture, Planning, and Preservation that will lead to collaborative education links and graduate recruitment opportunities. (25%) • Increase the visibility of GSAPP to the industry domestically and internationally by planning and implementing a wide range of outreach strategies and marketing and communications initiatives in partnership with the Associate Director., • Maintain strong relationships with local, regional, national, and international employers to develop partnering opportunities (e.g., events, industry panels, seminars, conferences, internships, employee training, employer-sponsored degree study training, study abroad trips, etc.)., • Research and initiate contact with employers and alumni at high-end firms to build a stronger reputation for the GSAPP and enhance recruitment, event creation, participation, and attendance., • Become involved with and attend professional organizations and community events to network and become more familiar with specific industry needs., • Develop a "target" list of quality employers who have employment/experiential education opportunities that match graduates' career goals., • Under the Direction of the Associate Dean of Admissions and Outreach (and in collaboration with the Communications Office) will increase the visibility of the School within the Architecture community., • In collaboration with the Director of Development, develops and implements strategies to acquire and retain corporate sponsors for program events and conferences for students., • Execute Graduate Placement Strategy (20%), • Under the direction of the Associate Director and the Associate Dean of Development and Alumni Relations, will develop and implement an ongoing strategy for the identification, prospecting, and stewardship of external partners that will lead to high-profile industry placement for students., • Establish relationships with students beginning with their first term to introduce them to the services and support available to them., • Collaborates with Central University to assist with the placement of students in permanent employment., • Develop and maintain systems and processes used to identify employment opportunities for students and maintain an active lead generation process to ensure targeted, quality job opportunities are available for students and graduates., • At the direction of the Associate Director, provide consistent and frequent communication with students and potential employers during the job search period to influence a positive outcome., • Keep students informed of employment activities and opportunities (e.g., career fairs, industry conferences, employer recruitment events, current open positions, etc.) by launching an electronic job search system for them to access, learn, and apply for opportunities and register for events., • Assist in creating, marketing, and disseminating as needed - GSAPP Resume Book for employers each academic year., • Plan, organize and execute employer recruitment events., • Assist in the design and implementation of career development programs (e.g., training, workshops, etc.) to increase the success rate of graduate placement., • With the Associate Director, plan and promote career fairs, on-campus recruiting opportunities for employers, and other career-related events., • Provide Career Coaching and Advisement (20%), • Provide career coaching to help students set and reach their employment goals., • Provide practical training and assistance in basic job search techniques (e.g., resume and cover letter preparation, interviewing skills, salary negotiation, etc.)., • Ensure students have access to a variety of employment resources (e.g., database of employment possibilities, career guidance references, employment literature, etc.)., • Works with students one-on-one to build a trusting relationship, facilitate mock interviews, create individualized employment strategies, and provide ongoing assistance and support when needed., • Along with the Associate Director, administers the Alumni Mentorship Program (currently 50 mentors) in coordination with the Alumni Board and the 1.5pt Elective Internship course for the AAD, UD, MARCH, and CCCP Programs., • Collect and maintain relevant data on placement (20%), • Ensure that all placement-related data is accurately maintained in a database system., • Prepare and present reports for senior leadership to share key insights and opportunities (e.g., job market landscape, employment trends impacting GSAPP programs, placement statistics, etc.)., • Conduct exit interview sessions for graduates and complete all required documentation to be maintained in student files., • Survey employers and graduates to measure the effectiveness of programs offered., • Leverage collected data (e.g., student retention, student satisfaction surveys, student graduation rates, graduate surveys, etc.) to improve recruitment and placement processes., • Represent Columbia University in the most positive manner with prospective, former, and current students and the community it serves. Interacts effectively with a diverse group of faculty, staff, students, and other customers of its services; learns and uses operating best practices of the departments and Columbia University., • Works with a faculty representative or academic program administrator representative to organize information sessions and workshops on the required steps for professional licensing. (10%), • A bachelor's degree or equivalent related experience is required. 3-5 years of related experience., • Must have excellent graphic, presentation, and entrepreneurial skills., • Strong background in information technology, including social media, strong organizational skills, and excellent written and spoken skills., • Must work well with diverse groups: students, faculty, alumni, and other professionals. Columbia University is committed to the hiring of qualified local residents.

• Job Type: Officer of Administration, • Bargaining Unit:, • Regular/Temporary: Regular, • End Date if Temporary:, • Hours Per Week: 35, • Standard Work Schedule:, • Building: Morningside Reporting to the Senior Director, Major Gifts, the Fu Foundation School of Engineering and Applied Science (SEAS) Major Gift Officer identifies, cultivates and solicits alumni, parents and friends of Columbia Engineering with the capacity to make gifts in the range of $250,000 to $10,000,000. The incumbent is responsible for a portfolio of approximately 150 individuals in their portfolio. They will also design and develop solicitation strategies, personally solicit and close gifts, and continually steward and cultivate donors. The incumbent is a collaborative team player who will work closely with the Dean, the Dean's Senior Leadership, the Vice Dean for Advancement and Alumni Relations, the Columbia Engineering Development and Alumni Relations (EDAR) team, and others at Columbia University Office of Alumni and Development (OAD) to identify priorities and execute our fundraising goals. The incumbent must have effective writing and presentation skills and be a persuasive advocate for Engineering priorities. They are a member of the Engineering Development and Alumni Relations team and help raise money for School priorities. Responsibilities Prospect Cultivation, Solicitation & Stewardship 45%: Responsible for conducting 150 personal visits over 12 months to cultivate, solicit, steward, and close gifts, in addition to cold calls and planned giving gifts Manage an active portfolio of 150 prospects, ensuring consistent follow-up and relationship building to enhance continued and increased support. Must have demonstrated success in achieving fundraising goals and managing high-level donor relationships. Prepares written solicitation materials, proposals, talking points, and briefings tailored to individual donors and prospects. School MGO's attend prospect meetings with the Dean of the School, schedule meetings, brief the Dean before the meetings, and draft follow-up communications for the Dean. Travel as required to advance relationships and meet portfolio goals. Strategic Planning, Portfolio & Research Management 25%: Conduct ongoing prospect research to identify and qualify new potential donors. Develop and implement strategic cultivation and solicitation plans for each assigned prospect. Maintain accurate, timely, and comprehensive contact reports and activity records in the Advance database. Sets ambitious and achievable targets for growing the major gift pipeline over time to match Columbia Engineering's exciting growth priorities, including a $1B+ capital campaign, an exciting School expansion to Manhattanville, and plans for its next broader campaign. Regularly review and refine the portfolio to align with institutional priorities and maximize philanthropic potential. Collaboration with Faculty, Leadership & Development Teams 20%: Partners and coordinates actively with campus colleagues to advance Office of Alumni and Development and/or school objectives and build partnerships leading to increased major gift production and to ensure a unified, strategic approach to donor engagement. Partners and collaborates effectively with administrators and faculty to understand School/University priorities, works with them on meetings, solicitations and gifts. Builds internal relationships with administrators and faculty across the School and campus to understand School and University priorities. Attends related meetings. Participate in regular team meetings to evaluate progress and adjust strategies as needed. Events, Donor Engagement & Other Duties 10%: Attend and support events that facilitate prospect and donor contact. Plan and execute small development events to engage key donors and prospects. Prepare event briefings, correspondence, and follow-up communications. Collaborates on other events across the school's important communities key to facilitating engagement as needed. EDAR also engages volunteer donors in its fundraising efforts. As needed, Major Gifts Officer may be responsible for leading/assisting, planning, and executing the work of additional donor boards and committees as assigned across EDAR donor constituencies. Perform other related duties and special projects as assigned. Minimum Qualifications Bachelor's degree required. Advanced degree desirable. A minimum of five to seven years of related experience is required. Excellent writing and communication skills, tact, sensitivity and mature judgment are required. Must be professional, organized, creative and efficient, able to work successfully, both individually and as part of a team. This position requires evening and weekend work and travel as necessary. Preferred Qualifications Five to seven years in fundraising or related transferable experience preferred, with demonstrated success in annual or capital giving or applicable ability. Experience with higher education preferred. Having an intellectual interest in engineering and technology would be helpful. Equal Opportunity Employer / Disability / Veteran Columbia University is committed to the hiring of qualified local residents.

Job DescriptionOriginally founded in 1991 as Harlem RBI, DREAM has grown to annually serve more than 2,500 youth across East Harlem and the South Bronx through a network of seven PreK-12, extended-day, extended-year DREAM Charter Schools and community sports-based youth development programs. Through our commitment to rigorous academics, social-emotional learning, deep family and community engagement, and health and wellness, we create lifelong learners who are equipped to fulfill their vision of success in and out of the classroom. We dream big, as well, with an aggressive five-year plan to expand to serve 3,500 students across seven schools—growing our organization’s impact and leveling the playing field for all children. To learn more, visit wearedream.org. Reporting to the Academic Dean, the Art Teacher will be responsible for building meaningful relationships with students, designing and implementing a NYS Learning Standards -aligned curriculum, and working with their grade team to analyze data to drive instruction. This is an exciting opportunity for an educator who is passionate about improving student outcomes by leading excellent instruction and building a positive school culture. Responsibilities • Create and foster a culture where all students can achieve at high levels;, • Design and implement NYS Learning Standards -aligned curriculum through backwards lesson planning and follow school-wide protocols for developing and documenting syllabi, lesson plans, assignments, and rubrics;, • Actively participate in all meetings, collaborative planning, and professional development, including an annual summer institute;, • Track, monitor, and assume responsibility for academic progress of students;, • Analyze data and trends, both in class and on assignments, to inform instruction;, • Set and maintain high expectations by building meaningful relationships;, • Work with Student Culture Team to create individual behavior plans for students, as needed;, • Build a warm and inclusive classroom environment and abide by school-wide practices for classroom management and individual behavior plans;, • Work with grade team to analyze data, revise practices, norm on team-wide initiatives, and discuss individual scholars with a solutions-oriented mindset;, • Establish and maintain strong relationships and regularly communicate scholars’ progress towards goals and with families;, • Lead workshops, clubs, activities, and/or teams directly related to your subject area as part of our After School Program, • Additional duties related to the running of the school as assigned.Qualifications, • Bachelor’s degree required;, • New York State certification in subject area preferred;, • At least two years of teaching experience with record of improving student achievement preferred;, • Expertise in aligned content area;, • A desire to make a difference in the lives of our students, families and community;, • Desire and ability to receive and implement feedback;, • Excellent written and verbal communication skills, including the ability to communicate effectively with various audiences (including colleagues, students, families);, • A commitment to working with diverse populations of families and students;, • Bilingual (Spanish) preferred;, • A strong belief in the mission and values of DREAM, including the desire to make a difference in the lives of our students, families, and community.Benefits and Paid Time Off, • We offer comprehensive benefits including:, • Flexible Medical Health Plans, subsidizing the majority of costs for the employee, their spouse/domestic partner and children;, • The ability to select between a variety of medical plans according to what best suits the employee’s needs;, • Dental and vision plans;, • Disability benefits;, • Life insurance;, • Up to 12 weeks fully paid of Parental Leave;, • Flexible spending account options;, • Pre-tax commuter benefits (parking and transit);, • Fitness and entertainment discounts;, • A variety of support through our employee assistance program (EAP);, • 403(b) retirement plan with employer match starting at 4% after one year, with increases tied to DREAM tenure;, • Referral, performance, and tenure milestones bonuses;, • Discounted school meals through our in-house Scratch Food Program;, • Tuition reimbursement support;, • Access to a professional development fund;, • School-based 10-month employees have approximately 40 days off throughout the school year, including holidays, school breaks, personal days and wellness days, in addition to summer break., • Benefits are subject to change.Compensation, • The salary range for incoming teachers is $75,000 to $100,000. New teacher salaries are determined based on the number of years of experience as a teacher., • Additional compensation is added for incoming teachers with Master's degrees and NYS Special Education certifications., • Teachers are eligible for annual salary increases based on tenure and performance; salaries for teachers who continue on at DREAM can exceed the incoming teacher band above. If you are a current DREAM employee, please click here to review our Internal Selection Process before applying. We may use artificial intelligence (AI) tools to support parts of the hiring process, such as reviewing applications, analyzing resumes, or assessing responses. These tools assist our recruitment team but do not replace human judgment. Final hiring decisions are ultimately made by humans. If you would like more information about how your data is processed, please contact us.

Job DescriptionSalary: $72,000-$110,000 Are you ready to embark on an extraordinary journey, where your purpose is to empower and uplift others through education? We're seeking a passionate and dedicated individual to become a Teacher at Integration Charter Schools (ICS) and play a pivotal role in our vibrant learning community! About ICS Integration Charter Schools provide innovative pathways to college that fully integrate students with special needs. In building a family of associated schools that share this common mission, ICS strives to fill gaps in public education. The ICS network is composed of four schools located on Staten Island, New York. The guiding principles of ICS are teamwork, courage, community and integrity. We take these principles into the classroom to enrich our students learning experience. In addition to a rigorous academic curriculum, our social-emotional learning program plays a key role in fostering resilience, self-awareness, and interpersonal skills, preparing students for success both in and out of the classroom. We offer opportunities for students to earn college credits through partnerships with higher education institutions, allowing them to gain valuable experience and accelerate their academic journey. At Integration Charter Schools, we are committed to creating innovative educational pathways that meet the diverse needs ofevery learner. Our dedicated team ofpassionate educators, skilled instructional staff,andsupportive professionalswork together to cultivate an inclusive, enriching learning environment for our entire school community. Overview Integration Charter Schools is looking for passionate and creative education professionals to join our teaching teams at each of our network of charter schools. Were excited about education professionals who are fired up about our inclusive program and commitment to serve all students of Staten Island. Join us as we foster social and emotional wellness, encourage inclusive learning, and guide students to find their unique learning paths. As a Movement Teacher at ICS, you will play a crucial role in creating inclusive pathways to academic and social-emotional success for all types of learners in the classroom. You will work collaboratively with students, families, and colleagues to provide a supportive and enriching learning environment. Responsibilities Instruction and Preparation Craft and deliver captivating lessons that engage and energize students across various subjects, enriching their educational journey Addressing the learning needs of all learners in your classroom Plan instruction that creates independent learning opportunities for students Present a passion for learning, growth mindset and a love for the subject matter you are teaching Deliver high quality content in the assigned content area integrating Social Emotional instructional practices Tailor teaching methods to meet the unique learning needs of every student, ensuring no one is left behind on their educational journey Lead by example, demonstrating your passion for learning and instilling it in our students, nurturing their growth and development Relationship Building and Student Support Create a predictable, physically, emotionally and intellectually safe learning environment for all stakeholders (students, family members, teachers and staff). Make space for student voice and choice Use the principles of ICS to manage conflicts and redirect undesired behavior Manage student behaviors and use mistakes as learning opportunities Hold a high bar for effort, persistence and quality of work Celebrate progress and recognize student achievement Community Engagement • Create positive relationships by showing care and trust with families, • Provide weekly communication touch points for families when needed, • Provide families with the tools and tips that they can work on and support their students at home Commit to being reflective and responsive to feedback that will impact your practice Participate in school and network wide professional development opportunities including but not limited to, mentorship, coaching cycles, observation and feedback rounds Constantly reflect on your practice, content knowledge and pedagogical skill Maintain accurate records for grading, progress monitoring and communication. Collaborate with colleagues and invest in yourself as an adult learner Supporting the school as directed by the Principal, Assistant Principal and Dean Create and champion an inclusive environment where students are valued; fostering a sense of belonging within our vibrant educational community Lead by example, demonstrating your passion for learning and instilling it in our students, nurturing their growth and development Additional Information • Weekly Wednesday half- day schedule for embedded professional development and planning, • Small class sizes, • Tuition reimbursement, • Teaching certification pathway for those who qualify, • Opportunity to be an integral part of our community, making a genuine difference and shaping the futures of our students, • Students of ICS employees have access to after-care options, • Free parking on-campus Comprehensive benefits package that includes health, dental, vision and life insurance, a flexible spending account, paid time off, short- and long-term disability policy, commuter benefits, professional development opportunities and a 401(k)-retirement plan with an employer match of up to 3% Employees qualify for both NYS Teacher Loan Forgiveness and Public Service Loan Forgiveness Promotion of work-life balance to all staff members Stipend program that promotes becoming a dual certified teacher in New York State Teacher Residency Program Tuition-free Bachelors degree program through Monroe College Qualifications & Competencies A Bachelor's degree in Education or Masters degree in a relevant field • Ability to become certified in the state of New York and pass the state licensure exam if not already a certified teacher! Belief in every students limitless potential Embrace and celebrate diversity, creating an inclusive classroom environment that reflects the dynamic nature of our community Salary/Hours Monday-Friday 7:30AM-4:00PM *Salary is dependent on level of education and years of teaching experience ICS is an Equal Opportunity Employer

Job DescriptionSalary: $72,000-$110,000 Are you ready to embark on an extraordinary journey, where your purpose is to empower and uplift others through education? We're seeking a passionate and dedicated individual to become an Art Teacher at Integration Charter Schools (ICS) and play a pivotal role in our vibrant learning community! About ICS Integration Charter Schools provide innovative pathways to college that fully integrate students with special needs. In building a family of associated schools that share this common mission, ICS strives to fill gaps in public education. The ICS network is composed of four schools located on Staten Island, New York. The guiding principles of ICS are teamwork, courage, community and integrity. We take these principles into the classroom to enrich our students learning experience. In addition to a rigorous academic curriculum, our social-emotional learning program plays a key role in fostering resilience, self-awareness, and interpersonal skills, preparing students for success both in and out of the classroom. We offer opportunities for students to earn college credits through partnerships with higher education institutions, allowing them to gain valuable experience and accelerate their academic journey. At Integration Charter Schools, we are committed to creating innovative educational pathways that meet the diverse needs ofevery learner. Our dedicated team ofpassionate educators, skilled instructional staff,andsupportive professionalswork together to cultivate an inclusive, enriching learning environment for our entire school community. Overview Integration Charter Schools is looking for passionate and creative education professionals to join our teaching teams at each of our network of charter schools. Were excited about education professionals who are fired up about our inclusive program and commitment to serve all students of Staten Island. Join us as we foster social and emotional wellness, encourage inclusive learning, and guide students to find their unique learning paths. As a Arts Teacher at ICS, you will play a crucial role in creating inclusive pathways to academic and social-emotional success for all types of learners in the classroom. You will work collaboratively with students, families, and colleagues to provide a supportive and enriching learning environment. Responsibilities Instruction and Preparation • Craft and deliver captivating lessons that engage and energize students across various subjects, enriching their educational journey, • Addressing the learning needs of all learners in your classroom, • Plan instruction that creates independent learning opportunities for students, • Present a passion for learning, growth mindset and a love for the subject matter you are teaching, • Deliver high quality content in the assigned content area integrating Social Emotional instructional practices, • Tailor teaching methods to meet the unique learning needs of every student, ensuring no one is left behind on their educational journey, • Lead by example, demonstrating your passion for learning and instilling it in our students, nurturing their growth and development Relationship Building and Student Support • Create a predictable, physically, emotionally and intellectually safe learning environment for all stakeholders (students, family members, teachers and staff)., • Make space for student voice and choice, • Use the principles of ICS to manage conflicts and redirect undesired behavior, • Manage student behaviors and use mistakes as learning opportunities, • Hold a high bar for effort, persistence and quality of work, • Celebrate progress and recognize student achievement Community Engagement • Create positive relationships by showing care and trust with families, • Provide weekly communication touch points for families when needed, • Provide families with the tools and tips that they can work on and support their students at home, • Commit to being reflective and responsive to feedback that will impact your practice, • Participate in school and network wide professional development opportunities, • including but not limited to, mentorship, coaching cycles, observation, • and feedback rounds, • Constantly reflect on your practice, content knowledge and pedagogical skill, • Maintain accurate records for grading, progress monitoring and communication., • Collaborate with colleagues and invest in yourself as an adult learner, • Supporting the school as directed by the Principal, Assistant Principal and Dean, • Create and champion an inclusive environment where students are valued; fostering a sense of belonging within our vibrant educational community, • Lead by example, demonstrating your passion for learning and instilling it in our students, nurturing their growth and development Additional Information • Weekly Wednesday half- day schedule for embedded professional development and planning, • Small class sizes, • Tuition reimbursement, • Teaching certification pathway for those who qualify, • Opportunity to be an integral part of our community, making a genuine difference and shaping the futures of our students, • Students of ICS employees have access to after-care options, • Free parking on-campus, • Comprehensive benefits package that includes health, dental, vision and life insurance, a flexible spending account, paid time off, short- and long-term disability policy, commuter benefits, professional development opportunities and a 401(k)-retirement plan with an employer match of up to 3%, • Employees qualify for both NYS Teacher Loan Forgiveness and Public Service Loan Forgiveness, • Promotion of work-life balance to all staff members, • Stipend program that promotes becoming a dual certified teacher in New York State, • Teacher Residency Program, • Tuition-free Bachelors degree program through Monroe College Qualifications & Competencies • A Bachelor's degree in Education or Masters degree in a relevant field, • Ability to become certified in the state of New York and pass the state licensure exam if not already a certified teacher!, • Exhibit patience, empathy, and the ability to motivate students toward their full potential, • Possess exceptional communication skills, empowering you to convey complex ideas in relatable terms, • Collaborative attitude toward teaching and learning, • A whatever it takes attitude, one that is centered in the notion of children first, • Belief in every students limitless potential, • Embrace and celebrate diversity, creating an inclusive classroom environment that reflects the dynamic nature of our community Salary/Hours Monday-Friday 7:30AM-4:00PM $72,000-$110,000

Job DescriptionCompany Description Uncommon Schools is a nonprofit network of high-performing public charter schools dedicated to providing an exceptional K-12 education in economically disadvantaged communities. Operating in Boston, Camden, New York City, Newark, and Rochester, we are committed to closing the college completion gap and preparing every student for college and beyond. Our students consistently exceed national benchmarks, reflecting our dedication to their success. We invest deeply in our educators, offering weekly coaching, feedback, and professional development to ensure excellence in teaching and leadership. Join us to work hard, do good, and make a lasting difference! Job Description The Academy Leader will serve as a member of the High School Leadership Team and assist the Principal in managing student culture and teacher development. The Academy Leader will partner on many school leadership initiatives with the school’s Associate Director of Operations (ADOO). The Academy Leader’s job responsibilities include the following: Student Culture • Organize and lead new student induction and new family orientation, • Plan and lead Freshman Forum, weekly, as delegated by Principal, • Plan and teach a portion of the 9th grade College Readiness class, • Plan and support facilitation of student forums and community meetings, • Manage the Student Talent Manager who plays a key role in ensuring students are engaged with opportunities to find and pursue their passions through projects, internships, summer programs, and competitive clubs, • Manage the Dean of Students, Associate Dean of Students, and Grade Team Leads in ways determined by Regional Superintendent of Instruction and Principal, • Observe and improve whole-school systems (e.g., lunch, arrival, dismissal) to ensure they meet the needs of students and families and that student culture expectations are upheld, • Plan and facilitate chronic absenteeism and truancy meetings, • Manage the chronic absenteeism and truancy team to action steps and outcomes, • Observe and support teachers struggling with behavior management, • Collaborate with the Principal and Dean of Curriculum & Instruction to determine the PD calendar, • Plan and execute PD in August and throughout the year, • Other projects and initiatives as determined by the Principal and Regional Superintendent of Instruction (e.g., coaching specific teachers, developing and running classroom and student intervention programs)Qualifications, • Passionate commitment to the mission of Uncommon Schools., • Unwavering belief in high academic and behavioral expectations for all students., • Experience in crisis and change management, leading and/or coaching adults, and creating and maintaining whole school systems., • Exceptional time and task management skills., • Ability to persevere despite uncertainty and unexpected obstacles., • Relentless drive to empower students academically and personally., • Self-motivation, desire to be a great teammate, and a strong sense of personal responsibility., • Excellent communication skills, both verbal and written, and strong interpersonal skills with students, parents, colleagues, and community members., • Ability and desire to implement feedback from school leaders and colleagues., • Ability to interpret academic and behavioral data and identify trends, • Ability to provide high quality feedback to teachers and school culture teams, • Ability to facilitate whole school moments with strong leadership presence, • Required experience:, • Bachelor’s degree is required; a Master’s degree is preferred., • At least 3 years of experience working in an urban district or charter school setting., • At least 1 year of secondary school leadership experience with direct people management (e.g., Dean of Students, Assistant Principal, Dean of Culture) Additional Information Our people are what make us Uncommon. We offer competitive compensation and comprehensive benefits that support the personal health, wellness, and finances of our staff and their families. Our compensation philosophy values equity & fairness and attracting & retaining top talent. Compensation Compensation for this role is between $104,000 to $116,000. Most candidates who meet job description requirements will receive an offer of $104,000 - $110,000. Starting pay is determined using various factors including but not limited to relevant professional development, education certifications, and tenure with Uncommon Schools. Benefits • Generous paid time off inclusive of sick time, paid holidays, and 10 weeks of paid breaks (Spring, Winter, and Summer)., • Extensive, best-in-class training and development, • Comprehensive health, dental, and vision insurance plans + pre-tax flexible spending (FSA), dependent care (DCFSA), and health saving accounts (HSA), • Financial Planning, • New Jersey Pension program, • Paid leave of absence options (parental, medical, disability, etc.) At Uncommon, we believe that a supportive and welcoming environment helps our students, staff, and community thrive. We are dedicated to building a team that brings a wide range of perspectives and experiences, reflective of the communities we serve---with over 70% of our staff identifying as people of color. Our organization values respect and open dialogue on important topics that shape our school culture. As an equal opportunity employer, Uncommon provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws. We also ensure that individuals with disabilities receive all privileges and benefits associated with employment and are provided reasonable accommodations for the interview process and to perform core job functions. If you would like to request an accommodation, please email .

Job DescriptionCompany Description Uncommon Schools is a nonprofit network of high-performing public charter schools dedicated to providing an exceptional K-12 education in economically disadvantaged communities. Operating in Boston, Camden, New York City, Newark, and Rochester, we are committed to closing the college completion gap and preparing every student for college and beyond. Our students consistently exceed national benchmarks, reflecting our dedication to their success. We invest deeply in our educators, offering weekly coaching, feedback, and professional development to ensure excellence in teaching and leadership. Join us to work hard, do good, and make a lasting difference! Job Description ROLE Performing arts teachers at Uncommon Schools train communication skill through musical theatre. They hold responsibility for the implementation of Uncommon Schools’ performing arts curriculum and the success of its students. This performance-based program, which teaches during the school day, ensures that students perform multiple times annually. Our Performing Arts Mission Statement: Uncommon NSA-CP Performing Arts team is an inclusive collective of anti-racist artist activists, dedicated to closing the opportunity gap by training confident communicators through theatre, music, and dance. By building a comprehensive communication toolkit, scholars will be able to express their authentic voices with confidence, seize opportunity, choose their own path and become agents of change. SPECIFIC RESPONSIBILITIES The Performing Arts teacher’s responsibilities fall under 3 categories: teaching, producing theatrical and community events and supporting/building the school culture. Teaching: * Teach Uncommon School’s Performing Arts musical theatre curriculum which involves music, acting and movement (at Uncommon Schools much of this curriculum is already planned and written, so teacher is responsible to implement it, or select from show options depending on show) * Implement curricula and activities to meet grade level performing arts standards * Collaborate with our Performing Arts Team in curriculum development process. Producing: * Direct and produce school productions annually ( can include: Community Circle, Latinx & Hispanic Show, Black History Show, Spring Musical and Moving Up Ceremony for every grade level annually) * Adapt scripts annually. * Create or order costumes, sets, props when needed, assign costumes/adapt annually. * Supervise and craft production elements such as lights, sound, set. School Culture and Daily School Activities: * Produce and oversee the school’s Community Circle. This involves organizing all traffic patterns, chants, cheers, drummers, mascots, flags, working with principal to rehearse and prepare all students. * Oversee breakfast for students daily, greeting students, visitors and assisting with the start of the day. * Assisting around the school when not teaching if needed * Share responsibility for grade-level and school-wide activities * Commit to continual professional growth, participating actively in department meetings, faculty meetings, and other meetings if requested * Participate in an annual three-week staff orientation and training in August Writing: * Crafting new performance content pieces with PA team and Dean to add to shows, sharing across program. * Supporting with creation of curriculum materials to be shared across program. Qualifications * Musical theater skills (singing, acting and moving) and ability to model all 3 content areas. * Some production skills preferred such as producing, playwriting, directing, or technical support. * Evidence of self-motivation and willingness to be a team player. * Bachelor’s degree is required with GPA 3.0 or higher. * Professional experience on stage is preferred. * Strong desire to teach in an Uncommon Schools setting * Willingness to teach using Uncommon teaching methods is required. * Valid NJ Certification is helpful but not required. * Belief in and alignment with Uncommon Schools’ core beliefs and educational philosophy is non-negotiable. Additional Information Our people are what make us Uncommon. We offer competitive compensation and comprehensive benefits that support the personal health, wellness, and finances of our staff and their families. Our compensation philosophy values equity & fairness and attracting & retaining top talent. Compensation Compensation for this role is between $60,000 to $85,000. Starting pay is determined using various factors including but not limited to relevant full-time teaching experience, education certifications, and tenure with Uncommon Schools. Candidates without full-time Teaching experience will likely have a starting salary of $60,000. Benefits • Generous paid time off inclusive of sick time, paid holidays, and 10 weeks of paid breaks (Spring, Winter, and Summer)., • Extensive, best-in-class training and development, • Comprehensive health, dental, and vision insurance plans + pre-tax flexible spending (FSA), dependent care (DCFSA), and health saving accounts (HSA), • Financial Planning, • New Jersey Pension program, • Paid leave of absence options (parental, medical, disability, etc.) At Uncommon, we believe that a supportive and welcoming environment helps our students, staff, and community thrive. We are dedicated to building a team that brings a wide range of perspectives and experiences, reflective of the communities we serve---with over 70% of our staff identifying as people of color. Our organization values respect and open dialogue on important topics that shape our school culture. As an equal opportunity employer, Uncommon provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws. We also ensure that individuals with disabilities receive all privileges and benefits associated with employment and are provided reasonable accommodations for the interview process and to perform core job functions. If you would like to request an accommodation, please email .

Job Description BelovED Community Charter School, located in Jersey City, NJ, has been recognized as one of the top charter schools in the state. For 2026, Niche ranked it as the #3 Best K–12 Charter School in New Jersey. It is also noted for being one of the most diverse public schools in the state. OUR SCHOOL BelovED Community Charter School is a high-performing, college-preparatory charter school located in culturally vibrant Jersey City, just minutes from New York City, Hoboken, and Newark. We serve approximately 120 scholars per grade and are organized into three academies: Elementary, Middle School, and High School. An Academy Dean leads each academy. While other leaders oversee academic operations, our Academy Deans are focused on instructional excellence, developing strong teachers and, through them, driving scholar achievement. If you are an experienced instructional leader ready to help shape a rigorous, student-centered program serving one of the most economically and ethnically diverse communities in the country, we encourage you to apply. We deeply value our faculty and intentionally prioritize resources to support and retain exceptional educators. Throughout our history, we have consistently increased faculty salaries at rates exceeding those of comparable public schools. KEY RESPONSIBILITIES Academy and Schoolwide Leadership • Lead the Middle School Academy in alignment with BelovED’s mission and core values, • Drive instructional vision, academic outcomes, and culture, • Lead recruitment and selection of high-quality instructional staff, • Provide ongoing coaching and feedback to teachers, • Lead professional development aligned to instructional priorities, • Oversee evaluation processes to ensure continuous improvement, • Serve as a member of the K to 12 Leadership Team Academy Deans are expected to: • Oversee teacher professional development in classroom management, data-driven instructional planning, the creation of effective lesson plans, the delivery of engaging and effective instruction, and in the effective use of technology and learning programs;, • Periodically meet one-on-one with academy teachers throughout the school year to review and guide the periodic revision of their Personal Professional Development Plans;, • Provide observation and feedback, as well as real-time coaching and instructional modeling for academy teachers;, • Ensure teachers and students are receiving the support they need from other instructional and student professionals; and, • Work with the Director in evaluating teachers, Grade Level and/or Academic Subject Head Teacher Training in Assessment Data Analysis and Professional Learning Community Leadership Academy Deans must be expert and effective at coaching grade-level “Lead Teachers” or academic subject “Department Chairs” in how to conduct effective Professional Learning Community meetings with their grade level or department peers, meetings that focus upon data analysis that: • Goes beyond what scholars got wrong to why scholars got it wrong;, • Facilitates teachers taking responsibility for (either individually or as part of a team) successfully addressing their scholars’ learning challenges, and that When requested by an academy teacher or as otherwise appropriate, the Academy Dean will be expected to meet with the parents/guardians of a scholar. Requirements • Minimum certification - Standard License from the NJ Department of Education, • Demonstrated expertise in the analysis of assessment data, the use of data to drive instruction, and the training of teachers to lead effective Professional Learning Community meetings, • Deep commitment to the mission and goals of the school, • Minimum seven years of teaching experience at the middle or high school level, • Experience as an education program leader at a high performing charter public school (e.g., UnCommon Schools, KIPP, Success Academy), traditional public school, or privately managed school, • Proven strengths in the area of teacher professional development and coaching, • Expertise in the analysis of assessment data, in how to use data to drive instruction, and in training teachers in how to conduct effective Professional Learning Community meetings, • Commitment to the mission and goals of the school Dean Professional Development Expectations The Academy Dean will also be expected to attend professional development workshops and training sessions as directed by the Executive Director. Benefits BelovED Community Charter School offers a competitive salary and comprehensive benefits package, including: • Health Care Plan including Medical, Dental, and Vision, • Retirement Plan, • Participation in TPAF, New Jersey’s public school faculty pension system, • Paid Time Off, including Vacation, Sick Leave, and Public Holidays, • Family Leave, including Maternity and Paternity Leave, • Short Term and Long Term Disability, • Ongoing Training and Professional Development BelovED CC's school leaders and teachers receive fully competitive salaries and benefits and participate in TPAF, New Jersey's public school faculty pension system. As an equal opportunity employer, BelovED CCS hires without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, or disability.

Job DescriptionSalary: $66,732-$103,271 Are you ready to embark on an extraordinary journey, where your purpose is to empower and uplift others through education? We're seeking a passionate and dedicated individual to become a Teacher with a dual certification at Integration Charter Schools (ICS) and play a pivotal role in our vibrant learning community! About ICS Integration Charter Schools provide innovative pathways to college that fully integrate students with special needs. In building a family of associated schools that share this common mission, ICS strives to fill gaps in public education. The ICS network is composed of four schools located on Staten Island, New York. The guiding principles of ICS are teamwork, courage, community and integrity. We take these principles into the classroom to enrich our students learning experience. In addition to a rigorous academic curriculum, our social-emotional learning program plays a key role in fostering resilience, self-awareness, and interpersonal skills, preparing students for success both in and out of the classroom. We offer opportunities for students to earn college credits through partnerships with higher education institutions, allowing them to gain valuable experience and accelerate their academic journey. At Integration Charter Schools, we are committed to creating innovative educational pathways that meet the diverse needs ofevery learner. Our dedicated team ofpassionate educators, skilled instructional staff,andsupportive professionalswork together to cultivate an inclusive, enriching learning environment for our entire school community. Overview Integration Charter Schools is looking for passionate and creative education professionals to join our teaching teams at each of our network of charter schools. Were excited about education professionals who are fired up about our inclusive program and commitment to serve all students of Staten Island. Join us as we foster social and emotional wellness, encourage inclusive learning, and guide students to find their unique learning paths. As a Teacher with a dual certification in general education and special education at ICS, you will play a crucial role in creating inclusive pathways to academic and social-emotional success for all types of learners in the classroom. You will work collaboratively with students, families, and colleagues to provide a supportive and enriching learning environment. Responsibilities Instruction and Preparation • Craft and deliver captivating lessons that engage and energize students across various subjects, enriching their educational journey, • Addressing the learning needs of all learners in your classroom, • Plan instruction that creates independent learning opportunities for students, • Present a passion for learning, growth mindset and a love for the subject matter you are teaching, • Deliver high quality content in the assigned content area integrating Social Emotional instructional practices, • Tailor teaching methods to meet the unique learning needs of every student, ensuring no one is left behind on their educational journey, • Lead by example, demonstrating your passion for learning and instilling it in our students, nurturing their growth and development Relationship Building and Student Support • Create a predictable, physically, emotionally and intellectually safe learning environment for all stakeholders (students, family members, teachers and staff)., • Make space for student voice and choice, • Use the principles of ICS to manage conflicts and redirect undesired behavior, • Manage student behaviors and use mistakes as learning opportunities, • Hold a high bar for effort, persistence and quality of work, • Celebrate progress and recognize student achievement Community Engagement • Create positive relationships by showing care and trust with families, • Provide weekly communication touch points for families when needed, • Provide families with the tools and tips that they can work on and support their students at home, • Commit to being reflective and responsive to feedback that will impact your practice, • Participate in school and network wide professional development opportunities, • including but not limited to, mentorship, coaching cycles, observation, • and feedback rounds, • Constantly reflect on your practice, content knowledge and pedagogical skill, • Maintain accurate records for grading, progress monitoring and communication., • Collaborate with colleagues and invest in yourself as an adult learner, • Supporting the school as directed by the Principal, Assistant Principal and Dean, • Create and champion an inclusive environment where students are valued; fostering a sense of belonging within our vibrant educational community, • Lead by example, demonstrating your passion for learning and instilling it in our students, nurturing their growth and development Additional Information • Weekly Wednesday half- day schedule for embedded professional development and planning, • Small class sizes, • Tuition reimbursement, • Teaching certification pathway for those who qualify, • Opportunity to be an integral part of our community, making a genuine difference and shaping the futures of our students, • Students of ICS employees have access to after-care options, • Free parking on-campus, • Comprehensive benefits package that includes health, dental, vision and life insurance, a flexible spending account, paid time off, short- and long-term disability policy, commuter benefits, professional development opportunities and a 401(k)-retirement plan with an employer match of up to 3%, • Employees qualify for both NYS Teacher Loan Forgiveness and Public Service Loan Forgiveness, • Promotion of work-life balance to all staff members, • Stipend program that promotes becoming a dual certified teacher in New York State, • Teacher Residency Program, • Tuition-free Bachelors degree program through Monroe College Qualifications & Competencies • A Bachelor's degree in Education or Masters degree in a relevant field, • Must be a certified general education and special education teacher for elementary school, • Exhibit patience, empathy, and the ability to motivate students toward their full potential, • Possess exceptional communication skills, empowering you to convey complex ideas in relatable terms, • Collaborative attitude toward teaching and learning, • A whatever it takes attitude, one that is centered in the notion of children first, • Belief in every students limitless potential, • Embrace and celebrate diversity, creating an inclusive classroom environment that reflects the dynamic nature of our community Salary/Hours Monday-Friday 7:30AM-4:00PM $66,732-$103,271 *Salary is dependent on level of education and years of teaching experience ICS is an Equal Opportunity Employer

Job DescriptionSalary: $66,732-$103,271 Are you ready to embark on an extraordinary journey, where your purpose is to empower and uplift others through education? We're seeking a passionate and dedicated individual to become a Teacher at Integration Charter Schools (ICS) and play a pivotal role in our vibrant learning community! About ICS Integration Charter Schools provide innovative pathways to college that fully integrate students with special needs. In building a family of associated schools that share this common mission, ICS strives to fill gaps in public education. The ICS network is composed of four schools located on Staten Island, New York. The guiding principles of ICS are teamwork, courage, community and integrity. We take these principles into the classroom to enrich our students learning experience. In addition to a rigorous academic curriculum, our social-emotional learning program plays a key role in fostering resilience, self-awareness, and interpersonal skills, preparing students for success both in and out of the classroom. We offer opportunities for students to earn college credits through partnerships with higher education institutions, allowing them to gain valuable experience and accelerate their academic journey. At Integration Charter Schools, we are committed to creating innovative educational pathways that meet the diverse needs ofevery learner. Our dedicated team ofpassionate educators, skilled instructional staff,andsupportive professionalswork together to cultivate an inclusive, enriching learning environment for our entire school community. Overview Integration Charter Schools is looking for passionate and creative education professionals to join our teaching teams at each of our network of charter schools. Were excited about education professionals who are fired up about our inclusive program and commitment to serve all students of Staten Island. Join us as we foster social and emotional wellness, encourage inclusive learning, and guide students to find their unique learning paths. As an ELA Teacher at ICS, you will play a crucial role in creating inclusive pathways to academic and social-emotional success for all types of learners in the classroom. You will work collaboratively with students, families, and colleagues to provide a supportive and enriching learning environment. Responsibilities Instruction and Preparation • Craft and deliver captivating lessons that engage and energize students across various subjects, enriching their educational journey, • Addressing the learning needs of all learners in your classroom, • Plan instruction that creates independent learning opportunities for students, • Present a passion for learning, growth mindset and a love for the subject matter you are teaching, • Deliver high quality content in the assigned content area integrating Social Emotional instructional practices, • Tailor teaching methods to meet the unique learning needs of every student, ensuring no one is left behind on their educational journey, • Lead by example, demonstrating your passion for learning and instilling it in our students, nurturing their growth and development Relationship Building and Student Support • Create a predictable, physically, emotionally and intellectually safe learning environment for all stakeholders (students, family members, teachers and staff)., • Make space for student voice and choice, • Use the principles of ICS to manage conflicts and redirect undesired behavior, • Manage student behaviors and use mistakes as learning opportunities, • Hold a high bar for effort, persistence and quality of work, • Celebrate progress and recognize student achievement Community Engagement • Create positive relationships by showing care and trust with families, • Provide weekly communication touch points for families when needed, • Provide families with the tools and tips that they can work on and support their students at home, • Commit to being reflective and responsive to feedback that will impact your practice, • Participate in school and network wide professional development opportunities, • including but not limited to, mentorship, coaching cycles, observation, • and feedback rounds, • Constantly reflect on your practice, content knowledge and pedagogical skill, • Maintain accurate records for grading, progress monitoring and communication., • Collaborate with colleagues and invest in yourself as an adult learner, • Supporting the school as directed by the Principal, Assistant Principal and Dean, • Create and champion an inclusive environment where students are valued; fostering a sense of belonging within our vibrant educational community, • Lead by example, demonstrating your passion for learning and instilling it in our students, nurturing their growth and development Additional Information • Weekly Wednesday half- day schedule for embedded professional development and planning, • Small class sizes, • Tuition reimbursement, • Teaching certification pathway for those who qualify, • Opportunity to be an integral part of our community, making a genuine difference and shaping the futures of our students, • Students of ICS employees have access to after-care options, • Free parking on-campus, • Comprehensive benefits package that includes health, dental, vision and life insurance, a flexible spending account, paid time off, short- and long-term disability policy, commuter benefits, professional development opportunities and a 401(k)-retirement plan with an employer match of up to 3%, • Employees qualify for both NYS Teacher Loan Forgiveness and Public Service Loan Forgiveness, • Promotion of work-life balance to all staff members, • Stipend program that promotes becoming a dual certified teacher in New York State, • Teacher Residency Program, • Tuition-free Bachelors degree program through Monroe College Qualifications & Competencies • A Bachelor's degree in Education or Masters degree in a relevant field, • Ability to become certified in the state of New York and pass the state licensure exam if not already a certified teacher!, • Exhibit patience, empathy, and the ability to motivate students toward their full potential, • Possess exceptional communication skills, empowering you to convey complex ideas in relatable terms, • Collaborative attitude toward teaching and learning, • A whatever it takes attitude, one that is centered in the notion of children first, • Belief in every students limitless potential, • Embrace and celebrate diversity, creating an inclusive classroom environment that reflects the dynamic nature of our community Salary/Hours Monday-Friday 7:30AM-4:00PM $66,732-$103,271 *Salary is dependent on level of education and years of teaching experience ICS is an Equal Opportunity Employer

Job DescriptionOriginally founded in 1991 as Harlem RBI, DREAM has grown to annually serve more than 2,500 youth across East Harlem and the South Bronx through a network of seven PreK-12, extended-day, extended-year DREAM Charter Schools and community sports-based youth development programs. Through our commitment to rigorous academics, social-emotional learning, deep family and community engagement, and health and wellness, we create lifelong learners who are equipped to fulfill their vision of success in and out of the classroom. We dream big, as well, with an aggressive five-year plan to expand to serve 3,500 students across seven schools—growing our organization’s impact and leveling the playing field for all children. To learn more, visit wearedream.org. Reporting to the Academic Dean, the ELL Teacher will be responsible for designing and leading ELL instruction, and collaborating with school staff to provide English language support to students in need. The ideal candidate has experience teaching students with ELL needs, working with classroom staff, can help with lesson planning and can consult with teachers about best practices. The ideal candidate is willing to collaborate and is knowledgeable about recent research in pedagogy in the field of second language acquisition and ELL education. Additionally, the candidate should possess sensitivity to the developmental stages and well being of children and have a willingness to be flexible in terms of teaching assignment within the school setting. This is an exciting opportunity for a dynamic educator who is passionate about improving student outcomes for all students, and eager to apply their vision for rigorous, whole-child education in a growing, collaborative school community. Responsibilities • Collaborate with classroom teachers to create and foster a culture where all students can achieve at high levels by integrating ELL standards into the daily classroom curriculum;, • Employ a variety of ELL instructional techniques and teaching strategies to meet different aptitudes and interests of students, including whole group (co-teaching)/ small-group or individual learning;, • Implement a Common Core-aligned and ELL Language Standard curriculum based on the different language acquisition levels through backwards lesson planning and follow school-wide protocols for developing, differentiating and documenting syllabi, lesson plans, assignments, and rubrics;, • Actively participate in all meetings, collaborative planning, and professional development, including an annual summer institute;, • Track, monitor, and assume responsibility for academic progress of students by backwards planning using ELL Assessment data and schoolwide assessment data;, • Assist in developing language acquisition support plans (ELL plans) for all ELL students and work with classroom teachers to implement plans;, • Analyze assessment data, and daily data including exit tickets and Do Now’s to inform ELL instruction; Complete Quarterly ELL Student Progress Reports when communicating student progress to teachers and families;, • Assist in administering required language proficiency and academic achievement tests for determining placement, ongoing monitoring of student progress and determining when a student is to be exited from the program including the creation of an assessment schedule, implementation of the assessment and scoring of the assessment;, • Establish and maintain communication with parents of students in the program;, • Engage parents and families in their student’s learning and acting as an ambassador for the school in the community;, • Set and maintain high expectations by building meaningful relationships;, • Build a warm and inclusive classroom environment and abide by school-wide practices for classroom management and individual behavior plans;, • Work with grade team to analyze data, revise practices, norm on team-wide initiatives, and discuss individual scholars with a solutions-oriented mindset;, • Establish and maintain strong relationships and regularly communicate scholars’ progress towards goals with families and attending quarterly Family Conferences for students on ELL Caseload;, • Complete Special Education compliance reports for dual identified students (students with IEPs and also identified as ELL) including ELL Student Summaries for IEP meetings;, • Attend IEP, Section 504, or other related meetings necessary for student assessment and/or compliance with federal and/or state law;, • Willingness to be flexible in terms of teaching assignment within the school setting;, • Contribute productively to the school as a whole;, • Other duties as assigned.Qualifications, • Bachelor’s degree required; Master’s degree or higher preferred;, • Special Education and/or ESOL certification, preferred;, • Bilingual (Spanish) preferred;, • At least two years of teaching experience with record of improving student achievement, preferred;, • Desire and ability to receive and implement feedback;, • Excellent written and verbal communication skills, including the ability to communicate effectively with various audiences (including colleagues, students, families);, • A commitment to working with diverse populations of families and students;, • A strong belief in the mission and values of DREAM, including the desire to make a difference in the lives of our students, families, and community.Benefits and Paid Time Off, • We offer comprehensive benefits including:, • Flexible Medical Health Plans, subsidizing the majority of costs for the employee, their spouse/domestic partner and children, • The ability to select between a variety of medical plans according to what best suits the employee’s needs, • Dental and vision plans, • Disability benefits, • Life insurance, • Up to 12 weeks fully paid of Parental Leave, • Flexible spending account options, • Pre-tax commuter benefits (parking and transit), • Fitness and entertainment discounts, • A variety of support through our employee assistance program (EAP), • 403(b) retirement plan with employer match starting at 4% after one year, with increases tied to DREAM tenure, • Referral, performance, and tenure milestone bonuses, • Discounted school meals through our in-house Scratch Food Program, • Tuition reimbursement support, • Access to a professional development fund, • School-based 10-month employees have approximately 40 days off throughout the school year, including holidays, school breaks, personal days and wellness days, in addition to summer break., • Benefits are subject to change.Compensation, • The salary range for incoming teachers is $75,000 to $100,000. New teacher salaries are determined based on the number of years of experience as a teacher., • Additional compensation is added for incoming teachers with Master's degrees and NYS Special Education certifications., • Teachers are eligible for annual salary increases based on tenure and performance; salaries for teachers who continue on at DREAM can exceed the incoming teacher band above. If you are a current DREAM employee, please click here to review our Internal Selection Process before applying. We may use artificial intelligence (AI) tools to support parts of the hiring process, such as reviewing applications, analyzing resumes, or assessing responses. These tools assist our recruitment team but do not replace human judgment. Final hiring decisions are ultimately made by humans. If you would like more information about how your data is processed, please contact us.

Job DescriptionSalary: 72,000-$110,000 Are you ready to embark on an extraordinary journey, where your purpose is to empower and uplift others through education? We're seeking a passionate and dedicated individual to become a Teacher at Integration Charter Schools (ICS) and play a pivotal role in our vibrant learning community! About ICS Integration Charter Schools provide innovative pathways to college that fully integrate students with special needs. In building a family of associated schools that share this common mission, ICS strives to fill gaps in public education. The ICS network is composed of four schools located on Staten Island, New York. The guiding principles of ICS are teamwork, courage, community and integrity. We take these principles into the classroom to enrich our students learning experience. In addition to a rigorous academic curriculum, our social-emotional learning program plays a key role in fostering resilience, self-awareness, and interpersonal skills, preparing students for success both in and out of the classroom. We offer opportunities for students to earn college credits through partnerships with higher education institutions, allowing them to gain valuable experience and accelerate their academic journey. At Integration Charter Schools, we are committed to creating innovative educational pathways that meet the diverse needs ofevery learner. Our dedicated team ofpassionate educators, skilled instructional staff,andsupportive professionalswork together to cultivate an inclusive, enriching learning environment for our entire school community. Overview Integration Charter Schools is looking for passionate and creative education professionals to join our teaching teams at each of our network of charter schools. Were excited about education professionals who are fired up about our inclusive program and commitment to serve all students of Staten Island. Join us as we foster social and emotional wellness, encourage inclusive learning, and guide students to find their unique learning paths. As an ELA Teacher at ICS, you will play a crucial role in creating inclusive pathways to academic and social-emotional success for all types of learners in the classroom. You will work collaboratively with students, families, and colleagues to provide a supportive and enriching learning environment. Responsibilities Instruction and Preparation • Craft and deliver captivating lessons that engage and energize students across various subjects, enriching their educational journey, • Addressing the learning needs of all learners in your classroom, • Plan instruction that creates independent learning opportunities for students, • Present a passion for learning, growth mindset and a love for the subject matter you are teaching, • Deliver high quality content in the assigned content area integrating Social Emotional instructional practices, • Tailor teaching methods to meet the unique learning needs of every student, ensuring no one is left behind on their educational journey, • Lead by example, demonstrating your passion for learning and instilling it in our students, nurturing their growth and development Relationship Building and Student Support • Create a predictable, physically, emotionally and intellectually safe learning environment for all stakeholders (students, family members, teachers and staff)., • Make space for student voice and choice, • Use the principles of ICS to manage conflicts and redirect undesired behavior, • Manage student behaviors and use mistakes as learning opportunities, • Hold a high bar for effort, persistence and quality of work, • Celebrate progress and recognize student achievement Community Engagement • Create positive relationships by showing care and trust with families, • Provide weekly communication touch points for families when needed, • Provide families with the tools and tips that they can work on and support their students at home, • Commit to being reflective and responsive to feedback that will impact your practice, • Participate in school and network wide professional development opportunities, • including but not limited to, mentorship, coaching cycles, observation, • and feedback rounds, • Constantly reflect on your practice, content knowledge and pedagogical skill, • Maintain accurate records for grading, progress monitoring and communication., • Collaborate with colleagues and invest in yourself as an adult learner, • Supporting the school as directed by the Principal, Assistant Principal and Dean, • Create and champion an inclusive environment where students are valued; fostering a sense of belonging within our vibrant educational community, • Lead by example, demonstrating your passion for learning and instilling it in our students, nurturing their growth and development Additional Information • Weekly Wednesday half- day schedule for embedded professional development and planning, • Small class sizes, • Tuition reimbursement, • Teaching certification pathway for those who qualify, • Opportunity to be an integral part of our community, making a genuine difference and shaping the futures of our students, • Students of ICS employees have access to after-care options, • Free parking on-campus, • Comprehensive benefits package that includes health, dental, vision and life insurance, a flexible spending account, paid time off, short- and long-term disability policy, commuter benefits, professional development opportunities and a 401(k)-retirement plan with an employer match of up to 3%, • Employees qualify for both NYS Teacher Loan Forgiveness and Public Service Loan Forgiveness, • Promotion of work-life balance to all staff members, • Stipend program that promotes becoming a dual certified teacher in New York State, • Teacher Residency Program, • Tuition-free Bachelors degree program through Monroe College Qualifications & Competencies • A Bachelor's degree in Education or Masters degree in a relevant field, • Ability to become certified in the state of New York and pass the state licensure exam if not already a certified teacher!, • Exhibit patience, empathy, and the ability to motivate students toward their full potential, • Possess exceptional communication skills, empowering you to convey complex ideas in relatable terms, • Collaborative attitude toward teaching and learning, • A whatever it takes attitude, one that is centered in the notion of children first, • Belief in every students limitless potential, • Embrace and celebrate diversity, creating an inclusive classroom environment that reflects the dynamic nature of our community Salary/Hours Monday-Friday 7:30AM-4:00PM $66,732-$103,271 *Salary is dependent on level of education and years of teaching experience ICS is an Equal Opportunity Employer

Job DescriptionOriginally founded in 1991 as Harlem RBI, DREAM has grown to annually serve more than 2,500 youth across East Harlem and the South Bronx through a network of seven PreK-12, extended-day, extended-year DREAM Charter Schools and community sports-based youth development programs. Through our commitment to rigorous academics, social-emotional learning, deep family and community engagement, and health and wellness, we create lifelong learners who are equipped to fulfill their vision of success in and out of the classroom. We dream big, as well, with an aggressive five-year plan to expand to serve 3,500 students across seven schools—growing our organization’s impact and leveling the playing field for all children. To learn more, visit wearedream.org. Reporting to the Academic Dean, the Music Teacher will be responsible for building meaningful relationships with students, designing and implementing a NYS Learning Standards -aligned curriculum, and working with their grade team to analyze data to drive instruction. This is an exciting opportunity for an educator who is passionate about improving student outcomes by leading excellent instruction and building a positive school culture. Responsibilities • Create and foster a culture where all students can achieve at high levels;, • Design and implement NYS Learning Standards -aligned curriculum through backwards lesson planning and follow school-wide protocols for developing and documenting syllabi, lesson plans, assignments, and rubrics;, • Actively participate in all meetings, collaborative planning, and professional development, including an annual summer institute;, • Track, monitor, and assume responsibility for academic progress of students;, • Analyze data and trends, both in class and on assignments, to inform instruction;, • Set and maintain high expectations by building meaningful relationships;, • Work with Student Culture Team to create individual behavior plans for students, as needed;, • Build a warm and inclusive classroom environment and abide by school-wide practices for classroom management and individual behavior plans;, • Work with grade team to analyze data, revise practices, norm on team-wide initiatives, and discuss individual scholars with a solutions-oriented mindset;, • Establish and maintain strong relationships and regularly communicate scholars’ progress towards goals and with families;, • Lead workshops, clubs, activities, and/or teams directly related to your subject area as part of our After School Program, • Additional duties related to the running of the school as assigned.Qualifications, • Bachelor’s degree required;, • New York State certification in subject area preferred;, • At least two years of teaching experience with record of improving student achievement preferred;, • Expertise in aligned content area;, • A desire to make a difference in the lives of our students, families and community;, • Desire and ability to receive and implement feedback;, • Excellent written and verbal communication skills, including the ability to communicate effectively with various audiences (including colleagues, students, families);, • A commitment to working with diverse populations of families and students;, • Bilingual (Spanish) preferred;, • A strong belief in the mission and values of DREAM, including the desire to make a difference in the lives of our students, families, and community.Benefits and Paid Time Off, • We offer comprehensive benefits including:, • Flexible Medical Health Plans, subsidizing the majority of costs for the employee, their spouse/domestic partner and children;, • The ability to select between a variety of medical plans according to what best suits the employee’s needs;, • Dental and vision plans;, • Disability benefits;, • Life insurance;, • Up to 12 weeks fully paid of Parental Leave;, • Flexible spending account options;, • Pre-tax commuter benefits (parking and transit);, • Fitness and entertainment discounts;, • A variety of support through our employee assistance program (EAP);, • 403(b) retirement plan with employer match starting at 4% after one year, with increases tied to DREAM tenure;, • Referral, performance, and tenure milestones bonuses;, • Discounted school meals through our in-house Scratch Food Program;, • Tuition reimbursement support;, • Access to a professional development fund;, • School-based 10-month employees have approximately 40 days off throughout the school year, including holidays, school breaks, personal days and wellness days, in addition to summer break., • Benefits are subject to change.Compensation, • The salary range for incoming teachers is $75,000 to $100,000. New teacher salaries are determined based on the number of years of experience as a teacher., • Additional compensation is added for incoming teachers with Master's degrees and NYS Special Education certifications., • Teachers are eligible for annual salary increases based on tenure and performance; salaries for teachers who continue on at DREAM can exceed the incoming teacher band above. If you are a current DREAM employee, please click here to review our Internal Selection Process before applying. We may use artificial intelligence (AI) tools to support parts of the hiring process, such as reviewing applications, analyzing resumes, or assessing responses. These tools assist our recruitment team but do not replace human judgment. Final hiring decisions are ultimately made by humans. If you would like more information about how your data is processed, please contact us.

Job Description:\n\nThe Quad Preparatory School Middle School Special Education History Teacher Anticipated Opening for the 2026-27 School Year Classification: Exempt Reports to: Upper School Associate Director and Middle School Dean Annual Salary Range: $70,000-$89,000 At Quad Prep, we are on a mission — to transform the lives of neurodiverse, twice-exceptional people by redefining the experience of school. Through the collective, collaborative, and empathic work of our teachers and clinicians, we are empowering our students to engage with the exciting and wonderful diversity of this world. As we enter our 14th year, we are excited to welcome fellow innovators and collaborative colleagues to our team to be a part of this inspiring and impactful mission. At Quad Prep, a New York State Association of Independent Schools (NYSAIS) Accredited School, we are eager to create challenging and engaging learning experiences for our students, to seek diverse perspectives, and to work together to continuously refine and redefine best practices in neurodiverse education. The Quad Preparatory School actively seeks to advance diversity through its programs and hiring. Why work at Quad Prep? ACCREDITED SCHOOL: Quad Prep was recognized as an outstanding school when it received accreditation through NYSAIS.COMMUNITY: We are committed to building a joyful and inclusive culture where everybody is celebrated for who they are. COLLEAGUES: Our colleagues are inspiring, consummate innovators and are at their happiest collaborating to create personalized solutions for each student. STUDENTS We guarantee that you will learn something eye-opening every single day from our students — and have a lot of joy and laughter along the way!DEEP PROFESSIONAL LEARNING: Quad Prep supports mission-driven educators and clinicians to grow their professional skills and influence in the neurodiversity educational space. Close collaboration with colleagues, coaching from supportive leaders, and thoughtful, in-depth professional learning programs keep us growing.GENEROUS AND COMPREHENSIVE BENEFITSHealth: Medical, Dental, VisionStudent Loan repayment Retirement Plan contributionGroup Life PlanDisability InsuranceGenerous Parental LeaveWORK LIFE BALANCE: In addition to a ten-month school year during which our staff are offered on average 33 days off (approximately 7 weeks) for scheduled holidays and school breaks, we provide generous preparation periods throughout each week, limiting the number of after work hours you will need to work — so that you can live the life you wish for — inside and outside of our school. Additionally, our students are dismissed midday each Friday in order for you to meet with your team and division, as well as plan, and prep.EXTRAS You can build a private practice or tutor non-Quad Prep students onsite during after school hours at low-cost reduced rates, available only to our Quad Prep staff. Who We Are (If Quad Prep is for you, you'll read what's below and feel, "That's me!") At Quad Prep, we are guided by values that we hold dear and we have developed an innovative set of practices to meet our mission. We are: Groundbreaking: We ignite our students’ talents and are passionate about their futures. You are:Passionate about our work and our missionCreative and excited about reaching each and every learner in new waysExcited to help create new, evidence-based best practices in this rapidly evolving fieldAble to set high expectations of both students and yourself and discover ways to meet them Collaborative: We function with an exceedingly deep degree of collaboration. You:Communicate effectively with colleaguesSeek to understand yourself and others in order to welcome new perspectives Are generous of spirit and willing to give and receive feedback and input freelyAre kind, welcoming, and inclusive Trustworthy: We are steadfast and are accountable to our students and each other. You:Can be counted on to do what you say you will doHave a high level of ownership for personal and team resultsCan purposefully develop skills to find success in your work and our learning communityAsk for support when you need itProject an unflappable, firm, and kind presence to our students Constantly Learning and Growing: We value continued growth and learning. You:Seek opportunities to learn and grow in your professional practiceSupport colleagues by sharing best practices and nurturing their learningHelp the organization grow and improve by developing and sharing new ideas and approaches Resourceful: At Quad Prep, we dig deep to meet our mission. You: Are highly effective and dedicated Show initiativeDisplay good judgment and sensibilityExcellent at supporting students inside and outside the classroom Flexible: At Quad Prep, we never give up on each other and are driven by the ethos of “not if, but how.” You are:Open to new ideasNimble in fluid, changing environmentsExcited by growth, change, and innovation WHAT YOU’LL DO The Quad Preparatory School is looking for a full-time middle school history teacher for the 2026-2027 school year. The teacher will provide academic instruction and social-emotional support to students in middle school in collaboration with our clinicians. Our rooms consist of less than ten students, and our teachers also have one-to-one instructional time with their students once a week. Our students have a wide range of learning abilities. Teachers have the opportunity to receive mentorship, coaching, and support from the clinicians as well as academic administrators. A benefit of this position is the amount of professional development one will obtain in working with twice-exceptional youth and in being mentored by veteran special education teachers, academic administrators, and clinicians. Expectations of This Position:Plan and implement high-quality, engaging history lessons that are differentiated to meet the learning needs of the students. Regularly assess the students and the curriculum, adapting content and instruction as appropriate; communicating assessment results to parents. Subscribe to and implement the school’s philosophy of progressive and personalized education for twice-exceptional children. Collaborate with K-12 history teachers to ensure a vertically aligned history program. Support students during co-curricular programming that occurs during the school day. Create and maintain an orderly and aesthetic learning environment that accounts for students’ social, emotional, and executive functioning needs. Maintain accurate records using both our school’s learning management system as well as carefully managed portfolios of student work to illustrate and record progress and achievement. Empower students to take charge of their learning by providing all necessary scaffolding, modeling, materials, and resources, and consistently maintaining a high level of expectation for student success. Collaborate with other academic staff and psychosocial staff members to plan, integrate, and facilitate cross-curricular, inquiry-based projects. Communicate with parents and guardians to provide feedback on pupils’ academic and social-emotional progress through parent-teacher conferences, written reports, phone calls, and emails. Follow the professional code and policies of the school and conduct oneself in a way that promotes the mission of the school. Utilize technology: Veracross student management system, Google Classroom, and Google Suite, in particular Google Calendar, Google Drive, Docs, and Sheets. Attend all faculty and staff meetings, professional development sessions, and required special events (e.g., Curriculum Night, open houses, parent-teacher conferences). Perform other duties as assigned. Competencies:Love for working with pre-adolescents Desire and ability to work with students with special needs Knowledge, understanding, and strong interest in history Ability to connect with pre-adolescents Lesson planning and the ability to provide engaging and differentiated instruction Effective oral and written communication A solid understanding of adolescent academic, social, and emotional development Attention to detail Maintaining confidentiality and privacy Ethical conduct Time management and the ability to multitask Teamwork and collaboration Patience and flexibility Required Education and Experience:Bachelor’s degree in history, history education, elementary education, special education, or a related field.Experience working with upper elementary or middle school students.. Preferred Education and Experience: Experience as an upper elementary or middle school history or special education teacher.Master’s degree in history education, special education, elementary education, history, or a related field.Special education training, including training in the areas of gifted education and twice-exceptional youth.Secondary History, Elementary Education, and/or Special Education teaching credentialsExperience teaching twice-exceptional youth. Work Environment: This job operates in a school setting. The school is located on the fifth and sixth floors of a building with an elevator. This role requires working in various locations around the school and occasional travel to the Lower School campus approximately two blocks away. Physical Demands: While performing the duties of this job, the employee is regularly required to talk and listen. This position is active and involves continuous standing, walking, and climbing stairs. The employee must occasionally lift and/or move items under 20 pounds. Typing is required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Position Type and Expected Hours of Work: This is a full-time exempt position in an educational facility that is open eight hours a day. Teachers, psychosocial teachers, and staff clinicians work ten months out of the year according to the academic calendar (late August to late June). Occasional evening or weekend hours may be required, anticipate at least three of these events throughout the year. In general, though, hours are Monday-Friday 8am - 4pm. Compensation and Benefits: Compensation is dependent upon experience and degree obtained. At Quad Prep full-time (or over 30 hours per week) employees will have access to a full range of benefits, including medical, dental, and vision coverage; Health Savings Account (HSA), Flexible Spending Account (FSA), pre-tax transit, and dependent care (DC FSA) accounts; a 401K match, and student loan repayment contributions (after one year of employment); and a range of professional development opportunities, including our First Year Support Program for all new facility and staff; our Leadership Development Institute for those wishing to gain supervisory experience; and a full tuition waiver for candidates wishing to participate in our annual Certificate Program in Meeting the Needs of Twice-Exceptional Students. All staff will engage with colleagues in our ongoing staff wellness groups, relax at our social events, and collaborate in meaningful work as a valued member of our voluntary groups, including our Diversity, Equity, Inclusion, and Belonging; our Staff Ambassador Program; and our Peer Mentorship Program. Want to learn more about Quad Prep? Connect with us! *Note that currently, all employees are requested to be fully vaccinated and boosted for COVID-19. In the event of an outbreak of COVID-19 or any other communicable or infectious disease, or any public-health condition designated by the New York State Commissioner of Health, that in the School's sole discretion requires operational changes, the School reserves the right to establish and modify health and safety protocols, including requiring vaccination and/or vaccine boosters, testing, or other health requirements and requests for proof of compliance. * ADA/AAP/EEO Statement: The Quad Preparatory School is committed to the full inclusion of all qualified individuals. We take steps to assure that people with disabilities are provided reasonable accommodations. Accordingly, if reasonable accommodation is required to fully participate in the job application or interview process, to perform the essential functions of the position, and/or to receive all other benefits and privileges of employment, please contact our People and Culture department at . The Quad Preparatory School is based on an inclusive philosophy that does not discriminate on the basis of race, color, national origin, religion, gender, age, disability, marital status, creed, sexual orientation, familial status, citizenship, veteran or military status, or any other characteristic protected by law in its hiring procedures and policies. Want to learn more about Quad Prep? Connect with us! *Note that currently, all employees are requested to be fully vaccinated and boosted for COVID-19. In the event of an outbreak of COVID-19 or any other communicable or infectious disease, or any public-health condition designated by the New York State Commissioner of Health, that in the School's sole discretion requires operational changes, the School reserves the right to establish and modify health and safety protocols, including requiring vaccination and/or vaccine boosters, testing, or other health requirements and requests for proof of compliance. * ADA/AAP/EEO Statement: The Quad Preparatory School is committed to the full inclusion of all qualified individuals. We take steps to assure that people with disabilities are provided reasonable accommodations. Accordingly, if reasonable accommodation is required to fully participate in the job application or interview process, to perform the essential functions of the position, and/or to receive all other benefits and privileges of employment, please contact our People and Culture department at . The Quad Preparatory School is based on an inclusive philosophy that does not discriminate on the basis of race, color, national origin, religion, gender, age, disability, marital status, creed, sexual orientation, familial status, citizenship, veteran or military status, or any other characteristic protected by law in its hiring procedures and policies. Powered by JazzHR 0btkoGiwPs

Job DescriptionOriginally founded in 1991 as Harlem RBI, DREAM has grown to annually serve more than 2,500 youth across East Harlem and the South Bronx through a network of seven PreK-12, extended-day, extended-year DREAM Charter Schools and community sports-based youth development programs. Through our commitment to rigorous academics, social-emotional learning, deep family and community engagement, and health and wellness, we create lifelong learners who are equipped to fulfill their vision of success in and out of the classroom. We dream big, as well, with an aggressive five-year plan to expand to serve 3,500 students across seven schools—growing our organization’s impact and leveling the playing field for all children. To learn more, visit wearedream.org. Reporting to the Academic Dean, the Teacher will be responsible for building meaningful relationships with students, implementing a Common Core-aligned curriculum, and working with their grade team, leadership team, and student support team to analyze data to drive instruction. This is an exciting opportunity for an educator who is passionate about improving student outcomes by leading excellent instruction and building a positive school culture for all learners. Responsibilities • Work with co-teacher (as relevant) to create and foster a culture where all students can achieve at high levels;, • Implement a Common Core-aligned curriculum through backwards lesson planning, following school-wide protocols for developing and documenting syllabi, lesson plans, assignments, and rubrics, and utilizing research-based best practices to support all learners;, • Actively prepare for and participate in all meetings (such as grade team meetings, Student Support Meetings, IEP Meetings, etc.), collaborative planning, and professional development including an annual summer institute;, • Track, monitor, and assume responsibility for the academic progress for all students in the classroom;, • Analyze assessment data and daily data including Exit Tickets and Do Now’s to inform instruction;, • Set and maintain high expectations by building meaningful relationships;, • Work with Student Culture Team and Student Support Team to create and progress monitor individual plans for students, as needed;, • Build a warm and inclusive classroom environment and abide by school-wide practices for classroom management and individual behavior plans;, • Work with grade team, leadership team, and related service providers to analyze data, revise practices, norm on team-wide initiatives, and discuss individual scholars with a solutions-oriented mindset;, • Establish and maintain strong relationships and regularly communicate scholars’ progress towards academic, social-emotional, and behavioral goals and with families;, • Additional duties related to the running of the school as assigned.Qualifications, • Bachelor’s degree required;, • New York State certification in subject area preferred;, • At least two years of teaching experience with record of improving student achievement preferred;, • A desire to make a difference in the lives of our students, families and community;, • Desire and ability to receive and implement feedback;, • Excellent written and verbal communication skills, including the ability to communicate effectively with various audiences (including colleagues, students, families);, • A commitment to working with diverse populations of families and students;, • Bilingual (Spanish) preferred;, • A strong belief in the mission and values of DREAM, including the desire to make a difference in the lives of our students, families, and community.Benefits and Paid Time Off, • We offer comprehensive benefits including:, • Flexible Medical Health Plans, subsidizing the majority of costs for the employee, their spouse/domestic partner and children;, • The ability to select between a variety of medical plans according to what best suits the employee’s needs;, • Dental and vision plans;, • Disability benefits;, • Life insurance;, • Up to 12 weeks fully paid of Parental Leave;, • Flexible spending account options;, • Pre-tax commuter benefits (parking and transit);, • Fitness and entertainment discounts;, • A variety of support through our employee assistance program (EAP);, • 403(b) retirement plan with employer match starting at 4% after one year, with increases tied to DREAM tenure;, • Referral, performance, and tenure milestones bonuses;, • Discounted school meals through our in-house Scratch Food Program;, • Tuition reimbursement support;, • Access to a professional development fund;, • School-based 10-month employees have approximately 40 days off throughout the school year, including holidays, school breaks, personal days and wellness days, in addition to summer break., • Benefits are subject to change.Compensation, • The salary range for incoming teachers is $75,000 to $100,000. New teacher salaries are determined based on the number of years of experience as a teacher., • Additional compensation is added for incoming teachers with Master's degrees and NYS Special Education certifications., • Teachers are eligible for annual salary increases based on tenure and performance; salaries for teachers who continue on at DREAM can exceed the incoming teacher band above. If you are a current DREAM employee, please click here to review our Internal Selection Process before applying. We may use artificial intelligence (AI) tools to support parts of the hiring process, such as reviewing applications, analyzing resumes, or assessing responses. These tools assist our recruitment team but do not replace human judgment. Final hiring decisions are ultimately made by humans. If you would like more information about how your data is processed, please contact us.

• Job Type: Officer of Administration, • Bargaining Unit:, • Regular/Temporary: Regular, • End Date if Temporary:, • Hours Per Week: 35, • Standard Work Schedule:, • Building: Reporting to the Executive Director, Development and Strategic Initiatives at the Fu Foundation School of Engineering and Applied Science (SEAS), the Senior Director of Major Gifts provides leadership and strategic direction for the major gifts program at Columbia Engineering. The Senior Director of Major Gifts is responsible for planning and executing year-on-year major gifts activity and goal setting for major gifts of $1,000,000 - $10,000,000 on behalf of the School. The Senior Director of Major Gifts will manage the frontline major gifts officers process, and set annual fundraising targets through careful coordination of the pipeline, strategy development, solicitation timeline, and ask outcomes for major gifts of $1,000,000 - $10,000,000 as a key partner to the Executive Director. Together with the Executive Director, the Senior Director sets ambitious and annual achievable targets for growing the major gift pipeline over time as Columbia Engineering focuses on ongoing high-priority areas, in addition to the School's building campaign, an exciting School expansion to Manhattanville. In addition to management responsibilities for the major gifts program, the Director also serves as an active fundraiser focused on growing six- and seven-figure donors to the school. The Director will also take a role working with the Vice Dean of Development and Alumni Relations and the Senior Director, Alumni Relations, high-level volunteer boards as needed. Responsibilities Management of major gifts team and program, including strategic planning, portfolio & research management 50%: • Supervise and mentor a team of 2-3 major gift officers, including goal setting, performance evaluation, pipeline, and accountability using university based standardized metrics., • Management of all elements of the major gift fundraising program (gifts ranging from $100,000-$5,000,000) including: population analysis; prospect validation; donor upgrades; volunteer/peer-to-peer outreach by existing major gift donors; proposal development; and coordination with key major gift partners in Central and across OAD., • Conducts annual analysis of the major gift prospect pool to identify new opportunities and donor upgrades; guide advancement strategy and activity to meet fundraising targets, and set goals for the team and for individual fundraisers., • Together with the Executive Director, Vice Dean, the Senior Directors, sets ambitious and achievable targets for growing the major gift pipeline over time to match Columbia Engineering's exciting growth priorities, including a $1B+ capital campaign, an exciting School expansion to Manhattanville, and plans for its next broader campaign., • Key partner to the Executive Director and Vice Dean in planning and implementing solicitation strategies for School priorities for our major prospects, including the Building Campaign, Financial Aid, Professorships, Research Funding and other targeted OAD and School priority fundraising campaigns as needed., • Helps the major gifts team prepare materials including proposals, briefings and talking points for Dean and senior leader meetings for donors in their portfolios., • Works independently with internal and external partners to set and meet annual goals for the major gifts program at Columbia Engineering including donors and potential donors in the alumni, parents, industry and friends' communities; volunteers; faculty and students., • Leads volunteer communities in tandem with the Major Gifts efforts, • Trains volunteer fundraisers and works with them to make solicitations of their peers., • Attends regular full team meetings and leads additional fundraising meetings to evaluate progress and prospect assignments including leading EDAR's Bi-Monthly Moves Management Meeting ("M3") at which key prospects are discussed, analyzed and strategized. Will also lead other development team meetings as assigned., • Serves as a role model across EDAR, beyond their team members., • In addition to management responsibilities for the major gifts program, the Senior Director also holds a personal portfolio and serves as an active fundraiser focused on growing six- and seven-figure donors to the school., • Responsible for personal portfolio up to 100 prospects for cultivation, solicitation & stewardship of high-level portfolio of mostly major and some principal gifts level donors., • Responsible for conducting 150 personal visits over 12 months to cultivate and solicit and close gifts, including interactions with members and prospective members of the Engineering Board of Visitors., • Prepares written solicitation materials, proposals, talking points, and briefings tailored to individual donors and prospects., • Volunteer Board Responsibilities: The Senior Director partners with the Vice Dean, donor managers, and the Senior Director of Alumni Relations to support and manage high-level volunteer boards, including the Board of Visitors (BoV). This role includes building and maintaining a pipeline of board volunteers in partnership with donor managers., • Separately, EDAR also engages volunteer donors in its fundraising efforts. As needed, the Senior Director may be responsible for leading, planning, and executing the work of additional donor boards and committees as assigned across EDAR donor constituencies., • Leads aspects of School's key events including class day, commencement, convocation as needed., • Collaborates with the other Directors and Senior Directors to build team spirit and collectively achieve our ambitious goals across alumni engagement, donor engagement, and fundraising and participation goals. Bachelor's degree required and advanced degree strongly preferred. Bachelor's degree and 7-9 years of development experience (primarily in major gifts fundraising), or other related senior experience in a philanthropic environment, required. Demonstrated ability to effectively leverage the time of senior volunteers, and demonstrated success in all phases of cultivating, soliciting, and stewarding large gifts ($500,000 and above) from individuals. At least seven (7) years of previous leadership/management experience is necessary. This position requires evening and weekend work, as well as occasional travel. Preferred Qualifications Seven to nine years in fundraising or related transferable experience preferred, with demonstrated success in annual, major, principal, or capital giving or applicable ability. Experience with higher education is preferred. Having an intellectual interest in engineering and technology would be helpful. Equal Opportunity Employer / Disability / Veteran Columbia University is committed to the hiring of qualified local residents.

• Job Type: Officer of Administration, • Bargaining Unit:, • Regular/Temporary: Regular, • End Date if Temporary:, • Hours Per Week: 35, • Standard Work Schedule:, • Building: Avery Hall The Columbia University Graduate School of Architecture, Planning and Preservation (GSAPP) seeks a highly qualified enrollment professional to serve as Assistant Dean of Admissions and Financial Aid. Reporting to the Associate Dean of Admissions and Outreach, the successful candidate will provide leadership, strategic direction, management, and oversight for all recruitment, admissions, and financial aid activities for the Graduate School of Architecture, Planning and Preservation (GSAPP). The Assistant Dean is responsible for developing and implementing a sophisticated strategic enrollment management plan that meets targeted enrollment goals and attracts an exemplary, diverse study body that enhances the reputation of the School. Experienced and data-driven, the Assistant Dean will work closely with the Dean and the Associate Dean of Admissions and Outreach, faculty program directors, and School leadership to establish admissions priorities and to develop processes to achieve established goals. In addition, the Assistant Dean will assess competitive market conditions, develop strategic recruiting plans, and collaborate with the Office of Communications and Events, Office of Student Affairs, and the Development Office to develop strategic multi-channel communications plans while playing a role in developing program-specific pipelines. The Assistant Dean will perform key enrollment activities such as offering compelling presentations about GSAPP and its academic programs to prospective students and ensuring the highest yield of qualified candidates overall and about specific academic programs. Both compliance and strategic skill in financial aid will be required, as the Assistant Dean will need to understand and adhere to School and Federal Regulations for proper disbursement of financial aid funds, liaise with the University's Central Financial Aid Office, and determine and oversee the packaging and disbursement of scholarship and fellowship funds. Perform other related duties, assignments, and/or special projects as assigned. Responsibilities • Develop an overall strategic enrollment and annual tactical business plan to present to the Dean, Associate Dean of Admissions & Outreach, and the various audiences to achieve enrollment goals., • Ensure interaction and collaboration with senior leadership, faculty, and administrative units within the School to review and analyze student enrollment and success data to shape strategic direction., • Oversee recruitment, management, and professional development of Admissions and Financial Aid Office team members. Regularly re-evaluate the effectiveness and efficiency of GSAPP's recruitment, admission, and financial aid programs to ensure alignment with the School's strategic goals., • Identifies and helps implement relevant recommendations from the Provost Office's "Guide to Equity-Based Graduate Admissions," including Implicit Bias Workshops, the development of pipeline programs, and other strategies., • Supports the transition of admitted students to matriculate status and serves as a point of contact addressing the needs of historically underrepresented students throughout their time at the School., • Ensure the effective use of the School's digital systems, such as Slate, Student Information System (SIS), PowerFaids, Canvas, and others; create forecasting and projection models for use in enrollment and budget planning. Use data-driven models--data mining and predictive models to increase the efficacy and efficiency of recruitment and retention strategies and to evaluate the performance of recruitment and yield activities. To remain in sync with trends, survey, and report on internal stakeholders (current students, faculty, staff, etc.) and the external market (prospective students, alumni, employers, etc.)., • Provide regular reports and efficacy metrics to the Dean and senior stakeholders. Work collaboratively with key stakeholders throughout the School to set and evaluate admissions and financial aid policies and programs., • Oversee all aspects of financial aid, including knowledge of federal regulations for loan disbursement, liaising with the Central Financial Aid Office, overseeing compliance and audits, and managing prospective and current student packaging., • Create and implement strategies for intentionally recruiting special populations, such as under-represented minorities, international applicants, and veterans., • Establish a sustainable, evidence-based financial aid model that utilizes institutional aid to recruit a high-quality and diverse student body., • In collaboration with the Office of Communications, mobilize a cogent message that leverages GSAPP's unique position within the architecture and design fields and the distinctive value proposition for prospective students; creatively develop and utilize existing and emerging technologies to communicate and build relationships with students and colleagues; ensure that the School's vision is creatively represented on the admissions and financial aid website and in other digital and social media., • Serve as an ambassador for GSAPP in communicating its message to prospective students, current students, alumni, faculty, staff, potential graduate student employers, national/professional associations, and other external constituents. The Assistant Dean will travel with senior leadership to increase visibility and advance recruitment efforts., • Liaison with the Development Office to raise gifts for endowed scholarships to strengthen GSAPP's prospective student pipeline. Collaborate with the Office of Student Affairs to enhance student success., • A bachelor's degree is required, and an advanced degree is desirable with 5-7 years of experience required preferably in undergraduate or graduate school admissions., • A proven track record of achieving enrollment objectives in a higher education setting. Demonstrated commitment to developing an inclusive and diverse student population. Demonstrated data analytic experience to inform strategic and tactical plans for enrollment management., • Superior presentation skills, including the presence to engage effectively with academic leaders, faculty, senior administrators, senior executives, alumni, donors, prospects, and volunteers, together with the ability to make the appropriate connections among members of these groups and to nurture strong and long-lasting individual and institutional relationships. A communication style that is open, cordial, and compelling., • Excellent listening skills, taking feedback, and incorporating constructive criticism are critical to success., • Sound judgment in handling sensitive and confidential information. Preferred Qualifications 5-7 years of experience required preferably in undergraduate or graduate school admissions. Equal Opportunity Employer / Disability / Veteran Columbia University is committed to the hiring of qualified local residents.

• Job Type: Officer of Administration, • Bargaining Unit:, • Regular/Temporary: Regular, • End Date if Temporary:, • Hours Per Week: 35, • Standard Work Schedule:, • Building: Reporting to the Senior Assistant Dean for Research and Faculty Affairs, the Program Director for Faculty Affairs plays a central role in SIPA's Faculty Affairs within the Office of Academic Affairs. The position is responsible for planning, implementing, and managing activities that support the School's full-time faculty, high-profile visiting faculty, and the Dean's initiatives. This includes faculty recruitment and review processes, faculty communications, event coordination, and administration of program budgets and grant-funded initiatives. Responsibilities Administration of Faculty Affairs • Working closely with the Senior Assistant Dean, manages logistics of all full-time faculty searches, including providing materials to search committees, coordinating logistics for candidates' visits, and coordinating the schedule of faculty meetings;, • Working closely with the Senior Assistant Dean, manages logistics for all full-time faculty reviews, including providing materials to search committees, coordinating logistics for candidates' visits, and coordinating the schedule of faculty meetings, • Working with the Dean's Senior Executive Assistant, schedules meetings for the Vice Dean and Associate Dean, • Working closely with the IAB Building Manager, manages full-time faculty office assignments, oversees all logistics for moves and manages update of building floor directories;, • Facilitates faculty involvement and OAA role in Admitted Students Day and SIPA Graduation, including faculty outreach to admitted students., • Manages faculty participation in admissions process, including application reads and outreach to admitted students;, • Schedules and assists with orientations for new full-time faculty., • Serves as primary contact point for high profile visiting faculty, in order to provide or coordinate the following services: CourseWorks and course support, Creating and posting syllabi and other material, managing student inquiries (such as those seeking permission to enroll) and modifying enrollment caps in collaboration with the Senior Assistant Dean for Curriculum and Instruction, working with the Office of Student Affairs to identify appropriate Teaching Assistants, Logistical support, such as housing, office space, and IT, work with the Office of Communications to support workshops, seminars or other activities, including room scheduling, event promotion, manage travel itineraries and reimbursements., • Maintains and further develop OAA website, with special focus on providing guidance to faculty regarding policies and procedures., • Oversees the creation, maintenance, and programming of full-time faculty biographies on the SIPA website, and faculty email distribution lists., • Manages the Interfolio posting for searches for full-time officers of instruction. Works closely with the Business Manager to coordinate external advertising where relevant. Minimum Qualifications • Bachelor's degree and or equivalent., • Minimum of three years of related experience required., • Demonstrated excellence in oral and written communications and strong organizational and problem-solving skills suited to a work environment that requires teamwork and collegiality., • Strong computer skills, including database and/or spreadsheet skills., • Experience in higher education setting desirable., • Knowledge about areas related to the mission of the Office of Academic Affairs. Columbia University is committed to the hiring of qualified local residents.

• Job Type: Officer of Administration, • Bargaining Unit:, • Regular/Temporary: Regular, • End Date if Temporary:, • Hours Per Week: 35, • Standard Work Schedule:, • Building: Reporting to the Capstone Program Manager, the Program Coordinator plays a central operational role in the administration and execution of SIPA's Capstone Program, a core experiential learning requirement for MIA and MPA students. The position focuses on the Capstone portfolio and supports project implementation, external partner coordination, event logistics, and program operations. The incumbent works closely with the Senior Assistant Dean and Program Manager to ensure the effective delivery of a high-volume, multi-stakeholder experiential learning program with significant domestic and international engagement. Responsibilities • Research potential partner organizations to help identify targets of opportunity for new project topics for the capstone program., • Assist with program development outreach for the recruitment and development of new external partnerships for the program., • Working closely with the Capstone Program team, develop and implement Capstone projects, track project agreements and manage course management platforms., • Working with the Capstone Program team, develop targeted Capstone communications to the appropriate audiences including for students, faculty advisors, and external partners., • Maintain Capstone-specific tracking systems and internal project records., • Maintain and update Capstone-specific website content, including the Capstone project directory., • Responsible for proactive coordination of communications, scheduling, project milestones, and ongoing support to ensure faculty advisors are fully equipped to guide their student teams effectively., • Coordinate Capstone classroom scheduling needs in partnership with central scheduling., • Conduct cost comparison and budget impact analysis to support responsible allocation of program funds for student Capstone travel logistics for domestic and international ___., • In adherence to an annual budget of approximately $220,000 for Capstone travel, advise students on policies and procedures governing reimbursements and payments., • Manage the Capstone-specific email account and address inquiries appropriately., • Develop a tracking system for Capstone project agreements in coordination with the Office of the General Counsel., • Plan event logistics for Capstone events including midterm presentations, final presentations, orientations, and briefings. Duties include developing and distributing Capstone-specific promotional and event materials., • Bachelor's degree or equivalent., • Minimum of 0-2 years of relevant experience., • Strong organizational and project coordination skills., • Demonstrated ability to manage multiple concurrent timelines., • Proficiency with Excel, Google Workspace, Zoom, Canva, and basic website content management systems., • 2-3 years of related experience., • Experience in higher education administration., • Experience supporting experiential learning programs. Columbia University is committed to the hiring of qualified local residents.

Title: Assistant Professor in Artificial Intelligence for Business for AY 2026 Department: MT School of Management Reports To: Dean, Martin Tuchman School of Management Position Type: Faculty Position Summary: The Martin Tuchman School of Management at New Jersey Institute of Technology invites applications for a full-time tenure-track Assistant Professor faculty position in Artificial Intelligence for Business starting Fall 2026. Candidates must have earned their doctoral degree in business intelligence, artificial intelligence, computer science/data science or related fields. Successful candidates must demonstrate a record of scholarly accomplishments and commitment to contributing original research into leading peer-reviewed publications. The individual must have completed the doctorate at time of appointment in September 2026. Essential Functions: -The main duties of the position include teaching, research and service/outreach. -The candidate must demonstrate a record of scholarly accomplishment and a commitment to contributing original research into leading peer reviewed publications. -The faculty is also expected to actively engage in various Program, School, and Institute committees and participate in community service. Excellent interpersonal, communication and management skills are also required. -The candidate must be capable of delivering excellent instruction in a full array of courses, face-to-face and online, at the undergraduate and graduate levels. Prerequisite Qualifications: -Applicants must have a doctorate degree by September 2026 in business intelligence, artificial intelligence, computer science/data science or related fields, preferably from an accredited school, and outstanding academic credentials that demonstrate their ability to conduct independent world-class research. -The successful candidate is also expected to show a commitment to both undergraduate and graduate education. -At the university's discretion, the education and experience prerequisites may be exempted where the candidate can demonstrate to the satisfaction of the university, an equivalent combination of education and experience specifically preparing the candidate for success in the position. Bargaining Unit: PSA Salary Information: In compliance with the NJ Pay Transparency Law, the salary range for this position is $85,000-$140,000 (USD). NJIT considers factors such as (but not limited to) scope and responsibilities of the position, candidate's work experience, education/training, key skills, internal peer equity, as well as, market and organizational considerations when extending an offer. This pay range represents base pay only and excludes any additional items such as incentives, bonuses or other items. To learn more about the comprehensive benefits NJIT offers for this position, please visit our benefits page: . FLSA: Exempt Full-Time Special Instructions to Applicants: -Applications must be submitted at jobs.njit.edu. Include curriculum vitae, statement of teaching and research interests, and list of three references. The application deadline is December 15, 2025. Applications will continue to be reviewed after this date until the position is filled. Apply NowShare Save Job

• Job Type: Officer of Administration, • Bargaining Unit:, • Regular/Temporary: Regular, • End Date if Temporary:, • Hours Per Week: 35, • Standard Work Schedule:, • Building: The Eugene M. Lang Entrepreneurship Center at Columbia Business School seeks a strong Managing Director to oversee strategy and ongoing operations. The Center is led by two Faculty Directors, and the Managing Director plays a critical integrative role, translating faculty vision into strategy, execution, and impact, while ensuring strong operational excellence across all areas of the Center's work. The Lang Entrepreneurship Center is Columbia Business School's hub for entrepreneurial and VC activity, research, education, and engagement. The Lang Center supports students, faculty, alumni, and the broader entrepreneurial ecosystem through curricular and co-curricular programming, research support, thought leadership, alumni engagement, and fundraising. About Columbia Business School For over a century, Columbia Business School has helped develop leaders and builders of enterprises who drive value for their stakeholders and society at large through our MBA, MS, PhD, and Executive Education programs. We are equally committed to cultivating new scholars and teachers, and to creating and disseminating pathbreaking knowledge, concepts, and tools which advance the understanding and practice of management through our faculty research and PhD programs. Our vision is simple: to develop ideas and leaders that transform the world - from the very center of business. Our ever-evolving curriculum, featuring pioneering courses, STEM certification, and immersive experiential learning, prepares students to excel in key areas such as digital transformation, entrepreneurship, and innovation, twenty-first century finance, the intersection of business and society, and climate and sustainability. Position Overview Reporting jointly to the Faculty Directors, the Managing Director (MD) is the senior operational leader of the Lang Center for Entrepreneurship. The MD is responsible for strategic planning and execution, people management, budget and resource stewardship, cross-School coordination, and external engagement. The role requires a leader who can manage complexity, align diverse stakeholders, and lead a team through change while maintaining high-quality day-to-day operations. Responsibilities Curriculum, Curricular Pathways, and Other Curricular Activities for Degree Students * Partners with Faculty Directors, Divisional Chairs, and academic leadership to support curricular offerings related to entrepreneurship and venture capital. * Oversees operational support for courses, curricular pathways, and related programming, including coordination with the Senior Vice Dean for Curriculum & Programs and other School offices. * Manages adjunct and practitioner involvement, ensuring alignment with faculty vision and School policies. * Supports entrepreneurship and venture capital faculty in connecting with speakers, mentors, and events across the Lang ecosystem. Co-Curricular Activities for Degree Students * Oversees the design and execution of co-curricular programming for degree students, including student club engagement, speaker series, competitions, and experiential learning opportunities. Works closely with the Office of Student Affairs, ensuring alignment with School practices, with the Career Management Center to ensure the co-curricular programming supports student career progress, and with curriculum coordinators to complement ongoing classes at CBS. * Ensures coherence and quality across signature student events and initiatives. * Evaluates and refines programming to align with the Center's evolving strategic priorities. Faculty Research * Supports faculty-led research related to entrepreneurship and venture capital. * Manages Center-sponsored research funding mechanisms, such as seed funds, RFPs, or other forms of research support, in alignment with School policies. * Coordinates research-related activities with the Vice Dean for Research and other relevant offices. Thought Leadership * In partnership with MarComms, oversees the Center's thought leadership strategy, including social media, publications, reports, newsletters, blogs, and digital content. * Manages signature conferences and events that position the Lang Center as a leader in entrepreneurship and venture capital. * Coordinates media engagement, partnerships, and external visibility in collaboration with School communications teams. * Guides the Center's social media and digital presence to ensure consistency, quality, and strategic impact. Alumni Engagement * Partners with Alumni Relations to engage alumni entrepreneurs, investors, and operators in the Center's activities. * Supports the development of an active and engaged alumni network through events, mentorship, and advisory roles. * Ensures alumni engagement efforts align with broader School strategies and priorities. Fundraising and Finance * Works closely with Development & Alumni Relations (DAR) to support the Center's fundraising strategy and execution. * In partnership with DAR and the Dean's Office, manages advisory board operations, including composition, meetings, and engagement. * Oversees the operational execution and disbursement of the Lang Fund, the Center's flagship financial vehicle for student companies. Leadership, Operations, and Administration * Participates in collaboration with the Faculty Directors in long-term strategic planning for the Lang Center and its future role as the hub of entrepreneurship at Columbia Business School. * Serves a steward for the strategic vision within the Lang Center, and is centrally responsible for translating faculty vision into clear priorities, work plans, and metrics. * Leads, manages, and develops the Lang Center staff, fostering a high-performing, collaborative team culture aligned with School and University policies and practices. * Oversees the Center's budget, financial planning, and resource allocation in partnership with the School's Financial Planning Office. * Serves as the primary operational liaison between the Center and central School functions, as well as other centers and clusters. Minimum Qualifications • Bachelor's Degree Required. MBA or other relevant advanced degree preferred., • Minimum of 7-9 years of experience across some combination of entrepreneurship, venture capital, and higher education. Familiarity with the practice of business, as well as with higher education contexts., • Proven track record of managing large-scale projects and strategic initiatives., • Strong operational and people management skills, including experience leading teams through change. Ability to work independently and manage multiple priorities in a fast-paced environment. Columbia University is committed to the hiring of qualified local residents.

• Job Type: Officer of Administration, • Bargaining Unit:, • Regular/Temporary: Regular, • End Date if Temporary:, • Hours Per Week: 35, • Standard Work Schedule:, • Building: The Institute of Global Politics (IGP) at Columbia University's School of International and Public Affairs (SIPA) seeks a dynamic, visionary, and highly accomplished leader to serve as its Executive Director. This position reports to the Dean of the School of International and Public Affairs and works closely with IGP's Faculty Policy Director, Chair of the Faculty Advisory Board, and additional faculty leadership. As IGP's chief administrative and strategic officer, the Executive Director is responsible for shaping IGP's long-term direction, strengthening its global reputation, and advancing its mission to develop policy solutions to the most pressing global policy challenges through the convening of world leaders, leading scholars, and practitioners. The Executive Director provides strategic oversight of all programmatic, operational, financial, and external engagement activities; manages high-level institutional relationships; drives fundraising and development strategy; oversees major initiatives; and ensures that IGP operates with excellence, innovation, and impact. This role requires exceptional judgment, sophisticated stakeholder management, and the ability to lead in a complex, high-profile academic and policy environment. Responsibilities Strategic Leadership & Vision • Develops and implements IGP's multi-year strategic plan in collaboration with the Dean and IGP leadership, • Shapes Institute programming, research priorities, and convening strategies to position IGP as a leading global hub of high-level policy conversations, collaborations, and publications, • Drives organizational growth, including new initiatives, partnerships, and innovative program models, • Alongside the Dean, serves as an external ambassador for IGP, representing the Institute to global policymakers, academic institutions, think tanks, media, and international organizations, • Builds and stewards high-level partnerships with external stakeholders-heads of state, senior government officials, global institutions, NGOs, and private-sector leaders, including IGP's Carnegie Distinguished Fellows, • Partners with the development team to design and execute fundraising strategies that support IGP's long-term sustainability, • Cultivates, stewards, and helps identify major donors, foundations, and strategic philanthropic partners, • Oversees development of grant proposals, major gift solicitations, and reporting deliverables, • Provides overall leadership to IGP's staff, fostering a high-performing, collaborative, and mission-driven culture, • Supervises and mentors senior IGP staff, including the Deputy Director and Associate Director of Policy, • Ensures IGP operates with excellence across finance, HR, operations, and program delivery, delegating day-to-day oversight to the Deputy Director while maintaining ultimate accountability, • Sets and monitors spending on the Institute's annual budget, always with a view that balances immediate needs with long-term financial sustainability, • Oversees financial planning for major initiatives, research programs, events, and special projects, • Provides strategic direction for IGP's flagship programs, including the Distinguished Fellows program and student engagement opportunities, • Partners with the faculty leading IGP's Initiatives to shape their strategic growth and ensure execution of impactful programming and activity, • Leads planning for major global convenings, public events, and private roundtables featuring high-profile international leaders, • Serves as IGP's primary liaison to SIPA and Columbia's senior leadership, strengthening alignment with institutional goals, • Forges connections with other Columbia centers, schools, and research initiatives to amplify impact Education & Experience • Bachelors degree required, • A minimum of 8 years of relevant experience required, • Extensive senior leadership experience in academic, policy, government, nonprofit, or international organizations, • Proven track record of leading complex, high-visibility initiatives with global reach, • Demonstrated success in fundraising, partnership development, and stakeholder engagement at the highest levels, • Demonstrated skill in strategic planning and organizational leadership, • Sophisticated understanding of global affairs, international policy, and geopolitical trends, • Outstanding interpersonal and communication skills, with the ability to engage credibly with senior leaders and diverse audiences, • Strong financial acumen and familiarity with university or nonprofit budgeting practices, • High-level project management skills and the capacity to oversee major initiatives concurrently, • Visionary leadership with the ability to translate ideas into action, • Collaborative, inclusive, and inspirational management style, • Commitment to integrity and excellence, • Adaptability and resilience in a fast-paced, globally-oriented environment Advanced degree (e.g., PhD, JD, MPA/MPP, MBA, or equivalent). Equal Opportunity Employer / Disability / Veteran Columbia University is committed to the hiring of qualified local residents.

• Job Type: Officer of Administration, • Bargaining Unit:, • Regular/Temporary: Regular, • End Date if Temporary:, • Hours Per Week: 35, • Standard Work Schedule:, • Building: The Dean of Student Development and Experience is a division-based administrator who stewards the student experience by shaping school culture, supporting student wellbeing, and ensuring developmentally responsive systems across The School at Columbia University (TSC). Working across divisions, the Dean provides continuity in student life structures, relational care, and shared practices. Grounded in TSC's values, the Dean leads community-building efforts, advances empathy and kindness through the Random Acts of Kindness (RAK) framework, and supports aligned, restorative approaches to student behavior that reinforce accountability, reflection, and a sense of belonging. The Dean of Student Development and Experience is responsible for the coherence, consistency, and care of the student experience within their grade bands, ensuring that systems, programming, and daily practices reflect TSC's values and developmental philosophy. Responsibilities School Culture, Belonging & Student Life: • Build, model, and sustain a positive, inclusive school culture rooted in empathy, kindness, and belonging across classrooms, common spaces, and schoolwide experiences, • Lead the implementation of the TSC Random Acts of Kindness (RAK) framework and curriculum in partnership with faculty and staff, supporting consistent language, practices, and expectations across grade levels, • Serve as a visible, accessible administrator and trusted advocate for students and families, strengthening relationships and supporting a cohesive student experience, • Lead and oversee restorative discipline practices for Tier 1 and Tier 2 student behavior in partnership with teachers, staff, the SEL Team, and division leadership, ensuring responses are consistent, developmentally appropriate, dignity-centered, and focused on reflection, accountability, repair, and skill-building rather than punishment, • Coach and support teachers and staff in using shared restorative language and practices across classrooms and common spaces, and facilitate restorative conversations and problem-solving meetings as needed to address harm and strengthen relationships, • Monitor Tier 1 and Tier 2 behavior patterns and trends, identify proactive supports and early interventions, and communicate with families to reduce escalation and support students in successfully returning to classroom and school routines following reflection, restoration, or repair, • Collaborate with the SEL Team to implement morning meeting structures (Grades K-4), • Support faculty in delivering consistent, developmentally appropriate SEL experiences across grade levels, ensuring alignment between classroom practices, advisory structures, and schoolwide SEL priorities, while reflecting students' developmental needs across K-8 Integrated Project Week (IPW) • Support in the development of student mentorship, advising and accountability structures within these signature programs, • Help create meaningful opportunities for student presentation, exhibition and authentic audience engagement, • Serve as a key administrator, in partnership with the teaching team, for field trips, evening events, and overnight trips, supporting planning, communication, supervision, and student safety across K-8 (with overnight trips for Grades 5-8), • Chaperone overnight and/or extended grade-level trips, as applicable, in support of the teaching team, student experience, and the academic and advisory program, • Bachelor's degree required, • 7+years of teaching and leadership experience, • Experience working with children in a school setting, with demonstrated knowledge of child development, • Experience supporting student life, restorative practices, or social-emotional programming, • Demonstrated record of outstanding achievement and leadership, • Strong relational, communication and collaboration skills, • Demonstrated ability to lead with empathy, clarity, and consistency in complex situations, • Strong organizational skills, • Ability to work well with different work styles, • Ability to be adaptable and work well in a dynamic school environment, • Proven leadership ability and presence to remain calm and supportive, • Advanced degree in education, counseling, or a related field Columbia University is committed to the hiring of qualified local residents.

• Job Type: Officer of Administration, • Bargaining Unit:, • Regular/Temporary: Regular, • End Date if Temporary:, • Hours Per Week: 35, • Standard Work Schedule:, • Building: The Dean of Student Development and Experience is a division-based administrator who stewards the student experience by shaping school culture, supporting student wellbeing, and ensuring developmentally responsive systems across The School at Columbia University (TSC). Working across divisions, the Dean provides continuity in student life structures, relational care, and shared practices. Grounded in TSC's values, the Dean leads community-building efforts, advances empathy and kindness through the Random Acts of Kindness (RAK) framework, and supports aligned, restorative approaches to student behavior that reinforce accountability, reflection, and a sense of belonging. The Dean of Student Development and Experience is responsible for the coherence, consistency, and care of the student experience within their grade bands, ensuring that systems, programming, and daily practices reflect TSC's values and developmental philosophy. Responsibilities School Culture, Belonging & Student Life: • Build, model, and sustain a positive, inclusive school culture rooted in empathy, kindness, and belonging across classrooms, common spaces, and schoolwide experiences, • Lead the implementation of the TSC Random Acts of Kindness (RAK) framework and curriculum in partnership with faculty and staff, supporting consistent language, practices, and expectations across grade levels, • Serve as a visible, accessible administrator and trusted advocate for students and families, strengthening relationships and supporting a cohesive student experience, • Lead and oversee restorative discipline practices for Tier 1 and Tier 2 student behavior in partnership with teachers, staff, the SEL Team, and division leadership, ensuring responses are consistent, developmentally appropriate, dignity-centered, and focused on reflection, accountability, repair, and skill-building rather than punishment, • Coach and support teachers and staff in using shared restorative language and practices across classrooms and common spaces, and facilitate restorative conversations and problem-solving meetings as needed to address harm and strengthen relationships, • Monitor Tier 1 and Tier 2 behavior patterns and trends, identify proactive supports and early interventions, and communicate with families to reduce escalation and support students in successfully returning to classroom and school routines following reflection, restoration, or repair, • Collaborate with the SEL Team to implement morning meeting structures (Grades 5), advise on curriculum and programs (Grades 6-8), • Support faculty in delivering consistent, developmentally appropriate SEL experiences across grade levels, ensuring alignment between classroom practices, advisory structures, and schoolwide SEL priorities, while reflecting students' developmental needs across K-8 Integrated Project Week (IPW) • Support in the development of student mentorship, advising and accountability structures within these signature programs, • Help create meaningful opportunities for student presentation, exhibition and authentic audience engagement, • Serve as a key administrator, in partnership with the teaching team, for field trips, evening events, and overnight trips, supporting planning, communication, supervision, and student safety across K-8 (with overnight trips for Grades 5-8), • Chaperone overnight and/or extended grade-level trips, as applicable, in support of the teaching team, student experience, and the academic and advisory program, • Bachelor's degree, • 7+ years of teaching and leadership experience, • Experience working with children in a school setting, with demonstrated knowledge of child development, • Experience supporting student life, restorative practices, or social-emotional programming, • Demonstrated record of outstanding achievement and leadership, • Strong relational, communication and collaboration skills, • Demonstrated ability to lead with empathy, clarity, and consistency in complex situations, • Strong organizational skills, • Ability to work well with different work styles, • Ability to be adaptable and work well in a dynamic school environment, • Proven leadership ability and presence to remain calm and supportive, • Advanced degree in education, counseling, or a related field Columbia University is committed to the hiring of qualified local residents.

• Job Type: Officer of Administration, • Bargaining Unit:, • Regular/Temporary: Regular, • End Date if Temporary:, • Hours Per Week: 35, • Standard Work Schedule:, • Building: The Columbia University School of General Studies (GS) is the finest liberal arts college in the United States dedicated to making Ivy League education accessible to nontraditional students. GS was founded in 1947 with the mission of expanding access to elite higher education, and it remains the most diverse college in the Ivy League, with many transfer, first-generation, and international students. GS students are fully integrated with Columbia's broader undergraduate population and are taught by Columbia's celebrated faculty. The Assistant Dean of Advising advises students on academic, administrative, and personal matters as relates to students' academic goals and plans of study. Responsibilities Advises approximately 350 students on academic planning and progress, registration, course selection, GS core requirements, degree requirements, declaring a major, leaves of absence, academic support services, and other academic and administrative policies. Includes email, Zoom, and in-person advising with students and contact with faculty members and other university administrators related to individual student cases. Heavy focus on advising students enrolled in some of GS's international Dual BA degree programs in France, Hong Kong, Ireland, and Israel as well as potentially working with the Jewish Theological Seminary joint BA program. Assists with the design and implementation of student programming including orientation, site visit planning, and other student support programming for international dual BA program students. Academic progress oversight: processing withdrawal and leaves of absence forms and generating follow-up communication; prescreening applications for study abroad, fellowships, special majors, mentoring, and graduation; preparing petitions and reports for review by the Committee on Academic Standing; preparing preliminary graduation check out for senior advisees; responsibility for the orderly maintenance of advisees' educational records and files; delivering academic planning sessions; participating in student and office events including but not limited to Jumpstart, New Student Orientation, graduation festivities, Honor Society events, etc. Serves on committees as required. Travels each semester to visit international partner institutions as required. Performs other tasks and projects as required. Minimum Qualifications Bachelor's degree or equivalent required; advanced graduate degree or equivalent in related experience preferred. Minimum of 3 years of related experience in teaching or advising in an academic setting required. Must be able to adjust to multiple demands and shifting priorities and be a team player. Must possess excellent interpersonal, communication, leadership, and organizational skills. Knowledge of MS Office required. Proficiency with SIS (Student Information Services) desirable. Equal Opportunity Employer / Disability / Veteran Columbia University is committed to the hiring of qualified local residents.

• Job Type: Officer of Administration, • Regular/Temporary: Regular, • Hours Per Week: 35 The Columbia University School of General Studies (GS) is the finest liberal arts college in the United States dedicated to making Ivy League education accessible to nontraditional students. GS was founded in 1947 with the mission of expanding access to elite higher education, and it remains the most diverse college in the Ivy League, with many transfer, first-generation, and international students. GS students are fully integrated with Columbia's broader undergraduate population and are taught by Columbia's celebrated faculty. Responsibilities • The Executive Director has oversight of strategic marketing efforts for Columbia GS, involving collaboration with relevant stakeholders to develop and implement targeted marketing strategies aligned with the overall communication plan for the School of General Studies., • Oversees planning, executing, and managing print and online communication efforts for the School of General Studies. Responsibilities include research, conceptualization, planning, execution, and supervision of the GS publications' campaign. Additionally, the Executive Director assumes a supervisory role of the teams responsible for editing and production of all existing GS marketing materials and offers overall project management for future publications., • Managing public relations activities on behalf of the senior team and department heads is a key responsibility. This involves acting as the primary liaison to the Office of Communications and Public Affairs and overseeing all external media relations for Columbia GS, including responding to inquiries and pitching media. The Executive Director serves as the main spokesperson for the school on all media matters., • Oversight of the School's admissions marketing efforts falls within the Executive Director's purview. This includes managing the team that plans all marketing efforts for the School and the relationship with outside vendors, advertising agencies, design firms, writers, graphic illustrators, and other third-party contractors working on behalf of Columbia GS to support communication and marketing efforts. The executive director is responsible for directing and supervising a multi-million dollar media plan for the School of General Studies, managing communication staff, and formulating strategies for advertising and marketing activities. The Executive Director works closely with the Enrollment Management Team at GS to plan and execute a fully integrated marketing program., • Responsible for maintaining GS's online and social media presence, the Executive Director oversees the site design and information architecture of the suite of GS websites, consistently monitoring and reporting on engagement rates to inform content strategy. This role extends to planning and executing new technology initiatives related to the GS website or GS technology plan. Participation in the vendor selection process for the back-end maintenance, design, and support of the GS website is also part of the Executive Director's responsibilities., • The Executive Director works closely with the Vice Dean and Deputy Chief of Staff in executive communications for the Dean and Vice Dean, contributing to developing impactful messages and speeches. This includes researching, analyzing, and crafting communication materials that reflect the Dean's vision and objectives. The Executive Director ensures a consistent and authentic executive voice, providing media training and coordinating logistics for high-profile engagements to enhance the Dean's public presence. The Executive Director remains attuned to current events, industry trends, and academic developments, incorporating relevant information into executive communications to maintain the Dean's relevance and thought leadership. This proactive approach ensures that the Dean's messages align with the broader discourse within academia and related fields., • Proficiently managing crisis communications within the Dean's office, the Executive Director strategically formulates and implements communication plans to address unforeseen challenges, ensuring timely and effective responses. This includes coordinating with relevant stakeholders, crafting crisis messaging, and guiding the Dean and senior leadership through sensitive situations to uphold the school's reputation and integrity., • A Bachelor's degree is required, along with 8 to 10 years of related experience., • Familiarity with CRM platforms (Salesforce, Slate, etc.) and related email marketing tools (Marketing Cloud, Mailchimp, etc.) new and emerging web technologies, social media platforms, and analytics tools (Google Analytics, Hootsuite, etc.), is essential., • The Executive Director must possess excellent communication skills, demonstrated successful leadership, and administrative/supervisory experience., • Thorough organization, goal orientation, persistence, and patience are crucial, along with the ability to work effectively with diverse internal and external stakeholders., • A demonstrated ability to collaborate with senior-level staff of academic and administrative divisions, handle multiple priorities, and lead team efforts is essential., • Exceptional written and oral presentation skills are required, and applicants must submit writing samples or a portfolio with their application. Columbia University is committed to the hiring of qualified local residents.

• Job Type: Officer of Administration, • Regular/Temporary: Regular, • Hours Per Week: 35 Columbia Law School provides its students exceptional training from world-class faculty, access to a wide-ranging and progressive curriculum, hands-on legal experience, and unrivaled career opportunities. The Assistant Director of Admissions is a key member of the Office of Admissions for the Juris Doctor (J.D.) Program, one of the most highly selective law school admissions programs in the country. Reporting to the Director of Admissions, the Assistant Director will work closely with colleagues throughout law school administration to enroll the next generation of extraordinary leaders in the legal community. Responsibilities • Produce, manage, and oversee the logistics and processes of all on-campus/virtual information sessions for prospective applicants (typically 10-12/year)., • Includes overseeing recruitment outreach activities related to information sessions held at Columbia, including related mailings, scheduling, student guide selection and training., • Work with other officers to develop and implement mechanism for collection, storage, and utilization of data related to events., • Shared responsibility for reading, evaluating and rendering decisions on over 8,000 admission applications annually., • Interacts with prospective and current applicants who visit, call, or correspond with the Office of Admissions., • Primarily responsible for tracking documentation of international applicants and serves as liaison between ISSO and the Office of Admissions., • Conducts a substantial portion of interviews of applicants to the J.D. Program, • Oversee the tracking, and handling of travel and lodging logistics related to student recruitment, in particular, management of and reimbursements for all travel related expenses of admitted students., • As a member of the yield management team, assists with planning events for admitted student outreach programs and receptions; meets with admitted students, including arranging meetings with current students, faculty and administrators; and assists with digital newsletters, as necessary., • Assists in updating publications and materials, mailings, and outreach efforts for our Three- and Four-Year JD/MBA programs., • Assists in arranging admissions and academic advising-related materials and programming for current JD/MBA students., • Attends national law fairs and forums., • Assists in planning engagement activities with current student body, such as lunches or happy hour events, • Bachelor's degree required, plus 3-5 years of relevant professional experience., • Several years' experience in a professional environment characterized by complex demands, large workloads, deadline pressures and high client/student expectations, preferably in (but not limited to) admissions or student affairs., • Preference for someone who has a strong understanding of law school or other higher education admissions processes, as well as internal and external policies governing academic administration., • Computer literacy in spreadsheets and database software., • Ability to work with culturally diverse constituencies., • Driver License and evening and weekend work required. Strategic Thinking - Keeps the Law School's strategic objectives in mind when developing and contributing to plans and initiatives for own work group. Is able to explain the link between team goals and the Law School's strategic direction to work group. Makes informed decisions based on a clear understanding of the impact and consequences involved. Considers key financial factors (e.g., budget, revenue, resources) when making decisions. * Change Adaptability - Stays focused on own work and responsibilities in a changing work environment. Is able to quickly reprioritize to ensure resources (e.g., work group members, systems, tools, etc.) are in place to achieve change objectives. * Communication and Networking - Articulates thoughts clearly and is able to offer logical arguments to gain acceptance of an idea in a positive manner. Consistently communicates to work group and/or supervisor ensuring that everybody is well informed. Proactively builds informal networks at own level and uses them to drive results within own work group. * Drive for Results - Seeks to identify specific improvements or opportunities to combine duplicate efforts to increase efficiency. Takes personal responsibility for seeing tasks and assignments through to completion by set deadlines. Sets high standards for work/deadlines and demonstrates a drive to deliver quality work within the allotted time. * Self-Development and Motivating Others - Self-motivated and detail-oriented. Works independently, as well as collaboratively. Establishes productive working relationships by actively participating in meetings and activities. Listens carefully, encourages and accepts other points of view. Seeks work group input and encourages their participation and involvement. Stays informed on events, trends and other developments in own field of work (e.g., regulations, policies, standards and practices). Has strong commitment to professional development. * Collective skills - Excellent written, oral communication, presentation, as well as interpersonal and problem-solving skills. Demonstrated ability to manage and multi-task projects in demanding work environment. Exercises sound judgment, discretion and tact in a highly confidential professional setting. Equal Opportunity Employer / Disability / Veteran Columbia University is committed to the hiring of qualified local residents.

• Job Type: Officer of Administration, • Bargaining Unit:, • Regular/Temporary: Regular, • End Date if Temporary:, • Hours Per Week: 35, • Standard Work Schedule:, • Building: Reporting to the Senior Associate Director of Admission Evaluation, the Associate Director supports the evaluation and decision-making process across all current and future degree programs of Columbia Business School, including full-time MBA, Executive MBA (EMBA), specialized masters, and others. The incumbent plays a key role in the day-to-day management of the application review process and collaborates with colleagues to ensure consistent, fair, and efficient evaluation practices. The Associate Director contributes to achieving enrollment goals by helping to attract and admit a high-caliber, diverse student body that reflects the School's values and academic standards. About Columbia Business School For over a century, Columbia Business School (CBS) has helped develop leaders and builders of enterprises who drive value for their stakeholders and society at large through our MBA, MS, PhD, and Executive Education programs. We are equally committed to cultivating new scholars and teachers and to creating and disseminating pathbreaking knowledge, concepts, and tools that advance the understanding and practice of management through our faculty research and PhD programs. Our vision is simple: to develop ideas and leaders that transform the world, from the very center of business. Our ever-evolving curriculum, featuring pioneering courses, STEM certification, and immersive experiential learning, prepares students to excel in key areas such as digital transformation, entrepreneurship, innovation, twenty-first-century finance, the intersection of business and society, and climate and sustainability. The CBS administration enables CBS's educational and scholarly mission through strategic and operational guidance and support, optimizing School resources through well-designed, transparent processes with a culture of respect for all. Responsibilities Application Review & Evaluation * Reads and evaluates applications for all MBA, EMBA, specialized masters, and joint-degree and/or partnership programs. * Conducts applicant interviews and provides recommendations for admission decisions. * Reviews application files to verify completeness and confirms eligibility based on program requirements. * Evaluates qualifications for standardized test waiver request, if applicable, in consultation with Assistant Dean of Admissions; communicates decision to applicant. * Assesses waitlisted applications and helps manages the waitlist process. Admissions Committee & Cycle Support * Assists in the execution of Admissions Committee meetings by coordinating schedules, contributing to decision timelines, and preparing decision communications under the guidance of the Senior Associate Director of Admission Evaluation, and in consultation with the Assistant Dean of Admissions. * Tracks key cycle metrics including yield and melt; supports the preparation of related reports. Training & Process Support * Provides input on evaluation process improvements, including essay and interview updates, and supports the implementation of changes. * Tracks and documents procedural updates, creating reference guides and process documentation to support ongoing team learning and operational continuity. * Leads evaluation-related training sessions with readers and interviewers. Operational Coordination & Team Collaboration * Coordinates and schedules applicant interviews, responds to applicant and interviewer inquiries, assigns and manages application reviews. In partnership with the Admissions leadership team, assists with scheduling the full-time Admissions Officers for interviews. * Supports management of auxiliary readers and provides guidance to seasonal admissions staff as needed. * Manages relationships with other external parties who support the evaluation process, including faculty, alumni, and current students. Communication & Outreach * Communicates with applicants throughout the admissions process regarding missing and/or updates to application materials, and other application-related topics. * Assists in refining application communications to ensure that applicants have information needed to complete their application and ensures a smooth experience for applicants. * Participates in occasional travel (domestic and international) to support recruitment and outreach efforts aligned with the School's admissions goals. Other Duties * Performs other relevant responsibilities as assigned to support the admissions team's goals and evaluative needs. Minimum Qualifications • Bachelor's degree and or equivalent, • Minimum of 3 years' related experience. Excellent presentation, interpersonal, written and oral communication and computer skills required (proficiency with MS Office Suite). Ability to travel (domestic and international) and work evenings and weekends required. Candidate must possess strong skills in diplomacy, tact, and discretion. A demonstrated ability to work independently in a dynamic environment with changing priorities and multiple responsibilities is an asset. Preferred Qualifications Columbia University is committed to the hiring of qualified local residents.

• Job Type: Officer of Administration, • Bargaining Unit:, • Regular/Temporary: Regular, • End Date if Temporary:, • Hours Per Week: 35, • Standard Work Schedule:, • Building: Position Summary Reporting to the Senior Vice Dean for the School of Professional Studies, who also serves as the Academic Director of the Office of Environmental Professional Programs (OEPP), the Executive Director is the senior leader responsible for the strategic and operational management of OEPP. The role oversees and leads the planning, execution, and continuous improvement of program operations, including curriculum administration, faculty and student engagement, faculty affairs, program budgeting, marketing and events, communications, admissions operations, and curricular programming. As the principal administrative partner to the Senior Vice Dean, the Executive Director ensures alignment across academic, operational, and student-facing functions while leading an interdisciplinary portfolio of programs. The role supervises 4 Directors responsible for the MS in Sustainability Management, Sustainability Science and Biodiversity Data Analytics programs and coordinates cross-functional collaboration with the Climate School and other University offices to ensure program effectiveness, compliance, and sustainable growth. The incumbent coordinates administrative support for the Academic Directors of OEPP. The OEPP currently supports 500+ students, 90 Adjunct faculty and 5 full-time faculty and manages a budget in excess of $9M for OEPP programs (MS in Sustainability Management, Sustainability Science and Biodiversity Data Analytics). Responsibilities • Partner with the Senior Vice Dean to support strategic planning, operational management, and continuous improvement of the Environmental Professional Programs (Sustainability Management, Sustainability Science, and Biodiversity Data Analytics)., • Provide leadership and guidance to faculty and administrators by proactively managing and delivering clear, timely, and University-compliant solutions across a broad range of administrative and financial matters., • Proactively coordinate with Faculty Affairs to develop and implement policy and process guidance for OEPP and resolve administrative issues related to faculty; partner with the Senior Vice Dean to execute the faculty review process. In collaboration with Faculty Affairs, support the onboarding and hiring of faculty for the Program., • Partner with and advise Student Affairs with career and professional development opportunities, coordinate student resources, and identify and resolve student-related issues; provide guidance to students and faculty on administrative processes; and lead efforts to coordinate services across internal and external units (University offices, Student Affairs, Academic Affairs, Faculty Affairs, Finance, HR, and External Affairs) to ensure effective resource allocation and support., • Oversee and lead the development of the Program's operational calendar and key deadlines to ensure activities are completed within established timeframes; partner with the Senior Vice Dean to plan, manage, and facilitate co-curricular events; and collaborate with internal teams to ensure activities meet established standards, timelines, and goals., • Provide administrative oversight of curriculum management and the course development pipeline, including Committee on Instruction reviews, administration of the Program's Curriculum Committee, Capstone workshops, and updates to all student-facing materials., • Provide leadership for program-wide scheduling and communications, including coordination with faculty, students, and industry partners, as well as support for programmatic needs (e.g., grade submissions, course materials, scheduling, room requests, and events)., • Lead strategic financial planning and forecasting for the program's administrative budget; build and manage the budget within SPS policy guidelines; and maintain overall responsibility for program-related expenses., • Provide strategic oversight and operational execution of marketing, recruitment, and outreach initiatives in support of admissions operations; partners with the Senior Vice Dean to develop and implement the program's overall marketing strategy, recruitment plan, and outreach activities to drive enrollment outcomes. Minimum Qualifications • Bachelor's degree required; advanced degree is usually required or strongly desirable, • 7 years of related experience, • Prior experience managing an academic program, • Demonstrated professional experience in the environmental sciences, • Strong attention to detail and organizational skills are required, • Strong customer service mentality, • Ability to be flexible in a changing environment, • Strong communication skills; ability to interface at all levels in the organization Columbia University is committed to the hiring of qualified local residents.

• Job Type: Officer of Administration, • Regular/Temporary: Regular, • Hours Per Week: 35, • Standard Work Schedule: Hybrid Schedule (3 Days On-site) Reporting to the Dean of the Columbia School of Social Work (CSSW), the Chief Financial Officer (CFO) is responsible for strategically planning, leading, and managing the School's financial operations. CSSW hosts two graduate programs (the MS and PhD in Social Work), robust community and global initiatives, and an extensive portfolio of research programs. The CFO will oversee strategic financial planning and forecasting, synthesizing and analyzing financial data to inform decision-making and resource allocation. This role will lead the development of a sustainable financial model that supports growth, innovation, and long-term agility for the School. The CFO will manage a team of finance professionals responsible for budgeting, forecasting, reporting, and compliance; build and maintain strong relationships with internal and external stakeholders, including central University finance offices and external partners; and ensure transparent and effective financial management practices. As a key member of the School's senior leadership team, the CFO will translate the Dean's strategic vision into actionable financial strategies that advance CSSW's mission, goals, and priorities. Leadership Competencies The ideal candidate will demonstrate exceptional strategic and analytical thinking, strong collaboration and communication skills, and the ability to influence and build trust across diverse stakeholder groups. They will be a proactive leader who inspires high performance within their team, promotes accountability and continuous improvement, and fosters a culture of inclusion, transparency, and service excellence. The CFO will bring both a strategic mindset and hands-on expertise to balance financial stewardship with innovation and long-term institutional sustainability. Responsibilities Financial Modeling, Forecasting, and Decision Support The CFO will: • Drive financial strategy and performance as an active member of the Dean's senior leadership team, participating in meetings of the Dean's Direct Reports (DDR) and the Council of Deans (COD) to align financial goals with academic and operational priorities., • Lead financial performance management in partnership with the Dean, Vice Dean, and School leadership-identifying revenue growth opportunities, optimizing resource allocation, and implementing cost-efficiency initiatives to strengthen the School's fiscal health., • Design and implement dynamic budgeting and forecasting models that inform strategic decisions, anticipate financial risks, and promote long-term sustainability and diversification of revenue streams., • Develop and refine business plans and financial models to evaluate program viability, optimize operations, and support data-driven financial decision-making across the School., • Advance financial literacy and accountability among School leaders by creating and disseminating clear, actionable financial dashboards and reports that highlight key performance indicators and trends. Facilitate regular discussions to interpret results and guide decision-making., • Represent CSSW on University finance committees, contributing strategic insights and ensuring alignment with institutional financial planning and compliance standards. Effective Leadership of Budget, Payroll, and Accounting Operations for CSSW The CFO will: • Lead the development and continuous refinement of a transparent, comprehensive budget that serves as a core management tool for the School-encompassing the five-year forecast, annual and quarterly reports, and detailed monthly expense analyses., • Drive proactive financial performance monitoring by analyzing revenues, expenses, and variances; evaluating new funding proposals; and managing institutional cost components such as internal taxes, fringe rates, and government overheads to ensure fiscal integrity and informed decision-making., • Direct and optimize personnel budgeting and work collaboratively with the CSSW Office of Human Resources payroll management, ensuring accurate forecasting, efficient resource utilization, and alignment with organizational goals., • Collaborate with the Office of Financial Aid on tuition, financial aid, and student financing operations, ensuring accuracy, compliance, and fiscal accountability., • Partner with the Offices of Sponsored Projects and Development to strengthen financial management of grants, contracts, gifts, and endowments, ensuring compliance and maximum impact of funds., • Collaborate with Associate Deans and Directors to support strategic budget planning and interpretation across 20 departments and approximately 1,000 projects, fostering a culture of financial discipline and ownership., • Administer and secure the School's financial systems, overseeing financial security access, workflow integrity, and compliance with University standards., • Supervise and approve all financial transactions, including accounts payable, CONCUR, ARC, PCard, and Travel Card processes, as well as journal transfers, deposits, and salary distributions, ensuring timeliness and accuracy., • Coach and support finance staff and end-users in financial systems (CONCUR, ARC, PAC), providing training on compliance, transaction processing, and best practices to improve operational efficiency., • Liaise with central University finance offices to ensure adherence to institutional, governmental, and sponsor requirements, maintaining alignment with regulatory standards and deadlines., • Implement robust internal controls to safeguard assets and ensure accountability-maintaining preventive and detective mechanisms that uphold compliance with tax, accounting, and audit standards., • Champion the effective use of financial systems and tools, overseeing the School's adoption of University platforms for budgeting, accounting, and cash management to enhance data integrity and decision support. Supervision of Staff The CFO will: • Lead, develop, and empower the finance team, which includes the Director of Finance, Assistant Director of Finance, and Financial Assistant, fostering a culture of collaboration, accountability, and continuous improvement. Provide coaching, professional development, and performance feedback to strengthen individual and team capabilities and ensure operational excellence., • Drive change and operational transformation by setting clear goals, defining performance metrics, and implementing process improvements that enhance efficiency, transparency, and service quality across financial operations., • Serve as the primary liaison to the CSSW Office of Information Technology (under the supervision of CUIT), promoting alignment between financial systems, data integrity, and technology-driven process innovation to support the School's strategic objectives. Perform other related duties as assigned Minimum Qualifications • Master's degree in Business Administration, Accounting, Finance, or a related field, and a minimum of seven years of progressively responsible financial management experience, including leadership of professional staff and oversight of complex budgets., • Proven expertise in financial strategy, analysis, and modeling, including budgeting, forecasting, variance and financial statement analysis, and long-range financial planning that supports organizational growth and sustainability., • Effective leadership, organizational, and change management skills, with a demonstrated ability to manage, develop, and lead a sizeable staff in an evolving financial environment., • Proven ability to establish realistic and achievable priorities and to lead teams in meeting goals and objectives through collaboration, accountability, and high performance., • Experienced in supervising and mentoring administrative and support staff, fostering professional growth and building a culture of engagement and excellence., • Strong stakeholder management and consensus-building skills, with the ability to work effectively across academic, administrative, and external constituencies to align financial strategy with institutional goals., • Exceptional analytical, judgment, and problem-solving abilities, with initiative and creativity in addressing complex financial and operational challenges., • Excellent oral and written communication skills are essential, with the ability to present complex financial information clearly and persuasively to a wide range of audiences., • Strong integrity, work ethic, and resiliency required to navigate a dynamic academic environment and uphold the highest standards of financial stewardship., • Demonstrated commitment to diversity, equity, and inclusion, with the ability to work effectively with a broad range of colleagues and clients in a complex academic setting., • Advanced proficiency in Microsoft Excel and other financial analysis tools; experience with enterprise-level financial systems strongly preferred. Columbia University is committed to the hiring of qualified local residents.

Title: Adjunct Faculty in Marketing Department: Office of the Dean - MTSM Reports To: Assistant Dean Position Type: Faculty Position Summary: The Martin Tuchman School of Management (MTSM) seeks Adjuncts to teach both undergraduate and graduate courses in Marketing. Adjunct instructors will be given the learning objectives and requirements for each class assigned. MTSM offers an Undergraduate degree in Business with Concentrations in Accounting Systems, Finance, Innovation and Entrepreneurship, Marketing and Management Information Systems and an undergraduate degree in Financial Technology (FinTech). MTSM also offers graduate degrees including a Master in Business Administration, Master of Science in Management, and a Ph.D. in Business Data Science. Essential Functions: Successful candidates will be expected to develop and deliver lectures; prepare and grade assignments; Learn and use the learning management system - Canvas. Provide time during the week to meet with students outside of class (i.e. office hours) as needed; Verify presence and submit grades to the Registrar at the end of the semester. Prerequisite Qualifications: Previous teaching experience; Master's degree from an accredited institution in the area applicable to teaching area. Currently employed with duties related to the teaching subject area. Professional experience substantial in duration and level of responsibility; Sustained academic or business related or professional engagement activities within the last 5 years. For those who have taught any college-level course before you must submit teaching evaluations; all candidates at least two reference letters are required. The letters should focus on teaching/presentation skills, domain knowledge and willingness to help others (students); and all candidates must include a personal statement. Preferred Qualifications: Ph.D. from an AACSB accredited institution in the area applicable to teaching area; Professional engagement activities which involve application of specialized knowledge. Bargaining Unit: AFT-UCAN Salary Information: In compliance with the NJ Pay Transparency Law, the rate for this position is $2668 per contact hour (USD). NJIT considers factors such as (but not limited to) scope and responsibilities of the position, candidate's work experience, education/training, key skills, internal peer equity, as well as, market and organizational considerations when extending an offer. This pay range represents base pay only and excludes any additional items such as incentives, bonuses or other items. FLSA: Exempt Full-Time Apply NowShare Save Job

Title: Adjunct Instructor for Fundamentals of Engineering Design Department: Newark College of Engineering Reports To: The Department Chair Position Type: Faculty Position Summary: The Newark College of Engineering, Office of the Dean seeks applications for an adjunct instructor to teach the laboratory component of the fundamental of engineering design (FED101) GEN course. FED101 covers a variety of engineering concepts (such as critical thinking, 3D modeling, and coding). Essential Functions: • Develop and deliver lectures on 3D modeling concepts/software, electronic circuit building, various coding languages, and microcontrollers., • Prepare assignments, design laboratory experiments, and examine student learning., • Learn and use online course management system - Canvas., • Hold office hours and meet with the rest of the FED101 instructional team on a regular basis. Prerequisite Qualifications: • Candidates should have at least an M.S. degree in Engineering or a closely related field., • A minimum of 3 years of experience in teaching university level engineering courses., • At the university's discretion the education and experience prerequisites may be exempted where the candidate can demonstrate to the satisfaction of the university an equivalent combination of education and experience., • Candidates should be prepared to teach on a face-to-face basis., • At the university's discretion, the education and experience prerequisites may be exempted where the candidate can demonstrate to the satisfaction of the university, an equivalent combination of education and experience specifically preparing the candidate for success in the position. Bargaining Unit: AFT-UCAN Salary Information: In compliance with the NJ Pay Transparency Law, the rate for this position is $2668 per contact hour (USD). NJIT considers factors such as (but not limited to) scope and responsibilities of the position, candidate's work experience, education/training, key skills, internal peer equity, as well as, market and organizational considerations when extending an offer. This pay range represents base pay only and excludes any additional items such as incentives, bonuses or other items. FLSA: Exempt Part-Time Apply NowShare Save Job

Title: Professor and Director of the School of Applied Engineering and Technology (SAET) Department: School of Applied Engr & Tech Reports To: Dean, Newark College of Engineering (NCE) Position Type: Faculty Position Summary: NJIT invites applications and nominations for the position of Director of the School of Applied Engineering and Technology (SAET). This is a Professor-level appointment for a candidate with a strong record in engineering education, academic leadership, and academic program development. The Director will position SAET as a leader in engineering education, and guide SAET's continued growth in applied engineering, workforce readiness, and innovation. The successful candidate will lead efforts to expand SAET's graduate programs, with a focus on applied, interdisciplinary, and engineering education research, and raise SAET's national profile in engineering technology, and engineering education and pedagogy. Essential Functions: We are seeking candidates suitable for the rank of Full Professor with a demonstrated record of outstanding leadership and mentorship. They should have interest and understanding of engineering education and the evolving market need for engineers and technologists. The director will be expected to build upon SAET's recognized strengths, recruit outstanding faculty, promote scholarly initiatives, facilitate internal and external research collaborations, maintain and further develop already strong relationships with industry, and oversee curriculum development. The person is expected to work effectively in a collaborative, interdisciplinary environment both within the school and college, and across the broader campus to: -Provide strategic leadership to advance SAET's academic and research missions. -Position SAET as a leader in engineering education. -Strengthen partnerships with industry, government, and educational institutions. -Expand SAET's graduate programs in applied and interdisciplinary research. -Raise SAET's visibility in national forums for engineering education and pedagogy. -Facilitate a research environment in the school with active collaborations with academia, industry, and government agencies. -Foster excellence in teaching, curriculum development, and scholarly activity. -Lead accreditation efforts and ensure continuous program recognition and improvement. -Promote and support continued professional growth of faculty and staff and oversee recruitment of outstanding faculty and retention of faculty, staff, and students. -Represent SAET to the university administration, other university units, industry, and to public and private agencies at the local, regional, national, and international levels. Focus Areas in Engineering Education: Candidates should be familiar with a substantial subset of current and emerging research areas, such as: -AI-enhanced learning environments (e.g., intelligent tutoring systems, adaptive platforms). -Engineering epistemologies and student learning outcomes. -Project-based and experiential learning models. -Assessment and analytics for student success. -Ethics and human-centered design in engineering education. -Technology-enhanced curriculum development. Prerequisite Qualifications: Candidates should be able to demonstrate: -Record of scholarly achievement and leadership sufficient for appointment as a tenured Full Professor. This qualification normally requires a Ph.D. degree from a recognized institution and a body of scholarly work in a field within STEM, preferably an engineering discipline. -Demonstrated expertise and track record in engineering education and its application in higher education. -Proven ability to secure external funding for academic projects, and lead teams of researchers in their successful implementation. -Significant experience and commitment for teaching, which include: -Familiarity with curriculum innovation and technology-enhanced learning environments. -Experience with program accreditation and course-level assessment. -Excellent communication, organizational, and interpersonal skills. -Ability to work effectively with faculty, staff, students, and administrators. -At the university's discretion, the education and experience prerequisites may be exempted where the candidate can demonstrate to the satisfaction of the university, an equivalent combination of education and experience specifically preparing the candidate for success in the position. Preferred Qualifications: -Industry experience, either as a practitioner or consultant. -A professional license (such as P.E. in an engineering discipline). -Experience with experiential learning programs and workforce development. Bargaining Unit: PSA Salary Information: In compliance with the NJ Pay Transparency Law, the salary range for this position is $120,000.00-$175,000.00 (USD). NJIT considers factors such as (but not limited to) scope and responsibilities of the position, candidate's work experience, education/training, key skills, internal peer equity, as well as, market and organizational considerations when extending an offer. This pay range represents base pay only and excludes any additional items such as incentives, bonuses or other items. To learn more about the comprehensive benefits NJIT offers for this position, please visit our benefits page: . FLSA: Exempt Full-Time Special Instructions to Applicants: Interested candidates should submit: -Cover letter expressing interest in the position and highlighting key qualifications. -Curriculum vitae. -Statement of research and teaching philosophy. -Contact information of three references. -Apply online at: . -Review of applications will begin immediately and continue until the position is filled. -Questions may be directed to the Dean of the Newark College of Engineering, Dr. Moshe Kam at . Apply NowShare Save Job