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Title: Assistant Athletic Trainer, Part-Time Department: Athletic Training Reports To: Head Athletic Trainer Position Type: Staff Position Summary: Under the direction of the Senior Administrator, the Assistant Athletic Trainer assists the Head Athletic Trainer with the prevention care, injury evaluation, first aid, treatment, and rehabilitation of all student athletes. The incumbent will be assigned specific team coverage. Essential Functions: Athletic Training Activities: This function finds its incumbent providing a full array of services related to proper running of the athletic training program. By way of illustration and not limitation, this function: -Administers first aid treatment to injured varsity athletes. (CPR, bandages, basic first aid). -Assists in development of an injury prevention program (tapes ankles, stretching exercises, massages, etc.) -Assists Head Trainer in providing trainer coverage for all varsity practices and home games. -Assists in the maintenance of student records and helps in the processing of insurance claims. -Provides guidance and assistance to student-athletes on a range of personal issues, as required. -Assists in monitoring and coordinating training and practice sessions, ensuring that all appropriate safety guidelines and standards are maintained. -Assists in developing policies and procedures for safe operation of the Athletic Training room. -Directs injured players, as needed to obtain medical treatment. -Determines suitability of injured athletes to continue sports participation. Assists through treatment, the best way for athletes to return to active participation. -Works with Head Trainer and Team Physician to make appointments for treatment and rehabilitation -Provides assistance in the coordination and administration of the Athletic Training program, as required -Represents the sports program to various institutional programs and to government agencies, students, parents and the general public. NCAA Compliance: Knowledge of and adherence to all applicable NCAA rules, regulations, bylaws, constitutions and related university rules, regulations and policies. Additional Functions: -Performs other duties as assigned. Prerequisite Qualifications: -Bachelor's or Master's Degree in Athletic Training and BOC certification as an ATC. -Must be licensed to practice as an ATC in NJ or eligible to apply. -Must possess the ability to foster a cooperative environment. -Must be able to organize and coordinate. -Must have the ability to understand, follow, and enforce safety procedures. -Must be able to communicate effectively, both verbally and in writing. -At the university's discretion, the education and experience prerequisites may be exempted where the candidate can demonstrate to the satisfaction of the university, an equivalent combination of education and experience specifically preparing the candidate for success in the position. Preferred Qualifications: -Master's Degree preferred. -Should possess working knowledge of the NCAA. -Strong interpersonal skills and the ability to work effectively with faculty, staff and students. Salary Information: -In compliance with the NJ Pay Transparency Law, the rate for this position is $30,000.00 (USD). NJIT considers factors such as (but not limited to) scope and responsibilities of the position, candidate's work experience, education/training, key skills, internal peer equity, as well as, market and organizational considerations when extending an offer. This pay range represents base pay only and excludes any additional items such as incentives, bonuses or other items. FLSA: Exempt Part-Time Apply NowShare Save Job

• Job Type: Officer of Administration, • Regular/Temporary: Regular, • Hours Per Week: 35 The Department of Medicine is among the top ranked departments for NIH funding in the nation, internationally recognized in diverse areas such as diabetes, lipid metabolism, cancer biology, human genetics, developmental biology, immunology, data sciences and outcomes research. As a member of the pre-award team, the Manager of Research Administration contributes to department's research mission by supporting grant-related pre-award administrative activities. In this role, the Manager of Research Administration will leverage their expertise in pre-award grant administration and their strong organizational and problem-solving skills. The ideal candidate will provide coaching, feedback, and guidance to support other team members' development and collaborate on continuous improvement efforts and support change management. In addition, the Manager will perform the full scope of pre-award grant management for a complex portfolio of proposals. To be successful in this role, the Manager should be able to apply their expertise in pre-award grant administration knowledge and an interest and aptitude for coaching and leading others. The Manager should be enthusiastic about building relationships and working closely with principal investigators to contribute to the advancement of research. Responsibilities Pre-Award Grant Administration • Lead the development and submission of federal, state, and foundation grants, including complex mechanisms (e.g., training, career development, center grants)., • Manage proposal timelines, team communications, and submission workflows to ensure timely, high-quality, and compliant applications., • Identify funding opportunities and provide strategic support to investigators throughout the application process., • Prepare detailed budgets, budget justifications, and supporting documents (e.g., letters of intent, facilities/resources, letters of support)., • Maintain and update PI documentation (e.g., Other Support, Biosketches), track submissions, and assist with Just-in-Time (JIT) requests and progress reports., • Ensure complete and organized award files; manage subcontracts and collaborative components., • Develop and maintain standardized tools and resources (e.g., budget templates, checklists, shared filing systems)., • Partner with departmental leadership to enhance grant administration processes, policies, and service delivery., • Stay informed on sponsor guidelines and federal regulations; disseminate updates and guidance to the team., • Provide coaching and feedback to junior staff; foster team alignment, communication, and professional development., • Bachelor's degree or equivalent combination of education and experience., • Minimum of 4 years of experience in pre-award grant administration., • Demonstrated expertise in all aspects of pre-award grant management, including familiarity with NIH systems (eRA Commons, ASSIST, RePORTER), complex budgeting, subawards, and deadline-driven submissions., • Proven ability to coach and guide others in grant administration., • Strong independent work ethic and ability to manage multiple high-complexity projects in a fast-paced environment., • Proficiency in Microsoft Office (especially Excel) or similar software, with a willingness to learn new systems., • Excellent oral and written communication skills, with the ability to interact effectively with senior faculty and leadership., • High emotional intelligence and interpersonal skills, with a focus on building collaborative relationships., • Commitment to customer service and inclusive workplace practices. Columbia University is committed to the hiring of qualified local residents.

• Job Type: Officer of Administration, • Bargaining Unit:, • Regular/Temporary: Regular, • End Date if Temporary:, • Hours Per Week: 35, • Standard Work Schedule:, • Building: The mission of the Vagelos College of Physicians and Surgeons (VP&S) Office for Research is to facilitate the highest caliber of biomedical research, from basic to translational to clinical, among the VP&S faculty, students, and staff at Columbia University Irving Medical Center (CUIMC). As a member of the Pre-Award team, the manager contributes to CUIMC's research mission by supporting grant-related pre-award administrative activities for the basic sciences and other participating departments in the Vagelos College of Physicians and Surgeons. In this role, the Manager of Pre-Award Services will leverage their expertise in pre-award grant administration and their strong leadership, organizational, and problem-solving skills to manage a team of pre-award administrators, providing leadership and support to facilitate their success. As a manager, this person will provide coaching, feedback, and guidance to support team member development; manage performance and collaborate on other HR activities; collaborate on continuous improvement efforts; and support change management. In addition, the Manager will perform the full scope of pre-award grant management for a complex portfolio of projects. Through this role, the Manager can expect to develop their people management skills and ability to apply their expert knowledge of grant management to support the development of junior colleagues on the Pre-Award team. To be successful in this role, the Manager should be able to apply their expertise in pre-award grant administration knowledge while demonstrating strong interest and aptitude for coaching and leading others. The Manager should be enthusiastic about building relationships and working closely with principal investigators to contribute to the advancement of research at CUIMC. Responsibilities * Pre-Award Grant Administration • Assists PIs in the development, review, and submission of all Federal, State, and foundation grants and contract applications, including individual investigator grants, multiple principal investigator (MPI), and complex grants, such as training grants, career development grants, and program center grants. Independently leads submission of grants: Manages timelines, research team communication, and the overall progression of submission to ensure the on-time completion of high quality, responsive and compliant proposal applications. Proactively communicates progress and roadblocks and collaborates with leadership to mitigate problems and identify or innovate solutions., • Facilitates and supports the research and identification of funding opportunities on behalf of investigators, as appropriate., • Prepares and delivers presentations to faculty and researchers. Prepares agenda and presents at monthly department administrator and researcher meetings., • Prepares grant budgets and budget justifications based on the aims provided and RFA technical content requirements in full compliance with sponsor/donor and CU policies, as well as engages outside collaborators and establishes subcontracts., • Drafts supporting documents for grants including letters of intent, letters of support, cover letters, facilities, and resources., • Maintains detailed, up-to-date records of PI's other support, biosketches, and grant submission documents., • Responds to RFAs and summary statements and addresses issues prior to submission., • In coordination with the Post-Award Team and the principal investigators, promotes accurate preparation and timely submission of progress reports as required by sponsoring program., • Tracks the status of pending applications, follows up with investigator regarding review/funding status of application., • Supports investigators in responding to Just-In-Time requests., • Ensures files are complete for awarded applications, secures missing information from principal investigators and/or administrators., • Maintains standards: budget templates, standardized checklists for core staff and PIs tailored to the sponsor/mechanism, standardized filing system using shared drives, updated resources and facilities., • Guides and mentors researchers and junior team members on grant funding policies, regulations, and procedures., • Manages a team of pre-award administrators. Provides coaching, ongoing feedback, and guidance to support employee development and performance. Participates in or leads creation and implementation of team processes to promote effective communication, collaboration, and decision-making, and ensure alignment across pre-award team. Models and communicates team values and culture., • Contributes to onboarding and training for new and current team members. Collaborates with lead trainer to identify training needs, provide subject matter expertise for development of training materials, facilitate trainings, and support the continuous improvement of pre-award learning and development resources., • Collaborates with leadership on human resources activities such as recruiting, hiring, and performance management. Conducts performance appraisals for direct reports, identifies and mitigates any roadblocks to performance, and escalates any performance concerns in a timely manner. Collaborates with leadership and HR to develop and implement action plans, reporting on progress., • Models professionalism and accountability in interactions with internal clients through clear, respectful, and timely communication and responsive follow-up., • Manages and maintains positive relationships with internal and external stakeholders, such as faculty, internal offices, funding agencies, and collaborating organizations. Strategy and Continuous Improvement • Collaborates with members of pre-award leadership to share information and contribute to the ongoing improvement of standards, policies, and procedures leading to the continuous enhancement of service, quality, and performance., • Identifies team challenge areas and knowledge gaps and determines needs around research, team learning, or resource development. Develops plan for addressing gaps, in collaboration with leadership and lead trainer, and oversees execution by delegating projects and monitoring progress on goals., • Leads or participates in team projects and initiatives, including serving as a subject matter expert. Uses tools and reporting mechanisms to track progress and ensure timely communication of issues and status. Prepares reports or presentations as needed, including to senior leadership., • Supports execution of strategy for pre-award and research administration teams, including strategy for pre-award expansion. Ensures that direct reports have the support they need to contribute to ___achievement of strategic and operational objectives. Monitors effectiveness of implementation and ensures two-way communication between team members and leadership., • Maintains sound knowledge of federal rules and regulations that govern research grants as well as stays informed about sponsor terms and conditions for submitting and administering grant awards., • A Bachelor's Degree or equivalent in education and experience, plus 4 years of relevant experience in pre-award grant management., • Demonstrated expertise in the full scope of pre-award grant management at CUIMC, including mastery of terminology, standards, and tools for grant management; prior experience with and understanding of NIH systems (eRA Commons, ASSIST, RePORTER); knowledge of complex budgeting, subawards, and deadline management; management of MPI grants, complex grants, and training grants; and experience implementing new policy changes. Ability to coach, guide, and educate others in the full scope of pre-award management., • Team leadership skills, including strong communication, feedback, and conflict management skills, empathy and emotional intelligence, and the ability to foster collaboration, promote a culture of goal-achievement, coach and develop others, and lead others through new and changing situations. Ability to handle situations with respect, tact, and sensitivity., • Strong customer service orientation and skills, with the ability to interact and collaborate positively, constructively, and effectively with multiple constituencies. Ability to model strong service to others and coach others through challenging client situations., • Strong interpersonal and emotional intelligence skills focused on establishing and maintaining productive relationships with faculty, peers, leadership, and other stakeholders. Ability to adapt to meet the needs of clients, deescalate challenging situations, and mentor others in client management., • Capacity to work with a high degree of independence and successfully within a deadline driven, multi-tasking environment. Ability to handle multiple projects at high levels of complexity, demonstrate sound judgment in managing time, prioritizing, and decision-making., • Excellent analytical, organizational, interpersonal, oral and written communication skills., • Self-motivated and demonstrates initiative, patience, and resourcefulness in adapting to changes., • Proficiency in problem assessment and collaborative problem solving in interdisciplinary settings. Ability to proactively communicate progress and roadblocks and escalate complex issues to management and research offices., • Ability to collaborate on and deliver presentations to various audiences including leadership um qualifications, • Proficiency in Microsoft Office (especially Excel) or similar software is required and an ability and willingness to learn new systems and programs., • Ability to work with a variety of individuals and groups in a constructive and respectful manner while appreciating the unique contributions of an inclusive workforce that brings together the talents of people across multiple identities., • Bachelor's degree in biological science or business/administration degree such as finance, accounting, business administration, business, public health, public administration, or a directly related field., • Supervisory and/or training experience. Equal Opportunity Employer / Disability / Veteran Columbia University is committed to the hiring of qualified local residents.

Job Description YOUR OPPORTUNITY FOR IMPACT Broome Street Academy Charter High School (BSA) is seeking to hire a Head of School beginning in July 2026. BSA serves NYC students who are the most at risk and face significant barriers to graduation. By design, 50% of the seats for upcoming 9th graders are set aside for students who are homeless, in foster care, or have otherwise had experience with the child welfare system. Given the extensive needs of BSA’s students, the model – which is unique among New York City charter schools – goes above and beyond the classroom through a formalized partnership with The Door, one of the country’s premier youth development organizations. BSA is housed within The Door so that students have facilitated and consistent access to The Door’s complete range of programming on site including: reproductive and primary healthcare and education, mental health counseling and crisis assistance, legal advice and representation, tutoring and homework help, college preparation services, job training and placement, supportive housing, sports and recreational activities, arts, and nutritious meals – all for free, completely confidential, and under one roof. Broome Street Academy was born out of The Door’s 2009 strategic plan as a response to the growing needs of New York City’s at-risk youth. In February 2026, BSA’s charter was renewed and extended through July 31, 2031. Subsequent charter renewal will be contingent on high academic and post-secondary outcomes. Broome Street Academy now seeks a next generational leader, to formally solidify our current model, build deeper systems of instruction, pedagogy, and data-driven decision-making, and stand out within the educational landscape of New York City. We have laid a strong foundation in the wake of post-COVID learning loss and are executing on a multi-year plan to drive transformative outcomes for every student. We are looking for a Head of School who will continue our progress on that plan to realize the ambition of BSA’s model. ACADEMICS & LEARNING BSA’s model merges a rigorous academic curriculum with comprehensive social and learning support to prepare students for a successful future beyond high school. BSA’s academic model was designed in recognition that some of our students require extra support to reach the same academic milestones and post-secondary pathways as their peers. We intentionally maintain small class sizes and offer integrated co-teaching in most classes to provide additional academic support for students. The student-centered approach includes a continuum of academic support as well as opportunities for more rigorous learning to ensure that each student is being challenged to their full potential. By offering targeted academic intervention for students who need additional support, along with advanced coursework such as College Now, and Advanced Placement classes, students at all skill levels are being continuously challenged and thoroughly supported. Social-emotional support and learning opportunities are also incorporated into the school day and available after school. In addition to the distributive academic counseling and social-emotional lessons offered through Advisory sessions, BSA has three social workers on-staff, and strategically works to take advantage of the relationships students can make with staff in a relatively small school that emphasizes community and academics together. GOVERNANCE The Head of School will report to BSA’s CEO and Board of Trustees. The Board and CEO establish policy for BSA in accordance with its by-laws and consistent with the terms of its charter. The Board meets twelve times per year, once each month. The Head of School will be expected to attend Board meetings and most Board committee meetings as well. The Charter School Institute of the State University of New York serves as BSA’s authorizer. THE POSITION The Head of School will administer the 9th-12th grade curriculum and will be responsible for promoting the mission of the school as well as overseeing the daily operations in partnership with staff. They will be responsible for oversight and development of all academic programs and curricula; the faculty and staff hiring; professional development, compensation, and all other personnel matters; and student recruitment, enrollment, attendance, and discipline. They will also oversee budgeting, financial management, compliance, development, and management of school facilities in partnership with the CEO. Key responsibilities include: Academics & Instructional Rigor • Provide instructional leadership by maintaining and improving high academic achievement standards including the implementation of a rigorous student assessment program aligned to state standards., • Analyze key sources of data to identify instructional priority areas, develop strategies to tackle pedagogical and programmatic challenges, set academic goals, monitor progress, and adjust strategies to ensure continued growth., • Continue to improve promotion rates for students who are, on average, entering BSA’s ninth grade with math and reading scores at the 5th and 6th grade levels., • Build a strong, cohesive staff and leadership team and hold primary responsibility for professional development, staff observations, staff communication, and program decisions., • Build a staff and student culture focused on accountability, integrity, and excellence., • Lead admissions staff to plan and execute a strategy to achieve annual school enrollment of approximately 200 students., • Ensure effective student recruitment strategies. Secure and strengthen “feeder” relationships with foster care agencies, NYC not-for-profits, and key middle schools., • Develop and implement strategies for attendance improvement and drop-out prevention., • Fully advance and integrate the BSA/The Door partnership and capitalize on The Door’s resources. This includes programming, data sharing and analysis, and cultural alignment., • Skillfully build and manage the budget, which is approximately $6 million, and oversee daily operations of the school, including safety, student support, behavior management, and finances., • Work with the CEO to externally message BSA via social media and traditional media platforms. PROFESSIONAL QUALIFICATIONS The ideal candidate will have prior experience in school leadership – as a head of school, principal, or division head at a charter, traditional public, or independent school – and teaching experience. The Head of School should possess a strong understanding of the use of academic data to inform and improve student outcomes and an awareness of developments in the broad worlds of education and pedagogy. An ideal candidate will also have a track record of achieving significant school improvement and in working with and leading student and community populations similar to that of BSA. A Bachelor’s degree is required. The successful candidate may hold a master’s degree or higher in Education, Education/Business Administration, Public Administration, Social Work, or a related field or have commensurate youth development leadership experience. REQUIRED ABILITIES & PERSONAL CHARACTERISTICS The Head of School will believe, and act upon the belief, that all young people can reach high levels of academic achievement regardless of background, experience or need. The Head of School must: • Be passionately committed to students and to 9th-12th grade education. The Head of School’s belief in all young people’s ability to learn will be apparent in every aspect of their leadership style., • Chart the academic future of the school. The Head of School must bring instructional and pedagogical expertise and be able to transfer that through department chairs and teachers to boost the academic outcomes of the school, • Be an inspiring leader and communicator. The Head of School must possess the confidence and ability to continuously articulate the school’s high expectations for academic achievement by every student and will build constructive relationships of trust with the staff, teachers, parents and other caregivers., • Genuinely value, and have affirmatively demonstrated, a strong commitment to cultural, racial and economic diversity. The Head of School will have knowledge of, commitment to, and the ability to reach traditionally underserved populations., • Be a strong, organized, and independent manager. The Head of School will be a critical thinker, relentless achiever, and an independent-minded self-starter who thrives in a setting that rewards autonomy and accountability. The Head of School will establish high performance standards; be accountable and hold others accountable to clear goals and priorities; show a willingness to take tough, principled stands even when unpopular; ensure that adequate resources are available to achieve objectives; and make decisions that benefit BSA’s mission and continuing financial viability. The Head of School will involve faculty and staff in decisions that affect them and address performance issues promptly – with fairness, firmness and consistency., • Be prepared to connect both people and strategies. The Head of School must understand the connections between enrollment and budget and meaningfully increase recruitment and retention. The Head of School must leverage resources of The Door and work in close partnership with The Door to connect students to those services. The Head of School will develop these strategies in conjunction with students, staff, and Board members and lead with vision and execution., • Be a proven team builder with strong people leadership skills. The Head of School will assist in the retention and recruitment of a superior and diverse faculty and staff and manage their performance and growth through coaching and developing their potential. The Head of School will work collaboratively with all staff and resolve issues that affect them while maintaining clear focus on meeting the needs of students., • Be committed to improving data systems and embracing a culture of data-driven decision making. This includes commitment to improve and maintain data quality, report data accurately to the CEO and Board, and instill that culture across the school., • Be open to new ideas, be entrepreneurial, and actively seek out innovative strategies to improve student achievement., • Be persevering and personally effective. The Head of School will be capable of thinking clearly and staying focused under pressure and will demonstrate a willingness to take responsibility for mistakes and work to avoid repeating them. The Head of School will possess and project unwavering confidence in personal capacity, be a constant learner, take personal initiative to achieve the school’s goals, and set a high standard for personal effectiveness that goes beyond the traditional school day., • Possess the highest standards of integrity and a strong ethical character. COMPENSATION & BENEFITS This position offers a competitive salary range of $165,000 - $195,000. BSA offers a generous benefits package which includes medical, dental and vision health insurance options, employer retirement contribution matching as well as 44 PTO days during the year. TO APPLY This is an extraordinary opportunity for an exemplary leader in education and youth development. Please submit a resume online at . Broome Street Academy Charter High School is an equal opportunity employer and an organization that values diversity. Recruiting staff to create an inclusive organization is a priority, and we encourage applicants from all backgrounds. Candidates are evaluated solely on their qualifications to perform the work required.

We are the world's learning company with more than 24,000 employees operating in 70 countries. We combine world-class educational content and assessment, powered by services and technology, to enable more effective teaching and personalized learning at scale. We believe that wherever learning flourishes so do people. Evaluation Systems of Pearson offers dynamic teacher licensing and performance assessment solutions. Our custom teacher licensure testing programs are 100 percent aligned to state standards. We also provide a wide variety of teacher licensure testing services such as test development, administration, and scoring. We work in a collaborative environment and are passionate about education. Scoring offers the opportunity to network with other professionals and stay abreast of the latest developments in your field. Scorers have a direct impact on the quality of the next generation of teachers and help to maintain professional standards. Scorers enjoy the change of pace, the mental challenge and the opportunity to give back to their educational field. We have immediate openings for candidates to score the subjects below remotely for our Hadley, MA office: * Dance * Digital Literacy & Computer Science * History * Music * Technology Engineering Key benefits * Starting rate of $17.50 per hour * Flexibility to work scoring sessions that suit your availability * Working remotely Qualifications * A bachelor's degree or higher, and * A current teaching certification in the subject area you are applying for AND be practicing or have two (2) or more years' recent experience in the service role in a public school in the subject area you are applying for OR serve as, or have recently served as, a college/university/program faculty member who prepares candidates for the subject you are applying for OR who holds a bachelor's and/or master's degree and is a graduate student currently teaching courses in the subject area Both active and recently retired practitioners can be eligible to score. * Basic computer skills (keyboard, mouse) * Ability to sit for extended periods of time * Ability to maintain a confidential work environment * Eligible to work in the United States Overall Responsibilities * Evaluate responses to test questions by Massachusetts teacher candidates * Internalize scoring standards, participate in discussions, and engage with other scorers in consensus scoring activities * Recognize and discuss various types of bias (e.g., implicit bias, cultural bias, leniency bias, central tendency bias, halo effect) and effect strategies to reduce personal biases in scoring * Meet quality and productivity requirements established for the scoring program, including passing a qualifying test before scoring Working Conditions Training takes place before scoring begins. There may be a brief orientation meeting before the day of scoring occurs. Scoring sessions take place during the week Monday through Friday. Scoring sessions will occur on an intermittent basis, every 4 to 8 weeks depending on the subject. The scoring day runs from 8:30 a.m. to approximately 4:30 p.m., including training. Note: Applications are accepted on an ongoing basis. This position is NOT bonus/benefits eligible. Information and guidelines on benefits offered is here. Who we are: At Pearson, our purpose is simple: to help people realize the life they imagine through learning. We believe that every learning opportunity is a chance for a personal breakthrough. We are the world's lifelong learning company. For us, learning isn't just what we do. It's who we are. To learn more: We are Pearson. Pearson is an Equal Opportunity Employer and a member of E-Verify. Employment decisions are based on qualifications, merit and business need. Qualified applicants will receive consideration for employment without regard to race, ethnicity, color, religion, sex, sexual orientation, gender identity, gender expression, age, national origin, protected veteran status, disability status or any other group protected by law. We actively seek qualified candidates who are protected veterans and individuals with disabilities as defined under VEVRAA and Section 503 of the Rehabilitation Act. If you are an individual with a disability and are unable or limited in your ability to use or access our career site as a result of your disability, you may request reasonable accommodations by emailing . Job: Evaluation Job Family: LEARNING_&_CONTENT_DELIVERY Organization: Assessment & Qualifications Schedule: PART_TIME Workplace Type: Remote Req ID: 23355 #LI-REMOTE

Assoc Director of Community Engagement & Outreach (Comm Outreach Prog Mgr (HEA)), Interdisciplinary Wellness Center, Division of the Provost Job ID: 31849 Location: Hunter College Full/Part Time: Full-Time Regular/Temporary: Regular POSITION DETAILS The Interdisciplinary Wellness Center at Hunter College of The City University of New York invites applications for a position as Associate Director of Community Engagement & Outreach at the rank of Higher Education Associate. This is a fulltime appointment beginning Spring 2026 with a renewable yearly contract. Upon reappointment for the ninth year of service, the employee obtains a Certificate of Continuous Administrative Service (CCAS). In addition to CUNY Title Overview, the Associate Director of Community Engagement & Outreach will be responsible for but are not limited to managing the day-today operations of our Clubhouse, a community space located on the 3rd floor of 142 W 36th Street in Manhattan. This is a multi-purpose space offering our partners ? community-based health-service organizations working with populations across New York City that have experienced historically reduced access to culturally responsive and quality services ? with access to office space, large meeting space, and a welcoming place for social gatherings and community building. The Clubhouse is an integral part of Hunter?s new Interdisciplinary Wellness Center. The Clubhouse operates in tandem with our training clinic on the 9th floor of 142 W 36th Street. That clinic provides brief mental health and substance use treatment to the New York City community on a sliding scale basis. Services are delivered by Hunter College student trainees under supervision that is organized by their respective programs. The Interdisciplinary Wellness Center is overseen by a steering committee that consists of faculty from the departments that contribute to the Center?s mission. The Associate Director will report to the committee and work collaboratively with its faculty under direction from the Special Adviser of Community Engagement and Public Partnerships. Clubhouse management involves overseeing the work of 2-5 peer support staff. In addition, the Associate Director of Community Engagement is expected to lead the development and organization of programmatic activities that catalyze community engagement. They will work closely with the Clinic Director to facilitate the synergistic operation of both units in the Interdisciplinary Wellness Center. QUALIFICATIONS The successful applicant must demonstrate the skills necessary to manage the activities of a dynamic social space and interface with community members and collaborating organizations, as well as the clinic director, clubhouse staff, and members of Hunter?s faculty. Although candidates with a Master?s level degree and experience with administration and community organization are preferred, qualified candidates with bachelor?s degree and six years? related experience will be considered. Experience in program administration, group facilitation, and workshop-style training at community-based organizations is valued. The position requires managerial skills. Peer support staff are members of the communities served by the Interdisciplinary Wellness Center. Ideal candidates will be enthusiastic for the opportunity to mentor these staff toward their professional development goals that will help them further their careers. The position also involves extensive collaboration with staff at the Interdisciplinary Wellness Center and our community partners. Preferred candidates will demonstrate strong interpersonal skills, expressive and receptive communication skills, as well as strong organizational skills. Preferred candidates will share our passion for bringing together academic and community partners to build community and delivery better access to health and wellness services in New York City. CUNY TITLE OVERVIEW Manages a program or service providing community outreach and services on behalf of a College or Unit. • Defines program goals, objectives, risks, and roles and responsibilities, • Collaborates with external organizations and community stakeholders to plan and execute program activities, • Develops and delivers direct service to external clientele, • Collects data on outcomes, and analyzes and reports results while planning new and improved services, • May manage an office staff of employees and/or volunteers, and have responsibility for fiscal administration, • Performs related duties as assigned. CUNY TITLE Higher Education Associate FLSA Exempt COMPENSATION AND BENEFITS Salary commensurate with education and experience within the range for this title (currently $86,741-$102,408). CUNY?s benefits contribute significantly to total compensation, supporting health and wellness, financial well-being, and professional development. We offer a range of health plans, competitive retirement/pension benefits and savings plans, tuition waivers for CUNY graduate study and generous paid time off. Our staff also benefits from the extensive academic, arts, and athletic programs on our campuses and the opportunity to participate in a lively, diverse academic community in one of the greatest cities in the world. CUNY is in the process of implementing salary schedule increases. Once implemented, salaries of eligible employees will increase by approximately 3.5% effective 9/1/26, in accordance with the terms of the PSC-CUNY collective bargaining agreement. HOW TO APPLY Applicants must apply online by accessing the CUNY job posting system found at and navigating the following links: ?SEARCH ALL POSTINGS? and in the ?Search Jobs? field, entering Job ID or Title listed above. Please submit the following items, combined into a single document, with your on-line application as instructed above: 1. Cover letter describing your interest in the position, 2. Brief (1000 words max) statement of leadership or management philosophy, 3. Curriculum Vitae CLOSING DATE The search will remain open until the position is filled. JOB SEARCH CATEGORY EQUAL EMPLOYMENT OPPORTUNITY CUNY encourages people with disabilities, minorities, veterans and women to apply. At CUNY, Italian Americans are also included among our protected groups. Applicants and employees will not be discriminated against on the basis of any legally protected category, including sexual orientation or gender identity. EEO/AA/Vet/Disability Employer.

Job Description To be considered for this role, applicants must hold a bachelor’s degree before starting first day of work with Success Academy - a background in education is not required. Thanks for your interest in Success Academy! Running a large, fast-growing, and high-performing network of public charter schools takes a village - families, children, teachers, staff and faculty, advocates, and supporters alike. We are growing fast in New York and expanding to Florida, and we would love to welcome you to our community! We work tirelessly every day to ensure children have access to a fun, rigorous, whole-child education regardless of zip code or economic status. When you join SA, you play a part in giving every student who walks through our doors a fair shot at reaching his or her potential. Hiring for School Year 2026-27! At Success Academy, we don’t just hire teachers, we build them. You don’t need a background in education to launch your career with us. Whether you’re an athlete, engineer, artist, chess champion, or math whiz, we’ll equip you with the tools, training, and world-class coaching to thrive in the classroom and beyond. Why Success Academy? More than the highest-performing K-12 charter school network in NYC, Success Academy is a launchpad for careers of significance. Our teachers don’t just show up, they redefine what’s possible for their students and themselves. What We Look For Resilience, drive, and a winning mindset: You’ll be challenged. You’ll be coached. You’ll grow. Every day is a chance to push through limits and raise the bar. A commitment to excellence: You execute a proven playbook. You plan ahead, stay organized, and sweat the details because excellence lives in the little things. You believe structure and consistency create space for kids to thrive, and you don’t cut corners. Total belief in every student: You’ll never settle for average – not in yourself, not in your students. Here, we 100% commit to getting 100% of our kids into 4-year colleges. Passion for content and curiosity to grow: You love learning, and it shows. Whether it's literature, math, science, or art, you bring genuine enthusiasm to your subject and a hunger to keep getting better. Feedback isn't just accepted – it’s fuel. Here’s What You’ll Get A mission with meaning: You’ll play a critical role in shaping the futures of young people and helping them reach their full potential. Skills that set you apart: Build essential skills like public speaking, strategy, data analysis, leadership, and conflict resolution. World-class coaching and development: No education background? No problem. We’ll train you—hard—and elevate you even harder. Key Responsibilities: Lesson Planning and Instruction • Study and implement lesson plans that align with curriculum standards., • Utilize a variety of instructional strategies and technologies to enhance learning., • Assess student progress through assignments, tests, and observations., • Provide timely feedback and support to help students improve., • Communicate regularly with students, parents, and guardians regarding academic progress and behavioral issues. A bachelor’s degree before your first day of work with Success Academy (a background in education is not required). Strong communication and interpersonal skills. Passion for learning and commitment to student development. Ability to work in person in New York City. At Success Academy, we invest boldly in our teachers through exceptional pay growth, comprehensive health and wellness benefits, and career pathways that enable you to advance into leadership within an average of three years! Health & Wellbeing that Starts Day One • Medical, dental, and vision coverage through Cigna and VSP — effective on your first day. SA covers 82% of our most popular medical insurance plan, or about $9,000 annually, towards your medical, dental, and vision coverage., • Employees receive a $50 cellphone stipend every month! ($600 annually), • Pre-tax savings accounts for healthcare, dependent care, and commuter expenses., • Free and confidential counseling through our Employee Assistance Program and Talkspace., • Enjoy paid time off during summer break, school vacation weeks, and holidays, • Intensive training, ongoing coaching, and leadership pathways - most teachers are promoted to leadership positions on average within three years., • Salary growth that provides significant yearly % increases, with opportunities to increase earning potential through performance-based incentives, • 403(b) retirement plan with a 3% employer match., • Quarterly employer contributions to your Health Savings Account (HSA) - up to $2,400/year!, • Income protection through employer-paid short- and long-term disability, and group life insurance coverage., • Voluntary supplemental life insurance, accident, hospital indemnity, critical illness, and legal plans. Privacy Policy: By providing your phone number, you consent to receive text message updates from Success Academy regarding your application. Reply STOP to unsubscribe. View our Privacy Policy. Current Success Academies Employees: Please apply through the Internal Job Board via Greenhouse. You will be asked to log in through your Okta Profile. We are an equal opportunity employer and value diversity at our organization. We do not discriminate on the basis of race, religion, color, national origin, gender, sexual orientation, age, marital status, veteran status, or disability status. We actively seek applications from people of all backgrounds to strengthen our community and the perspectives needed to flourish in a multicultural world. Success Academy offers a full benefits program and opportunities for professional growth. Success Academy Charter Schools does not offer employment-based immigration sponsorship.

Job DescriptionIMMEDIATE Staff Opening: Admissions Associate Position Summary The Admissions Associate (Associate) reports to the Director of Admissions (Director) and collaborates (i) internally with Academic Administration, Corporate Work Study team, Advancement and Finance staff, faculty and current students and families, and (ii) externally with prospect and applicant families and students, feeder schools and other youth development partners and community organizations, the Cristo Rey Network (CRN), and other CRN schools. The Associate facilitates the marketing, recruitment and admissions review process of prospective school applicants from initial outreach through registration of accepted students. The Associate role is a year-round, full-time position. The Associate is expected to spend time in the field meeting with existing and prospective families, feeder schools and organizations, and other gatekeepers, especially during the marketing and recruiting phases of the Admissions cycle. The position entails selective evening and weekend work. Primary Responsibilities • Key member of Admissions Team; facilitates and/or leads efforts of planning, marketing, advising and processing Admissions prospects to convert them into qualified Admissions candidates and eventual enrollees should they be accepted., • Working with the Director, develop and implement direct marketing plan and initiatives, including visiting elementary and middle schools and other organizations, including but not limited, to youth development organizations, churches, community and neighborhood organizations. Attend various high school fairs, open houses, parent nights and the like., • Develop, cultivate and maintain relationships with various organizational gatekeepers at schools and other target organizations, including teachers, HS placement counselors, parent coordinators, principals and academic administrators, executive directors, coaches, pastors, ministers, etc., • Maintain and enhance relationships with existing Cristo Rey Brooklyn (CRB) students and families so as to provide an ongoing and growing pipeline for future applicants and enrollees, • Help plan, organize and execute various Cristo Rey Admissions marketing and related Admissions events such as Open Houses, Information Sessions, school and prospect visits, accepted student events, etc., • Significantly contribute to the development and execution of Admissions communications and marketing plan and materials including as appropriate, and in collaboration with the Advancement Department, social media, website, electronic and print media, • Communicate and meet with prospects and their families, acquiring and tracking the necessary application related documentation and information from the families and/or schools, • Coordinate the application screening and consideration process, including direct participation in the interview process, and consulting with the Principal, President, Director of Corporate Work Study and other CRB staff as it relates to individual candidates, • Oversee/execute Admissions related policies and procedures and other Admissions related responsibilities and assignments as directed by the Director, • Work closely with the Director and other CRB stakeholders so as to achieve overall school Enrollment Management goals, • Ensure compliance with/achievement of (i) relevant CRN Mission Effectiveness Standards, and (ii) CRB Admissions related goals and objectives, • Provide ongoing management reporting. Work closely with, and as instructed by, the Director to regularly report goals, progress, and identified metrics and attend and participate actively in ongoing leadership team meetings, • Assist with the management of the Student Ambassadors, members of whom participate in various Admissions (and other school) initiatives and events, • Assume other duties/amend above responsibilities as determined by the Director.Qualifications and Experience:, • Below is a list of required (unless otherwise noted) skills and qualifications, • B.A/B.S. degree from a 4-year institution, • Oral and written Spanish and/or Creole proficiency a strong plus, • Microsoft Office (especially Excel) and facility to learn other programs as needed (e.g. Admissions CRM), • Strong oral and written communication skills including the ability to present to large and small groups, • Demonstrated organizational skills (e.g. ability to effectively plan events, maintain complex databases), • 2+ year experience working with middle school/high school students and families in an educational or youth development context. Specific recruitment, admissions and/or high school placement experience a very strong plus, • Strong interpersonal and/or marketing/sales skills and ability to relate with students and adults, • Energetic, enthusiastic self-starter with ability to motivate others and foster teamwork, • Demonstrated ability to motivate and work collegially with colleagues, • Flexibility to work evenings and weekends as needed, • Commitment to CRBs mission and private, values-driven education with specific Roman Catholic background/commitment a very strong plus Comprehensive benefits are included in the overall compensation package. Application All interested and qualified applicants with a passion for Cristo Rey Brooklyn High Schools mission are invited to apply. A complete application will include: • Resume, • Cover Letter: Elaborate in your cover letter, limited to no more than two pages, (i) what past experiences in inner city education, Admissions/Enrollment Management, youth development, communications and/or marketing will help you in advancing the successful growth of CRB, and (ii) what attracts you to the Cristo Rey mission? Why do you believe that you are a match for this unique opportunity to help lead Cristo Rey Brooklyn High School?

Job DescriptionDescription: Currently accepting applications for Clinical Internships and Externships for the 2026–2027 training year: • Non-NYNJADOT Applicants:, • Interviews will be conducted on a rolling basis., • Start date as early as January 2026., • NYNJADOT Applicants:, • Applications will be reviewed in accordance with NYNJADOT guidelines., • Interviews will be scheduled following the NYNJADOT timeline. Start Date: January 5, 2026, July 6, 2026, or August 3rd, 2026 End Date: 12 months following start date Internship/Externship Supervisor: Clinical Director of Training and Professional Development Classification: Externship/Internship, Part-Time, In-Person, Unpaid Hours: See clarification under 'Externship Eligibility' Location: MPG Offices (Upper West Side Office and/or Long Island City) Internship/Externship Summary We are looking for highly skilled and personable graduate-level clinical externs to learn from our team of mental health and testing professionals who specialize in evidence-based treatments, such as Cognitive Behavioral Therapy, Parent Child Interaction Therapy, Parent Management Training and Applied Behavior Analysis to provide support to children, adolescents and families experiencing anxiety, OCD, mood disorders, disruptive behavior, ASD and ADHD. Externs will receive the required individual and/or group supervision from a licensed psychologist/social worker. We are an excellent training site for students that prioritize direct care learning opportunities, 1:1 supervision, and growth opportunities. Primary Faculty Manhattan Psychology Group’s staff include licensed psychologists, social workers, and other mental health professionals. Our mission is to provide multidisciplinary, integrated support for individuals and their families who experience mental health, behavioral and educational challenges. Our team is actively committed to continuing and growing their own expertise. • Erika Stapert, PsyD: Clinical Director of Training and Professional Development; Child, Adolescent, and Adult Psychologist; Mental Health Supervisor; PCIT Therapist and Within Agency Trainer; SM Therapist, • Francyne Zeltser, PsyD: Senior Director of Mental Health & Testing Services; Child, Adolescent, and Adult Psychologist; Certified School Psychologist, • Chelsey Rosen, PsyD: Lead Psychologist; Mental Health Supervisor; PCIT Therapist; SM Specialist; TCIT Trainer; Certified School Psychologist, • Margaret Areizaga, PsyD: Senior Psychologist; Mental Health Supervisor; PCIT Therapist and Within Agency Trainer; SM Specialist, • Lauren Feiden, PsyD: Senior Psychologist; Mental Health Supervisor; PCIT Therapist; Child, Adolescent, and Adult Psychologist, • Jessica Randel Janicola, PsyD: Supervising Neuropsychologist Internship/Externship Training Objectives • Fulfill externship training requirements outlined by the associated educational institute in which the student is enrolled, • Case conceptualization, diagnosis, treatment planning and case management with a diverse caseload based on patient populations, interventions and diagnoses, • Opportunities to work in varying settings including clinic based, in-home, telehealth, and school-based services within the 5 boroughs, • Receive psychotherapy training in evidence-based practices (CBT) for individual and group treatment, • Opportunities to assist and facilitate group counseling, • Actively seek parent and/or patient feedback regarding programming and therapy goals, • Training in assessment, interpretation, report writing and feedback (doctoral externs only), • Regularly meet with supervisor for supervision sessions, • Attend department and trainee team meetings, in-service programs, didactics and staff development activities, • Collaborate with supervisors and colleagues with specialties in CBT, PCIT, SM and ABA, • Consult with community resources and collateral providers, • Participate in opportunities for professional development and growth including community workshops, didactics, case presentations and special projects, • Utilize practice software for documentation with full administrative support from leadership, supervisors, peers and administrators with referrals, scheduling, billing and other related tasks, • Intervention training experiences offered: Provide evidence-based methods to assess and treat a diverse caseload of children, adolescents and adults utilizing CBT-oriented modalities, including family consultation and support, where feasible, • Estimate average number of individual patients that students will carry: Mental Health caseload of approximately 10 sessions per week (includes individual, group, and parent training sessions as well as co-facilitation), • Estimate number of groups and other types of interventions: Groups offered at MPG that may be included in your externship: Social Skills, Parent Training, SPACE/Anxiety, and Disruptive Behavior/ADHD., • Assessment training experiences commonly offered: Students will gain supervised experience conducting neuropsychological, psychological, psychoeducational, autism, and developmental evaluations., • Expected number of full assessment batteries completed during externship (defined as administration of a battery of standardized tests): Students are assigned up to 1 assessment case per month and can carry up to 2 active assessment cases at a time for a total of 8-10 cases over the course of their externship., • Estimate hours/week of individual supervision: 1 hour (virtually or in-person), • Estimated hours/week of group supervision: 1.5 hours (in-person), • Estimated hour/week of didactics: 1.5 hours All externs receive weekly supervision with their supervisors through a combination of individual and group formats. In addition, externs attend weekly training meetings led by the Clinical Director of Training and Professional Development as well as their cohort’s postdoctoral fellows. When appropriate, externs are encouraged to engage in observational learning by sitting in on other clinicians’ sessions - both testing and counseling. They are also welcome to observe weekly PCIT sessions conducted by certified PCIT therapists and may assist with specialized services such as PCIT-SM. Didactics: Externs participate in didactics focused on evidence-based treatments and pediatric psychology. These are delivered through a variety of formats, including review of supplemental materials, viewing recordings of previously held didactic sessions, and live meetings with didactics instructors for more hands-on learning and case consultation. Examples of topics covered in didactics include, but are not limited to: • Social Skills Training, • DBT and Risk Assessment, • Supportive Parenting for Anxious Childhood Emotions (SPACE), • ADHD, • PCIT-SM Support: • Manhattan Psychology Group has existing cohorts of externs with start and end dates that allow for overlaps with new cohorts to ensure consistent access to support., • Is the agency readily accessible through public transportation?: Yes, • Wheelchair accessible: No Education: • Enrolled in a graduate program in Clinical, School, or Applied Psychology, Mental Health Counseling, Marital and Family Therapy, or Social Work, • A minimum of 1-2 years of clinical experience utilizing evidence-based interventions (e.g., CBT, PMT, ERP, PCIT) to treat children and adolescents with anxiety, mood disorders, ODD, and ADHD, as well as their families., • Experience with Parent-Child Interaction Therapy (PCIT) and psychological testing is preferred., • Up to 20 hours/week across a maximum of 3 days:, • Cohort A-1: Monday, Wednesday, Friday, • Cohort A-2: Monday, Wednesday, Saturday, • Cohort B-1 Tuesday, Thursday, Saturday, • Cohort B-2: Tuesday, Thursday, Sunday, • Weekday hours will include at least one after school availability block approximately 2pm-8pm and daytime block between 9am-3pm, • Weekend hours if assigned to a Saturday or Sunday are 9am-3pm, • Weekly breakdown of hours: 10 hours of direct services, 10 hours of indirect services, • Mandatory Orientation will be held at the following dates/times:, • January Start: January 6th, 7th, and 8th, 2026, • Complete the application by:, • Filling out the online application, • Submitting a CV, • Two letters of recommendation, • Cover Letter that explains why you are pursuing a career in the mental health field, how your previous experience and education have prepared you for this externship, and what you hope to learn during your externship, • Letter of Readiness/Eligibility signed by your DCT, if applicable, • Complete a phone screen with our Recruitment & Engagement Specialist, • Virtual Interview with one of our Clinical Director of Training & Professional Development, • In-person Interview with Senior Director of Mental Health and Testing Services at our Upper West Side office, • Internship/Externship placement offer, • Complete onboarding process MPG and MPG Tutoring provide 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, transfer, leaves of absence, compensation, and training. To request assistance due to an ongoing medical condition or disability, contact our HR team by leaving a voice message at 1-646-389-6848, and someone will respond within one business day. Alternatively, email requests can be sent to .

Job Description Job Title: Administrative Assistant Report To: Director of Academic Affairs Department: Academic Affairs Position Type: Full-time — Summer Season FLSA: Non-Exempt Summary: Oliver Scholars seeks a current college student to assist in the administration of the Scholar Immersion Program (SIP), catering to middle school students. The Administrative Assistant is responsible for ensuring an environment of community, safety, accountability, discipline, and fun for students. This position reports to the Director of Academic Affairs and is an excellent opportunity to experience various aspects of scholarship and youth development with an education nonprofit organization. The administrative assistant will take attendance, call families regarding absenteeism, supervise lunch, obtain materials for teachers, distribute students’ Metro cards, and track academic progress as needed. Culture Organization Mission: Oliver Scholars prepares high-achieving students from underserved New York City communities for success at top independent schools and prestigious colleges. Responsibilities Responsibilities • Available in person from June to August 2026, inclusive of five weeks at a school in NYC and a one-week residential program at a boarding school in MA, • Required attendance at all orientation sessions and program meetings., • Supervise daily arrival and dismissal., • Record attendance and communicate late arrivals and absences to administrators and parents., • Email students and families with attendance updates., • Support facilitation of lessons and classroom management when needed., • Assist faculty in monitoring student attentiveness, behavior, and progress during classes., • Coordinate with faculty, seasonal staff, and Oliver Scholars leadership to support students., • Check-in with students and offer support in managing their various responsibilities., • Supervise student breaks and meal times., • Enforce community expectations and policies described in the student handbook., • Use technology platforms like Google Suite, Canva, SimpleText, and Apricot to draft, distribute, and archive documents., • Assist the Programs Coordinator in managing course enrollment and tracking academic progress., • Current college student in good academic standing at an accredited degree program, • Strong organizational skills, • Conflict management experience and public speaking experience a plus, • A mission-driven individual with a belief in and commitment to Oliver’s mission and values, • A flexible, creative individual able to find alternative ways to connect with students, • Emotionally mature with a good sense of humor and the flexibility and sensitivity to work with diverse personalities and situations, • A hard worker with a high energy level; a “doer” with a willingness to work hands-on in developing and executing a variety of activities, • A good listener who is comfortable receiving feedback Desired Competencies, • Ethics - Treats people with respect; Keeps commitments; inspires the trust of others; works with integrity and ethically; upholds organizational values., • Adaptability - Adapts to changes in the work environment; willing to learn new techniques and procedures; Manages competing demands; changes approach or method to best fit the situation; able to deal with frequent change, delays, or unexpected events., • Innovation & Initiative - Displays original thinking and creativity; Meets challenges with resourcefulness; Generates suggestions for improving work; Develops innovative approaches and ideas; Presents ideas and information in a manner that gets others' attention; Looks for and takes advantage of opportunities., • Planning/Organizing & Project Management - Prioritizes and plans work activities; Uses time efficiently; Plans for additional resources; Sets goals and objectives; Organizes or schedules other people and their tasks; Develops realistic action plans; Communicates changes and progress; Completes projects on time and budget., • Interpersonal Skills - Focuses on solving conflict, not blaming; listens to others without interrupting; keeps emotions under control; remains open to others' ideas and tries new things. Compensation: Salary is $19/hour Equal Employment Opportunity The Oliver Scholars Program, Inc. is an equal opportunity employer and is firmly committed to maintaining a work environment free from all forms of discrimination and harassment. We provide equal employment opportunities to all employees and applicants for employment without regard to race, color, religion, gender, sexual orientation, gender identity or expression, national origin, age, disability, genetic information, marital status, amnesty, or status as a covered veteran in accordance with applicable federal, state, and local laws. Oliver Scholars encourages applications from people of all backgrounds. We value a diverse workforce and an inclusive culture, as we believe this best reflects the communities and students we serve. Requirements Authorized to work in the US without sponsorship Accept a background check to be performed At least 18 years old Board away for one week out of state Knowledge in: Administrative Knowledge in: Speaking and writing skills Knowledge in: Google Suites Knowledge in: Technology Savvy Equal Opportunity Employer The Oliver Scholars Program, Inc. is an equal opportunity employer and is firmly committed to maintaining a work environment free from all forms of discrimination and harassment. We provide equal employment opportunities to all employees and applicants for employment without regard to race, color, religion, gender, sexual orientation, gender identity or expression, national origin, age, disability, genetic information, marital status, amnesty, or status as a covered veteran in accordance with applicable federal, state, and local laws. Oliver Scholars encourages applications from people of all backgrounds. We value a diverse workforce and an inclusive culture, as we believe this best reflects the communities and students we serve. Requisition #cmn4vecqw0ron0ilhp10lammj

Job DescriptionABOUT US New York Edge is the largest provider of after-school and summer camp programs in New York City public schools. Each year, academic programs—including STEM, the arts, sports and wellness, and college access—help 40,000 students develop leadership skills and succeed in school. Working parents count on our programs to provide safe and enriching environments for their children. Summary: New York Edge is looking for a Community School Assistant Director to assist with establishing a high and visible presence within the school building supporting the Community School Director in assuming a strong leadership role and holistic approach toward improving academic performances driven by strong, collaborative partnerships among principals, parents, teachers, and CBO’s throughout the school year. The Community Schools Assistant Director will assist in the overall administration and implementation of the Community Schools program under the supervision of the Community School Director including but not limited to: trainings, theme based projects, scheduling of activities, daily supervision of staff, record keeping and reporting, communicating with parents and organizing special events. The Assistant Director will work with the Community School Director in ensuring all components of the contract are being implemented in alignment with the vision of New York Edge and the Principal. New York Edge Assistant Director must embrace positive school climate and youth development principles and practices that supports the community school as a whole. These include building on youth strengths rather than focusing on youth deficits; setting and maintaining high expectations; understanding the centrality of and fostering positive relationships with peers and adults; providing age-appropriate and challenging programming; engaging participants as partners, not just as consumers of services; promoting positive identity formation and helping young people to fully develop their potential. New York Edge Community School Assistant Director respects and values the cultures and traditions of participants, their families and their communities, and treats all participants and staff equally, irrespective of race, religion, sex, gender identity, national origin, age or disability. New York Edge Program Coordinator must appreciate the range of abilities and diverse needs of children and youth in our programs. Essential Job Functions: • Work hand-in-hand with Community School Director in daily program operations and functions, • Work with school leadership to maintain a focus on results and track progress. Ensure that New York Edge is capturing, and analyzing data while functioning in a data driven manner., • Directly responsible for overall supervision of community school support specialists and success mentors’ for day school program., • Assist in the educational and social development of students under the direction and guidance of the facilitator and classroom teachers., • Ensures that they are trained in the methodology employed during the school day in regards to instruction, • Encourage and lead projects that foster academic, cultural and artistic growth., • Provide support for individual students inside and outside the classroom to enable them to fully participate in activities., • Responsible for recruitment and supervision of dedicated staff that meet the highest standards of qualifications in carrying out the mission of Community Schools and New York Edge, • In conjunction with academic support specialist, assesses student progress and communicates such to teachers and school administrators., • Works with academic support specialists and subject teachers to provide student support in various curriculum areas., • Must attend Professional Developments offered by New York Edge and Department of Education faculty., • Identify high need students, coordinate with teachers to target interventions, and track and monitor impact of interventions., • Build relationships and mechanisms to effectively link the school day to expanded learning opportunities, • Communicate program’s challenges, progress and success with Program Director, will perform projects assigned at the discretion of the Program Director, • Support students with emotional or behavior concerns and assist them in developing appropriate social skills., • Coordinate the allocation of space for student and family support services, and for special events., • He/she fosters an atmosphere of fun and learning and serves as a role model to youth, always conducting him/herself in the utmost professional manner and maintaining appropriate boundaries, • Promotes positive character development in all youth, • Participate in school governance, community school team meetings, and specialized meetings such as attendance meetings. Interacts With: Community School Director, Principal, Teachers, School Administrators, Vendors, Parents, Students Required Skills: • Passion for New York Edge mission and youth development, • Reliable, organized and punctual, • Knowledge of effective sports, arts, and academic programming, • Expert understanding of New York City and New York State education requirements in an urban setting, • Strong leader and team-builder, • Ability to resolve conflicts and negotiate solutions, • Ability to establish and maintain effective working relationships with program staff and school partners, • Excellent communication (oral and written) and interpersonal skills with proven ability to interact with a diverse range of individuals both in person and over the phone, applying tact and discretion as situations demand, • Must have excellent organizational, time management and follow-up skills, • Must be able to clearly articulate outcome requirements and provide the necessary and appropriate resources and support for Academic Support Specialists, Teachers and Group Leaders to successfully deliver on objectives, • Responsible and professional conduct that serves as role model to staff and youth, • Exhibits strong character traits and exercises patience and creativity while seeking win-win scenarios, • Ability to set priorities and meet deadlines, • Must demonstrate ability to manage multiple priorities simultaneously, • Proficiency in Microsoft Excel, Outlook, Google Docs, and Word Qualifications: • Bachelor’s degree required with preference in Education, Psychology, or Social Work, • At least 18.0 credit hours from an accredited college or university in the field of Education, • Must have passion for New York Edge mission and demonstrated interest in the field of education and youth development., • Prior work experience in urban education, including supervisory experience, • Teaching and afterschool management experience preferred Job Type: Full-Time, Year-Round Salary: $58,500 Schedule: Monday - Friday, (Some evenings & weekends required) To apply, please visit our website at newyorkedge.org/careers At time of offer and acceptance, the job requires safety and security clearances through the Department of Education and Department of Health. New York Edge is an Equal Opportunity/Affirmative Action Employer. Disclaimer: The statements herein are intended to describe the general nature and level of work being performed by the employee in this position. These statements are not intended to be construed as an exhaustive list of all responsibilities, duties, and skills required of a person in this position.

Job DescriptionABOUT US New York Edge is the largest provider of after-school and summer camp programs in New York City public schools. Each year, academic programs—including STEM, the arts, sports and wellness, and college access—help 40,000 students develop leadership skills and succeed in school. Working parents count on our programs to provide safe and enriching environments for their children. Summary: New York Edge is looking for a Community School Assistant Director to assist with establishing a high and visible presence within the school building supporting the Community School Director in assuming a strong leadership role and holistic approach toward improving academic performances driven by strong, collaborative partnerships among principals, parents, teachers, and CBO’s throughout the school year. The Community Schools Assistant Director will assist in the overall administration and implementation of the Community Schools program under the supervision of the Community School Director including but not limited to: trainings, theme based projects, scheduling of activities, daily supervision of staff, record keeping and reporting, communicating with parents and organizing special events. The Assistant Director will work with the Community School Director in ensuring all components of the contract are being implemented in alignment with the vision of New York Edge and the Principal. New York Edge Assistant Director must embrace positive school climate and youth development principles and practices that supports the community school as a whole. These include building on youth strengths rather than focusing on youth deficits; setting and maintaining high expectations; understanding the centrality of and fostering positive relationships with peers and adults; providing age-appropriate and challenging programming; engaging participants as partners, not just as consumers of services; promoting positive identity formation and helping young people to fully develop their potential. New York Edge Community School Assistant Director respects and values the cultures and traditions of participants, their families and their communities, and treats all participants and staff equally, irrespective of race, religion, sex, gender identity, national origin, age or disability. New York Edge Program Coordinator must appreciate the range of abilities and diverse needs of children and youth in our programs. Essential Job Functions: • Work hand-in-hand with Community School Director in daily program operations and functions, • Work with school leadership to maintain a focus on results and track progress. Ensure that New York Edge is capturing, and analyzing data while functioning in a data driven manner., • Directly responsible for overall supervision of community school support specialists and success mentors’ for day school program., • Assist in the educational and social development of students under the direction and guidance of the facilitator and classroom teachers., • Ensures that they are trained in the methodology employed during the school day in regards to instruction, • Encourage and lead projects that foster academic, cultural and artistic growth., • Provide support for individual students inside and outside the classroom to enable them to fully participate in activities., • Responsible for recruitment and supervision of dedicated staff that meet the highest standards of qualifications in carrying out the mission of Community Schools and New York Edge, • In conjunction with academic support specialist, assesses student progress and communicates such to teachers and school administrators., • Works with academic support specialists and subject teachers to provide student support in various curriculum areas., • Must attend Professional Developments offered by New York Edge and Department of Education faculty., • Identify high need students, coordinate with teachers to target interventions, and track and monitor impact of interventions., • Build relationships and mechanisms to effectively link the school day to expanded learning opportunities, • Communicate program’s challenges, progress and success with Program Director, will perform projects assigned at the discretion of the Program Director, • Support students with emotional or behavior concerns and assist them in developing appropriate social skills., • Coordinate the allocation of space for student and family support services, and for special events., • He/she fosters an atmosphere of fun and learning and serves as a role model to youth, always conducting him/herself in the utmost professional manner and maintaining appropriate boundaries, • Promotes positive character development in all youth, • Participate in school governance, community school team meetings, and specialized meetings such as attendance meetings. Interacts With: Community School Director, Principal, Teachers, School Administrators, Vendors, Parents, Students Required Skills: • Passion for New York Edge mission and youth development, • Reliable, organized and punctual, • Knowledge of effective sports, arts, and academic programming, • Expert understanding of New York City and New York State education requirements in an urban setting, • Strong leader and team-builder, • Ability to resolve conflicts and negotiate solutions, • Ability to establish and maintain effective working relationships with program staff and school partners, • Excellent communication (oral and written) and interpersonal skills with proven ability to interact with a diverse range of individuals both in person and over the phone, applying tact and discretion as situations demand, • Must have excellent organizational, time management and follow-up skills, • Must be able to clearly articulate outcome requirements and provide the necessary and appropriate resources and support for Academic Support Specialists, Teachers and Group Leaders to successfully deliver on objectives, • Responsible and professional conduct that serves as role model to staff and youth, • Exhibits strong character traits and exercises patience and creativity while seeking win-win scenarios, • Ability to set priorities and meet deadlines, • Must demonstrate ability to manage multiple priorities simultaneously, • Proficiency in Microsoft Excel, Outlook, Google Docs, and Word Qualifications: • Bachelor’s degree required with preference in Education, Psychology, or Social Work, • At least 18.0 credit hours from an accredited college or university in the field of Education, • Must have passion for New York Edge mission and demonstrated interest in the field of education and youth development., • Prior work experience in urban education, including supervisory experience, • Teaching and afterschool management experience preferred Job Type: Full-Time, Year-Round Salary: $58,500 Schedule: Monday - Friday, (Some evenings & weekends required) To apply, please visit our website at newyorkedge.org/careers At time of offer and acceptance, the job requires safety and security clearances through the Department of Education and Department of Health. New York Edge is an Equal Opportunity/Affirmative Action Employer. Disclaimer: The statements herein are intended to describe the general nature and level of work being performed by the employee in this position. These statements are not intended to be construed as an exhaustive list of all responsibilities, duties, and skills required of a person in this position.

Job DescriptionABOUT THE INNOCENCE PROJECT The Innocence Project works to free the innocent, prevent wrongful convictions, and create fair, compassionate, and equitable systems of justice for everyone. Our work is guided by science and grounded in anti-racism. Since our inception, the Innocence Project has used DNA and other scientific advancements to prove wrongful conviction. To date, we have helped to free or exonerate more than 250 people who, collectively, spent more than 3,600 years behind bars. Our efforts have led to the passage of more than 200 transformative state laws and federal reforms. Today, the Innocence Project continues to fight for freedom, drive structural change, and advance the innocence movement. To learn more, please visit . ABOUT THE CENTER ON RACE, INEQUALITY, AND THE LAW AT NYU SCHOOL OF LAW The Center on Race, Inequality, and the Law at NYU School of Law (“The Center”) engages in research, public education, advocacy, and litigation to advance its mission of shaping how people understand, diagnose, and address issues of race and inequality. The Center’s priorities include: shaping the public discourse and consciousness around race and inequality; addressing the influence of race and inequality in the criminal legal system; confronting the racial justice implications of technology and algorithmic decision-making tools in the criminal legal system and other systems that govern people’s lives; challenging the forces that drive racial segregation and economic disadvantage in communities of color; and infusing legal education with a racial justice lens. ABOUT THE POSITION Throughout the history of this country, racial bias and discrimination has played an arbitrary and pernicious role in the administration of the criminal legal system and has contributed to the problem of wrongful conviction. Two-thirds of the 254 people freed or exonerated by the IP are people of color and 58% are Black. According to the National Registry of Exonerations, Black people comprise 47% of all known exonerations since 1989, even though they make up just 13% of the U.S. population. Furthermore, Black people are seven times more likely to be wrongfully convicted of murder than white people; a Black person convicted of sexual assault is 3.5 times more likely to be innocent than a white person convicted of such a crime; and innocent Black people are 12 times more likely to be wrongfully convicted of drug possession than innocent white people. The work of the IP has uncovered racial (and other) bias in prosecution, policing, indigent defense, and forensic science. To further advance the mission of the IP, the (Special) Advisor on Race and Wrongful Conviction will serve as an advisor, thought leader, expert and in-house resource on racial justice, equity, bias and discrimination and its impact on the functioning of the criminal legal system and, particularly, wrongful conviction. The (Special) Advisor on Race and Wrongful Conviction will set the vision for this work and will collaborate with the IP staff to ensure that the substantive work of the organization is consistently guided, informed, and supported by rigorous historical, academic, forensic and social science research and scholarship, legal decisions, and policies/practices that explain, expose, ameliorate and ultimately eliminate racial bias as a factor in criminal legal system decision making. Thus, for example, the (Special) Advisor on Race and Wrongful Conviction will advise on methods to help ensure that the IP's intake procedures surface cases where racism may have contributed to the wrongful conviction of an innocent person, that litigation strategies take into account the latest law and science on racial bias and discrimination, that our social work policies and practices are informed by the unique challenges posed by discrimination and unconscious bias and that our policy work and education campaigns contribute to dismantling systemic racism. The (Special) Advisor on Race and Wrongful Conviction will support and advise all Departments of the IP, including the program teams, but will not play an active role in litigation or policy advocacy campaigns. The (Special) Advisor on Race and Wrongful Conviction is not responsible for the development of internal diversity, equity and inclusion policies, practices or procedures. The (Special) Advisor on Race and Wrongful Conviction will report to the Executive Director of the IP, and will be a member of the IP’s Executive Department. The (Special) Advisor on Race and Wrongful Conviction will also collaborate with the NYU Center Executive Director and Faculty Director to produce scholarly writing regarding the role of race in wrongful convictions. We are interested in every qualified candidate who is eligible to work in the United States. However, we are not able to sponsor visas and we are not an e-verify employer. The duties of this position require approximately 40 hours of work per week to be performed virtually/in-office. We currently have a hybrid in-office model, with all employees in the office three days per week and the remainder of the week remotely. Wednesday is our organization’s “anchor day” where all staff works in the office. The number of required in-office days is subject to change. THE IDEAL CANDIDATE The Innocence Project seeks a dynamic thought leader and subject matter expert on racial injustice and the intersection of race, civil rights, and criminal justice and wrongful conviction. The ideal candidate will have experience and passion around teaching, training, and/or disseminating research on these topics to broad audiences. In addition, the ideal candidate models our IP Values of accountability, collaboration, empathy + compassion, equity, person-centeredness, quality focus, and self-awareness. All Innocence Project employees must embrace, respect and value the rich diversity of perspectives and lived experience of our staff. We recognize and appreciate that our work is better for having varied participants and thought partners. The ideal candidate is someone who thrives in this type of environment. ESSENTIAL JOB FUNCTIONS • Provide ongoing expertise, thought leadership, and strategic vision to various program directors and executive leadership on the role of racial bias and discrimination in the administration of the criminal legal system and the ways in which it contributes to the wrongful conviction of innocent people., • Build and maintain strong and effective relationships with organizations, academics, researchers, attorneys, organizers, policy advocates and other experts that specialize in the operation of racial bias and discrimination in the criminal legal system and decision making., • Continuously monitor state and federal court decisions addressing novel and/or significant claims of racial bias and discrimination in (and relating to) criminal justice and the wrongful conviction of innocent people., • Continuously monitor emerging legal, historical, forensic and social science research and scholarship, and policy landscape regarding the impact of racial bias on decision making especially as applied to the criminal legal system and the wrongful conviction of innocent people., • Provide regular verbal and written updates, trainings and resources to IP and Center staff regarding relevant research., • Produce lay and academic publications and original research on the role of race in wrongful convictions, including co-publishing with NYU Center and IP., • Collaborate with IP Departments on cases, campaigns and strategies involving race, racial bias/discrimination as they lead to wrongful conviction., • Collaborate with the NYU Center on research and thought leadership regarding race, racial bias/discrimination as they lead to wrongful conviction., • To align with NYU’s policy for visiting scholars, a J.D. degree and admission to practice in New York is required, • 8+ years of progressive responsibility in academia, policy advocacy and/or litigation in areas at the intersection of racial justice, civil rights and criminal justice, • A sophisticated analysis and knowledge of racial injustice in America, its history and manifestations, and efforts to address it, • Demonstrated history of collaboration with communities of color on race, criminal justice and civil rights, • Demonstrated project and time management skill, including organization, attention to detail, and follow-through, • Demonstrated experience in creative problem solving, strategic flexibility, and good judgment, • Experience with strategic planning, • Willingness to travel as necessary for speaking events, meetings, and conferences., • Must be legally authorized to work in the U.S. KEY COMPETENCIES + VALUES • Subject matter expertise in racial injustice and the intersections between criminal justice, civil rights and race, • Excellent written and oral communications skills, and the ability to effectively communicate complex issues to diverse audiences, • Excellent research and analytical skills, • Enthusiasm for the work of the IP and for social justice, including a demonstrated commitment to public interest, • Shares in the IP’s values of accountability, collaboration, empathy + compassion, equity, person-centeredness, quality focus, and self-awareness, • Enthusiasm for the work of the Innocence Project and for social justice, including a demonstrated commitment to public interest WORKFORCE DIVERSITY AND EQUAL OPPORTUNITY The Innocence Project considers the diversity of its workforce to be vital to our organization’s success in meeting its mission. We strongly encourage applicants from all cultures, races, educational backgrounds, life experiences, socio-economic classes, sexual orientations, age, gender, and physical abilities to apply. Individuals with personal connections to the criminal legal system are strongly encouraged to apply. As an Equal Opportunity Employer, it is our policy not to discriminate against any employee or applicant for employment because of race, color, religion, sex, sexual orientation, national origin, age, disability, familial status, marital status, predisposing genetic characteristics, actual or perceived domestic violence victim status, unemployment status, caregiver status, or any other category protected by law. Upon submission of your application you will be requested to complete an Equal Employment Opportunity (EEO) survey. This survey is part of our commitment to fostering a diverse and inclusive workplace. The information you provide is voluntary and confidential. Completing the survey helps us track our progress in creating a fair and equitable environment. This data is used for reporting purposes only. Please note, the identities presented in the survey reflect federal language required by law. The Innocence Project acknowledges that not all identities are included and any reference to gender explicitly refers to biological sex. We recognize these terms are limited and we strive to humanize our internal practices. Your completion of the survey is greatly appreciated. APPLICATION INSTRUCTIONS To apply, please click 'Apply for this Job' below. Upload a resume titled with your name in this format (last name_first name_resume). In the space provided, add a cover letter expressing your interest in the role and the organization’s work. Only applications with cover letters will be considered complete applications. Information submitted through this secure site is kept confidential. SALARY RANGE For candidates considered at the Advisor on Race and Wrongful Conviction level (8-12 years experience): $127,500 - $150,000 For candidates considered at the Special Advisor on Race and Wrongful Conviction level (12+ years experience): $151,725 - $178,500

Job Description Helene Fuld College of Nursing is nationally recognized for excellence in nursing education and noted for its comprehensive, innovative academic programs that are responsive to the healthcare challenges of the future. Helene Fuld College of Nursing is an independent single-purpose institution. Its mission is to provide a dynamic career-ladder approach to nursing education to improve professional practice and contribute to the health of communities. Essential Functions: • Work with lead faculty to plan, implement, and evaluate assigned course offering to maintain quality and effectiveness., • Monitor student progress closely provides advisement and follow-up throughout the term., • Serve as a role model with consistent demonstration of professional characteristics including professional attire, punctuality, self-awareness (regular examination strengths and needs), effective communication (students, staff, and faculty), & respect confidentiality., • Demonstrate competence in the use of technology, software, and programs (e.g. general use of a computer, Office 365, SIS- SonisWeb/Campus Management, LMS-Blackboard/Canvas, and audiovisual equipment)., • Maintain and enhance continued competence in the area of professional expertise and responsibility- pharmacology. Requirements: • Master’s degree with a major in nursing, nursing administration, nursing education, public health nursing or a nursing specialty; AND, • Two full-time years of verified related paid work experience as a registered nurse at the professional level; one year of nursing work experience at the professional level must be within the five years immediately preceding application date., • Current New York State Registered Nurse (RN) license Preferred Qualifications: • Higher education teaching experience with diverse student population, • Experience with learning communities or team teaching, • Experience in curriculum development, • Experience incorporating technology into curriculum delivery, including web enhanced and online instruction, • Experience developing and using student centered, active and experiential learning strategies, • Experience integrating cross cultural and interdisciplinary perspectives in course instruction, • Experience assessing student academic achievement of campus wide and classroom learning outcomes, • Experience with accelerated adult learning, • Experience in Canvas Coursework navigation, • Experience in learning systems such as ATI EEO Statement: Helene Fuld College of Nursing 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. Salary Range: $90,000.00 To $150,000.00 Annually

Job Description Empowerment Academy has three campuses, an Elementary School, Middle School, and High School. We are hiring a School Nurse to serve all of our students. You will be working on a team of 4 nurses and you will primarily be based out of the Middle School. While we would love for someone to begin ASAP, we would also consider someone who can begin in September. Salary: $72,000-$87,000 Hours: 7:15am-3:45pm (may vary by campus) Why Our School is Special Empowerment Academy is a highly successful charter school that truly supports its teachers and staff. We serve a student mix that is among the most diverse in America while enjoying the cultural vibrance of Jersey City, Hoboken and New York City. If this appeals to you, then apply today! We have achieved academic success without burning out our staff by meshing an effective education program with effective staff supports and professional development. We truly value our faculty and work hard to control other costs so we can focus our resources on supporting them. In fact, throughout our history, we have annually increased faculty salaries by more than at other public schools and now, among those with similar experience, OUR FACULTY MEMBERS ARE AMONG THE HIGHEST PAID IN NEW JERSEY. New Jersey charter schools ARE public schools. Our staff is part of the Pension in New Jersey. Nurse Responsibilities • Carrying out written orders of the medical home and standing orders of the school physician;, • Conducting health screenings which include height, weight, blood pressure, hearing, vision and scoliosis;, • Monitoring vital signs and general health status for emergent issues for students suspected of being under the influence of alcohol and controlled dangerous substances;, • Maintaining student health records;, • Recommending to the school principal those students who shall not be admitted to or retained in the school building based on a parent‘s failure to provide evidence of the child‘s immunization according to specified schedules;, • Annually reviewing student immunization records to confirm with the medical home that the medical condition for the exemption from immunization continues to be applicable;, • Recommending to the school principal exclusion of students who show evidence of communicable disease;, • Directing and supervising the emergency administration of epinephrine and training school staff designated to serve as delegates;, • Administering asthma medication through use of a nebulizer;, • Directing and supervising the health services activities of any school staff to whom the certified School Nurse has delegated a nursing task;, • When appropriate, transmitting a summary of relevant health and medical information to a Child Study Team;, • Writing and updating, at least annually, the individualized health care plan and the individualized emergency healthcare plan for students’ medical needs and instructing staff as appropriate;, • Implementing and assisting in the development of healthcare procedures for students in the event of an emergency;, • Instructing teachers on communicable disease and other health concerns;, • Providing other nursing services consistent with the School Nurse‘s certification;, • Collaborating with staff in grade-level and department planning meetings, and in professional development activities;, • Helping with school-wide activities and providing supervision of students during class, breaks, and meals when needed;, • Any other tasks dictated by the School Principal related to student health and wellness;, • Assisting with tasks necessary for the successful and orderly functioning of the school (such as hallway supervision, arrival/departure transitions, field trips, and other such duties as the school leadership may request from staff); and, • The Candidate needs to possess School Nurse certification in New Jersey. (We would consider someone with an RN/BSN who is looking to enroll in a School Nurse Certification program immediately upon being hired.), • School Nurse experience preferred., • Excellence in communication and organization skills., • Demonstrated ability to work effectively with students, families, staff and community with diverse backgrounds., • Demonstrated aptitude or competence for assigned responsibilities., • Health Care Plan (Medical, Dental & Vision), • Retirement Plan, • Paid Time Off (Vacation, Sick & Public Holidays), • Family Leave (Maternity, Paternity), • Short Term & Long Term Disability, • Training & Development As an equal opportunity employer, Empowerment Academy hires without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, or disability. INDSUPPORT

Job DescriptionGI/Liver Surgical Pathologist – Academic Medical Center | New York City, NY | Up to $375K + Bonus A prestigious academic health system in the New York City metropolitan area is seeking a fellowship-trained GI/Liver Pathologist to join its distinguished surgical pathology department. This dynamic role combines clinical diagnostic excellence with teaching responsibilities and collaborative research opportunities. The successful candidate will provide expert gastrointestinal and hepatobiliary pathology diagnostic services, mentor residents and medical students, participate in multidisciplinary tumor boards, and contribute to translational research initiatives within a major academic medical center. Key Responsibilities • Provide comprehensive anatomic pathology diagnostic services with subspecialty focus on gastrointestinal and liver pathology, • Interpret complex surgical pathology cases including GI biopsies, liver biopsies, and hepatobiliary resection specimens, • Participate in multidisciplinary team conferences and tumor boards with gastroenterology, hepatology, oncology, and surgical teams, • Teach and mentor pathology residents, gastroenterology fellows, and medical students in gastrointestinal and liver pathology, • Engage in academic scholarship, including clinical research, translational research, and publication opportunities, • Collaborate with clinical colleagues to deliver integrated patient care within an academic healthcare environment, • Participate in departmental quality assurance, peer review, and continuing medical education activities, • Contribute to departmental administration and service responsibilities as appropriate to academic rankRequired Qualifications, • MD or DO degree from an accredited medical school, • Board Certification or Board Eligibility in Anatomic Pathology by the American Board of Pathology, • Completion of ACGME-accredited fellowship training in Gastrointestinal and Liver Pathology required, • Current medical licensure in New York State or eligibility to obtain NY medical license, • Demonstrated excellence in diagnostic anatomic pathology with subspecialty expertise in GI/hepatic pathology, • Strong commitment to medical education and teaching pathology residents and students, • Excellent interpersonal and communication skills for multidisciplinary collaboration, • Interest in academic medicine, scholarly activity, and clinical or translational researchCompensation & Benefits Package, • Competitive base salary ranging from $250,000 to $375,000 annually, commensurate with experience and qualifications, • Performance-based productivity bonus incentives, • Full academic faculty appointment at Assistant Professor or Associate Professor level, • Comprehensive medical, dental, and vision insurance coverage, • Professional liability insurance with tail coverage included, • 403(b) retirement plan with employer contribution, • Generous paid time off, CME allowance, and professional development support

Job Description Mission Statement Regis High School transforms Catholic young men into leaders devoted to Deo et Patriae and lifelong service as Men for Others. Merit-based and committed to families with financial need, Regis provides an academically exceptional, tuition-free Jesuit education within a caring community. Position Summary The Dean of Students is a school administrator who is responsible for oversight of student health, discipline, and school safety. The major concerns of the Dean are the establishment and continuing development of an atmosphere conducive to instructional effectiveness, the health, safety, and general good order of students. The Dean serves as the school’s liaison to those outside organizations that provide health, safety, and law enforcement services to the general public. The Dean of Students reports directly to the Assistant Principal for Student Life. Job Responsibilities • Supervises the discipline, attendance, absences, and tardiness of students; keeping necessary records in these areas and taking appropriate action when needed that fosters student growth., • Communicates issues and concerns with advisors and counselors to provide layered support for students., • Models a climate of organization, respect and order that promotes personal growth and learning., • Develops and maintains guidelines, regulations, and programs useful in facilitating self-growth and responsibility., • Directs the articulation, observance and enforcement of school rules, regulations, and protocols; taking appropriate measures when necessary., • Maintains communication with parents, teachers, counselors, and administrators in matters pertaining to student disciplinary issues., • Manages fire and safety procedures, conducting evacuation and lock-down drills while maintaining the necessary records of these drills., • Administers the school’s health program including the supervising of the nurse, student health records and immunization requirements., • Prepares budget requests in areas of responsibility, while supervising their expenditure., • Proctors home games and major student life events., • Manages and oversees the entrance and departure of students to the building, anywhere from 7:30 to 5pm., • Supervises the cafeteria during the lunch periods., • Supports RISE mentor program to 1st generation students., • Supports and advances the Catholic and Jesuit mission of the school., • Works in collaboration with the administration in observing the principles and ideals for which Regis stands., • Performs responsibilities in conformity with the policies of Regis and is subject at all times to the general control and supervision of the Administration. • Excellent organization and communication skills, with the ability to build and maintain a professional and supportive rapport with major stakeholders (students, parents and colleagues)., • Successful teaching or educational experience (high school or higher education)., • Familiarity with and understanding of practical uses of technology for instruction. Education A bachelor’s degree is required. Masters Degree in Education preferred. Status This is a full time, 11-month position. Compensation & Benefits Salary range $90,000.00 - $105,000.00, commensurate with years of experience. Most benefits go into effect immediately. Participation in 403 (b) occurs after one year of employment. Reporting structure Reports to the Assistant Principal of Student Life. One direct report, Assistant to the Dean and VP of Operations & Finance. Other Expectations The school expects one to conduct oneself at all times in a manner which shall not bring reproach upon oneself or the school. The job description is to be used merely as a guide of expectations rather than an exhaustive list of all duties and competencies. All requirements and skills are subject to change as the organization needs evolve. To Apply Qualified applicants will be contacted regarding next steps once all required documents have been submitted. Applications will be accepted until the position is filled. The Regis community strives to foster a sense of belonging at all levels of the organization. The hiring managers and school leaders seek to recruit and retain highly talented faculty and staff who are committed to our Catholic Jesuit mission and values. Central to this mission is a commitment to diversity and care for the whole person (cura personalis). Regis is an Equal Opportunity Employer.

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