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Job Title: RN Location: Newark Beth Israel Medical Ctr Department Name: Pediatric Float Pool Req #: 0000251093 Status: Hourly Shift: Night Pay Range: $49.28 - $66.05 per hour Pay Transparency: The above reflects the anticipated hourly wage range for this position if hired to work in New Jersey. The compensation offered to the candidate selected for the position will depend on several factors, including the candidate's educational background, skills and professional experience. Job Overview: First established in 1901, Newark Beth Israel Medical Center is a 665-bed quaternary care, teaching hospital that provides comprehensive health care for the region. Staffed with more than 800 physicians, 3200 employees, and 150 volunteers, our hospital is ready to provide you and your family with the quality care you need. “Our Children's Hospital of New Jersey (CHoNJ) serves pediatric patients exclusively. We understand that children have unique needs when it comes to medical care, requiring more than just clinical intervention. Our patients receive treatment in a calming and compassionate atmosphere in nearly 30 pediatric subspecialties including a full-service Children’s Heart Center pediatric cardiac surgery program. Experienced surgical and medical specialists include a Pediatric Intensive Care Unit, a Pediatric Emergency Department, and the only Neonatal Intensive Care Unit in New Jersey with an ECMO unit to assist infants in severe respiratory distress. Children's Hospital also offers a Valerie Fund Children's Center for Cancer and Blood Disorders and a specialized pediatric anesthesia and sedation program for children undergoing surgical procedures.” At Newark Beth Israel Medical Center, we are committed to quality and excellence in patient care. Registered Nurse (RN) – Pediatric Float Pool (NICU/PICU/Peds) RWJBarnabas Health At RWJBarnabas Health, Registered Nurses become part of a purpose driven environment where teamwork, belonging, and clinical excellence shape meaningful patient experiences. This RN role offers growth, supportive teamwork, and a culture committed to safety and continuous improvement. As a Registered Nurse, you will help advance patient care and strengthen the experience of individuals and families across our organization. Joining RWJBarnabas Health means joining a community where every RN is encouraged to grow, innovate, and lead with purpose. As a Registered Nurse (RN), a typical day may include: • Conducting comprehensive patient assessments and recognize subtle clinical changes, using your judgment to intervene early and advocate for your patients, • Providing safe, evidence-based medications, treatments, and hands on care grounded in strong clinical judgment, • Serving as a clinical partner to physicians and advanced providers, offering insight that supports timely, well-coordinated care decisions, • Providing clear, compassionate education to patients and families so they feel informed, supported, and prepared for the next phase of care, • Ensuring accurate and timely documentation within the electronic medical record to promote continuity and patient safety, • Contributing your voice during interdisciplinary rounds, helping drive seamless communication and smooth transitions of care, • Taking an active role in a highly collaborative team environment where shared accountability and teamwork directly impact outcomes, • Pursuing continued professional growth through access to continuing education, clinical ladder opportunities, and organizational resources that support long term career progression This role might be for you if: • Clear, compassionate communication defines how you interact with patients, families, and colleagues, • Strong clinical judgment guides your decisions, even as priorities shift, • Thriving in a fast paced environment energizes you, especially where teamwork drives outcomes, • A commitment to evidence-based practice shapes your daily work, • Empathy and professionalism are central to your approach, • Continuous learning and professional growth matter to you, • A collaborative team culture is something you actively help strengthen To be considered for this RN opportunity, you must hold an active New Jersey Registered Nurse license in good standing and a current American Heart Association BLS certification. A Bachelor’s degree in Nursing is strongly preferred, as is prior patient care experience ideally emergency room nursing and comfort with electronic medical record systems (EMR) like EPIC. In this role, you will work 7p-7:30a and every other weekend and rotating holidays. The work week is 36 hours per week. Benefits and Perks: At RWJBarnabas Health, our market-competitive Total Rewards package provides comprehensive benefits and resources to support our employees’ physical, emotional, social, and financial health. • Paid Time Off (PTO), • Medical and Prescription Drug Insurance, • Dental and Vision Insurance, • Retirement Plans, • Short & Long Term Disability, • Life & Accidental Death Insurance, • Tuition Reimbursement, • Health Care/Dependent Care Flexible Spending Accounts, • Wellness Programs, • Voluntary Benefits (e.g., Pet Insurance), • Discounts Through our Partners such as NJ Devils, NJ PAC, Verizon, and more! Choosing RWJBarnabas Health! RWJBarnabas Health is the premier health care destination providing patient-centered, high-quality academic medicine in a compassionate and equitable manner, while delivering a best-in-class work experience to every member of the team. We honor and appreciate the privilege of creating and sustaining healthier communities, one person and one community at a time. As the leading academic health system in New Jersey, we advance innovative strategies in high-quality patient care, education, and research to address both the clinical and social determinants of health. RWJBarnabas Health aims to truly make a unique impact in local communities throughout New Jersey. From vastly improving the health of local residents to creating educational and career opportunities, this combination greatly benefits the state. We understand the growing and evolving needs of residents in New Jersey—whether that be enhancing the coordination for treating complex health conditions or improving community health through local programs and education. Equal Opportunity Employer

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. Are you passionate, driven, and looking for an intellectually charged environment where you can make an impact? As a teacher in New York City’s top-performing network of K-12 charter schools, you will join a team of professionals committed to teaching and preparing children from low-income neighborhoods to be self-assured thinkers and leaders, capable of exploring and debating sophisticated ideas, and ready for college and whatever they set their sights on. A background in education is not required. At Success Academy, we provide you with extensive training and a proven curriculum so you can focus on working with your students instead of building lesson plans. As we move rapidly toward our most ambitious years yet, we are looking for great minds with the drive to develop exceptional leadership skills, the collaborative spirit to elevate our learning community, and the passion to put their knowledge to work for profound social impact on behalf of children. Teaching certification and Master's degrees are not required for this role. Career Advancement and Skill Development Success Academy gives you unparalleled opportunities to gain valuable professional skills and advance rapidly with leadership opportunities available both in the classroom and outside. As a teacher at Success you will: Sharpen your communication skills and develop strong, meaningful relationships with students, their families, and your peers and mentors. Become a highly skilled problem solver able to tackle challenges in and out of the classroom. Learn to assess and analyze data to chart your students’ growth and achievement, and tailor your own teaching methods accordingly. Engage in professional development opportunities with school leaders to benefit from targeted, in-the-moment feedback and coaching to improve your performance. Have the opportunity to grow as a leader and ultimately a leader of the entire grade team. There are also opportunities to enter our school leadership track as an assistant principal as well as to transition to our network office. Minimum Qualifications A bachelor’s degree before your first day of work with Success Academy. A rigorous and relevant academic major (i.e, biology, history, chemistry, economics, physics, English, mathematics, engineering). Ability to work in person in New York City. Supervise a classroom of 20+ students. What We Look For Drive for Excellence: You set ambitious goals for yourself and have never been afraid of putting in the hard work it takes to achieve them; Confidence and Presence: You enjoy taking the lead and inspiring others with your passion and commitment; Passion for Content: You relish literature, science, history, and/or math and independently seek to deepen your knowledge of subjects that interest you; Planning and Organizational Skills: You have experience juggling multiple responsibilities and are able to plan around competing priorities; Emotional Intelligence: You have strong instincts for building trusting relationships with people from a wide range of backgrounds; Learner: You are intellectually curious and are motivated to master new skills. You welcome feedback and coaching that will help you achieve your goals; and Grit and Determination: You are not frustrated by setbacks — you see them as an opportunity for growth. 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., • Backup care for children and adults, fitness and travel discounts. Time to Recharge • Enjoy paid time off during summer break, school vacation weeks, and holidays, • Generous paid parental leave for new parents. Accelerated Growth & Recognition • 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, • An employee recognition program that offers opportunities for awards and acknowledgment. Financial Security for Your Future • 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., • All roles qualify for Public Service Loan Forgiveness after 10 years; most schools are eligible for Teacher Loan Forgiveness after 5 years of teaching. Exact compensation may vary based on skills and experience. Compensation Range$65,000—$75,000 USD Success Academy Charter Schools is an equal opportunity employer and actively encourages applications from people of all backgrounds. Compensation is competitive and commensurate with experience. Success Academy offers a full benefits program and opportunities for professional growth. 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 _. 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.

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. Are you passionate, driven, and looking for an intellectually charged environment where you can make an impact? As a science teacher in New York City’s top-performing network of K-12 charter schools, you will join a team of professionals committed to teaching and preparing children from low-income neighborhoods to be self-assured thinkers and leaders, capable of exploring and debating sophisticated ideas, and ready for college and whatever they set their sights on. A background in education is not required. At Success Academy, we provide you with extensive training and a proven curriculum so you can focus on working with your students instead of building lesson plans. As we move rapidly toward our most ambitious years yet, we are looking for great minds with the drive to develop exceptional leadership skills, the collaborative spirit to elevate our learning community, and the passion to put their knowledge to work for profound social impact on behalf of children. Teaching certification and Master's degrees are not required for this role. 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., • Manage a classroom of 20+ scholars. Assessment and Evaluation • Assess student progress through assignments, tests, and observations., • Provide timely feedback and support to help students improve., • Maintain accurate records of student performance and progress. Classroom Management • Establish and enforce classroom rules and procedures to maintain a productive learning environment. Communication and Collaboration • Communicate regularly with students, parents, and guardians regarding academic progress and behavioral issues., • Collaborate with other teachers, staff, and administration to support student success. Career Advancement and Skill Development Success Academy gives you unparalleled opportunities to gain valuable professional skills and advance rapidly with leadership opportunities available both in the classroom and outside. • Sharpen your communication skills and develop strong, meaningful relationships with students, their families, and your peers and mentors. This is inclusive of writing letters of recommendation at the middle school and high school level., • Become a highly skilled problem solver able to tackle challenges in and out of the classroom., • Learn to assess and analyze data to chart your students’ growth and achievement, and tailor your own teaching methods accordingly., • Engage in professional development opportunities with school leaders to benefit from targeted, in-the-moment feedback and coaching to improve your performance., • Have the opportunity to grow as a leader and ultimately a leader of the entire grade team. There are also opportunities to enter our school leadership track as an assistant principal as well as to transition to our network office. Minimum Qualifications • 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. What We Look For • Drive for Excellence: You set ambitious goals for yourself and have never been afraid of putting in the hard work it takes to achieve them;, • Confidence and Presence: You enjoy taking the lead and inspiring others with your passion and commitment;, • Passion for Content: You relish literature, science, history, and/or math and independently seek to deepen your knowledge of subjects that interest you;, • Planning and Organizational Skills: You have experience juggling multiple responsibilities and are able to plan around competing priorities;, • Emotional Intelligence: You have strong instincts for building trusting relationships with people from a wide range of backgrounds;, • Learner: You are intellectually curious and are motivated to master new skills. You welcome feedback and coaching that will help you achieve your goals; and, • Grit and Determination: You are not frustrated by setbacks — you see them as an opportunity for growth. 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., • Backup care for children and adults, fitness and travel discounts. Time to Recharge • Enjoy paid time off during summer break, school vacation weeks, and holidays, • Generous paid parental leave for new parents. Accelerated Growth & Recognition • 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, • An employee recognition program that offers opportunities for awards and acknowledgment. Financial Security for Your Future • 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., • All roles qualify for Public Service Loan Forgiveness after 10 years; most schools are eligible for Teacher Loan Forgiveness after 5 years of teaching. Exact compensation may vary based on skills and experience. Compensation Range$65,000—$75,000 USD Success Academy Charter Schools is an equal opportunity employer and actively encourages applications from people of all backgrounds. Compensation is competitive and commensurate with experience. Success Academy offers a full benefits program and opportunities for professional growth. 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 _. 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.

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. Are you passionate, driven, and looking for an intellectually charged environment where you can make an impact? As a teacher in New York City’s top-performing network of K-12 charter schools, you will join a team of professionals committed to teaching and preparing children from low-income neighborhoods to be self-assured thinkers and leaders, capable of exploring and debating sophisticated ideas, and ready for college and whatever they set their sights on. A background in education is not required. At Success Academy, we provide you with extensive training and a proven curriculum so you can focus on working with your students instead of building lesson plans. As we move rapidly toward our most ambitious years yet, we are looking for great minds with the drive to develop exceptional leadership skills, the collaborative spirit to elevate our learning community, and the passion to put their knowledge to work for profound social impact on behalf of children. Teaching certification and Master's degrees are not required for this role. 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., • Manage a classroom of 20+ scholars. Assessment and Evaluation • Assess student progress through assignments, tests, and observations., • Provide timely feedback and support to help students improve., • Maintain accurate records of student performance and progress. Classroom Management • Establish and enforce classroom rules and procedures to maintain a productive learning environment. Communication and Collaboration • Communicate regularly with students, parents, and guardians regarding academic progress and behavioral issues., • Collaborate with other teachers, staff, and administration to support student success. Career Advancement and Skill Development Success Academy gives you unparalleled opportunities to gain valuable professional skills and advance rapidly with leadership opportunities available both in the classroom and outside. • Sharpen your communication skills and develop strong, meaningful relationships with students, their families, and your peers and mentors. This is inclusive of writing letters of recommendation at the middle school and high school level., • Become a highly skilled problem solver able to tackle challenges in and out of the classroom., • Learn to assess and analyze data to chart your students’ growth and achievement, and tailor your own teaching methods accordingly., • Engage in professional development opportunities with school leaders to benefit from targeted, in-the-moment feedback and coaching to improve your performance., • Have the opportunity to grow as a leader and ultimately a leader of the entire grade team. There are also opportunities to enter our school leadership track as an assistant principal as well as to transition to our network office. Minimum Qualifications • 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. What We Look For • Drive for Excellence: You set ambitious goals for yourself and have never been afraid of putting in the hard work it takes to achieve them;, • Confidence and Presence: You enjoy taking the lead and inspiring others with your passion and commitment;, • Passion for Content: You relish literature, science, history, and/or math and independently seek to deepen your knowledge of subjects that interest you;, • Planning and Organizational Skills: You have experience juggling multiple responsibilities and are able to plan around competing priorities;, • Emotional Intelligence: You have strong instincts for building trusting relationships with people from a wide range of backgrounds;, • Learner: You are intellectually curious and are motivated to master new skills. You welcome feedback and coaching that will help you achieve your goals; and, • Grit and Determination: You are not frustrated by setbacks — you see them as an opportunity for growth. 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., • Backup care for children and adults, fitness and travel discounts. Time to Recharge • Enjoy paid time off during summer break, school vacation weeks, and holidays, • Generous paid parental leave for new parents. Accelerated Growth & Recognition • 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, • An employee recognition program that offers opportunities for awards and acknowledgment. Financial Security for Your Future • 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., • All roles qualify for Public Service Loan Forgiveness after 10 years; most schools are eligible for Teacher Loan Forgiveness after 5 years of teaching. Exact compensation may vary based on skills and experience. Compensation Range$65,000—$75,000 USD Success Academy Charter Schools is an equal opportunity employer and actively encourages applications from people of all backgrounds. Compensation is competitive and commensurate with experience. Success Academy offers a full benefits program and opportunities for professional growth. 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 _. 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 Description Originally founded in 1991 as Harlem RBI, DREAM has grown to annually serve more than 2,500 youth across East Harlem and the South Bronx through a network of seven PreK-12, extended-day, extended-year DREAM Charter Schools and community sports-based youth development programs. Through our commitment to rigorous academics, social-emotional learning, deep family and community engagement, and health and wellness, we create lifelong learners who are equipped to fulfill their vision of success in and out of the classroom. We dream big, as well, with an aggressive five-year plan to expand to serve 3,500 students across seven schools—growing our organization’s impact and leveling the playing field for all children. To learn more, visit wearedream.org. DREAM has partnered with Brigaid to build our own in-house food service program, which will launch in Fall 2023 at our state-of-the-art school in the South Bronx and eventually expand to two additional DREAM locations in East Harlem and the Bronx. At scale, this program will serve breakfast, lunch, and likely dinner to 1,500 students almost 365 days of the year, along with providing curated food programs for DREAM alumni, families, and community members. The South Bronx campus will be the central hub for DREAM’s food and wellness programs as well as the main culinary event space for high-profile external events. Reporting to DREAM’s Chief Operating Officer, DREAM’s Part-Time Cooks will work closely with the Brigaid Program Chef and kitchen team to execute DREAM’s vision of a best-in-class food and nutrition program. Part-Time Cooks will be responsible for producing and serving daily meals to DREAM students and staff, and will maintain the kitchen and storage spaces to the highest level of organization, cleanliness, and safety. This is an exciting opportunity for culinary professionals committed to supporting the community’s engagement with food to help execute a one of a kind food program in service of DREAM’s students and families. Responsibilities Complete food preparation and basic prep work as directed by the Brigaid Kitchen Manager, including washing, cutting, portioning, and staging ingredients or prepared foods. Support meal assembly, plating, packaging, and distribution in accordance with menus, recipes, portion standards, and service plans. Serve meals to students and staff in a welcoming, respectful, and efficient manner; help maintain orderly serving and dining areas. Follow all food safety, sanitation, allergen-awareness, and temperature-control procedures, including required HACCP practices and applicable USDA, New York State, and NYC Department of Health requirements. Wash dishes, sanitize equipment and surfaces, remove waste, and maintain clean, organized kitchen, storage, serving, and dining spaces throughout the shift. Receive direction from Brigaid kitchen leadership and communicate promptly about supply needs, service issues, student feedback, food quality concerns, or safety risks. Support opening and closing routines, including setting up service areas, replenishing supplies, breaking down service, and securing food and equipment. Support special meals, suppers, community meals, events, and other food service activities as assigned. Perform other related duties that support a high-quality, safe, and student-centered food service program. Qualifications 18 years of age or older; High school diploma or equivalent, required; Prior experience in food service, school food service, hospitality, custodial service, or a related setting preferred; professional cooking experience is welcome but not required. Ability to follow English-language written and verbal instructions, recipes, portion guidance, and food safety procedures. Ability to work collaboratively with Brigaid kitchen staff, DREAM employees, students, families, and school leaders. Strong reliability, organization, cleanliness, and attention to detail. Commitment to providing respectful, welcoming service to a diverse student and school community. Ability to receive feedback, learn new procedures, and adapt to changing schedules or service needs. NYC Department of Health Food Protection Certificate preferred; willingness to complete required training before or shortly after starting. Commitment to DREAM's mission and belief that all students can succeed. Physical Requirements Ability to lift, carry, and push supplies and boxes up to 50 pounds. Ability to stand for long periods of time, bend, kneel, and reach to store/retrieve supplies. Occasional environment exposures to inclement weather. Working Expectations Part-Time Cooks must be available to start at 8am, with shifts running as late as 3:30pm Typical shifts are approximately 6–6.5 hours per day Additional hours may be available based on employee availability and program needs Shifts and weekly hours may vary by site, school calendar, and program needs Part-Time Cooks will be assigned to a DREAM campus in Mott Haven, East Harlem, or Highbridge; occasional schedule or location flexibility may be needed to support program operations. This role may include early morning, midday, after-school, summer, or special-event meal service shifts. Benefits DREAM offers the following benefits to our part-time employees: • 403(b) retirement plan, with employer matching up to 4% after one year of employment (12-month continuous period) in which you work a minimum of 1,000 hours;, • Disability benefits;, • Referral bonuses;, • Access to our Employee Discount Program, offering savings on travel, entertainment, retail, and more;, • High-performing part-time staff have the opportunity to apply for the DREAM Teaching Fellowship, through which they earn a Masters degree and become full-time teachers at DREAM.Compensation DREAM offers competitive compensation commensurate with relevant experience with the potential for a seasonal increase. The hourly rate for this position for incoming staff is $18.00/hour. Our Commitment to Diversity, Equity, and Inclusion At DREAM, diversity, equity, and inclusion are a matter of mission. From our schools to our playing fields, DREAM is committed to building a team where each individual can bring their full identity and experience to work because representation matters—it enriches our team culture, enhances our ability to innovate, and strengthens our impact in and out of the classroom. DREAM engages staff that represent and appreciate the diversity of our majority Black and Hispanic student body, while working to ensure that our practices are equitable, welcoming, and productive. We are dedicated to creating a world where youth, especially youth of color, have permission to dream—along with the tools and opportunities to make their dreams reality. Come dream with us. DREAM Maxims All Kids Can. This Kid Can. DREAM is Family. Fun is a Serious Value. Teamwork Makes the DREAM Work. Fail. Persist. Exceed. DREAM Big. Applying to DREAM We know applying for a new job can be a daunting process. In addition, studies have shown that historically underrepresented individuals often only apply to roles if they meet 100% of the qualifications. We encourage all applications! You may be just the person we need. If you have any questions about your application or interview process, do not hesitate to ask your recruiter; we are here to help! DREAM provides reasonable accommodations for qualified individuals with disabilities in accordance with the Americans with Disabilities Act and applicable state and local laws. If accommodation is needed to participate in the job application or interview process, please contact your recruiter. If you are a current DREAM employee, please click here to review our Internal Selection Process before applying. We may use artificial intelligence (AI) tools to support parts of the hiring process, such as reviewing applications, analyzing resumes, or assessing responses and identifying potential inconsistencies or verification signals in application materials based on available information. These tools assist our recruitment team but do not replace human judgment. Final hiring decisions are ultimately made by humans. If you would like more information about how your data is processed, please contact us.

Job DescriptionBenefits: • Health insurance, • Paid time off Join Our Team at Primrose School of Manhattan at East 82nd Street! Working with children is more than a job—it’s an opportunity to be part of something meaningful. As our Teacher Assistant & Kitchen Support team member, you’ll work alongside classroom teachers to supervise children, support daily routines and transitions, assist with age-appropriate learning activities, prepare classroom materials, maintain required staff-to-child ratios, and help keep classrooms clean, organized, and safe. You may also assist with meals, toileting or diapering, rest time, playground supervision, and providing attentive care throughout the school day. In the kitchen, you’ll assist with meal preparation and service, follow food-safety and sanitation procedures, accommodate documented dietary needs, maintain clean and organized kitchen areas, and support daily kitchen operations as needed. This position is ideal for someone who is dependable, flexible, nurturing, and comfortable transitioning between classroom and kitchen responsibilities. Why You’ll Love Working Here • Steady Schedule: Monday–Friday, 10:00 AM–6:30 PM (no nights, weekends, or holidays!), • Compensation: Starting at $22/hour, based on experience and education, • Benefits: Paid holidays and vacation, retirement plan, access to health benefits, • Growth: Paid training, ongoing professional development, and a supportive team environment What You’ll Do Kitchen Support • Assist the Chef with plating and delivering nutritious meals to classrooms and staff, • Maintain kitchen cleanliness and organization; wash dishes as needed, • Check food deliveries, restock supplies, and ensure all items meet safety standards, • Step in to support kitchen operations when the Chef is outFacilities Support, • Partner with the Facilities Coordinator to keep our building safe and well-stocked, • Refill consumables (gloves, paper towels, etc.) and complete daily safety checks, • Maintain organization in the laundry room and assist with laundry rotationAdministrative & Classroom Support, • Cover the front desk, greet families, and answer phones as needed, • Assist teachers during lunch and break periods, • Help with light administrative duties such as copying, filing, or setting up materialsRequirements, • NY Food Protection Certification (required), • High school diploma (required), • CPR/First Aid Certification (preferred), • Positive attitude, reliability, and a commitment to teamwork, • Ability to lift up to 35 lbs and support active school operationsBe Part of Something Meaningful At Primrose School of Manhattan, every role contributes to creating a nurturing environment for children to thrive. If you take pride in keeping things running smoothly and enjoy a role that changes from day to day, we’d love to meet you! Required Qualifications and Experience • High School Diploma required, • Food Handler’s Certificate required, • CPR / First Aid certification preferred, • Previous teaching experience preferred, • Knowledge of the social, emotional and creative needs of young children, • Must be able to lift up to 35 lbs. in connection with the handling of children for the facilitation of programs, child safety, and potential emergency situations. Must be able to properly lift infants into and out of a crib., • Employee must be at least 21 years of age.

Job DescriptionCompany Description About KIPP NYC: Founded in 1995, KIPP NYC Public Schools is a non-profit network of 18 free, public charter schools located in the Bronx, Brooklyn, and Manhattan. We partner with families and communities to create joyful, academically excellent schools where every child grows up free to create the future they want for themselves and their communities. From our first middle school, KIPP Academy in the Bronx, to today’s network of eight elementary schools, nine middle schools, and one high school, KIPP NYC provides students with engaging academics, arts, athletics, and social–emotional learning that prepare them for college, career, and beyond. Our commitment doesn’t end at graduation. Through KIPP Forward, we continue to support our alumni as they navigate college, career, and life, helping them define success on their own terms and pursue the paths that align with their goals and sense of purpose. Together, we serve more than 9,400 students, support 4700 alumni, and employ over 1,100 dedicated team members who bring passion, expertise, and commitment to our mission every day. About KIPP NYC Culinary: Since 2016, the KIPP NYC Culinary Team has been reimagining what school food can be by providing students with fresh, scratch-cooked, nutritious, and delicious meals at no cost to students or families. As an extension of KIPP NYC's commitment to creating joyful, academically excellent schools, the Culinary Team plays a vital role in ensuring students have access to healthy meals that support their learning, well-being, and overall success. Today, the Culinary Team serves nearly 10,000 students across 18 KIPP NYC schools and continues to expand its innovative scratch-cooking model. In Fall 2026, the team will complete its expansion across the network, bringing high-quality school meals to every KIPP NYC student. In recognition of its impact and bold vision for the future, KIPP NYC was awarded a Regional School Food Infrastructure Grant by the New York State Department of Agriculture and Markets. This transformational investment will support the development of the KIPP NYC Culinary Institute—a central production and teaching kitchen, commissary, and workforce development hub that will strengthen school meal operations, expand career pathways for students, and deepen partnerships with local communities and New York State food producers. Job Description Position Overview The Prep Cook is an essential member of KIPP NYC's Culinary Team, supporting the preparation and service of fresh, high-quality meals for students and staff each school day. Reporting to the Head Chef or Sous Chef, this role helps prepare breakfast, lunch, and snacks for school communities ranging from approximately 350 to 1,350 students and staff, depending on the campus. The Prep Cook is responsible for preparing ingredients, supporting meal production, maintaining a clean and organized kitchen, and ensuring all food is prepared in accordance with the highest standards of food safety, sanitation, and quality. While previous commercial kitchen experience is preferred, KIPP NYC welcomes candidates who are eager to learn, take pride in their work, and are committed to serving students through healthy, delicious meals. This role requires a dependable, team-oriented professional who believes that every meal is an opportunity to support student health, learning, and well-being. This is a full-time, in-person position requiring on-site work five days per week. The role is based at one of our KIPP NYC campuses across the Bronx, Brooklyn, or Manhattan. Your primary work location will be determined by your leadership team. Duties and Responsibilities: General responsibilities include (but are not limited to): Food Preparation & Meal Service • Prepare fresh fruits, vegetables, salads, and other menu components in accordance with standardized recipes and production schedules., • Assist with preparing ingredients and food items for breakfast, lunch, snack service, and special events., • Portion and serve meals to students and staff while providing a welcoming, respectful, and customer-focused experience., • Maintain knowledge of menu items, ingredients, allergens, and proper food preparation techniques., • Support catering events, special meal functions, and other culinary initiatives as assigned., • Assist in all areas of food production and meal service based on operational needs. Food Safety & Kitchen Operations • Maintain assigned workstations in a clean, organized, and sanitary condition throughout the workday., • Follow all Department of Health (DOH), USDA, HACCP, and KIPP NYC food safety, sanitation, and cleaning procedures., • Practice proper care, cleaning, and maintenance of kitchen equipment and tools., • Follow all food handling, storage, labeling, and temperature control procedures., • Maintain acceptable standards of personal hygiene and adhere to department dress code requirements., • Report equipment issues, maintenance needs, and safety concerns promptly to the Head Chef or Sous Chef. Team Collaboration • Work collaboratively with the culinary team to ensure efficient meal preparation and service., • Support kitchen setup, service, cleanup, and daily operational tasks., • Demonstrate flexibility by assisting wherever needed to ensure successful meal service., • Maintain regular, dependable attendance and contribute to a positive team environment. Working Conditions • Regular exposure to temperature variations, moisture, steam, and wet working conditions., • Frequent standing, walking, bending, reaching, lifting, and repetitive hand motions., • Ability to lift and move supplies, equipment, and food items weighing up to 50 pounds., • Exposure to heat from ovens, burners, steam tables, and other commercial kitchen equipment., • Exposure to cutting and slicing equipment and machinery with moving parts., • Exposure to moderate to high noise levels during meal preparation and service., • Required to wear appropriate personal protective equipment and follow all kitchen safety procedures.Qualifications, • High school diploma or equivalent preferred., • Previous experience working in a commercial kitchen, school nutrition program, restaurant, or food service environment preferred, but not required., • Fundamental understanding of food safety, sanitation, and cleanliness practices, or willingness to learn., • Knowledge of commercial kitchen equipment and safe food preparation techniques preferred., • Food Handler's Certification preferred but not required upon hire., • Ability to work effectively in a fast-paced, team-oriented environment while maintaining high standards of quality and customer service., • Strong interpersonal skills that contribute to a collaborative, respectful, and positive work environment., • Effective written and verbal communication skills., • Self-motivated with strong problem-solving skills and the ability to work independently while supporting team goals., • Ability to perform the physical requirements of the role, including standing for extended periods; carrying, bending, stretching, stooping, pushing, pulling, and lifting items weighing up to 50 pounds., • Resourceful, adaptable, and willing to support all aspects of kitchen operations to ensure high-quality meal service., • Demonstrates professionalism by modeling KIPP NYC's core values of zest, grit, hope, love, social intelligence, gratitude, and a sense of humor in all interactions with students, families, colleagues, and community members., • Believes that food is an expression of care and is committed to providing students with fresh, nutritious, and high-quality meals every day., • Demonstrates a commitment to continuous learning, professional growth, and continuous improvement by actively seeking and applying constructive feedback., • Deep commitment to KIPP NYC's mission and belief that every student deserves access to healthy, high-quality meals that support joyful, academically excellent schools. Additional Information Compensation & Benefits: KIPP NYC offers an hourly rate of $18.00 – $20.00. Hourly ranges at KIPP NYC are standardized by role level and function, and individual rates are determined with an equity lens, taking into account years of relevant experience. KIPP NYC offers a generous benefits package, including, but not limited to, the following: • Robust benefits include medical, dental, and vision., • Generous time off, including 5 school vacation weeks, sick and personal days, and an extended summer break., • Up to 12 weeks of 100% parental leave., • Bright Horizon Back-up Child and Elder Care., • Employer-paid Life Insurance and Short-term/Long-term disability., • Employee incentives include an 8-week paid Sabbatical after 10 years, annual professional development funds, and tuition reimbursement. This description is intended to describe the type of work being performed by a person assigned to this position. It is not an exhaustive list of all duties and responsibilities required by the employee. This role is based in NYC and will require travel to our schools. If you relocate outside of a commutable distance or out of the state of NY, your employment will be subject to review, which may include separation from KIPP NYC. You must notify HR if you move or have plans to relocate. KIPP NYC LLC does not offer visa sponsorship or work authorization. KIPP NYC LLC is committed to creating a welcoming environment that includes employees with diverse backgrounds and experiences. We believe that enables us to better meet our mission and values while serving students and families throughout New York City. KIPP NYC LLC is an Equal Opportunity Employer. KIPP NYC LLC is committed to the principles of equal employment opportunity for all employees and applicants for employment.

Job Description Originally founded in 1991 as Harlem RBI, DREAM has grown to annually serve more than 2,500 youth across East Harlem and the South Bronx through a network of seven PreK-12, extended-day, extended-year DREAM Charter Schools and community sports-based youth development programs. Through our commitment to rigorous academics, social-emotional learning, deep family and community engagement, and health and wellness, we create lifelong learners who are equipped to fulfill their vision of success in and out of the classroom. We dream big, as well, with an aggressive five-year plan to expand to serve 3,500 students across seven schools—growing our organization’s impact and leveling the playing field for all children. To learn more, visit wearedream.org. DREAM has partnered with Brigaid to build our own in-house food service program, which will launch in Fall 2023 at our state-of-the-art school in the South Bronx and eventually expand to two additional DREAM locations in East Harlem and the Bronx. At scale, this program will serve breakfast, lunch, and likely dinner to 1,500 students almost 365 days of the year, along with providing curated food programs for DREAM alumni, families, and community members. The South Bronx campus will be the central hub for DREAM’s food and wellness programs as well as the main culinary event space for high-profile external events. Reporting to DREAM’s Chief Operating Officer, DREAM’s Part-Time Cooks will work closely with the Brigaid Program Chef and kitchen team to execute DREAM’s vision of a best-in-class food and nutrition program. Part-Time Cooks will be responsible for producing and serving daily meals to DREAM students and staff, and will maintain the kitchen and storage spaces to the highest level of organization, cleanliness, and safety. This is an exciting opportunity for culinary professionals committed to supporting the community’s engagement with food to help execute a one of a kind food program in service of DREAM’s students and families. Responsibilities Complete food preparation and basic prep work as directed by the Brigaid Kitchen Manager, including washing, cutting, portioning, and staging ingredients or prepared foods. Support meal assembly, plating, packaging, and distribution in accordance with menus, recipes, portion standards, and service plans. Serve meals to students and staff in a welcoming, respectful, and efficient manner; help maintain orderly serving and dining areas. Follow all food safety, sanitation, allergen-awareness, and temperature-control procedures, including required HACCP practices and applicable USDA, New York State, and NYC Department of Health requirements. Wash dishes, sanitize equipment and surfaces, remove waste, and maintain clean, organized kitchen, storage, serving, and dining spaces throughout the shift. Receive direction from Brigaid kitchen leadership and communicate promptly about supply needs, service issues, student feedback, food quality concerns, or safety risks. Support opening and closing routines, including setting up service areas, replenishing supplies, breaking down service, and securing food and equipment. Support special meals, suppers, community meals, events, and other food service activities as assigned. Perform other related duties that support a high-quality, safe, and student-centered food service program. Qualifications 18 years of age or older; High school diploma or equivalent, required; Prior experience in food service, school food service, hospitality, custodial service, or a related setting preferred; professional cooking experience is welcome but not required. Ability to follow English-language written and verbal instructions, recipes, portion guidance, and food safety procedures. Ability to work collaboratively with Brigaid kitchen staff, DREAM employees, students, families, and school leaders. Strong reliability, organization, cleanliness, and attention to detail. Commitment to providing respectful, welcoming service to a diverse student and school community. Ability to receive feedback, learn new procedures, and adapt to changing schedules or service needs. NYC Department of Health Food Protection Certificate preferred; willingness to complete required training before or shortly after starting. Commitment to DREAM's mission and belief that all students can succeed. Physical Requirements Ability to lift, carry, and push supplies and boxes up to 50 pounds. Ability to stand for long periods of time, bend, kneel, and reach to store/retrieve supplies. Occasional environment exposures to inclement weather. Working Expectations Part-Time Cooks must be available to start at 8am, with shifts running as late as 3:30pm Typical shifts are approximately 6–6.5 hours per day Additional hours may be available based on employee availability and program needs Shifts and weekly hours may vary by site, school calendar, and program needs Part-Time Cooks will be assigned to a DREAM campus in Mott Haven, East Harlem, or Highbridge; occasional schedule or location flexibility may be needed to support program operations. This role may include early morning, midday, after-school, summer, or special-event meal service shifts. Benefits DREAM offers the following benefits to our part-time employees: • 403(b) retirement plan, with employer matching up to 4% after one year of employment (12-month continuous period) in which you work a minimum of 1,000 hours;, • Disability benefits;, • Referral bonuses;, • Access to our Employee Discount Program, offering savings on travel, entertainment, retail, and more;, • High-performing part-time staff have the opportunity to apply for the DREAM Teaching Fellowship, through which they earn a Masters degree and become full-time teachers at DREAM.Compensation DREAM offers competitive compensation commensurate with relevant experience with the potential for a seasonal increase. The hourly rate for this position for incoming staff is $18.00/hour. Our Commitment to Diversity, Equity, and Inclusion At DREAM, diversity, equity, and inclusion are a matter of mission. From our schools to our playing fields, DREAM is committed to building a team where each individual can bring their full identity and experience to work because representation matters—it enriches our team culture, enhances our ability to innovate, and strengthens our impact in and out of the classroom. DREAM engages staff that represent and appreciate the diversity of our majority Black and Hispanic student body, while working to ensure that our practices are equitable, welcoming, and productive. We are dedicated to creating a world where youth, especially youth of color, have permission to dream—along with the tools and opportunities to make their dreams reality. Come dream with us. DREAM Maxims All Kids Can. This Kid Can. DREAM is Family. Fun is a Serious Value. Teamwork Makes the DREAM Work. Fail. Persist. Exceed. DREAM Big. Applying to DREAM We know applying for a new job can be a daunting process. In addition, studies have shown that historically underrepresented individuals often only apply to roles if they meet 100% of the qualifications. We encourage all applications! You may be just the person we need. If you have any questions about your application or interview process, do not hesitate to ask your recruiter; we are here to help! DREAM provides reasonable accommodations for qualified individuals with disabilities in accordance with the Americans with Disabilities Act and applicable state and local laws. If accommodation is needed to participate in the job application or interview process, please contact your recruiter. If you are a current DREAM employee, please click here to review our Internal Selection Process before applying. We may use artificial intelligence (AI) tools to support parts of the hiring process, such as reviewing applications, analyzing resumes, or assessing responses and identifying potential inconsistencies or verification signals in application materials based on available information. These tools assist our recruitment team but do not replace human judgment. Final hiring decisions are ultimately made by humans. If you would like more information about how your data is processed, please contact us.

Company Description Playto Childcare is an early childhood education provider focused on nurturing the growth and well-being of young children in a safe, engaging environment. Role Description The Infant Teacher role at Playto Childcare is a full-time, on-site position based in Brooklyn, NY. The Infant Teacher is responsible for providing attentive, developmentally appropriate care to infants, including feeding, diapering, and maintaining safe, clean classroom environments. This role includes planning and implementing age-appropriate activities that support early learning, sensory exploration, and social-emotional development. The Infant Teacher observes and documents developmental milestones, communicates daily with families about children’s routines and progress, and collaborates with colleagues to maintain consistent classroom practices. The role also involves following health and safety guidelines, adhering to licensing regulations, and participating in ongoing training and professional development. Qualifications • Candidates should possess skills in Early Childhood Development and Child Development to support infants’ growth across social, emotional, cognitive, and physical domains., • Candidates should possess skills in Curriculum Development to design and deliver age-appropriate learning experiences and routines., • Candidates should possess strong Communication skills to engage effectively with infants, families, and team members, including clear documentation and daily updates., • Relevant qualifications include prior experience working with infants in a childcare or early education setting, knowledge of health and safety practices, and familiarity with state licensing requirements., • An Associate's or Bachelor's in Early Childhood or a related field is required. A CDA will be considered if a part of a study plan leading to an Associate's degree.

PURPOSE: The Kaplan House (Manhattan) provides therapeutic and support services to adolescent’s ages 17-21 who are referred to us through ACS and the Juvenile Justice system. Our residents have experienced significant trauma, resulting in behavioral, emotional, and functional/ development issues. Kaplan House offers an extensive independent living skills program, including vocational preparation, and educational services that assists youth towards reaching independence. POSITION OVERVIEW: The Clinical Director has full responsibility for the ongoing clinical and administrative guidance of the clinical staff. She/He also provided ongoing training, supervision and guidance to the clinical staff. The Clinical Director is the ITM (Integrated Treatment Model) liaison for the program. The Clinical Director is fully familiar with the Regulatory requirements and Agency/ Divisional clinical standards and practice. S/he functions as an internal resource on such matters. The Clinical Director is a senior member of the residential management team. In addition, s/he must provide safe, high quality, programs and adherence to the Jewish Board policies and procedures. In collaboration with the multidisciplinary treatment team member, the Clinical Director must ensure the integrity of treatment planning processes and maintenance of the highest documentation standards as required by regulations and professional scope of practice. KEY ESSENTIAL FUNCTIONS: • Provides regularly scheduled supervision to all clinical staff members., • Evaluates and assesses treatment and service plans., • Evaluates clinical staff, provides training through regular supervision., • May carry a caseload, as needed., • Active participant in the intake process for new referrals, and reviews client’s ongoing service/ treatment plans., • Ensures all clinical needs of the client are met through the course of the youth’s placement., • Ensures appropriate supervision of all program Interns, either through direct supervision or by overseeing the clinical supervision provided by the social worker., • May run specialized groups to meet the needs of the program., • Is a key staff resource for community outreach efforts and may perform such outreach and establish linkages with other groups, individuals or organizations which may be helpful to our clients., • Provides all necessary notes, progress notes, Risk Assessments and other paperwork as required., • May cover for Assistant Director in his/her absence, • Assists in day-to-day working of the model – skills groups assistance, modeling, coaching skills reinforcement and teaching skills on the fly., • Program development, documentation review, material design and curriculum development are all major tasks, • Oversees data tracking, collection, analysis, and reporting via the Program Implementation Review (PIR), • Trouble shoots implementation barriers, puts action steps in place to address barriers, and tracks progress toward goals, • Participates in ongoing training and efforts that develop expertise in ITM(DBT) so they are able to be culture carriers of the ITM in their organization, • Other duties as assigned MANAGEMENT: • Hires and provides clinical and administrative supervision to the Clinical Supervisor, Behavioral Health Clinicians, as well as other clinical staff., • Manage risk regarding client safety by adhering to all risk management protocols. CORE COMPETENCIES for the position include: • Ability to write policy, procedures, and protocols., • Ability to assess program needs, increase efficiencies, and build teams., • Ability to develop and execute strategic plans with staff members to enhance programming., • Empathy for youth and families, and a passion for including youth and family voice in child welfare programming operations., • Capacity to lead and supervise an array of child/adolescent focused services within a milieu treatment setting., • Expands and develops youth-guided family-driven care., • Embodies Sanctuary principles & values and ensures an integration of said principles throughout the program., • Supports and Strengthens Interdisciplinary practice., • Strong interpersonal, communication and collaboration skills., • Skilled in using Data to Inform & Guide Practice., • Values and Demonstrates Cultural Competency., • Values professional development and participation in supervision and training. EDUCATIONAL/TRAINING REQUIRED: • LCSW, LMSW or a master’s degree in social work. Behavioral Health or related field., • A minimum of five (5 experience in either child welfare, Juvenile justice, mental health, or other residential treatment setting, three (3) of which having been in a senior managerial/operations level capacity., • Specialized experience with residential treatment may also be required. EXPERIENCE REQUIRED/LANGUAGE PREFERENCE: • Bilingual, Spanish, Creole, French, preferred COMPUTER SKILLS REQUIRED: • Knowledge of electronic medical systems or CONNECTIONS preferred, • Working knowledge of Microsoft Office, Outlook and Word, • Aptitude for learning new systems and application software, • Experience with telemental health platforms a plus. VISUAL AND MANUAL Dexterity: • The candidate should be able to read paper and electronic documents and perform significant data entry into various computer programs. WORK ENVIRONMENT/PHYSICAL EFFORT • Ability to navigate stairs, • Ability to respond to crisis, • Attend meetings outside of program, as needed If you join us, you’ll have these great benefits: • Generous paid time off in addition to paid agency holidays and 15 sick days, • Affordable and high-quality medical/dental/vision plans, • Tuition assistance and educational loan forgiveness, • Free continuing education opportunities, • 403(b) retirement benefits and a pension, • Flexible spending accounts for health and transportation, • 27/7 Accessible Employee Assistance Program, • Life and disability insurance

The Clinical Coordinator is responsible for the complex, multi-disciplinary coordination of specialty patient population(s), developing, evaluating and revising care pathways based on assessments conducted through engagement with the patient, family and multiple departments and disciplines. The Clinical Coordinator interfaces directly with MSH Departments, Administrators, Nursing, Medical and Quality leadership, and clinical staff and coordinates care for a patient population regarding the clinical, educational and operational impact of all care delivery, and outcome measures. Responsible to: This position reports directly to discipline leadership with a professional line to MSH Nursing or related disciplines professional practice leadership. Responsible for: Developing and implementing a plan of care for a specialty patient population, and/or specialty specific standards of care organization wide. Responsibilities 1.Clinical Leadership a. Coordinates clinical care within a designated specialty, in conjunction with Nursing, Social Work, Care Management, and other related disciplines, Medical and Quality leadership, coordinates care across multiple departments and services within the context of the specialty program including the clinical plan of care, quality assessment and improvement processes. b. Establishes and implements short and long term goals, objectives, policies and operating procedures to ensure a high level of performance in nursing care delivery to the specialty patient population. c. Organizes and leads in the execution of day to day patient care coordination, as appropriate to program objectives and areas of clinical expertise. f. Provides consultation and education to members of the interdisciplinary team specific to the clinical specialty service, relative to the coordination of care for the specialty patient populations. e. Promotes an interdisciplinary approach to patient care delivery. f. Serves as a resource for patients and their families. g. Acts as a patient advocate utilizing the Patient Bill of Rights. h. Participates in promoting and maintaining a safe and therapeutic environment. 1. Development a. Serves as a resource to leadership and staff in the development and implementation of nursing standards consistent with the established model of care. b. Maintains leadership competency by participation in continuing education, professional organizations and other related activities. c. Supports academic affiliations for purposes of providing clinically enriching experiences for students of nursing and other related clinical disciplines. d. Works collaboratively with clinical leadership and supportive resources to ensure that patients have access to comprehensive interdisciplinary patient and family educational programs throughout their care trajectory. 1. Professional Practice a. Supports the mission, philosophy, goals and objectives of the Department of Nursing or Related Discipline and The Mount Sinai Hospital. b. Maintains clinical competencies, supports relationship centered care, the professional practice model, the care delivery model and is responsible and accountable for their own nursing practice. c. Advocates the highest standards of nursing or discipline related practice. d. Approaches patients, families and other members of the health care team in a professional, respectful manner. e. Serves as a clinical role model and resource to the nursing staff. f. Serves as a professional resource to other members of the health care team. g. Demonstrates professional involvement by: 1) Attending and participating in workshops, seminars, and courses as presenter or author. 2) Keeping abreast of current literature and trends in practice. 3) Participating in related professional organizations. h. Considers ethical issues in professional nursing practice. i. Treats co-workers, patients and families with dignity and respect. j. Maintains attendance and punctuality record in accordance with departmental standards. k. Adheres to dress code in accordance with departmental policy. 1. Administrative Practice a. Collaborates with other members of the health care team in the development, implementation, and ongoing review of policies, procedures, and standards of care for designated patient populations. b. Demonstrates knowledge of hospital, departmental and care center standards, policies, procedures and guidelines as well as regulatory agency standards. Assures readiness for Joint Commission and other agency surveys and presents related programs during Joint Commission and other agency visits. c. Participates in the development and implementation of continuous quality improvement programs to support the professional practice model and care delivery systems d. Participates in quality management activities including identifying and communicating issues of performance improvement and risk in a timely manner, using chain of command. e. Leads and participates in committee activities Qualifications Education Requirements Bachelors degree in specific discipline (i.e., Bachelor of Science in Nursing) is required. Masters degree in health related field is preferred. Certification in specialty field is preferred Experience Requirements 2 years experience in specialty clinical field Licensing and Certification Requirements (if applicable) Current NYS nurse licensure BCLS certification Required Issuing Authority: AHA Collective bargaining unit: NYSNA-MSH Employer Description Strength through Unity and Inclusion The Mount Sinai Health System is committed to fostering an environment where everyone can contribute to excellence. We share a common dedication to delivering outstanding patient care. When you join us, you become part of Mount Sinai’s unparalleled legacy of achievement, education, and innovation as we work together to transform healthcare. We encourage all team members to actively participate in creating a culture that ensures fair access to opportunities, promotes inclusive practices, and supports the success of every individual. At Mount Sinai, our leaders are committed to fostering a workplace where all employees feel valued, respected, and empowered to grow. We strive to create an environment where collaboration, fairness, and continuous learning drive positive change, improving the well-being of our staff, patients, and organization. Our leaders are expected to challenge outdated practices, promote a culture of respect, and work toward meaningful improvements that enhance patient care and workplace experiences. We are dedicated to building a supportive and welcoming environment where everyone has the opportunity to thrive and advance professionally. Explore this opportunity and be part of the next chapter in our history. About the Mount Sinai Health System: Mount Sinai Health System is one of the largest academic medical systems in the New York metro area, with more than 48,000 employees working across eight hospitals, more than 400 outpatient practices, more than 300 labs, a school of nursing, and a leading school of medicine and graduate education. Mount Sinai advances health for all people, everywhere, by taking on the most complex health care challenges of our time — discovering and applying new scientific learning and knowledge; developing safer, more effective treatments; educating the next generation of medical leaders and innovators; and supporting local communities by delivering high-quality care to all who need it. Through the integration of its hospitals, labs, and schools, Mount Sinai offers comprehensive health care solutions from birth through geriatrics, leveraging innovative approaches such as artificial intelligence and informatics while keeping patients’ medical and emotional needs at the center of all treatment. The Health System includes more than 9,000 primary and specialty care physicians; 13 joint-venture outpatient surgery centers throughout the five boroughs of New York City, Westchester, Long Island, and Florida; and more than 30 affiliated community health centers. We are consistently ranked by U.S. News & World Report's Best Hospitals, receiving high "Honor Roll" status, and are highly ranked: No. 1 in Geriatrics, top 5 in Cardiology/Heart Surgery, and top 20 in Diabetes/Endocrinology, Gastroenterology/GI Surgery, Neurology/Neurosurgery, Orthopedics, Pulmonology/Lung Surgery, Rehabilitation, and Urology. New York Eye and Ear Infirmary of Mount Sinai is ranked No. 12 in Ophthalmology. U.S. News & World Report’s “Best Children’s Hospitals” ranks Mount Sinai Kravis Children's Hospital among the country’s best in several pediatric specialties. The Icahn School of Medicine at Mount Sinai is ranked No. 11 nationwide in National Institutes of Health funding and in the 99th percentile in research dollars per investigator according to the Association of American Medical Colleges. Newsweek’s “The World’s Best Smart Hospitals” ranks The Mount Sinai Hospital as No. 1 in New York and in the top five globally, and Mount Sinai Morningside in the top 20 globally. Equal Opportunity Employer The Mount Sinai Health System is an equal opportunity employer, complying with all applicable federal civil rights laws. We do not discriminate, exclude, or treat individuals differently based on race, color, national origin, age, religion, disability, sex, sexual orientation, gender, veteran status, or any other characteristic protected by law. We are deeply committed to fostering an environment where all faculty, staff, students, trainees, patients, visitors, and the communities we serve feel respected and supported. Our goal is to create a healthcare and learning institution that actively works to remove barriers, address challenges, and promote fairness in all aspects of our organization. Compensation The Mount Sinai Health System (MSHS) provides salary ranges that comply with the New York City Law on Salary Transparency in Job Advertisements. The salary range for the role is $71.2269 - $71.2269 Hourly. Actual salaries depend on a variety of factors, including experience, education, and operational need. The salary range or contractual rate listed does not include bonuses/incentive, differential pay or other forms of compensation or benefits.

Manhattan Psychiatric Center (MPC), an Office of Mental Health (OMH) Joint Commission accredited facility, is recruiting Board Certified or Board Eligible Psychiatrists for their Transition to Home (THU) team. The THU team provides a multi-disciplinary approach to care for individuals who have a history of homelessness. The goals of the THU team are to develop personalized treatment plans for active rehabilitation and reintegration to the community. As a Psychiatrist at MPC, you will provide comprehensive, patient-centered, and recovery- focused treatments to individuals with mental health symptoms 18 years of age or older; including: • Conducting comprehensive psychiatric assessments and patient admissions, • Overseeing an average caseload of 8 - 13 individuals, • Creating treatment plans including medication management, • Providing individual and group psychotherapy, • Coordinating closely with community providers, housing agencies, and social service organizations, • Assisting in transitioning individuals to permanent housing with the resources necessary to maintain recovery and reduce further hospital utilization About MPC: MPC is a comprehensive, community-based mental health facility serving individuals who are 18 years or older, from the Manhattan and Greater NYC Region. MPC’s focus on evidence-based, person-centered, and culturally sensitive treatment helps their patient achieve their recovery goals. If you would like to join MPC and contribute to a workforce dedicated to public service, we offer the following benefits and opportunities: • Psychiatrist Loan Repayment Program offering up to $120,000, • Supplemental income of up to 50% of salary by volunteering to provide evening, night, and weekend coverage, • Defense and Indemnification Protection- broader in scope than typical medical malpractice coverage, • OMH sponsored Continuing Medical Education (CME) Program, • Professional leave for additional learning activities, • Excellent opportunities for advancement & professional growth, • Generous paid time off, • NYS medical, dental, & vision insurance, • NYS Retirement programs – NYS Pension and Deferred Compensation, • Free employee shuttle from 125th Street over the Robert F. Kennedy Bridge to MPC’s campus on Randall’s Island Minimum Qualifications: Psychiatrist 1: License and current registration to practice medicine in New York State, and completion of a training program in psychiatry approved by the American Board of Psychiatry and Neurology (ABPN). Psychiatrist 2: License and current registration to practice medicine in New York State, and certification in psychiatry approved by the ABPN. Additional Comments: The Mission of the New York State Office of Mental Health is to promote the mental health of all New Yorkers, with a focus on providing hope and supporting recovery for adults with serious mental illness and children with serious emotional disturbances. Applicants with lived mental health experience are encouraged to apply. OMH is deeply committed to supporting underserved individuals, organizations, and communities. To this end, OMH is focused on implementing activities and initiatives to reduce disparities in access, quality, and treatment outcomes for underserved populations. A critical component of these efforts is ensuring OMH is a diverse and inclusive workplace where all employees' unique attributes and skills are valued and utilized to support the mission of the Agency. OMH is an equal opportunity/affirmative action employer. Pursuant to Executive Order 161, no State entity, as defined by the Executive Order, is permitted to ask, or mandate, in any form, that an applicant for employment provide his or her current compensation, or any prior compensation history, until such time as the applicant is extended a conditional offer of employment with compensation. If such information has been requested from you before such time, please contact the Office of Employee Relations at (518) 474-6988 or via email at info@oer.ny.gov. In order to be hired and to maintain your employment, candidates cannot be listed as an excluded individual or entity on any of the Federal and/or State Medicaid and Medicare exclusion lists. If appointed and subsequently listed as an excluded individual or entity on any of these lists, you may be terminated from your employment. Background checks are required. This position is eligible for a Downstate Adjustment of $4,000.

About The Role Social Workers at The Equity Project (TEP) Charter School serve as the primary leaders of mental health services for TEP students and families, design and implement (proactive and preventative) Social Work programs that promote social and emotional health, and respond to day-to-day student issues and unanticipated crises. Each Social Worker at The Equity Project (TEP) Charter School focuses their efforts on the students, families, and teachers of one specific cohort. In this role, you will serve as the Social Worker for one TEP cohort, then will move up with this cohort of students throughout their time at TEP until they graduate 8th grade! This is an amazing opportunity for an experienced and creative social work clinician who thrives in an autonomous environment, is passionate about social justice and child/family work, and is seeking to form long-lasting relationships with students and families as they navigate the road from 5th grade through adolescence. Middle School Social Workers will work in a state-of-the-art learning environment carefully designed, built, and crafted to spark joy and instill a love of learning for TEP students. Our school building in the Washington Heights/Inwood community, provides a perfect learning environment for developing students by providing a Social Work suite with both private and collaborative offices/spaces, innovative classroom settings, a full gymnasium, a high-tech performing arts space, and an indoor/outdoor café where meals are prepared fresh on a daily basis for students and staff. "I believe this is where I have the greatest impact within the Social Work profession. I can do the work that is going to last! I can connect with people, very young, and see the fruits of the work last for years and years." - TEP Social Worker Responsibilities Clinical Counseling Services • Provide regular counseling to students and families in need of social and emotional support; this includes both mandated counseling to students with IEPs (Individualized Education Plans) as well as individual and group counseling to other students in need, • Lead mediations as necessary, using relational-based models within your social work practice, in alignment with TEP's commitment to Restorative Justice Practices, • Respond to day-to-day crises and collaborate with the school community to create a safe and supportive environment for all students, • Design and implement creative clinical interventions for students with repeated instances of similar challenges Mental Health Programming • Develop and lead programs for students and families to promote emotional, mental, and psycho-social health, • Build strong relationships with families to facilitate a collaborative approach to student support, and coordinate the delivery of mental health and family services at community organizations for students and families requiring outside social services About You (Qualifications) • Language Proficiency: Complete fluency in Spanish required, • Deeply aligned to TEP’s mission of providing a world-class mental health services and social work interventions to historically under-resourced student communities (90% of TEP students qualify for free or reduced-price lunch, 22% of TEP students receive Special Education services, and 25% of TEP students are Multi-Lingual Learners)., • Social Work experience: Minimum of five (5) years of clinical social work experience working with children and families, with a preference for individuals who have worked within a school setting., • The ability to design and implement in-school prevention programming according to current best practices within the field of social work. Working knowledge of the instructional and social needs of students with disabilities., • Ability to simultaneously manage a regular counseling schedule and triage crisis, while prioritizing multiple competing urgent tasks, • Education requirements: We highly value candidates with a Master’s Social Work degree However, we also welcome individuals with degrees in related fields such as School Counseling or School Psychology to apply, • Certification requirements: TEP does not require Social Workers to have any specific level of certification/licensing (ie LCSW) outside of the above educational and experience requirements Why TEP (Benefits) At TEP, growth isn't just for our students—continued growth is also a central priority for our Social Workers. That's why we're redefining the Social Worker experience, offering a rewarding career that includes an annual salary that matches TEP’s high expectations. • Compensation: Clinical Social Workers earn an annual salary of $95,000, • Redefined Work-Year: 3 extended rest breaks and 3 professional development institutes focused on learning and collaboration with the teaching and social work team, • Unmatched Social Work Talent: Be surrounded by a collaborative community of experienced, passionate Social Workers and Educators who care about educational equity, • Time Off: Approximately 10 weeks of vacation per year (all school vacations), • Employee Wellness: We value your well-being through our Staff Food Program, Staff Retreats, and Wellness Programming, • Healthcare: World-class medical, dental, vision, Short-Term Disability (STD), Long-Term Disability (LTD), and Life Insurance policies, • Family Focus: Parental leave and dependent care account so you can care for your loved ones, • 403b Retirement Plan: We care about your ability to save for your future, • Learning & Development: A culture that provides and encourages professional growth and development, including professional development and tuition/continuous learning reimbursements Note that as this role requires a strong on-site presence, TEP's Clinical Social Worker is a fully in-person position at TEP's Middle School campus in Inwood, NYC. Application Process Qualifications TEP is designed and structured around the belief that great staff members are the key to achieving educational success for students. As such, we require Social Work applicants to demonstrate their qualifications throughout the application and hiring process. The requirements for each Clinical Social Work applicant include: • Resume: Potential candidates must submit an up-to-date resume, • Cover Letter: Potential candidates must submit a well-written cover letter that highlights their specific interest in joining the TEP community TEP is currently reviewing applications on a rolling basis. If you submit both a cover letter and resume, you will receive a response from us as to whether or not you will be invited to the next stage of the process for the Clinical Social Work role. #ZR

Join the team at The Equity Project (TEP) Charter School, featured in the New York Times, The Wall Street Journal and on 60 Minutes for its revolutionary teacher salaries and its outstanding results. TEP aims to achieve educational equity for students from historically underserved communities by utilizing world-class teachers and social workers, while re-imagining the social work profession as a place in which individuals prioritize their own growth as experts and community leaders. About the Role Applicants will be eligible for Early Childhood Social Work roles (Kindergarten, 1st Grade) and Elementary School Social Work roles (2nd Grade to 4th Grade). Social Workers at The Equity Project (TEP) Charter School serve as the primary leaders of mental health services for TEP students and families, design and implement (proactive and preventative) Social Work programs that promote social and emotional health, and respond to day-to-day student issues and unanticipated crises. Each Social Worker at The Equity Project (TEP) Charter School focuses their efforts on the students, families, and teachers of one specific cohort. In this role, you will serve as the Social Worker for one TEP cohort, then will move up with this cohort of students throughout their time at TEP until they graduate 4th grade! This is an amazing opportunity for an experienced and creative social work clinician who thrives in an autonomous environment, is passionate about social justice and child/family work, and is seeking to form long-lasting relationships with students and families as they navigate the road from Kindergarten through adolescence. Early Childhood Social Workers will work in vibrant and colorful spaces that reflect the learning and development that takes place in Kindergarten and 1st grade. Social Workers will support students in developing foundational emotional and social skills within classrooms, as well as private and collaborative Social Work office spaces. Elementary School Social Workers will work in a learning environment carefully crafted to instill a love of learning for 2nd, 3rd, and 4th graders, as well as private and collaborative Social Work office spaces. Our unique school setting in the heart of Washington Heights provides a perfect environment for young learners. In addition, the nature that surrounds our campus provides a great setting for our young explorers. Responsibilities Clinical Counseling Services • Provide regular counseling to students and families in need of social and emotional support; this includes both mandated counseling to students with IEPs (Individualized Education Plans) as well as individual and group counseling to other students in need, • Lead mediations as necessary using relational-based models within your social work practice, in alignment with TEP's commitment to Restorative Justice Practices, • Respond to day-to-day crises and collaborate with the school community to create a safe and supportive environment for all students, • Design and implement creative clinical interventions for students with repeated instances of similar challenges Mental Health Programming • Develop and lead programs for students and families to promote emotional, mental, and psycho-social health, • Build strong relationships with families to facilitate a collaborative approach to student support, and coordinate the delivery of mental health and family services at community organizations for students and families requiring outside social services About You (Qualifications) • Language Proficiency: Complete fluency in Spanish required, • Deeply aligned to TEP’s mission of providing a world-class mental health services and social work interventions to historically under-resourced student communities (90% of TEP students qualify for free or reduced-price lunch, 22% of TEP students receive Special Education services, and 25% of TEP students are Multi-Lingual Learners)., • Social Work experience: Minimum of five (5) years of clinical social work experience working with children and families, with a preference for individuals who have worked within a school setting., • The ability to design and implement in-school prevention programming according to current best practices within the field of social work. Working knowledge of the instructional and social needs of students with disabilities., • Ability to simultaneously manage a regular counseling schedule and triage crisis, while prioritizing multiple competing urgent tasks, • Education requirements: We highly value candidates with a Master’s Social Work degree. However, we also welcome individuals with degrees in related fields, such as School Counseling, Mental Health Counseling, or School Psychology to apply., • Certification requirements: TEP does not require Social Workers to have any specific level of certification/licensing (i.e. LCSW) outside of the above educational and experience requirements Why TEP (Benefits) At TEP, growth isn't just for our students—continued growth is also a central priority for our Social Workers. That's why we're redefining the Social Worker experience, offering a rewarding career that includes an annual salary that matches TEP’s high expectations. • Compensation: Clinical Social Workers earn an annual salary of $95,000, • Redefined Work-Year: 3 extended rest breaks and 3 professional development institutes focused on learning and collaboration with the teaching and social work team, • Unmatched Social Work Talent: Be surrounded by a collaborative community of experienced, passionate Social Workers and Educators who care about educational equity, • Time Off: Approximately 10 weeks of vacation per year (all school vacations), • Employee Wellness: We value your well-being through our Staff Food Program, Staff Retreats, and Wellness Programming, • Healthcare: World-class medical, dental, vision, Short-Term Disability (STD), Long-Term Disability (LTD), and Life Insurance policies, • Family Focus: Parental leave and dependent care account so you can care for your loved ones, • 403b Retirement Plan: We care about your ability to save for your future, • Learning & Development: A culture that provides and encourages professional growth and development, including professional development and tuition/continuous learning reimbursements As this role requires a strong on-site presence, TEP's Clinical Social Worker is a fully in-person position at either TEP's Early Childhood or Elementary School campus in Washington Heights, NYC. Application Process TEP is designed and structured around the belief that great staff members are the key to achieving educational success for students. As such, we require Social Work applicants to demonstrate their qualifications throughout the application and hiring process. The requirements for each Clinical Social Work applicant include: • Resume: Potential candidates must submit an up-to-date resume, • Cover Letter: Potential candidates must submit a well-written cover letter that highlights their specific interest in joining the TEP community TEP is currently reviewing applications on a rolling basis. If you submit both a cover letter and resume, you will receive a response from us as to whether or not you will be invited to the next stage of the process for the Clinical Social Work role. #ZR

Join the team at The Equity Project (TEP) Charter School, featured in the New York Times, The Wall Street Journal and on 60 Minutes for its revolutionary salaries and its outstanding results. TEP aims to achieve educational equity for students from historically underserved communities by utilizing world-class teachers and social workers, while re-imagining the social work profession as a place in which individuals prioritize their own growth as experts and community leaders. About The Role Applicants will be eligible for Early Childhood Social Work roles (Kindergarten, 1st Grade) and Elementary School Social Work roles (2nd Grade to 4th Grade), or Middle School Social Work roles (5th Grade to 8th Grade). Social Work Fellows at The Equity Project (TEP) Charter School serve as the facilitators of mental health services for TEP students and families, design and implement (proactive and preventative) programs that promote social and emotional health, and respond to day-to-day student issues and unanticipated crises. Each Social Work Fellow at The Equity Project (TEP) Charter School focuses their efforts on the students, families, and teachers of one specific cohort, while refining their skills and prioritizing their own professional growth. In this role, you will serve as the Social Work Fellow for one TEP cohort (Kindergarten through 8th Grade), then will move up with this cohort of students throughout their time at TEP until they graduate! This is an amazing opportunity for a creative clinician who thrives in an autonomous environment, is passionate about social justice and child/family work, and is seeking to form long-lasting relationships with students and families as they navigate the road from Kindergarten through adolescence. Looking to have a significant impact while developing into an expert Clinical Social Worker within a community of master clinicians? This is the role for you. Early Childhood Social Workers will work in vibrant and colorful spaces that reflect the learning and development that takes place in Kindergarten and 1st grade. Social Workers will support students in developing foundational emotional and social skills within classrooms, as well as private and collaborative Social Work office spaces. Elementary School Social Workers will work in a learning environment carefully crafted to instill a love of learning for 2nd, 3rd, and 4th graders, as well as private and collaborative Social Work office spaces. Our unique school setting in the heart of Washington Heights provides a perfect environment for young learners. In addition, the nature that surrounds our campus provides a great setting for our young explorers. Middle School Social Workers will work in a state-of-the-art learning environment carefully designed, built, and crafted to spark joy and instill a love of learning for TEP students. Our school building in the Washington Heights/Inwood community, provides a perfect learning environment for developing students by providing a Social Work suite with both private and collaborative offices/spaces, innovative classroom settings, a full gymnasium, a high-tech performing arts space, and an indoor/outdoor café where meals are prepared fresh on a daily basis for students and staff. "I believe this is where I have the greatest impact within the Social Work profession. I can do the work that is going to last! I can connect with people, very young, and see the fruits of the work last for years and years." - TEP Social Worker Responsibilities Clinical Counseling Services • Provide regular counseling to students and families in need of social and emotional support; this includes both mandated counseling to students with IEPs (Individualized Education Plans) as well as individual and group counseling to other students in need, • Lead mediations as necessary, using relational-based models within your social work practice, in alignment with TEP's commitment to Restorative Justice Practices, • Respond to day-to-day crises and collaborate with the school community to create a safe and supportive environment for all students, • Design and implement creative clinical interventions for students with repeated instances of similar challenges Mental Health Programming • Develop and lead programs for students and families to promote emotional, mental, and psycho-social health, • Build strong relationships with families to facilitate a collaborative approach to student support, and coordinate the delivery of mental health and family services at community organizations for students and families requiring outside social services About You (Qualifications) • Language Proficiency: Complete fluency in Spanish required, • Deeply aligned to TEP’s mission of providing a world-class mental health services and social work interventions to historically under-resourced student communities (90% of TEP students qualify for free or reduced-price lunch, 22% of TEP students receive Special Education services, and 25% of TEP students are Multi-Lingual Learners)., • Social Work experience: Minimum of two (2) years of clinical social work experience working with children and families, with a preference for individuals who have worked within a school setting., • The ability to design and implement in-school prevention programming according to current best practices within the field of social work. Working knowledge of the instructional and social needs of students with disabilities., • Ability to simultaneously manage a regular counseling schedule and triage crisis, while prioritizing multiple competing urgent tasks, • Education requirements: We highly value candidates with a Master’s Social Work degree However, we also welcome individuals with degrees in related fields such as School Counseling or School Psychology to apply, • Certification requirements: TEP does not require Social Workers to have any specific level of certification/licensing (ie LCSW) outside of the above educational and experience requirements Why TEP (Benefits) At TEP, growth isn't just for our students—continued growth is also a central priority for our Social Workers. That's why we're redefining the Social Worker experience, offering a rewarding career that includes an annual salary that matches TEP’s high expectations. • Compensation: Social Work Fellows earn an annual salary of between $75K and $85K, • Redefined Work-Year: 3 extended rest breaks and 3 professional development institutes focused on learning and collaboration with the teaching and social work team, • Unmatched Social Work Talent: Be surrounded by a collaborative community of experienced, passionate Social Workers and Educators who care about educational equity, • Time Off: Approximately 10 weeks of vacation per year (all school vacations), • Employee Wellness: We value your well-being through our Staff Food Program, Staff Retreats, and Wellness Programming, • Healthcare: World-class medical, dental, vision, Short-Term Disability (STD), Long-Term Disability (LTD), and Life Insurance policies, • Family Focus: Parental leave and dependent care account so you can care for your loved ones, • 403b Retirement Plan: We care about your ability to save for your future, • Learning & Development: A culture that provides and encourages professional growth and development, including professional development and tuition/continuous learning reimbursements Note that as this role requires a strong on-site presence, TEP's Social Work Fellow is a fully in-person position at one of TEP's campuses in the Washington Heights/Inwood community of NYC. Application Process Qualifications TEP is designed and structured around the belief that great staff members are the key to achieving educational success for students. As such, we require Social Work applicants to demonstrate their qualifications throughout the application and hiring process. The requirements for each Social Work Fellow applicant include: • Resume: Potential candidates must submit an up-to-date resume, • Cover Letter: Potential candidates must submit a well-written cover letter that highlights their specific interest in joining the TEP community TEP is currently reviewing applications on a rolling basis. If you submit both a cover letter and resume, you will receive a response from us as to whether or not you will be invited to the next stage of the process for the Social Work Fellow role.

Partnership with Children works with public schools in New York City’s highest-need communities to provide critical social and emotional services for the hardest-to-reach youth and to systematically support schools that are safe, successful and conducive to learning. This position oversees teams of staff several community schools. We view community schools as an essential strategy to fulfill our mission of working toward a more just and equitable society by helping vulnerable young people strengthen their emotional, social and cognitive skills to succeed in school, society and life. Our model of community schools is unique in that we pair Masters-level clinical Social Workers with Community School Directors to work side by side in schools. This ensures that our community schools provide individual student and parent social-emotional supports facilitated by the Social Workers, as well as the coordination of resources, academic and enrichment supports, and community development activities facilitated by our Community School Directors. The ideal candidate is a skilled leader and manager, is passionate about social justice, and committed to empowering students, families, schools and communities Responsibilities: • Conduct weekly structured administrative supervision of direct reports (Social Work Directors who are LCSW/LMSWs and Community School Directors), • Develop staff’s management and leadership skills including conflict resolution, negotiation, building and maintaining effective collaborations, and using data to inform programmatic decisions, • Serve as a guide during crisis situations with children and youth, • Model development and maintenance of key collaborative relationships including school principal, school staff and various NYC Public School staff engaged at the school and District Levels, • Ensure the Partnership with Children program is implemented with fidelity to the model, • Develop staff’s ability to integrate into and engage with school culture through fostering positive relationships with school community, • Lead the development of annual work plans and strategic goals, ensuring alignment with budgetary parameters., • Monitor progress against established milestones, proactively negotiate adjustments with key stakeholders, and maintain fiscal accountability throughout, • Ensure administrative records and data collection are timely and high quality, • Use data to monitor and improve program quality and make programmatic decisions, • Be an active participant in Diversity, Equity, Inclusion (DEI) initiatives, and utilize your knowledge and learning in your work Qualifications: • Demonstrated understanding of high-need communities and public schools as well as social service, education and behavioral health issues that impact students and their families, • Commitment to demonstrating PWC’s organizational values of: Collaboration, Continuous Learning, Going to Solution, Equity & Inclusion, and Passion, • Licensed as LCSW in New York State with SIFI certification, • At least 8 years of post-master’s degree experience as a social worker, • At least 4 years’ experience as supervisor or manager, preferably of social workers, • Strong knowledge of school as setting for social work practice, experience working with school staff and families, • Understanding of Community School Strategy in NYC Public Schools, preferred, • Exceptional managerial, supervisory and staff development skills, • Understanding of change management as it relates to organizations and schools; ability to support staff in being change agents, • Superior engagement, communication and presentation skills with stakeholders including principals and parents, • Ability to help schools develop interdisciplinary teams and systems and procedures, • Ability to form and maintain strong collaborative partnerships with colleagues, principals and other strategic stakeholders, • Ability to thrive in a high autonomy/high accountability environment, • Ability to adapt; encourage openness, flexibility and creativity in meeting programmatic and regulatory needs, • Outstanding collaborator and consensus builder, • Flexible, multi-tasker who can handle multiple priorities, • Comfort working with elementary, middle and high schools, • Strong commitment to personal and professional development Hours: • Full-time, some weeknight and Saturday hours, • Year-round position Salary and Benefits: $88k to $95k annually, commensurate with experience. All full-time employees receive an excellent benefits package including health, dental, and vision insurance, a 401k retirement plan with employer match, life insurance, Flexible spending Account/FSA, Commuter benefits, and twenty four days paid annual leave per year, plus four Summer Fridays and 12 other paid holidays. Partnership with Children welcomes diversity in all its forms and believes that its mission can only be achieved when diversity is leveraged across all areas, including race, gender, gender expression, age, nationality and life experience. PWC acknowledges the permanency of racism within organizations, industries, and communities. As an anti-racist organization PWC is committed to effectively working against systems that perpetuate racism and disproportionate opportunities for people based on skin color. PWC recognizes diversity as a strength and believes that one’s lived experiences add to the value of the organization. Therefore, we strongly encourage candidates from all backgrounds to apply.

The Teen Health Educator is responsible for delivering engaging, age-appropriate health education to adolescents in schools, community centers, and other youth-serving environments. This role focuses on promoting physical, emotional, and social well-being among teens through interactive workshops, peer education, and outreach initiatives. Works collaboratively with youth, families, educators, and community partners to address topics such as mental health, nutrition, substance use prevention, sexual health, healthy relationships, and self-care. Essential Functions • Facilitate educational presentations utilizing evidence-based curricula: TOP (in middle schools), PREP (in high schools), and Teen Speak (in CBOs or virtual platforms) throughout northern NJ, • Coordinate Community Service Learning (CSL) opportunities to cohorts (TOP and PREP), • Maintain professional relationships with partner schools and organizations within target area, • Administer, gather, and track data for the project implementation and evaluation through the following forms: Parent Consent Forms and pre and post survey tools, TOP Club attendance tracking tools in the web-based Wyman Connect system, etc., • Conduct necessary marketing and outreach for cohort recruitment, • Promote the teen health programs at health fairs, meetings and events throughout the year, • Attend all required TA/trainings, meetings, conference calls, webinars and activities, • Handles other duties as required. Requirements • Bachelor's degree with a concentration in public health, health sciences, or related field required, • CHES preferred, • Experience facilitating group presentations/workshops with community populations required, • Bilingual fluency in English and Spanish preferred, • Demonstrated understanding of public health issues is required, focus in protective factors, trauma-informed care, and positive youth development preferred, • Experience working with teen populations preferred, • Excellent verbal, written and interpersonal communication skills, • Proficient with Microsoft Office Suite DEIB Drivers for Success: PMCH aims to foster a workplace culture that prioritizes diversity, equity, inclusion, and belonging. Our collective vision is to create an antiracist organization through: • Encouraging bidirectional and transparent communication, • Promoting a culture of belonging, • Practicing cross-program collaboration and engagement, • Engaging in continuous learning/enrichment, • Embracing inclusive representation and practices All employees must comply with PMCH's Immunization policy.

The Opportunity: We are seeking an inspiring and results-driven Spa & Boutique Manager to lead the ongoing success of our Soho, New York, location. This unique opportunity is ideal for a proven leader with experience building high-performing teams, driving sales, and delivering exceptional luxury client experiences. Overseeing both the spa and boutique, you will be responsible for business performance, operational excellence, team development, and client engagement. The ideal candidate is entrepreneurial, commercially minded, and passionate about luxury skincare, wellness, and hospitality, with the ability to cultivate meaningful client relationships, elevate service standards, and inspire a culture of excellence. What You'll Get to Do: Drive Business Performance & Commercial Success • Own and lead the boutique's commercial performance, consistently achieving or exceeding sales goals, service targets, and key business metrics, • Analyze performance data including traffic, conversion, treatment bookings, retail sales, and client retention to identify opportunities and drive results, • Develop and execute local business-driving strategies that increase brand awareness, client acquisition, and spa utilization, • Leverage clienteling tools and best practices to cultivate long-term client relationships, increase loyalty, and drive repeat business Elevate the Luxury Client Experience • Deliver an exceptional, highly personalized client journey that reflects the standards and values of the Dr. Barbara Sturm brand, • Ensure every client interaction is thoughtful, elevated, and service-focused across both the spa and retail environments, • Resolve client concerns with professionalism, discretion, and a solutions-oriented approach, • Champion a hospitality-driven culture that consistently exceeds client expectations Lead and Develop a High-Performing Team • Recruit, onboard, coach, and develop a best-in-class retail and spa team, • Foster a culture of accountability, collaboration, continuous learning, and service excellence, • Conduct ongoing performance conversations, development planning, and monthly coaching sessions, • Ensure the team maintains expert product knowledge, treatment expertise, and a strong understanding of brand standards, • Inspire and motivate employees to achieve both individual and team performance goals Oversee Spa & Boutique Operations • Lead all day-to-day boutique and spa operations, ensuring seamless execution across all client touchpoints, • Oversee treatment scheduling, therapist management, room readiness, service quality, and overall spa efficiency, • Maintain operational excellence across opening and closing procedures, inventory management, housekeeping, and health and safety standards, • Ensure accurate stock control, inventory replenishment, and shrink prevention practices, • Manage POS systems, vendor relationships, facility maintenance, and back-of-house operations, • Ensure compliance with all company policies, operational procedures, and regulatory requirements Serve as a Brand Ambassador • Maintain exceptional visual merchandising standards and ensure the boutique consistently reflects the luxury aesthetic of the brand, • Represent Dr. Barbara Sturm at client events, VIP experiences, media activations, and industry functions, • Partner closely with marketing teams to support local events, influencer engagement opportunities, and community partnerships that drive awareness and traffic We'd Love to Meet You If You Have: • 5+ years of leadership experience within luxury retail, spa, beauty, or hospitality environments, • A proven history of leading high-performing teams and delivering strong commercial results, • Deep knowledge of luxury skincare, wellness, and spa services, with a passion for client experience, • Strong business acumen with experience managing sales performance, staffing, inventory, and operational excellence, • Exceptional leadership, communication, and relationship-building skills, • High emotional intelligence with the ability to coach, motivate, and develop diverse teams, • Strong organizational skills with the ability to prioritize and thrive in a dynamic environment, • Experience interpreting KPIs, forecasting trends, and translating insights into action plans, • Proficiency with modern retail, POS, booking, and inventory management systems, • Flexibility to work evenings, weekends, holidays, and peak business periods as needed Compensation: The expected base salary for this position ranges from $90,000.00-$105,000.00. Various factors are considered when extending offers, such as relevant skillset, training, years of experience related to the current job description, education, and our organizational structure. In addition to the base salary, PUIG offers a competitive benefits package that includes health and dental insurance, life insurance, disability insurance, 401K, paid holidays, a generous paid time-off policy, hybrid work environment, and career opportunities within a dynamic team. EEOC: Puig is an equal opportunity employer, and all qualified applicants will receive consideration for employment without regard to race, color, religion, gender, gender identity, sexual orientation, national origin, ethnicity, age, disability, marital status, veteran status, or any other characteristic protected by law. Diversity, Equity, and Inclusion Commitment: At Puig, we are continually looking for enthusiastic and committed individuals from a broad range of backgrounds and experiences to join our team. We believe that creating an inclusive environment in which you feel welcomed, valued, engaged, and empowered strengthens our business and fosters a culture where we are inspired to work hard, challenge ourselves, and be innovative in our thinking. Additionally, we believe that the diversity of our employees makes us a stronger company and better able to serve our customers around the world. About Puig: Puig creates unique and highly desirable beauty and fashion brands that empower people to reinforce their self-esteem and find their own expression in a family-owned company that aims to leave a better world for the next generation. Our brand portfolio is structured in three divisions: Beauty and Fashion, with the owned brands Carolina Herrera, Nina Ricci, Paco Rabanne, Jean Paul Gaultier, Dries Van Noten, Penhaligon’s, Byredo, Dr. Barbara Sturm, and L’Artisan Parfumeur; the licenses of Christian Louboutin and Comme des Garçons perfumes; and Lifestyle fragrances, among them Adolfo Dominguez, Antonio Banderas, Shakira, and Benetton. The Charlotte Tilbury division, which includes the luxury makeup brand and the Derma division, with the Apivita, Uriage and Isdin brands. We sell products in 150 countries and operate 26 subsidiaries. At Puig we honor the values and principles put in place by three generations of family leadership. Today we continue to build on that legacy, through conscious commitments in our ESG agenda (environmental, social, and governance) aligned with the UN Sustainable Development Goals.

Job Description: Job Title International Mobility Specialist Corporate Title Assistant Vice President Location New York, NY Overview As an International Mobility Specialist, you will help deliver seamless cross-border experience for employees while supporting the Bank’s international assignment and business traveler frameworks. You will interpret mobility policies, manage vendor relationships, and coordinate practical, compliant solutions across the Americas. You will serve as a trusted advisor and escalation point for cross-border HR matters across the United States and the wider Americas region. Working closely with HR Business Partners, Business Advisors, Recruiters, and external service providers, you will help stakeholders navigate complex mobility requirements. Reporting to the US International Mobility Manager, you will support long- and short-term assignments, permanent transfers, international new hires, and international business travelers. What We Offer You • A diverse and inclusive environment that values collaboration, innovation, and different perspectives, • A hybrid working model offering flexibility between office and home, together with generous vacation, personal, and volunteer days, • Employee Resource Groups that build community, encourage engagement, and support an inclusive workplace, • Competitive compensation and benefits, including health and wellbeing programs, retirement savings plans, parental leave, and family-building support, • Learning resources, matching-gift programs, and opportunities to volunteer What You’ll Do • Advise HR colleagues, managers, and other stakeholders on Deutsche Bank’s relocation framework and business traveler policies, translating requirements into clear, practical guidance, • Develop practical solutions that mitigate immigration, tax, payroll, social security, and employment-related risks while supporting a positive employee experience, • Support the Annual Compensation processes relating to DBs Globally Mobile Population, partnering with HR stakeholders, • Partner with DB’s Global Tax Vendor to manage International Business Traveller Population, • Continuously Improve Processes and Guidelines to deliver greater value to Stakeholders Skills You’ll Need • Bachelor’s degree or equivalent professional experience, together with relevant experience in one or more of the following areas: international mobility, international HR, payroll, or tax, • Experience working in a multinational environment and navigating complex, matrixed organizations, • Strong analytical and problem-solving skills, with the ability to assess complex issues, provide practical guidance, and escalate appropriately, • Proficiency in Microsoft Office and advanced proficiency in Excel, • Experience using AI-enabled productivity tools, such as Microsoft Copilot or comparable platforms, to support research, analysis, communication, or process efficiency Skills That Will Help You Excel • Excellent written and verbal communication skills, • A highly organized, self-motivated, and detail-oriented approach, • The ability to work independently, manage competing priorities, and build trusted partnerships across a broad stakeholder network, • Ability to work with ambiguous information, • A continuous-improvement and agile mindset Expectations Employees hired in this role are expected to work from the New York City office in accordance with the Bank’s hybrid working model. Deutsche Bank provides reasonable accommodation to candidates and employees with a substantiated need based on disability and/or religion. The salary range for this position in New York is $85,000 to $129,500. Actual salary will depend on factors including the candidate’s skills, experience, education, work location, and other qualifications. The posted range does not include incentive compensation or other forms of remuneration. Deutsche Bank Benefits At Deutsche Bank, our benefits and wellbeing programs are designed to support colleagues at every stage of life. Eligible employees have access to physical, emotional, and financial wellbeing resources that help them build financial security and balance work with life outside the office. Learn more about our benefits and culture through the official Deutsche Bank careers website. Learn more about your life at Deutsche Bank through the eyes of our current employees: _ The California Consumer Privacy Act outlines how companies can use personal information. If you are interested in receiving a copy of Deutsche Bank’s California Privacy Notice please email HR.Direct@DB.com. #LI-HYBRID We strive for a _ in which we are empowered to excel together every day. This includes acting responsibly, thinking commercially, taking initiative and working collaboratively. Together we share and celebrate the successes of our people. Together we are Deutsche Bank Group. We welcome applications from all people and promote a positive, fair and inclusive work environment. Qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, protected veteran status or other characteristics protected by law. Click these links to view and the following notices: ; ; and .

Carney, Sandoe & Associates, an education recruitment firm, is currently seeking a Lower School Spanish Teacher for an immediate start at an independent school in Hoboken, New Jersey. About CS&A: Our free job placement service connects educators with independent and private schools that align with their specific needs and qualifications. By getting to know each candidate personally, we match them with the right opportunities—saving time and ensuring the best match. Our mission is to help educators find roles where they can truly thrive. We have positions nationwide and internationally. Lower School Spanish Teacher Responsibilities: • Teach several Spanish courses for students in grades Pre-K3 through Grade 4., • Design and implement Spanish curriculum for lower school students., • Conduct research on teaching methods, materials, and language games that can be used in class., • Cultivate an immersive classroom environment that supports authentic language acquisition, • Monitor student's progress by writing up reports and grading assessments., • Organize feedback sessions with students and their parents if applicable., • Identify students needing additional support and coordinate intervention sessions to improve academic performance., • Participate in regular professional development activities to stay current with best practices and innovation in language education. Lower School Spanish Teacher Requirements: • Bachelor’s degree in Spanish, Education, or related required. Master's degree preferred., • Fluency in Spanish required., • At least 3 years of previous lower school teaching experience., • No teaching license or credential is required., • Strong interpersonal as well as written and verbal communication skills., • Well-organized and able to handle multiple responsibilities., • Detail-oriented and resilient. Additional Desired Qualities: • A desire to be involved in extra-curricular activities as well as the broader school community., • Willingness to work with lower school students., • Experience using Responsive Classroom, a school-wide Social Emotional Learning approach, or similar., • Experience with International Baccalaureate (IB) preferred. Potential Benefits: Compensation and benefit packages are competitive but will differ by school and will typically depend on geographic location, your experience, and your level of degree. 💵 Competitive pay 🧠 Professional Development Opportunities ✏️ Classroom Resources 🏥 Medical, dental and vision insurance 😃 401(k) plan – Employer match ⛱️ Paid holidays, vacation and personal time 🏠 Housing (boarding schools only) Carney Sandoe does not discriminate on the basis of physical handicap, sex, race, creed, color, sexual orientation, gender identity, or national or ethnic origin in administration of its services, consulting, events, professional development, or other programs.

Associate Dean for Academic Advising and Career Planning New York Law School (NYLS), located in the heart of Tribeca, seeks a highly motivated Associate Dean for Academic Advising and Career Planning to serve on the Law School’s senior leadership team. The Associate Dean will lead a coordinated group of student advisors and support staff who provide expert counselling and guidance to students across a broad range of areas, starting from the time a student is admitted through graduation and beyond, including bar exam and post-graduation career support. The Associate Dean is responsible for providing overall leadership and oversight for matters related to the Office of Academic Planning and Career Development, including innovation, technology, fiscal management, and team development. Principal Duties and Responsibilities: Academic Advising and Planning • Lead a team of advisors in providing students with expert advice concerning curriculum offerings starting from day one through graduation, including required core courses and the selection and sequencing of required and elective courses, in support of their interests and career objectives, and in a way that ensures academic success., • Exercise compassionate and strategic leadership to ensure that the team of advisors is equipped with the most up-to-date institutional and industry knowledge and awareness to provide guidance and direction on all student engagements and activities, including, but not limited to: · Center affiliation, internship, and externship opportunities, and placements based on academic performance · Participation in social and co-curricular student organizations • Work with the Offices of Student Life, Academic Affairs, and others to provide proper internal support and referrals for external assistance for students exhibiting the presence of impediment(s) to success because of social, medical, and emotional challenges., • Coordinate with the Office of Academic Affairs, the Office of Academic and Bar Support, the Registrar’s Office, and the Office of Student Life concerning the development, implementation, and enforcement of various policies and procedures, including the Student Handbook and Faculty Rules. Career Advising and Planning • Lead a team of advisors in providing meaningful knowledge and counsel to students on a variety of career options across employer types, practice areas, and industries, including JD Advantage jobs and jobs that require bar passage., • Work with the Associate Directors and Senior Fellows of NYLS’s academic centers and institutes to further enhance student career advising and planning., • Develop and oversee the maintenance of systems to monitor the student internship and post-graduate job search process, including initial engagement, placements, and outcomes. In addition, work with vendors to ensure staff training on related technologies used for student data collection., • Develop resources for students related to their preparation of job application materials, including résumés, cover letters, and writing samples, as well as preparation for job interviews. Work with a team of advisors to develop and maintain an effective system to monitor individual student progress., • Oversee a professional development program including the instruction provided in the 1L course ‘Foundations for the Pursuit of Professionalism’., • Engage in strategic planning regarding student communications/facilitating student access to relevant resources and other materials. Employer Relations • Build and expand employer relationships, including with alumni, to develop placement and related professional development opportunities., • Supervise an employer relations team to develop a coordinated recruitment program and provide a range of employment opportunities for students and graduates to meet placement targets., • Collect and evaluate feedback regarding the needs of current and prospective employers and monitor market trends for the purpose of guiding students toward the most appropriate curriculum, activities, and job search strategies., • Develop long-term strategies to address developments and market shifts to continue building an employer base with meaningful opportunities desired by students., • Work with alumni members of the judiciary and advisors to enhance New York Law School’s presence in clerkships. Administrative Oversight • Oversee day-to-day administrative functions of the Office, including budget and relevant policies and procedures for department operations., • Lead and manage a staff of 10 to achieve and deliver effective and responsive programs., • Prepare and analyze survey instruments, prepare statistical reports, and develop methods of assessment for programs and services., • Oversee data collection and reporting of employment data internally and externally., • Provide oversight of and leadership for the Law School’s summer funding program in collaboration with other relevant departments., • Develop staff training and professional development programs to maximize the impact counselors have on students., • Coordinate with other departments and the academic centers, institutes, and programs to enhance career opportunities for students., • Represent the Law School in local and national legal employment organizations. Requirements: • J.D. degree preferred., • Exemplary interpersonal and communication skills working with students, faculty, trustees, staff, alumni, and the Law School community., • Demonstrated leadership and experience in operational and strategic planning, developing initiatives, budgetary management, professional development, and career planning., • 10 or more years of experience in a leadership role at a law school, especially with some connection to career planning/academic services., • Experience in developing various employment programs and presentations, and in building community relationships to further enhance career opportunities for students and alumni., • Demonstrated ability to work independently and collaboratively, solve problems, and exercise good judgment and discretion. Compensation: This position offers an annual salary range of $190,000 to $210,000. Compensation includes a competitive benefits package. To Apply: Please send a résumé and cover letter, including salary requirements, to Kitty Montanez, Associate Director of Human Resources, at jobs@nyls.edu. About New York Law School Founded in 1891, New York Law School (NYLS) is an independent law school located in Tribeca, the heart of New York City’s legal, government, financial, and emerging tech centers. Known as “New York’s law school,” NYLS embraces the city as its classroom by complementing a rigorous legal education with an innovative and diverse set of “uniquely New York” experiential learning opportunities. Since opening its doors, NYLS has produced graduates who have gone on to hold high elected and appointed offices in the city, lead large and small firms, and gain broad recognition as captains of business and industry. Its renowned faculty of prolific scholars has built the School’s strength in key areas of the law, including business and financial services, intellectual property and privacy, and government and public interest law. NYLS has more than 20,000 graduates and currently enrolls around 1,100 students in its full-time and part-time J.D. programs. The School also offers an advanced-degree program in Tax Law. New York Law School is an Equal Opportunity Employer All qualified candidates will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, gender expression, national or ethnic origin, age, disability, veteran status, or any other characteristic protected by law.

About Broadway Housing Communities (BHC) Founded in 1983, Broadway Housing Communities (BHC) is a community-based nonprofit committed to addressing the challenges of poverty and homelessness among adults, children, and families in Upper Manhattan. BHC has developed five supportive housing buildings that provide permanent, affordable housing and holistic services for individuals and families living in deep poverty. Our work includes an award-winning early childhood center and opportunities for community engagement through the arts. BHC’s flagship project in the National Historic District of Sugar Hill features 124 units of affordable housing, an early childhood education center, and the Sugar Hill Children’s Museum of Art & Storytelling, along with other vital community facilities. Position Overview Broadway Housing Communities is seeking reliable, flexible, and nurturing Part-Time On-Call Substitute Teachers to provide classroom coverage on an as-needed basis in our preschool program. Our school follows an art-based, Reggio Emilia-inspired curriculum that encourages creativity, exploration, and meaningful learning experiences. The Part-Time On-Call Substitute Teacher is responsible for maintaining a safe, engaging, and supportive learning environment while implementing classroom routines and lesson plans in the absence of the regular teacher. This position may work with children ages 2–5 years old and collaborate with teaching teams to ensure continuity of care and instruction. The Substitute Teacher is expected to follow all BHC policies and procedures, Head Start Performance Standards, NYC Department of Education regulations, Article 47, and other applicable licensing requirements while fostering positive relationships with children, families, and staff. Key Responsibilities • Provide classroom coverage for teachers and assistant teachers as assigned., • Maintain a safe, nurturing, and inclusive classroom environment., • Implement lesson plans and daily routines prepared by the classroom teaching team., • Supervise children during classroom activities, meals, playground time, and transitions., • Support children’s social-emotional, cognitive, language, and physical development through developmentally appropriate interactions., • Assist children with personal care routines, including handwashing, toileting, dressing, and meal support as needed., • Promote positive behavior using respectful and responsive classroom management strategies., • Communicate effectively with classroom staff and administration regarding classroom needs and any concerns., • Ensure the classroom remains clean, organized, and safe throughout the day., • Follow all health, safety, sanitation, and emergency procedures., • Complete required documentation when requested., • Participate in staff meetings and professional development opportunities, as required., • Work alongside the Assistant Teacher to maintain the classroom environment. Qualifications & Skills • High school diploma or equivalent required; Associate’s or Bachelor’s degree in Early Childhood Education or a related field preferred., • Previous experience working with young children in an early childhood setting preferred., • Knowledge of child development and developmentally appropriate practices., • Ability to adapt quickly to different classrooms and teaching teams., • Excellent communication and interpersonal skills., • Dependable, flexible, and punctual., • Ability to maintain confidentiality and professionalism., • CPR and First Aid Certification preferred., • NYC Food Handler’s Certification preferred. Schedule • Part-time, on-call position., • Hours are based on program needs and staff absences., • Availability Monday through Friday during preschool operating hours is preferred. Application To apply for this position, please email your resume and cover letter with salary requirements to jtrujillo@broadwayhousing.org. Please indicate your last name and “Part-Time On-Call Substitute Teacher” in the subject line. Applications will be reviewed until the position is filled. No phone calls, please. We will contact candidates whose qualifications best meet the needs of the position. The pay for this part-time, non-exempt role is $22.00- $25.00 per hour. BHC and the Sugar Hill Children’s Museum of Art & Storytelling are Equal Opportunity Employers.

Job Description JOIN OUR NETWORK OF REGIONAL RECESS COACHES Join us at Kids in the Game to help us change the way kids play! Be part of a team dedicated to providing enriching recess experiences for children, fostering their growth, and promoting a love for physical activity and learning. If you have experience leading games for large groups of kids, want to become a PE teacher or stronger coach, or already have an educational background in physical education and sports management, this role is for you! WHO WE ARE Kids in the Game sport and enrichment-based programs can be found in schools and communities across New York City, serving thousands of children every year. Our goal is to provide positive experiences and opportunities through sports and creative play. We inspire kids to embrace new experiences, adopt a healthy lifestyle, and build integrity. Our work is focused on achieving four ultimate impacts: • Enhancing emotional intelligence, • Creating a positive sense of self, • Developing NYC into the nation’s top talent hub Integrating our communities, • Narrowing the income inequality gaps Kids in the Game is a Certified B Corporation and we’re committed to doing business for good. We are striving every day to have a positive impact on the lives of our youth, and we believe that it all starts with being the best part of their day. WHAT WE ARE LOOKING FOR We are actively seeking coaches, college students, and youth development specialists to join our dynamic team of recess coaches from November 2026 through June 2027. As a valued member of Kids in the Game, you will be able to help us follow and model our 5 organizational core values through action: • Positivity: Create an energetic and uplifting environment where kids feel excited to participate., • Empathy: Show understanding and support for each child’s unique needs and emotions., • Commitment: Be dependable and deliver consistent, high-quality programming., • Ambition: Strive to continuously improve as a coach and inspire youth to set and achieve personal goals., • Inclusivity: Ensure every child, regardless of ability or background, feels welcomed and valued WHAT WE ARE LOOKING FOR Our regional subs would be responsible for working 3-5 days per week, preferably between 9:00am-2pm. They would be assigned to “home base” locations for a recess site in the morning within their designated region. • We are actively recruiting coaches who can commute to multiple Brooklyn neighborhoods., • If there is a coach absent at another program, the Regional Sub will be reassigned to cover their recess programs within their region (Brooklyn)., • Regional subs would be working closely with our Program Management Team and Scheduling Manager to ensure available shifts are covered, and the on-site expectations at each location are met for the program type., • Regional Subs would implement a series of age-appropriate group games and activities across programs for children and young adults from Pre-K to middle school., • Typically, our coaches work anywhere from 2-5 days and 10-20 hours per week (depending on availability and skill set) at a competitive hourly rate. Position Responsibilities: • Commit to a weekly schedule of recess at assigned schools located in Brooklyn., • Ability to receive day-of communications by text and /or phone call to cover immediate subbing needs and shift coverages, • Recess coaches can expect advance notice of 1-3 hours for schedule changes between the hours of 7:30am-9:00am., • Advance notice is always preferable, but when call-outs happen, we will need Regional Subs to be flexible and commit to these immediate schedule changes., • Demonstrate strong organizational and communication skills to respond quickly to our scheduling team and stay flexible with scheduling changes., • Travel within two boroughs each day to support different programs and lead sports / fitness activities. Programming & Facilitation • Organize and lead structured games, sports, and active play opportunities during recess periods., • Recess Style games: switch, four corners, fireball, wizardball, soccer, basketball, etc, • Work effectively with your co-coach(es) on a daily basis to run recess periods of 20-25 minutes for groups of 40-80 children in collaboration with school aides who are present during recess periods, • You should expect to see 4-6 recess groups per day broken down into age levels, • Encourage participation in structured game play areas with different game stations available, promoting physical activity for all students., • Coaches must be able to set up and lead games in various stations., • Adapt games and sports to meet varying age groups and skill levels, plus in different spaces and weather conditions., • Coaches will be expected to be outside for recess during the fall and winter, even with cold weather. Kids in the Game provides recess jackets for those seasons, • Schools will make a call for when recess goes from outside to inside due to weather, • Coaches must be able to adapt to indoor recess schedules quickly and effectively. You will be expected to partner with school aides and teachers more during this time., • Promote teamwork, sportsmanship, and fair play in all activities. Engagement & Relationship Building • Build positive relationships with students, serving as a supportive and encouraging role model., • Foster an inclusive environment where all students feel welcome, safe, and valued., • Use positive reinforcement and proactive behavior management strategies to support social-emotional growth., • Use positive language at all times when engaging with the students. Safety & Supervision • Actively supervise students during all recess periods to ensure safety and positive interactions., • Monitor and address conflicts appropriately, promoting problem-solving and respectful communication among students., • Maintain safe play spaces by inspecting equipment and play areas regularly., • Maintain awareness of emergency procedures and act quickly when needed. Collaboration & Communication • Work closely with school staff to align recess programming with the school’s culture and behavioral expectations plus aligning with Kids in the Game standards., • Communicate any student concerns, incidents, or equipment needs to site leadership., • Attend required trainings, team meetings, and performance check-ins. Professionalism & Representation • Arrive prepared, on time, and ready to actively engage with youth., • Lateness and absences will be tracked through our call out policy, • Excessive tardiness and absences could result in reduced schedules or more, • Be prepared in proper uniform for every day of program., • Company shirt or sweater (log visible at all times), • Sneakers / Close-Toed walking shoes, • No Crocs or sandals, • Athletic shorts or sweatpants, • Uphold the organization’s mission and values both in and out of the program., • Demonstrate integrity, reliability, and a strong work ethic. Compensation: This is a part-time, hourly position. We offer competitive hourly rates in the range of $23-$25 / hour for Regional Substitute Coaches based on prior experience as a general coach, teacher, youth development specialist, or activity specialist. Requirements WHAT WE ARE GOING TO LOVE ABOUT YOU Our ideal coach would meet some or all of the following qualifications: • Experience coaching or teaching groups of elementary and/or middle school children., • Possess at least two years of prior coaching or teaching experience in summer camps, recess, PE, or after school., • Possess strong interpersonal skills to relate to younger children, work with different age groups, and partner with school staff to support children’s physical and emotional needs., • Be available to work Monday - Friday during recess hours (10am-2pm) to teach lessons and facilitate group games with a variety of students., • Able to reliably commute to multiple locations across Brooklyn and be flexible with schedule changes., • Up-to-date physical and tuberculosis test documentation will be required before starting., • You must pass Federal and NY State background checks and be willing to complete Department of Education fingerprinting prior to starting., • CPR, First Aid, and AED certifications are a plus. Physical Requirements & Active Coaching Expectations At Kids in the Game, our coaches are active, engaged, and present with kids—on the playground, in the gym, and out in the community. The physical requirements below reflect the essential functions of our coaching roles and the dynamic environments in which our programs take place. We are committed to providing reasonable accommodations to support individuals with disabilities in performing these essential functions. Physical activity levels may vary by coaching placement (recess, PE, after school, or summer camp), but all roles involve active supervision, movement, and hands-on engagement with children. Active supervision & physical requirements include: • Ability to stand and walk for extended periods of time, including during outdoor activities, playground supervision, gym classes, or park-based programming., • Ability to walk to and from nearby program locations or parks, sometimes several blocks, while supervising children., • Ability to bend, kneel, crouch, and reach to engage with children at their level, assist with activities, or provide support as needed., • Ability to climb stairs in school buildings or community facilities., • Ability to lift and carry up to 25–40 pounds, including sports equipment, activity supplies, or personal belongings (weight may vary by role)., • Ability to participate in active games and movement-based activities, including running, jumping, throwing, and demonstrating basic sports skills., • Ability to work outdoors in varying weather conditions, including heat, cold, or light rain, depending on program needs., • Ability to maintain visual and auditory awareness to supervise children effectively and ensure safety in active environments. OUR COMMITMENT TO YOU At Kids in the Game, you can expect to be welcomed into an engaging and spirited environment that emphasizes the importance of teamwork, open communication, and collaboration. We are proud to foster an inclusive environment where our team members feel respected by and connected to one another. We value the unique experiences, perspectives, and passions of our employees, and we look forward to adding dynamic personalities to our team. Diversity, Equity, and Inclusion: We are committed to creating a diverse, equitable and inclusive work environment for all of our employees. We recruit employees from across the city, state, and country, from all cultural and socio-economic backgrounds. We have developed partnerships with organizations that allow us to target our hiring practices to include chronically discriminated against or low-income groups, and improve their access to high-quality employment opportunities.

Job DescriptionBenefits: • Company parties, • Competitive salary, • Free uniforms This is a part-time role as a Youth Development Specialist located in Brooklyn, NY. The Youth Development Specialist plays a critical role in supporting the academic, social, and emotional growth of youth participants in our R.E.A.L. Program. This role involves direct engagement through tutoring, group facilitation, mentoring and enrichment activities. Specialist help cultivate a safe, structured, and inspiring environment that aligns with R.E.A.L.'s commitment to holistic youth development. Key Responsibilities: • Provide individual and small group homework support and academic tutoring in core subjects., • Facilitate interactive group activities focused on leadership, teamwork and personal development., • Serve as a positive mentor, role model, and advocate for youth participants., • Collaborate with program staff, inclusive, and respectful learning environment., • Monitor and maintain, inclusive, and respectful learning environment., • Support data, collection and reporting on student progress and program outcome.R.E.A.L. offers a supportive team environment, professional development opportunities, and the chance to make a meaningful impact in the lives of youth. This is an opportunity to be part of a mission-driven organization where your work creates R.E.A.L. change.

Job DescriptionABOUT US: Flatbush Development Corporation is a dynamic and community-focused organization dedicated to providing high-quality afterschool programs for youth in Brooklyn. Our commitment to youth development and enrichment is at the core of everything we do, and we are proud to be a partner of the New York City Department of Youth and Community Development (DYCD), Department of Health (DOH) and The Office of Children Services (OCFS). ORGANIZATIONAL ROLE: • Supervisor: Program Director, • Max Hours: 15 per week, • Compensation: $20 – $25 per hourPOSITION SUMMARY: The Activity Specialist is responsible for designing, implementing, and facilitating engaging, age-appropriate activities for students in grades K–8 within a school-based afterschool program. This role emphasizes participant supervision, youth development, and professional growth while ensuring alignment with DYCD, DOH, and DOE guidelines. The Activity Specialist fosters creativity, academic growth, and social-emotional development through structured lessons, interactive experiences, and culminating projects or performances that showcase participant achievement. PARTICIPANT SUPERVISION: • Maintain a safe, supportive, and inclusive environment for all participants., • Ensure adherence to program safety protocols, including health, wellness, and behavior management standards., • Supervise participants during activities, transitions, and program breaks, addressing behavioral issues with consistency and positive guidance.ACTIVITY FACILITATION:, • Design and deliver structured, hands-on activities that align with program goals and curriculum frameworks., • Facilitate Arts, STEM, Literacy, Recreation, and Enrichment Activities that promote engagement, creativity, and critical thinking., • Plan activities that culminate in projects, showcases, or performances to celebrate student achievement., • Adapt activities to meet the diverse needs of learners, including multilingual students and those with varying developmental levels.YOUTH DEVELOPMENT:, • Support the social-emotional growth of participants by modeling positive behaviors, promoting teamwork, and encouraging problem-solving., • Apply trauma-informed practices and culturally responsive strategies to engage students effectively., • Foster resilience, self-confidence, and leadership skills in youth., • Collaborate with program staff to identify and address individual student needs.PROFESSIONAL DEVELOPMENT:, • Participate in mandatory staff trainings, workshops, and professional development sessions to enhance skills and knowledge., • Engage in reflective supervision, coaching, and scenario-based learning to improve program delivery and youth outcomes., • Maintain current knowledge of DYCD, DOH, DOE, and OCFS regulations and best practices in afterschool programming., • Contribute ideas for program improvement and support a culture of continuous learning among staff.QUALIFICATIONS:, • Associate degree in Education, Youth Development, Child Development, or a related field (preferred) or equivalent experience working with school-age youth., • Experience designing and facilitating structured activities for children in K–8 in one or more specialty areas: Art, Dance, Music Production, Reading, Math, or STEM, Chess, Robotics/Coding, • Knowledge of youth development principles, social-emotional learning, and trauma-informed practice., • Strong communication, organizational, and classroom management skills., • Ability to work collaboratively with diverse teams and maintain a positive, professional demeanor., • Required certifications: CPR/First Aid (or willingness to obtain), and compliance with OCFS/DYCD training requirements.Flatbush Development Corporation, Inc., provides equal employment opportunities (EEO) 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. Powered by JazzHR H4rZfcK5JI

Job Description Make an Impact. Grow Your Career. Love What You Do. Registered Behavior Technician (RBT) / Behavior Technician (BT) Full-Time - Center-Based - Salaried What You Will Get to Build Your Career at Hand Over Hand • $38K–$46K salary based on experience, location, & RBT certification, • Full-time, salaried position, • Hours: Monday-Friday 7:30am-4pm, • Additional perks for RBT-certified candidates, • BTs may be eligible for additional perks after earning RBT certification within your first 4 months, • RBT certification support, • Medical, dental & vision insurance, • 401(k) with company match, • Up to 22 paid days off in your first year (including sick PTO, Holidays), • Paid training & BCBA supervision, • BCBA Certification Prep Program, • Career growth & advancement opportunities, • Tuition discounts through college partnerships, • Work alongside experienced BCBAs & clinical leaders About Hand Over Hand LLC At Hand Over Hand, we believe every child deserves the opportunity to learn, grow, & thrive. We provide Applied Behavior Analysis (ABA) services that help children with autism and developmental disabilities build essential skills, independence, & confidence. Our culture is collaborative, supportive, & growth-focused. We invest in our clinicians because we know that when our team feels supported, the children & families we serve benefit too. Why This Role Matters As an RBT or BT, you’ll work directly with children in our center-based setting, helping them develop communication, social, behavioral, and daily living skills. You will work alongside BCBAs and a supportive clinical team to implement individualized treatment plans in an engaging, structured environment. See the impact of your work every day. From a child learning to communicate a need, successfully interacting with a peer, or gaining a new level of independence, you will be there to help make those moments happen. How You Will Make an Impact • Provide 1:1 and small-group ABA services in a center-based environment., • Implement individualized treatment plans under the direction of a BCBA using evidence-based strategies such as reinforcement, prompting, NET, & DTT., • Help children develop communication, social, emotional, behavioral, adaptive, & daily living skills while building independence and confidence., • Accurately collect and record data, document sessions, & communicate observations and progress to the clinical team., • Collaborate with BCBAs, clinical leadership, families, & team members to support consistent, high-quality care., • Follow clinical protocols and maintain a safe, positive, engaging, & supportive environment for every child., • Participate in supervision, team meetings, ongoing training, & professional development to strengthen your clinical skills., • Maintain confidentiality & uphold all ethical & professional standards. What You Bring & Who You Are • High school diploma or equivalent., • Previous experience working with children required., • Experience with autism/developmental disabilities preferred., • ABA, childcare, preschool, education, or behavioral health experience a plus., • Ability to pass required background checks and health screenings., • Ability to lift 40–50 lbs., • Compassionate, dependable, team-oriented, and open to feedback., • Comfortable in an active, center-based environment., • Commitment to professional standards and ongoing development. If You are an RBT • Active RBT certification through the BACB is required. If You are a BT (Not an RBT yet)…No Problem • RBT certification is required within the first four months of employment., • Hand Over Hand will provide support and guidance toward obtaining RBT certification. Why Hand Over Hand? At Hand Over Hand, we want you to see a future here…not just a job. You will receive competitive compensation, comprehensive benefits, hands-on training, clinical mentorship, & opportunities to grow while doing work that makes a real difference. Start your career. Grow your skills. Make a difference. Join Hand Over Hand and help children learn, grow, and thrive…one meaningful moment at a time! Hand Over Hand LLC is an EEO Employer. All qualified applicants will receive consideration for employment without regard to race, color, national origin, age, ancestry, sex, religious creed, disability, or any other category protected under applicable law.

Job Description THE ORGANIZATION The Center for Justice Innovation is a nonprofit organization dedicated to advancing community safety and racial justice. Since 1996, we’ve worked alongside communities, courts, and those most directly affected by the justice system to build stronger, healthier, and more equitable neighborhoods. With a team of over 900 staff and an annual budget of $130 million, the Center carries out its mission through three core strategies: • Operating Programs that pilot new ideas and address local challenges;, • Conducting original research to evaluate what works—and what doesn’t; and, • Providing expert assistance and policy guidance to reformers across the country and beyond. Backed by decades of on-the-ground experience and nationally recognized expertise, we bring innovative, practical, and lasting solutions to justice systems nationwide. Learn more about our work at www.innovatingjustice.org. THE OPPORTUNITY The Queens Community Justice Center (Justice Center) works to create a safer, more equitable Queens through community-driven safety initiatives, alternative justice strategies, violence prevention, economic development, community healing, and youth opportunity. The Queens Community Justice Center is seeking a Youth Coach for its QUEST (Queens Engagement Strategies for Teens) alternative-to-detention (ATD) program. Reporting to the Program Coordinator, the Youth Coach supports participants enrolled in the Alternative to Detention program and will develop and implement programming to support social emotional learning for all participants. The Youth Coach will be responsible for tracking school attendance, curfew compliance and court attendance of all youth enrolled in the program, provide programming for youth during after-school hours, and will work with stakeholders and staff to ensure effective delivery of services to participants and their families. Responsibilities include but are not limited to: • Work with a caseload of youth (age 12-17), which includes weekly case management, coaching, crisis response, coordination of care, and referral services;, • Develop individualized action plans and aftercare plans with participants;, • Develop, facilitate, implement, and coordinate daily after-school programming for all youth enrolled in the QUEST program;, • Facilitate psychoeducational group workshops as part of after-school programming;, • Collaborate with Family Court practitioners as part of ongoing case management duties;, • Identify program participants’ strengths and individual interests;, • Collaborate in all service planning for youth;, • Refer families to appropriate services and resources and respond with innovative solutions when challenges present;, • Conduct curfew monitoring calls;, • Obtain school attendance records;, • Provide educational support and advocacy for participants;, • Maintain records of identified participants’ contacts to produce regularly scheduled reports;, • Prepare court reports;, • Participate in field work to support youth, as needed;, • Represent QUEST ATD and support youth during scheduled court hearings as needed;, • Participate in other QCJC programming and events, including community and other partner meetings, as needed; and, • Additional relevant tasks, as needed. Qualifications:, • Bachelor’s degree in social services or related field or a High School diploma (or higher) and at least 3-4 years of experience in youth development work preferably within the juvenile justice system;, • Bilingual (English/Spanish) strongly preferred;, • Excellent written and verbal communication and computer skills required; and, • Candidate must be able to work in a multi-disciplinary setting and maintain strong relationships with youth, families, multiple agencies and organizations both onsite and in the community. Position Type: Full-Time 11:00 AM to 7:00 PM, some late evenings and weekends as needed. Position Location: Queens, NY. Compensation: The compensation range for this position is $28.57 - $30.31 per hour, annually equivalent to $52,000 - $55,169 based on a 35-hour work week and is commensurate with experience. Benefits: The Center for Justice Innovation offers an excellent benefits package including comprehensive healthcare with a national network, free basic dental coverage, vision insurance, short-term and long-term disability, life insurance, and flexible spending accounts including commuter FSA. We prioritize mental health care for our staff and offer services like Talkspace and Ginger through our healthcare plans. We offer a 403(b) retirement plan with a two-to-one employer contribution up to 5%. The Center for Justice Innovation is an equal opportunity employer committed to fostering an inclusive and diverse workplace. We do not discriminate based on race, color, religion, gender identity, gender expression, pregnancy, national origin, age, military service eligibility, veteran status, sexual orientation, marital status, disability, or any other category protected by law. We strongly encourage and welcome applications from women, people of color, members of the LGBTQ+ community, and individuals with prior contact with the criminal justice system. Our goal is to create a supportive and respectful environment where everyone, regardless of background or identity, feels valued and included. At this time, the Center is unable to sponsor or take over sponsorship of an employment visa. All applicants must be legally authorized to work in the United States at the time of application and throughout the duration of employment. Candidates are expected to provide accurate and truthful information throughout the hiring process. Any misrepresentation, falsification, or omission of material facts may result in disqualification from consideration, withdrawal of an offer, or termination of employment, regardless of when discovered. In compliance with federal law, all hires must verify their identity and eligibility to work in the United States and complete the required employment verification form upon hire. Please refer to the job posting for relevant contact information. If contact details are not provided, we kindly ask that you refrain from inquiries via phone or email, as only shortlisted candidates will be contacted. Powered by JazzHR VmwRVAc350

Job Description About Discovery Management Group Discovery Management Group leads one of the nation’s most purpose-driven and people-centered senior living organizations, managing and enhancing senior living communities across the United States. With a focus on operational excellence, lifestyle personalization, and culture-driven leadership, we proudly serve residents and families with more than 15,000 units nationwide and growing. As part of one of the largest senior living families in the U.S., our communities have earned Great Place to Work® certifications from 2022–2026. At Discovery Management Group, purpose guides our work, culture fuels our success, and growth defines our future. We continually aspire and invest in learning and development opportunities that support our team members’ professional growth, ensuring every team member has the tools to build a meaningful and rewarding career. Discover Your Purpose with Us at The Watermark! As Director of Resident Services, you’ll play an essential role in enriching the lives of seniors, creating meaningful connections, and making a difference every single day. Your Role: As the Director of Resident Services, your role includes providing hands-on care and physical and emotional support to each resident while maintaining a safe and comfortable home-like environment. Position Highlights: • Status: FULL TIME, • Schedule: Monday - Friday 9a-5p, Manager on Duty, • Location: 21 Clark Street Brooklyn NY 11201, • Rate of Pay: $115k-$120K Why You'll Love This Community: Nestled in a vibrant New York neighborhood, with a friendly small-town atmosphere, The Watermark at Brooklyn Heights provides an exceptional setting for seniors who seek an extraordinary lifestyle. This elegant, pet-friendly community offers upscale living spaces accompanied by unique programming and options ranging from Independent and Assisted Living to Memory Care. What You’ll Do: • Makes all residents, whether new move-ins or those who are already established, feel at home and lets them know there is someone who can and will help them with any queries or problems they may have with a focus and goal on Resident retention., • Identifies residents with particular physical or mental needs and recommends necessary services. Follows up with visits and phone calls until situation is resolved or improved., • Tracks resident hospitalization and emergency room visits and makes routine hospital/rehab visits to coordinate services upon return., • Coordinates resident follow-up care, with discharge planner to facilitate timely and safe return to the community., • Participates in coordination of care with Community wellness providers and home health agency provider., • Assists in coordinating visiting physician’s patient schedule. Works with contracted Home Health Care nurse, as appropriate., • Oversees Resident Ambassador Program., • Acts as liaison between IL and AL. Attends staff meetings of both communities as deemed necessary; assists in the transition of residents from the Independent to the Assisted Living Community., • Manages all parking for new residents (both golf and car parking) to ensure revenue is tracked and organized and all payments are being received., • Maintains awareness of ill and/or depressed residents. Visits personally and by phone., • Assists residents with physical disabilities with check writing, business correspondence, long distance calls, etc., • Maintains a “Hot List” of residents who may need monitoring for physical and/or emotional problems., • Attends Hospitality Committee meetings; purchases welcome gift supplies, etc., • Makes name plates for apartment doors., • Makes arrangements to provide complimentary boxed lunches for new arrivals., • Attends monthly Birthday/Anniversary resident parties and Newcomers Wine and Cheese reception., • Assists in event marketing., • Maintains a Resident Profile database., • Advises residents of community resources and professional services., • Maintains a high visibility in the community by mingling with the residents at meal times, during social events and monthly resident meetings., • Ensures that all resident concerns and problems are relayed to the proper department and follow up to ensure finalization., • Obtains resident’s permission to film apartments for promotions, etc. by having them sign Model Release form., • Initiates correspondence or projects regarding resident issues or attends meetings, as requested by the Executive Director., • Other duties as assigned. QUALIFICATIONS To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skills, and abilities required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Educational Requirements and Experience: • High School degree or equivalent is required., • Licensed Social Worker, • 4-year degree in related field required, • Prior experience with seniors required., • Language Ability:, • Mathematical Skills:, • Cognitive Demands:, • Computer Skills:, • Competencies Knowledge, Skills and Abilities: • Ability to communicate effectively in writing and verbally, speaking the primary language of the residents., • Ability to read and interpret documents such as safety rules, operating and maintenance instructions, and procedure manuals., • Ability to write routine reports and correspondence. Ability to speak effectively before groups of customers or employees of organization., • Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to compute rate, ratio, and percent and to draw and interpret graphs., • Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form. Ability to deal with problems involving several concrete variables in standardized situations., • Ability to use Microsoft Windows, including Word and Excel. Ability to use software to design calendars and signs. Ability to use email and the Internet., • Interacts with guests, residents and staff in a courteous and friendly manner., • Responds promptly to resident needs. Why Join Us Discovery Senior Living Earned Coveted Great Place to Work Certification for 2025-2026! A large part of what makes Discovery different from other companies in this industry is our willingness to embrace change. At Discovery Senior Living, we are constantly challenging how we are doing things to ensure the lifestyle we are offering our residents is absolutely the greatest value proposition in the marketplace. It’s just as important to us that the environment and culture for our team members are constantly refreshed. In addition, embracing and even encouraging change brings a never-ending supply of new energy to our business and our culture. That energy translates to other far-reaching positive impacts on our residents as well as our team members. Find out what makes working at Discovery unique in the world of senior living. Discover Your Purpose! Our Culture & Values So often, what brings people together is deeply rooted in who we are and what we stand for. And at Discovery Senior Living, we’re unified by certain, core values, which we call our “Pillars of Excellence.” They make up the fabric of our company, and include TEAMWORK, INTEGRITY, PERFORMANCE, ACCOUNTABILITY, COMPASSION, HARD WORK and CREATIVITY. Individually, they are our virtues, and together, they make up a roadmap which helps us foster innovation and success. Benefits You’ll Enjoy For eligible employees, we offer a comprehensive benefits package that includes competitive pay, medical, dental, vision, life, and disability insurance, paid time off and holidays, a 401(k) with employer match, paid training and career growth opportunities, wellness-related benefits, and additional support through our Employee Assistance Program (EAP). Equal Opportunity Employer We are proud to be an Equal Opportunity Employer. We celebrate diversity and are committed to creating an inclusive environment for all team members. EOE D/V A Note to Applicants This job description outlines the general nature and level of responsibilities for this role and is not an exhaustive list of all duties. Qualified individuals with disabilities, as defined by the ADA, must be able to perform the essential job functions with or without reasonable accommodation, as determined on a case-by-case basis. Agency Policy We do not accept unsolicited resumes from staffing agencies. Please refrain from contacting hiring managers directly. Employment Scam Warning We only post jobs on our official careers site and accept applications through that platform. We do not conduct interviews via text or social media or ask for personal or banking information. Regulatory Compliance & Background Screening Discovery Senior Living complies with all applicable federal, state, and local employment laws and regulatory requirements governing hiring practices, background screening, and workforce eligibility. Employment may be contingent upon successful completion of state-mandated and/or federally required background screenings, which may include criminal history checks, fingerprint-based screening, Level 2 background screening, registry verification, and other screenings required for healthcare and senior living roles with direct or indirect resident access. Certain positions may be subject to additional requirements under federal programs, including CMS, Medicare, and Medicaid regulations, as well as state-specific licensing or regulatory agencies. Screening requirements vary by role and jurisdiction, and candidates must meet all applicable standards as a condition of employment. These measures support regulatory compliance and help maintain a safe, secure environment for residents, families, and team members. Employment in Florida is contingent upon completion of a Level 2 background screening in accordance with Florida AHCA requirements. Applicants will be required to complete fingerprinting and background screening through the AHCA Clearinghouse. For more information, please visit: https://info.flclearinghouse.com.

Job DescriptionCompany Description Uncommon Schools is a nonprofit network of high-performing public charter schools dedicated to providing an exceptional K-12 education in economically disadvantaged communities. Operating in Boston, Camden, New York City, Newark, and Rochester, we are committed to closing the college completion gap and preparing every student for college and beyond. Our students consistently exceed national benchmarks, reflecting our dedication to their success. We invest deeply in our educators, offering weekly coaching, feedback, and professional development to ensure excellence in teaching and leadership. Join us to work hard, do good, and make a lasting difference! Job Description • Provide direct services to the school community including:, • Crisis intervention and behavior management to expedite students’ return to classrooms for learning and to build students’ ability to meet the school’s high expectations, • Individual and group counseling (school-based and mandated), • Identify and train others to identify students and family members who may benefit from regular one-on-one counseling or group counseling, • Develop and implement curriculum for social and emotional development/intervention with students., • Refer, monitor, and evaluate individuals and families to external resources and services, • Administer records, documentation, and other compliance activities Responsibilities • Serve as a Case Manager and member of Child Study Team, • Strengthen and support parent and family involvement, • Plan and develop school-based interventions with educators, • Engage and partner with community agencies and resources, • Help students and their families with learning, behavior, and/or attendance concerns while strengthening home, school, and community partnerships., • Evaluate students in terms of personal and family history, socio-economic and cultural differences, • Evaluate the configuration of factors within the home, community, and school as related to a student’s current social and academic adjustment, • Implement and enhance the school’s systems and culture, • Communicate effectively with students, families, and colleagues, • Respond to family concerns promptly and effectively, • Commit to professional growth, • Participate in an annual three-week staff orientation and training, • Share responsibility for grade-level and school-wide activities, • Help complete necessary school wide duties for the successful and orderly functioning of the school (e.g., hallway supervision, arrival/departure transitions, field trips, etc.) and other such duties as the Principal may request from time to time., • Attend and participate in events outside of normal school hours (e.g., family nights, student performances, field trips, report card nights, Teacher - Parent Conferences, June and August Family Saturday Orientations, etc.), • Collaborate with teachers in planning grade level meetings, department meetings, staff meetings, and other professional development activities, • Adhere to the policies, standards, and school-wide responsibilities described in the School’s Faculty & Staff Handbook or as may be instituted or in effect from time to time, • Consistently demonstrate belief in and alignment with Uncommon’s core values and educational philosophy, • Demonstrate a relentless drive to improve the minds and lives of their students in and out of schoolQualifications, • Master’s degree in Social Work + Licensure-LMSW (Required), • Valid School Social Worker Certification from NJDOE (Required), • Drive to improve the minds and lives of students in and out of the classroom, • Proven track-record of high achievement, • Evidence of self-motivation and willingness to be a team player, • Experience working with and in urban schools is highly preferred., • Belief in and alignment with Uncommon’s core beliefs and educational philosophy is non-negotiable. Additional Information Our people are what make us Uncommon. We offer competitive compensation and comprehensive benefits that support the personal health, wellness, and finances of our staff and their families. Our compensation philosophy values equity & fairness and attracting & retaining top talent. Our Approach to AI and Your Application At Uncommon Schools, we value thoughtful use of technology. Your responses should begin with your own thinking and reflect your authentic voice, experiences, and commitment to our mission. Generative AI can be used to refine or organize writing, but not to generate initial responses or replace your ideas. Every application is reviewed by a member of our Recruitment Team, and we are committed to understanding the person behind the application. Compensation Compensation for this role is between $60,000 to $90,000. Starting pay is determined using various factors including but not limited to relevant full-time teaching experience, education certifications, and tenure with Uncommon Schools. Candidates without full-time Teaching experience will likely have a starting salary of $60,000. Benefits Generous paid time off inclusive of sick time, paid holidays, and ~10 weeks of paid breaks (Spring, Winter, and Summer). Extensive, best-in-class training and development Comprehensive health, dental, and vision insurance plans + pre-tax flexible spending (FSA), dependent care (DCFSA), and health saving accounts (HSA) Financial Planning New Jersey Pension program Paid leave of absence options (parental, medical, disability, etc.) Mental health and counseling support + wellness benefits *A detailed list of all SY 26-27 benefits is located HERE. At Uncommon, we believe that a supportive and welcoming environment helps our students, staff, and community thrive. We are dedicated to building a team that brings a wide range of perspectives and experiences, reflective of the communities we serve---with over 70% of our staff identifying as people of color. Our organization values respect and open dialogue on important topics that shape our school culture. As an equal opportunity employer, Uncommon provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws. We also ensure that individuals with disabilities receive all privileges and benefits associated with employment and are provided reasonable accommodations for the interview process and to perform core job functions. If you would like to request an accommodation, please email recruitment@uncommonschools.org.

Job Description PT Social Worker - After School Program (Bronx) Openings vary across 30+ sites throughout the school year. Our complete list is at nyjtl.org/aces-sites About New York Junior Tennis & Learning For over fifty years, New York Junior Tennis & Learning (NYJTL) has honored its founder Arthur Ashe’s legacy by celebrating the diversity of children, encouraging them to reach their highest potential through free tennis and academic programs. NYJTL is the largest provider of youth tennis and education programs in the nation, providing services in 100 unique sites across all five boroughs while reaching nearly 90,000 kids. In addition, NYJTL designed, funded (with NYC), built and operates the Cary Leeds Center for Tennis & Learning in the South Bronx. All NYJTL community tennis and after school programs are offered at no cost to its participants. The mission of NYJTL is to develop the character of young people through tennis and education for a lifetime of success on and off the court. It believes life skills gained through tennis, academics, healthy living, and character development are a catalyst for long-term achievement. Position Summary NYJTL is seeking a compassionate and skilled Part-Time Social Worker to support student emotional wellness, social-emotional development, and inclusive participation in our afterschool programs. This is an on-site role assigned to one afterschool site, Monday through Thursday, for a total of 12 hours per week. Candidates should be available from 2:30-5:30PM, with some site-based flexibility depending on program needs. This role focuses on brief student support, SEL programming, staff coaching, family engagement, crisis response, disability inclusion support, and collaboration with school-day partners. The Part-Time Social Worker will help nurture a positive, trauma-informed, inclusive afterschool culture and support students through individual check-ins, small group sessions, family communication, safety and support planning, accommodation support, and referrals to outside resources when appropriate. The Part-Time Social Worker will collaborate closely with the Program Site Director, who will serve as the direct on-site supervisor. The Social Work Manager will provide reflective supervision, ongoing training, and support around social work practice, documentation, inclusion-related support, and program deliverables. The Part-Time Social Worker will also participate in professional development focused on topics such as de-escalation, trauma-informed care, disability inclusion, universal design, professional boundaries, group management, restorative practices, mandated reporting, and effective staff coaching. Core Responsibilities Student Support & Direct Services • Provide brief emotional and behavioral support to students during afterschool hours through individual check-ins, small groups, and targeted interventions, • Support students experiencing challenges with attendance, engagement, peer relationships, behavior, emotional regulation, stress management, or participation in program activities, • Respond to student crises using trauma-informed de-escalation techniques and NYJTL safety protocols, including developing safety or support plans and coordinating follow-up referrals as needed, • Support students in accessing program activities in ways that promote belonging, participation, dignity, and independence SEL Integration & Program Culture • Support the implementation of approved SEL curricula through student workshops, small groups, and daily program activities, • Promote a safe, inclusive, and supportive program climate rooted in equity, belonging, youth development, disability inclusion, and restorative practice, • Develop positive behavior systems and youth leadership opportunities through restorative circles, conflict resolution sessions, relationship-building activities, and strength-based engagement strategies, • Help staff support students’ full participation in program activities, not simply their physical presence in the space Disability Inclusion & Accommodation Support • Support the Program Site Director, and site team in promoting an inclusive afterschool environment for students with disabilities, neurodiverse students, and students with visible or invisible support needs, • Assist with individualized student support planning, including accommodations, behavior supports, or Individualized Accommodation Plans when needed, • Participate in or support cooperative dialogue with families, caregivers, school-day staff, and site leadership when appropriate, ensuring conversations are strengths-based, culturally responsive, and documented, • Help ensure student support decisions are individualized and not based on disability category, diagnosis, prior-year assumptions, or blanket program decisions Family Engagement & Case Coordination • Develop strong relationships with families through regular communication, outreach, workshops, and information sessions focused on student wellness, youth mental health, disability inclusion, parenting strategies, and community resources, • Connect students and families to community-based referrals, including mental health, housing, food access, healthcare, legal support, disability-related services, and other family support services, • Collaborate with school-day staff, including school counselors, social workers, deans, administrators, or IEP teams, when appropriate, • Support trust-building with families who may be hesitant to share disability-related information, IEPs, diagnoses, or family needs, while recognizing that disclosure is voluntary and should not be pressured Staff Training & Coaching • Train and coach after school staff on trauma-informed care, restorative practices, positive behavior strategies, mental health awareness, disability inclusion, de-escalation, and group management, • Provide modeling, observation feedback, and reflective support to help staff respond to student needs effectively, • Support staff in understanding mandated reporting procedures, documentation expectations, accommodation-related responsibilities, and appropriate response protocols, • Help staff move away from deficit-based interpretations of student behavior and toward understanding behavior as communication, while maintaining clear expectations and safety Data, Documentation & DYCD Compliance • Maintain accurate records of services, including student interactions, group sessions, family contacts, referrals, incident follow-up, accommodation-related support, and case notes, • Complete required documentation using internal tracking systems, case note systems, Microsoft Excel, and other assigned tools, • Use documentation, assessment data, interaction tracking, and student support trends to identify student needs, inform program improvements, and guide targeted interventions, • Support documentation related to individualized accommodation planning, cooperative dialogue, attempted interventions, family communication, and follow-up steps when applicable Collaboration & Team Participation • Partner closely with Program Directors and site teams to identify student needs, strengthen programming, and support inclusive student participation, • Collaborate with school-day teams, caregivers, community partners, and the site Inclusion Coordinator when appropriate to support student success, • Support social work interns or collaborate with interns at the site, when applicable, • Communicate proactively with the Program Site Director and Social Work Manager regarding student concerns, family needs, accommodation challenges, documentation follow-up, and any issues requiring escalation Qualifications Required: • Master’s degree in Social Work from an accredited institution required, • 2–4 years of experience in community-based social work, family advocacy, school-based social work, community organizing, disability inclusion, or related services, • Experience working with children, families, schools, community-based organizations, and external partners, • Knowledge of trauma-informed care, social-emotional learning, restorative practices, youth development, inclusive programming, and culturally responsive family engagement Candidates must be comfortable completing all required background clearance, fingerprinting, and onboarding requirements Preferred: • Bilingual Spanish/English strongly preferred, • Experience supervising or supporting social work interns, • Experience in macro social work, community-based program development, family engagement, disability inclusion, or partnership-building, • Familiarity with NYC DOE, DOH, DYCD, community schools, afterschool programming, universal design, accessibility, neurodiversity, cooperative dialogue, or Individualized Accommodation Plans preferred, • LMSW preferred; candidates without LMSW must be willing to obtain licensure within 6 months of hire, • SIFI Certification preferred or willingness to obtain within 6 months of hire Job Type Part-Time Monday through Thursday, 2:30PM. to 5:30PM. Maximum 12 hours per week Salary $41.50 per hour Please click "Apply

Job Description The Safe Horizon DV Shelter Program provides safe and confidential spaces for DV Survivors and their children. We are committed to providing these services with empathy, compassion, professionalism, non-judgement, and respect. Our spaces respect survivors’ right to self-determination and focus on giving families and individuals the space, both emotional and physical, to heal from the victimization and trauma they have experienced. Responsibilities: • Learn and integrate a trauma-informed, client-centered approach, using an anti-oppressive lens, into your work with clients. Identify when a client is experiencing trauma reactions and help client stabilize;, • Conduct emergency shelter intakes for site vacancies and vacancies at sister sites as part of the Central Intake team;, • Assess immediate safety needs and develop a risk management plan during intake of shelter placement calls;, • Using neutral and non-judgmental language when responding to the needs and requests of clients;, • Provide crisis intervention including mediation and de-escalation skills to diffuse situations between residents’ family members and/or roommates;, • Participate in trainings to improve client centered practice skills and knowledge about self-care and vicarious trauma and its impact;, • Plan, implement and/or research self-care and other social activities for clients and their children;, • Actively participate in donor tours and help with special client events and holiday parties;, • Conduct regular health and safety facility checks;, • Understand and follow emergency procedures, including fire procedures;, • Sort and organize donations of food, clothing, or items/projects as assigned;, • Distribute supplies to clients in accordance with established guidelines and/or emergency requests from clients;, • During the orientation process, determine clients’ immediate needs and provide referrals for basic needs;, • Provide referrals for clients following their initial Case Management session;, • Assist with basic office tasks such as archiving, filing , collating, update lists or as assigned;, • Enter activity log information, shift notes and Case Management System (CMS), in a timely fashion and accurate manner;, • Provide starter kits, assisting with bed utilization by helping with apartment preparation and cleaning; moving clients’ belongings as assigned;, • Provide childcare as requested by clients or staff in accordance with written policies;, • Provide client accompaniment to important appointments when requested;, • Assist with admission and discharge of clients. This may include, providing childcare, assisting with client belongings if facility staff is unavailable and other tasks assigned by management., • Complete discharge paperwork which includes completing discharge checklist with clients, and all related discharge procedures;, • Comply and adhere to funders’ fire and health safety mandates by obtaining and maintaining Fire Department of New York (FDNY) and Red Cross certifications as indicated by shelter leadership. Qualifications/Certification Requirements:, • High School Diploma/GED and two years relevant experience., • Basic computer skills necessary., • Candidate must have or obtain the following certifications within 3 months of employment: At Emergency Shelters, obtain the F07-Fire and Emergency Drill Conductor and S95-Supervision of Fire Alarm Systems. At Transitional Shelters, obtain F80- Coordinator of Fire Safety and Alarm Systems in Homeless Shelters, Pediatric CPR/ First Aid Certification, and Security Guard License. Safe Horizon is committed to providing a reasonable accommodation to ensure individuals with disabilities can meet any physical demand requirement(s) of the position, or otherwise perform the corresponding task(s), where possible. If you require a reasonable accommodation, including to participate in the job application or interview process, please contact your Human Resources Recruiter. If hired, I agree to abide by all of Safe Horizon’s rules and regulations, and understand that, if employed, my employment may be terminated with or without cause, and with or without notice, at any time, at the option of either the company or me. I further understand that no representation, whether oral or written by any representative or agent of the organization, at any time, constitutes a contract of employment. AmeriCorps, Peace Corps and other national service alumni are encouraged to apply. Technology Statement: Applicants may be responsible for providing the equipment and tools they need to work remotely as required, such as access to a computer, internet service, and phone service. Safe Horizon will discuss potential solutions with candidates and may assist where needed and agreed to in advance. Please follow this link to view complete EEO Law and complaint filing information: https://www.eeoc.gov/sites/default/files/2023-06/22-088EEOCKnowYourRights6.12ScreenRdr.pdf Know Your Rights: Workplace discrimination is illegal. Hiring Range: $22.81 - $23.96 Hourly Full-time Hours: 35 Hours per week Full-time Benefits: Vacation Time, Paid Sick Time, Holidays, Medical, Dental, Vision, 403(b) Retirement Plan, Company Life Insurance, Medical/Dependent Care Flexible Spending Accounts, Tuition Assistance Program, Commuter Benefits Program, Gym Reimbursement, Parental Leave, Employee Learning Center Safe Horizon was named one of City & State New York Top Workplaces of 2025 and recognized for Great Employee Benefits!

Job Description POSITION DESCRIPTION JOB TITLE: Bilingual/ Spanish School Social Worker REPORTS TO: Chief of Rehab Services DEPARTMENT: TECC JOB TYPE: Full Time OBJECTIVES: Reporting to the Chief of Rehab Services, the Bilingual/Spanish Social Worker assists students (both bilingual Spanish and monolingual) with learning by providing Psychological Counseling that identify and address the social-emotional environmental issues that interfere with optimizing the educational experience. Working with parents/guardians, teachers, managers, administrative staff and Director along with community-based resources, the Bilingual Social Worker facilitates and implements strategies that promote students’ positive social adjustment. Additionally, the Bilingual Social supports communication with all families by generating written communication in the family’s home language along with serving as interpreter/translator for the program at-large, in meeting the needs of the students and families that attend our program. DUTIES AND RESPONSIBILITIES: • Provide bilingual (English/Spanish) individual, group, and family, and parent counseling services to support students’ social, emotional, and academic success., • Conduct psychosocial and behavioral assessments, including Functional Behavioral Assessments (FBAs), to identify barriers to learning and support intervention planning., • Develop and implement therapeutic and behavioral interventions to improve student functioning and promote positive school adjustment., • Collaborate with educators, administrators, related service providers, and families to create and implement effective student support strategies., • Serve as a liaison between home and school, fostering family engagement and participation in educational planning and special education processes., • Provide consultation, training, and crisis intervention support to school staff regarding student behavioral and social-emotional needs., • Facilitate psychoeducational groups, social skills training, classroom presentations, and therapeutic activities for students., • Coordinate community resources and provide translation and interpretation services to ensure equitable access and communication for Spanish-speaking families. SPECIFIC SKILLS: • Deliver bilingual (English/Spanish) counseling and social-emotional support to diverse student populations., • Assess student needs through psychosocial evaluations, behavioral assessments, and data-informed interventions., • Develop and implement therapeutic, behavioral, and crisis intervention strategies that promote student success., • Build collaborative partnerships with families, educators, administrators, and community stakeholders to support student outcomes., • Facilitate psychoeducational groups, social skills development, and classroom-based interventions., • Provide staff consultation, behavioral coaching, and professional support to enhance student-centered practices., • Interpret, translate, and communicate effectively in English and Spanish to ensure equitable access to services and information. CORE COMPETENCIES: • Excellent work ethic, • Commitment to working in a mission-driven organization., • Demonstrated personal ethics and values., • Cross-team collaboration and cooperation, • Team player who works well with a diverse group of people QUALIFICATIONS: • Master’s degree in Social Worker (MSW) from an accredited program., • New York State Social Work certification/licensure preferred., • Fluent in English and Spanish, with strong verbal and written translation/interpreter skills., • Experience providing individual, group, family, and parent counseling in education or clinical settings. COMPENSATION AND BENEFITS: Salary commensurate with experience. Northside offers a competitive salary and benefits package. Salary Range: $70,000 - $85,000. ABOUT NORTHSIDE Northside Center for Child Development serves more than 5,500 children and families across New York City each year through high-quality, outcome-driven behavioral health, early childhood education, and enrichment services. With over $34 million in annual funding, Northside provides the comprehensive support children and families need to overcome adversity, build resilience, and pursue their dreams. Founded in 1946 in Harlem, Northside has been a cornerstone of the community for eight decades, leading the way in integrating education and mental health to support children’s development. Several of Northside’s innovative programs were the first of their kind in Harlem, setting standards of care that continue to influence social service agencies throughout the United States today. Northside’s founders, Drs. Kenneth B. and Mamie Phipps Clark, were renowned, pioneering psychologists whose groundbreaking research was instrumental in the 1954 Brown v. Board of Education landmark Supreme Court decision that declared school segregation unconstitutional. Their belief in the worth, dignity, and potential of every child continues to guide Northside’s mission and inspire its work today. Northside is driven by its vision and principle, “Each Child…First Chance.” For more information on Northside Center for Child Development, please visit www.northsidecenter.org.

Job Description PT Social Worker - After School Program (Brooklyn) Openings vary across 30+ sites throughout the school year. Our complete list is at nyjtl.org/aces-sites About New York Junior Tennis & Learning For over fifty years, New York Junior Tennis & Learning (NYJTL) has honored its founder Arthur Ashe’s legacy by celebrating the diversity of children, encouraging them to reach their highest potential through free tennis and academic programs. NYJTL is the largest provider of youth tennis and education programs in the nation, providing services in 100 unique sites across all five boroughs while reaching nearly 90,000 kids. In addition, NYJTL designed, funded (with NYC), built and operates the Cary Leeds Center for Tennis & Learning in the South Bronx. All NYJTL community tennis and after school programs are offered at no cost to its participants. The mission of NYJTL is to develop the character of young people through tennis and education for a lifetime of success on and off the court. It believes life skills gained through tennis, academics, healthy living, and character development are a catalyst for long-term achievement. Position Summary NYJTL is seeking a compassionate and skilled Part-Time Social Worker to support student emotional wellness, social-emotional development, and inclusive participation in our afterschool programs. This is an on-site role assigned to one afterschool site, Monday through Thursday, for a total of 12 hours per week. Candidates should be available from 2:30-5:30PM, with some site-based flexibility depending on program needs. This role focuses on brief student support, SEL programming, staff coaching, family engagement, crisis response, disability inclusion support, and collaboration with school-day partners. The Part-Time Social Worker will help nurture a positive, trauma-informed, inclusive afterschool culture and support students through individual check-ins, small group sessions, family communication, safety and support planning, accommodation support, and referrals to outside resources when appropriate. The Part-Time Social Worker will collaborate closely with the Program Site Director, who will serve as the direct on-site supervisor. The Social Work Manager will provide reflective supervision, ongoing training, and support around social work practice, documentation, inclusion-related support, and program deliverables. The Part-Time Social Worker will also participate in professional development focused on topics such as de-escalation, trauma-informed care, disability inclusion, universal design, professional boundaries, group management, restorative practices, mandated reporting, and effective staff coaching. Core Responsibilities Student Support & Direct Services • Provide brief emotional and behavioral support to students during afterschool hours through individual check-ins, small groups, and targeted interventions, • Support students experiencing challenges with attendance, engagement, peer relationships, behavior, emotional regulation, stress management, or participation in program activities, • Respond to student crises using trauma-informed de-escalation techniques and NYJTL safety protocols, including developing safety or support plans and coordinating follow-up referrals as needed, • Support students in accessing program activities in ways that promote belonging, participation, dignity, and independence SEL Integration & Program Culture • Support the implementation of approved SEL curricula through student workshops, small groups, and daily program activities, • Promote a safe, inclusive, and supportive program climate rooted in equity, belonging, youth development, disability inclusion, and restorative practice, • Develop positive behavior systems and youth leadership opportunities through restorative circles, conflict resolution sessions, relationship-building activities, and strength-based engagement strategies, • Help staff support students’ full participation in program activities, not simply their physical presence in the space Disability Inclusion & Accommodation Support • Support the Program Site Director, and site team in promoting an inclusive afterschool environment for students with disabilities, neurodiverse students, and students with visible or invisible support needs, • Assist with individualized student support planning, including accommodations, behavior supports, or Individualized Accommodation Plans when needed, • Participate in or support cooperative dialogue with families, caregivers, school-day staff, and site leadership when appropriate, ensuring conversations are strengths-based, culturally responsive, and documented, • Help ensure student support decisions are individualized and not based on disability category, diagnosis, prior-year assumptions, or blanket program decisions Family Engagement & Case Coordination • Develop strong relationships with families through regular communication, outreach, workshops, and information sessions focused on student wellness, youth mental health, disability inclusion, parenting strategies, and community resources, • Connect students and families to community-based referrals, including mental health, housing, food access, healthcare, legal support, disability-related services, and other family support services, • Collaborate with school-day staff, including school counselors, social workers, deans, administrators, or IEP teams, when appropriate, • Support trust-building with families who may be hesitant to share disability-related information, IEPs, diagnoses, or family needs, while recognizing that disclosure is voluntary and should not be pressured Staff Training & Coaching • Train and coach after school staff on trauma-informed care, restorative practices, positive behavior strategies, mental health awareness, disability inclusion, de-escalation, and group management, • Provide modeling, observation feedback, and reflective support to help staff respond to student needs effectively, • Support staff in understanding mandated reporting procedures, documentation expectations, accommodation-related responsibilities, and appropriate response protocols, • Help staff move away from deficit-based interpretations of student behavior and toward understanding behavior as communication, while maintaining clear expectations and safety Data, Documentation & DYCD Compliance • Maintain accurate records of services, including student interactions, group sessions, family contacts, referrals, incident follow-up, accommodation-related support, and case notes, • Complete required documentation using internal tracking systems, case note systems, Microsoft Excel, and other assigned tools, • Use documentation, assessment data, interaction tracking, and student support trends to identify student needs, inform program improvements, and guide targeted interventions, • Support documentation related to individualized accommodation planning, cooperative dialogue, attempted interventions, family communication, and follow-up steps when applicable Collaboration & Team Participation • Partner closely with Program Directors and site teams to identify student needs, strengthen programming, and support inclusive student participation, • Collaborate with school-day teams, caregivers, community partners, and the site Inclusion Coordinator when appropriate to support student success, • Support social work interns or collaborate with interns at the site, when applicable, • Communicate proactively with the Program Site Director and Social Work Manager regarding student concerns, family needs, accommodation challenges, documentation follow-up, and any issues requiring escalation Qualifications Required: • Master’s degree in Social Work from an accredited institution required, • 2–4 years of experience in community-based social work, family advocacy, school-based social work, community organizing, disability inclusion, or related services, • Experience working with children, families, schools, community-based organizations, and external partners, • Knowledge of trauma-informed care, social-emotional learning, restorative practices, youth development, inclusive programming, and culturally responsive family engagement Candidates must be comfortable completing all required background clearance, fingerprinting, and onboarding requirements Preferred: • Bilingual Spanish/English strongly preferred, • Experience supervising or supporting social work interns, • Experience in macro social work, community-based program development, family engagement, disability inclusion, or partnership-building, • Familiarity with NYC DOE, DOH, DYCD, community schools, afterschool programming, universal design, accessibility, neurodiversity, cooperative dialogue, or Individualized Accommodation Plans preferred, • LMSW preferred; candidates without LMSW must be willing to obtain licensure within 6 months of hire, • SIFI Certification preferred or willingness to obtain within 6 months of hire Job Type Part-Time Monday through Thursday, 2:30PM. to 5:30PM. Maximum 12 hours per week Salary $41.50 per hour Please click "Apply" below, or visit our careers page at

Description: About the Company: Education Through Music is a non-profit organization that partners with New York City Public Schools to place music teachers and programs back into school’s curricula. We are unique from other arts nonprofits in that we provide a bridge for teachers who are not certified to teach in public schools, build their program, and eventually be hired by a public school for the DOE. ETM has great reach in that we serve all five boroughs, we have partnerships with 50 public schools and provide music education to over 18,000 children. Music is a part of a well rounded education; it is essential for students' social and emotional well being and a critical tool for establishing equity and success. We are looking for teachers who are passionate about music and making a difference in their communities. Responsibilities: • Leading and teaching a class assigned by the Music Teacher-Mentor, • Assist with school-wide concerts (Winter or Spring) in which all students perform two pieces of music, respectively. This includes leading rehearsal for and conducting one song. Other tasks include assisting with all logistics – sound, lighting, staging, etc., • Assist with managing student behavior to maintain an optimal learning environment that is orderly, productive, free of unnecessary distractions, respectful and safe, • Assist with recording student progress toward learning goals based on the ETM benchmarks. This includes the use of formal rubrics customized to measure comprehension/learning for various specific lesson plans provided by the music teacher, • Assist the music teacher with the creation of the classroom’s visually engaging bulletin board and maintain keeping the music classroom print-rich, visually engaging, neat, organized and welcoming, • Provide support and reinforce the classroom procedures and routines by which students know exactly what is expected of them and how they may interact with others to participate successfully that have been provided by the music teacher. This includes the consistent use of seating charts, posters and rules and consequences., • Participate in ETM music teacher professional development training sessions and proactively pursue professional development by utilizing and applying ETM content, concepts, and resources, • Commit to growing as a music teacher in order to be culturally responsive to our students and communities, • Timely, responsive, and constructive communication in person and through phone/email with ETM and school staff, • Create and maintain a portfolio that includes a weekly observation journal and unit plan, • If supporting Ensembles: Assist Mentor Teacher to keep accurate records and maintenance of materials and instrument inventory, lead pullout lessons and ensemble rehearsals Individuals who do not currently hold 'eligible' status for classroom teaching from the NYC Department of Education (DOE) will be asked to undergo a fingerprinting and background check by the NYC DOE PETS system. Only those cleared by the DOE who receive 'eligible' status are eligible for hire by ETM. Please note that at this time, we are unable to provide H1B sponsorship/visas for this position. Applicants must be authorized to work in The United States without requiring sponsorship. We appreciate your understanding and encourage all qualified candidates to apply. Education Through Music is committed to creating a diverse environment and is proud to be an equal opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, or veteran status. Compensation & Benefits: $20/hr. Accrued sick time Available employee-funded benefits include: Commuter benefits (transit/parking), Aflac (applicable plans available), LegalShield, 403(b) retirement plan Requirements: Hour Requirements: • Candidates must work a minimum of 10 hours and up to a maximum of 13 hours a week for approximately 12-14 weeks, • Interns will not receive pay for days not worked during school holidays, • Scheduling must remain consistent for the entire semester, with at least 2.5 hours minimum at the school on each visit, • Candidates must be able to work within the school’s music schedule Basic Qualifications: • Bachelor's Degree in a Music/Arts or Related Field, • 1 year of teaching experience or student teaching experience, • Ability to model quality singing in front of children, • Sound musical knowledge, • Knowledge of musical pedagogy practices, • Advanced musical notation and theory literacy * ability to walk up several flights of stairs, and lift up to 15lbs of equipment Preferred Qualifications: • Master’s in Music Education or Related Field, • 2 years teaching groups of children in a classroom setting, • Advanced vocal or instrumental performance capabilities, particularly guitar, piano, or voice, • Conducting experience Compensation details: 20-20 Hourly Wage PIb5fdcaabc355-26276-40589958

Description: About the Company: Education Through Music is a non-profit organization that partners with New York City Public Schools to place music teachers and programs back into school’s curricula. We are unique from other arts nonprofits in that we provide a bridge for teachers who are not certified to teach in public schools, build their program, and eventually be hired by a public school for the DOE. ETM has great reach in that we serve all five boroughs, we have partnerships with 50 public schools and provide music education to over 18,000 children. Music is a part of a well rounded education; it is essential for students' social and emotional well being and a critical tool for establishing equity and success. We are looking for teachers who are passionate about music and making a difference in their communities. Responsibilities: • Leading and teaching a class assigned by the Music Teacher-Mentor, • Assist with school-wide concerts (Winter or Spring) in which all students perform two pieces of music, respectively. This includes leading rehearsal for and conducting one song. Other tasks include assisting with all logistics – sound, lighting, staging, etc., • Assist with managing student behavior to maintain an optimal learning environment that is orderly, productive, free of unnecessary distractions, respectful and safe, • Assist with recording student progress toward learning goals based on the ETM benchmarks. This includes the use of formal rubrics customized to measure comprehension/learning for various specific lesson plans provided by the music teacher, • Assist the music teacher with the creation of the classroom’s visually engaging bulletin board and maintain keeping the music classroom print-rich, visually engaging, neat, organized and welcoming, • Provide support and reinforce the classroom procedures and routines by which students know exactly what is expected of them and how they may interact with others to participate successfully that have been provided by the music teacher. This includes the consistent use of seating charts, posters and rules and consequences., • Participate in ETM music teacher professional development training sessions and proactively pursue professional development by utilizing and applying ETM content, concepts, and resources, • Commit to growing as a music teacher in order to be culturally responsive to our students and communities, • Timely, responsive, and constructive communication in person and through phone/email with ETM and school staff, • Create and maintain a portfolio that includes a weekly observation journal and unit plan, • If supporting Ensembles: Assist Mentor Teacher to keep accurate records and maintenance of materials and instrument inventory, lead pullout lessons and ensemble rehearsals Individuals who do not currently hold 'eligible' status for classroom teaching from the NYC Department of Education (DOE) will be asked to undergo a fingerprinting and background check by the NYC DOE PETS system. Only those cleared by the DOE who receive 'eligible' status are eligible for hire by ETM. Please note that at this time, we are unable to provide H1B sponsorship/visas for this position. Applicants must be authorized to work in The United States without requiring sponsorship. We appreciate your understanding and encourage all qualified candidates to apply. Education Through Music is committed to creating a diverse environment and is proud to be an equal opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, or veteran status. Compensation & Benefits: $20/hr. Accrued sick time Available employee-funded benefits include: Commuter benefits (transit/parking), Aflac (applicable plans available), LegalShield, 403(b) retirement plan Requirements: Hour Requirements: • Candidates must work a minimum of 10 hours and up to a maximum of 13 hours a week for approximately 12-14 weeks, • Interns will not receive pay for days not worked during school holidays, • Scheduling must remain consistent for the entire semester, with at least 2.5 hours minimum at the school on each visit, • Candidates must be able to work within the school’s music schedule Basic Qualifications: • Bachelor's Degree in a Music/Arts or Related Field, • 1 year of teaching experience or student teaching experience, • Ability to model quality singing in front of children, • Sound musical knowledge, • Knowledge of musical pedagogy practices, • Advanced musical notation and theory literacy * ability to walk up several flights of stairs, and lift up to 15lbs of equipment Preferred Qualifications: • Master’s in Music Education or Related Field, • 2 years teaching groups of children in a classroom setting, • Advanced vocal or instrumental performance capabilities, particularly guitar, piano, or voice, • Conducting experience Compensation details: 20-20 Hourly Wage PI2e972f76f5e0-37820-40589958

Join the team at The Equity Project (TEP) Charter School, featured in the New York Times, The Wall Street Journal and on 60 Minutes for its revolutionary teacher salaries and its outstanding results. TEP aims to achieve educational equity for students from historically underserved communities by utilizing world-class teachers and social workers, while re-imagining the social work profession as a place in which individuals prioritize their own growth as experts and community leaders. \n \n About the Role \n Applicants will be eligible for Early Childhood Social Work roles (Kindergarten, 1st Grade) and Elementary School Social Work roles (2nd Grade to 4th Grade). \n Social Workers at The Equity Project (TEP) Charter School serve as the primary leaders of mental health services for TEP students and families, design and implement (proactive and preventative) Social Work programs that promote social and emotional health, and respond to day-to-day student issues and unanticipated crises. Each Social Worker at The Equity Project (TEP) Charter School focuses their efforts on the students, families, and teachers of one specific cohort. \n In this role, you will serve as the Social Worker for one TEP cohort, then will move up with this cohort of students throughout their time at TEP until they graduate 4th grade! This is an amazing opportunity for an experienced and creative social work clinician who thrives in an autonomous environment, is passionate about social justice and child/family work, and is seeking to form long-lasting relationships with students and families as they navigate the road from Kindergarten through adolescence. \n \n Early Childhood Social Workers will work in vibrant and colorful spaces that reflect the learning and development that takes place in Kindergarten and 1st grade. Social Workers will support students in developing foundational emotional and social skills within classrooms, as well as private and collaborative Social Work office spaces. \n \n Elementary School Social Workers will work in a learning environment carefully crafted to instill a love of learning for 2nd, 3rd, and 4th graders, as well as private and collaborative Social Work office spaces. Our unique school setting in the heart of Washington Heights provides a perfect environment for young learners. In addition, the nature that surrounds our campus provides a great setting for our young explorers. \n \n Responsibilities \n Clinical Counseling Services \n\n • Provide regular counseling to students and families in need of social and emotional support; this includes both mandated counseling to students with IEPs (Individualized Education Plans) as well as individual and group counseling to other students in need\n, • Lead mediations as necessary using relational-based models within your social work practice, in alignment with TEP's commitment to Restorative Justice Practices\n, • Respond to day-to-day crises and collaborate with the school community to create a safe and supportive environment for all students\n, • Design and implement creative clinical interventions for students with repeated instances of similar challenges\n\n Mental Health Programming \n\n • Develop and lead programs for students and families to promote emotional, mental, and psycho-social health\n, • Build strong relationships with families to facilitate a collaborative approach to student support, and coordinate the delivery of mental health and family services at community organizations for students and families requiring outside social services\n\n About You (Qualifications) \n\n • Language Proficiency: Complete fluency in Spanish required\n, • Deeply aligned to TEP’s mission of providing a world-class mental health services and social work interventions to historically under-resourced student communities (90% of TEP students qualify for free or reduced-price lunch, 22% of TEP students receive Special Education services, and 25% of TEP students are Multi-Lingual Learners).\n, • Social Work experience: Minimum of five (5) years of clinical social work experience working with children and families, with a preference for individuals who have worked within a school setting.\n, • The ability to design and implement in-school prevention programming according to current best practices within the field of social work. Working knowledge of the instructional and social needs of students with disabilities.\n, • Ability to simultaneously manage a regular counseling schedule and triage crisis, while prioritizing multiple competing urgent tasks\n, • Education requirements: We highly value candidates with a Master’s Social Work degree. However, we also welcome individuals with degrees in related fields, such as School Counseling, Mental Health Counseling, or School Psychology to apply.\n, • Certification requirements: TEP does not require Social Workers to have any specific level of certification/licensing (i.e. LCSW) outside of the above educational and experience requirements\n\n \n Why TEP (Benefits) \n At TEP, growth isn't just for our students—continued growth is also a central priority for our Social Workers. That's why we're redefining the Social Worker experience, offering a rewarding career that includes an annual salary that matches TEP’s high expectations. \n\n • Compensation: Clinical Social Workers earn an annual salary of $95,000\n, • Redefined Work-Year: 3 extended rest breaks and 3 professional development institutes focused on learning and collaboration with the teaching and social work team\n, • Unmatched Social Work Talent: Be surrounded by a collaborative community of experienced, passionate Social Workers and Educators who care about educational equity\n, • Time Off: Approximately 10 weeks of vacation per year (all school vacations)\n, • Employee Wellness: We value your well-being through our Staff Food Program, Staff Retreats, and Wellness Programming\n, • Healthcare: World-class medical, dental, vision, Short-Term Disability (STD), Long-Term Disability (LTD), and Life Insurance policies\n, • Family Focus: Parental leave and dependent care account so you can care for your loved ones\n, • 403b Retirement Plan: We care about your ability to save for your future\n, • Learning & Development: A culture that provides and encourages professional growth and development, including professional development and tuition/continuous learning reimbursements\n\n \n As this role requires a strong on-site presence, TEP's Clinical Social Worker is a fully in-person position at either TEP's Early Childhood or Elementary School campus in Washington Heights, NYC. \n \n Application Process \n TEP is designed and structured around the belief that great staff members are the key to achieving educational success for students. As such, we require Social Work applicants to demonstrate their qualifications throughout the application and hiring process. The requirements for each Clinical Social Work applicant include: \n\n • Resume: Potential candidates must submit an up-to-date resume\n, • Cover Letter: Potential candidates must submit a well-written cover letter that highlights their specific interest in joining the TEP community\n\n \n TEP is currently reviewing applications on a rolling basis. If you submit both a cover letter and resume, you will receive a response from us as to whether or not you will be invited to the next stage of the process for the Clinical Social Work role. \n \n #ZR \n

\n International Leadership Charter Middle School is building on 20 successful years of sending hundreds of students to college at the flagship school the International Leadership Charter H.S. the International Leadership Charter launches its new Middle School with the same mission and a new vision. The rigorous and innovative curriculum makes the future of Science (S.T.E.A.M.), including Robotics and coding, accessible to all Middle School students. The middle school is in School District 10 in the Bronx. Our Mission: Change lives and transform communities’ one scholar at a time. \n \n Position Description \n \n All Content Teachers- facilitates students’ development and acquisition of reading comprehension, persuasive and expository writing, creative writing grammar, and vocabulary skills. Under the supervision of the Head of School, the Secondary Teacher develops a deep conceptual understanding of concepts aligned with New York State Next Generation Learning Standards. The teacher facilitates the successful implementation of a rigorous standards-based curriculum to ensure students master the standards and meet the academic goals and is responsive to the diverse learning needs of all students including general education, students with disabilities, and English Language Learners. The Secondary teacher works with the school administrators to implement school procedures and policies and communicates with students, parents, guardians, and/or caregivers. \n \n Position Duties and Expectations: \n\n • Prepare bi-weekly lesson plans and deliver an academically rigorous course of study aligned to our school’s goals, curriculum and the New York State Next Generations Learning Standards\n, • Ensure high levels of student engagement and achievement in accordance with our school's performance benchmarks.\n, • Communicate high academic and behavioral expectations to our scholars\n, • Create a classroom environment conducive to optimizing teaching and learning\n, • Collect, analyze and report student performance data\n, • Actively participate in professional development activities and participate in reflective practice and implement strategies to improve teaching and learning\n, • Maintain a professional appearance and deportment.\n, • Complete all classroom and school assignments and responsibilities in a timely and effective manner.\n, • Work autonomously and creatively within school established guidelines and policies.\n, • Use evaluative feedback as a tool for growth and development\n, • Build collaborative relationships with colleagues, share teaching insights, and coordinate student learning.\n, • Knowledge of office and educational software sufficient to function smoothly in a highly technology-based environment (including but not limited to Zoom, word processing, spreadsheet, database, email)\n, • Adhere to the highest ethical standards, demonstrate ability to be part of a team\n, • Dependability, integrity, and a strong commitment to our charter school’s vision\n, • Participate in and contribute to teacher team meetings, department meetings, data inquiry team meetings, and coaching and professional development sessions\n\n \n Our Vision for Cultural Proficiency \n The International Leadership Charter Middle School community will think like global citizens by valuing diversity and celebrating the dynamics of difference. This process occurs when everyone gains an appreciation and understanding of history, language, and culture as it relates to the world. This culturally responsive perspective is designed to create an environment where we can embrace and value our cultural differences and similarities within, among, and between groups. \n \n Our Vision for Academic Excellence \n ILCMS will be a world-class school with students who achieve excellence both personally and academically. Staff will be experts in their field who are dedicated to life-long learning and student success; families will partner with staff to help students achieve their maximum potential; and students will constantly strive to improve in everything they do. Students, parents, and the community will establish a safe and supportive environment that will maximize the potential of all students. We will provide differentiated learning experiences through authentic, creative, engaging, and challenging instructional practices based on individual learning styles. As a family, we will foster success for all students in order to promote college and career readiness, as well as equip students with skills needed for life in the 21st century. \n \n Qualifications: \n\n • Master’s Degree or currently in a master's program with certification pending\n, • NYS Certification preferred: Grades 1-6 or 7-12\n, • 1-3 years of teaching experience preferred\n, • Ability to work in a high paced charter school that requires a high degree of accountability, personal initiative and social and emotional intelligence.\n\n \n Compensation and Benefits: \n The compensation will be commensurate with level of experience and certification, to include a competitive base salary as well as health, dental, vision and 401 (K). Faculty has 6 weeks paid summer vacation and 10 school days off during the winter break. You will be a part of a founding team that will inaugurate a new state-of-the-art facility. \n \n Additional Application Instructions: \n\n • Resume must be accompanied by a cover letter\n, • COVID Vaccination Card required\n, • Salary Range: $65,000.00-$85,000.00\n\n \n Please visit our website for more information about our school: https://www.ilchs.org

Who We Are \n Excellence Community Schools (ECS) is a K-8 Charter Management Organization (CMO) serving communities in the Bronx, NY, and Stamford, CT. Our approach is built on a nationally recognized model that began with our flagship school, the Bronx Charter School for Excellence, a proud recipient of the National Blue Ribbon Schools Award. \n \n Our Mission and Vision \n Our schools prepare young scholars to compete for admission to and succeed in top public, private, and parochial high schools by cultivating their intellectual, artistic, social, emotional, and ethical development. We accomplish this by offering a challenging and rigorous academic curriculum, which at the earliest grades of has an eye towards college preparation. To achieve this, our schools create a supportive and caring environment that at all times has high expectations of all students. \n \n Our commitment extends beyond academics, ensuring each scholar has the guidance and support to thrive in whatever they aspire to achieve in the world. We offer a supportive learning environment that seeks to develop high-level analytic and critical thinking skills in all of our students. Our engaging and rigorous approach is implemented by a collaborative team of teachers. \n \n Who We’re Looking For \n We seek passionate, driven individuals who believe in the power of education to transform lives. Ideal candidates are: \n\n • Dedicated to student success and committed to education reform\n, • Proven achievers who lead by example and have a track record of results\n, • Ambitious collaborators who model excellence, hold themselves accountable, and embrace teamwork\n, • Relentless advocates for equity and high expectations for all students\n\n \n If you’re ready to make a lasting impact and do whatever it takes to ensure every child has an opportunity to reach Excellence, we want to hear from you! \n \n Responsibilities: \n\n • Plans and teaches collaboratively with the grade-level team to implement best practices that support the success of all learners.\n, • Plans purposefully to provide students with meaningful opportunities to construct knowledge and deepen understanding of new concepts.\n, • Applies high-quality curriculum resources that promote student growth and align with required educational expectations.\n, • Introduces new ideas and concepts using varied instructional strategies, inspiring and guiding students to explore, express, and develop their own thinking.\n, • Administers, collects, and analyzes qualitative and quantitative data from a range of student assessments.\n, • Builds strong relationships with students’ families through consistent communication regarding progress and by offering ways families can support learning at home.\n, • Participates in school-wide assessments to identify and address student needs.\n, • Supervises students during lunch and/or recess.\n, • Provides other support as needed by the school community.\n, • Performs other duties as assigned.\n\n \n Requirements \n\n • Bachelor’s degree required.\n, • Master’s degree preferred.\n, • New York State Teaching Certification or reciprocity from another state in the equivalent area preferred\n, • At least one year of teaching experience with a proven record of high student achievement.\n\n \n Compensation and Benefits \n\n • Salary Range: ($60,271- $148,412). Salary is commensurate with experience and qualifications.\n\n

About Rosalyn Yalow Charter School \n Rosalyn Yalow Charter School is a K–5 public charter school in the South Bronx dedicated to providing a private school–quality education in a public school setting. With a low student–teacher ratio and a whole-child approach, including academics, chess, visual arts, singing, violin, and fencing, we are committed to closing the opportunity gap for our students. Named a 2020 Achievement Recognition School by the New York State Department of Education, Yalow ranks among the top 13% of schools statewide. \n \n Role Overview \n The Instructional Social Worker role is part of the Yalow ISW-to-Teacher Pathway Program, a structured career pipeline designed for Master of Social Work (MSW) professionals who aspire to become classroom teachers. \n \n Through this program, ISWs begin as co-teachers in grades K–2, applying their social work expertise to support both the academic and social-emotional needs of students. At the same time, ISWs enroll in the RELAY Graduate School of Education residency program to earn teacher certification. \n \n With hands-on classroom experience, mentorship, and professional development, ISWs gradually take on more instructional responsibility. Upon successful completion of the residency program, ISWs transition into lead teacher positions at Yalow, continuing their careers as educators grounded in both social-emotional learning and rigorous academics. \n \n Starting salary: $78,500 \n \n Key Responsibilities \n\n • Serve as a co-teacher in a K–2 classroom, building instructional skills while supporting student learning.\n, • Apply social work training to strengthen social-emotional learning, classroom culture, and student support systems.\n, • Analyze student data and collaborate with colleagues to inform instructional practices and interventions.\n, • Build strong relationships with families, students, and staff to promote holistic student success.\n, • Maintain a positive, structured, and inclusive classroom environment aligned with Yalow’s high expectations.\n, • Participate in Yalow’s three-week summer orientation and ongoing professional development throughout the school year.\n, • Engage fully in the RELAY residency program, working toward teacher certification.\n\n \n Qualifications \n\n • Master of Social Work (MSW) required (must be conferred before start date).\n, • Commitment to completing the RELAY Graduate School of Education residency program.\n, • Alignment with Rosalyn Yalow Charter School’s mission, core values, and belief in the potential of every child.\n, • Passion for working with K–5 students, particularly in underserved or urban communities.\n, • Strong communication, collaboration, and interpersonal skills.\n, • Evidence of adaptability, resilience, and a growth mindset.\n, • Prior experience working with children in schools or youth-serving organizations preferred.\n\n \n Why Join Yalow? \n\n • Clear pathway into teaching: ISWs develop as co-teachers while earning certification and transition into lead teacher roles.\n, • Unique blend of social work and instruction: Use your MSW training to impact students both academically and socially.\n, • Commitment to equity: Serve a diverse community of learners in one of the most dynamic educational environments in New York City.\n\n \n Additional Information \n Rosalyn Yalow Charter School is committed to fostering a diverse, equitable, and inclusive school community. We actively seek candidates whose backgrounds and experiences reflect the students and families we serve.

About Broadway Housing Communities (BHC) \n Founded in 1983, Broadway Housing Communities (BHC) is a community-based nonprofit \n committed to addressing the challenges of poverty and homelessness among adults, children, \n and families in Upper Manhattan. \n \n BHC has developed five supportive housing buildings that provide permanent, affordable \n housing and holistic services for individuals and families living in deep poverty. Our work \n includes an award-winning early childhood center and opportunities for community engagement \n through the arts. BHC’s flagship project in the National Historic District of Sugar Hill features \n 124 units of affordable housing, an early childhood education center, and the Sugar Hill \n Children’s Museum of Art & Storytelling, along with other vital community facilities. \n \n Position Overview \n Broadway Housing Communities is seeking reliable, flexible, and nurturing Part-Time On-Call \n Substitute Teachers to provide classroom coverage on an as-needed basis in our preschool \n program. Our school follows an art-based, Reggio Emilia-inspired curriculum that encourages \n creativity, exploration, and meaningful learning experiences. \n \n The Part-Time On-Call Substitute Teacher is responsible for maintaining a safe, engaging, and \n supportive learning environment while implementing classroom routines and lesson plans in the \n absence of the regular teacher. This position may work with children ages 2–5 years old and \n collaborate with teaching teams to ensure continuity of care and instruction. \n \n The Substitute Teacher is expected to follow all BHC policies and procedures, Head Start \n Performance Standards, NYC Department of Education regulations, Article 47, and other \n applicable licensing requirements while fostering positive relationships with children, families, \n and staff. \n \n Key Responsibilities \n\n • Provide classroom coverage for teachers and assistant teachers as assigned.\n, • Maintain a safe, nurturing, and inclusive classroom environment.\n, • Implement lesson plans and daily routines prepared by the classroom teaching team.\n, • Supervise children during classroom activities, meals, playground time, and transitions.\n, • Support children’s social-emotional, cognitive, language, and physical development through developmentally appropriate interactions.\n, • Assist children with personal care routines, including handwashing, toileting, dressing, and meal support as needed.\n, • Promote positive behavior using respectful and responsive classroom management strategies.\n, • Communicate effectively with classroom staff and administration regarding classroom needs and any concerns.\n, • Ensure the classroom remains clean, organized, and safe throughout the day.\n, • Follow all health, safety, sanitation, and emergency procedures.\n, • Complete required documentation when requested.\n, • Participate in staff meetings and professional development opportunities, as required.\n, • Work alongside the Assistant Teacher to maintain the classroom environment.\n\n \n Qualifications & Skills \n\n • High school diploma or equivalent required; Associate’s or Bachelor’s degree in Early Childhood Education or a related field preferred.\n, • Previous experience working with young children in an early childhood setting preferred.\n, • Knowledge of child development and developmentally appropriate practices.\n, • Ability to adapt quickly to different classrooms and teaching teams.\n, • Excellent communication and interpersonal skills.\n, • Dependable, flexible, and punctual.\n, • Ability to maintain confidentiality and professionalism.\n, • CPR and First Aid Certification preferred.\n, • NYC Food Handler’s Certification preferred.\n\n \n Schedule \n\n • Part-time, on-call position.\n, • Hours are based on program needs and staff absences.\n, • Availability Monday through Friday during preschool operating hours is preferred.\n\n \n Application \n To apply for this position, please email your resume and cover letter with salary requirements to \n jtrujillo@broadwayhousing.org. Please indicate your last name and “Part-Time On-Call \n Substitute Teacher” in the subject line. \n \n Applications will be reviewed until the position is filled. No phone calls, please. We will contact \n candidates whose qualifications best meet the needs of the position. \n \n The pay for this part-time, non-exempt role is $22.00- $25.00 per hour. BHC and the Sugar Hill \n Children’s Museum of Art & Storytelling are Equal Opportunity Employers.

\n About the Company \n The International Leadership Charter High School is a high performing College Preparatory high school dedicated to providing an exceptional secondary school education to first and second generation students to graduate college ready. The International Leadership Charter High School implements an academically rigorous Regents and college-preparatory curriculum that elevates students’ intellectual capacity, and provides a superior high school education. Our Charter High school is in the Top 1% High School out of 500 NYC Public High Schools and Recipient of Bronze Award from U.S. News & World Report for Best High Schools nationally 2013 through 2024. \n \n \n About the Role \n The teacher will be responsible for the instructional delivery of an academically rigorous course of study and aligned to the NYSED and Charter School performance goals to assure high levels of student achievement. The English teacher must have a strong knowledge in the content area and be able to manage a classroom. \n \n \n Responsibilities \n\n • Prepare and deliver an academically rigorous course of study and aligned to our charter goals and the New York State Common Core Standards.\n, • Assure high levels of student engagement and achievement in accordance with our charter school's performance benchmarks.\n, • Communicate high academic and behavioral expectations to our scholars.\n, • Create a classroom environment conducive to optimizing teaching and learning.\n, • Manage classrooms, collect and analyze student performance data.\n, • Maintain constructive relationships with administration, peers, staff, parents and students.\n, • Actively participate in professional development activities and participate in reflective practice and implement strategies to improve teaching and learning.\n, • Maintain a professional appearance and deportment.\n, • Complete all classroom and school assignments and responsibilities in a timely and effective manner.\n, • Work autonomously within school established guidelines and policies.\n, • Respond appropriately to evaluative feedback and changes in the work setting.\n, • Build collaborative relationships with colleagues, share teaching insights, and coordinate student learning.\n, • Knowledge of office and productivity software sufficient to function smoothly in a highly technology-based environment (including but not limited to Zoom, word processing, spreadsheet, database, email).\n, • Adhere to the highest ethical standards, demonstrate empathetic disposition and good judgment.\n, • Dependability, integrity, and a strong commitment to our charter school’s vision.\n\n \n \n Qualifications \n\n • Master’s Degree or currently in a Master’s program with certification pending.\n, • Minimum requirement - Internship Certification.\n, • 1-2 years of teaching experience preferred.\n, • Ability to work in a high paced charter school that requires high degree of accountability, personal initiative and social and emotional intelligence.\n\n \n \n Pay range and compensation package \n The compensation will be commensurate with level of experience and a record of demonstrated success. We are seeking an individual of outstanding quality with a track record of positive outcomes. The International Leadership Charter High School is prepared to offer a compensation package commensurate with experience, to include a competitive base salary as well as health, dental, vision and 401 (K). Salary Range: $65,000-$85,000. \n \n \n Equal Opportunity Statement \n The International Leadership Charter High School is committed to diversity and inclusivity. \n \n \n Additional Application Instructions \n\n • Resume must be accompanied by a cover letter dmorris@ilchs.org\n\n \n \n Please visit our website for more information about our school: https://www.ilchs.org \n

Job Title: Grade 3-4 Learning Specialist (Leave Replacement) Department: Lower Division FLSA Status: Exempt The Allen-Stevenson School - New York, NY About The Allen-Stevenson School The Allen-Stevenson School, founded in 1883, is a TK-8 independent school for boys with an enrollment of over 350 students. Located in the heart of New York City’s Upper East Side, the school is a joyful, inclusive community. Position Overview The Allen-Stevenson School seeks a Grade 3-4 Learning Specialist (Leave Replacement) beginning October 19, 2026, through June 2027. The successful candidate has a strong background in literacy instruction, learning support, and student-centered educational practices. This educator will collaborate closely with classroom teachers, learning specialists, administrators, and families to support the academic, social, and emotional growth of students in Grades 3 and 4. An understanding and appreciation of how boys learn best, especially the role that personal connection plays, is essential. We believe boys thrive in structured, nurturing, engaging, and responsive environments that meet their developmental needs. Our Lower Division faculty work collaboratively to create classrooms where curiosity, kindness, and confidence flourish. This position reports directly to the Director of Student Support and works closely with the Head of Lower Division, Dean of Lower Division, School Psychologist, and Student Support team. Salary Range and Position Type This is a full-time temporary leave replacement position beginning on or around October 19, 2026, and ending on the last day of the 2026-2027 school year. The salary will be prorated based on the start and end dates. Compensation: Proposed annualized salary is $90,000. Essential Responsibilities and Duties Classroom Culture & Student Support • Teach reading intervention groups in both Grade 3 and Grade 4., • Provide one-to-one and small-group academic support to students requiring additional assistance on an ongoing or rotating basis., • Foster positive relationships with students and create a supportive learning environment that promotes confidence, independence, and self-advocacy., • Participate actively in the life of the school, including lunch duty and student support meetings. Curriculum & Instructional Leadership • Push into Grade 3 and Grade 4 homeroom classrooms, particularly during writing instruction, at least once per week and more frequently as needed., • Collaborate with homeroom teachers to design and implement instructional strategies that support diverse learners., • Support teachers in addressing the academic, social, and behavioral needs of students through differentiated instructional approaches., • Coordinate learning goals and transition planning for Grade 4 students moving to the Upper Division., • Use technology effectively and appropriately to support student learning and communication. Student Experience & Assessment • Administer DIBELS assessments three times annually for students in Grades 3 and 4., • Conduct progress monitoring for identified students and maintain assessment data., • Partner with colleagues to analyze assessment results and develop intervention plans., • Create Learning Plans based on psychoeducational and other educational evaluations., • Review evaluator recommendations and collaborate with teachers and families to implement appropriate accommodations and supports., • Read, edit, and support the completion of student reports twice annually., • Support the school's educational mission by challenging, engaging, and nurturing students toward deeper learning. Communication & Collaboration • Collaborate closely with the Director of Student Support, Head of Lower Division, Learning Specialists, Dean of Lower Division, and School Psychologist., • Lead grade-level learning meetings and maintain accurate meeting notes and documentation., • Attend grade-level SEL meetings, integration meetings, Student Support Team meetings, and IESP meetings., • Communicate effectively with families, tutors, evaluators, speech-language pathologists, occupational therapists, and other outside support providers., • Coordinate and manage relationships with outside support professionals in partnership with the School Psychologist., • Support teachers and families in understanding and implementing recommendations from evaluations and intervention plans., • Work collaboratively and flexibly with colleagues to ensure student success and support the mission of the School. Documentation & Record Keeping • Maintain comprehensive student records and documentation in Intellispark., • Encourage and support faculty in documenting relevant student support information, including communications with families and outside providers., • Ensure student progress, accommodations, interventions, and support plans are accurately recorded and updated. Required Knowledge, Skills, and Abilities • Bachelor's degree in Education, Special Education, Literacy, or a related field required; advanced degree preferred., • Experience providing learning support and literacy intervention at the elementary school level preferred., • Knowledge of evidence-based reading instruction and intervention practices., • Experience administering and interpreting assessment tools, including DIBELS or similar literacy measures., • Demonstrated ability to collaborate effectively with teachers, administrators, families, and outside professionals., • Strong organizational skills and attention to detail in maintaining student records and documentation., • Excellent written and verbal communication skills., • Demonstrated understanding of student-centered, differentiated, and inclusive educational practices., • Demonstrated commitment to diversity, equity, inclusion, and belonging., • Ability to approach teaching and learning with flexibility, warmth, humor, and energy., • Understanding of boy development and student-centered instructional practices preferred. Position Type / Expected Hours of Work This is a full-time, in-person leave replacement position. Individuals in this role are expected to be on-site from 7:45 a.m. to 3:45 p.m., Monday through Friday, during the school year. Attendance at school events and meetings outside of regular school hours may occasionally be required. The position follows the school academic calendar and concludes on the last day of the 2026-2027 school year. How to Apply Please submit a résumé and cover letter to hr@allen-stevenson.org. Please reference "Grade 3-4 Learning Specialist (Leave Replacement)" in the subject line of your email. No phone calls, please. Recruitment will remain open until the position is filled; applicants should apply as soon as possible for consideration. Selected candidates will complete a process that includes a telephone interview, group interviews, and a visit to the school, which may include a sample teaching lesson. Allen-Stevenson Equal Opportunity Employer Statement Allen-Stevenson 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. Guided by our mission, the School is dedicated to creating an inclusive and welcoming environment that fosters belonging and honors the dignity and potential of every individual.

Job DescriptionDescriptionManhattan Youth is looking for several part-time After-school Teachers/Activities Specialists to join our dedicated team for the 2025-2026 school year. We are seeking dynamic and energetic individuals to lead our competitive sports teams and clubs. Manhattan Youth runs organized sports teams and clubs for a variety of sports including, basketball, soccer, softball, baseball/teeball, lacrosse, cross country running, track & field, volleyball, floor hockey, wrestling, flag football, ultimate frisbee, table tennis, fencing, cheerleading, and tumbling/gymnastics. Fitness activities include yoga, zumba and general fitness. After-school teachers are expected to guide students in their social, emotional, and academic development across a range of areas including sports, arts, academic enrichment, and leadership. We are looking for creative, energetic, curious, and enthusiastic teachers with a commitment to positive behavioral approaches and teamwork. Qualified applicants are proactive, caring and results-oriented teachers devoted to evidence-based practices that promote student achievement and well-being. The ability to maintain a positive, caring, and fun attitude; to learn and grow from mistakes; and to set an example as a continuous, open-minded learner is critical. After-school teachers will exhibit creativity, innovation and passion in teaching and are expected to help create an environment that encourages in children creative thinking, verbal communication, independent exploration, self-confidence, self-awareness, and a problem-solving approach to conflict. We are looking to fill multiple roles in order to return our after-school programs to in-person learning. These are part-time, hourly positions available during the school year from September through June, following the NYC DOE schedule. After-school programs operate Monday – Friday from 2:30 - 6:00pm and clubs are 1.25 to 2.5 hours long. Individual schedules will vary by school. Opportunities exist to teach multiple clubs at different schools. Pay: $44/hour Primary Responsibilities • Work with Education Directors to design program curriculum;, • Create lesson plans and curriculum based on Manhattan Youth’s class descriptions and goals;, • Structure classroom instruction to promote student-centered, project-based learning;, • Plan, organize and prepare activities and materials for daily schedule and lead children in classroom activities;, • Promote and model Manhattan Youth’s core values and behaviors for staff and students;, • Collaborate with other staff to create a positive community and showcase of student work;, • Actively update Program Director regarding classroom progress and challenges;, • Participate in MY staff meetings, development sessions and comply with training requirements;, • Ensure safety of groups of children during classroom activities, recreation and field trips, and address emergency situations;, • Perform other job-related duties as assigned. Qualifications • 2+ years teaching experience with middle or elementary school children, after-school setting preferred;, • Bachelor’s degree preferred;, • Demonstrative knowledge of and passion for content area, professional experience a plus;, • Experience with educational technology instruction and practice;, • Ability to build and maintain positive and respectful relationships with families, students and coworkers of diverse backgrounds and identities;, • Proactive problem-solver, able to anticipate issues and thoughtfully handle unanticipated events;, • Willingness to hear feedback, self-reflect, learn and work to improve performance and outcomes;, • Excellent communication skills, ability to articulate ideas and knowledge clearly;, • Multi-site flexibility (may be asked to work at different sites depending on need);, • Ability to love, understand, listen to, nurture, support, and accept all children;, • Proficiency or coaching in some of Manhattan Youth’s program areas (sports, arts, academic enrichment, leadership, etc…), past participation in varsity or college sports and/or theatre a plus. Benefits$44/hr.

Job Description:\n\nIf you are a current YAI employee, please click this link to apply through your Workday account.\n\nKey/Essential Functions & Responsibilities\nAll Assistant Behavior Intervention Specialists (ABIS) perform the following tasks:\n\n \n Performs all duties of a Direct Support Professional (DSP 1 – 3) as indicated in job descriptions, in addition to ABIS duties on a regular basis and/or as requested to ensure the overall supervision, protection and care of individuals in program, assisting in maximizing their strengths, interests and abilities while upholding their personal rights and facilitating activities that provide social capital and connections to the community.\n \n Leads the identification, facilitation and scheduling of community inclusion activities for assigned program based on feedback from and needs of persons supported, coordinating resources, securing necessary funds and ensuring that activities are completed and appropriately documented.\n \n Supports provision of appropriate, therapeutically documented levels of supervision to ensure and protect the health, safety and well-being of individuals at all times by ensuring updates and changes to levels of supervision for persons we support are regularly communicated to all staff and appropriately documented; may run shift meetings, assigning duties, completing shift sheet and making recommendations to ensure staff are qualified and able to maintain current prescribed levels of supervision.\n \n Understands and uses specialized clinical knowledge of person-specific needs and signs or symptoms of ailments/syndromes including mental health/medical conditions to provide effective supports to individuals, identify and escalate concerns to leadership and inform activities, training or specialized education or augmented trainings for staff.\n \n Stays up to date with current issues, diagnoses, needs and levels of supervision for the persons supported in assigned program under the supervision of BIS.\n \n Works with BIS to identify habilitative, behavioral and psychiatric needs of the persons supported and to ensure all programming and activities relating to clinical interventions are implemented consistently, in accordance with individualized plans.\n \n Provides guidance to program staff, setting the appropriate tone and ensuring that the standards of care are followed by modeling excellent counseling skills and interactions with persons supported and through use of person-centered philosophy and tools.\n \n Implements Behavior Support Plans, demonstrating understanding of behavior as communication and employing person-centered thinking to support positive interactions and prevent further escalation.\n \n Trains direct care staff individually, on the floor and/or in groups using the EMOE training system to support effective implementation of habilitative and behavioral programming by program staff through regular observations, direct feedback, communicating clinical rationales and ensuring appropriate data collection techniques.\n \n Serves as lead trainer for weekend staff and supports new staff in developing and demonstrating the OPWDD Core Competencies.\n \n Participates in the development of treatment plans including individualized habilitative plans, collaborating with BIS to write services, goals, outcomes and/or supports in accordance with the agency philosophy, as determined by assessments of individual needs and learning capabilities.\n \n Assists BIS with gathering and collecting data required to conduct formal and informal behavioral and habilitative assessments (written questionnaires, standardized tests, rating scales, baseline data, etc.) by conducting observations and/or soliciting information from other direct support staff, circles of support or other sources, as applicable.\n \n Monitors collection of data used to assess progress toward habilitative and behavioral goals, ensuring that new data sheets are accessible to staff at the beginning of each month and that staff are consistently and accurately collecting and documenting data in accordance with established systems by reviewing documentation, retraining staff and following up as needed; may assist with design of data collection systems for habilitative goals.\n \n Completes and maintains all required paperwork and documentation for persons supported in appropriate format(s) and file(s) in accordance with applicable requirements including compiling, totaling and summarizing data, writing monthlies describing overall progress and completing person centered materials; reviews and ensures all psychiatric/therapy anecdotals are complete and appropriate and assists other program staff with documentation or compiling information or data, as needed or directed.\n \n Attends and actively participates in team meetings as a member of the interdisciplinary team (IDT), consulting with IDT to ensure streamlined and top-quality care and providing feedback or ideas to improve supports and/or program operations and updates or changes relating to data management, assessments or programming requirements.\n \n Regularly participates in life plan and other meetings for persons supported and in regional assistant or other clinical team meetings providing information, contributing to agendas and completing tasks or activities resulting from meetings as directed by leadership team (training, assessments, reviews, etc.).\n \n Serves as lead on weekend and evening shifts or when otherwise requested, monitoring day-to-day program operations and providing support to staff in the absence of Program Supervisor, Assistant Supervisor and/or BIS. \n \n Maintains an awareness of program operations, staff performance and overall condition/wellness of persons supported through regular interactions and observations and by working together with the leadership team to identify and directly address, resolve, recommend actions or solutions and/or appropriately escalating concerns, signs and symptoms, problems or other occurrences.\n \n Completes and maintains all necessary trainings and certifications, including specialized trainings based on program and to ensure compliance with YAI policies or other applicable rules or regulations and clinical trainings as recommended by BIS, effectively applying skills or teaching others.\n \n Complies with all Federal, State, Local and other relevant regulatory agency requirements, including the Health Insurance Portability and Accountability Act (HIPAA).\n \n For certain assignments, may be required to operate YAI motor vehicle to transport individuals to and/or from programs, residences, community or other locations on a daily (or other regular) basis with appropriate credentials.\n \n Performs all other duties, as assigned\n\nExperienced Assistant BIS may be selected for assignment reporting into the BIS Department, under day-to-day supervision of Program Supervisor and BIS Supervisor performing the following tasks, in addition to the above:\n\n \n Provides support and coverage by performing ABIS tasks for multiple programs across assigned region, with assignments of varying length, frequency and schedule as determined by caseload needs and as directed by BIS Coordinator/Supervisor.\n \n Integrates into assigned program teams, demonstrating flexibility in accommodating the needs of each specific program and provides training on behavioral/clinical system to new staff, as needed.\n \n Obtains and effectively communicates behavioral/clinical information to interdisciplinary teams and families as directed by the BIS and ensures tracking and completion of follow-ups needed for the people we support across multiple programs.\n\nMinimum Qualification Requirements including education, experience, licensure/certification, etc. and essential physical capabilities (e.g. lifting, assisting lifting, standing, etc.) \n\n \n Bachelor’s degree in psychology, social work or closely related Human Services discipline and at least six (6) months of experience working with individuals with intellectual and developmental disabilities (I/DD) and/or supporting adults or children with complex social-emotional, mental health and/or behavior support needs in a group or individual setting (home program, day treatment center, school, ABA environment, etc.) or\n \n Formal training, including college coursework in psychology, sociology, human behavior, mental health, special education and/or I/DD and at least two (2) years of experience as described above; or\n \n At least four (4) years of experience in a direct care role (e.g. DSP) in a YAI program in good standing; and\n \n Working knowledge of behavioral/psychiatric conditions, including the interplay between I/DD and other conditions and ability to effectively gather, document and accurately communicate related information to staff, clinical team and/or external providers; and\n \n Exceptional written and oral communication skills including the ability to professionally, coherently and objectively document services provided and summarize progress for billing and tracking purposes and to effectively convey information regarding individuals supported across various levels and with external providers or circles of support; and\n \n Ability and willingness to lead, direct and teach others technical skills and/or knowledge, both on-the-job and through formal training in group or individual settings; and\n \n Must hold foundational certifications for current service setting: Strategies for Crisis Intervention and Prevention – Revised (SCIP-R), CPR (issued by American Red Cross or American Heart Association) and YAI-issued Approved Medication Administration Personnel (AMAP) certification for residential assignments or Day Services Model Mentorship Training for day assignments.\n \n \n Current YAI employees changing settings must obtain AMAP (for new residential assignment) or Day Services Model Mentorship Training (for new day assignment) and any additional certifications as required by program assignment and persons supported within three (3) months of appointment\n \n Newly hired employees must obtain (and maintain) required YAI certifications based on setting and program within six (6) months of appointment; and\n \n \n Must maintain foundational certifications (as described above) and any required program-specific certifications; or\n \n Satisfactory equivalent combination of education, experience and/or training; however, all newly hired employees must be at least 18 years old.\n \n Ability to meet essential physical demands of position including frequent walking, sitting, standing, bending, twisting, stooping, kneeling, crouching, pushing, pulling and reaching with hands and arms; use hands to handle, finger or feel objects, tools or controls; assisting with lifting/moving individuals of any weight with assistance of mechanical lifts or other equipment and/or pushing individuals in wheelchairs; lifting and/or moving up to 25 pounds on occasion; having the physical capacity to work with and implement emergency interventions as per the person’s Behavior Support Plan if/as needed, including lifting/moving individuals of any weight with or without assistance of equipment and/or other staff.\n \n Ability and willingness to assist with a variety of supports and ADLs, including regular exposure to and handling of various bodily fluids with limited direction and in accordance with documented plans.\n \n Strong clinical skills including the ability to assess and analyze information or draw appropriate conclusions, communicate clinical rationales, effectively compile, compare and aggregate data/information; and interpret information.\n \n Ability to remain calm, act assertively and display professional competence and good judgment in stressful situations, including with challenging individuals or behaviors and work in a high energy, fast-paced environment.\n \n Proficiency with computers and electronic systems including email, utilizing Workday and/or related systems (DA, etc.) to complete tasks.\n \n Ability to work on a full-time basis, including at least one regularly scheduled weekend day and to work beyond regularly scheduled hours/shift and/or to report to work as scheduled on holidays, in inclement weather or during other emergencies to maintain minimum coverage requirements of program, unless otherwise authorized.\n \n Ability to travel to regional trainings or meetings at designated YAI locations within assigned region and to locations within NYC metro area on occasion. \n \n For assignments that require transporting persons supported by vehicle, must hold or obtain and maintain valid Driver’s License and Van certification (based on position/location/program).\n\nSchedule:\n\n Sunday - Thursday 3pm - 11pm\n\nABIS assigned to BIS Department must also meet the following additional requirements:\n\n \n Three (3) years of experience working within I/DD field, including at least one (1) year as an Assistant BIS in a YAI program in good standing; and\n \n Ability to regularly travel to several programs within assigned region and work varying schedules/shifts, as needed; and\n \n Ability to quickly develop productive working relationships, address team challenges and work effectively with various teams.\n\nPreferred Qualification Requirements (desired requirements beyond MQRs above)\n\n \n Active pursuit of a Master’s degree in clinical or treatment field of psychology, social work, school psychology or applied psychology\n \n Bachelor’s degree in psychology, social work or closely related Human Services discipline\n \n Two (2) or more years of experience working within the field of I/DD\n\nCompensation:\n\n $23.10/hour\n\nAll qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, age, disability, or status as a Vietnam or disabled veteran. YAI is an Equal Opportunity Employer.\n\nTo ensure fairness, safeguard transparency, and promote an equitable workforce environment, YAI Network prohibits the practice of nepotism in the workforce and hiring process.

Job Description If you are a current YAI employee, please click this link to apply through your Workday account. Key/Essential Functions & Responsibilities Responsible for the overall supervision, protection and care of youth supported at all times, including maintenance of program guidelines for the protection of individuals, facilitating learning and training in fire safety and identifying and appropriately escalating signs of an individual’s potential harm to self or others. Provides all services in accordance with agency philosophy and department practices and in compliance with Federal, State, Local and regulatory requirements, specifically NYS Office of Mental Health (OMH) and escalates concerns or questions to supervisor. Supports children in attaining their own unique, behavioral, emotional, intellectual and developmental gains, interacting and intervening as prescribed by individual treatment plans by teaching and fostering skill development, supporting and maximizing strengths, interests and abilities and displaying patience and tolerance while providing therapeutic support to facilitate returns to their homes. Develops an understanding of specific needs of children during their stays, providing support in a variety of settings and in accordance with each youth’s individualized service plan, developing and maintaining appropriate and positive relationships by demonstrating proper social boundaries, actively involving youth in all facets of programming and displaying supportive demeanor and an unconditional positive regard for the youth. Ensures health, wellness and safety of the youth we support by maintaining a physically and emotionally safe, secure, organized and clean therapeutic environment, which includes performing regular laundry and cleaning duties, as needed, providing appropriate supervision and managing crisis situations while adhering to applicable policies, procedures and regulations. Utilizes appropriate therapeutic crisis intervention deescalation techniques and/or prescribed interventions (proximity, time and space, caring gestures, etc.), responding timely and appropriately to redirect or prompt youth experiencing stress and/or self-injurious behavior. Ensures the needs of the youth supported are met by adhering to person-centered individualized plans, supporting therapeutic interventions and activities, encouraging socialization and stabilization and reporting any changes in behavior or other signs and symptoms to clinical and/or leadership team. Assists with a variety of tasks for youth we support, ensuring adherence to applicable and/or mandatory activity schedules as appropriate/authorized, including: Providing or supporting personal care, such as laundry and housekeeping. Assisting with other activities of daily living (ADLs), which may include intimate care or personal hygiene. Observing to ensure that medication is taken as prescribed. Assisting with homework or other remote learning educational activities. Teaching/developing skills. Assisting in communication, self-expression and resolving disputes amongst youth. Providing supervision for and/or planning and preparing balanced meals and snacks in accordance with dietary restrictions and guidelines of modified diets. Transporting and escorting youth on recreational activities, medical appointments and/or to other mandatory activities, such as school, etc. Utilizes safe and appropriate handing procedures when working with youth and implements infection control protocols. Understands behavior as communication and employs person-centered thinking to support positive interactions and prevent further escalation. Collects, records and summarizes data regarding youth supported including charting where prescribed by treatment plan and responses to therapeutic interventions, behaviors, signs, symptoms, setting events, triggers and effective interventions in accordance with all applicable requirements. Completes all paperwork and written records related to individual treatment in appropriate formats, including but not limited to medical and medication management and monitoring, treatment records, progress, behavior and incident reports, data collection, billing records, charting and daily notes accurately, timely and in compliance with all relevant laws, rules and/or regulations. Appropriately documents all interactions with any external entity regarding youth supported, including families and reports errors, incidents or emergencies in compliance with all applicable requirements, including reporting incidents of child maltreatment, neglect and/or abuse. Participates in interdisciplinary team or other program/staff meetings and reviews communication, shift or other logs to receive updates and information relating to treatment plans, program operations and youth supported, including admissions and discharges and regularly provides feedback and information to other members of the team to support stabilization of youth supported. Identifies and reports maintenance, upkeep and/or safety concerns to Program Supervisor or appropriate designee. Completes and maintains all necessary trainings and/or certifications, including specialized trainings such as TCI, to ensure compliance with YAI policies and all applicable rules or regulations and applies skills. Provides coverage for other Therapeutic Youth Support Staff as requested, which may include assisting at an off-site location (e.g. hospital) based on needs of program and/or youth supported and/or remaining on shift to ensure maintenance of minimum coverage levels for program. May be required to operate YAI motor vehicle to transport youth to and/or from residence, school, appointments or other locations in the community on a regular basis, with appropriate credentials. Complies with all Federal, State, Local and other relevant regulatory agency requirements, including the Health Insurance Portability and Accountability Act (HIPAA) and cooperates with appropriate entities in any inspection, inquiry or investigation. Performs all other duties, as assigned. Minimum Qualification Requirements including education, experience, licensure/certification, etc. and essential physical capabilities (e.g. lifting, assisting lifting, standing, etc.) Must be at least 18 years of age. Bachelor’s degree in a human services field; or High School Diploma or its educational equivalent and two (2) years of experience serving individuals with mental or behavioral health needs and/or individuals in crisis; or Satisfactory equivalent combination of education, experience and/or training. Ability to meet essential physical demands of position including frequent walking, sitting, standing, bending, twisting, stooping, kneeling, crouching, pushing, pulling and reaching with hands and arms; use hands to handle, finger or feel objects, tools or controls; assisting with lifting/moving individuals of any weight with assistance of mechanical lifts or other equipment and/or pushing individuals in wheelchairs; lifting and/or moving up to 25 pounds on occasion; having the physical capacity to work with and implement emergency interventions as per the person’s Individual Service Plan if/as needed, including lifting/moving individuals of any weight with or without assistance of equipment and/or other staff, which may include running. Effective written and oral communication skills, including the ability to appropriately document services provided for billing and tracking purposes. Commitment to maintaining the highest levels of ethical standards and integrity and enthusiasm for working with children. Willingness to take initiative and ability to demonstrate positivity, patience, empathy and compassion while supporting youth who are in crisis and to effectively self-regulate emotions in stressful situations. Ability and willingness to assist with a variety of supports and ADLs as requested, which may include exposure to and/or handling of bodily fluids. Basic computer skills, including email, utilizing Workday and related electronic medical record and/or other documentation systems to complete tasks. Must hold or obtain and maintain or complete all program-specific trainings and/or certifications in accordance with individualized needs, conditions and/or OMH regulations, as assigned by supervisor. Ability to develop and maintain effective and appropriate relationships with youth supported, in alignment with YAI’s mission and vision. Ability to remain calm and to exercise good judgment and problem-solving ability during unanticipated challenges that relate to safety and security issues. Ability to work beyond regularly scheduled hours/shift and/or to report to work as scheduled on holidays, in inclement weather or during other emergencies to maintain minimum coverage requirements of program, unless otherwise authorized. Preferred Qualification Requirements (desired requirements beyond MQRs above) Valid Driver’s License Familiarity with behavioral/mental health diagnoses Experience working with children in crisis or with mental/behavioral health needs and/or in a residential services setting Compensation: $22.00 hourly All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, age, disability, or status as a Vietnam or disabled veteran. YAI is an Equal Opportunity Employer. To ensure fairness, safeguard transparency, and promote an equitable workforce environment, YAI Network prohibits the practice of nepotism in the workforce and hiring process.

Job Description SEL & Wellness Coach (Part Time, Temporary Position) Fall 2026 – Spring 2027 | 15 hours per week For 36 years, the Harlem Educational Activities Fund (HEAF) has partnered with families, schools, and community organizations to transform the lives of young people from under-resourced New York City communities. HEAF’s high-impact programs provide academic enrichment, personal development, college preparation, and career exposure from middle school through college. As a leading educational equity and youth development nonprofit, HEAF empowers students to become leaders who thrive academically, socially, and emotionally, equipping them with the skills, confidence, and resilience needed to succeed in school, career, and life while supporting their families and communities to grow alongside them. Position Overview: HEAF is seeking compassionate, energetic, and organized SEL & Wellness Coaches to support social-emotional learning (SEL), wellness programming, and student, family, and community engagement initiatives within the Community Wellness Department. This hands-on, relationship-centered role helps students and families feel connected, empowered, and emotionally supported while guiding students to build resilience, recognize their strengths, and thrive. SEL & Wellness Coaches will facilitate afterschool SEL & Wellness classes through HEAF Achieve, support school-day SEL, wellness, and academic workshops through HEAF Inspire, and contribute to the Youth Leadership & Ambassador Program. Coaches will conduct student academic and wellness check-ins and supportive counseling sessions, assist with family and community event planning, and provide support with program planning, documentation, and administrative tasks. Specific responsibilities may vary based on program needs, schedules, and individual strengths. The SEL & Wellness Coaches report directly to the Director of Community Wellness Initiatives. Job Type: Part-Time, Temporary (Sept 2026 – May 2027) Schedule: Approximately 15 hours per week. Coaches must be available for during afterschool programming on Tuesday and Wednesday afternoons/evenings. Additional hours may include school-day workshops, student wellness check-ins, planning, meetings, family engagement activities, the Youth Leadership & Ambassador Program, and occasional Saturday events. Coaches must also have availability on Mondays and Thursdays based on program needs and scheduling. Compensation applies only to hours worked and does not cover school or program breaks. Compensation: $25/hour Hybrid: In-person + remote with $50 paid orientation in September Specific responsibilities may vary based on program needs, with coaches collaborating and sharing responsibilities across Community Wellness initiatives. What You’ll Do: Program Facilitation & SEL Support: • Build trusting relationships with students (grades 6–12), families, and school partners., • Serve as a positive role model and trusted adult by fostering a safe, welcoming, and strengths-based environment., • Facilitate engaging, trauma-informed SEL & Wellness classes through HEAF Achieve (primarily Tuesdays & Wednesdays), promoting skill development and a positive classroom culture., • Facilitate academic, SEL, and wellness workshops for HEAF Inspire school-day partners and HEAF Onward programming, as assigned., • Support and/or lead the Youth Leadership & Ambassador Program, facilitating weekly leadership sessions and community impact projects., • Conduct student wellness check-ins and provide one-on-one supportive counseling using restorative and evidence-based practices., • Support students through wellness planning, goal setting, progress monitoring, referrals, and case management as needed., • Support positive student behavior, emotional regulation, and conflict resolution while responding to behavioral and crisis situations according to HEAF protocols., • Provide family wellness support and promote engagement through strengths-based outreach and resources., • Collaborate with instructors, program staff, families, and community partners to integrate SEL and wellness practices throughout programming., • Ensure all programming reflects equity, inclusivity, and cultural responsiveness. Family & Community Engagement: • Support the Director in planning and implementing family engagement activities, wellness events, and community initiatives., • Conduct outreach to promote Community Wellness events and initiatives., • Assist in building partnerships with businesses & community organizations to expand resources, referrals, and programming opportunities. Program Support & Data Management: • Prepare classrooms, technology, and materials for workshops, classes, and events., • Support curriculum development and adapt lessons to meet student needs., • Provide administrative and operational support for Community Wellness programming, including preparing materials, organizing supplies, creating resources, maintaining inventories, and supporting program operations., • Maintain timely, accurate, and confidential documentation of student wellness check-ins, counseling sessions, referrals, case notes, and program data., • Track attendance, survey data, and program outcomes to support evaluation and reporting. Other Responsibilities: • Participate in biweekly supervision with the Director and monthly departmental and all-staff meetings., • Attend internal and external professional development opportunities., • Provide occasional support to other Program and Development Teams, including agency-wide events., • Perform additional duties as assigned. Ideal Candidate Qualifications: • Bachelor’s or Master’s degree in Social Work, Counseling, Education, Psychology, or a related field., • Strong understanding of SEL frameworks, trauma-informed care, and adolescent development., • Experience working with youth and families in educational, clinical, or community-based settings.<

Job Description:\n\nIf you are a current YAI employee, please click this link to apply through your Workday account.\n\nProgram\n\n \n Hastings IRA\n\nLocation\n\n \n Hastings-on-Hudson - 580 Broadway\n\nSchedule\n\n \n Sunday; 10am-6pm\n \n Monday through Wednesday; 3pm-11pm\n \n Thursday; 10am-6pm\n\nKey/Essential Functions & Responsibilities\nAll Assistant Behavior Intervention Specialists (ABIS) perform the following tasks:\n\n \n Performs all duties of a Direct Support Professional (DSP 1 – 3) as indicated in job descriptions, in addition to ABIS duties on a regular basis and/or as requested to ensure the overall supervision, protection and care of individuals in program, assisting in maximizing their strengths, interests and abilities while upholding their personal rights and facilitating activities that provide social capital and connections to the community.\n \n Leads the identification, facilitation and scheduling of community inclusion activities for assigned program based on feedback from and needs of persons supported, coordinating resources, securing necessary funds and ensuring that activities are completed and appropriately documented.\n \n Supports provision of appropriate, therapeutically documented levels of supervision to ensure and protect the health, safety and well-being of individuals at all times by ensuring updates and changes to levels of supervision for persons we support are regularly communicated to all staff and appropriately documented; may run shift meetings, assigning duties, completing shift sheet and making recommendations to ensure staff are qualified and able to maintain current prescribed levels of supervision.\n \n Understands and uses specialized clinical knowledge of person-specific needs and signs or symptoms of ailments/syndromes including mental health/medical conditions to provide effective supports to individuals, identify and escalate concerns to leadership and inform activities, training or specialized education or augmented trainings for staff.\n \n Stays up to date with current issues, diagnoses, needs and levels of supervision for the persons supported in assigned program under the supervision of BIS.\n \n Works with BIS to identify habilitative, behavioral and psychiatric needs of the persons supported and to ensure all programming and activities relating to clinical interventions are implemented consistently, in accordance with individualized plans.\n \n Provides guidance to program staff, setting the appropriate tone and ensuring that the standards of care are followed by modeling excellent counseling skills and interactions with persons supported and through use of person-centered philosophy and tools.\n \n Implements Behavior Support Plans, demonstrating understanding of behavior as communication and employing person-centered thinking to support positive interactions and prevent further escalation.\n \n Trains direct care staff individually, on the floor and/or in groups using the EMOE training system to support effective implementation of habilitative and behavioral programming by program staff through regular observations, direct feedback, communicating clinical rationales and ensuring appropriate data collection techniques.\n \n Serves as lead trainer for weekend staff and supports new staff in developing and demonstrating the OPWDD Core Competencies.\n \n Participates in the development of treatment plans including individualized habilitative plans, collaborating with BIS to write services, goals, outcomes and/or supports in accordance with the agency philosophy, as determined by assessments of individual needs and learning capabilities.\n \n Assists BIS with gathering and collecting data required to conduct formal and informal behavioral and habilitative assessments (written questionnaires, standardized tests, rating scales, baseline data, etc.) by conducting observations and/or soliciting information from other direct support staff, circles of support or other sources, as applicable.\n \n Monitors collection of data used to assess progress toward habilitative and behavioral goals, ensuring that new data sheets are accessible to staff at the beginning of each month and that staff are consistently and accurately collecting and documenting data in accordance with established systems by reviewing documentation, retraining staff and following up as needed; may assist with design of data collection systems for habilitative goals.\n \n Completes and maintains all required paperwork and documentation for persons supported in appropriate format(s) and file(s) in accordance with applicable requirements including compiling, totaling and summarizing data, writing monthlies describing overall progress and completing person centered materials; reviews and ensures all psychiatric/therapy anecdotals are complete and appropriate and assists other program staff with documentation or compiling information or data, as needed or directed.\n \n Attends and actively participates in team meetings as a member of the interdisciplinary team (IDT), consulting with IDT to ensure streamlined and top-quality care and providing feedback or ideas to improve supports and/or program operations and updates or changes relating to data management, assessments or programming requirements.\n \n Regularly participates in life plan and other meetings for persons supported and in regional assistant or other clinical team meetings providing information, contributing to agendas and completing tasks or activities resulting from meetings as directed by leadership team (training, assessments, reviews, etc.).\n \n Serves as lead on weekend and evening shifts or when otherwise requested, monitoring day-to-day program operations and providing support to staff in the absence of Program Supervisor, Assistant Supervisor and/or BIS. \n \n Maintains an awareness of program operations, staff performance and overall condition/wellness of persons supported through regular interactions and observations and by working together with the leadership team to identify and directly address, resolve, recommend actions or solutions and/or appropriately escalating concerns, signs and symptoms, problems or other occurrences.\n \n Completes and maintains all necessary trainings and certifications, including specialized trainings based on program and to ensure compliance with YAI policies or other applicable rules or regulations and clinical trainings as recommended by BIS, effectively applying skills or teaching others.\n \n Complies with all Federal, State, Local and other relevant regulatory agency requirements, including the Health Insurance Portability and Accountability Act (HIPAA).\n \n For certain assignments, may be required to operate YAI motor vehicle to transport individuals to and/or from programs, residences, community or other locations on a daily (or other regular) basis with appropriate credentials.\n \n Performs all other duties, as assigned\n\nExperienced Assistant BIS may be selected for assignment reporting into the BIS Department, under day-to-day supervision of Program Supervisor and BIS Supervisor performing the following tasks, in addition to the above:\n\n \n Provides support and coverage by performing ABIS tasks for multiple programs across assigned region, with assignments of varying length, frequency and schedule as determined by caseload needs and as directed by BIS Coordinator/Supervisor.\n \n Integrates into assigned program teams, demonstrating flexibility in accommodating the needs of each specific program and provides training on behavioral/clinical system to new staff, as needed.\n \n Obtains and effectively communicates behavioral/clinical information to interdisciplinary teams and families as directed by the BIS and ensures tracking and completion of follow-ups needed for the people we support across multiple programs.\n\nMinimum Qualification Requirements including education, experience, licensure/certification, etc. and essential physical capabilities (e.g. lifting, assisting lifting, standing, etc.) \n\n \n Bachelor’s degree in psychology, social work or closely related Human Services discipline and at least six (6) months of experience working with individuals with intellectual and developmental disabilities (I/DD) and/or supporting adults or children with complex social-emotional, mental health and/or behavior support needs in a group or individual setting (home program, day treatment center, school, ABA environment, etc.) or\n \n Formal training, including college coursework in psychology, sociology, human behavior, mental health, special education and/or I/DD and at least two (2) years of experience as described above; or\n \n At least four (4) years of experience in a direct care role (e.g. DSP) in a YAI program in good standing; and\n \n Working knowledge of behavioral/psychiatric conditions, including the interplay between I/DD and other conditions and ability to effectively gather, document and accurately communicate related information to staff, clinical team and/or external providers; and\n \n Exceptional written and oral communication skills including the ability to professionally, coherently and objectively document services provided and summarize progress for billing and tracking purposes and to effectively convey information regarding individuals supported across various levels and with external providers or circles of support; and\n \n Ability and willingness to lead, direct and teach others technical skills and/or knowledge, both on-the-job and through formal training in group or individual settings; and\n \n Must hold foundational certifications for current service setting: Strategies for Crisis Intervention and Prevention – Revised (SCIP-R), CPR (issued by American Red Cross or American Heart Association) and YAI-issued Approved Medication Administration Personnel (AMAP) certification for residential assignments or Day Services Model Mentorship Training for day assignments.\n \n \n Current YAI employees changing settings must obtain AMAP (for new residential assignment) or Day Services Model Mentorship Training (for new day assignment) and any additional certifications as required by program assignment and persons supported within three (3) months of appointment\n \n Newly hired employees must obtain (and maintain) required YAI certifications based on setting and program within six (6) months of appointment; and\n \n \n Must maintain foundational certifications (as described above) and any required program-specific certifications; or\n \n Satisfactory equivalent combination of education, experience and/or training; however, all newly hired employees must be at least 18 years old.\n \n Ability to meet essential physical demands of position including frequent walking, sitting, standing, bending, twisting, stooping, kneeling, crouching, pushing, pulling and reaching with hands and arms; use hands to handle, finger or feel objects, tools or controls; assisting with lifting/moving individuals of any weight with assistance of mechanical lifts or other equipment and/or pushing individuals in wheelchairs; lifting and/or moving up to 25 pounds on occasion; having the physical capacity to work with and implement emergency interventions as per the person’s Behavior Support Plan if/as needed, including lifting/moving individuals of any weight with or without assistance of equipment and/or other staff.\n \n Ability and willingness to assist with a variety of supports and ADLs, including regular exposure to and handling of various bodily fluids with limited direction and in accordance with documented plans.\n \n Strong clinical skills including the ability to assess and analyze information or draw appropriate conclusions, communicate clinical rationales, effectively compile, compare and aggregate data/information; and interpret information.\n \n Ability to remain calm, act assertively and display professional competence and good judgment in stressful situations, including with challenging individuals or behaviors and work in a high energy, fast-paced environment.\n \n Proficiency with computers and electronic systems including email, utilizing Workday and/or related systems (DA, etc.) to complete tasks.\n \n Ability to work on a full-time basis, including at least one regularly scheduled weekend day and to work beyond regularly scheduled hours/shift and/or to report to work as scheduled on holidays, in inclement weather or during other emergencies to maintain minimum coverage requirements of program, unless otherwise authorized.\n \n Ability to travel to regional trainings or meetings at designated YAI locations within assigned region and to locations within NYC metro area on occasion. \n \n For assignments that require transporting persons supported by vehicle, must hold or obtain and maintain valid Driver’s License and Van certification (based on position/location/program).\n\nABIS assigned to BIS Department must also meet the following additional requirements:\n\n \n Three (3) years of experience working within I/DD field, including at least one (1) year as an Assistant BIS in a YAI program in good standing; and\n \n Ability to regularly travel to several programs within assigned region and work varying schedules/shifts, as needed; and\n \n Ability to quickly develop productive working relationships, address team challenges and work effectively with various teams.\n\nPreferred Qualification Requirements (desired requirements beyond MQRs above)\n\n \n Active pursuit of a Master’s degree in clinical or treatment field of psychology, social work, school psychology or applied psychology\n \n Bachelor’s degree in psychology, social work or closely related Human Services discipline\n \n Two (2) or more years of experience working within the field of I/DD\n\nBenefits:\n\n \n DailyPay available - Work today, get paid today!\n \n Tuition reimbursement\n \n Medical and dental insurance (with options for family and more extensive medical plans, as well as vision)\n \n Paid vacation, holidays, and sick time\n \n 403(b) retirement with employer match\n \n Life insurance and long-term disability\n \n Discounts on travel, entertainment, wireless services, shopping, and more. Check out our benefits page to learn more!\n\nCompensation\n\n \n $23.10/hour - $23.10/hour\n\nAll qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, age, disability, or status as a Vietnam or disabled veteran. YAI is an Equal Opportunity Employer.\n\nTo ensure fairness, safeguard transparency, and promote an equitable workforce environment, YAI Network prohibits the practice of nepotism in the workforce and hiring process.

Job Description:\n\nIf you are a current YAI employee, please click this link to apply through your Workday account.\n\nPosition: Assistant Behavior Intervention Specialist\n\nWe are hiring a Full-Time Assistant Behavior Intervention Specialist position at our City Line 1 & 2 IRAs.\n\n \n \n \n \n Job Summary \n \n \n YAI promotes a person-centered approach by creating supports that cater to the specific needs of each person. Under supervision of the Program Supervisor, the ABIS provides direct support to individuals with intellectual and developmental (I/DD) disabilities, promoting community integration and inclusion, assisting with activities of daily living (ADLs) including intimate and personal care, teaching daily and independent living skills, providing individual and group counseling, and performing all other duties of a DSP. Assistant Behavior Intervention Specialists provide clinical support relating to habilitative, behavioral, and psychiatric needs of persons supported by the team under the direction and supervision of the Behavior Intervention Specialist (BIS). This is done through educating other direct care staff and program leadership on habilitative and Behavior Support Plans, supporting clinical assessments and interventions, ensuring consistent and effective data collection, and providing direct feedback. The ABIS provides leadership to the team on shift, directing and assisting direct care staff in the absence of supervisor and/or assistant supervisor. \n \n \n \n \n \n Schedule:\n \n \n \n \n Full-Time evenings only \n \n \n \n \n \n Sunday – Thursday 3:00pm – 11:00pm \n \n \n \n \n \n \n Compensation:\n \n \n \n \n $23.10 - $23.10 / hour \n \n \n \n \n \n \n Key/Essential Functions & Responsibilities: \n \n \n \n \n Performs all duties of a Direct Support Professional (DSP 1 – 3) as indicated in job descriptions, in addition to ABIS duties on a regular basis and/or as requested to ensure the overall supervision, protection and care of individuals in program, assisting in maximizing their strengths, interests and abilities while upholding their personal rights and facilitating activities that provide social capital and connections to the community. \n \n \n \n \n \n Leads the identification, facilitation, and scheduling of community inclusion activities for assigned program based on feedback from and needs of persons supported. \n \n \n \n \n \n Coordinating resources, securing necessary funds, and ensuring that activities are completed and appropriately documented. \n \n \n \n \n \n Supports provision of appropriate, therapeutically documented levels of supervision to ensure and protect the health, safety, and well-being of individuals at all times by ensuring updates and changes to levels of supervision for persons we support are regularly communicated to all staff and appropriately documented; may run shift meetings, assigning duties, completing shift sheet and making recommendations to ensure staff are qualified and able to maintain current prescribed levels of supervision. \n \n \n \n \n \n Understands and uses specialized clinical knowledge of person-specific needs and signs or symptoms of ailments/syndromes including mental health/medical conditions to provide effective supports to individuals, identify and escalate concerns to leadership, and inform activities, training, or specialized education or augmented trainings for staff. \n \n \n\n \n \n \n Stays up to date with current issues, diagnoses, needs, and levels of supervision for the persons supported in assigned program under the supervision of BIS. \n \n \n \n \n \n Works with BIS to identify habilitative, behavioral, and psychiatric needs of the persons supported and to ensure all programming and activities relating to clinical interventions are implemented consistently, in accordance with individualized plans. \n \n \n \n \n \n Provides guidance to program staff, setting the appropriate tone and ensuring that the standards of care are followed by modeling excellent counseling skills and interactions with persons supported and through use of person-centered philosophy and tools. \n \n \n \n \n \n Implements Behavior Support Plans, demonstrating understanding of behavior as communication and employing person-centered thinking to support positive interactions and prevent further escalation. \n \n \n \n \n \n Trains direct care staff individually, on the floor and/or in groups using the EMOE training system to support effective implementation of habilitative and behavioral programming by program staff through regular observations, direct feedback, communicating clinical rationales, and ensuring appropriate data collection techniques. \n \n \n \n \n \n Serves as lead trainer for weekend staff and supports new staff in developing and demonstrating the OPWDD Core Competencies. \n \n \n \n \n \n Participates in the development of treatment plans including individualized habilitative plans, collaborating with BIS to write services, goals, outcomes and/or supports in accordance with the agency philosophy, as determined by assessments of individual needs and learning capabilities. \n \n \n \n \n \n Assists BIS with gathering and collecting data required to conduct formal and informal behavioral and habilitative assessments (written questionnaires, standardized tests, rating scales, baseline data, etc.) by conducting observations and/or soliciting information from other direct support staff, circles of support or other sources, as applicable. \n \n \n \n \n \n Monitors collection of data used to assess progress toward habilitative and behavioral goals, ensuring that new data sheets are accessible to staff at the beginning of each month and that staff are consistently and accurately collecting and documenting data in accordance with established systems by reviewing documentation, retraining staff and following up as needed; may assist with design of data collection systems for habilitative goals. \n \n \n \n \n \n Completes and maintains all required paperwork and documentation for persons supported in appropriate format(s) and file(s) in accordance with applicable requirements including compiling, totaling and summarizing data, writing monthlies describing overall progress and completing person centered materials; reviews and ensures all psychiatric/therapy anecdotals are complete and appropriate and assists other program staff with documentation or compiling information or data, as needed or directed. \n \n \n \n \n \n Attends and actively participates in team meetings as a member of the interdisciplinary team (IDT), consulting with IDT to ensure streamlined and top-quality care and providing feedback or ideas to improve supports and/or program operations and updates or changes relating to data management, assessments or programming requirements. \n \n \n \n \n \n Regularly participates in life plan and other meetings for persons supported and in regional assistant or other clinical team meetings providing information, contributing to agendas and completing tasks or activities resulting from meetings as directed by leadership team (training, assessments, reviews, etc.). \n \n \n \n \n \n Serves as lead on weekend and evening shifts or when otherwise requested, monitoring day-to-day program operations and providing support to staff in the absence of Program Supervisor, Assistant Supervisor and/or BIS. \n \n \n \n \n \n Maintains an awareness of program operations, staff performance and overall condition/wellness of persons supported through regular interactions and observations and by working together with the leadership team to identify and directly address, resolve, recommend actions or solutions and/or appropriately escalating concerns, signs and symptoms, problems or other occurrences. \n \n \n \n \n \n Completes and maintains all necessary trainings and certifications, including specialized trainings based on program and to ensure compliance with YAI policies or other applicable rules or regulations and clinical trainings as recommended by BIS, effectively applying skills or teaching others. \n \n \n \n \n \n Complies with all Federal, State, Local and other relevant regulatory agency requirements, including the Health Insurance Portability and Accountability Act (HIPAA). \n \n \n \n \n \n For certain assignments, may be required to operate YAI motor vehicle to transport individuals to and/or from programs, residences, community or other locations on a daily (or other regular) basis with appropriate credentials. \n \n \n \n \n \n Performs all other duties, as assigned \n \n \n \n \n \n \n Minimum Qualification Requirements:\n \n\n \n \n \n Bachelor’s degree in psychology, social work, or closely related Human Services discipline and at least six (6) months of experience working with individuals with intellectual and developmental disabilities (I/DD) and/or supporting adults or children with complex social-emotional, mental health, and/or behavior support needs in a group or individual setting (home program, day treatment center, school, ABA environment, etc.); or \n \n \n \n \n \n Formal training, including college coursework in psychology, sociology, human behavior, mental health, special education, and/or I/DD and at least two (2) years of experience as described above; or \n \n \n \n \n \n At least four (4) years of experience in a direct care role (e.g. DSP) in a YAI program in good standing; and \n \n \n \n \n \n Working knowledge of behavioral/psychiatric conditions, including the interplay between I/DD and other conditions, and ability to effectively gather, document, and accurately communicate related information to staff, clinical team, and/or external providers; and \n \n \n \n \n \n Exceptional written and oral communication skills including the ability to professionally, coherently, and objectively; document services provided and summarize progress for billing and tracking purposes; and to effectively convey information regarding individuals supported across various levels and with external providers or circles of support; and \n \n \n \n \n \n Ability and willingness to lead, direct, and teach others technical skills and/or knowledge, both on-the-job and through formal training in group or individual settings; and \n \n \n \n \n \n Must hold foundational certifications for current service setting: Strategies for Crisis Intervention and Prevention – Revised (SCIP-R), CPR (issued by American Red Cross or American Heart Association) and YAI issued Approved Medication Administration Personnel (AMAP) certification for residential assignments or Day Services Model Mentorship Training for day assignments. \n \n \n \n \n \n Current YAI employees changing settings must obtain AMAP (for new residential assignment) or Day Services Model Mentorship Training (for new day assignment) and any additional certifications as required by program assignment and persons supported within three (3) months of appointment \n \n \n \n \n \n Newly hired employees must obtain (and maintain) required YAI certifications based on setting and program within six (6) months of appointment; and \n \n \n \n \n \n Must maintain foundational certifications (as described above) and any required program-specific certifications; or \n \n \n \n \n \n Satisfactory equivalent combination of education, experience and/or training; however, all newly hired employees must be at least 18 years old. \n \n \n \n \n \n Ability to meet essential physical demands of position including frequent walking, sitting, standing, bending, twisting, stooping, kneeling, crouching, pushing, pulling and reaching with hands and arms; use hands to handle, finger or feel objects, tools or controls; assisting with lifting/moving individuals of any weight with assistance of mechanical lifts or other equipment and/or pushing individuals in wheelchairs; lifting and/or moving up to 25 pounds on occasion; having the physical capacity to work with and implement emergency interventions as per the person’s Behavior Support Plan if/as needed, including lifting/moving individuals of any weight with or without assistance of equipment and/or other staff. \n \n \n \n \n \n Ability and willingness to assist with a variety of supports and ADLs, including regular exposure to and handling of various bodily fluids with limited direction and in accordance with documented plans. \n \n \n \n \n \n Strong clinical skills including the ability to assess and analyze information or draw appropriate conclusions, communicate clinical rationales, effectively compile, compare and aggregate data/information; and interpret information. \n \n \n \n \n \n Ability to remain calm, act assertively and display professional competence and good judgment in stressful situations, including with challenging individuals or behaviors and work in a high energy, fast-paced environment. \n \n \n \n \n \n Proficiency with computers and electronic systems including email, utilizing Workday and/or related systems (DA, etc.) to complete tasks. \n \n \n \n \n \n Ability to work on a full-time basis, including at least one regularly scheduled weekend day and to work beyond regularly scheduled hours/shift and/or to report to work as scheduled on holidays, in inclement weather or during other emergencies to maintain minimum coverage requirements of program, unless otherwise authorized. \n \n \n \n \n \n Ability to travel to regional trainings or meetings at designated YAI locations within assigned region and to locations within NYC metro area on occasion. \n \n \n \n \n \n For assignments that require transporting persons supported by vehicle, must hold or obtain and maintain valid Driver’s License and Van certification (based on position/location/program). \n \n \n \n \n \n\n \n Preferred Qualification Requirements (desired requirements beyond MQRs above):\n \n \n \n \n Active pursuit of a Master’s degree in clinical or treatment field of psychology, social work, school psychology, or applied psychology \n \n \n \n \n \n Bachelor’s degree in psychology, social work or closely related Human Services discipline \n \n \n \n \n \n Two (2) or more years of experience working within the field of I/DD \n \n \n \n \n \n \n YAI is an Equal Opportunity Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, age, disability, or status as a Vietnam or disabled veteran. \n \n\nAll qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, age, disability, or status as a Vietnam or disabled veteran. YAI is an Equal Opportunity Employer.\n\nTo ensure fairness, safeguard transparency, and promote an equitable workforce environment, YAI Network prohibits the practice of nepotism in the workforce and hiring process.