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Job DescriptionJob Title: All Audience French Teacher Department: Language Center, Montclair Reports To: Montclair Campus and Preschool Executive Director Designation: Hourly Start Date: Ongoing recruitment Work Model: In-person (Montclair, NJ) To spread joie de vivre through language, culture, and connection! Attracting over 150,000 visitors annually, L’Alliance New York is the city’s premier center for French language and francophone arts and cultures. As an independent, not-for-profit organization, L’Alliance New York’s mission is to provide our members and students with engaging French language classes and audacious multi-disciplinary programming that celebrates the diversity of francophone cultures and creativity around the world. L’Alliance New York is internationally known for offering the largest selection of fully-immersive French language courses for students aged one to 101, and for its renowned cultural programming including the annual Bastille Day celebration that takes place on New York's famed Madison Avenue, attracting over 50,000 visitors each year; the Crossing The Line arts and performance festival that engages NYC cultural institutions in bringing dynamic international artists to audiences; Animation First, the biggest animation festival in the U.S; and the Comic Arts Fest, celebrating the intersection of American and francophone comic arts. About the Montclair Campus of L’Alliance New York The Montclair Campus of L’Alliance New York offers French language classes for all ages, from toddlers to adults, and for all levels, from complete beginners to expert and native French speakers, along with a vibrant range of cultural and community programs. In September 2024, the campus expanded to include the second location of L’Alliance Preschool, a 100% French immersion program fully licensed by the State of New Jersey. Position Overview L’Alliance New York’s Montclair Campus is seeking enthusiastic teachers to teach French to children, teens, and adults. Classes for younger learners include both French as a foreign language and programs designed for native speakers. Teachers are responsible for planning, delivering, and assessing engaging lessons, bringing patience, creativity, and care to the classroom. The Montclair Campus offers language programs for toddlers (ages 1–5), children (5–11), teens (11–18), and adults, from beginner to advanced levels, with dedicated pathways for native French-speaking children. Learn more at lallianceny.org/montclair. Key Responsibilities • Design and implement comprehensive teaching plans in French language and culture for learners of all ages and levels, including both French as a foreign language and programs for native French speakers., • Use a variety of engaging activities and instructional methods tailored to each audience to support learning and build students’ confidence and abilities., • Foster a positive classroom environment by guiding student interactions and encouraging cooperation and sharing., • Assess students’ performance and progress regularly to ensure skill development and achievement., • Prepare and organize instructional materials and resources., • Collaborate with administrative staff to support program operations., • Follow and uphold L’Alliance New York’s teaching standards., • Contribute to the development and organization of educational, cultural, and social activities that strengthen the Montclair Campus community., • Participate in development and collaboration for events, within and outside of L’Alliance New York, to attract new students and members., • Participate in outreach and collaborative initiatives, within and beyond L’Alliance New York, to support student enrollment and community engagement.Schedules & Availability, • Teach French classes in person Tuesday through Saturday., • Teaching hours can be scheduled Tuesday through Friday between 9:45am and 5:45pm, or between 1:15pm and 9:15pm, and Saturday between 8:45am and 4:45pm. Teaching schedules can change from session to session.This is an hourly-paid position with variable schedules depending on enrollment and program needs. Who You Are This role may be a great fit if you: • Are a versatile educator, comfortable teaching students of all ages and levels, including both French as a foreign language and native French speakers., • Create dynamic, interactive learning experiences that engage a wide range of learners., • Are passionate about helping students build confidence and fluency at every stage., • Bring creativity, flexibility, and strong organizational skills to the classroom., • Value collaboration and contribute to a positive, team-oriented environment., • Integrate technology and multimedia tools to enhance student engagement., • Demonstrate reliability, professionalism, and a strong sense of purpose., • Have a genuine passion for the French language and Francophone cultures, and enjoy sharing it with others.Experience & Qualifications, • Native French speaker or equivalent proficiency; ability to communicate clearly in English., • Proven experience teaching French as a foreign language, including experience with young learners., • Solid knowledge of current educational theories and best practices in foreign language teaching., • Strong understanding of French and Francophone cultures., • Creative and artistic teaching abilities; experience in performing or visual arts is a plus., • Excellent organizational, communication, and classroom management skills., • Patience, flexibility, and the ability to adapt to diverse learning styles., • Commitment to staying up to date with trends and best practices in language education., • Master’s degree in teaching French as a foreign language, or relevant bachelor’s degree/certificate (e.g., Licence FLE, DAEFLE, or equivalent)., • Complimentary L’Alliance New York membership, • Paid Time Off:, • Sick leave, as required by law., • Teachers working at least 800 hours per calendar year receive 8 days of vacation. Employment at L’Alliance New York is at-will, meaning that either the employee or the organization may end the employment relationship at any time, with or without cause or notice, unless otherwise specified in a written agreement. If you require a reasonable accommodation to participate in the application or interview process, please reach out via the same email address. L’Alliance New York is an equal opportunity employer. All qualified applicants will receive consideration for employment without regard to race, creed, color, marital status, religion, gender, sexual orientation, national origin, disability status, citizenship status, protected veteran status, or any other characteristic protected by law. Powered by JazzHR XYA1e95Meu

Job DescriptionABOUT US Family Life Academy Charter School (commonly called FLACS) is a nonprofit network of high-performing charter schools in the South Bronx. Family Life Academy Charter Schools, together with the Latino Pastoral Action Center and parents, create the conditions for self-empowerment for all its K-12 students to excel academically, take responsibility for their own learning, and affirm human values, today, in college, and beyond. We are guided by this mission and through it, we have revolutionized education for students from K-12. Family Life Academy Charter Schools is currently seeking dynamic educators who • Value collaboration with like-minded educators who believe that education is activism., • Want to work in an environment where all students are scholars and academic excellence is the norm., • Believe that young people can be leaders who can create positive change in their communities and that schools should be safe, warm and caring environments. Key Responsibilities: • Creates academically rigorous, standards-based, culturally relevant lesson plans that foster critical thinking and problem-solving and prepares students for a lifetime of health., • Utilizes student-centered instructional strategies to engage students and differentiate teaching based on the diverse, individual needs of students including those with disabilities and ELLs., • Implements units using common network curriculum resources, maps, frameworks, pacing documents and instructional philosophies to ensure alignment across our schools from kindergarten through high school graduation., • Integrates literacy skills across their curriculum area, includes explicit vocabulary development and prepares students to read, write, speak and listen within this discipline., • Analyzes data from ongoing formative and summative assessments to refine instructional practices and impact student achievement., • Maintains strong classroom management and implements school wide policies and procedures to ensure a safe, caring and orderly school environment., • Establishes a classroom culture of caring, respect and rapport which holds all students to high academic standards, promotes inclusion, fosters a love of learning, and builds positive relationships., • Grades student work and provides students with actionable feedback, and returns work and enters these grades into online systems shared with students and families promptly., • Seeks to actively know students’ strengths and challenge areas and communicates these effectively with families using online portals, report cards and other means., • Participates in professional development, professional learning communities, grade-level activities and school wide functions., • Shares best practices with colleagues by participating in professional learning communities, grade-level or content teams, and cross-school groups. Professional Responsibilities: • Upholds the FLACS mission, core beliefs, and educational philosophy., • Is a lifelong learner who reflects on their practice, is receptive to critical feedback from leaders and colleagues, and strives to improve instructional effectiveness., • Has high expectations for students and for themselves as an educator., • Demonstrates self-motivation and willingness to be a team player. Qualifications: • Bachelor's degree is required; a Master’s degree is preferred., • New York State Teaching Certification in New York State Teaching Certification in Health (grades 7-12)., • Prior satisfactory teaching experience, especially in an urban school, is preferred., • Dual certification in English to Speakers of Other Languages (ESOL) or Students with Disabilities is a plus., • NYS Department of Education fingerprint clearance and criminal background checks. It is the policy of FLACS to provide educational and employment opportunities without regard to race, color, religion, creed, national origin, alienage and citizenship status, age, marital status, disability, sexual orientation, gender (sex) or prior record of arrest or convictions (except as provided by law), and to maintain an environment free of discriminatory harassment, including sexual harassment, or retaliation, as required by civil rights law. Salary Range - $60,065 - $113,085 Powered by JazzHR 4Ao7UWLRYg

Job Description Special Education Teacher Launch EL Charter School | Brooklyn, NY About Launch Launch EL Charter School serves middle and high school students from across Brooklyn, reflecting the vibrant diversity of our city. Rooted in the values of Crew, Excellence, and Equity, our mission is to prepare students in under-resourced communities to thrive in college and careers — through active learning experiences and powerful character development that develop learners, leaders, and changemakers. Our model is built on EL Education's proven approach, and Launch has earned credentials in Mastery of Knowledge and Skills and Character — with High Quality Work in progress this year. Launch students consistently outperform NYS peers in both growth and achievement. Our vision is to offer a world-class public education to students and families in Bed-Stuy, Crown Heights, and surrounding communities — one that opens doors to the most competitive universities and careers, and empowers students to lead fulfilling lives of choice and purpose. At Launch, we are committed to engaging, rigorous instruction and strong character. We support the growth of smart, good people. Why Launch At Launch, you will not be handed a script and left alone to figure it out. This is a school where the adults model the same habits of learning and reflection we ask of students. Our families are deeply engaged: 96% approve of what we are doing, and they will hold us to it. If you are looking for a place where the work is serious, the community is real, and your growth as a teacher is treated as non-negotiable, Launch is that place. The Role Launch EL Charter School is seeking a Special Education Teacher to join our Integrated Co-Teaching (ICT) team. At Launch, special education is not a separate track — it is a fully integrated practice inside a rigorous, expedition-based classroom. Students with IEPs, English and Multilingual Learners, and students who are not yet at grade level do not receive a diminished version of the Launch experience. They receive the full thing, with expert, intentional support that meets them where they are and moves them forward. This role is built on a genuine co-teaching partnership. You will plan alongside your co-teacher, share the classroom, and take direct responsibility for the growth of every student — not just those on your caseload. You will carry a caseload, write IEP goals and Present Level of Performance reports, and present on student growth at annual meetings. Launch students with IEPs make measurable progress toward their annual goals, and this teacher will be accountable for sustaining and building on that. This is not a support role. This is a full instructional role with a specific area of expertise that makes every student in the room more successful. Who You Are You believe that disability does not determine destiny — and that Black and Brown students with IEPs deserve access to the same rich, rigorous, culturally grounded learning as every other student in this building. You are a skilled collaborator who knows how to share a classroom, build a co-teaching partnership based on trust and honesty, and adapt instruction in real time without ever signaling to a student that they are receiving something lesser. You are the kind of teacher who does not just accept feedback but acts on it before the next lesson. You lead with care and hold high expectations at the same time. The ideal candidate will demonstrate our Launch Habits of Responsibility: • Integrity and Stewardship: You always work to do what is best and right for our community and inspire confidence in others through consistent honesty and care., • Kindness and Collaboration: You make others feel like they belong through empathy and genuine care., • Imagination and Spirit: You hold an unwavering belief that we can accomplish our goals, even when the work is hard., • Dedication and Practice: You use each opportunity to support our mission and reflect on your actions with a focus on continuous improvement. Instruction and Co-Teaching • Co-teach using EL Education's approach to high-quality instruction, sharing full responsibility for the learning of every student in the room, • Collaborate with your co-teacher to create and modify materials and design academic modifications that meet the needs of all learners in your classroom, • Lead targeted small group instruction that accelerates student progress toward IEP goals while keeping students connected to the rigor and content of the whole-class experience, • Teach from a culturally responsive and sustaining framework that honors the identities and experiences of all students, so that every accommodation and modification reflects high expectations, not lowered ones, • Differentiate instruction to meet the needs of all learners, including students in ICT settings, students with IEPs, English Language Learners, and extension groups, using small group instruction, flexible grouping, and targeted intervention and enrichment, • Carry a caseload of students with IEPs, tracking and monitoring progress and growth daily, weekly, and quarterly with a sustained focus on IEP goal attainment, • Write Present Level of Performance (PLOP) reports in preparation for annual IEP meetings, grounded in specific, evidence-based documentation of student growth and need, • Present on student growth and progress at annual IEP meetings, grounded in evidence and delivered with the clarity and confidence families deserve, • Establish consistent expectations and routines in a student-centered classroom that is organized, welcoming, and celebratory, using a restorative justice framework to build relationships, repair harm, and keep students connected to the community rather than removed from it, • Regularly display and celebrate current student work inside and outside the classroom, promoting a culture of achievement across all three dimensions of EL Education: Mastery of Knowledge and Skills, Character, and High Quality Work, • Lead a Crew, EL Education's student advisory structure, serving as a consistent, trusted adult who guides a small group of students in their academic growth, character development, and sense of belonging, • Support students to lead their own Student-Led Conferences and Passages, putting student voice at the center of the learning community, • Plan and analyze student work alongside colleagues in department and grade-level meetings, using data to ask hard questions and make better instructional decisions together, • Engage in quarterly coaching cycles built on an asset-based approach — you will be observed, given feedback, and supported to grow, with the expectation that your practice improves and students feel it, • Unwavering commitment to equity, Launch's mission, and the EL Education model, • Bachelor's degree required; Master's degree preferred, • Valid New York State Teaching Certification in Special Education (Students with Disabilities 7-12) required; dual certification in ELA or Social Studies preferred, • Experience co-teaching in an ICT setting with a demonstrated ability to build strong, equitable co-teaching partnerships, • Experience writing and implementing IEPs, managing a caseload, and presenting at annual IEP meetings, • Strong knowledge of research-based intervention strategies, academic modifications, and differentiated instruction for students with a range of learning needs, • Teaching experience in an urban setting preferred; middle school special education experience preferred Benefits: Medical, dental, and vision insurance; 401(k) and/or Roth IRA with employer match; flexible spending accounts (Health Care FSA, Dependent Care FSA, Transit); short- and long-term disability; Employee Assistance Program with mental health, family, and wellness support; professional development funding and ongoing coaching; parental leave; summer benefits. Compensation: $65,000 - $115,000 annually, commensurate with experience. Salaries at Launch are set through a lens of equity and based on an individual's skills, education, and years of relevant experience. Equal Opportunity Employment Launch is an equal opportunity employer and does not discriminate against any individual or group for reasons of race, color, creed, sex, age, culture, national origin, marital status, sexual orientation, gender identity or expression, or mental or physical disability. We actively recruit, hire, and retain a diverse and inclusive staff because we believe our team should reflect the communities we serve. Powered by JazzHR InD4SgSnwy

Job DescriptionSalary: $63,561 - $102,479 *See attached "Compensation Matrix" for more details 2026-2027 Middle School ELA Teacher (Integrated Co-Teaching) Start Date: Mid-August Who We Are Brooklyn Urban Garden Charter School (BUGS), is a small, independent, progressive Middle School in South Slope/Windsor Terrace serving approximately 300 students of all abilities and backgrounds from across Brooklyn. BUGS is at the forefront of sustainability education, diverse-by-design and community-based schools movements. We feature a hands-on interdisciplinary education with a focus on real-world problem-solving and exploration of environmental, social, and economic sustainability. Our Middle School students (grades 6 to 8) are prepared for success in high school and to become critical thinkers, lifelong learners, and thoughtful designers of a more socially just and sustainable world. We are excited to welcome talented educators who are inspired by our mission and inclusion model, passionate about serving middle school aged adolescents, and eager to join a dynamic professional learning community. If our mission aligns with yours, we hope you will submit your materials for consideration for the 2026 - 2027 school year. At BUGS, we value and respect teachers as educators, professionals, and individuals. As a growing faculty and community, we offer many opportunities for innovation, professional growth, and teacher leadership. We feature a strong, supportive community of learners, an active parent-teacher organization, and a positive student and staff culture. Educators are supported in using project-based methodology and designing on-going fieldwork to enrich the units of study. Our Social Sustainability Vision Statement At BUGS, we actively strive to repair the detrimental effects of racism, discrimination and systems of oppression that affect our students, families, staff, community and larger society. We do this work personally and collectively through in-house professional development with our Inclusion and Culture Departments and in partnership with outside organizations. We acknowledge that racism, discrimination and systems of oppression exist, and we are each a part of them and are affected by them - consciously and unconsciously. Diversity, Equity and Inclusion are important, interdependent components of everyday life and are critical to the successful pursuit of our school vision and mission. Our Key Design Elements Inquiry-Based Study of the Science of Sustainability BUGS will be a middle school focused on the science of sustainability, which incorporates the natural sciences, math, economics, history, social sciences, and the humanities to examine the intersection of human and ecological systems. Extended Time for Learning Longer blocks of class time, a longer school day and a longer school year will provide additional time to: maximize learning opportunities; implement innovative, cross-disciplinary approaches to curriculum, instruction, and assessment; and provide rigorous supports for ELLs, special education, and struggling students. A Positive and Inclusive School Climate BUGS will create a safe, welcoming, and respectful school climate that supports equity and access for all learners. Through its advisory program, school-wide discipline program, positive behavior supports, and research-based interventions, BUGS will foster a college-bound, career-ready student body that respects and values the diversity of others in their community and around the world. A Professional Learning Community A learning-focused, collaborative culture will be based on trust, shared instructional leadership, and mutual accountability. Daily common planning time and on-going professional development will enhance teachers collective focus on student learning. Authentic Assessments and Individualization Instruction is driven by ongoing, authentic assessment and analysis of academic and behavioral data, which will support students individual needs and is facilitated by trained and supported teachers. Use of Technology Computer-based instruction will allow for intensive, targeted remediation in basic skills, individualized learning and assessments, and the development of 21st century skills in visual, media and technological literacy. Our Inclusion Model At BUGS we believe that all students are capable of succeeding when consistently given the appropriate support. This, along with our sustainability integration, is core to our academic program. At BUGS we use various co-teaching models to meet students and lessons needs. We support an inclusion model that focuses on Universal Design for Learning (UDL), which supports differentiated instruction and Specially Designed Instruction. We believe families are equal partners in this work and must have consistent communication. Within Our Inclusion Model, BUGS co-teachers are expected to Share the Workload. While one teacher is usually a certified special education teacher, both BUGS teachers are expected to serve all students fully. Utilize a variety of strategies at all times to reach all students. These include providing differentiated instruction, modifications, and accommodations in the form of small groups, graphic organizers, leveled texts, strong vocabulary support, adapted or leveled texts, multiple access points/opportunities to content, and more. This is rooted in a UDL approach that supports all learners. Leverage Co-teaching. Teachers should review units/lessons and determine which co-teaching models are best suited for each lesson. It is expected that the parallel, station, alternative, and team teaching models be prioritized during lesson planning. Conduct Routine Progress Monitoring. Teachers, co-teaching teams, grade teams and departments must routinely analyze data to support instructional decisions. Know which students have mandated support. Teachers are expected to know the specific needs of students with IEPs, 504s, and ELL designations, supported by the Director of Inclusion and Assessment, and plan to meet the needs throughout the school day. BUGS team members are reflective, open-minded, innovative,industrious self-starters who: • regularly assess students and use data to inform instruction, • create and are excited to design coursework in the context of an interdisciplinary sustainability-focused hands-on learning and real-world problem solving curriculum, • commit to school-wide behavior systems that consider adolescent development and promote holistic, socio-emotional responses through restorative justice and collaborative problem solving in collaboration with our Office of Student Affairs, • communicate and collaborate regularly with families, colleagues, and students, • exemplify the BUGS Mission, Vision, and C.A.R.E.S. Values, • actively develop their professional practice using the BUGS Teacher Professional Practice Commitments as a framework, • research and implement culturally responsive classroom practices by participating in a Professional Learning Community throughout the school year to identify best practices that would be embedded into the classrooms and curricula, • plan thoughtfully to connect Educating for Sustainability standards, our C.A.R.E.S. values, and Project Based Learning into their daily planning and execution of lessons, exploring different ways to make content accessible and relevant to students, • are passionate about environmental justice and stewardship Were looking for ELA teachers who • have a passion for teaching and developing within the English Language Arts area!, • possess a commitment to collaboration, co-teaching, educating for sustainability, and ongoing professional growth, • have experience teaching within an ICT setting, utilizing a variety of co-teaching models, • can show evidence of differentiation in their lesson plans, • have experience working with with IEPs, • utilize and/or are familiar with Standards Based Grading and Reporting, • desire to work in a heterogeneous classroom with a range of ability levels and students of diverse socioeconomic and ethnic backgrounds, • have experience working with middle school/young adolescents, • have a valid New York State Teaching Certification or valid New York State Students With Disabilities Certification, • have three years of teaching experience; highly preferred, • have a Bachelor's degree, required; Master's degree, preferred Essential Dates and Times • Teacher Work hours: Monday - Friday 7:55 a.m. - 4:00 p.m., • Teacher Work Calendar: Mid-August (staff orientation) through the end of June (last day of school); dates will vary depending on the needs of the school and the academic calendar, • Monthly Field Study Trips. These are part of our educating for sustainability standards, field research, and community action projects. Field Study is (mostly) offsite and includes travel to each site by foot or subway, • At Least Five Evenings throughout the year, as needed:, • Curriculum Night (September), • Family & Teacher Conferences (November), • Student-led Subject Area Conferences (March), • Other BUGS sponsored events and conferences, if/as needed BUGS is an Equal Opportunity Employer and is committed to building a culturally diverse faculty and staff. BUGS strongly encourages applications from minority candidates. BUGS annual teaching salary is competitive with the New York City DOE salary matrix. For information about salary ranges at BUGS for the 2025-26 school year, please see our BUGS Compensation Matrix 2025-26 SY. Details about the 2026-2027 Compensation Matrix will be available in April 2026. First Interviews will be virtual, are already underway, and will continue on an as needed basis through the end of the school year. Second interviews and demo lessons will be onsite and will begin in mid-April. We look forward to learning more about you!

Job Description:\n\nCompany Description About the Organization KIPP Public Schools is a national network of tuition-free public charter schools that prepares students with the skills and confidence to create the future they want for themselves, their communities, and us all. We are a network of 279 schools, nearly 16,500 educators, and nearly 210,000 students and alumni. Our mission: Together with families and communities, we create joyful, academically excellent schools that prepare students with the skills and confidence to pursue the paths they choose—college, career, and beyond—so they can lead fulfilling lives and build a more just world. Our vision: Every child grows up free to create the future they want for themselves and their communities. The KIPP Foundation is a nonprofit organization that supports KIPP public charter schools across the country. The KIPP Foundation helps to develop outstanding educators to lead KIPP schools; provides tools and resources for excellent teaching and learning; promotes innovation; and facilitates the exchange of insights and ideas across KIPP and other public schools and organizations. About Our Values: Excellent Results for Students: We value results over effort and know that our work is not finished until all students thrive. We maintain high expectations for self, team, and students. We drive outcomes by operating with agility, removing barriers, differentiating support, and prioritizing student-centered solutions—especially for those at the margins. Collective Impact: We are one team. We win together. We embody a one-team mindset by working collaboratively across teams, aligning goals, and leveraging the strengths of all teammates. We build trust-based relationships and ensure inclusive decision-making by engaging those closest to the work. We provide clarity through simple, repeatable systems and goals that enable transformational outcomes. Courageous Action: Our belief in what we can achieve is unwavering, fueling our optimism and commitment to overcome any challenge. We demonstrate an unwavering belief in students' potential and a commitment to addressing systemic inequities. We approach challenges with resilience, a solutions-focused mindset, and adaptability. We foster a psychologically safe environment centered on trust and accountability where feedback is encouraged. We leverage data to reflect on progress, own setbacks, celebrate successes, and continuously improve to maximize impact. _______________________________________________________Job Description About The Position The Vice President of Equity and Diversity is one of the most consequential roles at the KIPP Foundation. This person is responsible for ensuring that equity is not just a value we hold — it is a standard we build into how the network runs, how we measure success, and how we respond when students at the margins are not getting what they deserve. The core purpose of this role is clear: to interrupt patterns of inequitable student outcomes across the KIPP network. This is a system architect and field leader in one. At the network level, the VP of Equity sets the expectations and criteria by which disparities are identified, named, and addressed — embedding equity into our core planning cycles, progress monitoring processes, and action step routines so that disaggregated analysis is not optional but standard. At the regional level, this person goes where the work is hardest. When persistent patterns of inequitable outcomes demand direct engagement, the VP of Equity works alongside Regional Superintendents and regional senior leadership to guide strategy, support key decisions, and assess progress in real time. The VP of Equity works in close partnership with the Chief Schools Officer, who is the ultimate decision-maker on where direct regional engagement is deployed. The VP brings rigorous analysis and a clear recommendation — informed by data, by input from Regional Superintendents through the RAPID framework, and by a deep understanding of what regions need — and the Chief Schools Officer determines where and how the Foundation's equity resources are directed. This is a high-trust relationship that requires both analytical sharpness and strong alignment with the CSO's vision for what equitable outcomes look like across the network. This role also drives the cross-functional coordination that equity work requires. Student outcomes do not live in one lane — they are shaped by instructional practice, operational systems, talent decisions, and data infrastructure. The VP of Equity works across Schools, Operations, Data, and other functions to ensure that the network's approach to equity is coherent, coordinated, and impossible to siloing. The right candidate pairs deep technical expertise in equity with the strategic judgment to navigate complex, politically sensitive situations and the interpersonal credibility to influence senior leaders. They are energized by the chance to shape how a national network runs — and by the responsibility of ensuring that the students most on the margins are never an afterthought. Responsibilities Equity in System Design, Implementation, and Accountability Set network-wide expectations and criteria for how disparities are identified, named, and addressed — establishing a clear, consistent standard that applies across all regions and all functional areas. Embed equity into core planning cycles, progress monitoring processes, and action step routines — ensuring that disaggregation is not an add-on but a built-in feature of how the network monitors and responds to student outcomes. Monitor network-wide trends and progress toward equity goals; identify patterns across regions and shape system-level responses, solutions, and learning opportunities. Evaluate proposed practices for disparate impact before they scale; build the analytical infrastructure and feedback mechanisms that surface equity risks early and consistently. Identify and scale effective practices across regions, ensuring that what works in one context becomes a learning opportunity for the full network. Regional Equity Engagement and Intervention Design and implement a methodology – in partnership with Regional Superintendents and Schools Team Leadership - to determine which regions require deeper, structured support based on the severity and persistence of disparities in anchor metrics. Bring forward clear recommendations to the Chief Schools Officer on where direct regional engagement is warranted, drawing on data analysis and input from Regional Superintendents through the RAPID framework. Once deployed, co-lead equity work in highest-need regions alongside Regional Superintendents and regional senior leadership — guiding strategy, supporting key decisions, and assessing progress with the urgency and rigor the situation demands. Interrogate root causes and recommend a clear, measurable, timebound course of action where we see persistent discrepancies in our outcomes. Work with Equity Leads to build ongoing regional capacity and ensure that equity work continues with depth and consistency between direct engagements. Cross-Functional Alignment Drive cross-functional coordination across Schools, Operations, Data, Talent, and other functions to ensure a coherent, unified approach to equity across the network — preventing equity from being siloed into a single team or lane. In partnership with the Chief Schools Officer and Chief of Staff, ensure that internal Schools Team systems — including data review processes, regional support allocations, and accommodations decisions — are consistent with the Foundation's commitment to equity. Collaborate with senior leaders across divisions on strategic planning, executive-level discussions, and network-wide alignment work where equity is a central consideration. Leadership Development & Field Stewardship Develop Equity Leads to support ongoing regional equity work — building their capacity to sustain and deepen the work between direct engagements and over time. Support the development of anti-racist leadership and mindsets across KIPP Foundation teams; design and implement professional development opportunities for program staff with an emphasis on closing disparities and building racial equity awareness. Model a culture of candor, learning, and accountability on equity within the KIPP Foundation — pairing rigorous analysis with the interpersonal depth that unlocks real change in systems and in people. Represent KIPP externally on equity — partnering with sector peers, funders, and research organizations to build the knowledge base and advance the field. Qualifications Skills and Mindsets Mission and Student Focus: Demonstrates passion and commitment to KIPP’s mission and possesses the desire and ability to uphold KIPP’s Core Values (Focus on Excellent Results, Collective Impact, and Courageous Action) Self Management: Demonstrated record of setting and achieving ambitious goals for their departments in complex or ambiguous environment; uses data, research, and analysis to set a high bar of excellence for goal setting; effectively distributes and redistributes work among direct reports, teammates, and teams to optimizes goal attainments; effectively sets and fosters a culture that enables and celebrates teammates’ achievements and goals attainment. Problem Solving: Takes calculated risks to test and implements correct, scalable solutions. Addresses the root of problems and removes obstacles from work. Understands how solutions may unearth other obstacles further downstream. Data-Driven Actions and Decisions: Effectively uses data to shape teamwide decisions and the learning agenda or evaluation of a function or significant initiative. Able to generate, implement, and evaluate solutions with a focus on scalability and sustainability. Communication and Change Management: Effectively articulates case for change to multiple functions, teams, and/or offices through clear and compelling presentations, tailoring communications and engagement approach for different audiences. Effectively translates vision into actionable plans among across team stakeholders; Champions KF and networkwide change with all stakeholders. Collaboration: Identifies and leverages opportunities with both internal and external stakeholders to increase impact. Leads successful collaboration across functions and evolves plans to get strong results. Has the interpersonal, diplomatic, relationships building and communication skills to connect and compel teammates across different functions to collaborate effectively toward shared goals. Experience and Qualifications 10+ years of progressive experience in equity, diversity, inclusion, organizational development, or related systems-level leadership work, ideally in K-12 education or complex nonprofit environments. Proven record of designing and implementing equity-centered systems at scale — policy frameworks, practice guidelines, and measurement approaches that drive organizational accountability. Demonstrated ability to advise senior executives on sensitive, complex, and contested issues; strong judgment about when to push, when to partner, and when to hold the line. Strong fluency with data disaggregation and equity measurement — able to define what success looks like and drive organizational accountability against it. Deep expertise in racial equity, diversity, and inclusion across adult workforce and student-facing practices. Strong track record of navigating cross-functional and cross-regional stakeholder environments in high-trust, high-stakes conditions. Prior practitioner experience in K-12 is strongly preferred (e.g., teacher, school leader, or equivalent role with direct student/family-facing accountability) Additional Information Work Conditions Moderate Travel: 11-20% (20-40 days per year) Full time, Exempt Location It is preferred, but not mandatory for this role to be based out of a KIPP Foundation office. This role has the option of working from a remote office full-time. KIPP Foundation offices are in NYC and Chicago. Compensation and Benefits In compliance with local law, we are disclosing the compensation, or a range thereof, for roles in locations where legally required. Actual salaries will vary based on several factors, including but not limited to external market data, internal equity, and relevant experience. The salary range for this position is $197,600-$236,500. In addition, KIPP Foundation provides a variety of benefits to employees, including: 25 holidays for + 18 days additional flexible PTO days (flexible PTO increases to 23 days for years 3 and 4 and to 28 days for years 5+). 100% paid parental leave 100% coverage of the premium for employee and 75% for employee + family’s medical/dental/vision plans. Wellness benefits such as fitness reimbursements, discounted tickets to theme parks/attractions, backup care support for children and adults/elders, and our employee assistance program Finance Security benefits include such as a 401K retirement plan with 4% match, employer-sponsored legal plans, life/disability insurance, and flexible spending accounts KIPP Foundation embraces the opportunity to build a workforce that reflects the diversity of the students and communities with whom we work and the world that’s around them. Being an equal opportunity employer means that we take seriously our responsibility to consider qualified candidates on the basis of merit, without regard to race, color, religion, national origin, gender, sexual orientation, gender identity or expression, age, mental or physical disability, and genetic information, marital status, citizenship status, military status, protected veteran status or any other category protected by law.

Job DescriptionABOUT US Family Life Academy Charter School (commonly called FLACS) is a nonprofit network of high-performing charter schools in the South Bronx. Family Life Academy Charter Schools, together with the Latino Pastoral Action Center and parents, create the conditions for self-empowerment for all its K-12 students to excel academically, take responsibility for their own learning, and affirm human values, today, in college, and beyond. We are guided by this mission and through it, we have revolutionized education for students from K-12. Family Life Academy Charter Schools is currently seeking dynamic educators who • Value collaboration with like-minded educators who believe that education is activism., • Want to work in an environment where all students are scholars and academic excellence is the norm., • Believe that young people can be leaders who can create positive change in their communities and that schools should be safe, warm and caring environments. Under the supervision of the School Principal, the English Language Arts Teacher engages students in mastering grade-level English language arts skills by nurturing critical thinking, centering diverse, relevant, and rigorous texts, prioritizing student voices and ideas to build agency, and centering writing as a tool for analysis. Using a shared FLACS Network English language arts curriculum aligned with the NYS Next Generation English Language Arts Learning Standards, the English Language Arts Teacher will design daily lesson plans that are responsive to diverse learning needs of all students including general education, students with disabilities and English Language Learners, and hold all students to high academic expectations. The English Language Arts Teacher is primarily responsible for teaching one grade level, but may be required to teach additional preparations (i.e., an advisory course, elective course, or remedial support workshop). Key Responsibilities: • Creates academically rigorous, standards-based, culturally relevant lesson plans that foster critical thinking and problem-solving and prepare students for high school level coursework., • Utilizes student-centered instructional strategies to engage students and differentiate teaching based on the diverse, individual needs of students including those with disabilities and ELLs., • Implements units using common network curriculum resources, maps, frameworks, pacing documents and instructional philosophies to ensure alignment across our schools from kindergarten through high school graduation., • Coplans and co-teaches with Special Education teachers and English as a New Language teachers, either as part of an ICT model or to support students through differentiation of materials., • Analyzes data from ongoing formative and summative assessments to refine instructional practices and impact student achievement., • Maintains strong classroom management and implements school wide policies and procedures to ensure a safe, caring and orderly school environment., • Establishes a classroom culture of caring, respect and rapport which holds all students to high academic standards, promotes inclusion, fosters a love of learning, and builds positive relationships., • Grades student work and provides students with actionable feedback, and returns work and enters these grades into online systems shared with students and families promptly., • Seeks to actively know students’ strengths and challenge areas and communicates these effectively with families using online portals, report cards and other means., • Participates in professional development, professional learning communities, grade-level activities and school wide functions., • Shares best practices with colleagues by participating in professional learning communities, grade-level or content teams, and cross-school groups. Professional Responsibilities: • Upholds the FLACS mission, core beliefs, and educational philosophy., • Is a lifelong learner who reflects on their practice, is receptive to critical feedback from leaders and colleagues, and strives to improve instructional effectiveness., • Has high expectations for students and for themselves as an educator., • Demonstrates self-motivation and willingness to be a team player. Qualifications: • Bachelor's degree is required; a Master’s degree is preferred., • New York State Teaching Certification in English Language Arts (grades 5-9), English Language Arts (grades 7-12), Literacy (grades 5-12), or Childhood Education (grades 1-6)., • Prior satisfactory teaching experience, especially in an urban school, is preferred., • Dual certification in English to Speakers of Other Languages (ESOL) or Students with Disabilities is a plus., • NYS Department of Education fingerprint clearance and criminal background checks. It is the policy of FLACS to provide educational and employment opportunities without regard to race, color, religion, creed, national origin, alienage and citizenship status, age, marital status, disability, sexual orientation, gender (sex) or prior record of arrest or convictions (except as provided by law), and to maintain an environment free of discriminatory harassment, including sexual harassment, or retaliation, as required by civil rights law. Salary Range - $60,065 - $113,085 Powered by JazzHR NeMYGqlmY4

Job DescriptionWho We AreSince its founding in 2010, Challenge Preparatory Charter School (Challenge Prep) has provided students and families with a successful academic program in Far Rockaway, Queens. We currently serve over 1200 scholars from Kindergarten to 12th grade across 3 sites. Our school’s mission is to prepare students from the greater Far Rockaway community to excel academically, to demonstrate mastery of the NY State Learning Standards, and to achieve their career aspirations. Challenge cultivates and supports the intellectual, aesthetic, social, emotional, and ethical development of its students and prepares them to be responsible 21st century citizens. To accomplish its mission, Challenge offers a rigorous instructional program in a safe, supportive, technology-infused and data-enriched and social-emotional learning sequence, authentic field experiences, career counseling, and college coursework. It is understood that we are one organization with multiple sites, and it is expected that all members of the team collaborate to support all of our scholars. Understanding the RoleEvery member of the Instructional Team at Challenge Charter Schools plays a critical role in ensuring our students have the skills and confidence to pursue the paths they choose - college, career, and beyond. Our educators are passionate advocates for their students and their families, working tirelessly to ensure our students have access to opportunities. We are especially committed to attracting and developing individuals who share the life experiences of our students because the best work we do is grounded in the realities and experiences of our families and students. As a Special Education Teacher, you will deliver exceptional instruction and assess student growth. You are dedicated to constant learning and proactively providing academic and cultural support to your school and team.Essential Duties and Responsibilities include the following: • Work in a collaborative team teaching environment or an individual classroom setting, • Engage students in active learning, • Integrate technology into core classroom instruction, • Use assessment data to modify and improve student learning, • Utilize an online student system to track student progress through competencies and keep up-to-date assignments for students, • Contribute to program design and implementation, • Participate in all staff programs and academic planning, implementation, and evaluation, • Work collaboratively with other staff and teachers daily, • Enforce and uphold school policies and culture, • Communicate effectively and maintain consistent relationships with students, colleagues, and families, • Any additional responsibilities assigned by the Principal and Administrative teamSkills, Qualifications, and/or Competencies Required:, • Committed to thoughtfully engaging in identity work necessary to take a culturally responsive approach to pedagogy and relationship-building with students and colleagues, • You possess an exceptional level of patience and focus to overcome challenges and achieve results, • Strong classroom management skills: You can set high expectations in the classroom and keep scholars engaged, • Classroom presence: You are clear and precise when sharing new content with students and can effectively lead students through inquiry-based class discussions, • Detail-oriented and highly organized, • Bachelor’s degree required, Master’s Degree in Education, preferred, • New York State Teaching Certification requiredBenefits, • Competitive Salary, • Paid Time Off, • 403b plan with a matching 3% contribution, • Medical, • Dental, • Vision

Job Description Belief in Every Student's Promise At Opportunity Charter School (OCS), we hold a steadfast belief that every student can excel, irrespective of their learning differences. Beyond academic support, we are committed to offering comprehensive social-emotional support. Each grade level benefits from a designated social worker, learning specialist, and culture team member, ensuring a holistic approach to addressing our students' needs. Our overarching objective is to guide each student and equip them with a well-established academic and social foundation, as well as a profound understanding of their individual strengths and challenges. Position Summary Opportunity Charter School is actively seeking a dynamic and well-versed teacher who can effectively cater to the diverse needs of our exceptional student body. The ideal candidate will excel in cultivating strong, trusting relationships with students, fostering a welcoming and secure learning environment that promotes academic risk-taking. OCS teachers are data-driven and possess the skill to identify and address the individual needs of their students. We are searching for a dedicated individual who not only understands but also passionately advocates for our school's vision in every interaction with stakeholders. Candidates must be authorized to work in the United States. Opportunity Charter School is not able to provide Visa sponsorship. Responsibilities: • Demonstrate enthusiasm for the subject matter and a genuine passion for fostering a love of learning in students., • Engage in reflective practices, continually evaluating and refining teaching methods to enhance effectiveness., • Collaborate with a multidisciplinary team to create, implement, and regularly review individualized education plans for students with special needs., • Design and implement instructional plans aligned with curriculum standards, ensuring relevance and engagement for students., • Adapt teaching methods and materials to meet the diverse learning styles and abilities of students with special needs., • Lead an advisory group and oversee the implementation of our social-emotional curriculum within that class., • Establish and maintain a positive and inclusive learning environment, implementing effective behavior management strategies as needed., • Handle conflicts or challenges within the classroom, promoting a respectful and supportive learning community using restorative practices., • Conduct assessments to evaluate students' academic and developmental levels, and regularly monitor and document progress, and adjust teaching strategies accordingly., • Work closely with teachers, administrators, and other staff members to ensure the utilization of best practices with students., • Stay informed about current trends, research, and best practices in education through ongoing professional development., • Demonstrate teamwork, actively modeling cooperation and helpfulness for students., • Incorporate relevant technology to enhance teaching and learning experiences, promoting digital literacy skills., • Effectively communicate with students, parents, and colleagues, keeping them informed about progress, expectations, and any concerns. Benefits • Teachers' Retirement System of the City of New York Pension (The same pension plan that is provided by the NYCDOE), • OCS is one of only a few charter schools that offer TRS, • Opportunities for Per Session Pay, • Health Insurance, • Paid Time Off, • Dental Insurance, • Vision Insurance, • Life Insurance & AD&D, • Short & Long Term Disability, • Flexible Spending Account, • Commuter Benefits, • OCS participates in NYPFL Starting Salary: $63,755.00 - $90,268.00 per year Requirements: • Bachelor's degree is required. Master's degree preferred, • NYS Teacher Certification (Preferred), • If not certified, documented evidence of progress/pathway toward obtaining NYS Teacher Certification is required, • 8 hour shift, • NY State Teacher Certification (Preferred)

Job Description Classification Exempt, 10-Month Employee Reports to MS Principal Overview Dr. Richard Izquierdo Health & Science Charter School is seeking a certified, or on the pathway to, and experienced special education teachers to provide instruction to our middle school students in the area of Humanities. Under the general supervision of the Principal, teachers work collaboratively with other teachers within their department and across other content areas. Responsibilities Content Knowledge and Planning • Knowledge of the IEP process, referral process, reading IEPs and putting plans into place to meet IEP goals, • Ability to write IEP teacher reports and submit high quality reports on a deadline, • Exhibit an understanding of and skills relevant to the subject area(s) taught, • Demonstrate an ability to make topics and activities meaningful and relevant to each student, • Integrate available technology resources compatible with students' needs and abilities, • Develop lesson plans that are clear, logical, and sequential as well as differentiated based on the students you serve, • Plan with appropriate specialist(s) to differentiate instruction to meet the needs of all students Instructional Strategies • Implement the alternative teaching model (small group instruction) in two content areas, focused on students who have IEPs and have been identified as Tier 2 or Tier 3 students based on our MTSS program, • Progress monitor students' performance over time by maintaining clear and accurate records that demonstrate evidence of student growth and learning, • Link present content/skills with past and future learning experiences, • Effectively use various instructional strategies (e.g., modeling, cooperative learning, collaboration, and reading and writing in the content areas) to differentiate learning for all students, • Effectively use questioning strategies to engage students and promote learning, • Monitor students' understanding of the lesson and adjusts teaching when appropriate, • Maximize student learning by providing opportunities for all learners to participate actively and successfully, • Explain content and demonstrates skills in a variety of ways to meet the needs of all students, • Hold each learner individually responsible for learning Assessment • Use results of a variety of assessments to monitor and modify instruction as needed, • Effectively use both teacher-made and standardized tests, as appropriate, to measure student performance, • Use oral, non-verbal, and written forms of student assessment, • Organize, maintain, and use records of student progress to make effective instructional decisions, • Continuously monitor students' progress before, during, and after instruction, and provides meaningful feedback, • Demonstrate competence in the use of acceptable grading/ranking/scoring practices in recording and reporting student achievement Student Communication and Rapport • Use precise language and acceptable oral expression and written communication, • Articulate clear learning goals and instructional procedures for the lesson to the students, • Model caring, fairness, courtesy, respect and active listening, • Model concern for students' emotional and physical well being, • Seek and maintains positive interactions with students in all school settings, • Seek information about student interests and opinions Classroom Management • Enforce the school's student behavior policies while investing students in the classroom community, • Communicate clear expectations about behavior to students and parents, • Actively monitor student behavior and provides feedback in a constructive manner to students and parents, • Create a physical setting and establishes routines that promote learning and minimize disruption, • Structure transitions in an efficient and constructive manner, • Manage emergency situations, as they occur, in school settings Professional Demeanor and Development • Work cooperatively with a co-teacher and all colleagues for the benefit of students, • Maintain a professional appearance following the school's dress code policy, • Interact with colleagues and students in an ethical and professional manner, • Carry out duties in accordance with established policies, practices, and regulations., • Select appropriate channels for resolving concerns and problems, and maintain confidentiality, • Complete all classroom and school assignments and responsibilities in a timely and effective manner, • Participate in professional growth activities including conferences, workshops, course work and committees or membership in professional organizations, • Explore and apply knowledge and information about new or improved methods of instruction and related issues, • Identify areas of personal strength and weakness and seek improvement of skills and professional performance, • Be self-reflective to improve upon your practice on a regular basis School Community and Culture • Initiate communication with parents or guardians concerning student progress or problems in a timely manner, • Respond promptly to parental concerns and encourage parental involvement within the school, • Interact with parents and the community by providing useful information regarding the school, • Work cooperatively with community members in carrying our school and community sponsored functions, • Build collaborative relationships with colleagues, sharing teaching insights and coordinating student learning, • Support school goals and initiatives and complete other duties as assigned Skills and Abilities • Plan, organize, develop and conduct a comprehensive teaching and instruction program, • Provide appropriate and effective learning experiences for pupils from a wide range achievement levels, • Effectively assess the instructional and educational needs of pupils, and design, develop, and implement sound instructional and educational programs, • Provide a motivating and stimulating learning environment, • Follow safety procedures and written and verbal instructions, • Work effectively with staff, students, and public, • Organize tasks, set priorities and meet deadlines, manage multiple tasks, • Demonstrate good judgment and good problem-solving skills, • Respond appropriately to evaluation and changes in the work setting, • Knowledge or ability to use SIS (student information systems) or online learning platforms (PowerSchool, Google Classroom, etc.) Qualifications • Bachelor's Degree required, Master's Degree in Special Education preferred, • NYS certification Special Education preferred (must be on the pathway), • At least 2 years prior teaching experience in middle school preferred, • Demonstrated success working in non-traditional and/or urban school settings, • Excellent oral and written communication skills, • Experience with educational technology Supervisory Responsibilities None Position Type and Expected Hours of Work This is a full-time 10-month position. The regular hours and workdays are Monday through Friday, 7:55 am to 3:55 pm in addition to any special events to which all staff are expected to attend. Salary Range $75,000 - $105,000 annually (Based on Experience) Travel Minimum to no travel required EEO Statement Dr. Richard Izquierdo Health and Science Charter School 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. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, and transfer, leaves of absence, compensation and training.

Job DescriptionAbout Kiddom Kiddom is a groundbreaking educational platform that promotes student equity and growth by uniting high-quality instructional materials with dynamic digital learning. Through unparalleled curriculum management functionality, Kiddom empowers schools and districts to take ownership of their curriculum – resulting in learning experiences tailored to meet the unique needs and goals of local communities. Kiddom’s high-quality curriculum is layered with robust teacher and leader data insights to drive the continuous improvement of instructional decisions, school/district programming, and professional learning. The InfraOps team's primary mission is to enable and empower Kiddom's engineering organization by building a scalable, sustainable, and reliable platform that our teams can depend on to meet company KPIs. As Kiddom scales the infrastructure beneath our product becomes increasingly critical — and this is your opportunity to help shape it from the ground up. This is an opportunity to join a small, highly skilled team where your scope is defined by your abilities and passion. If you're tired of the feature factory and want real ownership over meaningful technical decisions, this role was built for you. The work you do here directly impacts students, teachers, and schools across the country — so we take it seriously, and we want teammates who do too. You will: • Grow our DevOps efforts from small scale to large scale multi-region, • Share ownership of the entire infrastructure architecture, • Aim for high availability, high resiliency, • Support the engineering team with tools to evaluate the performance of their code in production environments, speed up CI/CD pipeline, & feature verification, • support the engineering team with tools to speed up CI/CD pipeline, feature verification, • Design and build a scalable, generalized framework for third-party API integrations, • Leverage existing infrastructure and components to build RESTful web services, • Build APIs and robust testing environments for internal and external developers, • Bring an attention to detail - what we do affects people’s educational opportunities and we have to be mindful of thatYou have:, • BS or MS in Computer Science or a related field, • 5+ years professional software engineering experience, • Experience with Java, or Python, Go, Clojure in a production environment, • Experience designing and building REST APIs, • Exposure to authorization technologies (OAuth), • Experience with continuous integration and automation tools and processes, • Strong knowledge of design patterns and software engineering best practices, • Excellent problem solving and debugging skills, • Strong acumen or exposure to DevOps or SRE methodologies, • Keen sense for SecOps., • Functional experience using internal tools: javascript, golang, and python, • Prior success scaling infrastructure at a rapid growth saas startup, • Strong empathy for educators and students, • Passion for improving education equityNice to have

Job DescriptionSalary: $50,000 - $60,0000 About Brooklyn Lab Schools Teaching at Brooklyn Lab is unlike working in a traditional educational environment. Our teachers know the individual strengths and areas for growth of each of their scholars, and our leaders know our scholars by name. By design, our schools are small communities where every scholar is known. In addition to teaching their course, our faculty understand the value of collaboration. They share best practices across the network, mentor young educators who serve as Small Group Instructors, get and implement feedback from coaches and their instructional lead, and work as a team to provide their scholars with a high-quality education. Our focus on the whole scholar and in building our school community has established Brooklyn Lab as one of the best schools in the country for academic growth, adding two and three years of academic growth on average for our scholars. We invite you to be part of a transformation in education and to inspire a diverse group of scholars with a lifelong love of learning. Beyond academics, a Brooklyn LAB teacher is committed to students holistic development. They mentor, advocate, and guide students through challenges, helping them navigate opportunities and obstacles both in school and in their broader lives. Through strong relationships with students and families, collaboration with colleagues, and reinforcement of school-wide systems and norms, they contribute to a safe, inclusive, and achievement-oriented community where all students are empowered to thrive beyond high school. As an Operation Associate you will: • General Operations, • Serve as one of primary contact for all of the school's constituents in person, over the phone, and via email., • Answer and direct phone calls courteously., • Welcome visitors in a warm and friendly manner, and answer questions visitors may have., • Maintain the reception area and all common areas in a clean and tidy manner, • Keep detailed and accurate records of visitor requests throughout the day., • Serve as a liaison for staff and students regarding site operations, community relations, experience, and culture., • Serve as the initial point of contact for school stakeholders and constituents, and manage phone and mailing systems, including incoming and outgoing routine communications to stakeholders., • Support the Office Manager in ensuring school health and safety protocols are implemented to fidelity., • Conduct weekly classroom audits, • Ensure staff have materials/supplies they ask for or need, • Help resolve any staff issues related to the building/classroom, • Troubleshoot minor technical issues such as the copy machines and security cameras, • Support LABs school meal programs., • Manage school-wide daily attendance and behavior tracking systems; support the collection and maintenance of student records to ensure compliance with all applicable laws and regulations., • Manage and track absences, early dismissals, and tardy students monthly to identify trends., • Send daily attendance reports, • Support the distribution and inventory management of school uniforms, • Support the distribution of Metrocards to students during the academic year, • Support the management of the start of the year Welcome Back packets, folders, bags, and other services for new and returning students, • Support with procedures and assist with the arrival and dismissal of students, • Assist with the collection of immunization records, • Support student-facing culture opportunities such as honor roll, perfect attendance, and other recognition opportunities related to school operations., • Support student recruitment by prepping for open houses and other recruitment events., • Support the enrollment team by following up with families, checking documents as needed, • Support the enrollment team during the months of March, April, and May with lottery preparations, new parent calls, and event support., • Collaborate with department subjects and department teams to support any operational projects., • Support where needed to ensure optimal success in the building, • Support the onboarding process by ensuring that all staff/scholars have their ID keys and other start-of-the-year items, • Assist with campus upkeep and beautification initiatives., • This job occasionally requires the ability to lift up to 30-50 pounds., • Perform other duties as assigned** ABOUT THE DESIRED EDUCATION, TRAINING & MINDSET: • A High School Diploma or equivalent, • One year minimum of working experience in a diverse and urban school area preferred, • Well-versed in Excel, Word, and Slides (MS Suite), • Commitment to LABs mission and academic objectives: that all students, regardless of background and incoming ability, can achieve at high levels, • Willingness to build relationships with students, families,, and other school members, • Demonstrated ability to work as part of a team, • Willingness to absorb feedback and engage in self-improvement; ability to reflect and adjust COMPENSATION Salary range: $50,000-$60,000, commensurate with experience and education. In addition to competitive salaries, LAB benefits package includes: • 80% cost share of health, dental, and vision plans, • Short & long term disability for eligible employees, • Free life insurance benefit of salary(up to a maximum of $100,000), • Premium gym membership discount to LIFETIME GYM nationwide, • Pre-tax commuter and parking benefits, • 100% matching contribution up to 6% to a LAB 403(b) retirement plan, • An individual professional development allowance per school year BECOME BROOKLYN LAB! Brooklyn LAB is an equal opportunity employer and welcomes candidates of diverse backgrounds and is committed to equal access for those with disabilities in compliance with the Americans with Disabilities Act (ADA).

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 Network Director of curriculum: Humanities, the Associate Director of 6-12 ELA is responsible for managing the development and implementation of DREAM’s rigorous, vertically-aligned, culturally and historically responsive 6th-12th grade English Language Arts curriculum. This leader collaborates closely with school-based administrators to design and facilitate high-quality professional development, coach leaders and teachers around ELA content and pedagogy, ensure strong curriculum implementation, create assessments, and analyze data to drive continuous improvement. The ideal candidate has extensive knowledge of best practices for ELA teaching and learning across grades 6-12, experience fostering adult learning through high-quality professional development and coaching, strong data analysis and strategic thinking skills, a mission-driven mindset, and a passion for innovation. Responsibilities Curriculum, Assessment, and Data * Develop and design a rigorous, vertically-aligned 6-12 ELA curriculum that fosters the achievement of all students, takes a constructivist approach, is culturally and historically responsive, and develops students’ critical consciousness; * Create unit plans, assessments, lesson plans, and instructional materials for grades 6-12 ELA; * Collaborate with the Managing Director of Curriculum and Instruction and other key stakeholders to design a multi-year process for strategic redesign, revision, and codification of the 6-12 ELA curriculum and assessments; * Analyze student data to assess the effectiveness of curricular design and implementation, make necessary short- and long-term revisions, and create network, school, and classroom-level action plans to improve student achievement; * Collaborate with principals, academic deans, and other key stakeholders to regularly analyze assessment data and use it to drive instruction; * Ensure alignment of the 6-12 ELA program with the broader PK-12 literacy vision by partnering with other ELA leaders across the network. Teacher & Leader Development * Design and facilitate high-quality professional development to support teachers and leaders with 6-12 ELA curriculum implementation; * Conduct curriculum implementation and content walkthroughs to support school-based teams in identifying focus areas and action steps for instructional improvement by observing ELA instruction and analyzing student and teacher data; * Regularly observe and provide feedback on Intellectual Prep meetings in order to improve coaching and teacher development practices across schools; * Coach Academic Deans and other instructional leaders to develop their content knowledge, curriculum expertise, and capacity to drive instructional excellence in ELA. Qualifications • Bachelor’s degree required; Master’s degree in Education, Curriculum & Instruction, Educational Leadership, or a related field preferred; Minimum of 5 years of experience teaching and/or leading ELA in middle or high school (high school experience and experience with AP courses strongly preferred), with a record of strong achievement for all students; • Minimum 1 year (more preferred) of school leadership including a successful record of developing teacher and/or leader knowledge, skill, and productive mindsets around teaching and learning, including experience with design and execution of adult professional development and coaching; Deep knowledge of instructional design, curriculum development, standards alignment, assessment design, and pedagogical best practices in ELA; * Proven track record of developing teacher and/or leader knowledge, skills, and productive mindsets around teaching and learning, including designing and executing adult professional development and coaching; * Strong analytic, performance management, and systems-thinking orientation, with the ability to use data to inform strategy, accountability, and continuous improvement; * Demonstrated commitment to equity, inclusion, and achieving exceptional results, especially for students furthest from opportunity; * Deep commitment to fostering equity and inclusion in our schools; * Strong interpersonal skills, cultural competency, and an ability to build relationships with a diverse group of stakeholders; * Excellent organizational, project management, and prioritization skills, with the ability to balance multiple projects simultaneously; * Exceptional written and verbal communication skills, with an ability to convey complex information to a variety of audiences; * A deep belief in DREAM’s mission and values, including a drive to make a difference in the lives of our students, families, and community. Working Expectations • Ideal start date: June 1, 2026, • The Associate Director of 6-12 ELA is part of the Curriculum team, which currently works 3 days in the office and up to 2 days remote, per week (subject to change).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;, • All full-time Network Support Team employees are eligible for approximately 48 days off throughout the year including holidays, sick days, personal days and summer Fridays., • Benefits are subject to change.Compensation 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 DescriptionAbout Kiddom Kiddom is a groundbreaking educational platform that promotes student equity and growth by uniting high-quality instructional materials with dynamic digital learning. Through unparalleled curriculum management functionality, Kiddom empowers schools and districts to take ownership of their curriculum – resulting in learning experiences tailored to meet the unique needs and goals of local communities. Kiddom’s high-quality curriculum is layered with robust teacher and leader data insights to drive the continuous improvement of instructional decisions, school/district programming, and professional learning. We are looking for a Senior Backend Software Engineer to join our growing team and help build the next generation of scalable backend services. You will be responsible for designing, developing, and maintaining high-performance systems that power our applications. The ideal candidate has extensive experience in backend technologies, and system architecture, along with a passion for solving complex problems for our users and mentoring engineers. The individual selected for this role will have a passion for education, the ability to empathize with teachers, strong product acumen, and a commitment to Kiddom’s mission and vision.You will... • Design, develop, and maintain backend services, APIs, and databases., • Ensure the scalability, security, and performance of backend systems., • Collaborate with frontend engineers, product managers, and other stakeholders to deliver high-quality features., • Optimize applications for performance, reliability, and scalability., • Conduct code reviews and provide mentorship to junior engineers., • Troubleshoot and resolve production issues, ensuring system uptime and reliability., • Work with our customers to troubleshoot issues and bugs and also help with Kiddom onboarding.What we’re looking for..., • BS or MS in Computer Science or a related field, • 6+ years professional software engineering experience, • Experience scaling integration systems, • Proficiency in working with databases (SQL & NoSQL) such as PostgreSQL, MySQL, MongoDB, or Redis., • Experience with cloud platforms like AWS, GCP, or Azure, and containerization tools like Docker and Kubernetes., • Experience with microservices architecture and distributed systems., • Strong knowledge of design patterns and software engineering best practices, • You've been through the planning, launching and refactoring phases of code you wrote, • Excellent problem solving and debugging skills, • Ability to work as part of a collaborative team in a fast-paced environment, • Motivated and responsible individual who strives to exceed expectations, • Sincere interest in working at a startup and scaling with the company as we growNice to have, • Experience in Edtech industry, • Familiarity with Golang, Typescript, • Experience with AWS Lambda, TerraformWhat Kiddom offers, • The opportunity to make a measurable impact in K-12 education, • Competitive salary and equity in a hyper-growth, mission-driven organization, • Full health benefits: medical, dental, and vision, • Flexible vacation policy, • 401k, • An inclusive, positive team culture

Job DescriptionSalary: $67,500 - $104,000 About Brooklyn Lab Schools Teaching at Brooklyn Lab is unlike working in a traditional educational environment. Our teachers know the individual strengths and areas for growth of each of their scholars, and our leaders know our scholars by name. By design, our schools are small communities where every scholar is known. In addition to teaching their course, our faculty understand the value of collaboration. They share best practices across the network, mentor young educators who serve as Small Group Instructors, get and implement feedback from coaches and their instructional lead, and work as a team to provide their scholars with a high-quality education. Our focus on the whole scholar and in building our school community has established Brooklyn Lab as one of the best schools in the country for academic growth, adding two and three years of academic growth on average for our scholars. We invite you to be part of a transformation in education and to inspire a diverse group of scholars with a lifelong love of learning. About a Teacher Position at Brooklyn Lab: A teacher at Brooklyn LAB is mission-driven and responsible for delivering rigorous, standards-aligned instruction that prepares students for success in college, career, and life. In alignment with Brooklyn LABs commitment to college persistence and opportunity for historically underserved students, this role creates a structured, engaging classroom environment where adolescents are challenged academically, supported socially and emotionally, and held to consistently high expectations. A BK Lab teacher designs thoughtful lessons, uses data to inform instruction, and provides timely, actionable feedback to ensure student growth and mastery of content. Through strong relationships with students and families, collaboration with colleagues, and reinforcement of school-wide systems and norms, the teacher contributes to a safe, inclusive, and achievement-oriented community where all students are empowered to thrive beyond high school. A BK Lab teacher is committed to their students growth, while also deeply invested in their own learning and growth. Beyond academics, a Brooklyn LAB teacher is committed to students holistic development. They mentor, advocate, and guide students through challenges, helping them navigate opportunities and obstacles both in school and in their broader lives. Through strong relationships with students and families, collaboration with colleagues, and reinforcement of school-wide systems and norms, they contribute to a safe, inclusive, and achievement-oriented community where all students are empowered to thrive beyond high school. Key Responsibilities • Commit to internalizing the provided curriculum to prepare every student for high school graduation and success in a four-year college or university., • Provide instruction utilizing rigorous lessons aligned with the Common Core., • Facilitate student learning and differentiation, and embody our inclusion for all model by utilizing differentiation and small group instruction to get results, • Utilize formative and summative assessments to inform and improve instruction., • Lead and own the results of advisories that target the social-emotional needs of our scholars. Qualifications • A Bachelors Degree in the subject area to be taught (Masters Degree preferred), • Certification to teach in New York State or a willingness and path to become certified, • A proven record of academic achievement as a student and an educator, • At least 2 years of teaching experience in diverse and urban areas,, • Commitment to LABs mission and vision for excellence, • A growth mindset and the ability to work as part of a team, • Comfort with accountability and the ability to absorb feedback for the development of your craft and the scholars in your care Whenever possible, LAB seeks to hire teachers certified in special education and/or teaching English to speakers of other languages, in addition to the subject they teach, to provide additional support to students with special needs and/or limited English proficiency. Compensation & Benefits The salary range for this position is $67,500 - $104,000, commensurate with experience and education. In addition to competitive salaries, Brooklyn LAB benefits package includes the following listed below: • 80% cost share of health, dental, and vision plans, • Short- & long-term disability for eligible employees, • Free life insurance benefit of salary (up to a maximum of $100,000), • Premium gym membership discount to LIFETIME GYM nationwide, • Pre-tax commuter and parking benefits, • 100% matching contribution up to 6% to a LAB 403(b) retirement plan, • An individual professional development allowance per school year Equal Opportunity Employer Statement Brooklyn LAB is an equal opportunity employer and welcomes candidates of diverse backgrounds, and is committed to equal access for those with disabilities in compliance with the Americans with Disabilities Act (ADA)

Job Description Transfr is on a mission to help create pathways to career success. Our immersive career exploration and training simulations empower learners and job seekers of all ages find the right job for them and build the skills they need to enter (or reenter) the workforce or change careers — helping them improve their quality of life. Immersive VR experiences from Transfr have been shown in studies to deliver better learning gains than video tutorials, slide presentations, and other training methods. Learners also find Transfr experiences highly engaging and enjoyable. At Transfr, we believe the future starts with innovative workplace training and skills development. We’re building bridges between schools, workplaces, and governments to help improve training and job placement pipelines and create a better tomorrow, today. Role Description: Responsible for designing and developing comprehensive eLearning and instructor-led learning resources that align with a pre-defined curriculum architecture. This role produces essential training content and digital learning assets—including lesson plans, eLearning activities, and video scripts—that support a cohesive and instructionally sound learner journey for a diverse range of learners. Work directly with Sr. instructional designers, subject matter experts (SMEs), and creative services to bring innovative learning solutions to life. Responsibilities: * Use established instructional design principles, accessibility guidelines, and project guidelines to design and develop comprehensive, multi-modal learning content, resources, and implementation support, such as curricula, narratives, scenarios, storyboards, and scripts. * Prototype and build learning solutions using authoring tools (e.g., Articulate Storyline, Rise). * Ensure all learning materials are structured and sequenced to meet established terminal and enabling learning objectives within a given curriculum framework. * Engage with subject matter experts (SMEs) and interpret project documentation to gather essential information for developing user-centric eLearning experiences. * Apply advanced knowledge of learning theories (e.g., cognitive load theory, constructivism), backward design principles, and relevant instructional design models (e.g., iterative design, prototyping) to develop learning objectives, assessment items, program integration and implementation support, and engaging content. * Develop and implement clear, measurable activities and assessment items that accurately evaluate learner comprehension and skill acquisition, following established design principles and project guidelines. * Provide accurate timelines for assigned instructional design tasks and content development activities. * Use feedback from stakeholders to iterate and refine learning deliverables to meet the needs of the project goals and customers. * Communicate regularly to the project team with progress updates, risks, and overall quality of design and development. Qualifications: * Background in Education, Instructional Design, or related field is desired. * At least 3 years of experience in instructional design. * At least 2 years of experience with eLearning development and storyboarding, including experience designing eLearning that meets WCAG accessibility standards. * Knowledge of pedagogy and andragogy, with experience creating learning experiences for both youth and adult learners is desired. * Experience creating curriculum resources from scratch, adhering to industry or defined standards. (Preferred) * Conceptual understanding of designing for 3D environments, Virtual Reality (VR), or Augmented Reality (AR). (Preferred) * Experience with 3D assets or environments and/or collaborating with 3D artists or XR developers. (Preferred) In Closing: If you're looking to make a big difference in the lives of others, we invite you to join us on our mission to make learning more intuitive and help individuals develop the skills they need for career success. Be a part of creating pathways to prosperity by helping to develop training simulations to teach skills that lead to well-paying jobs, for all. At Transfr, we embrace diversity because it breeds innovation. Transfr is an equal opportunity employer that participates in E-Verify committed to providing equal employment opportunities to all applicants, consultants, and employees, and prohibits discrimination and harassment of any type without regard to race, color, religion, age, 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. Must be authorized to work in the United States without restriction Learn more at transfrinc.com

Job Description ABOUT NEIGHBORHOOD CHARTER SCHOOLS Neighborhood Charter Schools (NCS) is a public charter school network rooted in Harlem and the Bronx, serving students in an intentionally designed, inclusive learning community. NCS is built on a simple but powerful belief: every child deserves to be known, valued, and supported as their full self. Our schools operate as a true neighborhood model, grounded in deep relationships with families and a commitment to belonging for every student. What distinguishes NCS is an inclusive by design approach. Classrooms, schedules, and supports are intentionally built to serve autistic students, multilingual learners, students with IEPs, and general education students together. Inclusion is not a program or an add-on—it is the foundation of how our schools function and how students experience learning every day. As NCS expands from a K–8 network to a K–12 system, the launch of its first high school marks a defining moment for the organization. This next chapter requires greater coherence across schools, clarity around vision and systems, and senior leadership to ensure quality and consistency as the network grows. To learn more about NCS, please visit . ABOUT THE ROLE This role marks a new phase of academic leadership at NCS, with responsibility for clarifying and stewarding the organization’s academic and culture vision, codifying the model, and strengthening coherence across schools. The CASO will guide the transition from a strong K–8 foundation to a fully articulated K–12 continuum aligned to the NCS high school vision. In close partnership with school leaders, the CASO will translate vision into practice, build durable systems, and support continuous improvement as the network grows. As a senior organizational leader, the Chief Academic & Schools Officer also serves as a cultural standard-setter for the network. Grounded in a deep belief in equity for all students, the CASO models NCS’s LIGHT values in practice, sets clear expectations for how leaders work together, and inspires teams to pursue system-wide change in service of students and communities. WHAT YOU’LL DO Define & Uphold the K-12 Vision • Articulate and steward a clear, shared K–12 vision for learning and student experience, grounded in NCS’s mission, values, and graduate outcomes., • Set clear expectations for what excellent teaching, meaningful learning, and a strong student culture look like across the network., • Ensure coherence across academic priorities and student experience—from curriculum and assessment to grading, routines, and expectations—as students move from elementary through high school., • Clarify and strengthen the NCS K–8 model so there is a shared understanding of what strong teaching, learning, and student experience look like across schools., • Ensure K–8 learning experiences consistently prepare students for the academic expectations, independence, and rigor they will encounter in high school., • Align K–8 practices with the NCS high school vision and graduate outcomes, maintaining coherence in expectations and approach as students progress across grade levels., • Design and oversee network-wide academic systems, including curriculum, assessment, grading, and instructional professional learning., • Establish clear goals, metrics, and monitoring processes for student learning, instructional quality, and school performance., • Use data and qualitative evidence to identify priorities and drive continuous improvement., • Manage and support school principals as leaders and stewards of the NCS model., • Lead and develop senior network academic leaders, including the Director of Humanities and Director of STEM., • Build a culture of collaboration, accountability, and professional growth among school and network leaders., • Lead planning to ensure the high school launches with a clear, coherent academic program and student culture vision, setting shared expectations for teaching, learning, belonging, and student experience., • Ensure alignment between high school academic and culture expectations and existing K–8 practices, values, and norms, so students experience continuity as they transition into high school., • Build readiness across core academic and student experience dimensions—including instruction, assessment, supports for diverse learners, and student culture structures—in collaboration with internal leaders and external partners., • Executive Director – this role reports to the Executive Director and serves as a close thought partner and senior leader responsible for academic quality and school performance., • School Principals – direct reports and key partners in implementing the academic vision and driving school-level outcomes., • Network Academic Leadership Team – direct reports working closely with you will be Directors of Humanities, STEM and their respective teams., • Special Education Team – critical partners to ensure that that inclusion sits at the center of the academic vision and its implementation. REQUIRED SKILLS & EXPERIENCE • A Bachelor’s degree (advanced degree is preferred); NY State SBL/SDL Certification Preferred., • 10+ years experience in school or network leadership , with preference for candidates who have served as both a school principal and a network-level leader., • Demonstrated success clarifying vision, aligning stakeholders, and leading system-wide change across multiple schools or teams., • Strong strategic and big-picture thinking, paired with the ability to translate vision into coherent priorities, structures, and day-to-day practice., • Deep expertise in curriculum, instruction, assessment, and instructional leadership across grade bands., • Proven ability to design and steward academic systems that endure, scale, and improve instructional quality and student outcomes over time., • Strong track record of coaching, managing, and developing school and network leaders, including the ability to inspire trust, ownership, and shared purpose., • Experience supporting inclusive models designed to serve a wide range of learners as a core feature of academic design., • Alignment with NCS’s mission, values, and deep commitment to equity for all students. ADDITIONAL DETAILS • This is a full-time, NYC-based, in-person role with regular travel between Harlem and Bronx campuses. Please submit a resume online at . Neighborhood Charter Schools is committed to building a diverse, equitable, and inclusive organization. We encourage candidates of all backgrounds who share our mission and values to apply.

Job DescriptionSalary: $1,000 per week ENDLESS CLUBS Curriculum and Playbook Intern Location LOCATION: New York, NY (in person; remote-friendly during deep writing weeks) Reports to REPORTS TO: Clubs Program Lead Intern Stipend COMPENSATION: $12,000 for the 12-week program, plus housing assistance and travel THE SHORT VERSION Endless Clubs is going to become the campus arm of a global game development movement and you are the person who creates the playbook for how the clubs will operate. Within a few years, we hope to have hundreds of clubs at colleges and universities across the world. In addition to having fun and mentoring younger gamers, the club's goal is to turn game players into game makers who improve and demonstrate their career readiness by working on some of the many hard and soft skills required to make and market great games. We are building a global movement to democratize game development. We need an experienced game maker who can write the playbook for how other students across the country will build games together through at least game jams and game building mentorship projects. As new Endless Clubs get started in September, and their members have never thrown a game jam, never mentored a kid, and never picked up a bounty your work and step-by-step guides are what makes it possible for them to do all three. The playbooks, the curriculum, the workshop library, the faculty advisor one-pager. You decide with the team this summer what needs to be created and you literally write the book. WHAT YOU WILL ACTUALLY DO • Write the Club Starter Guide start a club, run a meeting, recruit members, manage the budget., • Write the Game Jam Playbook throw a 48-hour campus jam from scratch., • Write the Mentorship Curriculum mentor K12 students locally and online internationally, with safeguarding built in., • Write the Pro Pathway Guide turn a bounty into a portfolio piece into a paid summer., • Build the Workshop Library v1 at least 12 plug-and-play sessions a club leader can run with no prep., • Write the Faculty Advisor One-Pager make it as easy as possible for a professor to say yes., • Run user testing on every document with at least three real college students before final. WHO YOU ARE • You can write. Real, clear, plain-English writing that does not waste anyone's time. No AI slop!, • You like instructional design. You think about how a reader actually uses a document, not just how it reads., • You have either taught, mentored, written curriculum, or run a club before at least one., • You move fast. You will produce north of 100 pages of polished material this summer., • Bonus: a background in education, game design, or both. WHY THIS JOB Most writing internships have you ghostwriting LinkedIn posts. This one has you writing the foundational documents of a movement. The Game Jam Playbook you write will be in print, in welcome boxes, on many campuses by September. People will find your work in a box on their desk. They will use it. TO APPLY • Submit a brief (1 page) instructional guide for how 4 friends who want to play a game on a Saturday choose the game and organize themselves. Humor is fine but not necessary! We want to see how you think about, organize, and express your ideas.

Job DescriptionBenefits: • 401(k), • 401(k) matching, • Health insurance, • Paid time off, • Training & development Position: Board Certified Behavior Analyst (BCBA) Posting: Public Reports to: Clinical Director About Us: The Shirley Aninias School is a private, 12-month behavior-based elementary program serving neurodiverse students ages 413. We create highly individualized programs that address each childs academic, social-emotional, and behavioral needs. Our team is committed to providing meaningful accommodations in a supportive learning environment that nurtures each students potential. Were excited to welcome passionate, experienced professionals who are eager to collaborate, grow, and make a difference. Position Overview: The BCBA , under the direction of the Clinical Director, will lead the design, implementation, and oversight of behavior intervention strategies school-wide, ensuring all interventions are evidence-based, data-driven, and responsive to individual student needs. The BCBA will provide direct training, support, and coaching to instructional staff. This is a 12-month, full-time position. Key Responsibilities: • Behavioral Program Development & Oversight, • Conduct Functional Behavior Assessments (FBAs) and develop individualized Behavior Intervention Plans (BIPs)., • Ensure behavior plans are consistent with student goals and are implemented with fidelity across settings., • Collaborate with interdisciplinary teams to integrate behavioral goals into academic and social-emotional programming., • Monitor and evaluate the effectiveness of interventions, revising as necessary., • Supervision & Staff Training, • Provide ongoing supervision, training, and mentorship to Behavior Interventionists and instructional staff., • Model appropriate behavioral interventions and de-escalation strategies in classroom settings., • Maintain instructor certification in Safety-Care and/or other school designated crisis prevention programs., • Regularly monitor crisis responses and assess staff proficiency in de-escalation/crisis prevention techniques and provide feedback., • Determine if additional or re-training is required., • Offer constructive feedback and facilitate skill-building opportunities for team members., • Data Collection & Analysis, • Supervise accurate data collection procedures and ensure consistent tracking of student behavior., • Guide staff in using the Schools CR LiftED data platform; assist in training and troubleshooting as needed., • Analyze data regularly to inform decisions and adjustments to intervention plans., • Crisis Intervention & Support, • Coordinate the schools crisis response team and oversee safety protocols during behavioral emergencies., • Provide on-site support during crisis events and conduct post-incident reviews to improve future responses., • Family & Team Collaboration, • Communicate effectively with families about behavior support strategies and student progress., • Participate in IEP meetings and other planning sessions as needed., • Partner with the Assistant Principal to align behavioral practices with school-wide expectations., • Participate in school management meetings as required., • Maintain neutral and calm temperament Physical Requirements and Essential Functions: • Must be able to physically assist and de-escalate students using school-approved techniques (training provided)., • Ability to lift, carry, and maneuver classroom furniture and equipment., • Maintain constant visual and auditory supervision of students., • Support students during transitions and physical activities, including running, kneeling, and sitting on the floor., • Must have or obtain First Aid/CPR certification. Qualifications: • Required: Masters Degree in Applied Behavior Analysis, Psychology, Special Education, or related field., • Required: Current BCBA certification in good standing., • Minimum 3 years of experience working in a school or clinical setting with neurodiverse populations., • Strong interpersonal skills with the ability to lead, coach, and support diverse teams., • Detail-oriented with excellent organizational, documentation, and communication skills., • Flexible, compassionate, and passionate about student-centered practices., • Desired: Completion of 8-hour BCBA supervision course. Benefits: • Matching 401(k) (after 6 months), • Dental insurance, • Health insurance, • Vision insurance, • Long term disability insurance, • Commuter benefits, • Generous leave package, • Training opportunities

Job DescriptionWho We AreSince its founding in 2010, Challenge Preparatory Charter School (Challenge Prep) has provided students and families with a successful academic program in Far Rockaway, Queens. We currently serve over 1200 scholars from Kindergarten to 12th grade across 3 sites. Our school’s mission is to prepare students from the greater Far Rockaway community to excel academically, to demonstrate mastery of the NY State Learning Standards, and to achieve their career aspirations. Challenge cultivates and supports the intellectual, aesthetic, social, emotional, and ethical development of its students and prepares them to be responsible 21st century citizens. To accomplish its mission, Challenge offers a rigorous instructional program in a safe, supportive, technology-infused and data-enriched and social-emotional learning sequence, authentic field experiences, career counseling, and college coursework. It is understood that we are one organization with multiple sites, and it is expected that all members of the team collaborate to support all of our scholars. Educational Culture at Challenge Charter Middle School:Our school’s mission is to cultivate the intellectual, social, emotional, and ethical development of our students and prepare them for long-term success both inside and beyond the classroom. We aim to accomplish this mission by building a culture among students, faculty, staff, parents, and community members that conveys excitement about learning; fosters creativity and collaboration, and celebrates success. Specifically: Educators at Challenge Prep share a common understanding of what quality teaching looks like by adopting the Danielson Framework for Teaching. Challenge Prep educators believe that how children learn is as important as what they learn and that academic success is inextricably tied to building social-emotional competencies. All members of the Challenge Prep community take full responsibility for the academic progress of our students, and this is reflected in our methods of evaluating the effectiveness of faculty, staff, and school leadership. We conduct annual professional evaluations that use multiple measures to determine effectiveness, including classroom observations and student outcomes. We provide intensive support for new teachers to help ensure their success.Responsibilities • The successful candidate will share Challenge Prep’s vision for our educational culture and program. Specifically, she/he will:, • Provide academic subject instruction in science, ensuring that curriculum maps and schedules are followed., • Plan for class activities, including preparing units and daily lesson plans, identifying materials to implement class activities, preparing class projects, giving children feedback on completed work to ensure mastery of presented material, and grading tests and assignments in a timely manner, • Confer with other teachers concerning cross-curricular opportunities., • Communicate with parents on a regular basis about schedules, assignments, events, and individual student needs., • Meet with parents during scheduled conferences during the school year., • Maintain grades and curriculum assessments online. Attend weekly faculty meetings with the division head and curriculum meetings as needed., • Exhibits enthusiasm for science, engineering, and STEAM., • Collaborates as a team player with teaching colleagues and administration., • Sees the school as a community., • Supports school by attending school-sponsored events and activities., • Commits to ongoing professional development via workshop attendance, visiting other schools, and webinars., • Learns new skills and integrates technology as changing pedagogy dictates., • Models self-discipline and ethical behavior., • Deliver instruction in the curricular area that is aligned with the Common Core State Standards (CCSS)., • Incorporate short-response, open-ended, and constructed response questions weekly to facilitate scholars’ application of their knowledge., • Integrate reading and writing into all subject areas., • Learn about the cultural backgrounds of your scholars and incorporate them into the classroom culture and lesson plans., • Make cross-curricular connections among subject areas., • Use formal and informal assessment data to personalize and accelerate learning for all students. Differentiate instruction for all students, especially for students with special needs., • Create and maintain a warm and inclusive classroom environment., • Develop and maintain strong relationships with students and their families, focusing on how to align school and home life around continued student growth and success., • Engage in and support new initiatives, including the use of blended learning, project-based learningQualifications, • Master’s degree (preferred) NYS certification in Science and or special education 7-12., • Demonstrated ability to create safe, supportive, and challenging classroom environments., • Passion and commitment to teaching students from underserved communities and closing achievement gaps., • Relentless drive to set and achieve ambitious learning goals for students., • 1-2 years of experience in urban Middle School classroom instruction, • Experience in integrating technology into classroom instruction, • Experience with curriculum design, • Background in urban education serving a broad range of students, • Prior experience with new school, “start-up” processes

Job DescriptionDescription: GBS is looking for a BCBA in Union, NJ for 1 day per week with availability Monday through Friday 6pm-8pm. Position Summary: The BCBA is responsible for conducting functional behavior assessments (FBAs) and developing effective, individualized interventions for individuals with autism and behavior challenges. This role requires the ability to recognize and discuss signs of autism, as well as an understanding of diagnostic criteria for autism spectrum and behavioral disorder. As part of an interdisciplinary clinical team, the BCBA collaborates with other professionals to design and implement evidence-based treatment plans that promote skill development and improve quality of life for clients. Full-time BCBAs are expected to dedicate their professional practice exclusively to Graham Behavior Services and may not provide ABA therapy through other agencies while employed full time. Duties and Responsibilities: Billable Services: • Conduct initial and concurrent assessments; develop individualized treatment plans every six months., • Conduct Functional Behavior Assessments (FBAs) and develop Behavior Intervention Plans (BIPs) during the initial assessment or when problem behaviors arise., • Review treatment plans and BIPs with parents/caregivers prior to implementation, ensuring signatures are obtained on all plans., • Inform supervisor if additional service hours are needed for assessments, training, or supervision., • Conduct ongoing data analysis; update goals and objectives with the client present at least weekly., • Bring necessary instructional materials to client sessions at least weekly., • Provide direct services to clients when behavior therapists are unavailable., • Train and supervise behavior therapists on skill acquisition programs and BIPs., • Email supervisor if unable to provide supervision during any week the client is receiving therapy., • Provide parents and caregivers with training on Applied Behavior Analysis (ABA) strategies., • Assist caregivers in navigating IEPs, evaluations by other providers, understanding autism, ABA principles, and special education systems., • Assists in conducting annual evaluations of behavior therapists., • Schedules monthly clinics with family, therapists, and director, as needed., • Updates client schedule in Google Drive as needed., • Conducts calls with families as needed to troubleshoot problems or parent questions., • Maintains open communication with parents and behavior therapists including scheduling home programming., • Alerts supervisor if scheduling problems arise that cannot be resolved., • Supervises BCBA candidates, BCaBa, and RBT candidates., • Attends meetings, events, group calls, trainings, workshops, and seminars as required by Graham Behavior Services., • Completes projects such as participation in the Graham Behavior Services podcast, ABA Ultimate Showdown, creating presentations and trainings, blog posts, and additional website content as required., • Performs other related projects and duties as assigned., • Checks Graham Behavior Services email address daily from Monday through Friday., • Monitors children for signs of child abuse, and reports incidents of suspected abuse to supervisor immediately., • Informs supervisor of any problems or concerns with staff, clients, client’s family, and systems or procedures used by Graham Behavior Services. Requirements: Required Skills and Abilities: • Solid knowledge of the principles and practice of Applied Behavior Analysis. Including general behavioral assessment and Ethical Standards in Behavior Analysis., • Solid knowledge of the behavioral impact of developmental disabilities, as well as the cognitive, educational, vocational and social challenges encountered by persons with developmental disabilities., • Maintains advanced working knowledge of human development practices and standards, and principles of applied behavioral analysis., • Effective and creative negotiator and problem solver., • Ability to work independently and prioritize tasks/goals for self and others., • Effective written and verbal communication skills with individuals and groups at all professional levels., • Ability to work effectively with various technologies and software., • Consistently demonstrates a high level of integrity, responsibility, accountability, teamwork and ethics, • Adheres to all policies, procedures and standard practices of Graham Behavior Services., • Effective with shifting roles, responsibilities, and expectations in a changing environment. Experience, Education and Training: • Strong clinical background in administering verbal behavior assessments, conducting language, play, and skill-based assessments, and in designing, implementing, and/or training others using individualized language, play and skill-based curricula., • Experience in 1:1 education of learners with autism across educational and community settings, as well as familiarity with designing, participating in, or supervising in-home 1:1 programs for young individuals with autism., • Collecting, graphing, analyzing, displaying and discussing data based progress is a must., • Masters Degree in Psychology, Special Education, or a related field, is required. Preferably from an ABA accredited program., • Must possess a BCBA license in the state of NJ and maintain a BCBA license in good standing., • Training and certification under the Behavior Analysis Certification Program (BACB) for Applied Behavior Analysis as a Board Certified Behavior Analyst., • Acquire and maintain supervision credential through BACB to provide supervision for BCaBAs, BCBA candidates, and RBTs., • Minimum two years experience providing services to individuals with developmental disabilities.

Job Description:\n\nTURN YOUR SUMMER INTO SOMETHING EXTRAORDINARY – BECOME A SEASONAL PROGRAMMING ASSISTANT DIRECTOR WITH KIDS IN THE GAME! Empower Staff, Inspire Campers, and Build a Summer That Matters. Kids in the Game provides unforgettable day camp experiences for hundreds of New York children across Manhattan, Brooklyn, the Bronx, and now Westchester & Jersey City! When you join the Kids in the Game summer camp leadership cohort, you’ll be part of a dynamic team of Camp Directors, Assistant Directors, and 275+ coaches running outstanding programming at our 13 summer day camps. THE KIDS IN THE GAME SUMMER CAMP EXPERIENCE Kids in the Game camps are where sports, creativity, and community come together to shape confident, compassionate, and connected kids. Every summer, our camps across New York City, Westchester & Jersey City bring together diverse groups of children to explore new sports, build friendships, develop positive social skills, and learn how to be part of a team. Our camps offer kids a uniquely designed blend of sports and games, arts and crafts, STEM enrichment, field trips, swim activities, theme weeks, and all-camp special events to make every week the highlight of a child's summer. Each day is fueled by energy, laughter, and belonging. Our team of camp leaders, specialists, and counselors create an environment where every child feels seen, supported, and inspired to try something new. We believe camp is more than a summer activity — it’s a place where kids discover who they are and who they can become. As a Certified B Corporation, we're also on a mission to positively impact the lives of all of our stakeholders - campers, families, staff, community members, and our partners. We’re looking for Assistant Directors who want to inspire the next generation of leaders, model and build emotional intelligence, boost kids’ confidence, create tight-knit communities, and bring inclusive camp programs into communities across NYC, Westchester & Jersey City. Your Leadership Can Change the Game — Join Kids in the Game This Summer. PROGRAMMING ASSISTANT DIRECTOR ROLE & KEY TASKS As one of our Programming Assistant Directors, you'll report to the Camp Director and work closely with the Admin & Off-Site Assistant Directors to oversee and manage camp programming. You will lead all aspects of program design, lesson planning, daily and weekly scheduling, special events planning, and daily activity execution. This role ensures camp programming is high-quality, inclusive, developmentally aligned, and reflective of our organization’s mission of providing positive opportunities through sport and creative play. You’ll create the weekly schedules, support specialists and counselors in delivering lessons, and bring camp-wide theme days and events to life for campers. This role is deeply rooted in creative programming and activity design, building intricate daily and weekly schedules that include on-site and off-site activities, a strong background in sports and arts instruction, and a love for camp culture! As an Programming Assistant Director, your goal is to build a schedule of daily and weekly activities that are aligned with the Kids in the Game themes and required curriculum, enhance the programming with activities that are interactive and skill-building (and a ton of fun), exciting team challenges to promote community and sportsmanship, and inspire your team of specialists to make every day at camp a unique and positive experience for the campers. You’re also an on-site leader for the camp team, making sure the camp staff have the resources and information they need to be successful, and ensuring that we are fully complaint with Department of Health regulations and maintaining our safety procedures. We currently have 11 New York based camp locations with the possibility of a Queens camp. The sites and addresses are:Westchester & The Bronx:Westchester-Crestwood - 465 Westchester Ave, Tuckahoe, NY 10707Riverdale - 452 W 260th St, The Bronx, NY 10471Manhattan:Inwood - 532 W 215th St, New York, NY 10034Upper West Side - 147 W 70th St, NY, NY 10023West Village - 272 W 10th St, New York, NY 10014Chelsea - 259 10th Ave, New York, NY 10001Upper East Side (Carnegie Hill)- 980 Park Ave, New York, NY 10028Upper East Side (Lenox Hill) - 132 E 78th St, New York, NY 10075East Village - 215 E 6th St New York, NY 10003Brooklyn:Park Slope - 588 6th St, Brooklyn, NY 11215Greenpoint - 100 Dobbin St, Brooklyn, NY 11222Fort Greene - 39 Adelphi St, Brooklyn, NY 11205Queens - TBD You must be able to arrive by 7:30am daily via public transportation or personal transportation (car) and stay on-site until 5pm daily (and until 5:30pm twice per week to oversee after care activities). The Programming Assistant Director’s responsibilities include:Ambassadorship, Core Values & Camp CultureAmbassadorship: As a key “architect” of the camp day, you are not just facilitating programming—you are modeling what our mission looks like in action. Through your presence at rallies, transitions, and daily activities, staff and campers see the heartbeat of our camp experience. The way you structure the day, support staff, and activate themes communicates who we are as a camp that leads with purpose, play, and connection.Camp Culture: Programming is one of the strongest drivers of culture at camp. You help shape the tone of the day by designing activities that make campers feel excited, challenged, included, and proud to show up each morning. From theme days to group rituals to closing celebrations, you translate values into experiences that build belonging for both campers and staff.Ambitious: Always look for ways to elevate skill-building, increase engagement, and create more intentional moments of joy and growth. By continuously improving systems and lesson flow, you help your team deliver programming that feels thoughtful, dynamic, and memorable.Positive: As the lead of programming, your tone becomes the tone of camp. Bring energy into huddles, patience into transitions, and encouragement into problem-solving. Positivity helps staff navigate change and helps campers feel safe taking risks and trying new things.Committed: Successful programming requires preparation, follow-through, and ownership of the camper experience. Come ready each day with materials, plans, contingency strategies, and clarity for the team. Your consistency allows the camp day to run smoothly and gives staff the confidence to lean on your leadership.Inclusive: Ensure programming meets every camper where they are. That means adapting activities, modeling inclusive play, and supporting staff as they differentiate instruction. Make sure every child sees themselves reflected in the experience—regardless of skill level, identity, background, or comfort with the activities.Empathetic: Understand that behind every behavior is a need, and behind every need is a developing child. Lead with care when coaching staff through tough moments or helping a camper who’s overwhelmed or unsure. Prioritize emotional safety as much as physical safety—helping kids feel valued, capable, and understood.Programming & SchedulingImplement the Kids in the Game camp curriculum (weekly themes and daily activities in art, sports, STEM, and Early Childhood) in collaboration with the specialists and counselors.Build age-appropriate weekly schedules for each group (PreK–7th grade), balancing sports, games, art, creative play, STEAM, swim, and team time.Translate weekly theme guides into daily experiences that are fun, immersive, and developmentally aligned.Plan and coordinate weekly special programming (theme days, Friday showcases, Olympics, tournaments, talent shows, etc.).Ensure pacing, space usage, equipment needs, transitions, and staff assignments are clear and communicated in advance.Coaching & Specialist SupportConduct regular meetings with the specialists to review lesson planning expectations, daily/weekly schedule changes, and modify activities pending last minute changes (new campers, inclement weather, limited spaces, etc.).Lead special events and weekly activities (based on instructional needs) alongside a team of specialists.Guide specialists and counselors on lesson setup, camper engagement, time management, and behavior strategies.Conduct frequent walk-throughs and observations to provide realtime coaching and encouragement.Be a role model for specialists, counselors, and other camp leaders in how to engage with campers, and jump in to actively support activity rotations.Help staff differentiate activities for various age groups and abilities so every camper can participate fully; support them in adapting activities to different spaces around the camp site (e.g. classrooms, hallways, auditoriums, gyms, cafeterias, outdoor green spaces, parks, etc.).Camper Experience & Culture BuildingBring excitement and energy to morning and afternoon rallies, theme days, assemblies, and special events.Contribute positively to building camp culture by teaching camp cheers, team building games and activities, and camp rituals/traditions. Ensure all activities reflect Kids in the Game core values of positivity, empathy, commitment, ambition, and inclusivity.Foster camper participation and confidence-building — encourage trying new skills, teamwork, patience, and peer connection.Apply proactive behavior strategies rooted in emotional intelligence and youth development best practice.Actively engage with campers and staff throughout the camp day to build positive relationships and learn about their interests and needs.Safety & ComplianceConfirm equipment and supplies are available and prepped for each rotation.Check on setup and breakdown of activity areas and ensure they are safe and properly supervised.Uphold all DOH and camp safety protocols, especially around transitions, group management, and outdoor play.Implement and enforce all safety protocols—including camper supervision ratios, emergency procedures, and incident reporting.Support in leading staff training on emergency response, first aid procedures, and appropriate camper management techniques.Respond to behavioral, medical, or environmental incidents calmly and effectively; communicate outcomes with families and leadership.Maintain a culture of psychological safety—ensuring every camper and staff member feels physically and emotionally secure. SEASONAL WORK EXPECTATIONS & SUMMER SCHEDULEPre-Summer Work Expectations & Schedule Part time in-person & remote work from May to June dedicated to training, programming & schedule build out, specialist connections, & support in parent orientations.May to JuneWeekly hours:5-8 hours per weekRemote & office hours for completing Programming Assistant Director tasksDay time OR Evening hours for trainingRemote work & tasks:Attend specific Assistant Director meetings and check ins with our teamSupport in completing Assistant Director DutiesIf you are a Programming Assistant Director:Creating the weekly schedulesPreparing for weekly special eventsReviewing Camp Theme GuidesConnecting with your Specialists and Division LeadersSupport in answering parent questions or concernsSupport in answering parent questions or concernsAttend Camp Leadership meetings and check ins with your camp teamSupport in staff retention efforts and touch points with your support staffSupport additional camp marketingConnecting with families via call and emailParticipate in virtual or in-person camp fairs/events in the community and open houses. You will help to promote the camp and answer parent questions at these events.In-person expectations:Twice a month attend meetings with Camp Teams and work on weekly programming and schedules at our main office. Attend Camp Trainings and support in creating training materialsLeadership/All Staff/Camp Site Specific TrainingsCPR/First Aid/AED TrainingsAttend & Support all On Site Training Days for camp staff. 3 full days the week before camp begins. Times and Days TBDTraining requirements: New Hire OrientationTwo weeks after onboardingNew Programming Assistant Director virtual trainingsOnboarding & Permit Required Trainings:Anti Sexual HarassmentMandated ReporterAttend in-person Camp Field Day trainingSummer Camp Work Expectations & Schedule Camp Addresses:Westchester-Crestwood - 465 Westchester Ave, Tuckahoe, NY 10707Riverdale - 452 W 260th St, The Bronx, NY 10471Inwood - 532 W 215th St, New York, NY 10034Upper West Side - 147 W 70th St, NY, NY 10023West Village - 272 W 10th St, New York, NY 10014Chelsea - 259 10th Ave, New York, NY 10001Upper East Side (Carnegie Hill)- 980 Park Ave, New York, NY 10028Upper East Side (Lenox Hill) - 132 E 78th St, New York, NY 10075East Village - 215 E 6th St New York, NY 10003Park Slope - 588 6th St, Brooklyn, NY 11215Greenpoint - 100 Dobbin St, Brooklyn, NY 11222Fort Greene - 39 Adelphi St, Brooklyn, NY 11205 Summer Schedule:Dates: June 22 – August 28, 2026Includes pre-camp training and 7–8 weeks of camp operationsThere may be Saturday trainings during the month of JuneHours: Monday–Friday, 7:30 AM – 5:00 PMSupport at least 2 days of After Care per week (until 5:30 PM)Camp Size: 30–100+ campers, 10–30+ staff membersWeekly hours: 40 - 45 hours per weekFull-time, on-site work throughout the camp seasonAdditional time may be required for staff meetings or staff eventsRemote work & tasks:Review and respond to emails and inquiries Respond to internal messages through SlackIn-person expectations:Serve as the on-site program lead, ensuring all rotations are prepped and staff are set up for successAdjust schedules based on weather, camper needs, or group flowCoach staff throughout the day — from tone-setting to lesson engagementLead or co-lead special events and theme day activationsCommunicate program updates to camp families through the Camp Director & Admin Assistant Director Requirements Our ideal candidate would meet many of the following qualifications:Must have completed a physical exam and TB test within one year of the camp dates, pass NYS and national background checks, and be CPR, First Aid, and AED certified.Possess at least 2–3 years of professional camp leadership experience (e.g., Sports or Arts Head, Assistant Camp Director, Division Leader), including direct supervision of 5–10+ staff members.Demonstrate experience in planning and leading large-scale events, weekly themes and pre-designed curricula, and camp-wide programs, as well as youth program development, summer camp operations, and recreational programming.Demonstrate strong experience in curriculum design, activity planning, and program implementation across sports, arts, STEM, and creative play.Possess a Bachelor’s degree in Early Childhood or Elementary Education, Physical Education, Sports Management, Art Education, Child Development, or a related field; a Master’s degree in Education, Theatre Arts, General Arts, Sports Management, Educational Leadership, or a related discipline is a plus.Prior experienc

Job DescriptionDescription: GBS is looking for a BCBA in Port Reading, NJ for 1-2 hours per week with availability Tuesday/Thursday/Saturday between 8am-5:30pm and Sunday between 1pm-5:30pm. Position Summary: The BCBA is responsible for conducting functional behavior assessments (FBAs) and developing effective, individualized interventions for individuals with autism and behavior challenges. This role requires the ability to recognize and discuss signs of autism, as well as an understanding of diagnostic criteria for autism spectrum and behavioral disorder. As part of an interdisciplinary clinical team, the BCBA collaborates with other professionals to design and implement evidence-based treatment plans that promote skill development and improve quality of life for clients. Full-time BCBAs are expected to dedicate their professional practice exclusively to Graham Behavior Services and may not provide ABA therapy through other agencies while employed full time. Duties and Responsibilities: Billable Services: • Conduct initial and concurrent assessments; develop individualized treatment plans every six months., • Conduct Functional Behavior Assessments (FBAs) and develop Behavior Intervention Plans (BIPs) during the initial assessment or when problem behaviors arise., • Review treatment plans and BIPs with parents/caregivers prior to implementation, ensuring signatures are obtained on all plans., • Inform supervisor if additional service hours are needed for assessments, training, or supervision., • Conduct ongoing data analysis; update goals and objectives with the client present at least weekly., • Bring necessary instructional materials to client sessions at least weekly., • Provide direct services to clients when behavior therapists are unavailable., • Train and supervise behavior therapists on skill acquisition programs and BIPs., • Email supervisor if unable to provide supervision during any week the client is receiving therapy., • Provide parents and caregivers with training on Applied Behavior Analysis (ABA) strategies., • Assist caregivers in navigating IEPs, evaluations by other providers, understanding autism, ABA principles, and special education systems., • Assists in conducting annual evaluations of behavior therapists., • Schedules monthly clinics with family, therapists, and director, as needed., • Updates client schedule in Google Drive as needed., • Conducts calls with families as needed to troubleshoot problems or parent questions., • Maintains open communication with parents and behavior therapists including scheduling home programming., • Alerts supervisor if scheduling problems arise that cannot be resolved., • Supervises BCBA candidates, BCaBa, and RBT candidates., • Attends meetings, events, group calls, trainings, workshops, and seminars as required by Graham Behavior Services., • Completes projects such as participation in the Graham Behavior Services podcast, ABA Ultimate Showdown, creating presentations and trainings, blog posts, and additional website content as required., • Performs other related projects and duties as assigned., • Checks Graham Behavior Services email address daily from Monday through Friday., • Monitors children for signs of child abuse, and reports incidents of suspected abuse to supervisor immediately., • Informs supervisor of any problems or concerns with staff, clients, client’s family, and systems or procedures used by Graham Behavior Services. Requirements: Required Skills and Abilities: • Solid knowledge of the principles and practice of Applied Behavior Analysis. Including general behavioral assessment and Ethical Standards in Behavior Analysis., • Solid knowledge of the behavioral impact of developmental disabilities, as well as the cognitive, educational, vocational and social challenges encountered by persons with developmental disabilities., • Maintains advanced working knowledge of human development practices and standards, and principles of applied behavioral analysis., • Effective and creative negotiator and problem solver., • Ability to work independently and prioritize tasks/goals for self and others., • Effective written and verbal communication skills with individuals and groups at all professional levels., • Ability to work effectively with various technologies and software., • Consistently demonstrates a high level of integrity, responsibility, accountability, teamwork and ethics, • Adheres to all policies, procedures and standard practices of Graham Behavior Services., • Effective with shifting roles, responsibilities, and expectations in a changing environment. Experience, Education and Training: • Strong clinical background in administering verbal behavior assessments, conducting language, play, and skill-based assessments, and in designing, implementing, and/or training others using individualized language, play and skill-based curricula., • Experience in 1:1 education of learners with autism across educational and community settings, as well as familiarity with designing, participating in, or supervising in-home 1:1 programs for young individuals with autism., • Collecting, graphing, analyzing, displaying and discussing data based progress is a must., • Masters Degree in Psychology, Special Education, or a related field, is required. Preferably from an ABA accredited program., • Must possess a BCBA license in the state of NJ and maintain a BCBA license in good standing., • Training and certification under the Behavior Analysis Certification Program (BACB) for Applied Behavior Analysis as a Board Certified Behavior Analyst., • Acquire and maintain supervision credential through BACB to provide supervision for BCaBAs, BCBA candidates, and RBTs., • Minimum two years experience providing services to individuals with developmental disabilities.

Job DescriptionSalary: $68,902 $95,000 Join a School Where We Build, Learn, and Grow Together About Innovation Charter High School At Innovation Charter High School, we believe schools can be places where young people are deeply known, challenged, and prepared to shape their futures, and where educators do some of the most meaningful work of their careers. We are a mission-driven public charter high school in New York City serving students with ambition, care, and urgency. Our team is fiercely committed to improving student outcomes and continuously strengthening the school we are building together. This is a place for educators who believe: • Feedback is essential to growth, for students and adults, • Curiosity is a driver of strong teaching and learning, • Great schools are built through reflection, collaboration, and persistence, • Students thrive when adults hold high expectations and provide deep support, • Supporting one another as a community and showing up as strong team players matters just as much as individual excellence We are not interested in maintaining the status quo. We are actively working to create new ways of supporting students and new ways of working together as colleagues. That takes humility, experimentation, resilience, and heart. Our staff cares deeply. We challenge one another. We learn in public. We keep improving. If you are energized by joining a dedicated team that is building toward something better, for students and for each other, wed love to meet you. About the Role We are seeking a passionate, equity-driven High School Special Education Teacher to support students in developing strong reading, writing, and critical thinking skills within an Integrated Co-Teaching (ICT) classroom. In this role, you will partner closely with general education teachers, families, and student support teams to ensure students with IEPs access rigorous instruction, feel known and supported, and make meaningful academic and social-emotional growth. This role is ideal for an educator who believes inclusion is not a program, but a practice and who sees special education as both advocacy and instructional excellence. What Youll Do Deliver Inclusive, Rigorous ELA Instruction • Co-plan, co-teach, and co-assess across grade bands in ELA classrooms using effective co-teaching models, • Design and implement specially designed instruction that supports access to grade-level texts and writing tasks, • Differentiate instruction to meet a wide range of literacy levels, including students needing foundational skill development, • Support students in close reading, text analysis, and evidence-based writing, • Use inquiry-based strategies to build engagement, discussion, and critical thinking Build Strong Readers, Writers, and Thinkers • Support students in developing analytical and argumentative writing across genres, • Scaffold complex texts to ensure all students can access and engage with rigorous material, • Build student confidence in expressing ideas through discussion and writing, • Strengthen vocabulary, comprehension, and academic language skills, • Use formative and summative assessment data to drive literacy growth Serve as an IEP Case Manager and Student Advocate • Manage a caseload of students with IEPs and monitor progress toward goals, • Provide regular 1:1 student support and progress monitoring, • Prepare documentation, maintain compliance in SESIS, and contribute to IEP development, • Partner with families and colleagues through meetings, conferences, and collaborative problem-solving, • Advocate for students academic, social-emotional, and developmental needs Contribute to a Collaborative Adult Culture • Engage actively in feedback, coaching, and professional learning, • Collaborate with colleagues to improve practice and student outcomes, • Contribute to a culture of reflection, curiosity, and continuous improvement, • Help create classrooms and a school community rooted in belonging, safety, and high expectations Who Thrives Here You may be a strong fit if you are: • A relationship-centered educator with unwavering belief in students, • A reflective practitioner who seeks and uses feedback, • A collaborator who enjoys co-planning and shared problem-solving, • A teacher who balances structure, compassion, and rigor, • Someone energized by building and improving, not just inheriting finished systems, • Committed to educational equity and serving diverse learners in NYC public schools, • Someone who is willing to adapt high quality instructional materials (HQIM) to meet the needs of your students. QUALIFICATIONS Required: • New York State Students with Disabilities Teaching Certification required, or active pathway toward certification, • Bachelors degree required Strongly Preferred: • Masters degree in Special Education or related field, • 3+ years of teaching experience, ideally in New York City schools or urban public/charter settings, • Experience supporting adolescents with IEPs in inclusion settings, • Familiarity with Regents-aligned instruction, Common Core standards, and NYC special education systems (including SESIS), • Experience using assessment data to inform instruction and intervention Compensation & Benefits This is a full-time position with a salary range of $68,902 $95,000 (based on certification level and experience). Innovation teachers certified in New York State receive a highly competitive compensation package. Uncertified teachers receive competitive compensation with increases upon certification. Benefits include: • Medical, dental, and vision coverage, • 401(k) with up to 5% employer match, • Life insurance, • Professional development and coaching, • A collaborative team deeply committed to growth and support Why Join Innovation Youll join a school where: • Your voice and ideas matter, • Coaching and feedback are part of the culture, • People work hard, care deeply, and keep learning, • Students are at the center of every decision, • You can help shape what the school becomes Apply online and visit our website to see all open roles:

Job DescriptionFollow your passion Are you looking to make a BIG impact? At Zeta, we pursue an unprecedented combination of high academic achievement and social-emotional development for our students. We insist that every student receives a world-class education while fostering a love for learning. We are passionate about changing the landscape of public education in New York City and beyond, and we are uncompromising in our mission. Currently, we operate multiple elementary and middle schools in the Bronx, Upper Manhattan, and Queens. We plan to grow and open 1-2 schools each year because children in every community deserve excellent, equitable education. Join our growing team today, and be a change agent for children. Our Network office is located at 401 W. 218th St., New York, NY 10034. Our Network team follows a hybrid work schedule: we work in-person from our office on Tuesdays and Thursdays with optional remote days on Mondays, Wednesdays, and Fridays, if your team's scope of work permits. Deliver powerful results To achieve our vision, we are searching for an Associate Director of Middle and High School STEM with a Master's Degree, and at least 5 years of school leadership experience with a proven record of academic outcomes in STEM including, but not limited to, New York State Science exams, Regents exams, and AP exams. The position title will be commensurate with candidate experience relative to Zeta's organizational levels. As the Associate Director of Middle and High School STEM at Zeta, you will support our team to ensure that students achieve excellent results in Mathematics and Science courses in both middle and high school: • STEM Vision and Strategy: Design rigorous STEM experiences for our students based on strong understanding of complex texts, development of analytical skills, and learning how to both develop and communicate powerful ideas;, • Achieve Annual Academic Goals: Lead middle and high school STEM with a high bar of excellence to meet rigorous annual goals;, • Collaboration and Problem Solving: Develop authentic and meaningful relationships across Zeta to collaborate effectively to support growth in service of student learning. View every challenge as an opportunity for root cause analysis and change;, • Curriculum and Assessment Management: Create and curate curriculum across curriculum and assessment materials aligned with the New York State Learning Standards and our Zeta Learning Competencies, including unit plans, lesson plans, and assessments. Ensure a coherent sequence of learning through unit and lesson plans grounded in critical thinking;, • Professional Learning: Design and lead STEM professional learning trainings for school principals, assistant principals, and teachers to lead to excellent academic results;, • Instructional Management: Develop clear instructional management plans to ensure all STEM instruction is consistently implemented at a high level. Observe instruction across Zeta schools and develop leaders and teachers in service of ensuring programming is implemented at a high level to lead to exceptional academic outcomes;, • Data Analysis: Study data to identify gaps and take action to ensure leaders and teachers are using data to increase learning outcomes;, • Feedback Driven: Embrace a growth mindset. Actively seek, provide, and incorporate feedback, while fostering a culture of continuous improvement and collaboration;, • We are passionate about our mission of providing world-class education to all students, • We bring a mindset of growth, flexibility, and openness to feedback, • We are hungry and determined to not only meet our goals, but surpass them, • We are humble, willing to put the team's needs ahead of our own, and committed to contributing to a collaborative work environment, • We have a high bar for excellence and sweat over the details, • Comprehensive and affordable medical, dental, and vision plans, • Flexible spending accounts for eligible medical purchases and commuter expenses, • 403(b) retirement plan; Zeta offers matching contributions toward your savings, • Monthly stipend for wellness and lifestyle expenses (gym memberships, salon appointments, concerts – it's up to you!), • 4 live therapy sessions per month through Talkspace and free Headspace subscription, • MacBook Air and specified monthly reimbursement for use of a mobile phone, • Fully stocked teacher workrooms with favorite snacks and Nespresso machine, • Zeta swag, team outings, and NYC's finest sweet treats, • Clear pathway to professional growth, • Consistent feedback and support from managers and teammates, • Community Circle practice to build and strengthen our sense of team

Job DescriptionDescriptionJob Summary Stavros Niarchos Foundation Library is the home of the innovative flagship Teen Center of NYPL, offering a wide variety of resources, from instruction in digital media production to mentoring and empowering our teen patrons so that they may engage with the world around them in new and creative ways. Operations of this flagship teen library will need a team of talented, creative, enthusiastic, and committed individuals who are passionate about enriching the lives of young adults. SNFL’s Teen Center is seeking a Young Adult Librarian to empower young adults ages 12-19 to become creative thinkers, enthusiastic readers, skillful researchers, and resourceful users of information. Successful candidates will embody each of these four characteristics themselves. Librarians start at $55,027 per year and are eligible in 12 months for an increased salary of $60,574 based on successful job performance. Responsibilities: Under the supervision of the Managing Librarian, the YA Librarian: • Provides reference services and resource recommendations to teens using print, media and digital resources, • Collaborates with the Teen Center team and their partners in the Youth Educational Services Department to develop, promote, facilitate, and evaluate innovative programs to meet the expressed and anticipated needs of the community’s young adult population including reading clubs, homework help, instructional workshops, STEM and literacy programs, gaming, summer reading events, maker programs, music and video production, graphic design, photography, game design, fashion design, social media and a variety of other programs within the Library and throughout the community, • Learns and takes interest in informal learning environments and project-based learning, • Provides mentorship to young adult patrons and fosters a positive and engaging environment, • Works with the Teen Center team and other collection development team members to shape and maintain the YA collection ensuring it is diverse, current, relevant and meets the needs of the community, • Works to engage teens with the collection in ways that allow them to follow their interests and discover new ones, • Fosters digital literacy and provides age-appropriate technology instruction to young adults with a solid knowledge of trends in print and digital library resources for teen patrons., • Conducts outreach to and develops partnerships with community-based organizations, schools, and community groups that target teens to promote the library’s services (e.g., MyLibraryNYC, the Library’s partnership with NYC schools), collections, specialized programs and resources to enhance the reading skills of teens, • Develops and maintains the layout and appearance of the Teen Center ensuring a safe and inviting area filled with relevant resources, • Facilitates the work and activities of teen volunteers and teen advisory councils, • Maintains a working knowledge of trends in teen literature, youth services and the profession through webinars, meetings, internal training, conferences, professional literature and organizational memberships, • May take responsibility for the facility, staff and operations in the absence of the supervisors, • Assists with circulation, fines & fees management, reserves and opening/closing procedures, • ALA accredited Master’s degree in Library and Information Studies, • Strong commitment to public service and the ability to work well with a diverse patronage, • Experience creating and conducting a variety of innovative programs for Young Adults, • Knowledge and appreciation of Young Adult literature, audiovisual materials, computer resources, and other materials that constitute a balanced, relevant youth collection, • Experience developing, maintaining and marketing Young Adult collections, • Experience building partnerships with local organizations and schools to better meet the needs of community users, • Demonstrated interpersonal, oral, and written communication skills, • Successfully demonstrated ability to work as part of a team, • Strong organization and planning skills, including the ability to perform multiple projects or tasks simultaneously, • Strong computer and other related technology skills, including MS Word, Excel, Powerpoint, Google applications, PCs, Macs and e-reader devices, • Knowledge of emerging library technologies, service and programming trends for young adults in urban public libraries preferred More...Please Note: Effective August 2, 2021, absent a qualifying exception for medical or religious reasons, newly hired employees of the New York Public Library must present proof of receipt of a COVID-19 vaccination and may not begin employment at the Library until 14 days after their receipt of their second dose of either the Pfizer or Moderna vaccines or 14 days after their first dose of the Johnson & Johnson vaccine. Newly hired employees who need additional time to receive their vaccination prior to their start date may request an adjournment of their start date with their hiring manager. The Library will consider such requests on a case by case basis, depending upon the Library’s operational needs, among other factors. The Library will further consider exemptions for prospective employees who cannot become vaccinated due to a qualifying medical condition or a sincerely held religious belief or practice. Candidates who receive a conditional offer of employment and who seek a medical or religious exemption to the Library’s vaccination policy will be provided with additional instructions at the time of the conditional offer. Core Values All team members are expected and encouraged to embody the NYPL Core Values: • Be Helpful to patrons and colleagues, • Be Resourceful in solving problems, • Be Curious in all aspects of your workPhysical Duties, • Lifting up to 15 lbs., • Sitting and standing for periods of time Union Local 1930 FLSA Non-Exempt Schedule • 35 hours per week to be scheduled during regular branch hours

Job DescriptionSalary: $68,902 $95,000 Join a School Where We Build, Learn, and Grow Together About Innovation Charter High School At Innovation Charter High School, we believe schools can be places where young people are deeply known, challenged, and prepared to shape their futures, and where educators do some of the most meaningful work of their careers. We are a mission-driven public charter high school in New York City serving students with ambition, care, and urgency. Our team is fiercely committed to improving student outcomes and continuously strengthening the school we are building together. This is a place for educators who believe: • Feedback is essential to growth, for students and adults, • Curiosity is a driver of strong teaching and learning, • Great schools are built through reflection, collaboration, and persistence, • Students thrive when adults hold high expectations and provide deep support, • Supporting one another as a community and showing up as strong team players matters just as much as individual excellence We are not interested in maintaining the status quo. We are actively working to create new ways of supporting students and new ways of working together as colleagues. That takes humility, experimentation, resilience, and heart. Our staff cares deeply. We challenge one another. We learn in public. We keep improving. If you are energized by joining a dedicated team that is building toward something better, for students and for each other, wed love to meet you. About the Role We are seeking a NYS certified Math Teacher in an Integrated Co-Teaching (ICT) classroom, supporting students in developing conceptual understanding, procedural fluency, and mathematical reasoning aligned to Regents and Common Core standards. This educator will partner closely with general education teachers, content teams and families to ensure all learners can access rigorous math instruction and build confidence as problem-solvers. What Youll Do Deliver Inclusive, Rigorous Math Instruction • Co-plan, co-teach, and co-assess in inclusive math classrooms aligned to NYS standards and Regents expectations, • Differentiate instruction and provide appropriate scaffolds to ensure students with IEPs can access rigorous grade-level content, • Design engaging lessons that build conceptual understanding, procedural fluency, and real-world application, • Use modeling, guided practice, small-group instruction, and inquiry-based strategies to support diverse learning needs, • Analyze student data and assessment trends to refine instruction and accelerate student growth Build Mathematical Reasoning and Student Confidence • Support students in solving complex, multi-step problems and communicating mathematical reasoning clearly, • Strengthen students ability to justify thinking verbally, visually, and in writing, • Build student confidence, independence, and perseverance in mathematics, • Prepare students for Regents-aligned assessments while fostering deep understanding of mathematical concepts and problem-solving strategies Partner to Support Student Success • Collaborate closely with co-teachers, related service providers, counselors, and families to support students academic and social-emotional growth, • Contribute meaningfully to IEP implementation, progress monitoring, and student support planning, • Build strong relationships with students rooted in consistency, encouragement, high expectations, and care Contribute to a Collaborative Adult Culture • Engage actively in feedback, coaching, and professional learning, • Collaborate with colleagues to improve practice and student outcomes, • Contribute to a culture of reflection, curiosity, and continuous improvement, • Help create classrooms and a school community rooted in belonging, safety, and high expectations Who Thrives Here You may be a strong fit if you are: • A relationship-centered educator with unwavering belief in students, • A reflective practitioner who seeks and uses feedback, • A collaborator who enjoys co-planning and shared problem-solving, • A teacher who balances structure, compassion, and rigor, • Someone energized by building and improving, not just inheriting finished systems, • Committed to educational equity and serving diverse learners in NYC public schools, • Someone who is willing to adapt high quality instructional materials (HQIM) to meet the needs of your students. QUALIFICATIONS Required: • New York State Students with Disabilities Teaching Certification required, or active pathway toward certification, • Bachelors degree required Strongly Preferred: • Masters degree in Special Education or related field, • 3+ years of teaching experience, ideally in New York City schools or urban public/charter settings, • Experience supporting adolescents with IEPs in inclusion settings, • Familiarity with Regents-aligned instruction, Common Core standards, and NYC special education systems (including SESIS), • Experience using assessment data to inform instruction and intervention Compensation & Benefits This is a full-time position with a salary range of $68,902 $95,000 (based on certification level and experience). Innovation teachers certified in New York State receive a highly competitive compensation package. Uncertified teachers receive competitive compensation with increases upon certification. Benefits include: • Medical, dental, and vision coverage, • 401(k) with up to 5% employer match, • Life insurance, • Professional development and coaching, • A collaborative team deeply committed to growth and support Why Join Innovation Youll join a school where: • Your voice and ideas matter, • Coaching and feedback are part of the culture, • People work hard, care deeply, and keep learning, • Students are at the center of every decision, • You can help shape what the school becomes Please apply online and visit our website to see all of our open roles:

Job Description:\n\n Job Title: Head of Design Team: Product Location: In-Person in Atlanta (GA) - preferred, Chicago (IL), New York (NYC), or Newark (NJ) Employment Type: Full-time FLSA Classification: Exempt Start Date: ASAP About Braven Braven is a national nonprofit that prepares promising college students to secure a strong first opportunity after college graduation through a career-accelerating program. We work with higher education and employer partners to offer a life-changing experience that begins with a semester-long course for college students, followed by support that lasts through graduation. Together, our ambition is to help rebuild the middle class and revitalize the American Dream. To learn more, take a look at Braven’s Jobs Report. About the Role In order to achieve its ambition of serving 80,000–100,000 Fellows over the next decade, Braven is hiring a Head of Program Design who will own the evolution, quality, and integrity of every program experience Braven puts in front of students, volunteers, and staff, serving as both the lead builder and the person responsible for setting the standards for how those experiences are designed. Braven's program is built around a core belief: that students build career readiness by developing the right skills, networks, experiences, and confidence. Everything the Design team builds is in service of that equation. As the leader of the Design team and a member of the Product Leadership Team, you will translate evidence from Braven's research and real-time signals from the field into high-quality, pedagogically sound program assets and learning sequences that can be delivered across dozens of campuses with varying academic lengths (e.g., semester, quarter, summer school, etc.) at scale. You hold the line on adult learning best practices regardless of timeline pressure or competing priorities, and you ensure that every staff member and volunteer who facilitates a Braven program experience understands both what they're teaching and why it's built the way it is. We're also looking for someone with a genuinely entrepreneurial orientation, someone who is deeply curious about how other organizations are solving the college-to-career challenge, and who brings that curiosity back into how Braven evolves its own approach. Critically, this person must be able to hold two things as connected rather than in tension: the commitment to human-centered, pedagogically excellent design and the imperative to simplify and scale. The program has to work for the student sitting in front of it and for the institution delivering it at volume. Seeing those as the same challenge — not competing ones — is a prerequisite for excellence in this role. This role is on the Product team and reports directly to the Chief Product Officer. What You’ll Do Build, Steward, and Evolve Braven's Program Experience (30%)Design and evolve the entire program experience continuum, which starts with the Accelerator course and extends to supporting our Fellows for 6 months after graduation.Maintain a growing high-quality multi-modal library (in-person, virtual, and on-demand) of program experiences, including workshops, learning modules, facilitated sequences, stand-alone resources, on-demand tools, and event designs that help students build the skills, networks, experiences, and confidence needed to secure strong first opportunities after college.Create and pilot new program assets in response to what program staff is observing in the field and/or our higher education partners lift up as a need/interest — when teams flag that students are struggling or that a specific need has emerged, your team builds the response, keeping scale and simplicity front and center.Translate findings from Braven's research team into concrete design decisions, ensuring that what the evidence says students need is actually reflected in how every experience is structured, sequenced, and facilitated, partnering with execution teams to ensure the program is delivered as intendedMaintain and refresh program assets over time by updating content regularly based on stakeholder feedback, student outcome data, and shifts in the college-to-career landscape, including staying up to speed on how the context is shifting with students (e.g., pandemic moment that required more online to a digital learning fatigue moment six years after the pandemic) and/or the labor market (e.g., employers are scaling up dramatically so job acquisition is easier including remote work to labor market is shrinking because of over hiring and now how AI is shaping the realities students face in the job market)Keep an eye towards what must be true at scale, adjusting designs over time based on feasibility constraints or new technology realities that have ripple effects into designs.Be the consummate learner and consumer of our in-person and digital products, in order to stay proximate to the field as well as on the cutting edge of what is to come Set and Hold the Standard for Quality and Integrity of Program Experiences (25%)Define, ensure the execution of, and evolve Braven's standards for high-quality program design, including how experiences are structured, how long they run, how learning is assessed, and how facilitation is approached.Ensure all program experiences are grounded in adult learning science, cultural competence (including that of a particular higher education institution), and reflect a deep understanding of Braven's students, predominantly first-generation college students and students from low-income backgrounds, navigating the transition from college to career.Stay current on the external field — career readiness research, employer expectations, evolving best practices in adult learning, highly-resourced colleges' career preparation evolutions, digital tools, and bring that knowledge into Braven's design work. Prepare Staff and Volunteers to Facilitate with Confidence and Fidelity (20%)Design and deliver ongoing training that equips program staff and volunteers who are on the front lines with students every day to understand Braven’s approach to career readiness topics, and can deliver to students coherent, consistent guidance.Design and deliver training on design intent so that facilitators understand why an experience is built the way it is, and can make good judgment calls when they need to adapt in the moment.Ensure training and staff enablement are built into each new program from the start, making them a core part of a complete, high-quality experience.Lead conversations with staff about what is likely to come next in the programmatic experience's evolution. Lead the Team and Shape Program Strategy (25%)Lead, develop, and grow a team of designers who are responsible for the full scope of design work across Braven's program experience, from the Accelerator course to post-course support for Fellows, which lasts until six months post graduation.Manage the team as well as the team’s mental agility in a way that allows for business as usual, as well as the ability to flex, be nimble, and start to innovate in a manner that meets the moment.Serve as a member of Braven's Product Leadership Team, contributing design expertise to cross-functional decisions about what the program should do next, how it should evolve, and what it will take to deliver it at scale.Partner with colleagues across Research, Data, Program Delivery, and Operations to ensure design decisions are grounded in evidence, informed by what's happening in the field, and set up to be delivered well.Engage directly, including online and ground-based visits with the field to inform perspective.Bring a constant eye toward program simplification while regularly asking which design elements are truly essential for student outcomes, where the program has accumulated complexity that doesn't drive value, and how to redesign experiences that are both excellent and more scalable over time.Partner across the organization with program delivery teams, operations, and technology to identify where design changes could unlock scale, and help Braven distill the program architecture toward what it truly needs to be as it grows.Help scope and grow the Design team as the organization scales toward serving 25,000+ Fellows.Serve as a member of the "One Braven" leadership team, contributing to org-wide strategy and stewarding a healthy, high-performing culture for both your immediate team and the broader organization.Other duties as assigned. RequirementsMinimum RequirementsEducation: BS/BA10+ years of experience designing clear, engaging, purposeful, and culturally competent learning experiences3+ years of experience managing a team toward outcomes Preferred Qualifications Master's degree or other certification in learning design, instructional design, or a related fieldExpert practitioner in human-centered design and adult learning science, with a strong point of view on what makes a learning experience work for adults, especially adults navigating high-stakes career momentsDemonstrated experience building and maintaining a program or curriculum library that serves multiple delivery teams or contexts. You know how to design for reuse, not just for one-time useExperience designing human-centered learning experiences that scale through technology.Experience designing training for the people who deliver your programs, not just the content itself, but the facilitation guides, design rationale, and enablement that help others teach it wellExperience and agility with keeping old, evolving, and piloting new designs all at the same time.Exceptional written and verbal communicator who expresses ideas clearly, simply, and with strong design instinctsCompetent in synthesizing multiple data types such as observations, user interviews, research, feedback, and quantitative data to identify root problems and drive design improvementsDeep alignment with Braven's core values and a belief in Braven's mission, informed by experience working with or for student populations like Braven's Fellows — predominantly people of color from low-income backgroundsProven track record of building and growing high-performing teams, including developing talent at multiple levels and scoping new roles as an organization growsStrategic thinker who can hold both the quality of a single experience and the coherence of the full student journey simultaneously, you can zoom in and zoom outSkilled at working across teams and influencing without formal authority, you know how to advocate for quality with colleagues who have different mandates and timelinesExperience contributing to organizational strategy as a senior leader, including cross-functional collaboration at the leadership team level Technical SkillsProficient in learning management systems and content editors (Braven currently uses Canvas and Articulate) Please know that no one ever meets 100% of the preferred qualifications. If much of this describes you, we encourage you to apply. Work DemandsAbility to work in-person in one of these three hub cities of Braven’s: Atlanta (GA), Chicago (IL), Newark (NJ), or New York City (NY), 3 days per weekTravel 2–3 times per quarter for team convenings, site visits, and organizational gatherings Additional RequirementsAuthorized to work in the U.S.Braven doesn’t offer employment visa sponsorship Application & Interview Process While the interview process may vary slightly, the general process will be:Phone screen with Talent Team memberPerformance TaskInterview with Hiring ManagerPanel Interview with Key PartnersReference Checks BenefitsCompensation and Benefits Braven offers competitive base salaries based on the midpoint of the market among not-for-profit organizations of similar size, with opportunities for salary growth over time. We believe in compensating staff members fairly in relation to each other, their qualifications, and their impact on behalf of the organization, and take internal and external equity seriously. Given our commitment to equity, Braven does not negotiate salary offers; instead, each salary offer is determined carefully using external and internal benchmarking. Starting salary within the range is determined by role scope and qualifications, with new hires starting at the lower end to allow for growth with performance. Braven does not base compensation on individual candidate salary expectations and is committed to maintaining internal equity. The salary ranges, by geographic market, for this role are set forth $154,500-$193,100 in Atlanta, $163,200-$204,000 in Chicago, and $179,600-$224,400 in New York City and Newark. This is based on a 50-hour work week at an hourly rate. This is a full-time, regular, non-exempt, and benefits eligible position where you will be working at 100% capacity. Braven also provides competitive, comprehensive benefits, recognition, and career development. While Braven reserves the right to change benefits at any time, current benefits include: Unlimited vacation time in addition to org-wide holidays and week-long shutdowns in July and the end of the calendar year (this is a minimum of 19 days per year)Braven supports your path to parenthood and beyond with $25,000 in lifetime Carrot benefits for fertility, family-building, and hormonal healthMatch of your 401K contribution up to 5% of your base annual salary, starting your first full monthCoverage of 85% of health insurance premium for employees and dependents12 weeks of paid parental leaveA one-month paid sabbatical after 4 years on staff Please note that Braven is firm in its compensation philosophy because of our deep, long time commitment to equity; therefore, only candidates who believe our total rewards package aligns with what they are looking for in their next opportunity are encouraged to apply. Location We gather in the office 3 days a week (Tuesday through Thursday) and work remotely 2 days a week (Monday and Friday). Therefore, this role requires teammates to live within commuting distance of one of our hubs: Atlanta, Chicago, New York City or Newark. We believe in the magic, connection, and collaboration that happens when people work together face-to-face, and we believe in giving people flexibility to focus, balance personal priorities, and save themselves two commutes per week. Braven is an equal opportunity employer and considers qualified applicants for employment without regard to race, color, creed, religion, national origin, sex, sexual orientation, gender identity and expression, age, disability, veteran status, or any other protected factor. We encourage talented individuals of all backgrounds to apply.

Job Description Middle School Math Teacher Launch EL Charter School | Brooklyn, NY About Launch Launch EL Charter School serves middle and high school students from across Brooklyn, reflecting the vibrant diversity of our city. Rooted in the values of Crew, Excellence, and Equity, our mission is to prepare students in under-resourced communities to thrive in college and careers — through active learning experiences and powerful character development that develop learners, leaders, and changemakers. Our model is built on EL Education's proven approach, and Launch has earned credentials in Mastery of Knowledge and Skills and Character — with High Quality Work in progress this year. Launch students consistently outperform NYS peers in both growth and achievement. Our vision is to offer a world-class public education to students and families in Bed-Stuy, Crown Heights, and surrounding communities — one that opens doors to the most competitive universities and careers, and empowers students to lead fulfilling lives of choice and purpose. At Launch, we are committed to engaging, rigorous instruction and strong character. We support the growth of smart, good people. Why Launch At Launch, you will not be handed a script and left alone to figure it out. This is a school where the adults model the same habits of learning and reflection we ask of students. Our families are deeply engaged: 96% approve of what we are doing, and they will hold us to it. If you are looking for a place where the work is serious, the community is real, and your growth as a teacher is treated as non-negotiable, Launch is that place. The Role Launch EL Charter School is seeking a Middle School Math Teacher who understands that mathematical thinking is not a talent some students are born with, it is something every student can develop when the conditions are right. Over the last three years, Launch students have increased math proficiency by more than 30%, and we now outpace the city, district, and state in math growth. That did not happen by accident. It happened because our teachers believe in the mathematical brilliance of Black and Brown students and build classrooms where that brilliance has room to show up every day. At Launch, math class is not a place where the teacher does the thinking and students watch. Students work, share their reasoning, defend their approaches, and learn from each other. Your job is to design for that — to know your students' thinking well enough to make it the engine of the lesson. This is also a school that celebrates Pi Day every March 14th, because we believe joy and rigor are not in tension, they require each other. The ideal candidate understands that. Who You Are You bring more than content knowledge to this work. You believe deeply that all students are capable of mathematical greatness and you are willing to do the daily, detailed work that makes that belief real. You are the kind of teacher who does not just accept feedback but acts on it before the next lesson. You lead with care and hold high expectations at the same time. The ideal candidate will demonstrate our Launch Habits of Responsibility: • Integrity and Stewardship: You always work to do what is best and right for our community and inspire confidence in others through consistent honesty and care., • Kindness and Collaboration: You make others feel like they belong through empathy and genuine care., • Imagination and Spirit: You hold an unwavering belief that we can accomplish our goals, even when the work is hard., • Dedication and Practice: You use each opportunity to support our mission and reflect on your actions with a focus on continuous improvement. Instruction and Planning • Develop and deliver standards-aligned math lessons using the Open Up Resources curriculum as a core instructional framework, grounded in rigorous mathematical standards, to support the full range of learners in your classroom, • Design lessons where student thinking drives the discussion. After students work independently or in small groups, select and sequence student work intentionally, display it, and call on students to explain their reasoning in full while the class listens, questions, and builds understanding together, holding students accountable for complete thinking, not just correct answers, • Stamp learning explicitly at the close of each lesson, returning to student work to name the key mathematical idea students should carry forward, • Differentiate instruction to meet the needs of all learners, including students in ICT settings, students with IEPs, English Language Learners, and extension groups, using small group instruction, flexible grouping, and targeted intervention and enrichment, • Use formative and summative assessment data, including exit tickets and benchmark assessments, to drive small group work, adjust whole-class instruction, and adapt your teaching before it is too late to matter, • Establish consistent expectations and routines in a student-centered classroom that is organized, welcoming, and celebratory, using a restorative justice framework to build relationships, repair harm, and keep students connected to the community rather than removed from it, • Teach from a culturally responsive and sustaining framework that honors the identities and experiences of all students, so that the math they do in your classroom feels connected to their lives outside of it, • Plan and analyze student work alongside colleagues in department and grade-level meetings, using data to ask hard questions and make better instructional decisions together, • Engage in quarterly coaching cycles built on an asset-based approach, you will be observed, given feedback, and supported to grow, with the expectation that your practice improves and students feel it, • Prepare students to lead their own Student-Led Conferences and Passages, putting student voice at the center of the learning community, • Unwavering commitment to equity, Launch's mission, and the EL Education model, • Bachelor's degree required; Master's degree preferred, • Valid New York State Teaching Certification in Mathematics preferred, • Strong content knowledge in middle school mathematics and experience designing lessons that develop both procedural fluency and conceptual understanding, • Experience facilitating student-led math discourse where student work and reasoning drive the conversation, • Familiarity with Open Up Resources or a similar problem-based math curriculum; experience with structured student discourse models where students do the thinking and the talking is strongly preferred, • Teaching experience in an urban setting preferred; middle school math experience preferred, • Documented success moving student math achievement, with clear evidence of growth over time Benefits: Medical, dental, and vision insurance; 401(k) and/or Roth IRA with employer match; flexible spending accounts (Health Care FSA, Dependent Care FSA, Transit); short- and long-term disability; Employee Assistance Program with mental health, family, and wellness support; professional development funding and ongoing coaching; parental leave; summer benefits. Compensation: $65,000 - $115,000 annually, commensurate with experience. Salaries at Launch are set through a lens of equity and based on an individual's skills, education, and years of relevant experience. Equal Opportunity Employment Launch is an equal opportunity employer and does not discriminate against any individual or group for reasons of race, color, creed, sex, age, culture, national origin, marital status, sexual orientation, gender identity or expression, or mental or physical disability. We actively recruit, hire, and retain a diverse and inclusive staff because we believe our team should reflect the communities we serve. Powered by JazzHR YzgCazK6hp

Job Description We are sharing a specialised part-time consulting opportunity for professionals experienced in higher education, academic administration, faculty workflows, student affairs, research administration, accreditation, curriculum development, and structured university operations review. This role supports current and upcoming remote consulting opportunities focused on structured higher education workflow evaluation, academic policy review, university operations analysis, curriculum and accreditation materials, student support documentation, research administration workflows, and high-quality project execution. Selected professionals will apply their higher education expertise to review realistic academic scenarios, evaluate institutional outputs, prepare structured written feedback, and support accurate, evidence-based education workflow tasks. Key Responsibilities Professionals in this role may contribute to: Academic Content, Curriculum & Faculty Workflow Review • Review higher education scenarios involving academic content, curriculum development, course planning, faculty governance, departmental processes, and teaching-related materials, • Evaluate academic outputs against source materials, course objectives, institutional requirements, pedagogical expectations, and documented review criteria, • Support structured review of faculty workflows, tenure review materials, academic writing, curriculum proposals, and departmental documentation, • Review university operations scenarios involving admissions decisions, enrollment management, registrar workflows, advising, financial aid, residential life, and student support services, • Evaluate student-facing and administrative materials against institutional policies, student needs, compliance requirements, and source documentation, • Support structured review of student advising materials, admissions files, enrollment records, institutional communications, and academic operations workflows, • Review scenarios involving grant administration, IRB materials, sponsored programs, accreditation processes, assessment, institutional effectiveness, and academic compliance, • Evaluate higher education outputs against FERPA, Title IX, accreditation standards, institutional policy, and academic governance requirements, • Annotate, label, or validate data across higher education use cases such as institutional research, course planning, student advising, accreditation review, and academic policy analysis Strong candidates may have: • 3+ years of professional experience in higher education, academic administration, faculty roles, student affairs, research administration, accreditation, institutional effectiveness, enrollment management, or related university operations roles, • Background in one or more areas such as teaching, research, departmental governance, registrar operations, provost office work, admissions, advising, financial aid, residential life, sponsored programs, IRB, accreditation, or assessment, • Familiarity with university workflows involving curriculum development, tenure review, admissions, grant administration, student advising, accreditation, institutional research, and academic policy, • Comfort reading and preparing higher education artifacts such as academic policies, course plans, curriculum proposals, advising notes, accreditation materials, grant documents, institutional reports, and student communications, • Strong analytical thinking and written communication skills, • A degree or professional background in higher education, education, academic administration, public administration, student affairs, research administration, instructional design, social sciences, humanities, or a related field is helpful, • Faculty experience, graduate study, institutional administration experience, or university research experience is highly relevant, • Experience at an R1 university, liberal arts college, community college system, professional school, research institution, or academic administration office, • Familiarity with FERPA, Title IX, accreditation standards, institutional effectiveness, student advising, admissions review, sponsored programs, IRB, or academic governance, • Experience preparing or reviewing curriculum materials, accreditation reports, tenure packets, student advising records, admissions materials, grant documentation, or institutional policy materials, • Background in faculty work, registrar operations, provost office workflows, enrollment management, financial aid, residential life, assessment, or institutional research, • Apply higher education expertise to structured remote project work, • Contribute to high-quality academic policy review, university operations analysis, curriculum assessment, and institutional workflow evaluation, • Work on flexible assignments aligned with your higher education background, • Use your academic and institutional judgment in a focused, detail-oriented review environment, • Independent contractor role, • Fully remote with flexible scheduling, • Part-time commitment depending on project availability, • Competitive rates between $60–$85 per hour depending on expertise, • Weekly payments via Stripe or Wise, • Projects may be extended, shortened, or adjusted depending on scope and performance This opportunity is available through 24-MAG LLC. We connect experienced professionals with remote consulting opportunities across technical, evaluation, and project-based workstreams. By submitting this application, you acknowledge that your information may be processed by 24-MAG LLC for recruitment and opportunity matching in accordance with our Privacy Policy: .

Job Description We are sharing a specialised part-time consulting opportunity for professionals experienced in K-12 education, classroom instruction, student assessment, differentiated learning, school operations, special education, and structured education workflow review. This role supports current and upcoming remote consulting opportunities focused on structured K-12 education review, lesson planning assessment, classroom workflow analysis, student support documentation, school operations materials, curriculum alignment, and high-quality project execution. Selected professionals will apply their education expertise to review realistic classroom and school scenarios, evaluate instructional materials, prepare structured written outputs, and support accurate, evidence-based K-12 education workflows. Key Responsibilities Professionals in this role may contribute to: Lesson Planning & Instructional Review • Review K-12 education scenarios involving lesson planning, instructional design, curriculum alignment, grade-level appropriateness, and classroom learning materials, • Evaluate instructional outputs against learning objectives, student needs, academic standards, and pedagogical best practices, • Support structured review of differentiated instruction materials, formative assessments, classroom activities, and subject-specific teaching resources, • Review scenarios involving student assessment, IEP development, behavior intervention planning, student support services, and parent-teacher communication, • Evaluate student-facing and family-facing materials against source context, educational requirements, accessibility needs, and support goals, • Support structured review of special education documentation, intervention plans, assessment materials, progress notes, and communication templates, • Review school-level scenarios involving classroom management, school administration, district policies, professional development, EdTech integration, and education program workflows, • Evaluate materials connected to IDEA, Title I, ESSA, state standards, school procedures, and district-level requirements, • Annotate, label, or validate education data across K-12 use cases such as differentiated instruction, formative assessment, behavior support, and curriculum review Strong candidates may have: • 3+ years of professional experience in K-12 education, classroom teaching, school administration, instructional coaching, special education, student support services, curriculum development, or district-level education work, • Background in one or more areas such as classroom instruction, special education, student assessment, school leadership, curriculum alignment, behavior intervention, professional development, or EdTech integration, • Familiarity with K-12 workflows involving lesson plans, IEPs, student assessments, differentiated instruction, parent communication, classroom management, and school operations, • Comfort reading and preparing education artifacts such as lesson plans, assessment materials, IEP-related documentation, curriculum maps, intervention plans, parent communications, and professional development materials, • Strong analytical thinking and written communication skills, • A degree or professional background in education, teaching, curriculum development, special education, educational leadership, instructional design, child development, psychology, or a related field is helpful, • Teaching certification, school leadership credential, special education credential, or equivalent education experience is highly relevant, • Experience in public, private, charter, district-level, or specialized K-12 education environments, • Familiarity with IDEA, Title I, ESSA, state education standards, IEP workflows, behavior intervention plans, formative assessment, or differentiated instruction, • Experience preparing or reviewing lesson plans, curriculum materials, student assessments, IEP documentation, classroom management plans, parent communications, or school policy materials, • Background in instructional coaching, professional development, school administration, special education, EdTech integration, or curriculum leadership, • Apply K-12 education expertise to structured remote project work, • Contribute to high-quality lesson review, student support assessment, curriculum analysis, and school workflow evaluation, • Work on flexible assignments aligned with your education background, • Use your instructional judgment in a focused, detail-oriented review environment, • Independent contractor role, • Fully remote with flexible scheduling, • Part-time commitment depending on project availability, • Competitive rates between $45–$70 per hour depending on expertise, • Weekly payments via Stripe or Wise, • Projects may be extended, shortened, or adjusted depending on scope and performance This opportunity is available through 24-MAG LLC. We connect experienced professionals with remote consulting opportunities across technical, evaluation, and project-based workstreams. By submitting this application, you acknowledge that your information may be processed by 24-MAG LLC for recruitment and opportunity matching in accordance with our Privacy Policy: .

Job Description We are sharing a specialised part-time consulting opportunity for professionals experienced in education, learning content review, instructional materials, academic workflows, curriculum support, and structured education-focused project work. This role supports current and upcoming remote consulting opportunities focused on education-related content review, learning material assessment, instructional workflow evaluation, academic documentation, and high-quality project execution. Selected professionals will apply their education expertise to review structured materials, evaluate clarity and accuracy, prepare written feedback, and support reliable education-focused workflows. Key Responsibilities Professionals in this role may contribute to: Education Content Review • Review education-related materials, learning resources, instructional content, and academic support documentation, • Evaluate content for clarity, accuracy, structure, age or learner appropriateness, and alignment with stated objectives, • Support structured review of lesson materials, study resources, educational prompts, assessment content, and learning workflows, • Review scenarios involving teaching, learning support, curriculum materials, student-facing guidance, and academic communication, • Evaluate outputs against educational goals, learner needs, source materials, and defined review criteria, • Prepare clear written explanations and structured feedback based on provided materials, • Follow detailed guidelines and apply review criteria consistently, • Annotate, label, or validate education-related content where needed, • Document review decisions, issue patterns, and improvement suggestions clearly Strong candidates may have: • Experience in education, teaching, tutoring, curriculum support, academic content review, instructional design, educational operations, student support, or related learning-focused roles, • Strong ability to review written materials for clarity, accuracy, structure, and learner usefulness, • Comfort working with structured instructions, rubrics, review criteria, and detailed feedback workflows, • Clear written communication skills and strong attention to detail, • Ability to work independently and deliver high-quality outputs on flexible timelines, • A degree or professional background in education, teaching, curriculum development, instructional design, humanities, social sciences, psychology, communications, or a related field is helpful, • Experience preparing or reviewing lesson materials, educational prompts, learning resources, assessment items, curriculum notes, or student-facing content, • Background in K-12 education, higher education, tutoring, online learning, academic advising, instructional design, or educational content development, • Familiarity with rubric-based review, content QA, annotation, AI evaluation, or structured feedback workflows, • Strong attention to detail in writing-heavy, learner-focused, and guideline-based environments, • Apply education and learning-content expertise to structured remote project work, • Contribute to high-quality educational review, content assessment, and structured feedback workflows, • Work on flexible assignments aligned with your teaching, tutoring, academic, or content background, • Use your educational judgment in a focused, detail-oriented review environment, • Independent contractor role, • Fully remote with flexible scheduling, • Part-time commitment depending on project availability, • Competitive rates between $60–$75 per hour depending on expertise, • Weekly payments via Stripe or Wise, • Projects may be extended, shortened, or adjusted depending on scope and performance This opportunity is available through 24-MAG LLC. We connect experienced professionals with remote consulting opportunities across technical, evaluation, and project-based workstreams. By submitting this application, you acknowledge that your information may be processed by 24-MAG LLC for recruitment and opportunity matching in accordance with our Privacy Policy: .

Job Description The Queen City Difference We expect academic and character excellence from QCACS students, and our leaders help foster a dynamic learning environment where students receive the necessary preparation and support to rise to that challenge. Therefore, our leaders are instructional leaders and coaches to a dynamic teaching force. Teacher recruitment at QCACS is a vitally important process through which we seek to attract and retain educators with an immediately discernible passion for helping children meet their highest potential. Educators work in a collegial setting where the faculty and administration collaborate to ensure a high-quality education experience for students, while benefiting from supportive parent partners who are deeply committed to their children’s success. QCACS is a place where people enter to learn and work but experience the fulfillment of a family atmosphere as they are inducted into our nurturing yet challenging environment. Our employees enjoy competitive salaries, benefits, merit pay opportunities, and pension. More importantly, they enjoy the privilege of educating in a place where they are supported professionally and personally. Diverse Learning Community At QCACS we are committed to building a diverse, equitable, and inclusive learning community, which is integral to our school culture and included in our social justice education. QCACS has developed a plan that focuses recruitment of a diverse team of culturally sensitive faculty and staff. Prospective staff must demonstrate cultural and racial awareness and provide examples of their commitment to diversity, equity, and inclusion. We strive to create a learning environment that exposes students to a breadth of differences, informs their perspective, and prepares them to shape the world. QCACS is an equal opportunity employer. The Position The School Director must be a visionary instructional leader. Having read the mission and vision of QCACS, you embrace these values, principles, and methods. In our small school, you are expected to engage with each student and recognize them as individuals. As a senior leader at QCACS, you are a champion for QCACS and hold high academic expectations by working to cultivate a community of continuous learning that is grounded in principles of equity and cultural relevance. Collaborative Leadership The CEO and Director will work together to implement the vision and ensure the school meets its mission and academic goals. Although many duties will overlap, the CEO’s focus is on the operational side and the Director’s focus is on the day-to- day operations, academics and school culture. Together, they will: • Develop and sustain a school culture that embodies a strong sense of community through collaborative academic coursework, community service, leadership opportunities, and character development., • Establish and facilitate an atmosphere of individual growth and mutual respect., • Establish collaborative partnerships with community agencies that service the school community, • Work with Union County College to implement the Early /Dual Enrollment Program, • Build strong relationships with parents, families, and the community., • Ensure equity and high expectations across the school., • Hire instructional staff., • Collaborate on the development of the curriculum and instructional model with the CEO and curriculum consultants., • Support the design of a school building that is best suited for our teaching and learning model., • Create school policies, systems, and structures that will support the development of a learning environment that fits with QCACS’ core beliefs., • Connect the school community with the larger educational community, including other charter, public, and independent schools in New Jersey., • Work in collaboration to plan professional development including summer institute for new staff., • Welcome all students and families and get to know them by going to advisory meetings, learning exhibitions, and most school events., • Inspire teachers to be deeply engaged in the difficult work of increasing achievement., • Support and encourage advisor/teachers about their roles; engage and consult teachers as co-leaders and decision makers; and help them develop their leadership skills in support of the school’s mission and continued growth., • Engage with families and develop authentic relationships, so they don’t fear a call from the School Leader., • Encourage others to make decisions that are right for them by being supportive, not authoritarian; but be able to make occasional tough decisions., • Work in conjunction with the CEO and Hiring team to recruit and hire a diverse, high-quality staff that shares the vision and mission of QCACS; recognize the qualities in staff that make them suitable for QCACS; consult with the Executive Director and Board members regarding initial hires., • Develop and implement a collaborative method of evaluation to provide ongoing feedback for staff that leads to constant professional improvement. Lead and empower teachers to use student achievement data to reflect on teaching practices and make formal and informal decisions about instruction., • Collaboratively develop, plan, and implement engaging professional development for all staff; seek opportunities to engage appropriate outside services where needed., • Assume responsibility for evaluating student learning by collecting and analyzing a variety of qualitative and quantitative information; employ the results to continually improve learning and engagement among all students., • With families, students and staff, implement and maintain high standards of excellence. Ideal candidates will have most of the following qualifications: • NJDOE Professional Certificate with an endorsement as Principal/ Supervisor., • A minimum of eight years of teaching plus school-based administrative or supervisory experience. Demonstrated ability to model shared/distributed leadership; experience leading a professional learning community; and the ability to inspire a team around a progressive vision., • Strong technology skills relating to blended learning, data analysis, and communications. • Experience in project-based, interdisciplinary learning models and willingness to embrace innovative pedagogy that supports whole child development., • Entrepreneurial spirit and ability to work in a fast-paced, startup environment., • Great follow through skills: say what you mean and do what you promise to do., • Ability to build relationships with a diverse group of constituents, including involving families and community members in all phases of the school program., • Demonstrated commitment to the belief that all children can achieve success, in the quality of their academic work and in working together for a common goal., • Commitment to creating a place where everybody knows each other, respects and admires individual differences, and embraces people pursuing their passions. The Queen City Academy Charter School is the first charter school located in Plainfield, New Jersey. QCACS currently serves 506 scholars in grades K-12. Our mission is to create lifelong learners and equip staff with the opportunities to successfully shape and transform lives by cultivating learners that possess the ability to be critical-thinkers and demonstrate leadership skills required to continuously open new doors which create generational successes. All staff are expected to be committed to the mission of QCACS, have a positive and professional attitude, exhibit a strong work ethic (including a willingness to work long hours) and possess an inner drive for personal and professional excellence. The Queen City Academy Charter School of Plainfield is an equal opportunity employer. This position offers a competitive salary range of $100,000 – $150,000.

Job Description Title: High School Teacher, Math & Science Reports to: High School Head Employment Type: Faculty; Full-time, Exempt Projected Start Date: Late August 2026 Work Location: 5 Hanover Square, New York, NY 10004 The IDEAL School of Manhattan is an inclusion school dedicated to creating a diverse community that affirms and accepts the full identities of all people, while inspiring academic excellence, creative leadership, and a desire to build a more just and equitable world. Position Description The IDEAL School of Manhattan is seeking a talented, enthusiastic, and creative educator, with a focus on Math and Sciences, for a full-time position starting in August 2026. IDEAL teachers are charged with inspiring students in an inclusive and nurturing learning community to achieve personal and academic excellence. IDEAL expands the definition of diversity to include ability, and thus candidates must demonstrate the ability to teach a range of learners and to scaffold lessons with note-taking guides, visual aids, and other supports to promote the success of a range of learners. It is expected that teachers engage students’ curiosity through interdisciplinary activities, discussion, and project-based learning. High School teachers teach four to five class sections, meeting 16-20 periods per week. In addition to primary teaching responsibilities, the incumbent will participate fully in the life of the school. All IDEAL teachers contribute in significant ways beyond the classroom; it is expected that teachers serve as advisors, mentor at least one club, and may lead their own extra-curricular activities and initiatives. They know their students as learners and as individuals, and they inspire their students by setting a high bar for excellence while making the classroom fun and supporting all learners in achieving. Occasionally, teachers may be asked to chaperone day and overnight class trips. Teachers may be required to support remediation in the Learning Center as part of their course load, as appropriate. The successful candidate will partner thoughtfully with colleagues and parents; demonstrate the ability to inspire students at all levels to strive for both personal and academic excellence; and possess a commitment to inclusive education. Responsibilities include, but are not limited to: * Apply expertise in student development and the pedagogy of education for typically developing students as well as those with special needs * Collaborate with the general education teacher to co-plan and implement tiered lesson plans, ensuring that curriculum is accessible to all learners through a Universal Design for Learning (UDL) framework. * Adapt and implement tiered lesson plans incorporating differentiated instructional methods and outcomes to engage and inspire students with varied abilities and learning styles * Establish clear objectives for all lessons, units, and projects, and communicate these objectives to students * Establish and enforce expectations for behavior and for maintaining harmony within the community * Partner with other educators, therapists, and additional professionals on the implementation of support strategies * Research and integrate contemporary and innovative curricula, texts, and technology into instruction * Contribute to CSE meetings and yearly goal reviews * Communicate regularly, via verbal and written communication, with all constituencies, including students, faculty, administration, and families * Attend and participate in weekly faculty meetings, team meetings, committee meetings, school functions, and professional development activities during and after school hours as needed, appropriate, and assigned * Meet deadlines for progress reports and other administrative tasks within a school setting * Contribute broadly and fully to the spirit and life of our students, community, and mission * Uphold the mission, philosophy, principles, policies, and procedures of IDEAL Required Qualifications * Bachelor’s degree * Lead classroom teaching experience * Excellent written and verbal communication skills Preferred Qualifications * Master’s degree * Special Education designation and/or experience preferred * Independent school experience preferred * 2-3 years of relevant, hands-on teaching experience preferred * Previous experience in an inclusive setting * Familiarity with Universal Design for Learning Essential Qualities: * Appreciation for the school’s mission * A strong understanding of differentiation * The ability to collaborate as a part of a team * A desire to make a difference in the school--to contribute time and talent outside of the classroom to the growth of students and the school Benefits Include: Paid time off, comprehensive medical, dental and vision insurance, flexible spending program, health reimbursement account, commuter benefits program, income protection via short and long-term disability benefits, paid family leave, professional development opportunities, 403(b) plan with employer contribution(waiting period applies). Salary Range: $65,000-85,000 (this represents the expected salary range for this position. Salary will be determined based on education, experience, and other job-related factors) Equal Opportunity Employer The IDEAL School of Manhattan is committed to the principles of equal employment opportunities for all qualified employees and job applicants and to making all employment decisions without unlawful discrimination as to race, color, creed, religion, sex, national origin, age, disability, sexual orientation, citizenship or immigration status, marital status, familial status, actual or perceived status as a victim of domestic violence, caregiver status, gender identity or expression, military status, veteran status, genetic predisposition or carrier status, or any other status or condition protected by applicable federal, state, or local law.This policy of Equal Employment Opportunity applies to all policies and procedures. This policy of Equal Employment Opportunity applies to all policies and procedures relating to recruitment, hiring, compensation, benefits, training and development, promotion, demotion, discipline, termination and all other terms and conditions of employment. demotion, discipline, termination and all other terms and conditions of employment.

Job Description We are sharing a specialised part-time consulting opportunity for professionals experienced in career coaching, resume development, interview preparation, tutoring, instructional design, study planning, and structured learning support workflows. This role supports current and upcoming remote consulting opportunities focused on structured career guidance, learning workflow review, resume and interview preparation, study planning, documentation review, and high-quality project execution. Selected professionals will apply their career development or learning expertise to review realistic scenarios, prepare structured written outputs, evaluate source materials, and support accurate, evidence-based career and learning tasks. Key Responsibilities Professionals in this role may contribute to: Career Materials & Resume Review • Review career-related scenarios involving resumes, work history, job descriptions, keyword alignment, and structured application materials, • Support resume tailoring workflows based on provided source materials, role requirements, and documented candidate background, • Evaluate whether resume claims, skills, and experience details align with verified work history, • Review interview preparation materials involving STAR, CARL, competency-based questions, and role-specific preparation frameworks, • Support structured development of interview examples based on verified background files and target role requirements, • Evaluate question preparation, competency coverage, and interview response structure against defined criteria, • Review study planning scenarios involving exam dates, available study hours, content coverage, and learning constraints, • Support creation or evaluation of structured study plans, learning summaries, tutoring materials, and content review outputs, • Assess whether learning materials are accurate, complete, and aligned with provided source content Strong candidates may have: • 3+ years of experience in career coaching, resume writing, interview preparation, tutoring, instructional design, academic advising, learning support, or related professional services, • Experience with one or more areas such as ATS-optimized resume writing, LinkedIn profile optimization, interview preparation, study plan development, tutoring workflows, or standardized exam preparation, • Familiarity with interview frameworks such as STAR, CARL, competency-based interviewing, behavioral interview preparation, or similar approaches, • Comfort reading and preparing career or learning artifacts such as tailored resumes, interview prep packets, study plans, content summaries, learning outlines, or coaching materials, • Strong written communication skills and ability to explain reasoning clearly, • A degree or professional background in education, counseling, career development, human resources, instructional design, psychology, communications, business, or a related field is helpful, • Experience with ATS optimization, resume screening, LinkedIn profile review, or career transition support, • Experience preparing candidates for behavioral interviews, competency interviews, or technical/non-technical hiring processes, • Familiarity with standardized exam preparation, academic tutoring, curriculum design, or instructional content development, • Experience creating structured study plans, learning summaries, or coaching documentation, • Apply career development and learning expertise to structured remote project work, • Contribute to high-quality career materials review, interview preparation, and learning workflow support, • Work on flexible, project-based assignments aligned with your professional background, • Use your coaching, advising, or instructional judgment in a focused, detail-oriented consulting environment, • Independent contractor role, • Fully remote with flexible scheduling, • Part-time commitment depending on project availability, • Competitive rates between $60–$85 per hour depending on expertise, • Weekly payments via Stripe or Wise, • Projects may be extended, shortened, or adjusted depending on scope and performance This opportunity is available through 24-MAG LLC. We connect experienced professionals with remote consulting opportunities across technical, evaluation, and project-based workstreams. By submitting this application, you acknowledge that your information may be processed by 24-MAG LLC for recruitment and opportunity matching in accordance with our Privacy Policy:

Job Description Overview: An Icahn Charter School teacher is dedicated to student achievement and holds an unwavering belief that all students are capable and will experience high levels of success. Our teachers are supported in becoming experts in their craft through intentional professional learning experiences, coaching and hands-on learning and observation. Teachers use thoughtful planning practices and flexibility in the classroom to personalize the learning experiences for their students and are invested in the progress of each individual student. We seek a highly qualified educator who is committed to continual learning in order to elevate their own planning, instructional and pedagogical practice in service of students. Our teams of teachers work collaboratively with colleagues and with building and administration -level staff and our educators benefit from strong, relationship-centered school environments. Icahn teachers bring with them a reflective approach to teaching that supports their awareness of and deep respect for diversity in culture, experience, language, and lifestyle. Core Responsibilities: • Ability to create an active learning environment through which students are engaged, safe and challenged to take academic risks, • Plan and implement lesson plans for teaching health & wellness and physical fitness techniques, sports playing, and living a healthy and active lifestyle., • Design and facilitation of lesson and long term objectives that are rigorous, clear, measurable and standards-aligned, • Maintain and communicate high academic and personal standards for all students, • Recognize and flexibly implement innovative pedagogical strategies in order to ensure all students are engaged in meaningful and authentic tasks designed to develop their understanding, • Plan for and implement differentiated methods of instruction, facilitation and access to resources to spark higher order thinking and high levels of reflection in students, • Adapt curriculum as needed to provide individual, small group, and/or direct IEP-aligned instruction as to meet the needs of individual or sub-groups of students, • Co-create and consistently reinforce standards for student behavior and support students in reflectively developing self-accountability strategies, • Monitor student behavior with adherence to school and administration policies and code of ethics, • Communicate consistently and effectively with colleagues, parents and families and administration staff, • Develop and use a variety of assessments that frequently measure student progress and provide multiple opportunities for students to demonstrate progress toward grade level standards, • Develop and ensure student understanding of assessment and evaluation criteria aligned to student work and assessments, • Consistently provide actionable, timely and impactful developmental feedback to students, • Thoughtfully gather and analyze data to inform instructional decisions and support developmental conversations with students, families, and the school community, • Maintain accurate and consistent student records, • Shared responsibility of grade level and school-wide activities, • Actively engage in building and administration wide professional learning and coaching opportunities, • Bachelor's Degree, • Master’s degree (preferred), • NYS Certification, • Teaching experience (preferred), • Knowledge and background related to NYS Learning Standards, • A belief in and commitment to high levels of student achievement, • Comprehensive benefits package, • Per session opportunities available, • 10-month contracted position

Job Description Harlem Children's Zone(HCZ) — a world-renowned education and poverty-fighting organization based in New York — seeks an enthusiastic, dedicated, and mission-aligned Director of Talent Development to join our Human Resources Team. The Director of Talent Development will bring a passion for the mission of Harlem Children’s Zone: break the cycle of intergenerational poverty with comprehensive, on-the-ground programming that builds up opportunities for children and families to thrive in school, work, and life. We are seeking a strategic, forward-thinking, and influential Director of Talent Development to lead enterprise-wide learning initiatives that drive employee growth, leadership capability, and organizational performance. This role is a key architect of our talent strategy, integrating Learning & Development (L&D) with broader Talent Management and Performance Management frameworks. The ideal candidate will demonstrate executive presence, strategic foresight, and the ability to serve as a trusted advisor and thought partner to senior leadership. For more information, check out Want to Work at Harlem Children’s Zone? Here’s 7 Things You Need to Know. Requirements • Bachelor’s degree in Human Resources, Organizational Development, Education, Psychology, or related field (Master’s preferred), • 8+ years of progressive experience in Learning and Development, with 3+ years in a leadership role Who you are • Proven success in designing and executing enterprise-wide L&D strategies, • Expertise in adult learning principles, instructional design, and performance consulting, • Experience with LMS platforms (e.g., LearnUpon, LinkedIn Learning) and performance systems (e.g., Lattice), • Strong facilitation, communication, and stakeholder management skills, • Ability to lead through influence and collaborate across a matrixed organization, • Professional certifications (e.g., CPLP, CPTD, SHRM-SCP, SPHR) are preferred, • Experience in a global, high-growth, or matrixed environment is preferred, • Background in organizational development and change management is preferred What you'll do Strategic Learning Leadership • Develop and execute a comprehensive L&D strategy aligned with organizational goals, workforce needs, and future capabilities, • Serve as a strategic advisor to senior leaders on learning, leadership development, and performance enablement, • Champion a culture of continuous learning and capability building across all levels of the organization Program Design, Facilitation & Delivery • Lead the design and facilitation of scalable learning programs, including onboarding, technical training, DEI, compliance, and leadership development, • Conduct learning needs assessments to identify skill gaps and development opportunities, • Oversee blended learning experiences using modern platforms and instructional design methodologies (e.g., ADDIE, SAM) Learning Analytics & Impact Measurement • Define and track KPIs to measure learning effectiveness, engagement, and business impact, • Leverage data and dashboards (e.g., Power BI, Tableau) to inform decision-making and optimize program ROI, • Partner with People Analytics to ensure alignment with broader HR metrics and reporting Integration with Talent & Performance Management • Align L&D initiatives with performance management systems (e.g., Lattice) and succession planning frameworks, • Support talent reviews, assessments, and the use of tools such as the 9-box model to identify and develop high-potential talent, • Collaborate with HR Business Partners to embed learning into career development and performance processes Team Leadership & Stakeholder Engagement • Lead and develop a high-performing L&D team and manage external training partners, • Build strong relationships with internal stakeholders to co-create learning solutions that meet business needs, • Communicate with clarity and influence across all levels, demonstrating executive presence and strategic thinking Schedule • Monday-Friday As a member of the Harlem Children's Zone team, you will join a supportive and inclusive community dedicated to helping children, families — and our staff — thrive. We offer highly competitive salaries, a comprehensive benefits package, and opportunities for growth. Our exceptional benefits include: • Highly competitive base salaries, • No-cost health insurance, • Annual performance bonuses, • Deferred bonus programs, • Paid time off, • Employee referral bonus, • Life Insurance, • Short-and long-term disability, • Additional voluntary benefits, • Wellness discounts, • Commuter benefits, • Financial wellness perks, • Additional Benefits (Discounts on flights, hotels, theme parks, concert tickets, and more.) The salary range for this position is $130K-$140K per year, with the opportunity to receive an annual performance bonus, as well as participation in our deferred bonus programs. To be considered, interested applicants should apply directly through the posting. No telephone inquiries or recruiters, please. Replies will only be sent to qualified applicants. Harlem Children's Zone and Promise Academy Charter Schools will not provide work visas for candidates who require employer sponsorship to ensure work authorization in the United States. Harlem Children’s Zone is an EOE

Job DescriptionSalary: $3600 fixed summer compensation Amazing Downtown Summer Camp is looking for aquatic leaders who prioritize safety and skill-building. As a Swim Instructor, you are doing more than teaching strokes; you are building confidence and providing a life-saving skill. This role is an excellent addition to a professional resume, demonstrating expertise in risk management, instructional design, patient mentorship, and high-stakes environment oversight. Swim Instructors are the guardians of the pool and the mentors of progress. You bring the energy to the water every day, ensuring that swim lessons are the highlight of a camper's experience. Working as part of a specialized team, you will facilitate engaging, level-appropriate lessons while maintaining a vigilant eye on safety and fostering positive relationships with every child. Key Responsibilities: • Be a Mentor: Act as a positive role model for campers and the general staff., • Master the Water: Facilitate engaging, high-quality swimming lessons for children of various skill levels throughout the summer., • Track Growth: Complete swim progress reports for each camper to document their skill development and achievements., • Collaborative Safety: Work alongside group counselors, effectively utilizing their support to manage camper behavior and transitions during swim time., • Afternoon Support: Transition from the pool to assist with general camp activities in the afternoon, ensuring campers remain engaged and supervised., • Event Production: Assist with the planning and implementation of camp-wide special events and spirit days., • Bring the Energy: Maintain a high-fun, encouraging, and safe atmosphere at the pool every single day. Qualifications: • Age: 17+ years of age., • Certifications: Current Lifeguarding certification is required(ask us about renewal assistance if your certs are expired)., • Experience: Previous experience teaching swim or working in an aquatic setting is highly preferred., • Commitment: Must be available for the full season (June 29 August 21) and required staff orientation June 19- 12:00-7:00 PM, June 21- 8:30 AM-5:00 PM, June 28- 8:30 AM-5:00 PM(plus one virtual half-day TBD)., • Reliability: Consistent MondayFriday schedule (8:00 AM 5:00 PM). Punctuality is critical for pool safety and rotations. Compensation & Contract Details: We value transparency regarding our seasonal employment structure. Camp staff are hired on a contractual basis for the eight-week summer season. As a seasonal contractual role, compensation is structured as a fixed sum rather than an hourly wage. This total is distributed via four bi-weekly payments. • Contract Total: Compensation starts at $3,600 for the full summer. Location: 142 Broome Street New York, New York 10002

Job Description Prep School English Teacher Columbia Grammar & Preparatory School seeks a full-time English teacher to teach a combination of English 9 and English 10. DUTIES AND RESPONSIBILITIES: • Teach two sections of English 9 and two sections of English 10., • Continued professional development emphasizing student-centered instructional practices that promote critical thinking, collaboration, and self-reflection., • Plan and facilitate meaningful, discussion-based lessons that help students think critically, read perceptively, and write with clarity and power., • Cultivate students’ intellectual curiosity, teaching them how to pursue their own interests in reading, writing, and the world of ideas., • Collaborate with a lively and collegial department dedicated to finding ways English curriculum design and pedagogy can challenge students appropriately, enhance cultural literacy, and connect school to authentic experience., • Meet regularly with grade-level cohorts to plan curriculum., • Provide meaningful, individualized student feedback and support., • Work closely with colleagues, department head, and prep school administration to support the academic, social, and emotional well-being of all students., • B.A. in English or related discipline; Master’s degree preferred., • Run well-managed, meaningful, and engaging classes., • 7:30 am-3:30 pm Monday through Friday The salary range for this position is $76,000.000 -$118,500.00 based on completed degree programs and years of lead teaching experience. We also offer a warm and supportive culture as well as exceptional benefits, including but not limited to: • Comprehensive medical, dental & vision plans with a free medical coverage option for employee-only coverage, • Free vision coverage, • Flexible Spending Accounts for Medical, Dependent Care, Parking & Transit, • 8% Annual Employer Contribution to retirement after one year of full-time service, • Basic Life Insurance, • Enhanced Short-Term Disability Coverage, • Long Term Disability Coverage, • Low-cost additional benefits, including voluntary life insurance, critical illness coverage, and pet insurance, • Additional Aflac policies, • Free breakfast & lunch when school is in session, • Discounted parking Columbia Grammar & Preparatory School is an equal employment opportunity employer. Employment on the basis of race (including hairstyle), color, religion, creed, ancestry, sex, sexual orientation, gender and gender identity, gender expression, national origin, alienage, age, pregnancy, marital/partnership status, immigration or citizenship status, status as a veteran or active military service member status, disability, genetic predisposition, status as a victim of domestic violence, prior arrest or conviction record, caregiver status, credit history, salary history, unemployment status, sexual or reproductive health decisions, or any other characteristic or status protected by applicable law (collectively, the “Protected Characteristics”). Powered by JazzHR GpoLVUxp0c

Job Description Position Overview: The Educational Specialist will work as part of the P.R.I.M.E. Leaders Afterschool Program by assisting the Program Coordinator in the design, and evaluation of all after-school program curriculum. Along with the Program Coordinator, the Educational Specialist directly oversees the effective implementation and delivery of lessons, coaching & training of staff, direct oversight of the program’s instructional curriculum, and assessment of the program's impact and effectiveness as it relates to curriculum delivered. Position Qualifications: Must have a bachelor’s degree in education or a related field. Master’s degree preferred. Experience with curriculum development, project-based learning, youth development principles, literacy, and STEM. Ability to observe, coach, and develop staff. Strong organization, communication and writing skills. Proficiency with educational technologies, such as MSWord and Google. Knowledge of or ability to grasp elementary and middle school developmental stages. Ability to meet deadlines. Schedule: Monday through Friday from about either 9am to 5pm or 10am to 6pm The Children’s Village does not discriminate against any employee, prospective employee or contractor because of race, color, religion, sex, sexual orientation, gender identity, gender expression, creed, age, national origin, citizenship status, physical or mental disability, marital status, veteran status, genetic predisposition, domestic violence victim status, criminal conviction history or any other protected classification under federal, state or local law.

Job Description About the Role Talent Vision is partnering with a public charter elementary school in the Bronx, NY, to recruit a student-centered Master Teacher for the 2026/2027 school year. The Master Teacher will serve as a lead instructional teacher and mentor who models high-quality pedagogy, supports colleagues' professional growth, and ensures excellent learning experiences for all students. This role combines classroom teaching responsibility with leadership in curriculum implementation, coaching, and collaborative planning to advance academic achievement and promote equitable, culturally responsive instruction. Key Responsibilities * Deliver high-quality, standards-aligned instruction in core elementary subjects while maintaining a classroom culture that promotes rigorous learning, social-emotional development, and inclusive practices. * Model effective instructional strategies and classroom management routines; demonstrate lessons and co-teach as needed to support teacher development and student outcomes. * Provide job-embedded coaching, constructive feedback, and observation cycles for teachers and instructional staff focused on lesson design, differentiation, and assessment use. * Lead grade-level and cross-grade collaborative planning to develop coherent units, common assessments, and scaffolded materials that ensure access for multilingual learners and students with diverse needs. * Analyze student assessment and progress-monitoring data to identify instructional priorities, inform teacher supports, and recommend targeted interventions. * Support the selection, adaptation, and implementation of curriculum materials and instructional resources; pilot new materials and share evidence of impact with school leaders. * Facilitate professional learning sessions, workshops, and reflective practice groups aligned to school improvement goals and evidence-based instructional approaches. * Collaborate with special education, English learner, and other student-support teams to ensure inclusive practices, appropriate accommodations, and aligned interventions. * Build strong, culturally responsive relationships with students, families, and colleagues; communicate student progress and strategies to support learning at home. * Contribute to recruitment, induction, and ongoing evaluation of instructional staff; support a positive professional culture that prioritizes continuous improvement and equity. * Maintain accurate documentation related to instructional initiatives, student progress, and program compliance as required by the school or district. Qualifications * Bachelor’s degree required; master’s degree in Education, Curriculum & Instruction, Educational Leadership, or a related field preferred. * Valid state elementary teaching certification required; additional endorsements (e.g., reading specialist, instructional coach, or administrative) preferred. * Minimum of 3–5 years of successful elementary classroom teaching experience; demonstrated experience in teacher mentoring, coaching, or instructional leadership preferred. * Strong knowledge of state standards, instructional best practices, formative and summative assessment, and differentiation for diverse learners, including multilingual students and students with disabilities. * Proven ability to analyze student data and translate findings into actionable instructional plans and supports. * Excellent communication, collaboration, and interpersonal skills with a commitment to culturally responsive practices and equity. * Experience designing and delivering professional development and facilitating collaborative teams. * Familiarity with instructional technology and digital tools that enhance classroom learning and formative assessment. * Strong organizational and project-management skills with the ability to balance classroom responsibilities and leadership tasks. Compensation & Benefits * Competitive salary commensurate with experience and qualifications. * Comprehensive benefits package, including medical, dental, and retirement options. * Opportunities for professional growth, leadership development, and advancement within the Talent Vision network and partner schools. About Talent Vision Talent Vision is a premier organizational consulting and recruitment firm dedicated to advancing talent solutions for schools, non-profits, and businesses nationwide. We partner with mission-driven organizations to identify and develop outstanding professionals who are committed to equity, inclusion, and lasting community impact. Talent Vision is an equal opportunity employer and encourages applications from candidates of all backgrounds and identities.

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 Computer Science 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. Responsibilities Integration Charter School is seeking an experienced and innovative Computer Science Teacher to lead the development of a new dual-enrollment Computer Science track. This role will focus on preparing students for careers in IT and Networking through hands-on instruction and access to industry-recognized certifications such as A+ and Cisco CCNA. Ideal candidates will bring both industry experience and a passion for education, helping students gain real-world skills and college credit in a supportive, forward-thinking learning environment. Design and deliver Computer Science courses aligned with Integration Charter Schools mission and university-level curriculum. Teach content supporting different certification tracks, including Networking and Cybersecurity, Cisco and CompTIA Prepare students for industry certification exams, including coordinating exam prep, practice tests, and voucher usage. Lead students through hands-on, project-based learning using real-world technology and software. Collaborate with university faculty to align high school and college-level coursework. Create a classroom environment that fosters critical thinking, curiosity, and digital problem-solving. Use student data to inform instruction, provide academic support, and track certification readiness. Support students in building digital portfolios that showcase technical skills and learning progress. Balance academic recordkeeping in both PowerSchool (high school) and Blackboard and Brightspace Pulse (college platforms) as needed. Maintain accurate records of attendance, grades, certification milestones, and student progress. Communicate regularly with students, families, and advisors to support student success. Participate in professional development, school events, and curriculum planning efforts. Competencies & Qualifications Masters degree in Computer Science, Information Technology, or a related field (preferred). 510 years of industry experience in IT, networking, or a related technology field Strong written and verbal communication skills. A whatever it takes attitude centered on a belief in putting children first. Understanding of school student-achievement data and New York Charter School Standards. Thorough knowledge of best instructional practices for middle and high school students. Understanding or willingness to learn New York State graduation requirements. Proficient in using personal computers, word processing, and database software. English language proficiency required; oral and written fluency in a second language may be preferred or required based on school community needs. 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 Salary 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 Description Founded by the Sisters of Charity of New York, the University of Mount Saint Vincent is an academically excellent, authentically inclusive, Catholic and ecumenical liberal arts university. The University combines a strong core curriculum with a full array of majors in the liberal arts and, within the tradition of liberal education, selected professional fields of study. At Mount Saint Vincent, a student’s education extends beyond knowledge, skills, and preparation for work. We seek the development of the whole person. In the spirit of Vincent de Paul and Elizabeth Ann Seton, we foster an understanding of our common humanity, a commitment to human dignity, and a full appreciation of our obligations to each other. Through its School of Professional and Continuing Studies, the University extends its primary undergraduate mission by offering high quality graduate studies in business, education and nursing and an array of undergraduate and certificate programs serving non-traditional students. Job Description: As a 12 month principal faculty, the position requires the individual to work closely with senior faculty to ensure the educational program meets and exceeds the Accreditation Standards set forth by the Accreditation Review Commission on Education for the Physician Assistant. For clinically practicing PAs, four days within the Physician Assistant Program and the fifth for clinical practice or professional advancement and contribution will be considered. Responsibilities: • Assist in maintaining compliance with ARC-PA standards and New York State Office of the Professions requirements, including participation in accreditation reports, self-study activities, and program analysis., • Teach and/or evaluate instruction in core and professional courses as assigned by the Director., • Assist in the design, implementation, coordination, and ongoing review of the curriculum, including course syllabi, instructional materials, and learning objectives., • Participate in the Physician Assistant Program admissions process., • Deliver student instruction and evaluate student performance., • Provide academic advising to students and coordinate remedial instruction when needed., • Serve on the Curriculum and Academic Affairs Committee and other program or University committees as approved by the Director., • Monitor and report on advisees’ academic progress., • Design and deliver individualized remediation plans based on student performance data and faculty feedback., • Provide one-on-one or small group tutoring, skills training, or targeted instruction in areas of academic deficiency., • Monitor student progress throughout the remediation period and adjust support strategies as needed., • Collaborate with course faculty to align remediation goals with curriculum standards., • Maintain detailed records of student engagement, progress, and outcomes for institutional tracking., • Participate in academic review boards or progression committees when student performance concerns arise., • Support students in developing academic skills such as test-taking strategies, time management, and self-assessment., • Refer students to other academic or wellness support services when appropriate., • Contribute to the development of policies and procedures related to student remediation and academic progression., • Two years of clinical experience and Master’s degree are preferred., • Experience in remediation and student success preferred., • Strong leadership and organizational skills, • Keen dedication to detail and the ability to work effectively in a dynamic team environment. The allotted annual salary is $120,000 • Comprehensive health, dental, and vision insurance, • Flexible Spending Accounts (FSA) for medical and dependent care, • 100% employer sponsored life insurance, AD&D insurance and Long term disability, • Retirement plan with employer matching, • Paid time off, including vacation, sick leave, and holidays, • Professional development opportunities via Coursera, • Tuition benefits for employees and their dependents, • Commuter benefits, • Employee Assistance Plan

Job Description Job Summary The Japanese Instructor will introduce school-age students to the basics of the Japanese language, focusing on fundamental conversational skills, simple symbol identification, and foundational vocabulary. This role is essential in sparking interest in Japanese language and culture among young learners, providing them with skills they can build on as they progress. General Responsibilities Design and implement a Japanese language curriculum tailored to the developmental needs and interests of school-age students. Lead interactive Japanese language sessions that emphasize practical conversation and basic writing skills. Foster a safe, respectful, and engaging learning environment that encourages students’ curiosity and participation. Assess students' language skills and provide constructive, age-appropriate feedback to support their progress. Collaborate with other instructors and program coordinators to integrate the Japanese curriculum with other educational offerings and cultural activities. Track student progress, maintaining accurate records of their achievements and areas for improvement. Communicate regularly with parents, guardians, and educational stakeholders to provide updates on student performance and engagement. Ensure all instructional materials, equipment, and any digital tools are prepared, maintained, and stored appropriately. Major Duties Curriculum Development: Create lesson plans and learning modules that go beyond rote memorization to include interactive elements, cultural context, and an emphasis on basic conversational fluency. Classroom Instruction: Conduct classes that engage students actively, using diverse teaching strategies to ensure each student gains a basic understanding of the language. Student Assessment: Regularly evaluate student progress and adapt instructional methods to meet individual learning needs. Community Building: Establish a supportive classroom environment that fosters respect, teamwork, and an appreciation for Japanese culture. Technology Management: Use and manage any necessary digital tools, software, or hardware to optimize the learning experience. Documentation and Reporting: Maintain accurate records of student attendance, assessment results, and progress, submitting reports as required. Required Skills, Knowledge, and Abilities Instructional Skills: Ability to design and implement a Japanese language curriculum that is engaging, educational, and age-appropriate. Communication Skills: Strong verbal and written communication skills with the ability to effectively communicate with students, parents, and staff. Interpersonal Skills: Excellent teamwork and collaboration abilities, with a willingness to receive feedback and adapt as needed. Organizational Skills: Proficiency in managing time effectively, prioritizing tasks, and meeting deadlines. Content Knowledge: Extensive knowledge of beginner-level Japanese language, culture, and symbols.

Job Description Life Science High School Teacher (Life Science Biology/ Human Anatomy) School Year: 2026–2027 Location: Northside Charter High School About UsNorthside Charter High School is a public, college-preparatory charter school serving grades 9–12 in North Williamsburg/Greenpoint (Brooklyn, New York). Our mission is to provide an enriching and innovative learning environment where students achieve postsecondary readiness, and our vision is that college completion becomes both expectation and reality for all students. We pursue this mission through an explicit IDEA commitment to Inclusion, Diversity, Equity & Anti-Racism, actively dismantling barriers and treating every identity as an asset. Our community lives on four core values: Commitment, Accountability, Respect, Integrity, which guide every policy and interaction.Position Summary Northside Charter High School seeks a motivated and highly organized Life Science Teacher for the 2026–2027 academic year. The ideal candidate will deliver rigorous, standards-aligned instruction rooted in the NGSS and NYSED Regents framework, engage students through inquiry-based and hands-on learning, and demonstrate strong capacity to plan, deliver, and track Regents-aligned laboratory investigations. This position may include teaching Life Science Biology, and/or Human Anatomy and Physiology, depending on school needs. Key Responsibilities * Deliver NGSS- and NYSED Regents-aligned instruction in assigned life science courses. * Plan, implement, and assess Life Science Biology Regents laboratory investigations, ensuring full compliance with NYSED requirements. * Design, deliver, and document laboratory instruction (including hands-on lab investigations) that prepares students for Regents eligibility. * Accurately track, update, and analyze required laboratory minutes and maintain organized lab documentation. * Develop, update, and share weekly lesson plans in accordance with school expectations and instructional timelines. * Utilize data from formative and summative assessments to inform instruction and support student growth. * Implement differentiation, scaffolds, and accommodations to support diverse learners, including MLL students and students with an IEP. * Maintain an organized and up-to-date gradebook in alignment with school expectations. * Collaborate with science department colleagues, SPED teachers (as needed to support ICT sections), and administration to support curriculum alignment and Regents preparation. * Maintain consistent, proactive weekly communication with caregivers regarding student progress, attendance, behavior, and academic expectations. Required Qualifications * NYS Certification in a Science discipline (or in progress). * Strong knowledge of NGSS and NYSED Regents standards. * Experience delivering hands-on, inquiry-based science instruction. * Strong organizational skills, particularly related to lab tracking and compliance. Highly Preferred Qualifications * Demonstrated experience delivering NYSED Regents Life Science Biology laboratory investigations, including required state labs. * Strong knowledge and experience with the New Visions Life Science Biology curriculum. * Proven ability to prepare students for Regents exams through aligned labs and assessments. * Competency in Powerschool as a Learning Management System to manage grades, attendance, and instructional data. Compensation and Benefits * Competitive salary based on qualifications and experience. * Comprehensive benefits package, including professional development and education growth reimbursement to support your career advancement. * Fully funded FSA/HRA plan provided by the school to help cover healthcare and dependent care expenses. * Supportive work environment with access to mentoring, instructional resources, and opportunities for collaboration.

Job DescriptionQuality Analytical Sr. Technical TrainerAllendale, NJ The QC Senior Technical Trainer facilitates and conducts on-the-job training for QC personnel; for both the effective induction of new hires into QC, as well as, the ongoing improvement and proficiency (i.e. cross-training) of personnel within the department, by delivering on-the-job technical training on a timely basis, including new hire training, QC equipment and processes basics, cGMP documentation as well as general lab skills training. • Develops curriculum and analyzes training strategies to identify training requirements and evaluate training effectiveness. Monitors KPIs relating to training effectiveness., • Supervisory Responsibility - May indirectly supervise other technical trainers, • Evaluates job proficiency and skills while correcting and coaching workmanship and technique by completing analyst evaluations or proficiency assessments during QC activities., • Actively monitors QC personnel’s technique and application of learning and provides feedback to trainees as well as to managers., • Facilitates timely resolution and closeout of Corrective and Preventive actions specific to Training issues, • Partners with the Corporate Training Department to identify technical training needs and design, implement and deploy an effective and comprehensive training program while identifying improvements to the existing training curriculum, • Establishes and/or revises technical educational training materials including but not limited to videos, guides, SOPs, LQMs, PMs, and Work Instructions., • Coordinates training related to Operational Excellence (OE) initiatives., • Participates in and/or contributes to advances Business Process workflow activities (i.e. editing SOPs and training materials)., • Provides technical writing support for training related processes and procedures, • Responsible for managing SOP revisions as well as continually improving the QC training program, • Prepares material for new training programs and onboarding aids such as instructional material handouts evaluation forms, • Maintains training records and monitors KPIs for Training effectiveness., • Stays current on training methodologies and strategies.REQUIREMENTS, • Bachelor’s Degree in related life science degree AND 5+ years of experience, • 5+ years of experience in a cGMP environment, • Experience in Quality Control, • 5+ years of experience in a training role preferred (particularly On-The-Job-Training), • Knowledge of analytical methods and processes, • Knowledge of cGMP, • Computer software skills including Microsoft Office, • Highly organized and capable of successfully managing multiple priorities using effective time management techniques, • Proven ability to maintain accurate recordkeeping records, • Written and oral communication skills in English; facilitate effective presentations, • Must be accountable for work product and have strong work ethic, • Must utilize appropriate lab attire, • Must have the ability to work with specialized instrumentation, • Must be able to handle the standard/moderate noise within the laboratory, • Demonstrates mastery knowledge of QC method execution, • Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities that are required of the employee for this job. Duties, responsibilities, and activities may change at any time with or without notice.

Job DescriptionDescription: GBS is looking for a BCBA in Keyport, NJ for 1 day per week with availability Wednesday, Thursday, or Friday after 3:30pm or weekends. Position Summary: The BCBA is responsible for conducting functional behavior assessments (FBAs) and developing effective, individualized interventions for individuals with autism and behavior challenges. This role requires the ability to recognize and discuss signs of autism, as well as an understanding of diagnostic criteria for autism spectrum and behavioral disorder. As part of an interdisciplinary clinical team, the BCBA collaborates with other professionals to design and implement evidence-based treatment plans that promote skill development and improve quality of life for clients. Full-time BCBAs are expected to dedicate their professional practice exclusively to Graham Behavior Services and may not provide ABA therapy through other agencies while employed full time. Duties and Responsibilities: Billable Services: • Conduct initial and concurrent assessments; develop individualized treatment plans every six months., • Conduct Functional Behavior Assessments (FBAs) and develop Behavior Intervention Plans (BIPs) during the initial assessment or when problem behaviors arise., • Review treatment plans and BIPs with parents/caregivers prior to implementation, ensuring signatures are obtained on all plans., • Inform supervisor if additional service hours are needed for assessments, training, or supervision., • Conduct ongoing data analysis; update goals and objectives with the client present at least weekly., • Bring necessary instructional materials to client sessions at least weekly., • Provide direct services to clients when behavior therapists are unavailable., • Train and supervise behavior therapists on skill acquisition programs and BIPs., • Email supervisor if unable to provide supervision during any week the client is receiving therapy., • Provide parents and caregivers with training on Applied Behavior Analysis (ABA) strategies., • Assist caregivers in navigating IEPs, evaluations by other providers, understanding autism, ABA principles, and special education systems., • Assists in conducting annual evaluations of behavior therapists., • Schedules monthly clinics with family, therapists, and director, as needed., • Updates client schedule in Google Drive as needed., • Conducts calls with families as needed to troubleshoot problems or parent questions., • Maintains open communication with parents and behavior therapists including scheduling home programming., • Alerts supervisor if scheduling problems arise that cannot be resolved., • Supervises BCBA candidates, BCaBa, and RBT candidates., • Attends meetings, events, group calls, trainings, workshops, and seminars as required by Graham Behavior Services., • Completes projects such as participation in the Graham Behavior Services podcast, ABA Ultimate Showdown, creating presentations and trainings, blog posts, and additional website content as required., • Performs other related projects and duties as assigned., • Checks Graham Behavior Services email address daily from Monday through Friday., • Monitors children for signs of child abuse, and reports incidents of suspected abuse to supervisor immediately., • Informs supervisor of any problems or concerns with staff, clients, client’s family, and systems or procedures used by Graham Behavior Services. Requirements: Required Skills and Abilities: • Solid knowledge of the principles and practice of Applied Behavior Analysis. Including general behavioral assessment and Ethical Standards in Behavior Analysis., • Solid knowledge of the behavioral impact of developmental disabilities, as well as the cognitive, educational, vocational and social challenges encountered by persons with developmental disabilities., • Maintains advanced working knowledge of human development practices and standards, and principles of applied behavioral analysis., • Effective and creative negotiator and problem solver., • Ability to work independently and prioritize tasks/goals for self and others., • Effective written and verbal communication skills with individuals and groups at all professional levels., • Ability to work effectively with various technologies and software., • Consistently demonstrates a high level of integrity, responsibility, accountability, teamwork and ethics, • Adheres to all policies, procedures and standard practices of Graham Behavior Services., • Effective with shifting roles, responsibilities, and expectations in a changing environment. Experience, Education and Training: • Strong clinical background in administering verbal behavior assessments, conducting language, play, and skill-based assessments, and in designing, implementing, and/or training others using individualized language, play and skill-based curricula., • Experience in 1:1 education of learners with autism across educational and community settings, as well as familiarity with designing, participating in, or supervising in-home 1:1 programs for young individuals with autism., • Collecting, graphing, analyzing, displaying and discussing data based progress is a must., • Masters Degree in Psychology, Special Education, or a related field, is required. Preferably from an ABA accredited program., • Must possess a BCBA license in the state of NJ and maintain a BCBA license in good standing., • Training and certification under the Behavior Analysis Certification Program (BACB) for Applied Behavior Analysis as a Board Certified Behavior Analyst., • Acquire and maintain supervision credential through BACB to provide supervision for BCaBAs, BCBA candidates, and RBTs., • Minimum two years experience providing services to individuals with developmental disabilities.

Job DescriptionDescription: GBS is looking for a BCBA in Passaic, NJ for an adult client. This case has availability Monday through Friday from 3:30pm-9:30pm for a 5 hour assessment + 5 hours per month. Position Summary: The BCBA is responsible for conducting functional behavior assessments (FBAs) and developing effective, individualized interventions for individuals with autism and behavior challenges. This role requires the ability to recognize and discuss signs of autism, as well as an understanding of diagnostic criteria for autism spectrum and behavioral disorder. As part of an interdisciplinary clinical team, the BCBA collaborates with other professionals to design and implement evidence-based treatment plans that promote skill development and improve quality of life for clients. Full-time BCBAs are expected to dedicate their professional practice exclusively to Graham Behavior Services and may not provide ABA therapy through other agencies while employed full time. Duties and Responsibilities: Billable Services: • Conduct initial and concurrent assessments; develop individualized treatment plans every six months., • Conduct Functional Behavior Assessments (FBAs) and develop Behavior Intervention Plans (BIPs) during the initial assessment or when problem behaviors arise., • Review treatment plans and BIPs with parents/caregivers prior to implementation, ensuring signatures are obtained on all plans., • Inform supervisor if additional service hours are needed for assessments, training, or supervision., • Conduct ongoing data analysis; update goals and objectives with the client present at least weekly., • Bring necessary instructional materials to client sessions at least weekly., • Provide direct services to clients when behavior therapists are unavailable., • Train and supervise behavior therapists on skill acquisition programs and BIPs., • Email supervisor if unable to provide supervision during any week the client is receiving therapy., • Provide parents and caregivers with training on Applied Behavior Analysis (ABA) strategies., • Assist caregivers in navigating IEPs, evaluations by other providers, understanding autism, ABA principles, and special education systems., • Assists in conducting annual evaluations of behavior therapists., • Schedules monthly clinics with family, therapists, and director, as needed., • Updates client schedule in Google Drive as needed., • Conducts calls with families as needed to troubleshoot problems or parent questions., • Maintains open communication with parents and behavior therapists including scheduling home programming., • Alerts supervisor if scheduling problems arise that cannot be resolved., • Supervises BCBA candidates, BCaBa, and RBT candidates., • Attends meetings, events, group calls, trainings, workshops, and seminars as required by Graham Behavior Services., • Completes projects such as participation in the Graham Behavior Services podcast, ABA Ultimate Showdown, creating presentations and trainings, blog posts, and additional website content as required., • Performs other related projects and duties as assigned., • Checks Graham Behavior Services email address daily from Monday through Friday., • Monitors children for signs of child abuse, and reports incidents of suspected abuse to supervisor immediately., • Informs supervisor of any problems or concerns with staff, clients, client’s family, and systems or procedures used by Graham Behavior Services. Requirements: Required Skills and Abilities: • Solid knowledge of the principles and practice of Applied Behavior Analysis. Including general behavioral assessment and Ethical Standards in Behavior Analysis., • Solid knowledge of the behavioral impact of developmental disabilities, as well as the cognitive, educational, vocational and social challenges encountered by persons with developmental disabilities., • Maintains advanced working knowledge of human development practices and standards, and principles of applied behavioral analysis., • Effective and creative negotiator and problem solver., • Ability to work independently and prioritize tasks/goals for self and others., • Effective written and verbal communication skills with individuals and groups at all professional levels., • Ability to work effectively with various technologies and software., • Consistently demonstrates a high level of integrity, responsibility, accountability, teamwork and ethics, • Adheres to all policies, procedures and standard practices of Graham Behavior Services., • Effective with shifting roles, responsibilities, and expectations in a changing environment. Experience, Education and Training: • Strong clinical background in administering verbal behavior assessments, conducting language, play, and skill-based assessments, and in designing, implementing, and/or training others using individualized language, play and skill-based curricula., • Experience in 1:1 education of learners with autism across educational and community settings, as well as familiarity with designing, participating in, or supervising in-home 1:1 programs for young individuals with autism., • Collecting, graphing, analyzing, displaying and discussing data based progress is a must., • Masters Degree in Psychology, Special Education, or a related field, is required. Preferably from an ABA accredited program., • Must possess a BCBA license in the state of NJ and maintain a BCBA license in good standing., • Training and certification under the Behavior Analysis Certification Program (BACB) for Applied Behavior Analysis as a Board Certified Behavior Analyst., • Acquire and maintain supervision credential through BACB to provide supervision for BCaBAs, BCBA candidates, and RBTs., • Minimum two years experience providing services to individuals with developmental disabilities.

Job DescriptionDescription: GBS is looking for a BCBA in Pequannock, NJ for 1 day per week with availability Monday, Tuesday, Wednesday, or Friday after 3:15pm. Position Summary: The BCBA is responsible for conducting functional behavior assessments (FBAs) and developing effective, individualized interventions for individuals with autism and behavior challenges. This role requires the ability to recognize and discuss signs of autism, as well as an understanding of diagnostic criteria for autism spectrum and behavioral disorder. As part of an interdisciplinary clinical team, the BCBA collaborates with other professionals to design and implement evidence-based treatment plans that promote skill development and improve quality of life for clients. Full-time BCBAs are expected to dedicate their professional practice exclusively to Graham Behavior Services and may not provide ABA therapy through other agencies while employed full time. Duties and Responsibilities: Billable Services: • Conduct initial and concurrent assessments; develop individualized treatment plans every six months., • Conduct Functional Behavior Assessments (FBAs) and develop Behavior Intervention Plans (BIPs) during the initial assessment or when problem behaviors arise., • Review treatment plans and BIPs with parents/caregivers prior to implementation, ensuring signatures are obtained on all plans., • Inform supervisor if additional service hours are needed for assessments, training, or supervision., • Conduct ongoing data analysis; update goals and objectives with the client present at least weekly., • Bring necessary instructional materials to client sessions at least weekly., • Provide direct services to clients when behavior therapists are unavailable., • Train and supervise behavior therapists on skill acquisition programs and BIPs., • Email supervisor if unable to provide supervision during any week the client is receiving therapy., • Provide parents and caregivers with training on Applied Behavior Analysis (ABA) strategies., • Assist caregivers in navigating IEPs, evaluations by other providers, understanding autism, ABA principles, and special education systems., • Assists in conducting annual evaluations of behavior therapists., • Schedules monthly clinics with family, therapists, and director, as needed., • Updates client schedule in Google Drive as needed., • Conducts calls with families as needed to troubleshoot problems or parent questions., • Maintains open communication with parents and behavior therapists including scheduling home programming., • Alerts supervisor if scheduling problems arise that cannot be resolved., • Supervises BCBA candidates, BCaBa, and RBT candidates., • Attends meetings, events, group calls, trainings, workshops, and seminars as required by Graham Behavior Services., • Completes projects such as participation in the Graham Behavior Services podcast, ABA Ultimate Showdown, creating presentations and trainings, blog posts, and additional website content as required., • Performs other related projects and duties as assigned., • Checks Graham Behavior Services email address daily from Monday through Friday., • Monitors children for signs of child abuse, and reports incidents of suspected abuse to supervisor immediately., • Informs supervisor of any problems or concerns with staff, clients, client’s family, and systems or procedures used by Graham Behavior Services. Requirements: Required Skills and Abilities: • Solid knowledge of the principles and practice of Applied Behavior Analysis. Including general behavioral assessment and Ethical Standards in Behavior Analysis., • Solid knowledge of the behavioral impact of developmental disabilities, as well as the cognitive, educational, vocational and social challenges encountered by persons with developmental disabilities., • Maintains advanced working knowledge of human development practices and standards, and principles of applied behavioral analysis., • Effective and creative negotiator and problem solver., • Ability to work independently and prioritize tasks/goals for self and others., • Effective written and verbal communication skills with individuals and groups at all professional levels., • Ability to work effectively with various technologies and software., • Consistently demonstrates a high level of integrity, responsibility, accountability, teamwork and ethics, • Adheres to all policies, procedures and standard practices of Graham Behavior Services., • Effective with shifting roles, responsibilities, and expectations in a changing environment. Experience, Education and Training: • Strong clinical background in administering verbal behavior assessments, conducting language, play, and skill-based assessments, and in designing, implementing, and/or training others using individualized language, play and skill-based curricula., • Experience in 1:1 education of learners with autism across educational and community settings, as well as familiarity with designing, participating in, or supervising in-home 1:1 programs for young individuals with autism., • Collecting, graphing, analyzing, displaying and discussing data based progress is a must., • Masters Degree in Psychology, Special Education, or a related field, is required. Preferably from an ABA accredited program., • Must possess a BCBA license in the state of NJ and maintain a BCBA license in good standing., • Training and certification under the Behavior Analysis Certification Program (BACB) for Applied Behavior Analysis as a Board Certified Behavior Analyst., • Acquire and maintain supervision credential through BACB to provide supervision for BCaBAs, BCBA candidates, and RBTs., • Minimum two years experience providing services to individuals with developmental disabilities.