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Job DescriptionRiverdale Country School, a Pre-K through Grade 12 independent all-gender school in New York City, is dedicated to inspiring students to live meaningful and purpose-driven lives. The school achieves this by fostering a culture of academic excellence, critical thinking, and curiosity, supported by a diverse and inclusive community. Riverdale emphasizes both high challenge and high support in its approach to education, encouraging students to engage deeply in interdisciplinary learning, research, and experiential education, both inside and outside the classroom and beyond our campuses. This holistic approach aims to develop well-rounded individuals who are prepared to make a positive impact on the world. At Riverdale, we strive to reflect the diversity of the New York metropolitan area in our students, faculty, and staff. We believe that a diverse and inclusive community enriches the educational experience and is integral to our mission. With a student body of approximately 1,300 students from 117 different zip codes, Riverdale is a vibrant community where 48% of our students identify as students of color. We seek to employ educators and leaders who bring a student-centered approach, passion for their work, a commitment to DEIB, and a desire to contribute to the growth and development of our entire school community. Riverdale Country School is a Pre-K through grade 12 independent school in New York City committed to empowering lifelong learners by developing minds, building character, and creating community in order to change our world for the good. Riverdale seeks to reflect that belonging is the foundational core of community building in how we work collaboratively and support the school’s mission and empowers all community members to thrive in mind, character, and community. Riverdale enrolls about 1,300 students who collectively reside in 117 different zip codes.We seek to employ people who engage in all aspects of work with a student-centered approach, an open mind, passion, and a willingness to support the greater community. This is a full-time, exempt position that directly supervises Culinary team members. You will report to the Assistant Culinary Director and Culinary Director at your campus. The Sous Chef is responsible for supervising the execution of the preparation and cooking of all food items for daily foodservice and special events. The ideal candidate will help facilitate and cultivate the spirit of farm to table food. You will help contribute to the structure and organization of our current culinary program. We are looking for someone with the ability to think strategically, communicate effectively and interact professionally with a diverse group of students, parents, peers, managers and vendors. Principal Qualifications: • Minimum of five years large volume cooking experience along with two years experience managing a team in a food service environment., • Excellent written and oral communication skills., • Ability to work in a team environment and demonstrate excellent customer service., • Must have the ability to lead and support the kitchen staff., • Must be able to understand verbal and written instructions., • Holds a valid NYC DOH Food Protection Certificate., • Must be knowledgeable and able to manage and comply with Health Department and other governmental agency regulations., • Must have extensive knowledge of food preparation and production for volume restaurant and banquet facility., • Individual is responsible for achieving on site certifications provided by employerRequired Skill Sets:, • Knowledge of various cuisines and cultural foods with emphasis on sustainable sourcing., • Following and supporting standards set in place for the kitchen and ensure the team is able to follow., • Attend training sessions, on site and off site., • Responsible for overseeing preparation and execution of daily menus, ensuring production of desired quality and necessary quantity of food., • Create daily individual work plans for team members for each shift., • Work with team to ensure menu items are displayed in a proper manner., • Work with front of house team to ensure an excellent level of customer service at all times., • Provide additional training and mentorship as needed ny the culinary team., • Communicate with the management team to maintain the level of food quality that is expected., • Liaison between culinary team and management., • Communicate any issues to the team which could affect the service before each meal period; menu changes, allergens, ingredients changes, etc..., • Knowledge of food product, identification, and acceptable level of food quality., • Must know methods of food preparation, cooking times, and portion sizes to ensure food is prepared in a prescribed manner., • Evaluate food quality and preparedness by tasting everything., • Ensure food is stored at the appropriate temperature for the appropriate length of time and follows all food safety standards., • Sets up/Breaks down kitchen., • Maintains a clean, safe and sanitary work station, equipment, and utensils., • Maintain production records (food usage, overages, shortages, customer counts, etc.), • Maintain established logs (food temperatures, cooling temperatures, cooler & freezer temperatures, etc.), • Communicate with management regarding food product that needs to be ordered for upcoming production., • Report safety hazards discovered in the location to management immediately additional job functions., • Completion of additional tasks requested by a management team., • Responsible for receiving deliveries and proper storage of all items., • Assist the Director of Food Services and Assistant Director of Food Services in any area as needed.Requirements:, • Degree in Culinary Arts, Hospitality Management or equivalent experience preferred., • A minimum of 2-4 years progressive culinary management experience., • Strong leadership and coaching skills and the ability to train others., • NYC Food Handlers certification, ServSafe certification and Allertrain certification.Work EnvironmentThe work environment can be loud and busy. There are many kitchen hazards such as hot surfaces and liquids, sharp knives, and slippery floors. Ability to lift, move and/or transport up to 40 pounds is required. Work Hours - (some days may vary) Monday-Friday 6:00am-2:30pm some evenings & weekends required.Salary or Hourly rate: To apply for this position, please click on the red “Apply for this Job” button. Please submit a resume and cover letter. If there are pronouns we should use in potential future communications, we invite you to share that information with us. For information about this position and all open positions, please visit the Careers page of Riverdale’s website. Benefits of Full Time Work at Riverdale Country School Working at Riverdale Country School is a purposeful and meaningful career choice that comes with many benefits including: Transportation: Shuttle service is available to/from the 242nd St / Broadway subway station. Limited stops are also available near transit hubs in Manhattan including the Metro North Harlem Station and subway lines – 1, 2, 3, 4, 5, 6, N, Q, R, A, B, C, and D. If there is need in the community, we can also run a shuttle from the Henry Hudson Parkway / 246th St bus stop which connects to the #7, #10, and Express Buses to/from Manhattan. Professional Development: A generous professional-development budget provides for conferences, skills training, and onsite training in areas such as mindfulness, coaching, and diversity, equity, inclusion, and belonging. Grants and Stipends: All employees are eligible for Frankel Fellow grants, known as “passion grants,” which pay for enrichment activities. More than 120 grants have been made to faculty and staff since the program started in 2014. Stipends are available for coaching, affinity group facilitation, advising clubs with significant out-of-school time, and chaperoning trips (including global trips!). Sabbatical: Full time teaching faculty are eligible for a sabbatical after 10 years of employment. Health Benefits: Riverdale offers and subsidizes health, dental, and vision insurance. In addition, the school offers a flexible spending account through which employees can use pre-tax dollars to pay for health-related expenses. Retirement: Employees are eligible to join our Defined Contribution retirement plan through TIAA. The school contributes 7% of an employee's annual salary to their retirement account. Vacation: Riverdale Country School has a generous time-off policy for staff in addition to vacations afforded by the school calendar. 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 DescriptionSalary: $72,000-$110,000 Are you ready to embark on an extraordinary journey, where your purpose is to empower and uplift others through education? We're seeking a passionate and dedicated individual to become a Teacher at Integration Charter Schools (ICS) and play a pivotal role in our vibrant learning community! About ICS Integration Charter Schools provide innovative pathways to college that fully integrate students with special needs. In building a family of associated schools that share this common mission, ICS strives to fill gaps in public education. The ICS network is composed of four schools located on Staten Island, New York. The guiding principles of ICS are teamwork, courage, community and integrity. We take these principles into the classroom to enrich our students learning experience. In addition to a rigorous academic curriculum, our social-emotional learning program plays a key role in fostering resilience, self-awareness, and interpersonal skills, preparing students for success both in and out of the classroom. We offer opportunities for students to earn college credits through partnerships with higher education institutions, allowing them to gain valuable experience and accelerate their academic journey. At Integration Charter Schools, we are committed to creating innovative educational pathways that meet the diverse needs ofevery learner. Our dedicated team ofpassionate educators, skilled instructional staff,andsupportive professionalswork together to cultivate an inclusive, enriching learning environment for our entire school community. Overview Integration Charter Schools is looking for passionate and creative education professionals to join our teaching teams at each of our network of charter schools. Were excited about education professionals who are fired up about our inclusive program and commitment to serve all students of Staten Island. Join us as we foster social and emotional wellness, encourage inclusive learning, and guide students to find their unique learning paths. As a Graphic Design Teacher at ICS, you will play a crucial role in creating inclusive pathways to academic and social-emotional success for all types of learners in the classroom. You will work collaboratively with students, families, and colleagues to provide a supportive and enriching learning environment. Responsibilities Instruction and Preparation • Craft and deliver captivating lessons that engage and energize students across various subjects, enriching their educational journey, • Addressing the learning needs of all learners in your classroom, • Plan instruction that creates independent learning opportunities for students, • Present a passion for learning, growth mindset and a love for the subject matter you are teaching, • Deliver high quality content in the assigned content area integrating Social Emotional instructional practices, • Tailor teaching methods to meet the unique learning needs of every student, ensuring no one is left behind on their educational journey, • Lead by example, demonstrating your passion for learning and instilling it in our students, nurturing their growth and development, • Design and deliver a comprehensive Graphic Design and Digital Arts curriculum, including digital illustration, branding, visual communication, and multimedia design, • Develop and teach 3D design and fabrication units, including modeling, slicing, and production using 3D printers, • Provide students with hands-on opportunities to engage in design thinking, prototyping, and iterative problem-solving, • Integrate industry-standard tools (e.g., Adobe Creative Suite, Tinkercad, Blender, Canva, or similar platforms) into daily instruction, • Plan and implement projects that connect art, technology, and real-world applications (marketing, product design, architecture, etc.), • Teach foundational and advanced skills in digital citizenship, AI use in design, and ethical creative practices, • Differentiate instruction to support a range of learners, including students new to digital tools and those ready for advanced design challenges Relationship Building and Student Support • Create a predictable, physically, emotionally and intellectually safe learning environment for all stakeholders (students, family members, teachers and staff)., • Make space for student voice and choice, • Use the principles of ICS to manage conflicts and redirect undesired behavior, • Manage student behaviors and use mistakes as learning opportunities, • Hold a high bar for effort, persistence and quality of work, • Celebrate progress and recognize student achievement, • Foster a creative studio environment that encourages risk-taking, critique, collaboration, and student voice, • Provide structured opportunities for peer critique and feedback cycles to strengthen student work and communication skills Community Engagement • Create positive relationships by showing care and trust with families, • Provide weekly communication touch points for families when needed, • Provide families with the tools and tips that they can work on and support their students at home, • Embrace and celebrate diversity, creating an inclusive classroom environment that reflects the dynamic nature of our community, • Showcase student work through digital portfolios, exhibitions, showcases, or school-wide displays, • Build partnerships (when possible) that expose students to careers in design, technology, and creative industries Professional Responsibilities • Commit to being reflective and responsive to feedback that will impact your practice, • Participate in school and network wide professional development opportunities, • including but not limited to, mentorship, coaching cycles, observation, • and feedback rounds, • Constantly reflect on your practice, content knowledge and pedagogical skill, • Maintain accurate records for grading, progress monitoring and communication., • Collaborate with colleagues and invest in yourself as an adult learner, • Supporting the school as directed by the Principal, Assistant Principal and Dean, • Create and champion an inclusive environment where students are valued; fostering a sense of belonging within our vibrant educational community, • Lead by example, demonstrating your passion for learning and instilling it in our students, nurturing their growth and development, • Manage and maintain a 3D Arts and Design Lab, including 3D printers and related equipment, • Ensure proper setup, calibration, troubleshooting, and safe operation of 3D printing technology, • Maintain inventory of materials (filament, tools, supplies) and establish systems for efficient lab usage, • Stay current with emerging trends in digital design, 3D fabrication, and educational technology, • Support integration of design and technology across content areas through collaboration with colleagues, • Lead or support extracurricular opportunities such as design clubs, robotics, or innovation-based programs Additional Information • Weekly Wednesday half- day schedule for embedded professional development and planning, • Small class sizes, • Tuition reimbursement, • Teaching certification pathway for those who qualify, • Opportunity to be an integral part of our community, making a genuine difference and shaping the futures of our students, • Students of ICS employees have access to after-care options, • Free parking on-campus, • Comprehensive benefits package that includes health, dental, vision and life insurance, a flexible spending account, paid time off, short- and long-term disability policy, commuter benefits, professional development opportunities and a 401(k)-retirement plan with an employer match of up to 3%, • Employees qualify for both NYS Teacher Loan Forgiveness and Public Service Loan Forgiveness, • Promotion of work-life balance to all staff members, • Stipend program that promotes becoming a dual certified teacher in New York State, • Teacher Residency Program, • Tuition-free Bachelors degree program through Monroe College Qualifications & Competencies • A Bachelor's degree in Education or Masters degree in a relevant field, • Ability to become certified in the state of New York and pass the state licensure exam if not already a certified teacher!, • Exhibit patience, empathy, and the ability to motivate students toward their full potential, • Experience teaching graphic design in a school setting, • Possess exceptional communication skills, empowering you to convey complex ideas in relatable terms, • Collaborative attitude toward teaching and learning, • A whatever it takes attitude, one that is centered in the notion of children first, • Belief in every students limitless potential, • Embrace and celebrate diversity, creating an inclusive classroom environment that reflects the dynamic nature of our community Salary/Hours Monday-Friday 7:30AM-4:00PM $72,000-$110,000 *Salary is dependent on level of education and years of teaching experience ICS is an Equal Opportunity Employer

Job Description About Us Brilla Schools, a growing K-8 network in the Bronx, serves over 2,000 students with plans to expand to educate 3,000 across four elementary and four middle schools. Managed by Seton Education Partners, Brilla Schools are dedicated to forming students of strong wisdom and virtue. Our classically inspired approach to education combines a content-rich curriculum, inquiry-driven learning, and a focus on virtues, while providing individualized support to meet each child's unique needs. A national leader in character education and supporting students with varying needs, over the past two years, Brilla alumni have secured spots in the most prestigious high schools in the tri-state area, earning over $3 million in scholarships and financial aid. Our staff are mission-aligned change-makers who believe in fostering a joyful, rigorous learning environment, and Brilla offers some of the most competitive salaries in the market to honor their dedication. With high expectations and a supportive community, we're preparing students to excel in high school, college, and beyond. Position Overview The primary responsibility of the Middle School Assistant Principal (AP) of STEM is to bring Brilla Public Charter Schools' mission to life by executing the Strategic Priorities set forth by the Principal. Supervised directly by the principal, the AP of STEM ensures continuity of instructional practice and fidelity to the curriculum by providing coaching and support in adaptation to meet the needs of a particular cohort. The AP assists the principal in the planning and execution of key academic and cultural initiatives and programming, with a focus on STEM. The AP supervises the school-wide approach to Tier 2 and Tier 3 behaviors in collaboration with the leadership and Student Services team, ensuring that systems and procedures are being followed to best meet the needs of all students. Additionally, the AP directly supervises a caseload of teachers. Together, the MS AP of STEM and other members of the campus Instructional Leadership Team collaborate to support teachers by reviewing assessment data, identifying instructional strategies to meet Tier 1, 2, & 3 instructional and behavioral needs, guide collaboration among grade-level and content team members, observe classrooms and provide live coaching feedback, and reinforce standards and expectations for instructional excellence. The AP is a highly motivated collaborator who goes above and beyond prescribed duties in support of the principal, teachers, and their students, while also taking initiative to solve problems and address challenges. A successful AP is positive and flexible in the face of change, a model of Brilla's Core Virtues, resilient to challenge, and deeply dedicated to the Brilla mission. Core Competencies & Responsibilities Instructional Leadership • Model a deep understanding of instructional best practices and command of elementary STEM content, • With support of Network Curriculum and Instruction team, implement curriculum and instruction that inspires critical thinking, scholar growth and an appreciation for Truth, Beauty and Goodness, • Conduct regular classroom observations, live coach and provide feedback that urgently develops and deepens teachers' understanding of instructional practice in support of high student achievement, • Plan, facilitate, and attend regular, mission-critical programming including weekly leadership meetings, network AP meetings, IEP meetings, summer development sessions, data days, parent workshops, family conferences, and other administrative activities, • Engage in ongoing analysis of student data to inform strategy, professional development and adjustments to instruction in support of achieving high student outcomes, • Create and facilitate weekly professional development sessions for staff aligned to instructional goals of the campus, as directed by the principal Talent Management • Demonstrate strong collaboration and communication with all team members and network partners, • Support principal with the interviewing, hiring and onboarding of new staff, • Craft and support facilitation of twice-yearly performance evaluation conversations, • Closely monitor and address staff professionalism - ensuring deadlines, surveys, data and assessment and other professional responsibilities are met and completed with quality and fidelity, • Conduct bi-weekly coaching meetings with teachers on caseload grounded in student data, instructional feedback and practice Strategic Thinking • Model an achievement orientation & drive by setting ambitious goals, taking initiative, and securing accountability to get results. Demonstrates resilience and resolve in the face of change, • Support principal in crafting and communicating strategic school systems, culture, and vision that is urgent, creative and grounded in best practice, • Seek and implement feedback from families, staff and scholars around school initiatives and improvement School Culture • Create intentional experiences that foster joy, a love of learning, and a sense of belonging to the school community, while employing a warm and firm approach that communicates love, respect, and high expectations., • Work with the Principal, Instructional Coaches, Students Services team to design, model, facilitate, and hold others accountable to the Tier 2 and Tier 3 behavioral and academic processes and systems established; help ensure that student behavior and school culture meet the needs of all students while sustaining staff morale., • Maintain high standards of professionalism in execution of professional norms, attire and managing deliverables Family Engagement • Support, and reinforce with staff, a welcoming and engaging culture of hospitality for every family, grounded in the belief as the family as the child's first educator, • Support and participate in family engagement initiatives, including, but not limited to,monthly Coffee and Conversations, Parent University and Family Involvement Committee meetings, • Promptly and effectively respond to family concerns, • Support student recruitment, enrollment and retention as needed Other Duties • Perform other duties as assigned including, but not limited to, attending network/school walkthroughs, test preparation, small group instruction, model teaching, reviewing report cards and comments, reviewing and finalizing incident reports, mediating parent concerns, Parent University facilitation, maintaining communication logs, ensuring accurate attendance, and supporting external professional development activities. Qualifications • An unwavering, confident, and enthusiastic commitment to the educational mission of the Brilla Schools Network in service to the school community, • A high level of initiative, flexibility and resiliency in the face of challenge, change or ambiguity, • Strong analytical and problem-solving skills, with a high level of ownership for the outcomes achieved, • Capacity for managing many diverse projects and proven examples of strong organization and self-management, • Excellent and inspiring oral and written communication skills and strong interpersonal skills, with the ability to collaborate effectively with others, • Familiarity with and appreciation for the Classical liberal arts tradition, • Bachelor's degree or higher from an accredited institution (Master's Degree preferred), • At least two years teaching in an urban school serving predominantly low-income children with demonstrated exemplary student achievement results within STEM content(s), • At least one year of experience successfully leading, managing and coaching a team of adults with demonstrated results, preferably in a charter school setting, • Experience with the Eureka Math® and/or Illustrative Math® (preferred), • Special Education credential and experience (preferred), • Proficiency in Spanish (preferred) Benefits At Brilla Schools, we celebrate the unique skills, experiences, and passions that each staff member brings to our mission. To support their work, we offer a thoughtfully designed benefits package to provide competitive and adaptable coverage. We are committed to offering a benefits portfolio that supports the holistic health and wellness of our team members including: • Comprehensive Professional Development: More than 225 hours annually, featuring two weeks of onboarding, coaching, and targeted training sessions to ensure staff excel in their roles and flourish., • Community and Culture: An intentionally joyful workplace with over 30 bonding events each year, fostering connection and collaboration among staff and families in the Bronx., • Flexible Health Coverage: A full suite of medical, dental, and vision plans designed to support diverse needs, utilizing Cigna and Anthem provider networks., • Competitive Compensation: A salary range of $118,205 to $142,674, with pay varying within this range based on job-related knowledge, skills, and experience., • Retirement Plans: A 403(b) plan and 401(k) retirement options with matching contributions, helping you secure your financial future while you grow with us., • Work-Life Balance: Generous paid time off, a DOE-aligned school calendar, and wellness resources to support personal renewal and sustained excellence. At Brilla, your dedication fuels our mission, and we're here to invest in your growth, well-being, and success—from recruitment to retirement! Please note: The above is based on the 2025-2026 plan year. You can find more information here. Brilla Schools is an equal opportunity employer. Brilla Schools provides equal employment opportunities for all applicants and employees. Be sure to input your full legal name in your application.

Job DescriptionSalary: $72,000-$110,000 Are you ready to embark on an extraordinary journey, where your purpose is to empower and uplift others through education? We're seeking a passionate and dedicated individual to become a Teacher at Integration Charter Schools (ICS) and play a pivotal role in our vibrant learning community! About ICS Integration Charter Schools is dedicated to providing innovative pathways to college that fully integrate students with special needs. In building a family of associated schools that share this common mission, ICS strives to fill gaps in public education. The ICS network is composed of four schools located on Staten Island, New York. The guiding principles of ICS are teamwork, courage, community and integrity. We take these principles into the classroom to enrich our students learning experience. In addition to a rigorous academic curriculum, our social-emotional learning program plays a key role in fostering resilience, self-awareness, and interpersonal skills, preparing students for success both in and out of the classroom. We offer opportunities for students to earn college credits through partnerships with higher education institutions, allowing them to gain valuable experience and accelerate their academic journey. At Integration Charter Schools, we are committed to creating innovative educational pathways that meet the diverse needs ofevery learner. Our dedicated team ofpassionate educators, skilled instructional staff,andsupportive professionalswork together to cultivate an inclusive, enriching learning environment for our entire school community. Overview Are you a beacon of inspiration, driven by a profound sense of purpose to guide our students on their educational journey? As an ICS Special Education Teacher, you possess the remarkable ability to ignite curiosity, inspire creativity, and foster a love for learning in our diverse community. Integration Charter Schools is looking for passionate and creative education professionals to join our teaching teams at each of our network of charter schools. Were excited about education professionals who are fired up about our inclusive program and commitment to serve all students of Staten Island. Join us as we foster social and emotional wellness, encourage inclusive learning, and guide students to find their unique learning paths. As a Special Education Teacher at ICS, you will play a crucial role in creating inclusive pathways to academic and social-emotional success for all types of learners in the classroom. You will work collaboratively with students, families, and colleagues to provide a supportive and enriching learning environment. Responsibilities Instruction and Preparation Craft and deliver captivating lessons that engage and energize students across various subjects, enriching their educational journey Address the learning needs of all learners in your classroom Collaborate with ICS co-teacher to ensure student success Support students with IEPs by maintaining a caseload of students, collaborate with colleagues to complete their IEPs, participate in IEP meetings and keep ongoing communications with families Plan instruction that creates independent learning opportunities for students Present a passion for learning, growth mindset and a love for the subject matter you are teaching Drive differentiation and specially designed Instruction to support students with disabilities in an inclusive classroom Plan accommodations and modifications as required to meet student needs, ensure testing accommodations are in place Deliver high quality content in the assigned content area integrating Social Emotional instructional practices Provide small group instruction Lead by example, demonstrating your passion for learning and instilling it in our students, nurturing their growth and development Relationship Building and Student Support Create a predictable, physically, emotionally and intellectually safe learning environment for all stakeholders (students, family members, teachers and staff). Make space for student voice and choice Use the principles of ICS to manage conflicts and redirect undesired behavior Manage student behaviors and use mistakes as learning opportunities Hold a high bar for effort, persistence and quality of work Celebrate progress and recognize student achievement Provide support for student intervention planning Community Engagement • Create positive relationships by showing care and trust with families, • Provide weekly communication touch points for families when needed, • Maintain communication with families in relation to student IEP needs, • Provide families with the tools and tips that they can work on and support their students at home, • Embrace and celebrate diversity, creating an inclusive classroom environment that reflects the dynamic nature of our community Professional Responsibilities Commit to being reflective and responsive to feedback that will impact your practice Participate in school and network wide professional development opportunities including but not limited to, mentorship, coaching cycles, observation and feedback rounds Constantly reflect on your practice, content knowledge and pedagogical skill Maintain accurate records for grading, progress monitoring and communication Collaborate with colleagues and invest in yourself as an adult learner Supporting the school as directed by the Principal, Assistant Principal and Dean Create and champion an inclusive environment where students are valued; fostering a sense of belonging within our vibrant educational community. Lead by example, demonstrating your passion for learning and instilling it in our students, nurturing their growth and development Additional Information • Weekly Wednesday half- day schedule for embedded professional development and planning, • Small class sizes, • Tuition reimbursement, • Teaching certification pathway for those who qualify, • Opportunity to be an integral part of our community, making a genuine difference and shaping the futures of our students, • Students of ICS employees have access to after-care options, • Free parking on-campus Comprehensive benefits package that includes health, dental, vision and life insurance, a flexible spending account, paid time off, short- and long-term disability policy, commuter benefits, professional development opportunities and a 401(k)-retirement plan with an employer match of up to 3% Employees qualify for both NYS Teacher Loan Forgiveness and Public Service Loan Forgiveness Promotion of work-life balance to all staff members Teacher Residency Program Qualifications & Competencies • Must be certified to teach Special Education in New York State A Bachelor's degree in Education or Masters degree in a relevant field • Exhibit patience, empathy, and the ability to motivate students toward their full potential Possess exceptional communication skills, empowering you to convey complex ideas in relatable terms • Collaborative attitude toward teaching and learning A whatever it takes attitude, one that is centered in the notion of children first. Belief in every students limitless potential Embrace and celebrate diversity, creating an inclusive classroom environment that reflects the dynamic nature of our community Salary/Hours Monday-Friday 7:30AM-4:00PM $72,000-$110,000 *Salary is dependent on level of education and years of teaching experience ICS is an Equal Opportunity Employer

Job Description Who we are? Ethical Culture Fieldston School is a progressive PreK-12 independent school that has been serving students from throughout New York City and the surrounding suburbs since 1878. ECFS offers a rich curriculum in the arts, sciences, and humanities. A co-ed, nonsectarian school, it serves an inclusive community of about 1,700 students on two campuses -- one in the Riverdale section of the Bronx and the other in Manhattan. The Fieldston Middle and Upper campus located in Riverdale has approximately 400 students in 6-8th grades and 600 students in 9-12th grade. What is essential about working at our school? The Ethical Culture Fieldston School has a long history of inclusion and belonging deeply rooted in our mission and the educational philosophy of our founder, Felix Adler. We embrace all aspects of an individual, including their ancestry, family, identity, culture, and beliefs. We affirm both our differences and commonalities and strive to balance individuality and community. In keeping with our progressive tradition, we are dedicated to increasing our students’ cultural literacy to help them understand multiple perspectives and see the world beyond the self. We expect members of our community to engage in open dialogue about living and learning in an inclusive environment inside and outside the classroom. We see this work, with its creative tensions, as a catalyst for individual and collective growth. On a daily basis, we are committed to making this vision of a democratic, pluralistic, and progressive school a reality. Position Summary The Department of Student Support & Wellness is seeking a dynamic psychologist to join our Upper & Middle School divisions. This position will provide integrated psychological services for the students in grades 6 through 12 during the 2026-2027 academic year and will begin September 1, 2026. Reporting to the Executive Director of Student Support & Wellness, this individual has two primary roles: to serve the individual psychological needs of students and to foster the psychological health and well-being of the entire Middle and Upper School communities. Services include individual and small group, community outreach including but not limited to roundtable programming, wellness programs, specialized training programs, and consultation services for parents and teachers. The psychologist is available to serve as a trusted resource in crisis moments for students, parents, and the community at large at all times. This is a 1.0 FTE (full time equivalency) position and the hiring range is $75,261-184,830. Please note that this is an onsite role and not performed remotely. Ethical Culture Fieldston School retains its right to modify job duties in accordance with changing operational needs. Responsibilities Specific responsibilities of the Psychologist will include: Partnering closely with the Upper School and Middle School administrative teams including principals and assistant principals, and working collaboratively with other administrators, the student support team, health and wellness educators, faculty, staff, and parents in support of student well-being; Providing consultation to faculty and staff on student psychosocial issues and adolescent development,offering short-term counseling, guidance, and treatment referrals and collaborating on social-emotional and student wellness programs across grade levels; and partnering with school leaders,faculty, families, and other stakeholders to assess student needs, develop and implement support plans, address academic and wellness concerns, and coordinate grade-level and school-wide interventions; Serving as a first responder to individuals and the community at large in time of crisis; Participating in the neuropsychological evaluation meetings and helping to provide appropriate recommendations; Maintaining timely, relevant and accurate notes and documentation; Continuing to enrich and evolve the counseling program to meet ever-changing student needs; Providing education and outreach to parents at each grade level (6-12) on adolescent development and emotional issues impacting their children; In collaboration with members of the student support teams, creating and implementing programs to provide education about the key socio-emotional issues students are grappling with including, but not limited to stress management, identity formation, healthy relationships, and the general physical, emotional, and mental wellness of high school students; Supporting the Mental Health Club advisors and student leaders as they plan and implement relevant events, including assemblies and special programs; Helping to support and/or implement grade-wide events including the Senior Transition Program, College Symposium Day, Grade Orientations, and assemblies; Consulting with Grade Deans about peer mentor programs; Teaching ethics and/or health classes as needed as they relate to mental health topics; Leading faculty discussions connected to the general physical, emotional, and mental wellness of high school students; Maintaining and updating protocols for the faculty on responding to students in crisis; Leading discussions for advisors around the role of the advisor and how to support students; Collaborating with psychologists/counselors connected to the 8th to 9th Grade transition; Ensuring confidentiality of student information as necessary; Attending all departmental, divisional, and school-wide meetings; Maintaining compliance with all school policies, state regulations, and educational standards; and Performing other related projects and duties as needed and assigned. Position Requirements The successful incumbent will possess: Ed.D, Ph.D, or Psy.D in clinical or school psychology or Certification in School Counseling preferred; New York State license and/or certification; Previous experience as a clinical supervisor preferred; Previous experience working with adolescents and families; Strong knowledge of the ethical and legal considerations related to school-based counseling practices; Demonstrated skills and competence in providing mental health services to individuals from a wide variety of backgrounds; Consistent documentation and clinical record keeping; The ability to collaborate and build strong relationships with faculty, administrators, students, parents, and the overall community; A commitment to cultural competency and to fostering an inclusive environment that supports students of all backgrounds; Excellent verbal, written, and oral communication skills; A positive attitude and the ability to listen effectively and be receptive to feedback; The ability to manage time effectively, stay organized, and prioritize required tasks; A commitment to engaging in ongoing professional development and proficiency in utilizing and learning new technologies (i.e., Google Workspace tools); Reliability, punctuality, and consistent attendance; and The ability to cultivate a welcoming culture in which all members of our community feel valued and appreciated. To Apply All candidates should visit our employment page at www.ecfs.org to apply. Please send a letter of interest, a resume, and contact information for three references. EEO ECFS is an equal opportunity employer. We seek to be a welcoming community of professionals that broadly reflects the people of the metropolitan New York City area, our students, and families. All qualified applicants will receive consideration for employment and will not be discriminated against on the basis of race, color, religion or religious practices, sex, gender identity or expression, sexual orientation, citizenship status, national origin, age, ability status, military status, unemployment status or any other category protected by applicable local, state, or federal laws. We are committed to hiring practices that ensure all candidates are given fair consideration in alignment with our institutional mission and goals.

Job Description Who we are? Ethical Culture Fieldston School is a progressive PreK-12 independent school that has been serving students from throughout New York City and the surrounding suburbs since 1878. ECFS offers a rich curriculum in the arts, sciences, and humanities. A co-ed, nonsectarian school, it serves an inclusive community of about 1,700 students on two campuses -- one in the Riverdale section of the Bronx, and the other in Manhattan. The Upper School, located in the Bronx, is comprised of approximately 600 students and 80 faculty members. What is essential about working at our school? The Ethical Culture Fieldston School has a long history of inclusion and belonging deeply rooted in our mission and the educational philosophy of our founder, Felix Adler. We embrace all aspects of an individual, including their ancestry, family, identity, culture, and beliefs. We affirm both our differences and commonalities and strive to balance individuality and community. In keeping with our progressive tradition, we are dedicated to increasing our students’ cultural literacy to help them understand multiple perspectives and see the world beyond the self. We expect members of our community to engage in open dialogue about living and learning in an inclusive environment inside and outside the classroom. We see this work, with its creative tensions, as a catalyst for individual and collective growth. On a daily basis, we are committed to making this vision of a democratic, pluralistic, and progressive school a reality. Role Summary The support that the Form Dean offers is at the heart of what makes Fieldston unique. Deans help the big school feel small and allow for individual attention, an essential part of progressive education. The Dean’s job is a teaching job, involving endless one-to-one lessons, teaching to multiple intelligences and different learning styles, and improvising different lesson plans for many constituencies. They work to foster the intellectual, artistic, emotional, ethical, physical, and social development of each student in the form throughout their Upper School career. In order to accomplish this purpose, the Dean must work closely with individual students and their parents on academic and affective issues, and serve as a resource for the advisors and teachers in the grade. The Dean maintains a consistent, available presence for students, advisers, teachers, and parents as a resource for problem-solving for issues that arise in a way that helps the student and parents understand the expectations of the school. The four Upper School deans work collaboratively, calling on their collective wisdom and experience to inform decisions made in specific situations and crises. The Form Dean reports to the Upper School Principal and works very closely and is also supervised by the Assistant Principal of Academic and Student Life),they also work closely with the other Deans, the Director of College Counseling, the Director of the Learning Center, the BSI team, the Ethics and Technology coordinator, the School Psychologist, and the School Nurse. The Form Dean: Is a Union Represented position; Serves as a member of the Upper School leadership team, collaborating closely with their fellow Deans; Regularly represents the school at Fieldston-sponsored events; Teaches one class per semester or 25% of a normal teaching load; Serves as a co-advisor to a group of students in the Form; Takes on a 4-year commitment (one cycle): the Dean "travels" with their form as they move through the Upper School; This role is expected to last no more than two full cycles (eight years total). The Form Dean & Individual Students: Reads Home Reports and consults with teachers and advisors to monitor student’s academic progress and overall well-being; Works with the student and the student’s parents, and advisor to ensure the student’s placement in appropriate courses and to help plan the student’s academic and co-curricular program; In consultation with relevant members of the school community, helps students resolve problems that the student is experiencing at school; In consultation with the Psychologist, meets with students in distress and their families to counsel them about issues related to the student’s emotional, psychological health, or well-being, and helps students and families to obtain outside counseling or psychotherapy to address those issues; communicating those instances with the larger support team; In consultation with the Learning Center, meets with families about psycho-educational evaluations; In collaboration with the Learning Center and school psychologists, talk or meet with outside tutors and therapists; Works with the Assistant Principal of Student Life (of both middle and upper) and with the Admissions staff to support students’ successful transition into Upper School; Collaborates with the College Office to help students and their parents through the college process; Follows up with students and families for anyone who may have been placed on academic or disciplinary probation by the Assistant Principal of Academic or Student Life. The Form Dean in working with the other Deans, BSI team members, Assistant Principals, and Principal: Upholds the position of the school and administration with students and families Meets weekly to coordinate efforts, discuss student issues, plan events, and ensure general consistency within and across the grades; Meets weekly with the Assistant Principal(s) of Student Life to discuss grade-level happenings, concerns, and activities; Supports our school’s mission, values, and initiatives across all Forms and in all communications; Discusses all major disciplinary concerns and issues that involve a student’s physical and emotional well being with the AP for Student Life; Collaborates with the AP for Academic Life around student academic concerns; Collaborates with Belonging and Social Impact Leads in addressing and supporting topics/issues accordingly; Supports the design and delivery of an advisory curriculum; Deans attend two summer retreat days in order to plan for the upcoming year. These dates are set in mutual agreement with the Principals and the APs for Student and Academic Life. Form Dean & Parents: The Dean maintains positive and direct contact with the parent body, establishing open lines of communication and developing strong, supportive relationships; The Dean is often the first person a parent will call; the Form Dean works with the student’s teachers, advisor, and others to address parent concerns; Meets regularly with the P+T; Works with the P+T Coordinators and other form parents to arrange special family events for the form and serves as a liaison between parents and school personnel in arranging those events; Regularly represents the School at parent events and other evening gatherings for the Form, coordinating and speaking at those events. Form Dean & Student Discipline: Supports the Attendance Coordinator in determining the accuracy of class and school attendance; Assigns detentions for class cuts, tardiness, and other lesser offenses; Supports the AP of Student Life investigating alleged violations of major school rules and communicates with students and their parents regarding how the Accountability Restoration Committee (ARC) and other school offices are handling those alleged violations; Participates in the Accountability and Restoration Council, when needed. Form Dean & Colleagues: Works with individual teachers to resolve any issues that arise between a student and teacher; Communicates to a Department Chair regarding significant concerns about a teacher expressed by students or parents in the form; Shares with the Department Chairs, the Principal, and the Assistant Principal the feedback from students and parents about probationary and long-term contract teachers. The Form Dean & Advisors: Supports the advisors in their work with individual students; Supports the work of individual advisors by regularly meeting with advisors, orienting new students, planning parent conferences, assisting in course registration, and other form-wide activities; Trains and advises new advisors to the school. The Form Dean & Major Field trips: Works with the Principal, the Assistant Principals, and the other Form Deans to plan and calendar special events; Coordinates Form Trips or major form wide events in collaboration with department chairs, community service, or other administrators. The hiring range for this position is $75,261-184,830, which is not inclusive of the $18,000 per year stipend amount for the Dean position. Please note that this is an onsite role and not performed remotely. Ethical Culture Fieldston School retains its right to modify job duties in accordance with changing operational needs. Position Requirements The successful incumbent will possess: Bachelor’s Degree required. Master's degree in educational leadership, counseling, or social work a plus; Minimum of 5 years (8+ preferred) of excellent and prior high school teaching experience; A commitment to fostering an inclusive environment that supports students of all backgrounds and experiences Exhibits a commitment to continued growth in their cultural competency A keen sense of understanding of the developmental age group of high school-aged students (14-18 years of age) as well as a consistent presence and passion for working with students of these ages ; Exhibit a high level of emotional intelligence and the ability to have nuanced conversations with different constituencies including team members; Experience and comfort with having difficult conversations; Is a systems thinker and can modulate between macro and micro perspectives in supporting students, their families and colleagues effectively; The ability to collaborate and build strong relationships with faculty, administrators, students, parents, and the overall community; Excellent verbal, written, and oral communication skills; A positive attitude and the ability to listen effectively and be receptive to feedback; The ability to manage time effectively, stay organized, and prioritize required tasks. A commitment to engaging in ongoing professional development and proficiency in utilizing and learning new technologies (i.e., Google Workspace tools); Clear, consistent communication within the team and throughout the community Communication within the team and throughout the community Reliability, punctuality, and consistent attendance; and Strong organizational skills, proactive planning and reliability in providing deliverables on a consistent basis; The ability to cultivate a welcoming culture in which all members of our community feel valued and appreciated. To Apply All candidates should visit our employment page at www.ecfs.org to apply. Please send a letter of interest, a resume, and contact information for three references. EEO ECFS is an equal opportunity employer. We seek to be a welcoming community of professionals that broadly reflects the people of the metropolitan New York City area, our students, and families. All qualified applicants will receive consideration for employment and will not be discriminated against on the basis of race, color, religion or religious practices, sex, gender identity or expression, sexual orientation, citizenship status, national origin, age, ability status, military status, unemployment status or any other category protected by applicable local, state, or federal laws. We are committed to hiring practices that ensure all candidates are given fair consideration in alignment with our institutional mission and goals.

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

Job DescriptionWho We AreSince its founding in 2010, Challenge Preparatory Charter School (Challenge Prep) has provided students and families with a successful academic program in Far Rockaway, Queens. We currently serve over 1200 scholars from Kindergarten to 12th grade across 3 sites. Our school’s mission is to prepare students from the greater Far Rockaway community to excel academically, to demonstrate mastery of the NY State Learning Standards, and to achieve their career aspirations. Challenge cultivates and supports the intellectual, aesthetic, social, emotional, and ethical development of its students and prepares them to be responsible 21st century citizens. To accomplish its mission, Challenge offers a rigorous instructional program in a safe, supportive, technology-infused and data-enriched and social-emotional learning sequence, authentic field experiences, career counseling, and college coursework. It is understood that we are one organization with multiple sites, and it is expected that all members of the team collaborate to support all of our scholars. Understanding the RoleEvery member of the Instructional Team at Challenge Preparatory Charter School plays a critical role in ensuring our students have the skills and confidence to pursue the paths they choose - college, career, and beyond. Our educators are passionate advocates for their students and their families, working tirelessly to ensure that our students have access to opportunities. We are especially committed to attracting and developing individuals who share the life experiences of our students because we believe the best work we do is grounded in the realities and experiences of our families and students. As a General Education Teacher, you will deliver exceptional instruction and assess scholar growth. You are dedicated to constant learning and proactively provide academic and cultural support to your school and team. This position reports to the principal.Overall Job Goals and Responsibilities • The staff of CPCS is committed to teaching students the values of scholarship, respect, honesty, courage, and balance in a collaborative technology-infused, inclusive family-like environment. Teachers assist all scholars in their content area classes so they may reach their full potential by focusing on their individual aspirations and strengths. Planning for students of all ability levels, including English Language Learners and students with disabilities is expected so that these students may achieve academic mastery. Additionally, the school will offer opportunities for teachers to participate in the following:, • After-school and/or Saturday tutoring, sports, enrichment, arts and family programs, • In-house committees of special programs, • Professional development such as inquiry work, intervisitations, common planning, and collaborative conversation, • Because roles in small schools are varied and complex, serious consideration will be given to applicants who demonstrate in their resume and cover letter experience and/or willingness to commit to the school’s mission and core beliefs and to become involved in these essential aspects:, • Collaborating with colleagues to write unit plans and interim assessments; sharing teaching strategies, visiting peer classrooms, analyzing student data, and developing best practice pedagogy that supports literacy and critical thinking skills across all subject areas, • Believing that all students can succeed with ample social-emotional support in and out of the classroom, • Employing a variety of collaborative team-teaching models for ELL students and special needs students, • Applying data gathered through formative and summative assessments to guide instructional plan, • Developing an individual growth plan, which includes professional goals and objectives in collaboration with the Principal and/or Assistant Principal, • Utilizing technology which includes a parent/student portal and school website that provides regular written updates and/or gradesWho We Seek, • Challenge Preparatory Charter School will consider candidates who can demonstrate:, • Commitment to and alignment with the CPCS mission, vision, program goals, and curriculum, • Effective leadership skills that inspire teamwork and dedication, • Strategic problem-solving skills, • Strong communication skills with students, families, staff, and community members, • Exceptional management and organizational skills, • Positive experience in taking the initiative, assuming accountability and being productive in attaining measurable goals and mission accomplishments, • Ability to plan strategically and effectively, as well as adapting to unforeseen situations, • Ability to create a positive school culture that is welcoming, fun, and conducive to learningQualifications, • Bachelor's degree required, • Master's degree preferred, • NYS certification preferred, • Highly motivated to teach students from underserved areas and devoted to closing the achievement gap, • Teaching experience in an urban school setting preferred, • The ability to create a classroom setting where students of every academic level experience enjoyment, engagement, and enthusiasm in their learning, • Strong teamwork ethic, • Ability to use data to drive instructionBenefits and Perks, • Challenge Charter School's staff members receive a competitive salary, paid time off, matching of retirement contributions up to 3%, and more., • Comprehensive benefits package including four health plans to choose from, two dental plans, and vision insurance, • We also offer flexible spending accounts for health, dependent care, and transit, • Flexible and reflective leadership: dedicated to staff development, team cohesion, and shared responsibility for decision-making, development, and team-wide priorities, • Driven and passionate colleagues who contribute to a professional and collaborative work environment, • Opportunities to sit on various committees and participate in initiatives central to key organizational decisions and strategic planning, • Professional development: weekly PD, year-round trainings, and ongoing coaching by professionals, • This is a full-time position commencing mid-August through June The salary is based on year(s) of classroom teaching experience, your education, and NYSED certification.School SitesGrades K-1: 1279 Redfern Avenue, Far Rockaway, NY 11691Grades 2-5: 710 Hartman Lane, Far Rockaway, NY 11691 Selection Process Phase I - Virtual Interview with the HR Recruiter Phase II - Demo, Panel Interview, and Interview with the Senior Director of Teaching and Learning K-5Final - Reference Check, Offer, and Contract Work YearThis full-time position begins in mid-August and goes through the end of June.An Equal Opportunity Employer Challenge Charter School is proud to be an Equal Employment Opportunity employer. We do not discriminate based on race, religion, color, national origin, gender, sexual orientation, age, marital status, veteran status, or disability status. We are committed to building a diverse and inclusive community, particularly in the Far Rockaway area, and committed to educating students. We welcome all applicants who share our mission and vision to join us in our relentless work. Challenge Charter School offers a full benefits program and opportunities for professional growth. Learn more about our mission, team, and the exciting things happening at Challenge by visitinghttps://challengecharterschools.org/ 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 DescriptionWho We AreSince its founding in 2010, Challenge Preparatory Charter School (Challenge Prep) has provided students and families with a successful academic program in Far Rockaway, Queens. We currently serve over 1200 scholars from Kindergarten to 12th grade across 3 sites. Our school’s mission is to prepare students from the greater Far Rockaway community to excel academically, to demonstrate mastery of the NY State Learning Standards, and to achieve their career aspirations. Challenge cultivates and supports the intellectual, aesthetic, social, emotional, and ethical development of its students and prepares them to be responsible 21st century citizens. To accomplish its mission, Challenge offers a rigorous instructional program in a safe, supportive, technology-infused and data-enriched and social-emotional learning sequence, authentic field experiences, career counseling, and college coursework. It is understood that we are one organization with multiple sites, and it is expected that all members of the team collaborate to support all of our scholars. Understanding the RoleEvery member of the Instructional Team at Challenge Preparatory Charter School plays a critical role in ensuring our students have the skills and confidence to pursue the paths they choose - college, career, and beyond. Our educators are passionate advocates for their students and their families, working tirelessly to ensure that our students have access to opportunities. We are especially committed to attracting and developing individuals who share the life experiences of our students because we believe the best work we do is grounded in the realities and experiences of our families and students. As a General Education Teacher, you will deliver exceptional instruction and assess scholar growth. You are dedicated to constant learning and proactively provide academic and cultural support to your school and team. This position reports to the principal.Overall Job Goals and Responsibilities • The staff of CPCS is committed to teaching students the values of scholarship, respect, honesty, courage, and balance in a collaborative technology-infused, inclusive family-like environment. Teachers assist all scholars in their content area classes so they may reach their full potential by focusing on their individual aspirations and strengths. Planning for students of all ability levels, including English Language Learners and students with disabilities is expected so that these students may achieve academic mastery. Additionally, the school will offer opportunities for teachers to participate in the following:, • After-school and/or Saturday tutoring, sports, enrichment, arts and family programs, • In-house committees of special programs, • Professional development such as inquiry work, intervisitations, common planning, and collaborative conversation, • Because roles in small schools are varied and complex, serious consideration will be given to applicants who demonstrate in their resume and cover letter experience and/or willingness to commit to the school’s mission and core beliefs and to become involved in these essential aspects:, • Collaborating with colleagues to write unit plans and interim assessments; sharing teaching strategies, visiting peer classrooms, analyzing student data, and developing best practice pedagogy that supports literacy and critical thinking skills across all subject areas, • Believing that all students can succeed with ample social-emotional support in and out of the classroom, • Employing a variety of collaborative team-teaching models for ELL students and special needs students, • Applying data gathered through formative and summative assessments to guide instructional plan, • Developing an individual growth plan, which includes professional goals and objectives in collaboration with the Principal and/or Assistant Principal, • Utilizing technology which includes a parent/student portal and school website that provides regular written updates and/or gradesWho We Seek, • Challenge Preparatory Charter School will consider candidates who can demonstrate:, • Commitment to and alignment with the CPCS mission, vision, program goals, and curriculum, • Effective leadership skills that inspire teamwork and dedication, • Strategic problem-solving skills, • Strong communication skills with students, families, staff, and community members, • Exceptional management and organizational skills, • Positive experience in taking the initiative, assuming accountability and being productive in attaining measurable goals and mission accomplishments, • Ability to plan strategically and effectively, as well as adapting to unforeseen situations, • Ability to create a positive school culture that is welcoming, fun, and conducive to learningQualifications, • Bachelor's degree required, • Master's degree preferred, • NYS certification preferred, • Highly motivated to teach students from underserved areas and devoted to closing the achievement gap, • Teaching experience in an urban school setting preferred, • The ability to create a classroom setting where students of every academic level experience enjoyment, engagement, and enthusiasm in their learning, • Strong teamwork ethic, • Ability to use data to drive instructionBenefits, • Challenge Charter School's staff members receive a competitive salary, paid time off, matching of retirement contributions up to 3%, and more., • Comprehensive benefits package including four health plans to choose from, two dental plans, and vision insurance, • We also offer flexible spending accounts for health, dependent care, and transit, • Flexible and reflective leadership: dedicated to staff development, team cohesion, and shared responsibility for decision-making, development, and team-wide priorities, • Driven and passionate colleagues who contribute to a professional and collaborative work environment, • Opportunities to sit on various committees and participate in initiatives central to key organizational decisions and strategic planning, • Professional development: weekly PD, year-round trainings, and ongoing coaching by professionals, • This is a full-time position commencing mid-August through June The salary offer is based on year(s) of classroom teaching experience, educational requirements, and NYSED certification. School SitesGrades K-1: 1279 Redfern Avenue, Far Rockaway, NY 11691Grades 2-5: 710 Hartman Lane, Far Rockaway, NY 11691 Selection Process Phase I - Virtual Interview with the HR Recruiter Phase II - Demo, Panel Interview, and Interview with the Senior Director of Teaching and Learning K-5Final - Reference Check, Offer, and Contract Work YearThis full-time position begins in mid-August and goes through the end of June.An Equal Opportunity Employer Challenge Charter School is proud to be an Equal Employment Opportunity employer. We do not discriminate based on race, religion, color, national origin, gender, sexual orientation, age, marital status, veteran status, or disability status. We are committed to building a diverse and inclusive community, particularly in the Far Rockaway area, and committed to educating students. We welcome all applicants who share our mission and vision to join us in our relentless work. Challenge Charter School offers a full benefits program and opportunities for professional growth. Learn more about our mission, team, and the exciting things happening at Challenge by visitinghttps://challengecharterschools.org/ 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 DescriptionDescription: Mary McDowell Friends School (MMFS) invites applications for a full-time Upper School Speech and Language Therapist beginning August 2026. Job Title: Speech-Language Pathologist Reports to: Division Director or Assistant Division Director Position Overview Speech-Language Pathologists (SLPs) work on a team of three speech-language pathologists who will share responsibilities for supporting all Upper School Students. You'll see a wide variety of special needs, including ADHD, developmental delays, behavioral challenges, anxiety, and other learning differences. Essential Responsibilities and Duties • Teaching responsibilities may vary depending on the needs of specific student and division needs., • Work in collaboration with the division director or academic dean to create a Speech-Language program that meets the needs of the students., • Implement individualized and differentiated language therapy plans., • Assign and provide prompt feedback to classwork and homework., • Supervise students when participating in division-wide and school-wide activities such as silence, assembly, community service, buddy class activities, and field trips., • Flexibly and creatively implement therapeutic services using evidence-based practices., • Conduct Speech-Language screenings as needed., • Participate in and lead professional development activities for faculty and families; consult with fellow speech-language pathologists as needed., • Participate fully in the life of the school, including professional development, MMFS committees, weekly faculty meetings, regular supervisory meetings, and all school silence and staff meetings., • Supervise student activities, including study hall, student trips (including overnight trips), advisory, student clubs, etc. Additional information outlining specific job requirements related to specific student needs, curriculum, division-specific duties, and schedules will be made available during meetings with Division Directors or the Academic Dean. Diversity and Equity Commitments • Understand and participate in all school-wide diversity and equity initiatives., • Examine administrative practice through the lens of race, identity, equity, and privilege., • Provide an equitable framework for leadership decisions., • Support a school culture that allows for social identities to feel welcome. Supervisory Responsibility This position has no supervisory responsibilities. Position Type/Expected Hours of Work This is a full-time, exempt, ten-month position that follows the academic calendar. Days and hours of work are Monday through Friday, 7:45 a.m. to 3:30 p.m. with a half-hour paid lunch; faculty meetings occur every Wednesday from 3:30 p.m. to 5 p.m. Evening and weekend work may be required as job duties demand and will be scheduled in advance. Travel On occasion, travel between campuses is necessary for meetings, which are scheduled with advance notice and are within walking distance from each other. School trips are also scheduled with advance notice. Work Environment & Physical Demands This position requires the ability to maintain the physical capacity required to navigate the school environment and to ensure the safety of the students. The ability to open filing cabinets and bend or stand for long periods of time, as necessary. This position occasionally ascends/descends stairs to reach different rooms in the building (one to five flights). The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Requirements: Knowledge, Skills, and Abilities • MA required; Licensed CCC-SLP Required., • 3-5 years of direct experience in the special education, private sector, or independent school system is a plus., • Strong oral and written communication with parents, children, and colleagues, • Commitment to equity and justice, including knowledge and skills related to cultural competencies, • The ability to create a classroom environment where students feel safe, supported, and challenged, • Team-oriented with strong organizational and collaborative skills, • Growth mindset and ability to use feedback to improve practice, • Familiarity with new technologies; GSuite and Veracross a plus Application To apply, please upload a letter of interest, resume, and contact information for three professional references as a .pdf (preferable) or Word document. If your background and experience are appropriate for the position, you will be contacted directly by a member of our search committee. We offer a rewarding work experience in downtown Brooklyn, NY, where we encourage employees to bring their whole selves to work. We recognize, appreciate, celebrate, and honor our diverse community as we build an awareness of who each individual is and who we are collectively. Applicants who enhance the diversity of the school's faculty and administration are strongly encouraged to apply. Please visit our website for more information on our school and a full list of vacancies. In compliance with NYC’s Pay Transparency Act, the annual base salary range for this position is $75,000 - $110,000. Mary McDowell Friends School considers factors such as (but not limited to) the scope and responsibilities of the position, the candidate’s work experience, education/training, essential skills, internal peer equity, and market and organizational considerations when extending an offer. Equal Employment Opportunity Employment at Mary McDowell Friends School is based solely on qualifications and competence for a particular position, without regard to race, color, ethnic origin, nationality, age, religion, sex, sexual orientation, veteran status, disability, familial status, or any other category protected by the law. Mary McDowell Friends School’s policy of non-discrimination extends to all employment practices, including but not limited to hiring, transfer, promotion, training, compensation, benefits, layoffs, and termination.

Job Description Positions Report to: Director of Inclusive Learning (Special Education) Start Date: August 2026 Hours: 8:00 am – 4:30 pm + occasional out of school time responsibilities Compensation: (Please note that this is a general range - salaries are determined based on credentials (degree/continuing education & certification) & years of direct, relevant experience. The bottom number in the range is for someone with that degree and 1 year of direct, relevant experience & the top number in the range is for someone with that degree and 25 or more years of direct, relevant experience. EHTP also offers a competitive benefits package): • Bachelors: $66,000 - $144,000, • Masters: $75,000 - $150,000 FLSA Status: Exempt Who We Are East Harlem Scholars Academies are community-based Pre-K to 12 public charter schools operated by East Harlem Tutorial Program (EHTP). EHTP began in 1958 as a children's reading group and has since grown into a multi-site after-school program for traditional public school students and a network of public charter schools focused on significantly increasing the college graduation rate in East Harlem. We are on track to serve at least 25% of East Harlem students by 2025, with enrollment for this year at approximately 2200 students in our schools and after school programs. In 2020, 99% of our seniors were accepted to college, and our current scholars in college are on-track to graduate at eight times the national average of their peers. At EHTP we also aim to serve as an agent of change and thoughtfully contribute to the national fight for racial equity. Through our organization-wide commitment to anti-racism work, we prepare our scholars to effect change, challenge the status quo, and thrive in the world around them. As staff members, we face our own racial identities and conscious and unconscious biases. With this in mind, all of our professional development, curriculum, organizational materials, and processes are designed with a goal of racial justice. We ground all of our work in racial equity, in our core values (Service, Courage, Humility, Originality, Leadership, Achievement, and Reflection), and in our five guiding principles: 1) all children can and will succeed when provided a great education; 2) the best learning occurs when children engage in higher-order, critical thinking; 3) a nurturing and supportive environment supports students' love of learning and of themselves; 4) self-awareness promotes dynamic leadership and global understanding; 5) active community engagement richly enhances educational opportunities. These principles inform and are reflected in our current four key strategic priorities: to increase high-impact, high-quality academic curriculum, programming content, staff capacity, and coaching; to embrace and advance our use of technology; to deepen our embodiment of ethical and equitable radical humanity; and to efficiently operationalize teaching, learning, community, and care. For more information about East Harlem Scholars Academies, please visit us at www.eastharlemscholars.org. About The Opportunity As a 12:1:1 Inclusive Learning Teacher with Scholars Academies you will be student-facing the majority of the day with a self-contained class of students with Individualized Education Plans (IEPs) in Kindergarten, 1st, and 2nd Grade. The class will be a "bridge" class where students are grouped based on academic needs though each student will have their own specific goals. You will work alongside and manage an Assistant Teacher and Paraprofessional(s) and deliver content and instruction together to all students in your class. You will collaborate closely with grade teams and the instructional leadership team to internalize and develop curriculum; provide high-quality instruction; track and measure student progress, including managing IEPs of scholars; create a positive classroom and school culture, and to engage in reflection and continuous improvement. As a team we will work together to prepare students with the skills, strength of character, and emotional well-being to excel academically, lead in their communities, and realize their best possible selves. What Qualifies You • You have a minimum of three-year's experience as a lead classroom or special education teacher (self-contained 12:1:1 setting highly preferred)., • You have a Bachelor's Degree or higher, and hold a New York State teaching certification for teaching Students With Disabilities (required)., • You have the ability to speak, write, and understand Spanish fluently (preferred)., • You have experience writing and managing IEPs and Behavior Interventions Plans (experience with Applied Behavior Analysis and/or CPI is highly preferred)., • You have experience implementing Life Skills Instruction and Community Based Education., • You hold yourself to high professional and ethical standards., • You have experience working closely with students with specific intellectual and behavioral needs., • You believe that every student can and will learn when provided with a quality education, which involves creating developmentally appropriate curriculum and learning opportunities aligned to state standards., • You have experience leading centers-based learning, including creating independent task boxes., • You have demonstrated success in raising the achievement levels of traditionally at-risk students., • You are willing to be flexible in your role and adapt to school and student needs., • You are committed to continuous improvement and learning through professional development. Please note that many do not meet 100% of the desired qualifications. If much of this describes you, we encourage you to still apply. Areas of Leadership • Demonstrate successful partnership and management with classroom Assistant Teacher & Paraprofessional(s)., • Delegates tasks to Assistant Teacher and Paraprofessional(s) with modeling and guidance., • Implemented multiple teaching modalities for effective differentiation., • Embodiment and effective modeling of our core values for students to exhibit and practice them., • Sets ambitious goals based on backwards planning, demonstrating locus of control, and aligned with an overall vision for student success, content to be learned, personal knowledge of students, and overall instructional context., • Demonstrates deep knowledge of content and effective pedagogy, evidenced by clear and objective-driven instruction.and meaningful student engagement through active learning practices., • Sets clear expectations and institutes routines so as to establish and maintain a purposeful, supportive, and fun environment for learning, in which students feel safe, valued, and respected by adults and their peers., • Builds a classroom community where restorative practices are actively modeled and used to navigate student and community challenges., • Demonstrates a Team First mindset, through proactive contributions to the community, and advances his/her practice through reflection, development opportunities, participation in the professional community, and actively engaging families and community members Benefits • Twelve annual, accrued paid time off days to use in addition to the school breaks and holidays, • Medical, dental, and vision insurance coverage (employee pays semi-monthly contribution), • A 403(b) retirement savings plan with an employer-paid contribution after one year, • Life insurance, paid parental leave, short-term and long-term disability coverage, • Pre-tax commuter and transit plans, • Flexible spending health reimbursement accounts, • Longevity and referral bonuses for eligible employees based on years of service and successful referrals, • Eligibility for federal student loan forgiveness, • East Harlem relocation reimbursement, • Annual reimbursement for qualifying tuition or external professional development Please note that the above benefits are subject to change at any time. Interview Process • Application, • Phone Interview, • In-Person Demo Lesson, Debrief, and Interview, • Reference check and verifying your degree(s), • Decision Please note that the above process is subject to change based on hiring team needs. We will try our best to notify you ahead of time if the process is modified. Thank you for taking the time to submit an application.

Job DescriptionAbout the Role: We are seeking a dedicated and compassionate NYS Certified Special Education Teacher. The successful candidate will work with children ages 4 - 13 with a range of special needs and disabilities, creating individualized educational plans to help each student reach their full potential. Responsibilities: • Work with small groups of students on activities focused on goal acquisition, social skills and communication in accordance with teacher established lesson plans and a student’s IEP, • Implement behavior plans in accordance with student’s BIPs and classroom behavior management strategies and collect data when needed for progress monitoring, • Supervise and mentor assistant teachers, • Carryover daily school routines, • Work on ADL skills, • Go on community outings to practice real-life skills, • Work with individual student(s) or small groups of students on special instructional curriculum/projects/lessons; assisting students in the use of instructional resources, • Hours: 7:30am- 3:30pm Requirements: • Bachelor's or Master's degree in Childhood Special Education (required), • NYS Teaching Certificate (required), • Experience working with children with a range of special needs and disabilities and students with behavioral challenges, • Excellent communication and interpersonal skills, • Ability to work collaboratively with a team We offer a supportive work environment, ongoing professional development opportunities, and a commitment to making a difference in the lives of students with special needs. If you are passionate about making a positive impact and helping students reach their full potential, we would love to hear from you!

Job DescriptionPosition Description: JOB SUMMARY: The Special Education Teacher is responsible for the planning and implementation of all educational goals and objectives of the children assigned and for overall classroom management and safety. Kennedy Children's Center is a year-round school that only works with children ages 3-5 years. IMPORTANT:Candidates MUST already have the required Teaching certification at the time application is submitted. Existing certifications will be verified in TEACH before candidate is contacted. -We are looking to hire Special Education Teachers for our Bronx location who can start within the next 2-3 weeks.-This position is 100% on-site and candidates MUST currently live in the NYC area. The required weekly schedule will be Monday through Thursday, 8:30am until 3:30 pm; Fridays from 8:30am until 3 pm.Existing certifications will be verified in TEACH before the candidate is contacted.RESPONSIBILITES AND DUTIES:\tFormulates and implements the goals of the I.E.P. for each child by planning and providing instruction on developmentally appropriate activities aligned with identified curriculum. \tResponsible for the classroom management and implementation of Positive Behavior Support plans that clearly identify Tier 1 and Tier 2 strategies. \tEnsure a safe and appropriate classroom environment for the health and safety of each child assigned. \tResponsible for the supervision and direction of the teacher assistants and one-to-one paraprofessionals assigned to the classroom. This includes performing annual evaluations of the teacher assistants and paraprofessionals assigned and notifying the appropriate personnel of potential problems or conflicts. \tActively participates as a member of an interdisciplinary team to ensure the IEP goals and objectives are articulated and understood in context of instruction and family dynamics. \tMaintains accurate and up-to-date attendance records \tCommunicates effectively and positively with the parents/guardians of the children assigned and other team members. \tMaintains an orderly and attractive classroom setting, including keeping equipment and materials in good condition and requesting repair or replacement when necessary. \tResponsible for the timely submission of all written assignments (Quarterly and Annual Reviews) as designated by the Education/Curriculum Director. \t Seek professional growth by maintaining current knowledge and skills pertinent to the performance of job responsibilities. \tPerform other assigned duties as defined and directed by the Education Director and/or Education Supervisor. QUALIFICATIONS: \tMasters degree in Special Education or equivalent degree preferred. New York State Certification in Special Education or Students with Disabilities Birth-2 (or related) required. \tExperience working with Special Needs children is strongly preferred. KNOWLEDGE, SKILLS AND ABILITIES: \tSkilled in evaluation and assessing students needs. \tGood teaching skills, planning and problem-solving skills. \tCreative ability. \tGood written and verbal communication skills. \tSupportive, positive, and patient attitude. \tAbility to follow methodologies of teaching approved by the Director or Assistant Director. \tGood computer skills including Word and Excel \tBi-lingual English/Spanish an added advantage \tConsistently able to supervise children outside while exposed to the sun, rain, and/or weather and temperature changes adhering to the playground rules and gym play zones. \tAble to stand for extended periods. \tConsistently able to lift children up to 50 pounds from floor to waist height. \tConsistently able to observe and respond to childrens needs, emergencies, and/or conflicts that might occur in the classroom, playground, and in common areas. \tConsistently able to deal effectively with working closely with children, parents, co-workers, and administration. $77,000 - $95,000

Job DescriptionWho We AreSince its founding in 2010, Challenge Preparatory Charter School (Challenge Prep) has provided students and families with a successful academic program in Far Rockaway, Queens. We currently serve over 1200 scholars from Kindergarten to 12th grade across 3 sites. Our school’s mission is to prepare students from the greater Far Rockaway community to excel academically, to demonstrate mastery of the NY State Learning Standards, and to achieve their career aspirations. Challenge cultivates and supports the intellectual, aesthetic, social, emotional, and ethical development of its students and prepares them to be responsible 21st century citizens. To accomplish its mission, Challenge offers a rigorous instructional program in a safe, supportive, technology-infused and data-enriched and social-emotional learning sequence, authentic field experiences, career counseling, and college coursework. It is understood that we are one organization with multiple sites, and it is expected that all members of the team collaborate to support all of our scholars. Understanding the RoleThe ENL Teacher will be responsible for consistently collaborating with classroom teachers, special education support staff, administration, and families to ensure students are developing their language skills. ENL Teachers prepare course materials and design lessons that cover all aspects of the English language, whether written or verbal. They keep track of student progress and customize individualized plans for students with special requirements. Depending on grade level and student needs, the ENL Teacher will implement effective ways to push into classrooms as an extra layer of instructional support or pull students out to work on more targeted goals. They will frequently meet with direct supervisors/administration to discuss student progress and also reflect on their own pedagogical goals.Essential Duties and Responsibilities include the following: • The staff of Challenge Charter Elementary School is committed to teaching students the values of scholarship, respect, honesty, courage, and balance in a collaborative, technology-infused, inclusive, family-like environment. Teachers assist all scholars in their content area courses, as well as their advisories and electives, so they may reach their full potential by focusing on their aspirations and strengths. Planning for students of all ability levels, including English Language Learners and students with disabilities, is expected so that these students may achieve academic mastery. Students learn to make real-world connections through the infusion of internships, volunteer work, and advanced-level learning., • Because roles in small schools are varied and complex, serious consideration will be given to applicants who demonstrate in their resume and cover letter experience and/or willingness to commit to the school’s mission and core beliefs, and to become involved in these essential aspects:, • Collaborating with colleagues to write unit plans and interim assessments; sharing teaching strategies, visiting peer classrooms, analyzing student data, and developing best practice pedagogy that supports literacy and critical thinking skills across all subject areas, • Believing that all students can succeed with ample social-emotional support in and out of the classroom, • Employing a variety of collaborative team-teaching models for ELL students and special needs students, • Provide English-Spanish translations for ELL students, • Applying data gathered through formative and summative assessments to guide the instructional plan, • Develop an individual growth plan, which includes professional goals and objectives in collaboration with the Principal and/or Assistant Principal, • Utilizing technology, which includes a parent/student portal and school website that provides regular written updates and/or grades Skills, Qualifications, and/or Competencies Required:, • The successful candidate will demonstrate:, • Ability and willingness to incorporate reading and writing into the specific content areas and to learn how to develop unit plans that prioritize skill development and assessments that measure student progress, • Willingness to integrate technology and/or media in the classroom, • Ability and willingness to learn how to develop interim assessments, analyze student data, adjust teaching practices and use ongoing data to drive instruction and increase student academic and social achievement, • Evidence of commitment to continuous professional growth, • Ability to effectively communicate orally and in writing with colleagues, parents, students, industry partners, and the community, • Minimum Qualifications, • Bachelor's degree required; Master's degree and certification in an appropriate content area preferred, • Dually licensed preferred; content area and ESL or Special Education, • Highly motivated to teach students from underserved areas and devoted to closing the achievement gap, • Teaching experience in an urban school setting preferred, • The ability to create a classroom setting where students of every academic level experience enjoyment, engagement, and enthusiasm in their learning, • Strong teamwork ethic, • Ability to use data to drive instruction Benefits, • Competitive Salary, • Paid Time Off, • 403b plan with a matching 3% contribution, • Medical, • Dental, • Vision, • Health Savings AccountThe salary offer is based on year(s) of classroom teaching experience, educational requirements, and NYSED certification. School SitesGrades K-1: 1279 Redfern Avenue, Far Rockaway, NY 11691Grades 2-5: 710 Hartman Lane, Far Rockaway, NY 11691 Selection Process Phase I - Virtual Interview with the HR Recruiter Phase II - Demo, Panel Interview, and Interview with the Senior Director of Teaching and Learning K-5Final - Reference Check, Offer, and Contract Work YearThis full-time position begins in mid-August and goes through the end of June.An Equal Opportunity Employer Challenge Charter School is proud to be an Equal Employment Opportunity employer. We do not discriminate based on race, religion, color, national origin, gender, sexual orientation, age, marital status, veteran status, or disability status. We are committed to building a diverse and inclusive community, particularly in the Far Rockaway area, and committed to educating students. We welcome all applicants who share our mission and vision to join us in our relentless work. Challenge Charter School offers a full benefits program and opportunities for professional growth. Learn more about our mission, team, and the exciting things happening at Challenge by visitinghttps://challengecharterschools.org/ 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 Description Mission Statement Regis High School transforms Catholic young men into leaders devoted to Deo et Patriae and lifelong service as Men for Others. Merit based and committed to families with financial need, Regis provides an academically exceptional, tuition-free Jesuit education within a caring community. Position The Director of Research & Information Services will have the extraordinary opportunity to work with approximately 530 exceptional, gifted young men, talented faculty, and committed staff. Located in New York City, Regis High School is a Catholic, Jesuit, college preparatory school and the only Jesuit, full-scholarship high school in the country. The school was founded in 1914 through the extraordinary generosity of an anonymous woman and her family. Regis now relies on the philanthropy of alumni, parents, and friends as its most significant source of financial support. Regis is committed to both academic excellence and fostering a spirit of generosity and service to those in need. Regis seeks to inspire and educate the ethnically diverse young men in its care to become imaginative Catholic leaders committed to promoting justice and exerting leadership in the Church, in their civic community, and in their future chosen profession. Position Summary The Director of Research & Information Services is the intellectual steward of Regis High School's research and information ecosystem. The Director advances the school's mission by developing students' abilities as thoughtful researchers, discerning consumers of information, and ethical creators of knowledge while providing faculty with exceptional research support, instructional collaboration, and access to high-quality information resources. As an educator and academic partner, the Director collaborates with faculty across all disciplines to integrate research skills, information literacy, digital scholarship, and emerging technologies into the curriculum. The Director oversees the school's library and research collections, manages digital information resources, promotes a culture of reading and inquiry, and ensures that the library serves as a vibrant academic hub for independent study, collaboration, and intellectual discovery. The Director also manages the process for students to secure all purchased and loaned textbooks and course books each school year, including coordinating with other NY school districts as needed. Inspired by the Jesuit tradition of rigorous scholarship and the pursuit of truth, the Director fosters habits of curiosity, reflection, discernment, and lifelong learning. Job Responsibilities Library & Information Services • Direct all operations of the school's library and research center, supervising its daily use from 8:15AM to 5:00PM. Work hours may vary and include some evenings and weekends for special school events., • Maintain a welcoming environment that supports individual study, collaborative learning, and academic exploration., • Curate, develop, and maintain balanced print, digital, and multimedia collections that support the curriculum and encourage independent reading., • Manage subscriptions to research databases, journals, e-books, and other electronic resources., • Evaluate and continually improve collections through assessment and strategic acquisition., • Promote recreational reading and lifelong intellectual curiosity., • Ensure the space is utilized to its fullest potential taking into account the diversity of needs and the modern evolution of learning., • Perform any other assigned tasks. Leadership & Administration • Develop the strategic vision for Research & Information Services in alignment with the school's academic priorities., • Manage the process for students to secure all purchased and loaned textbooks and course books each school year, including coordinating with other NY school districts as needed., • Coordinate all government-funded programs for databases, media resources and textbooks including NYSLIB, NYSSL and NYSTL., • Prepare and administer the departmental budget., • Supervise library staff and student assistants., • Establish policies governing circulation, resource access, and use of research facilities., • Maintain statistics and assessment data to evaluate services and inform strategic planning., • Participate actively in school committees, accreditation efforts, and school initiatives. Research Instruction & Information Literacy • Develop and implement a comprehensive research and information literacy curriculum that supports students throughout their four years at Regis., • Teach students effective research strategies, source evaluation, critical analysis, citation practices, and academic integrity., • Provide personalized research assistance to students., • Support classroom instruction in collaboration with faculty across all academic departments., • Support students through individual research consultations and project guidance., • Support student projects, capstone experiences, and extracurricular academic activities., • Promote ethical and effective use of artificial intelligence and other emerging technologies in academic work. Faculty Collaboration • Partner with faculty to design research-intensive assignments and projects., • Identify and curate instructional resources that support classroom teaching., • Collaborate on curriculum development to strengthen research skills across disciplines., • Provide professional development on information literacy, digital resources, AI, copyright, and emerging educational technologies., • Assist faculty with locating scholarly resources and developing course materials. Digital Scholarship & Technology • Lead initiatives that strengthen digital scholarship and research practices., • Evaluate and implement technologies that enhance teaching, learning, and research., • Support students and faculty in the effective use of digital research tools, productivity platforms, multimedia resources, and AI applications., • Collaborate with the Information Technology Department to ensure seamless access to research resources. Qualifications & Skills • Excellent organization and communication skills, • Ability to connect positively with students, parents, faculty and staff Education MLS or equivalent degree. Evidence of continuing professional education through conferences, seminars, or professional associations is preferred. Status This is a full-time, 11-month staff position beginning August 1, 2026. This position reports directly to the Assistant Principal for Academics. A part-time Library Assistant reports to the Director of Research & Information Services. Compensation & Benefits Salary range $85k-110k, commensurate with years of experience. Most benefits go into effect immediately. Participation in the 403 (b) occurs after one year of employment. Other Expectations Work hours may vary and will include some evenings and weekends for special school events. Some light work done remotely over the summer administering government-funded programs is required. The school expects one to conduct oneself at all times in a manner which shall not bring reproach upon oneself or the school. The job description is to be used merely as a guide of expectations rather than an exhaustive list of all duties and competencies. All requirements and skills are subject to change as the organization needs evolve. To Apply Interested applicants should submit a cover letter and resume. Qualified applicants will be contacted regarding next steps once all required documents have been submitted. Applications will be accepted until the position is filled. The Regis community strives to foster a sense of belonging at all levels of the organization. The hiring managers and school leaders seek to recruit and retain highly talented faculty and staff who are committed to the Catholic Jesuit mission and values. Central to this mission is a commitment to diversity and care for the whole person (cura personalis). Regis is an Equal Opportunity Employer.

Job Description About Us Brilla Schools, a growing K-8 network in the Bronx, serves over 2,000 students with plans to expand to educate 3,000 across four elementary and four middle schools. Managed by Seton Education Partners, Brilla Schools are dedicated to forming students of strong wisdom and virtue. Our classically inspired approach to education combines a content-rich curriculum, inquiry-driven learning, and a focus on virtues, while providing individualized support to meet each child's unique needs. A national leader in character education and supporting students with varying needs, over the past two years, Brilla alumni have secured spots in the most prestigious high schools in the tri-state area, earning over $3 million in scholarships and financial aid. Our staff are mission-aligned change-makers who believe in fostering a joyful, rigorous learning environment, and Brilla offers some of the most competitive salaries in the market to honor their dedication. With high expectations and a supportive community, we're preparing students to excel in high school, college, and beyond. Position Overview The Assistant Principal of Student Services is dedicated to the premise that every student enrolled in a school of the Brilla Schools Network has inestimable dignity and worth and that the life-long path should be open to all. The Assistant Principal of Student Services is responsible for directing and facilitating the campus-based support of diverse learners by ensuring that compliance mandates are met for students receiving specialized services and that effective Tier 2 and Tier 3 instructional practices are executed with quality in all classrooms. The Assistant Principal of Student Services manages and develops the school-based Student Services Team, composed of grade-level Learning Specialists, school Social Workers, Speech Pathologists, and related service providers. The Assistant Principal of Student Services reports to the campus Principal and receives coaching and development from the Elementary Director of Student Services. Reporting to the School Principal and network Director of Student Services, The Assistant Principal of Student Services is directly responsible for implementing Brilla's Multi-tiered Student Supports framework, ensuring all federal and state compliance regulations are met, creating related service providers' schedules and communicating regularly with outside agencies, managing direct communication with the Committee for Special Education, and analyzing school-based and student-based data for interventions. With the Instructional Leadership team, the Assistant Principal of Student Services is responsible for the implementation of Brilla's Multi-Tiered Systems of Support. The Assistant Principal of Student Services is a strategic thinker and team leader, works diligently and proactively to problem-solve collaboratively, and inspires and coaches a team of staff to be high-quality practitioners. Core Competencies & Responsibilities Instructional Leadership • Model a deep understanding of instructional best practices and command of Specially Designed Instruction, • Conduct regular classroom observations, live coach and provide feedback that urgently develops and deepens teachers' understanding of instructional practice in support of high student achievement for Learning Specialists, Integrated Co-Teaching Teachers, Speech Language Pathologist, • Plan, facilitate, and attend regular, mission-critical programming including weekly leadership meetings, network AP meetings, IEP meetings, summer development sessions, data days, parent workshops, family conferences, and other administrative activities, • Lead the development and implementation of best practices as the Special Education Inclusion Coordinator., • Engage in ongoing analysis of student data to inform strategy, professional development and adjustments to instruction in support of achieving high student outcomes, • Create and facilitate weekly professional development sessions for staff aligned to instructional goals of the campus, as directed by the principal to keep staff current with special education practices, • Provide pull-out, push-in, small group, and one-on-one instruction, implementing strategies for differentiated instruction. Talent Management • Demonstrate strong collaboration and communication with all team members and network partners, • Provide coaching and observation for Integrated Co-Teaching (ICT) Teachers, Speech-Language Pathologists (SLP), and Special Education Teacher Support Services (SETSS), Social Workers and Behavior Specialists., • Support principal with the interviewing, hiring and onboarding of new staff, • Craft and support facilitation of twice-yearly performance evaluation conversations, • Closely monitor and address staff professionalism - ensuring deadlines, surveys, data and assessment and other professional responsibilities are met and completed with quality and fidelity, • Conduct bi-weekly coaching meetings with teachers on caseload grounded in student data, instructional feedback and practice Compliance • Coordinate, administer, and ensure compliance with NYSED regulations, emphasizing collaboration with the NYC Department of Education., • Craft and review IEPs to reflect the specific requirements and ambitions of the student population, • Oversee annual reviews and reevaluations and ensure timely, accurate reporting to city and state agencies., • Monitor and report on the efficacy of the special education program to school leadership and governance boards., • Lead and facilitate special education meetings, interfacing with NYC DOE representatives and stakeholders., • Maintain compliance with all relevant laws and policies regarding student IEPs and 504s, • Coordinate with the Committee on Special Education (CSE) for securing and managing relevant service providers, including screenings., • Manage the evaluation process, including classroom observations and testing, and advocate for classroom accommodations. Strategic Thinking • Model an achievement orientation & drive by setting ambitious goals, taking initiative, and securing accountability to get results. Demonstrates resilience and resolve in the face of change, • Support principal in crafting and communicating strategic school systems, culture, and vision that is urgent, creative and grounded in best practice, • Seek and implement feedback from families, staff and scholars around school initiatives and improvement School Culture • Create intentional experiences that foster joy, a love of learning, and a sense of belonging to the school community, while employing a warm and firm approach that communicates love, respect, and high expectations., • Work with the Principal, Instructional Coaches, Students Services team to design, model, facilitate, and hold others accountable to the Tier 2 and Tier 3 behavioral and academic processes and systems established; help ensure that student behavior and school culture meet the needs of all students while sustaining staff morale., • Maintain high standards of professionalism in execution of professional norms, attire and managing deliverables Family Engagement • Support, and reinforce with staff, a welcoming and engaging culture of hospitality for every family, grounded in the belief as the family as the child's first educator, • Support and participate in family engagement initiatives, including, but not limited to, monthly Coffee and Conversations, Parent University and Family Involvement Committee meetings, • Promptly and effectively respond to family concerns, • Support student recruitment, enrollment and retention as needed Other Duties • Perform other duties as assigned including, but not limited to, attending network/school walkthroughs, test preparation, small group instruction, model teaching, reviewing report cards and comments, reviewing and finalizing incident reports, mediating parent concerns, Parent University facilitation, maintaining communication logs, ensuring accurate attendance, and supporting external professional development activities. Core Competencies & Responsibilities • Coordinate, administer, and ensure compliance with NYSED regulations, emphasizing collaboration with the NYC Department of Education., • Integrate special education services through collaboration with school teams., • Craft and review IEPs to reflect the specific requirements and ambitions of the student population, • Oversee annual reviews and reevaluations and ensure timely, accurate reporting to city and state agencies., • Monitor and report on the efficacy of the special education program to school leadership and governance boards., • Collaborate closely with teachers, counselors, advisors, and relevant personnel for seamless service provision., • Lead and facilitate special education meetings, interfacing with NYC DOE representatives and stakeholders., • Engage parents, guardians, and the local community to foster a partnership supporting the unique student population., • Manage the special education budget, ensuring alignment with charter guidelines and collaboration with the school's financial team., • Stay updated on NYC-specific special education initiatives, research, and best practices., • Provide, promote, and participate in professional development opportunities to keep staff current with special education practices., • Lead the development and implementation of best practices as the Special Education Inclusion Coordinator., • Ensure student success by working closely with staff, students, and families, addressing challenges effectively., • Maintain compliance with all relevant laws and policies regarding student IEPs and 504s, • Coordinate with the Committee on Special Education (CSE) for securing and managing relevant service providers, including screenings., • Oversee integrated co-teaching classrooms and support services personnel., • Manage the evaluation process, including classroom observations and testing, and advocate for classroom accommodations., • Work closely with families in all grades to support student's academic and social-emotional growth through the IEP process., • Maintain student records related to special education issues and prepared reports for regulatory agencies., • Use standards-based assessment data to refine and differentiate curriculum and instruction., • Collaborate with general education teachers, school leaders, and families to analyze trends in student work samples and assessments., • Gather academic growth data and write goals for annual IEP meetings, • Provide pull-out, push-in, small group, and one-on-one instruction, implementing strategies for differentiated instruction., • Support enrollment processes and contribute to a Multi-Tiered System of Support (MTSS)., • Provide coaching and observation for Multilingual Learners (MLL) Specialists, Speech-Language Pathologists (SLP), and Special Education Teacher Support Services (SETSS) provided by Learning Specialists and Behavior Specialists., • Address student well-being by focusing on social-emotional needs and fostering a positive school culture., • Perform Other Duties as Assigned Qualifications • Master's degree in Education, Counseling, or a related field., • Possession of current Special Education, ESL, or ELL teaching certification., • 3+ years of relevant urban, elementary, or middle teaching experience with demonstrated student results., • Administrative certification and 3+ years of leadership experience (preferred)., • Spanish language proficiency (preferred). Benefits At Brilla Schools, we celebrate the unique skills, experiences, and passions that each staff member brings to our mission. To support their work, we offer a thoughtfully designed benefits package to provide competitive and adaptable coverage. We are committed to offering a benefits portfolio that supports the holistic health and wellness of our team members including: • Comprehensive Professional Development: More than 225 hours annually, featuring two weeks of onboarding, coaching, and targeted training sessions to ensure staff excel in their roles and flourish., • Community and Culture: An intentionally joyful workplace with over 30 bonding events each year, fostering connection and collaboration among staff and families in the Bronx., • Flexible Health Coverage: A full suite of medical, dental, and vision plans designed to support diverse needs, utilizing Cigna and Anthem provider networks., • Competitive Compensation: A salary range of $118,205 to $142,674, with pay varying within this range based on job-related knowledge, skills, and experience., • Retirement Plans: A 403(b) plan and 401(k) retirement options with matching contributions, helping you secure your financial future while you grow with us., • Work-Life Balance: Generous paid time off, a DOE-aligned school calendar, and wellness resources to support personal renewal and sustained excellence. At Brilla, your dedication fuels our mission, and we're here to invest in your growth, well-being, and success—from recruitment to retirement! Please note: The above is based on the 2025-2026 plan year. You can find more information here. Brilla Schools is an equal opportunity employer. Brilla Schools provides equal employment opportunities for all applicants and employees. Be sure to input your full legal name in your application.

Job Description The Quad Preparatory School Middle School SPED Teacher - All Subjects Current Opening for the 2026-27 School Year Classification: Exempt Reports to: Assistant Head of School Annual Salary Range: $60,000 - $96,000 At Quad Prep, we are on a mission — to transform the lives of neurodiverse, twice-exceptional people by redefining the experience of school. Through the collective, collaborative, and empathic work of our teachers and clinicians, we are empowering our students to engage with the exciting and wonderful diversity of this world. As we enter our 14th year, we are excited to welcome fellow innovators and collaborative colleagues to our team to be a part of this inspiring and impactful mission. At Quad Prep, a New York State Association of Independent Schools (NYSAIS) Accredited School, we are eager to create challenging and engaging learning experiences for our students, to seek diverse perspectives, and to work together to continuously refine and redefine best practices in neurodiverse education. The Quad Preparatory School actively seeks to advance diversity through its programs and hiring. Why work at Quad Prep? • ACCREDITED SCHOOL: Quad Prep was recognized as an outstanding school when it received accreditation through NYSAIS., • COMMUNITY: We are committed to building a joyful and inclusive culture where everybody is celebrated for who they are., • COLLEAGUES: Our colleagues are inspiring, consummate innovators and are at their happiest collaborating to create personalized solutions for each student., • STUDENTS We guarantee that you will learn something eye-opening every single day from our students — and have a lot of joy and laughter along the way!, • DEEP PROFESSIONAL LEARNING: Quad Prep supports mission-driven educators and clinicians to grow their professional skills and influence in the neurodiversity educational space. Close collaboration with colleagues, coaching from supportive leaders, and thoughtful, in-depth professional learning programs keep us growing., • GENEROUS AND COMPREHENSIVE BENEFITS, • Health: Medical, Dental, Vision, • Student Loan repayment, • Retirement Plan contribution, • Group Life Plan, • Disability Insurance, • Generous Parental Leave, • WORK LIFE BALANCE: In addition to a ten-month school year during which our staff are offered on average 33 days off (approximately 7 weeks) for scheduled holidays and school breaks, we provide generous preparation periods throughout each week, limiting the number of after work hours you will need to work — so that you can live the life you wish for — inside and outside of our school. Additionally, our students are dismissed midday each Friday in order for you to meet with your team and division, as well as plan, and prep., • EXTRAS You can build a private practice or tutor non-Quad Prep students onsite during after school hours at low-cost reduced rates, available only to our Quad Prep staff. Who We Are (If Quad Prep is for you, you'll read what's below and feel, "That's me!") At Quad Prep, we are guided by values that we hold dear and we have developed an innovative set of practices to meet our mission. We are: Groundbreaking: We ignite our students’ talents and are passionate about their futures. You are: • Passionate about our work and our mission, • Creative and excited about reaching each and every learner in new ways, • Excited to help create new, evidence-based best practices in this rapidly evolving field, • Able to set high expectations of both students and yourself and discover ways to meet them Collaborative: We function with an exceedingly deep degree of collaboration. You: • Communicate effectively with colleagues, • Seek to understand yourself and others in order to welcome new perspectives, • Are generous of spirit and willing to give and receive feedback and input freely, • Are kind, welcoming, and inclusive Trustworthy: We are steadfast and are accountable to our students and each other. You: • Can be counted on to do what you say you will do, • Have a high level of ownership for personal and team results, • Can purposefully develop skills to find success in your work and our learning community, • Ask for support when you need it, • Project an unflappable, firm, and kind presence to our students Constantly Learning and Growing: We value continued growth and learning. You: • Seek opportunities to learn and grow in your professional practice, • Support colleagues by sharing best practices and nurturing their learning, • Help the organization grow and improve by developing and sharing new ideas and approaches Resourceful: At Quad Prep, we dig deep to meet our mission. You: • Are highly effective and dedicated, • Show initiative, • Display good judgment and sensibility, • Excellent at supporting students inside and outside the classroom Flexible: At Quad Prep, we never give up on each other and are driven by the ethos of “not if, but how.” You are: • Open to new ideas, • Nimble in fluid, changing environments, • Excited by growth, change, and innovation WHAT YOU’LL DO The Quad Preparatory School is looking for a middle School Special Education teacher for the 2026–2027 school year. The teacher will provide academic instruction and social-emotional support to students in our Middle School in collaboration with our clinicians. The Special Education Teacher will have one-to-one instructional time with their students as well as supporting while pushing into other classrooms. Teachers have the opportunity to receive mentorship, coaching, and support from the clinicians as well as academic administrators. A benefit of this position is the amount of professional development one will obtain in working with twice-exceptional youth and in being mentored by veteran special education teachers, academic administrators, and clinicians. • Plan and implement high-quality, engaging lessons that are differentiated to meet the learning needs of the students., • Regularly assess the students and the curriculum, adapting content and instruction as appropriate; communicating assessment results to parents., • Subscribe to and implement the school’s philosophy of progressive and personalized education for twice-exceptional children., • Collaborate with K-12 mathematics teachers to ensure a vertically aligned mathematics program., • Support students during co-curricular programming that occurs during the school day., • Create and maintain an orderly and aesthetic learning environment that accounts for students’ social, emotional, and executive functioning needs., • Maintain accurate records using both our school’s learning management system as well as carefully managed portfolios of student work to illustrate and record progress and achievement., • Empower students to take charge of their learning by providing all necessary scaffolding, modeling, materials, and resources, and consistently maintaining a high level of expectation for student success., • Collaborate with other academic staff and psychosocial staff members to plan, integrate, and facilitate cross-curricular, inquiry-based projects., • Communicate with parents and guardians to provide feedback on pupils’ academic and social-emotional progress through parent-teacher conferences, written reports, phone calls, and emails., • Follow the professional code and policies of the school and conduct oneself in a way that promotes the mission of the school., • Utilize Google Suite, in particular Google Drive, Docs, and Sheets., • Attend all faculty and staff meetings, professional development sessions, and required special events (e.g., open houses, parent-teacher conferences)., • Perform other duties as assigned. Required Education and Experience: • Bachelor’s degree in mathematics education, elementary education, special education, or a related field., • Experience working with upper elementary or middle school students.. Preferred Education and Experience: • Experience as a middle school math or special education teacher., • Master’s degree in special education, elementary education, mathematics or a related field., • Special education training, including training in the areas of gifted education and twice-exceptional youth., • Secondary Mathematics (grades 7-12), Elementary Education, and/or Special Education teaching credential., • Experience teaching twice-exceptional youth. Work Environment: This job operates in a school setting. The school is located on the ground, fifth, and sixth floors of a building with an elevator. This role requires working in various locations around the school and occasional travel to the Lower School campus approximately two blocks away. Physical Demands: While performing the duties of this job, the employee is regularly required to talk and listen. This position is active and involves continuous standing, walking, and climbing stairs. The employee must occasionally lift and/or move items under 20 pounds. Typing is required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Position Type and Expected Hours of Work: This is a full-time exempt position in an educational facility that is open eight hours a day. Teachers, psychosocial teachers, and staff clinicians work ten months out of the year according to the academic calendar (late August to late June). Occasional evening or weekend hours may be required, anticipate at least three of these events throughout the year. In general, though, hours are Monday-Friday 8am - 4pm. Compensation and Benefits: Compensation is dependent upon experience and degree obtained. At Quad Prep full-time (or over 30 hours per week) employees will have access to a full range of benefits, including medical, dental, and vision coverage; Health Savings Account (HSA), Flexible Spending Account (FSA), pre-tax transit, and dependent care (DC FSA) accounts; a 401K match, and student loan repayment contributions (after one year of employment); and a range of professional development opportunities, including our First Year Support Program for all new facility and staff; our Leadership Development Institute for those wishing to gain supervisory experience; and a full tuition waiver for candidates wishing to participate in our annual Certificate Program in Meeting the Needs of Twice-Exceptional Students. All staff will engage with colleagues in our ongoing staff wellness groups, relax at our social events, and collaborate in meaningful work as a valued member of our voluntary groups, including our Diversity, Equity, Inclusion, and Belonging; our Staff Ambassador Program; and our Peer Mentorship Program. Want to learn more about Quad Prep? Connect with us! *Note that currently, all employees are requested to be fully vaccinated and boosted for COVID-19. In the event of an outbreak of COVID-19 or any other communicable or infectious disease, or any public-health condition designated by the New York State Commissioner of Health, that in the School's sole discretion requires operational changes, the School reserves the right to establish and modify health and safety protocols, including requiring vaccination and/or vaccine boosters, testing, or other health requirements and requests for proof of compliance. * ADA/AAP/EEO Statement: The Quad Preparatory School is committed to the full inclusion of all qualified individuals. We take steps to assure that people with disabilities are provided reasonable accommodations. Accordingly, if reasonable accommodation is required to fully participate in the job application or interview process, to perform the essential functions of the position, and/or to receive all other benefits and privileges of employment, please contact our People and Culture department at peopleandculture@quadprep.org. The Quad Preparatory School is based on an inclusive philosophy that does not discriminate on the basis of race, color, national origin, religion, gender, age, disability, marital status, creed, sexual orientation, familial status, citizenship, veteran or military status, or any other characteristic protected by law in its hiring procedures and policies. Powered by JazzHR eVXHjOvicf

Job Description The Quad Preparatory School Middle School Mathematics Special Education Teacher Anticipated Opening for 2026-27 School Year Classification: Exempt Reports to: Assistant Head of School, Director of Harbor Green Annual Salary: $64,000-$90,000 (salary offered will be commensurate with experience and skills) At Quad Prep, we are on a mission — to transform the lives of neurodiverse, twice-exceptional people by redefining the experience of school. Through the collective, collaborative, and empathic work of our teachers and clinicians, we are empowering our students to engage with the exciting and wonderful diversity of this world. As we enter our 14th year, we are excited to welcome fellow innovators and collaborative colleagues to our team to be a part of this inspiring and impactful mission. At Quad Prep, a New York State Association of Independent Schools (NYSAIS) Accredited School, we are eager to create challenging and engaging learning experiences for our students, to seek diverse perspectives, and to work together to continuously refine and redefine best practices in neurodiverse education. The Quad Preparatory School actively seeks to advance diversity through its programs and hiring. Why work at Quad Prep? ACCREDITED SCHOOL: Quad Prep was recognized as an outstanding school when it received accreditation through NYSAIS. COMMUNITY: We are committed to building a joyful and inclusive culture where everybody is celebrated for who they are. COLLEAGUES: Our colleagues are inspiring, consummate innovators and are at their happiest collaborating to create personalized solutions for each student. STUDENTS We guarantee that you will learn something eye-opening every single day from our students — and have a lot of joy and laughter along the way! DEEP PROFESSIONAL LEARNING: Quad Prep supports mission-driven educators and clinicians to grow their professional skills and influence in the neurodiversity educational space. Close collaboration with colleagues, coaching from supportive leaders, and thoughtful, in-depth professional learning programs keep us growing. GENEROUS AND COMPREHENSIVE BENEFITS Health: Medical, Dental, Vision Student Loan repayment Retirement Plan contribution Group Life Plan Disability Insurance Generous Parental Leave WORK LIFE BALANCE: In addition to a ten-month school year during which our staff are offered on average 33 days off (approximately 7 weeks) for scheduled holidays and school breaks, we provide generous preparation periods throughout each week, limiting the number of after work hours you will need to work — so that you can live the life you wish for — inside and outside of our school. Additionally, our students are dismissed midday each Friday in order for you to meet with your team and division, as well as plan, and prep. EXTRAS You can build a private practice or tutor non-Quad Prep students onsite during after school hours at low-cost reduced rates, available only to our Quad Prep staff. Who We Are (If Quad Prep is for you, you'll read what's below and feel, "That's me!") At Quad Prep, we are guided by values that we hold dear and we have developed an innovative set of practices to meet our mission. We are: Groundbreaking: We ignite our students’ talents and are passionate about their futures. You are: Passionate about our work and our mission Creative and excited about reaching each and every learner in new ways Excited to help create new, evidence-based best practices in this rapidly evolving field Able to set high expectations of both students and yourself and discover ways to meet them Collaborative: We function with an exceedingly deep degree of collaboration. You: Communicate effectively with colleagues Seek to understand yourself and others in order to welcome new perspectives Are generous of spirit and willing to give and receive feedback and input freely Are kind, welcoming, and inclusive Trustworthy: We are steadfast and are accountable to our students and each other. You: Can be counted on to do what you say you will do Have a high level of ownership for personal and team results Can purposefully develop skills to find success in your work and our learning community Ask for support when you need it Project an unflappable, firm, and kind presence to our students Constantly Learning and Growing: We value continued growth and learning. You: Seek opportunities to learn and grow in your professional practice Support colleagues by sharing best practices and nurturing their learning Help the organization grow and improve by developing and sharing new ideas and approaches Resourceful: At Quad Prep, we dig deep to meet our mission. You: Are highly effective and dedicated Show initiative Display good judgment and sensibility Excellent at supporting students inside and outside the classroom Flexible: At Quad Prep, we never give up on each other and are driven by the ethos of “not if, but how.” You are: Open to new ideas Nimble in fluid, changing environments Excited by growth, change, and innovation WHAT YOU’LL DO The Quad Preparatory School is looking for a middle school mathematics teacher who is able to teach grades 6-8 for the 2026-27 school year. While this position will likely focus on teaching pre-algebra, the ideal candidates will be able to teach a wide range of mathematics courses up through Algebra 2. Teachers will provide academic instruction and social-emotional support to students in collaboration with our clinicians. Our classrooms consist of no more than ten students, and some classes are taught one-to-one or in dyads. Teachers have the opportunity to receive mentorship, coaching, and support from the clinicians as well as academic administrators. A benefit of this position is the amount of professional development one will obtain in working with twice-exceptional youth and in being mentored by veteran special education teachers, academic administrators, and clinicians. Expectations: Plan and implement high-quality, engaging mathematics lessons that are differentiated to meet the learning needs of the students. Regularly assess the students and the curriculum, adapting content and instruction as appropriate; communicating assessment results to parents. Subscribe to and implement the school’s philosophy of progressive and personalized education for twice-exceptional children. Collaborate with the psychosocial teachers in planning and implementing an integrated program for executive functioning within the academic curriculum. Map and evaluate curriculum. Collaborate with other members of the mathematics department to ensure a vertically aligned K-12 mathematics program. Develop and teach electives. Create and maintain an orderly and aesthetic learning environment that accounts for students’ social, emotional, and executive functioning needs. Maintain accurate records using both the learning management system Blackbaud as well as carefully managed portfolios of student work to illustrate and record progress and achievement. Empower students to take charge of their learning by providing all necessary scaffolding, modeling, materials, and resources, and consistently maintaining a high level of expectation for student success. Collaborate with other academic staff and psychosocial staff members to plan, integrate, and facilitate cross-curricular, inquiry-based projects. Communicate with parents and guardians to provide feedback on pupils’ academic and social-emotional progress through parent-teacher conferences, written reports, phone calls, and emails. Follow the professional code and policies of the school and conduct oneself in a way that promotes the mission of the school. Utilize Google Suite, in particular Google Drive, Docs, and Sheets. Attend all faculty and staff meetings, professional development sessions, and required special events (e.g., open houses, Curriculum Night, Carnivale). Perform other duties as assigned. Competencies: Love for working with middle school-aged children Strong knowledge of and affinity for mathematics Desire and ability to work with students with special needs Ability to respond and manage behavioral challenges Lesson planning and the ability to provide engaging and differentiated instruction Ability to connect with school-aged children Effective oral and written communication A solid understanding of middle school-aged children’s academic, social, and emotional development Attention to detail Maintaining confidentiality and privacy Ethical conduct Time management and the ability to multitask Teamwork and collaboration Patience and flexibility Required Education and Experience: Bachelor’s degree in special education, general education, mathematics education, or mathematics. Minimum one year paid experience teaching mathematics or a related subject. Preferred Education and Experience: At least three years experience as a middle school mathematics teacher. Master’s degree in mathematics education, special education, mathematics, or a related field. Special education training, including training in the areas of gifted education and twice-exceptional youth. Secondary Mathematics and/or Special Education teaching credential. Experience teaching twice-exceptional youth. Work Environment: This job operates in a school setting. The school is located on the ground, fifth, and sixth floors of a building with an elevator. This role requires working in various locations around the school and occasional travel to the Lower School campus approximately two blocks away. Physical Demands: While performing the duties of this job, the employee is regularly required to talk and listen. This position is active and involves continuous standing, walking, and climbing stairs. The employee must occasionally lift and/or move items under 20 pounds. Typing is required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Position Type and Expected Hours of Work: This is a full-time exempt position in an educational facility that is open eight hours a day. Teachers, psychosocial teachers, and staff clinicians work ten months out of the year according to the academic calendar (late August to late June). Occasional evening or weekend hours may be required, anticipate at least three of these events throughout the year. In general, though, hours are Monday-Friday 8am - 4pm. Compensation and Benefits: Compensation is dependent upon experience and degree obtained. At Quad Prep full-time (or over 30 hours per week) employees will have access to a full range of benefits, including medical, dental, and vision coverage; Health Savings Account (HSA), Flexible Spending Account (FSA), pre-tax transit, and dependent care (DC FSA) accounts; a 401K match, and student loan repayment contributions (after one year of employment); and a range of professional development opportunities, including our First Year Support Program for all new facility and staff; our Leadership Development Institute for those wishing to gain supervisory experience; and a full tuition waiver for candidates wishing to participate in our annual Certificate Program in Meeting the Needs of Twice-Exceptional Students. All staff will engage with colleagues in our ongoing staff wellness groups, relax at our social events, and collaborate in meaningful work as a valued member of our voluntary groups, including our Diversity, Equity, Inclusion, and Belonging; our Staff Ambassador Program; and our Peer Mentorship Program. Want to learn more about Quad Prep? Connect with us! *Note that currently, all employees are requested to be fully vaccinated and boosted for COVID-19. In the event of an outbreak of COVID-19 or any other communicable or infectious disease, or any public-health condition designated by the New York State Commissioner of Health, that in the School's sole discretion requires operational changes, the School reserves the right to establish and modify health and safety protocols, including requiring vaccination and/or vaccine boosters, testing, or other health requirements and requests for proof of compliance. * ADA/AAP/EEO Statement: The Quad Preparatory School is committed to the full inclusion of all qualified individuals. We take steps to assure that people with disabilities are provided reasonable accommodations. Accordingly, if reasonable accommodation is required to fully participate in the job application or interview process, to perform the essential functions of the position, and/or to receive all other benefits and privileges of employment, please contact our People and Culture department at peopleandculture@quadprep.org. The Quad Preparatory School is based on an inclusive philosophy that does not discriminate on the basis of race, color, national origin, religion, gender, age, disability, marital status, creed, sexual orientation, familial status, citizenship, veteran or military status, or any other characteristic protected by law in its hiring procedures and policies. Powered by JazzHR EMjum521eP

Job DescriptionWho We AreSince its founding in 2010, Challenge Preparatory Charter School (Challenge Prep) has provided students and families with a successful academic program in Far Rockaway, Queens. We currently serve over 1200 scholars from Kindergarten to 12th grade across 3 sites. Our school’s mission is to prepare students from the greater Far Rockaway community to excel academically, to demonstrate mastery of the NY State Learning Standards, and to achieve their career aspirations. Challenge cultivates and supports the intellectual, aesthetic, social, emotional, and ethical development of its students and prepares them to be responsible 21st century citizens. To accomplish its mission, Challenge offers a rigorous instructional program in a safe, supportive, technology-infused and data-enriched and social-emotional learning sequence, authentic field experiences, career counseling, and college coursework. It is understood that we are one organization with multiple sites, and it is expected that all members of the team collaborate to support all of our scholars. Understanding the RoleEvery member of the Instructional Team at Challenge Preparatory Charter School plays a critical role in ensuring our students have the skills and confidence to pursue the paths they choose - college, career, and beyond. Our educators are passionate advocates for their students and their families, working tirelessly to ensure that our students have access to opportunities. We are especially committed to attracting and developing individuals who share the life experiences of our students because we believe the best work we do is grounded in the realities and experiences of our families and students. As a General Education Teacher, you will deliver exceptional instruction and assess scholar growth. You are dedicated to constant learning and proactively provide academic and cultural support to your school and team. This position reports to the principal.Overall Job Goals and Responsibilities • The staff of CPCS is committed to teaching students the values of scholarship, respect, honesty, courage, and balance in a collaborative technology-infused, inclusive family-like environment. Teachers assist all scholars in their content area classes so they may reach their full potential by focusing on their individual aspirations and strengths. Planning for students of all ability levels, including English Language Learners and students with disabilities is expected so that these students may achieve academic mastery. Additionally, the school will offer opportunities for teachers to participate in the following:, • After-school and/or Saturday tutoring, sports, enrichment, arts and family programs, • In-house committees of special programs, • Professional development such as inquiry work, intervisitations, common planning, and collaborative conversation, • Because roles in small schools are varied and complex, serious consideration will be given to applicants who demonstrate in their resume and cover letter experience and/or willingness to commit to the school’s mission and core beliefs and to become involved in these essential aspects:, • Collaborating with colleagues to write unit plans and interim assessments; sharing teaching strategies, visiting peer classrooms, analyzing student data, and developing best practice pedagogy that supports literacy and critical thinking skills across all subject areas, • Believing that all students can succeed with ample social-emotional support in and out of the classroom, • Employing a variety of collaborative team-teaching models for ELL students and special needs students, • Applying data gathered through formative and summative assessments to guide instructional plan, • Developing an individual growth plan, which includes professional goals and objectives in collaboration with the Principal and/or Assistant Principal, • Utilizing technology which includes a parent/student portal and school website that provides regular written updates and/or gradesWho We Seek, • Challenge Preparatory Charter School will consider candidates who can demonstrate:, • Commitment to and alignment with the CPCS mission, vision, program goals, and curriculum, • Effective leadership skills that inspire teamwork and dedication, • Strategic problem-solving skills, • Strong communication skills with students, families, staff, and community members, • Exceptional management and organizational skills, • Positive experience in taking the initiative, assuming accountability and being productive in attaining measurable goals and mission accomplishments, • Ability to plan strategically and effectively, as well as adapting to unforeseen situations, • Ability to create a positive school culture that is welcoming, fun, and conducive to learningQualifications, • Bachelor's degree required, • Master's degree preferred, • NYS certification preferred, • Highly motivated to teach students from underserved areas and devoted to closing the achievement gap, • Teaching experience in an urban school setting preferred, • The ability to create a classroom setting where students of every academic level experience enjoyment, engagement, and enthusiasm in their learning, • Strong teamwork ethic, • Ability to use data to drive instructionBenefits and Perks, • Challenge Charter School's staff members receive a competitive salary, paid time off, matching of retirement contributions up to 3%, and more., • Comprehensive benefits package including four health plans to choose from, two dental plans, and vision insurance, • We also offer flexible spending accounts for health, dependent care, and transit, • Flexible and reflective leadership: dedicated to staff development, team cohesion, and shared responsibility for decision-making, development, and team-wide priorities, • Driven and passionate colleagues who contribute to a professional and collaborative work environment, • Opportunities to sit on various committees and participate in initiatives central to key organizational decisions and strategic planning, • Professional development: weekly PD, year-round trainings, and ongoing coaching by professionals, • This is a full-time position commencing mid-August through June The salary is based on year(s) of classroom teaching experience, your education, and NYSED certification.School SitesGrades K-1: 1279 Redfern Avenue, Far Rockaway, NY 11691Grades 2-5: 710 Hartman Lane, Far Rockaway, NY 11691 Selection Process Phase I - Virtual Interview with the HR Recruiter Phase II - Demo, Panel Interview, and Interview with the Senior Director of Teaching and Learning K-5Final - Reference Check, Offer, and Contract Work YearThis full-time position begins in mid-August and goes through the end of June.An Equal Opportunity Employer Challenge Charter School is proud to be an Equal Employment Opportunity employer. We do not discriminate based on race, religion, color, national origin, gender, sexual orientation, age, marital status, veteran status, or disability status. We are committed to building a diverse and inclusive community, particularly in the Far Rockaway area, and committed to educating students. We welcome all applicants who share our mission and vision to join us in our relentless work. Challenge Charter School offers a full benefits program and opportunities for professional growth. Learn more about our mission, team, and the exciting things happening at Challenge by visitinghttps://challengecharterschools.org/ 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: • 401(k), • Competitive salary, • Dental insurance, • Health insurance, • Profit sharing, • Training & development, • Vision insurance Lower School Teachers Needed at Academics West Academics West is searching for Special Education Teachers for our Lower School who will be responsible for direct instruction that is designed to address goals and objectives specified in the students' Individual Education Plans (IEPs) and/or follow the NYS general education guidelines. The ideal candidate is bright, energetic and motivated to help children with learning and emotional challenges. The applicant will be committed to learning and infusing our Clinically Informed Academics model. Start date: Fall 2026 The Academic West Teacher primary function is to educate our students using the most up-to-date pedagogy. Teachers are expected to engage students and assess their knowledge in academic content as defined within the course description. Educators will collaborate with the educational clinicians to develop and implement appropriate classroom management plans. It is expected that teachers will go beyond the classroom and model the Academics West mission and philosophy. These individuals are expected to have strong foundational knowledge of our CIA model and implement it within the classroom. Teachers will directly report to the Director of Education. Responsibilities: • Prepare and implement appropriate lesson plans and meet objectives., • Welcome potential new students and engage them as they complete trial days, • Collaborate with Admissions Department with new onboarding students, • Write weekly progress reports on each student, • Responsible for classroom management oversight, • Frequently consult with clinicians about students therapeutic needs, • Review students neuropsychological report, LSP and SAP (I.e., CIA profile) to utilize the data to inform student instruction, • Attend IEP meetings and submit supporting documentation as needed, • Required to attend all student and staff meetings, • Required to attend all Professional Development Days, • Assess student progress as requested by Academic Dean, • Complete APC sheets and mark students after every period for the following:, • Manage Focus Teacher/ Teaching Assistant to ensure they fulfill their daily obligations, • Be an active participant in all school related functions (e.g., Parent Teacher Night, afterschool events)Qualifications:, • Bachelor's degree or Masters Degree in Special Education or related field, • 3 + years experience teaching students with special educations needs preferred, • New York State Certification in Special Education Certification, • Behavior management training needed (i.e., CPI training or other methods) preferredWork Hours:, • Monday through Friday 8 AM-4:00 PM, • This position is a 12 month position (Summer is 6 weeks and 4 days a week). Significant vacation time as per our school calendar, The position will remain open until filled. All applications will be kept confidential, and receipt will be acknowledged via email

Job DescriptionWho We AreSince its founding in 2010, Challenge Preparatory Charter School (Challenge Prep) has provided students and families with a successful academic program in Far Rockaway, Queens. We currently serve over 1200 scholars from Kindergarten to 12th grade across 3 sites. Our school’s mission is to prepare students from the greater Far Rockaway community to excel academically, to demonstrate mastery of the NY State Learning Standards, and to achieve their career aspirations. Challenge cultivates and supports the intellectual, aesthetic, social, emotional, and ethical development of its students and prepares them to be responsible 21st century citizens. To accomplish its mission, Challenge offers a rigorous instructional program in a safe, supportive, technology-infused and data-enriched and social-emotional learning sequence, authentic field experiences, career counseling, and college coursework. It is understood that we are one organization with multiple sites, and it is expected that all members of the team collaborate to support all of our scholars. Understanding the RoleEvery member of the Instructional Team at Challenge Preparatory Charter School plays a critical role in ensuring our students have the skills and confidence to pursue the paths they choose - college, career, and beyond. Our educators are passionate advocates for their students and their families, working tirelessly to ensure that our students have access to opportunities. We are especially committed to attracting and developing individuals who share the life experiences of our students because we believe the best work we do is grounded in the realities and experiences of our families and students. As a General Education Teacher, you will deliver exceptional instruction and assess scholar growth. You are dedicated to constant learning and proactively provide academic and cultural support to your school and team. This position reports to the principal.Overall Job Goals and Responsibilities • The staff of CPCS is committed to teaching students the values of scholarship, respect, honesty, courage, and balance in a collaborative technology-infused, inclusive family-like environment. Teachers assist all scholars in their content area classes so they may reach their full potential by focusing on their individual aspirations and strengths. Planning for students of all ability levels, including English Language Learners and students with disabilities is expected so that these students may achieve academic mastery. Additionally, the school will offer opportunities for teachers to participate in the following:, • After-school and/or Saturday tutoring, sports, enrichment, arts and family programs, • In-house committees of special programs, • Professional development such as inquiry work, intervisitations, common planning, and collaborative conversation, • Because roles in small schools are varied and complex, serious consideration will be given to applicants who demonstrate in their resume and cover letter experience and/or willingness to commit to the school’s mission and core beliefs and to become involved in these essential aspects:, • Collaborating with colleagues to write unit plans and interim assessments; sharing teaching strategies, visiting peer classrooms, analyzing student data, and developing best practice pedagogy that supports literacy and critical thinking skills across all subject areas, • Believing that all students can succeed with ample social-emotional support in and out of the classroom, • Employing a variety of collaborative team-teaching models for ELL students and special needs students, • Applying data gathered through formative and summative assessments to guide instructional plan, • Developing an individual growth plan, which includes professional goals and objectives in collaboration with the Principal and/or Assistant Principal, • Utilizing technology which includes a parent/student portal and school website that provides regular written updates and/or gradesWho We Seek, • Challenge Preparatory Charter School will consider candidates who can demonstrate:, • Commitment to and alignment with the CPCS mission, vision, program goals, and curriculum, • Effective leadership skills that inspire teamwork and dedication, • Strategic problem-solving skills, • Strong communication skills with students, families, staff, and community members, • Exceptional management and organizational skills, • Positive experience in taking the initiative, assuming accountability and being productive in attaining measurable goals and mission accomplishments, • Ability to plan strategically and effectively, as well as adapting to unforeseen situations, • Ability to create a positive school culture that is welcoming, fun, and conducive to learningQualifications, • Bachelor's degree required, • Master's degree preferred, • NYS certification preferred, • Highly motivated to teach students from underserved areas and devoted to closing the achievement gap, • Teaching experience in an urban school setting preferred, • The ability to create a classroom setting where students of every academic level experience enjoyment, engagement, and enthusiasm in their learning, • Strong teamwork ethic, • Ability to use data to drive instructionBenefits and Perks, • Challenge Charter School's staff members receive a competitive salary, paid time off, matching of retirement contributions up to 3%, and more., • Comprehensive benefits package including four health plans to choose from, two dental plans, and vision insurance, • We also offer flexible spending accounts for health, dependent care, and transit, • Flexible and reflective leadership: dedicated to staff development, team cohesion, and shared responsibility for decision-making, development, and team-wide priorities, • Driven and passionate colleagues who contribute to a professional and collaborative work environment, • Opportunities to sit on various committees and participate in initiatives central to key organizational decisions and strategic planning, • Professional development: weekly PD, year-round trainings, and ongoing coaching by professionals, • This is a full-time position commencing mid-August through June The salary is based on year(s) of classroom teaching experience, your education, and NYSED certification.School SitesGrades K-1: 1279 Redfern Avenue, Far Rockaway, NY 11691Grades 2-5: 710 Hartman Lane, Far Rockaway, NY 11691 Selection Process Phase I - Virtual Interview with the HR Recruiter Phase II - Demo, Panel Interview, and Interview with the Senior Director of Teaching and Learning K-5Final - Reference Check, Offer, and Contract Work YearThis full-time position begins in mid-August and goes through the end of June.An Equal Opportunity Employer Challenge Charter School is proud to be an Equal Employment Opportunity employer. We do not discriminate based on race, religion, color, national origin, gender, sexual orientation, age, marital status, veteran status, or disability status. We are committed to building a diverse and inclusive community, particularly in the Far Rockaway area, and committed to educating students. We welcome all applicants who share our mission and vision to join us in our relentless work. Challenge Charter School offers a full benefits program and opportunities for professional growth. Learn more about our mission, team, and the exciting things happening at Challenge by visitinghttps://challengecharterschools.org/ 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 DescriptionWho We AreSince its founding in 2010, Challenge Preparatory Charter School (Challenge Prep) has provided students and families with a successful academic program in Far Rockaway, Queens. We currently serve over 1200 scholars from Kindergarten to 12th grade across 3 sites. Our school’s mission is to prepare students from the greater Far Rockaway community to excel academically, to demonstrate mastery of the NY State Learning Standards, and to achieve their career aspirations. Challenge cultivates and supports the intellectual, aesthetic, social, emotional, and ethical development of its students and prepares them to be responsible 21st century citizens. To accomplish its mission, Challenge offers a rigorous instructional program in a safe, supportive, technology-infused and data-enriched and social-emotional learning sequence, authentic field experiences, career counseling, and college coursework. It is understood that we are one organization with multiple sites, and it is expected that all members of the team collaborate to support all of our scholars. Understanding the RoleEvery member of the Instructional Team at Challenge Preparatory Charter School plays a critical role in ensuring our students have the skills and confidence to pursue the paths they choose - college, career, and beyond. Our educators are passionate advocates for their students and their families, working tirelessly to ensure that our students have access to opportunities. We are especially committed to attracting and developing individuals who share the life experiences of our students because we believe the best work we do is grounded in the realities and experiences of our families and students. As a General Education Teacher, you will deliver exceptional instruction and assess scholar growth. You are dedicated to constant learning and proactively provide academic and cultural support to your school and team. This position reports to the principal.Overall Job Goals and Responsibilities • The staff of CPCS is committed to teaching students the values of scholarship, respect, honesty, courage, and balance in a collaborative technology-infused, inclusive family-like environment. Teachers assist all scholars in their content area classes so they may reach their full potential by focusing on their individual aspirations and strengths. Planning for students of all ability levels, including English Language Learners and students with disabilities is expected so that these students may achieve academic mastery. Additionally, the school will offer opportunities for teachers to participate in the following:, • After-school and/or Saturday tutoring, sports, enrichment, arts and family programs, • In-house committees of special programs, • Professional development such as inquiry work, intervisitations, common planning, and collaborative conversation, • Because roles in small schools are varied and complex, serious consideration will be given to applicants who demonstrate in their resume and cover letter experience and/or willingness to commit to the school’s mission and core beliefs and to become involved in these essential aspects:, • Collaborating with colleagues to write unit plans and interim assessments; sharing teaching strategies, visiting peer classrooms, analyzing student data, and developing best practice pedagogy that supports literacy and critical thinking skills across all subject areas, • Believing that all students can succeed with ample social-emotional support in and out of the classroom, • Employing a variety of collaborative team-teaching models for ELL students and special needs students, • Applying data gathered through formative and summative assessments to guide instructional plan, • Developing an individual growth plan, which includes professional goals and objectives in collaboration with the Principal and/or Assistant Principal, • Utilizing technology which includes a parent/student portal and school website that provides regular written updates and/or gradesWho We Seek, • Challenge Preparatory Charter School will consider candidates who can demonstrate:, • Commitment to and alignment with the CPCS mission, vision, program goals, and curriculum, • Effective leadership skills that inspire teamwork and dedication, • Strategic problem-solving skills, • Strong communication skills with students, families, staff, and community members, • Exceptional management and organizational skills, • Positive experience in taking the initiative, assuming accountability and being productive in attaining measurable goals and mission accomplishments, • Ability to plan strategically and effectively, as well as adapting to unforeseen situations, • Ability to create a positive school culture that is welcoming, fun, and conducive to learningQualifications, • Bachelor's degree required, • Master's degree preferred, • NYS certification preferred, • Highly motivated to teach students from underserved areas and devoted to closing the achievement gap, • Teaching experience in an urban school setting preferred, • The ability to create a classroom setting where students of every academic level experience enjoyment, engagement, and enthusiasm in their learning, • Strong teamwork ethic, • Ability to use data to drive instructionBenefits, • Challenge Charter School's staff members receive a competitive salary, paid time off, matching of retirement contributions up to 3%, and more., • Comprehensive benefits package including four health plans to choose from, two dental plans, and vision insurance, • We also offer flexible spending accounts for health, dependent care, and transit, • Flexible and reflective leadership: dedicated to staff development, team cohesion, and shared responsibility for decision-making, development, and team-wide priorities, • Driven and passionate colleagues who contribute to a professional and collaborative work environment, • Opportunities to sit on various committees and participate in initiatives central to key organizational decisions and strategic planning, • Professional development: weekly PD, year-round trainings, and ongoing coaching by professionals, • This is a full-time position commencing mid-August through June The salary offer is based on year(s) of classroom teaching experience, educational requirements, and NYSED certification. School SitesGrades K-1: 1279 Redfern Avenue, Far Rockaway, NY 11691Grades 2-5: 710 Hartman Lane, Far Rockaway, NY 11691 Selection Process Phase I - Virtual Interview with the HR Recruiter Phase II - Demo, Panel Interview, and Interview with the Senior Director of Teaching and Learning K-5Final - Reference Check, Offer, and Contract Work YearThis full-time position begins in mid-August and goes through the end of June.An Equal Opportunity Employer Challenge Charter School is proud to be an Equal Employment Opportunity employer. We do not discriminate based on race, religion, color, national origin, gender, sexual orientation, age, marital status, veteran status, or disability status. We are committed to building a diverse and inclusive community, particularly in the Far Rockaway area, and committed to educating students. We welcome all applicants who share our mission and vision to join us in our relentless work. Challenge Charter School offers a full benefits program and opportunities for professional growth. Learn more about our mission, team, and the exciting things happening at Challenge by visitinghttps://challengecharterschools.org/ 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 Description Who we are? Ethical Culture Fieldston School is a progressive PreK-12 independent school that has been serving students from throughout New York City and the surrounding suburbs since 1878. ECFS offers a rich curriculum in the arts, sciences, and humanities. A co-ed, nonsectarian school, it serves an inclusive community of about 1,700 students on two campuses -- one in the Riverdale section of the Bronx, and the other in Manhattan. The Upper School, located in the Bronx, is comprised of approximately 600 students and 80 faculty members. What is essential about working at our school? The Ethical Culture Fieldston School has a long history of inclusion and belonging deeply rooted in our mission and the educational philosophy of our founder, Felix Adler. We embrace all aspects of an individual, including their ancestry, family, identity, culture, and beliefs. We affirm both our differences and commonalities and strive to balance individuality and community. In keeping with our progressive tradition, we are dedicated to increasing our students’ cultural literacy to help them understand multiple perspectives and see the world beyond the self. We expect members of our community to engage in open dialogue about living and learning in an inclusive environment inside and outside the classroom. We see this work, with its creative tensions, as a catalyst for individual and collective growth. On a daily basis, we are committed to making this vision of a democratic, pluralistic, and progressive school a reality. Please note that this is an onsite role and not performed remotely. Ethical Culture Fieldston School retains its right to modify job duties in accordance with changing operational needs. Role Summary ECFS is currently seeking a Dean of Student Engagement (DSE). Reporting to the Upper School Assistant Principal of Student Life, the DSE will be responsible for broadly spearheading and developing co-curricular programs and activities as described below. The DSE should be highly organized with excellent time management skills, flexibility, and the proven ability and willingness to successfully engage with students. The School shall have the right to designate the teacher who serves in the capacity of Upper School Dean of Student Engagement. The Upper School Dean of Student Engagement will receive a stipend of $10,000. The teaching load of the DSE shall be .50 with .50 release time. The hiring range for this position is $75,261-$184,830 which is not inclusive of the stipend amount for the Dean position. Please note that this is an onsite role and not performed remotely. Ethical Culture Fieldston School retains its right to modify job duties in accordance with changing operational needs. Responsibilities Specific responsibilities of the Dean will include: Supervising student activities and assemblies, including the Assembly After Dark program; over 50+ student clubs; four student publications; and approximately 26 assemblies per year; Facilitating partnership programs with area schools, including programs with University Heights High School, SAR Academy, and Swain County High School; Developing programming and working with faculty, staff, and students while directly supervising experiential learning programs, including: ALP (Alternative Learning Period) MAD (Modified Awareness Days) FAD (Fieldston Awareness Days) Local and regional student conferences, including SUPAA Conference, NY Gender Summit, Progressive Schools Student Leadership Conference, and others as needed. Other events that address special topics of interest to the Upper School community, including responding to current and pressing political and social issues as they arise and planning student programming. Developing and supervising mission-driven programming, including: Community Day Big Brother, Big Sister, Big Sibling programs Collaborating with BSI department & Community Service Learning (CSL) office on initiatives within their respective purviews; Co-Chairing the Senior Projects Committee with the Assistant Principal for Student Life; Co-Advising the Fieldston Student Government (FSG) with the Assistant Principal for Student Life; Supervising the School-wide summer book project, which includes chairing the Summer Book Committee; Regularly consulting with the Grade Deans and divisional leadership team regarding individual student concerns and grade-wide, school-wide, and programmatic issues; and Performing other duties, projects and tasks as assigned. Position Requirements The successful incumbent will possess: A Bachelor's Degree (a Master’s degree is strongly preferred); A passion for teaching with a pleasant and positive demeanor toward all forms of teaching and learning; The ability to collaborate and build strong relationships with faculty, administrators, students, parents, and the overall community; A commitment to cultural competency and to fostering an inclusive environment that supports students of all backgrounds; Excellent verbal, written, and oral communication skills; A positive attitude and the ability to listen effectively and be receptive to feedback; The ability to manage time effectively, stay organized, and prioritize required tasks; A commitment to engaging in ongoing professional development and proficiency in utilizing and learning new technologies (i.e., Google Workspace tools); The ability to work some evenings as required; Reliability, punctuality, and consistent attendance; and The ability to cultivate a welcoming culture in which all members of our community feel valued and appreciated. To Apply All candidates should visit our employment page at www.ecfs.org to apply. Please send a letter of interest, a resume, and contact information for three references. EEO ECFS is an equal opportunity employer. We seek to be a welcoming community of professionals that broadly reflects the people of the metropolitan New York City area, our students, and families. All qualified applicants will receive consideration for employment and will not be discriminated against on the basis of race, color, religion or religious practices, sex, gender identity or expression, sexual orientation, citizenship status, national origin, age, ability status, military status, unemployment status or any other category protected by applicable local, state, or federal laws. We are committed to hiring practices that ensure all candidates are given fair consideration in alignment with our institutional mission and goals.

Job Description About Grace Grace Church School is a JK–12, independent school located on two nearby campuses in downtown New York City. An Episcopal school, welcoming children of all faiths and of none, Grace believes in the inherent, precious dignity of every individual and seeks to provide an outstanding education worthy of our common humanity. Grace is a school of big ideas, and our structured curriculum promotes academic excellence through a pedagogy of joy: an approach that reflects our belief that joy is the fuel of academic achievement, and that students learn best when motivated by delight, wonder, curiosity, and purpose. We work hard to nurture a culture of dignity and belonging, and we seek to foster in each student skills of intellectual excellence and habits of ethical virtue. Grounded in tradition, the school remains ever open to innovation, looking to the best research on the science of learning and the craft of teaching to advance the timeless values and aspirations of our mission. In the high school division, students are challenged to reach their full potential, ask essential questions, and wrestle with complex ideas, working to solve real-world problems and participate in the interconnected global community. About the Position The coaching position is a part-time position, compensated based on an hourly rate between $55-70/ hr Location: New York, NY Why Coach at Grace Church School? The Grace Athletics Department is a group of committed coaches who develop, plan, and implement our growing sports curriculum. We pride ourselves on creating programs within each sports discipline, where Middle and Upper School coaches work closely together to ensure we cover the necessary skills and fulfill the needs of our student-athletes. What You’ll Do The role of a Grace coach is to instruct our student-athletes in the fundamental skills, strategy, and physical training necessary to realize individual and team success. At the same time, the coach must provide a foundation for integrity, pride in accomplishment, sportsmanship, self-discipline, goal setting, teamwork, and self-confidence. Head Coaches will (but are not limited to): • Breakdown and teach the fundamental skills to players at all levels, • Attend all scheduled games and practices, • Manage and coordinate practice and game plans, • Be responsible for handling all administrative duties related to their team, • Attend all scheduled games and practices, • Attend all necessary athletic and school meetings and events Assistant Coaches will (but are not limited to): • Support the head coach in promoting the mission of the program, • Contribute to and run practice sessions, • Attend all scheduled games and practices, • Attend all necessary athletic and school meetings and events, • Help maintain and manage equipment What You’ll Bring Coaches bring all or most of the following: • Relevant coaching experience, • Excellent communication skills (verbal and written), • Strong organizational skills, • Ability to work well with student-athletes, parents, faculty/staff, and the athletics department, • Current First Aid/CPR certification, or ability to get training before the season commences, • Knowledge of the rules and regulations of the sport, with special consideration given to those having experience with the desired age category, • Enthusiasm, commitment, patience, and a passion for teaching the game are essential to this position., • Ability to motivate and provide positive leadership to our student-athletes by following our school and athletic mission, • College playing experience (preferred) Grace High School fall coaches begin on August 24 with preseason and should be available all day. Beginning after Labor Day, coaches must be available from 2:30 - 8:00 pm, Monday through Friday, from September 7 to October 30th. Grace Middle School coaches must be available from 2:30 - 7:00, Monday through Friday, from September 7th through October 30th. Please only apply for open jobs if you can commit to those times. Grace Church School is an Equal Opportunity Employer. We believe that equity and inclusion are not only hallmarks of a just society, but also virtues essential to sound learning. Our commitment to antiracism, equity, and belonging calls on all faculty members to promote a culture of dignity and belonging for everyone at Grace by recognizing and honoring the unique gifts of its students, families, faculty, and staff. We encourage applications from candidates with broad and diverse backgrounds and from individuals of all races, nationalities, identities, and beliefs. To Apply Please provide a resume and cover letter outlining your relevant experience to apply through our school website. Powered by JazzHR zwbNWPOpDu

Job DescriptionSalary: $95,000 - $110,000 Dean of Student Supports Our Mission Innovation Charter High School nurtures and develops students to be academically successful, socially mature, emotionally healthy, and equipped to lead self-directed and fulfilling lives. By instilling the core values of collaboration, tolerance, respect, activism, safety and innovation, students will graduate prepared for success in college and careers. Summary of the Role Reporting to the Principal, the Dean of Student Supports is an instructional leader responsible for special education compliance, teacher coaching and development, and school-wide student support systems, working closely with the School Management Team to integrate student support across the school. The Dean oversees all IEP and 504 compliance, leads the special education department, drives Response to Intervention (RTI) efforts, and ensures all students with disabilities receive high-quality, legally compliant services. Innovation provides an inclusive high school setting for students through co-teaching, case management, differentiated instruction, and collaborative problem-solving. We believe in a collaborative approach with special educators, general education teachers, families, and student support teams working together to ensure students with IEPs access rigorous instruction, feel known and supported, and make meaningful academic and social-emotional growth. Innovation serves students in grades 9-12 and typically 32-35% of our students have an IEP. We believe that inclusion is not a program but a practice and we see special education as both advocacy and instructional excellence. Key Responsibilities School Leadership & Compliance • Participate as a member of the Instructional Leadership Team; Advocate for students with disabilities in all school-wide instructional planning, • Act as the schools primary liaison with the district Committee on Special Education (CSE) to schedule evaluations, facilitate IEP meetings, and ensure compliance with all state and federal mandates, • Oversee implementation of all IEP and 504 plans, including monitoring of timelines, mandated services, testing accommodations, and related service delivery, • Manage SESIS, PowerSchool, and support ATS data management; Complete all required NYC Public Schools (NYCPS) reporting including the SpEd Per Pupil Invoice, • Submit accurate reports and data to the CSE, NYCPS, and school administration by all required due dates including close collaboration with the Dean of Academic Operations on per pupil billing, • Coordinate beginning- and end-of-year records transfers and onboarding of related service personnel and paraprofessionals, • Coordinate transition activities including functional vocational evaluations and person-centered planning meetings, • Serve as primary owner of supports for multilingual learners and any related compliance Teacher Coaching & Department Development • Observe and provide feedback on the implementation of research-based interventions and co-teaching models used at Innovation, • Lead Special Education Department Meetings and co-facilitate Intellectual Planning meetings with Assistant Principals, as needed, to support differentiated instruction and IEP goal integration in lesson plans, • Provide ongoing professional development on topics such as IEP management and implementation, goal writing, progress monitoring, and parent communication for Special Education and Multilingual Learners teachers through workshops, observation/feedback and coaching, and other adult learning modalities, • Collaborate with the School Management Team on staff observation, performance, and hiring recommendations, • As needed, teach SETSS to small groups of students Response to Intervention (RTI) • Lead the schools RTI team with close collaboration and support from the Dean of Academic Operations and Assistant Principal of Humanities and Intervention, • Coordinate academic and social-emotional learning groups with Academic Deans, teachers, and the Data Team, • Monitor RTI plan implementation; Ensure weekly data entry and teacher follow-through, • Assist in iReady and NYSESLAT testing and Regents administration in collaboration with the Dean of Academic Operations, ensuring all students receive mandated accommodations Family Engagement & Enrollment • Build strong relationships with families; Clearly communicate the special education process, parental rights under IDEA, and student progress, • Lead quarterly parent forums to support families in reinforcing student supports at home, • Meet with newly enrolled families to review IEPs, assess needs, and support smooth transition into the school Qualifications Required • Three or more years teaching in an ICT or special education setting with demonstrated student achievement results, • Minimum of two years of experience in special education case management, program coordination, or teaching in a charter or public school, • Experience with teacher development including effective facilitation of group professional learning and individual observation/feedback and instructional coaching, • Strong knowledge of IDEA, federal and state special education law, and NYCPS policies, • Demonstrated knowledge of data-informed instruction and interpretation of assessment data relevant for supporting students with IEPs and multilingual learners, • Proficiency in SESIS and Google/Microsoft Office Suite, • Masters degree in Special Education, Educational Leadership, or a related field, • Initial or Professional 7-12 Students with Disabilities (SWD) Certification (New York State or another state with reciprocity) Preferred • Experience with RTI or similar approaches to responsive student supports, • Bilingual (Spanish) Additional Information Immediate Supervisor: The Principal and/or their designee. Salary & Benefits: This is a full-time, 12-month position. Innovation offers a competitive salary commensurate with experience with a salary range of $95,000 - $110,000, plus medical, dental, vision, life insurance, Paid Family Leave, and a 401(k) with up to 5% employer match. Equal Employment Opportunity Innovation 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, pregnancy or any other characteristic protected by federal, state or local laws.

Job Description ASSISTANT PRINCIPAL (ELEMENTARY) 2026-2027 SCHOOL YEAR MISSION OF THE SCHOOL Compass Charter School is a safe and nurturing educational environment that honors the individuality of each learner. By engaging in a process of inquiry, our graduates will be equipped with the necessary skills to lead fulfilling personal and professional lives, including a developed sense of self, the ability to think in innovative and flexible ways, and the inspiration to make a positive impact on their community. DESCRIPTION OF THE SCHOOL Compass Charter School is an inquiry-based, progressive elementary school that opened in the fall of 2014 in Fort Greene, Brooklyn. We are committed to providing an experiential and democratic elementary experience to all children, with intentional access for children who typically do not get access to progressive education (children with special needs, children from economically disadvantaged backgrounds, and English language learners). Our Integrated Curriculum centers sustainability in all forms: environmental, racial, and economic justice. Our staff works interdependently in collaborative teams and engages in professional inquiry (instructional coaching, reflection, restorative and trauma informed practices). Compass enrolls approximately 330 students in pre-kindergarten through fifth grade. THE OPPORTUNITY As a member of the school’s Instructional Leadership Team, the Assistant Principal works as a transformational leader, supporting an environment of equity, curiosity, inclusion, and sustainability. The Assistant Principal is a key position who works with the Executive Leadership Team to supervise all instructional and student support staff. The Assistant Principal is responsible for carrying out Compass’ mission, vision, and collective commitments. This includes an unwavering commitment to equitable outcomes for all students, more specifically, equitable academic outcomes for children with special needs, children from economically disadvantaged backgrounds, and English language learners. This is a 12 month position. QUALIFICATIONS Education Master’s Degree in Educational Leadership, Curriculum & Instruction, Special Education, or related field New York State School Building Leader (SBL) certification preferred Experience 5 or more years of relevant teaching, teacher leadership, and/or school leadership experience 5 or more years of relevant experience teaching, coaching, and/or leading in schools with Integrated Co-Teaching Classrooms and a high population of students with special needs. Previous work experience demonstrates ability to set goals, monitor progress toward school improvement goals, prioritize equitable outcomes for students, and de-prioritie the “wrong work” or work that is unproductive or less important for school improvement. Skills Strong instructional expertise, ability to analyze and use data to drive decision-making Strong knowledge of special education best practice, inclusive education, coteaching models, and implementation of IEPs and BIPs Proficiency with leadership frameworks and best practice for adult learning Act as a steward of the change management process and hold themself to high levels of professional integrity An unwavering commitment to equitable outcomes for all students, specifically equitable academic outcomes for children with special needs, children from economically disadvantaged backgrounds, and English language learners Flexibility and responsiveness to day to day needs of students, staff, and families Ability to maintain a clear, calm, and focused presence during day to day, emergency, and high-stress situations A firm belief in and commitment to rigorous, inquiry-based, constructivist learning (learning by doing), and strong alignment with the Compass mission, vision, and collective commitments Previous experience supervising teachers and school staff, including but not limited to: Planning, implementing, and delivering professional development Regularly observing and giving feedback Evaluating teachers Creating and enacting Improvement Plans & Progressive Discipline Managing hiring of elementary staff Strong collaboration skills, including project planning, delegation, and clear timelines Evidence of a strong commitment to Compass’ vision, mission, and strategic direction Interest in and knowledge of the school’s Key Design Elements, including integration, equity, inclusion, and sustainability Ability to demonstrate systems thinking and solve “upstream” problems Interested in working closely with a diverse group of pre-K and elementary-aged children, their families, and staff in a highly dynamic, collaborative, and fast-paced environment Strong organizational skills, including ability to prioritize and make mission and vision-based decisions Strong collaboration and project management skills, including using The Management Center’s MOCHA Model Detail-oriented, ability to see the big picture and the details Strong interpersonal and collaboration skills Strong written and verbal communication A deep sense of personal accountability and willingness to foster accountability in others through consistent and above-board actions, feedback, and communication Ability to manage multiple projects of varying levels of complexity and stay calm under pressure Knowledge of or willingness to learn and integrate Educating for Sustainability (Efs) principles and standards into daily operations, curriculum, and professional development KEY RESPONSIBILITIES Core Values Model a learner stance and act as a lead learner within the organization Demonstrate curiosity and a willingness to learn and grow Consistently behave with integrity and in alignment with the school’s collective commitments Demonstrate reflection and behavior changes in response to mistakes and/or feedback Protect and maintain dignity and confidentiality for all stakeholders Uphold the school’s mission, vision, and collective commitments in all behaviors, interactions, communications, and work products Model “above the line” actions at all times Provide specific and timely feedback to staff, students, and families to intentionally interrupt inequitable and/or unprofessional practices, language, and/or mindsets Data-Driven Focus on School Improvement Supervise teachers, learning support staff, and student support staff Provide ongoing and timely feedback to supervisees through the clinical supervision model Sit on the school’s Instructional Leadership Team, which is tasked with designing and enacting effective supervision of the school’s instructional program and annual professional development plan Lead strategically with data-driven decisions Community of Care and Collaboration Co-Create school-wide practices and routines to maintain safety and prioritize equitable access to instruction Communicate effectively with stakeholders, including students, staff, families, and the Executive Leadership Team. Create and maintain a school culture rooted in collaboration and instructional best practice Uphold high academic and behavioral expectations, foster an inclusive environment, and implement school-wide systems with integrity Co-create and communicate clear expectations for all staff to ensure school wide systems are running smoothly and accessible to all staff Build and maintain strong professional relationships with staff, families, and students Instruction of a Viable and Guaranteed Curriculum Oversee implementation of social-emotional curriculum and school-wide social-emotional practices, including but not limited to trauma-informed practice, restorative justice, Responsive Classroom, Fly Five, and family engagement initiatives Oversee the creation and implementation of annual year long learning plans for each grade level (scope and sequence) Oversee programmatic implementation of the following curricula: integrated units of study, constructivist mathematics instruction, balanced literacy model In collaboration with the Executive Leadership Team, ensure all IEPs are implemented with integrity In collaboration with the Executive Leadership Team, develop annual MTSS goals, systems for data collection and documentation, tiered interventions, and child study team process In collaboration with the Executive Leadership Team, manage student support, including mandated reporting, student support, paraprofessionals, DASA, and attendance monitoring Continuous Development of Teachers and Staff Give input on and implement the yearly professional development plan Supervise & evaluate instructional and non-instructional staff Provide regular observation and feedback Resources Management Co-Create school-wide schedules that prioritize equitable access to instruction In collaboration with the Executive Leadership Team, ensure all purchasing is in line with the annual approved budget, school priorities, and fiscal policies & procedures COMPENSATION Compass offers a competitive salary and benefits package, including but not limited to medical, dental, vision, short & long-term disability, life insurance, and 401K program with a match Salary range of 110K-130K commensurate with experience and education Compass is a unionized charter school. This is a supervisory position and not part of the bargaining unit.

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

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

Job Description Full-Time, EXEMPT · New York, NY · Reports to: Vice President & Chief Development Officer ABOUT JAZZ AT LINCOLN CENTER The mission of Jazz at Lincoln Center is to entertain, enrich and expand a global community for jazz through performance, education, and advocacy. We believe jazz is a metaphor for Democracy. Because jazz is improvisational, it celebrates personal freedom and encourages individual expression. Because jazz is swinging, it dedicates that freedom to finding and maintaining common ground with others. Because jazz is rooted in the blues, it inspires us to face adversity with persistent optimism. Jazz is one of America’s most profound and enduring cultural contributions, inseparable from the story of this country, its history, its struggles, its democratic ideals, and its continuing evolution. We are stewards of that legacy. The three pillars of our work—performance, education, and advocacy—are one mission expressed three ways, each reinforcing and requiring the other two. You cannot perform without honoring the history that gives the music meaning. You cannot educate without the conviction that what you are teaching deserves to outlast you. You cannot advocate without the lived experience of the art itself. We look for people who feel that wholeness in full, across all three pillars. POSITION DESCRIPTION The Director, Development Operations is responsible for JALC’s fundraising infrastructure and overseeing its fundraising-related operations. As a key strategic partner, the Director will help set and execute fundraising strategies alongside the senior Development team. The individual oversees financial and budgetary reporting and analysis needs for senior leadership to help drive decision making around fundraising activities and ensure new systems and business practices are implemented, on par with leading industry standards, to enable JALC’s fundraising goals to be efficiently and effectively met. In close collaboration with the Chief Development Officer, the Director, Development Operations works closely with the Finance department on all matters related to Development income and expense budgeting, including forecasting for future year activities. The incumbent will be a significant stakeholder representing Development on issues of data governance and CRM management collaborating accordingly with Finance and Technology and other areas to enhance the use of data systems. The Director oversees donor research and prospect tracking, and acts as the primary Development liaison for all donor crediting. The individual is responsible for developing new functionality and business rules to enhance the use of donor data; partnering with the Individual Giving team on the execution of segmentation strategy; the overall maintenance, management and integrity of the database; gift, pledge, and data entry and reporting; and application training. The Director will supervise and work closely with the Assistant Director, Research & Strategy to ensure consistent donor research and prospect tracking, and the Development Operations Associate to ensure accurate gift processing and receipting and to maintain strategic cultivation, solicitation, and stewardship plans based on giving opportunities. KEY RESPONSIBILITIES • Serve as a strategic partner to senior Development leadership to design and implement operational systems, workflows, and business practices, including oversight of the organization’s CRM (Tessitura)., • Manage Development’s revenue and expense budget, including the preparation of multiple annual forecasts and reforecasts in collaboration with Finance to support ongoing decision-making., • Serve as the team’s expert on constituent data by spearheading segmentation and analytics efforts, partnering with the Individual Giving, Membership, and Events teams on the execution of data-driven strategies and targeted lists, conducting regular and special project analyses for senior leadership and the Board, defining and tracking key performance indicators, and translating data into actionable insights to inform fundraising strategy., • Manage and develop the Assistant Director, Research & Strategy and the Development Operations Associate by setting priorities, providing coaching, and ensuring high performance across research, data, and gift processing functions., • Oversee the functionality and continuous improvement of the CRM data governance policies, maintaining data integrity, leading staff training and adoption of best practices, and serving as the primary Development liaison with Finance and Technology on Tessitura., • Ensure accurate and timely processing of gifts and pledges, serving as the primary Development liaison for crediting-related matters., • Partner with Finance on reconciliation, audit readiness, and compliance related to Development revenue., • Identify opportunities to streamline and enhance Development operations and implement scalable, efficient processes that improve team effectiveness and support organizational growth, including building infrastructure to support future large-scale fundraising initiatives., • Oversee prospect research and tracking to ensure a strong and data-informed pipeline of donors, supporting strategic cultivation, solicitation, and stewardship planning. QUALIFICATIONS • Bachelor’s degree required and a minimum of five years working experience in non-profit Development operations and/or Finance systems., • Demonstrates leadership and discretion., • Strong communication and presentation skills, • SQL experience required., • Proficiency with fundraising software required, Tessitura preferred., • Experience in Microsoft Office with advanced knowledge of Excel., • Exceptional attention to detail, with the ability to prioritize, manage numerous projects, and work independently., • Problem-solver and strategic thinker with the ability to organize, streamline and implement processes and procedures., • Ability to collaborate effectively across the organization and adapt well to a fast-paced work environment., • Understanding of and experience with general financial accounting principles and aspects of gift processing and receipting according to IRS guidelines., • Ability to interface with Board of Directors and all levels of staff., • Highly developed understanding of database operations and expertise in queries, importing/exporting and reporting functions. WORKING AT JAZZ AT LINCOLN CENTER The music is present here, literally and philosophically, and the people who thrive are the ones who feel that and lean into it. They are Fans, Advocates, Musicians, and Educators who know that you cannot shape what comes next without first honoring what came before — who ask why something is the way it is before they presume to know what it should become. They find their own work more meaningful because of its proximity to something larger, and they understand that excellence in any role, regardless of function, is connected to what happens on stage and in classrooms and communities around the world. The passion that runs through this organization can be felt on your first day, and it is the thing people miss most when they leave. We are a live-events organization, and our schedule reflects that energy: we expect full presence when the work and the art call for it. Within that, we strive to create real flexibility for our people. Flex Mondays give staff the freedom to work from wherever suits them best, and Tuesday through Friday our teams come together in person, with the understanding that the work and the art will sometimes ask for more. We trust our people to know the difference, and we build around that trust. Benefits reflect the same investment in our people: comprehensive health, retirement, and a seat inside the life of this organization. Staff have access to the breadth of JALC programming—from live performances to access at Dizzy's Club to world-class jazz education through Swing University and beyond—because we believe the people who do this work deserve to experience it, not just support it. HOW TO APPLY Click the button above to apply. Please include a cover letter and salary requirements with your application. Jazz at Lincoln Center is an equal opportunity employer that affords equal opportunities to all applicants, employees, contractors, and other covered persons, 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. Jazz at Lincoln Center is committed to creating an inclusive, open, and respectful culture that reflects and embraces diversity.

Job DescriptionWho We AreSince its founding in 2010, Challenge Preparatory Charter School (Challenge Prep) has provided students and families with a successful academic program in Far Rockaway, Queens. We currently serve over 1200 scholars from Kindergarten to 12th grade across 3 sites. Our school’s mission is to prepare students from the greater Far Rockaway community to excel academically, to demonstrate mastery of the NY State Learning Standards, and to achieve their career aspirations. Challenge cultivates and supports the intellectual, aesthetic, social, emotional, and ethical development of its students and prepares them to be responsible 21st century citizens. To accomplish its mission, Challenge offers a rigorous instructional program in a safe, supportive, technology-infused and data-enriched and social-emotional learning sequence, authentic field experiences, career counseling, and college coursework. It is understood that we are one organization with multiple sites, and it is expected that all members of the team collaborate to support all of our scholars. Understanding the RoleEvery member of the Instructional Team at Challenge Preparatory Charter School plays a critical role in ensuring our students have the skills and confidence to pursue the paths they choose - college, career, and beyond. Our educators are passionate advocates for their students and their families, working tirelessly to ensure that our students have access to opportunities. We are especially committed to attracting and developing individuals who share the life experiences of our students because we believe the best work we do is grounded in the realities and experiences of our families and students. As a General Education Teacher, you will deliver exceptional instruction and assess scholar growth. You are dedicated to constant learning and proactively provide academic and cultural support to your school and team. This position reports to the principal.Overall Job Goals and Responsibilities • The staff of CPCS is committed to teaching students the values of scholarship, respect, honesty, courage, and balance in a collaborative technology-infused, inclusive family-like environment. Teachers assist all scholars in their content area classes so they may reach their full potential by focusing on their individual aspirations and strengths. Planning for students of all ability levels, including English Language Learners and students with disabilities is expected so that these students may achieve academic mastery. Additionally, the school will offer opportunities for teachers to participate in the following:, • After-school and/or Saturday tutoring, sports, enrichment, arts and family programs, • In-house committees of special programs, • Professional development such as inquiry work, intervisitations, common planning, and collaborative conversation, • Because roles in small schools are varied and complex, serious consideration will be given to applicants who demonstrate in their resume and cover letter experience and/or willingness to commit to the school’s mission and core beliefs and to become involved in these essential aspects:, • Collaborating with colleagues to write unit plans and interim assessments; sharing teaching strategies, visiting peer classrooms, analyzing student data, and developing best practice pedagogy that supports literacy and critical thinking skills across all subject areas, • Believing that all students can succeed with ample social-emotional support in and out of the classroom, • Employing a variety of collaborative team-teaching models for ELL students and special needs students, • Applying data gathered through formative and summative assessments to guide instructional plan, • Developing an individual growth plan, which includes professional goals and objectives in collaboration with the Principal and/or Assistant Principal, • Utilizing technology which includes a parent/student portal and school website that provides regular written updates and/or gradesWho We Seek, • Challenge Preparatory Charter School will consider candidates who can demonstrate:, • Commitment to and alignment with the CPCS mission, vision, program goals, and curriculum, • Effective leadership skills that inspire teamwork and dedication, • Strategic problem-solving skills, • Strong communication skills with students, families, staff, and community members, • Exceptional management and organizational skills, • Positive experience in taking the initiative, assuming accountability and being productive in attaining measurable goals and mission accomplishments, • Ability to plan strategically and effectively, as well as adapting to unforeseen situations, • Ability to create a positive school culture that is welcoming, fun, and conducive to learningQualifications, • Bachelor's degree required, • Master's degree preferred, • NYS certification preferred, • Highly motivated to teach students from underserved areas and devoted to closing the achievement gap, • Teaching experience in an urban school setting preferred, • The ability to create a classroom setting where students of every academic level experience enjoyment, engagement, and enthusiasm in their learning, • Strong teamwork ethic, • Ability to use data to drive instructionBenefits, • Challenge Charter School's staff members receive a competitive salary, paid time off, matching of retirement contributions up to 3%, and more., • Comprehensive benefits package including four health plans to choose from, two dental plans, and vision insurance, • We also offer flexible spending accounts for health, dependent care, and transit, • Flexible and reflective leadership: dedicated to staff development, team cohesion, and shared responsibility for decision-making, development, and team-wide priorities, • Driven and passionate colleagues who contribute to a professional and collaborative work environment, • Opportunities to sit on various committees and participate in initiatives central to key organizational decisions and strategic planning, • Professional development: weekly PD, year-round trainings, and ongoing coaching by professionals, • This is a full-time position commencing mid-August through June The salary offer is based on year(s) of classroom teaching experience, educational requirements, and NYSED certification. School SitesGrades K-1: 1279 Redfern Avenue, Far Rockaway, NY 11691Grades 2-5: 710 Hartman Lane, Far Rockaway, NY 11691 Selection Process Phase I - Virtual Interview with the HR Recruiter Phase II - Demo, Panel Interview, and Interview with the Senior Director of Teaching and Learning K-5Final - Reference Check, Offer, and Contract Work YearThis full-time position begins in mid-August and goes through the end of June.An Equal Opportunity Employer Challenge Charter School is proud to be an Equal Employment Opportunity employer. We do not discriminate based on race, religion, color, national origin, gender, sexual orientation, age, marital status, veteran status, or disability status. We are committed to building a diverse and inclusive community, particularly in the Far Rockaway area, and committed to educating students. We welcome all applicants who share our mission and vision to join us in our relentless work. Challenge Charter School offers a full benefits program and opportunities for professional growth. Learn more about our mission, team, and the exciting things happening at Challenge by visitinghttps://challengecharterschools.org/ 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 Description:\n\nIf you are a current YAI employee, please click this link to apply through your Workday account. Program Ozone Park 2 Location South Ozone Park - 111-20 115th St - 2nd Floor Schedule (Full time) Sunday through Thursday; 3pm - 11pm Key/Essential Functions & Responsibilities All Assistant Behavior Intervention Specialists (ABIS) perform the following tasks: 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. 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. 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. 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. 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. 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. 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. Implements Behavior Support Plans, demonstrating understanding of behavior as communication and employing person-centered thinking to support positive interactions and prevent further escalation. 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. Serves as lead trainer for weekend staff and supports new staff in developing and demonstrating the OPWDD Core Competencies. 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. 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. 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. 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. 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. 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.). 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. 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. 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. Complies with all Federal, State, Local and other relevant regulatory agency requirements, including the Health Insurance Portability and Accountability Act (HIPAA). 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. Performs all other duties, as assigned Experienced 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: 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. 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. 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. Minimum Qualification Requirements including education, experience, licensure/certification, etc. and essential physical capabilities (e.g. lifting, assisting lifting, standing, etc.) 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 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 At least four (4) years of experience in a direct care role (e.g. DSP) in a YAI program in good standing; and 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 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 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 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. 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 Newly hired employees must obtain (and maintain) required YAI certifications based on setting and program within six (6) months of appointment; and Must maintain foundational certifications (as described above) and any required program-specific certifications; or Satisfactory equivalent combination of education, experience and/or training; however, all newly hired employees must be at least 18 years old. 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. 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. 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. 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. Proficiency with computers and electronic systems including email, utilizing Workday and/or related systems (DA, etc.) to complete tasks. 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. Ability to travel to regional trainings or meetings at designated YAI locations within assigned region and to locations within NYC metro area on occasion. 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). ABIS assigned to BIS Department must also meet the following additional requirements: 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 Ability to regularly travel to several programs within assigned region and work varying schedules/shifts, as needed; and Ability to quickly develop productive working relationships, address team challenges and work effectively with various teams. Preferred Qualification Requirements (desired requirements beyond MQRs above) Active pursuit of a Master’s degree in clinical or treatment field of psychology, social work, school psychology or applied psychology Bachelor’s degree in psychology, social work or closely related Human Services discipline Two (2) or more years of experience working within the field of I/DD Compensation $23.10/hour to $23.12/hour 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.

Job Description:\n\nIf you are a current YAI employee, please click this link to apply through your Workday account. About the Position We are looking for a qualified Assistant Behavior Intervention Specialist (ABIS) to support our Ames North program in Chelsea, Manhattan. Assistant Behavior Intervention Specialists provide clinical supports relating to habilitative, behavioral and psychiatric needs of persons supported by the team under the direction and supervision of the Behavior Intervention Specialist (BIS) 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. Provides leadership to the team on shift, directing and assisting direct care staff in the absence of supervisor and/or assistant supervisor. YAI's Mission Ready to join our 4,000+ employees in a career at YAI? Working at YAI means effecting real change in people's lives. It means going home at the end of the day knowing you have helped someone accomplish a goal. If you want a career supporting others, creatively finding solutions to life's challenges, and building a more inclusive community, YAI is the place for you! Join us in our mission to create opportunities for people with intellectual and developmental disabilities to live, love, work, and learn in their communities. Learn more at yai.org/careers. Program (Residential) Ames North Residence Location New York - 120 West 16th St - North Schedule Sunday and Monday; 3pm - 11pm Tuesday; 10am - 6pm Wednesday and Thursday; 3pm - 11pm Key/Essential Functions & Responsibilities All Assistant Behavior Intervention Specialists (ABIS) perform the following tasks: 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. 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. 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. 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. 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. 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. 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. Implements Behavior Support Plans, demonstrating understanding of behavior as communication and employing person-centered thinking to support positive interactions and prevent further escalation. 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. Serves as lead trainer for weekend staff and supports new staff in developing and demonstrating the OPWDD Core Competencies. 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. 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. 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. 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. 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. 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.). 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. 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. 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. Complies with all Federal, State, Local and other relevant regulatory agency requirements, including the Health Insurance Portability and Accountability Act (HIPAA). 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. Performs all other duties, as assigned Experienced 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: 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. 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. 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. Minimum Qualification Requirements including education, experience, licensure/certification, etc. and essential physical capabilities (e.g. lifting, assisting lifting, standing, etc.) 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 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 At least four (4) years of experience in a direct care role (e.g. DSP) in a YAI program in good standing; and 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 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 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 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. 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 Newly hired employees must obtain (and maintain) required YAI certifications based on setting and program within six (6) months of appointment; and Must maintain foundational certifications (as described above) and any required program-specific certifications; or Satisfactory equivalent combination of education, experience and/or training; however, all newly hired employees must be at least 18 years old. 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. 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. 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. 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. Proficiency with computers and electronic systems including email, utilizing Workday and/or related systems (DA, etc.) to complete tasks. 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. Ability to travel to regional trainings or meetings at designated YAI locations within assigned region and to locations within NYC metro area on occasion. 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). ABIS assigned to BIS Department must also meet the following additional requirements: 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 Ability to regularly travel to several programs within assigned region and work varying schedules/shifts, as needed; and Ability to quickly develop productive working relationships, address team challenges and work effectively with various teams. Preferred Qualification Requirements (desired requirements beyond MQRs above) Active pursuit of a Master’s degree in clinical or treatment field of psychology, social work, school psychology or applied psychology Bachelor’s degree in psychology, social work or closely related Human Services discipline Two (2) or more years of experience working within the field of I/DD Compensation $23.10 hourly Benefits DailyPay avai

Job DescriptionSalary: $40,000-$40,000 Are you ready to embark on an extraordinary journey, where your purpose is to empower and uplift others through education? We're seeking a passionate and dedicated individual to become an Operations Assistant at Integration Charter Schools (ICS) and play a pivotal role in our vibrant learning community! About ICS Integration Charter Schools provide innovative pathways to college that fully integrate students with special needs. In building a family of associated schools that share this common mission, ICS strives to fill gaps in public education. The ICS network is composed of four schools located on Staten Island, New York. The guiding principles of ICS are teamwork, courage, community and integrity. We take these principles into the classroom to enrich our students learning experience. In addition to a rigorous academic curriculum, our social-emotional learning program plays a key role in fostering resilience, self-awareness, and interpersonal skills, preparing students for success both in and out of the classroom. We offer opportunities for students to earn college credits through partnerships with higher education institutions, allowing them to gain valuable experience and accelerate their academic journey. At Integration Charter Schools, we are committed to creating innovative educational pathways that meet the diverse needs ofevery learner. Our dedicated team ofpassionate educators, skilled instructional staff,andsupportive professionalswork together to cultivate an inclusive, enriching learning environment for our entire school community. Responsibilities Reporting to the School Principal, Operations Associate, and/or his/her designee, the Operations Assistant is a unique role that is responsible for providing support for the day to day operations of the school. Overall, the Operations Assistant will serve as the backbone of the schools day to day operations. The individual will assist with parent and community communications, morning arrival and dismissal duties, daily operational logistics; lunchroom and/or bathroom supervision, etc. This role is perfect for an individual who likes to roll up their sleeves and get their hands dirty. • Assist in setting a high-standard of operational excellence throughout the school building., • Support execution of school systems (i.e breakfast and lunch duty, morning arrival and afternoon dismissal assistance, etc.), • Assist in the creation and execution of school operational systems and structures that support the smooth operation of the school., • Monitor all student entrances/exits while using our student information systems and Scholarchip., • Provide administrative support including but not limited to data entry, making photocopies and taking inventory of and restocking supplies., • Assisting with the student registration process, including using Schoolmint, collecting documents, making phone calls. Support all recruitment efforts., • Answering phone calls, taking messages, placing outgoing calls, and sending mass communications when delegated., • Monitor student bathroom usage., • Assists in school based programs that promote student engagement, parent involvement and community outreach., • Assists in the ongoing enhancement of community programs developed to provide services to students., • Provides assistance to the Principal and other school staff in support of outreach efforts to the community; attendance calls, etc., • Participates in projects designed to increase engagement, opportunity and success for students, families, and the school community., • Improves and encourages participation in school-related community development programs., • Other duties as needed Competencies & Qualifications • Believes strongly in the Core Values of Integration Charter Schools; Integrity, Community, Courage, and Teamwork., • Evidence of self-motivation, willingness to be team prayer, and has a strong sense of personal responsibility;, • Organizational skills, communication skills (particularly with children), and problem solving, • Ideal candidates are hard-working, urgent, energetic, and are willing to learn and adapt;, • Experience working in a school-based or youth development organization., • Reflective in their practice, • Enjoys working in a dynamic environment, • Possesses a Whatever it Takes attitude, • A love for children and education, • High School Diploma, required. Higher education, preferred. Additional Information • Weekly Wednesday half- day schedule for embedded professional development and planning, • Small class sizes, • Tuition reimbursement, • Teaching certification pathway for those who qualify, • Opportunity to be an integral part of our community, making a genuine difference and shaping the futures of our students, • Students of ICS employees have access to after-care options, • Free parking on-campus, • Comprehensive benefits package that includes health, dental, vision and life insurance, a flexible spending account, paid time off, short- and long-term disability policy, commuter benefits, professional development opportunities and a 401(k)-retirement plan with an employer match of up to 3%, • Employees qualify for both NYS Teacher Loan Forgiveness and Public Service Loan Forgiveness, • Promotion of work-life balance to all staff members, • Stipend program that promotes becoming a dual certified teacher in New York State, • Teacher Residency Program, • Tuition-free Bachelors degree program through Monroe College Salary/Hours Monday-Friday 7:30AM-4:00PM $40,000-$40,000 ICS is an Equal Opportunity Employer

Job DescriptionBenefits: • 401(k), • Bonus based on performance, • Free food & snacks, • Free uniforms, • Opportunity for advancement, • Paid time off, • Training & development Are you unsure where your path is headed but know youre meant to do something great? Are you a spreadsheet whiz, a natural problem-solver, or the type of person everyone calls when they need something figured out? If you can do anything once you set your mind to it and love learning as you go The Sensory Studio might just be the perfect place for you. At The Sensory Studio, were more than a pediatric therapy center were a team that values curiosity, collaboration, and bright energy. We believe in teaching, mentoring, and helping every team member discover their strengths whether thats through data organization, parent communication, creativity, or innovative tech. Were looking for a Studio Operations Assistant someone whos organized, personable, and proactive, with a no task too small mindset. Youll help our operations run smoothly behind the scenes and support families with warmth and care on the front end. This is an entry-level role, with room for serious growth. No prior experience needed. Were looking for attitude, energy, and a willingness to learn. What Youll Do: • Communicate with parents and families offering support, scheduling assistance, and friendly professionalism at every step., • Manage data using Google Sheets, forms, and digital trackers to help the team stay organized., • Assist with day-to-day office operations from printing and labeling to maintaining supplies and organizing spaces., • Use and learn AI tools (ChatGPT, Notion AI, Google Workspace automations) to make communication and systems smarter., • Support leadership and providers with scheduling, project tracking, and documentation., • Contribute to special projects, creative tasks, and problem-solving when something new pops up., • Be the ultimate go-to helper reliable, flexible, and willing to jump in wherever youre needed. Youre Perfect for This Role If You: • Are a spreadsheet lover you enjoy organizing, color-coding, and finding patterns in data., • Are tech-friendly and not intimidated by new programs or tools., • Think AI is exciting and want to learn how to use it to analyze, organize, and automate (not just write emails!)., • Have stellar communication skills and a natural, friendly demeanor., • Have a bright smile that you love to share with the world., • Are the definition of dependable when something needs to get done, you make it happen., • Thrive in a busy environment where no two days look the same., • Take pride in being a quick learner whos open to doing anything that helps the team. What Youll Gain: • Hands-on experience in business administration, communication, operations, and AI integration., • Mentorship from a leadership team that values curiosity and initiative., • A fun, fast-paced work environment where ideas and creativity are always welcome., • The opportunity to discover your strengths and grow your career from the inside out., • You'll learn how to navigate workflow strategically.If youre ready to grow, make a difference, and discover your potential alongside a team that loves what they do The Sensory Studio is for you. We dont expect you to have it all figured out we just expect you to show up with a great attitude, strong communication, critical thinking and the drive to learn. Apply today your path to doing great things starts here!

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

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

Mount Sinai Health System seeks an Endocrinologist with a focus on Pituitary Disorders, at Mount Sinai Hospital! The Icahn School of Medicine at Mount Sinai, Division of Endocrinology within the Department of Medicine, is seeking senior assistant or associate professor candidates for the position of Medical Director of the Pituitary and Neuro-Endocrinology Program. One of the primary objectives for this role is to enhance and develop the existing Mount Sinai Pituitary Care Research Center into a "Pituitary Center of Excellence". The candidate will co-lead the center with neurosurgical director, Dr. Theodore H. Schwartz. The position is based at Mount Sinai Hospital, which is central to Mount Sinai Health System's transformation into a leader in Population Health. As a clinical faculty member in the Division of Endocrinology, Diabetes and Bone Diseases, you will be expected to provide the highest quality of care for diverse our patient populations. Candidates should have expertise in the care of patients with neuroendocrine conditions and have established research funding. The endocrinologist will join an established team of 20 physicians as well as a multi-disciplinary team comprised of nurse practitioners, registered nurses, registered dieticians, and certified diabetes educators. As a faculty member this position plays an important role in educating endocrinology fellows and medical residents. Collaboration across special-ties and an interest in clinical and / or translational research are expected. This position comes with considerable opportunity for professional growth and concrete opportunities for promotion over time. A primary objective for this role is to enhance the existing Mount Sinai Pituitary Care Research Center into a "Pituitary Center of Excellence" in collaboration with neurosurgeons, aligning the standards and benchmarks outlined by Casanueva et al., Pituitary (2017) 20:489-498. This venue will be a hub for sub-specialty patient care and fellowship teaching. The Division at Mount Sinai Hospital is an integral part of the renowned Mount Sinai Division of Endocrinology, Diabetes and Bone Diseases as well as the Diabetes, Obesity and Metabolism Institute. In the 2026 U.S. News Rankings, Mount Sinai Hospital was ranked #22, and offers remarkable opportunities for academic growth and research. Specifically, the endocrinologist would have access to unique assets for metabolic assessment, access to exceptional resources offered by the Icahn School of Medicine at Mount Sinai, such as a large Biobank, extensive population health tools with access to over 100,000 diabetes patients, and an opportunity to collaborate with the best minds in the field and across specialties. Clinical expectations include but are not limited to: • Develop a clinical practice at the Neurosurgery and Endocrine Faculty practice, to care for patients with pituitary disorders and general endocrine disorders, • Participate in the division on-call rotation and provide Endocrine inpatient care on a consultation basis as scheduled, • Participate in clinically based quality improvement initiatives set by the Division, Department of Medicine, and Mount Sinai Health system to improve the care of patients with endocrine diseases admitted to the hospital Faculty expectations include but are not limited to: • Assist with educational training of clinical fellows, • Direct all educational activities in the area of pituitary diseases which includes monthly multidisciplinary pituitary conferences (done in conjunction with a Senior Endocrine Fellow), two student lectures on pituitary diseases and case discussions in the area of pituitary disorders., • Participate in research and grant activities., • Participate in other divisional clinical/educational and research activities as directed by the Medical Directors and/or Division Chief. Specific responsibilities will be determined based on the candidate's level of grant support, and protected time will be provided to lead the center. In addition, it is expected that you will attend departmental and division functions such as but not limited to: meetings, grand rounds, conferences and retreats. Metrics that will be followed during patient care sessions are the productivity (work RVUs per clinical FTE), physician-related charge lag, and patient satisfaction. It is expected that as faculty, you will maintain all necessary licensing and certifications for clinical practice, including required continuous medical education (CME) credits and will actively participate in the academic activities of the Division by attending the Grand Rounds and other conferences on a weekly basis. As a member of an academic division of the Mount Sinai School of Medicine, the faculty will facilitate research efforts of the department to the best of your abilities. Finally, you may occasionally be asked to participate in outreach to the community, and be asked to collaborate with the development office, press office and other offices within Mount Sinai East, Mount Sinai Health System or Icahn School of Medicine. Further information can be found in the Mount Sinai faculty handbook of the Department of Medicine. Responsibilities • Provide medical care in high-functioning outpatient environment, • University affiliated; community based practice, • Collaborate with multi-specialty practice colleagues as an integral part of a world-class health system, • Benefit from the educational, research, and clinical programs of a nationally ranked Medical School, • Significant opportunities for leadership and career development, • Fully integrated Electronic Health Record, • Additional support staff, • Competitive salary and benefits offered including productivity bonuses, paid time off, medical, dental, vision, sign on bonus, relocation assistance, malpractice coverage, and CME stipends, • Medical Degree from an Accredited University, • New York State Medical License, • Board Eligible or Board Certified in Endocrinology, • Committed to Mount Sinai and the communities we serve, • Excellent communication, bedside manner, and organizational skills, • A strong work ethic and desire to participate in a team-oriented, performance-driven Health System Compensation ranges from 239K to 267K (not including bonuses / incentive compensation or benefits) Please specify Job Title of interest and send CV with Cover Letter to: Physician Recruitment Department Mount Sinai Health System Physician.recruitment@mountsinai.org 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

Key/Essential Functions & Responsibilities • Supports teacher with educational activities for students in assigned classroom, providing general and instructional support for teacher and individual students, as directed, in alignment with MSA's mission., • Maintains awareness of and follows all applicable health and safety-related policies and procedures within assigned classroom., • Supports students in achieving their greatest level of independent functioning by supporting educational needs in the classroom and following all appropriate policies, procedures and individualized plans relating to the student's management needs and areas of instructional and therapeutic focus., • Observes behavior, prompts students and follows individualized plans and schedules, implementing positive behavior interventions, assisting students with personal care and activities of daily living (ADLs) including toileting and diapering and appropriately documenting data in collaboration with other classroom staff, as applicable., • Facilitates small academic groups within the classroom based on the teacher's instruction and in accordance with applicable lesson plans, student needs and academic goals; provides one-on-one support for students, as requested., • Provides support during special classes and activities within the classroom as directed including gym, art or music, providing instruction and support to students and/or 1:1 Teachers Aides during activities., • Provides support within classroom for instructional activities by obtaining and preparing necessary equipment, materials or other resources, making copies, collecting, filing and/or distributing items or documents., • Collects information relating to student progress, concerns and/or issues, documenting or escalating to teacher and/or supervisor, in accordance with all applicable plans, policies and procedures., • Maintains an awareness of feeding protocols for students in assigned classroom, ensuring all preparation and protocols are appropriately followed during meal times and students are fed appropriately and safely., • Ensures the health and safety of students, self and others including, but not limited to emotional support counseling, physical intervention using approved agency techniques and responding timely to challenging behaviors such as self-injurious behavior, injurious behaviors toward others or elopement risks., • Assists with maintaining cleanliness of assigned classroom, by regularly cleaning kitchen, pantries and classroom and ensuring 1:1 Teachers Aides are maintaining cleanliness of students' desks., • Assists with coordination of schedules and activities for classroom students, facilitating communication between classroom teacher and therapists., • Ensures the health and safety of students receiving supports in the community, which includes, but is not limited to keeping the group together, assisting students in negotiating physical obstacles or impediments and implementing behavioral supports., • Participates in recurring classroom and other related or schoolwide meetings including specialized or student-specific needs, supports and/or trainings or other interdepartmental and schoolwide meetings, as requested., • Assists in the evacuation of the facility in the event of an emergency, including but not limited to fires, floods, or other emergencies which may arise, consistent with applicable agency, State and/or Local procedures., • Complies with all Federal, State, Local and other relevant regulatory agency requirements, including the Health Insurance Portability and Accountability Act (HIPAA) and maintains confidentiality requirements and protection of other sensitive student data., • Provides coverage, performing all duties of 1:1 Teachers Aide to support students when needed., • May perform teaching duties, providing instruction based on provided curriculum and lesson plans in the absence of the teacher., • Performs all other duties, as assigned. Experienced TA's may be selected for assignments in Behavior and/or Transition Department, supporting MSA educational initiatives beyond a single classroom. Additional duties may include: • Collaborating with education, related services and classroom support staff across MSA regarding individual students receiving behavior or transition services to provide information and training related to associated plans, goals, data collection and implementing supports., • Regularly observes or supports students in a variety of settings, including while traveling to and on-site at internship and employment sites across New York City., • Assists MSA leadership and individual students with identifying goals and ambitions and participates in the development and implementation of person-centered strategies and plans., • Provides support for students in attaining their goals in area of assignment, including travel training and on-site job skills training and coaching at internship and employment sites or through application and monitoring of behavior strategies and interventions directed toward development and/or enhancement of skills., • Attends and participates in additional trainings and meetings specific to students' specialized needs, goals and supports relating to behavior intervention, socio-emotional, transition and other specific needs as directed. Minimum Qualification Requirements including education, experience, licensure/certification, etc. and essential physical capabilities (e.g. lifting, assisting lifting, standing, etc.) • Current certification and registration as a Teacher Assistant issued by the New York State Education Department; or, • Active pursuit of certification and registration as a Teacher Assistant issued by NYSED; and, • Satisfactory proof of a passing score on NYSTCE Assessment of Teaching Assistant Skills (ATAS) examination and proof of successful completion of all required workshops (Child Abuse Identification and Reporting, Dignity for All Students Act and School Violence Prevention and Intervention); and, • Must receive NYSED Teacher Assistant certification within 90 days of appointment and maintain for duration of assignment., • Enthusiasm for working with children with disabilities, willingness to take initiative and ability to demonstrate positivity, patience, empathy and compassion in all interactions., • Effective written and oral communication skills, including the ability to motivate, listen, observe and collect data to support appropriate implementation of individualized plans and achievement of student's educational and social goals., • Ability to remain calm, think clearly, use an appropriate tone and exercise good judgement in stressful situations, such as implementing approved agency techniques for challenging behaviors., • Ability and willingness to assist with a variety of supports and ADLs, including personal care (e.g. toileting and diapering)., • Strong interpersonal skills, including the ability to effectively collaborate with classroom and other MSA staff., • Basic proficiency with Microsoft Office, specifically Word and Outlook and ability to use common office equipment and electronic systems to complete tasks., • 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 students of any weight with assistance of mechanical lifts or other equipment and/or supporting students of any weight with standing or sitting on one or more occasions during the course of the day and/or pushing students 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 student's Behavior Support Plan if/as needed, including lifting/moving individuals of any weight with or without assistance of equipment and/or other staff or running. Teacher Assistants assigned to the Transition Department are subject to the following additional requirements: • Must hold current certification and registration as a Teacher Assistant issued by the New York State Education Department and maintain for duration of assignment; and, • At least two (2) years of experience working with students in a special education setting, ideally with students aged 12 21 years; or, • Satisfactory equivalent combination of education, experience and/or training as authorized by school leadership; however, all incumbents must hold and maintain valid Teacher Assistant certification, as described above., • Ability and willingness to work a flexible schedule to support students at internships or employment sites, when needed., • Ability and willingness to regularly travel across New York City to accompany students to internship and employment sites and provide supports in accordance with YAI Travel Training guidelines., • Ability to support students by providing on-the-job support in an occupational setting which includes interacting with employers and effectively modeling work readiness skills and appropriate workplace behavior. Teacher Assistants assigned to the Behavior Department are subject to the following additional requirements: • Must hold current certification and registration as a Teacher Assistant issued by the New York State Education Department and maintain for duration of assignment; and, • At least two (2) years of experience working with individuals with intellectual and developmental disabilities (I/DD) and complex social-emotional and behavioral needs in an ABA environment or other similar setting (school, home program, day treatment center, etc.); or, • Formal training, including college coursework in psychology, sociology, human behavior, mental health, special education and/or intellectual/developmental disabilities and

Job Description POSITION: Group Leader Department: Youth Services LOCATION: Compass P.S. 196 WBMS - Summer Location: 108 Montrose Avenue, Brooklyn, NY 11206 REPORTS TO: Program Director or Assistant Director PAY: $20/hour DATES: July 2026 – August 2026 SCHEDULE: Must be available between the summer schedule times of 9am – 5pm or 10am – 6pm (Mon-Fri). Scheduling may vary due to the needs of the program. Some occasional special events will require you to work & attend trips or special events. This position is performance-based, and it is also contingent on funding availability. JOB SUMMARY: As part of our Youth Services Department’s vision, all Youth Services staff will assist in promoting growth, leadership, and positive self-image in all young people at all of our Grand Street Settlement sites. Group leaders will promote and develop a safe and engaging learning environment for elementary school-aged youth. STEAM, recreational activities, literacy, and math lessons are integral parts of this activity. In the end, students will be able to maintain an academic focus while engaging in hands-on learning with classmates and fellow peers. EDUCATION, EXPERIENCE, AND SKILL REQUIREMENTS: A high school diploma is a must; college degree preferred. If hired, Grand Street requires all potential employees to provide proof of full COVID-19 vaccination. Youth development experience required Must have experience teaching and designing curricula Previous experience working with diverse young people ages 5-14 years old Three (3) or more years’ experience & expertise working with youth (volunteer experience is acceptable). Three (3) or more years’ experience coaching, instructing, or facilitating curriculum-based lessons (youth preferred). The ideal candidate is personable, energetic & enthusiastic. Candidate must successfully complete the following: NYSDOH Fingerprinting Screening; New York State Clearance Review Background Check; 3 Reference Checks; Physical w/ updated TB Test (Fees may apply) A valid CPR/AED Pro certification through a recognized accrediting body is preferred. A valid First Aid/RTE certification through a recognized accrediting body is preferred. Candidates must be able to communicate effectively with all students while remaining professional at all times and be able to motivate the students while setting an example in all areas, including responsibility, timeliness, organization, attendance, and most importantly, professionalism. ESSENTIAL DUTIES AND RESPONSIBILITIES: Supervise Participants Problem-solve and intervene directly with youth in groups Maintain adequate staff for camper supervision during all activities and trips Facilitate Summer Camp Activities Design and implement project-based summer curriculum Must facilitate group management and activities based on the summer themes Work collaboratively with co-workers Know and follow daily in-house and trip schedules and procedures Create a camp culture of positive group cohesiveness Ensure Safety Must be able to supervise a group of children and participate in activities and trips; provide and maintain a safe working environment. Maintain adequate supplies in first aid and safety kits Maintain medical and contact information for each camper Responsible for maintaining daily log of all incidents/injuries Prepare attendance reports and other reports as required Know and adhere to all regulations and procedures outlined in safety plan Other Communicate regularly and appropriately with parents Complete all necessary paperwork that is required Come ready to work with a positive attitude Supervise and evaluate youth staff Other assignments as required HOW TO APPLY: Please submit a resume and thoughtful cover letter, outlining how your skills and experience meet the qualifications of the position you are applying for. If selected, we ask that you also provide us with three (3) professional references that we can contact (at least two (2) professional references should be from a former supervisor). Please click on the link provided below, or use the link in a search bar and apply online through our career center. https://workforcenow.adp.com/jobs/apply/posting.html?client=grandst&ccId=19000101000001&type=MP&lang=enUS No phone calls, please! Please be advised that job offers can only be made once your clearances come through! EQUAL OPPORTUNITY EMPLOYER (EOE)

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

Five in New Jersey is looking for a dedicated Teaching Assistant to support pupils with Special Educational Needs in an inclusive environment.

Job Description JOB DESCRIPTION TITLE: English as a New Language Specialist DEPARTMENT: Instruction REPORTS TO: Assistant Principal DATE PREPARED/REVISED: January 1, 2025 PRIMARY FUNCTIONS AND POSITION OVERVIEW Global Community Charter School (GCCS) is a Harlem-based International Baccalaureate (IB) World School that is innovative, inquiry-based, culturally competent, and provides students with a comprehensive and rigorous curriculum that encourages critical and creative thinking. The English as a New Language Specialist provides instructional support to students identified as Limited English Proficient by the NYSITELL and NYSESLAT tests. The ENL Specialist ensures students acquire English language speaking, listening, reading, and writing skills through a variety of flexible models that prioritize push-in and pull-out services guided by the effective use of co-teaching practices. Lastly English as a New Language Specialist will use his or her expertise in language acquisition to collaborte with a caseload of teachers and provide on-site professional development. ESSENTIAL FUNCTIONS ● Considering the needs of each child when designing lessons that help students develop the English language skills of listening, speaking, reading, and writing. ● Evaluate academic achievement and progress towards learning objectives through detailed da analysis of student performance on a wide variety of metrics; Utilize student data collected drive instruction and intervention. ● Engaging in coaching cycles and implementing research-based strategies that maximize the own performance and that of their students. ● Reflecting on their own progress as educators. ● Seeking out professional resources and attending professional development for serving t needs of English Language Learners to continuously improve their practice. ● Participating in the ELL Consortium at the NYC Charter Center ● Providing students with frequent feedback and evaluation based on the development of individualized goals for performance that are specific, measurable, ambitious, rooted in data and time-bound. ● Determining students’ needs by researching students’ ELL status on ATS, administering home language surveys, and conducting the NYSITELL and NYSESLAT assessments as needed. ● Maintaining accurate records of students’ progress. ● Collaborating with the Reading Specialist, and other colleagues to leverage the strength of all team members. ● Communicating with families regularly and building community with them through school events ● Administer the NYSITELL and NYSESLAT assessments. ● Provides support to staff regarding strategies to support ENLs inclusively in the classroom ● Working with the Special Education Coordinator to ensure appropriate accommodations given to students during assessments as needed. ● Model, promote and embody the International Baccalaureate learner profile to create a cohesive school culture of academic and personal success ● Supporting the school as directed by the Principal and Assistant Principal QUALIFICATIONS ● A Bachelor's degree from an accredited college or university is a must. ● A M.A., Ed.M or Master’s degree in education preferred ● New York State Certification for relevant grades or demonstrated process towards obtaining certification ● A minimum of 2 years of demonstrated success as a full-time elementary classroom teacher ● Demonstrated success working in a high-performing, urban school setting preferred ● Evidence of excellence in teaching through continuous learning and data analysis ● Be a team player - a desire to work in a team-oriented environment and collaborate effectively with colleagues ● Dedication to GCCS’ mission Powered by JazzHR YBF0dZHHsU

Job Description BSECDC is currently seeking certified or study plan teachers for our classrooms. The Lead Teacher supports BSECDC’s mission to make a difference in the lives of children, their families, and communities through the delivery of high-quality early education and child development services that promote children’s school readiness through growth and development across all developmental domains. The Lead Teacher adheres to all federal, state, and local regulations, as well as BSECDC program policies, procedures, and administrative guidance. ESSENTIAL DUTIES AND RESPONSIBILITIES: Implement a well-organized learning environment with developmentally appropriate schedules, lesson plans, and indoor and outdoor learning experiences that provide adequate opportunities for choice, play, exploration, and experimentation among a variety of learning, sensory, and motor experiences. Develop and implement weekly lesson plans, including plans for individualized instruction, in accordance with BSECDC’s procedures and the research-based curriculum, that include indoor and outdoor learning experiences to support physical health and development, social and emotional development, approaches to learning, language development and communication, and cognitive development. Recognize bilingualism and biliteracy as strengths and, for children who are dual language learners, plan and implement experiences to support English language development. Ensure the physical environment and lesson plans reflect the diversity represented in the children and families served. Implement nurturing, responsive, and effective teaching practices to ensure daily learning experiences promote critical thinking, inquiry-based learning, STEM, and reading and writing readiness, as well as children’s social-emotional development and universal values of tolerance, compassion, and respect among children. Use positive guidance strategies to create a peaceful classroom environment where children resolve conflicts using language to express their feelings and opinions. Expose children to individuals of different cultural lifestyles, different genders, and different sexual orientations through stories, posted pictures, and discussion. Plan and communicate effectively with all other classroom staff, including the assistant teacher, special education staff, volunteers, and interns about weekly lessons, classroom activities, and other pertinent information regarding children. Establish and maintain collaborative relationships with families, while maintaining professional boundaries, to encourage their input and support two-way communication regarding the growth and development of their children. Conduct two home visits and two parent-teacher conferences per child per year. Create and adhere to a posted classroom daily schedule that includes sufficient time for established routines such as nap/rest time, meal time, handwashing, toileting, and transitions through activities. Ensure that children are engaged in oral hygiene education through daily tooth brushing, stories, skits, and other activities. Facilitate, observe, and communicate the importance of healthy eating habits through family-style meal times, including ensuring all adults eat with children during meal times. Conduct all screenings and ongoing assessment of the children in the class, as required, and use data gathered to inform instruction, including individualization, and measure progress towards School Readiness Goals. Monitor children’s daily attendance and communicate with the assigned BSECDC staff member if a child needs additional support. Support tracking responsibilities of the daily meal count for the CACFP program, as requested. Maintain active supervision, group size, and ratios at all times indoors and outdoors. Maintain a safe and healthy environment in the classroom and on the playground, including following all health and safety rules pertaining to food allergies, universal precautions, and personal hygiene. Maintain consistent attendance to support continuity of care for children and families. Participate in staff meetings, in-service training, coaching, workshops, and staff development programs, as requested. Ensure complete, accurate, and timely completion of all required data, documentation, and paperwork, including child files. Follow all applicable BSECDC policies and procedures, including the Standards of Conduct to safeguard children from abuse, neglect, or exploitation while in the care of the Center. Implement fully all applicable federal, state, and local laws and regulations as cited in the Head Start Performance Standards, the Head Start Act, IDEA, IFSP, FERPA, ACYFIM, Department of Education, and the NYC Department of Health and Mental Health Licensing Code, Article 47 NAEYC. Perform other duties as assigned. REQUIRED QUALIFICATIONS: Child Development Associate Credentials (CDA) Bachelor’s Degree in Early Childhood Education or a related field with an active study plan leading to New York State Early Childhood Education Certification. OR Master’s Degree in Early Childhood Education with NY State Certification. OR Master’s Degree in Early Childhood Education actively pursuing NY State Certification. Excellent interpersonal, organizational, written, and verbal communication skills. Strong problem-solving skills and the ability to adapt to changing classroom needs. Ability to collaborate effectively with team members, families, and external partners. Demonstrated commitment to fostering an inclusive, diverse, and equitable learning environment for all children and families. Proficient in Google Workspace and Microsoft Office Suite (Word, Excel, etc.). Experience with early childhood assessment tools or educational software (preferred but not required). EXPERIENCE: Minimum of two years of experience working with preschoolers. PHYSICAL REQUIREMENTS: Walk, sit, stand, climb, balance, stoop, kneel, crouch, or crawl. Regularly lift and/or move up to forty pounds and frequently lift and/or move up to fifty pounds. Use hands and fingers to handle or feel objects, tools, or controls; reach with hands and arms; talk and hear. Specific vision abilities required include close vision, distance vision, peripheral vision, depth perception, and the ability to adjust focus. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. BENEFITS: DC 37 Union Competitive Health Insurance Retirement Vested After 6 years of employment - Employer paid Life Insurance Profit Sharing Vested After 6 years of employment - Employer Paid PTO - Vacation/Sick 12 Holidays Professional Development PRE-EMPLOYMENT REQUIREMENTS: Three (3) reference checks are required. Obtain a mandated reporter training certificate (every two years) and complete other required Department of Health and Mental Hygiene (DOHMH) and Head Start Performance Standards (HSPS) training. Complete a full physical examination with updated TB test, varicella, tdap, and MMR (fees may apply). Complete NYS Mandated Child Abuse Reporter training, in addition to other mandated health and safety trainings. Ability to pass a Comprehensive Background Clearance through the following: Department of Health and Mental Hygiene (DOHMH) Indentogo Department of Education Fingerprinting Screening NYS Central Registry Sex Offender Registry Clearance SEL check

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

Job DescriptionWe are looking for a compassionate and experienced Adaptive Swim Instructor to join our Aquatics team. In this role, you’ll work closely with children and adults with varying physical, cognitive, and sensory needs, providing adaptive swim instruction in a safe, supportive, and inclusive environment. You will collaborate with our aquatics staff and may also provide guidance to junior instructors or volunteers assisting with lessons. ABOUT YOU You are patient, empathetic, and passionate about making swimming accessible to everyone. You will tailor swim lessons to meet the individual needs of each participant, helping them gain confidence, improve water safety, and achieve personal milestones. You work well both independently and collaboratively, and you’re comfortable communicating with caregivers and other team members to ensure consistent and effective support. WHAT YOU’LL DO • Plan and lead adaptive swimming lessons, • Adapt teaching methods to suit different abilities and learning styles, • Ensure participant safety at all times and maintain awareness of emergency procedures, • Communicate with parents or caregivers regarding student progress and lesson goals, • Collaborate with aquatics staff and other team members to support program delivery, • Provide feedback and mentorship to assistant instructors or volunteers, • Maintain a clean, organized, and inclusive swim environmentOUR REQUIREMENTS, • Minimum of 2 years of experience teaching swim lessons, including at least 1 year of experience in adaptive swimming with individuals with special needs, • Comfortable working with individuals with physical, developmental, or cognitive disabilities, • Strong communication skills and a calm, supportive presence, • Current CPR/AED and Lifeguard certifications (or ability to obtain before start date) PREFERRED REQUIREMENTS: • WSI (Water Safety Instructor) or equivalent adaptive swim instruction certification, • Background in special education, occupational therapy, recreational therapy, or related fields, • Experience collaborating with caregivers, therapists, or education professionalsSALARY $30 – $50 per hour, based on experience and certifications BENEFITS The JCC of Staten Island is committed to keeping you and your family healthy and happy through a comprehensive benefits program. Offerings include: subsidized options for Medical; offerings for Dental and Vision coverage, FSA and Dependent Care. We also offer free LTD, STD, Life Insurance, a Pension, 403B, generous program discounts, free membership, ample time off and much more! ABOUT US The Jewish Community Center of Staten Island was founded in 1929 with the goal of creating a home for the Jewish community by offering social, recreational, and educational activities. Over time, that mission expanded to help anyone who walked through the doors of any of our facilities. The JCC has become a true community center—not just for the Jewish community, but for the entirety of Staten Island. Programs serve the needs we see in our community and are constantly expanding to meet new demand. We serve people of all walks of life, from young children to seniors and everyone in between. The JCC is proud to offer services that help improve the quality of life for people on Staten Island and beyond. We strive to help those in need as well as provide recreational and educational opportunities for our members.The JCC of Staten Island is dedicated to encouraging harmony throughout the community by providing facilities and programs that are open to all regardless of race, religion, creed, color, national origin, sex, age, disability, marital status, sexual orientation, or political affiliation. Everyone is welcome at the JCC. Powered by JazzHR l16CjWtwVZ

Job Description Job Title: Group Teacher – Study Plan Job Classification (FLSA): Non-Exempt, 37.5 Hours Supervisor: Director The Brooklyn Kindergarten Society (BKS) is the original “born in Brooklyn.” We were founded in 1891, and for 130 years, BKS has helped provide high-quality early childhood education to working families. BKS has grown up with the borough and continues to be a leader in equitable access to early childhood education. We provide full day, year-round academic experiences and care for children ages 2-5 years old. Our curriculum is play based and marries together reading, writing, movement and music, with STEAM (Science, Technology, Engineering, Arts, and Mathematics) learning. Our goal is to ensure that Brooklyn’s youngest learners have an equitable first educational step. JOB PURPOSE The Group Teacher – Study Plan is the head of the classroom and is responsible for implementation of developmentally appropriate curriculum (Creative Curriculum) as well as divvying out classroom related work to the Assistant Teacher and Teacher’s Aide. Group Teacher – Study Plan should be able to work collaboratively with colleagues, supervisor, and families to ensure quality education. SCOPE OF INFLUENCE • Assist in the direction of a class of students (maybe mixed age) through daily activities, • Communicates with families about children’s progress and work KEY RESPONSIBILITIES AND ACCOUNTABILITIES Planning and Program Implementation (50%) Planning (25%) • Understand the goals, objectives, and vision of BKS, • Understand the goals and objectives of the curriculum, • Plan well-designed lessons that are aligned with the current units of study and culturally relevant pedagogy., • Implement units of study and lesson plans in a thoughtful and intentional manner, • Identify goals for children Identify what staff and parents can do to help children achieve these goals, • Identify classroom materials needed to support the implementation of the curriculum towards achieving goals. Program Implementation (25%) • Provide positive guidance for children, • Implement daily lesson plans., • Lead various small group and center activities, • Delegate various academic and classroom-based responsibilities to assistant teacher and teacher aides., • Understand individual student goals and connect those goals to academic activities., • Work with small groups of children to reinforce lessons, providing one-on-one instruction to students and supervising students in the classroom., • Create a warm and welcoming environment that includes a print-rich, and culturally responsive culture. Additional Educational and non-Educational Duties (35%) Assessment System (15%) • Complete and maintain observations and other running records, • Navigate Teaching Strategies GOLD online (assessment system). Supervision (10%) • Provide consistent supervision that takes into account developmentally appropriate activities and health needs of the group and individual child. Relationship Building (5%) • Foster relationships with key stakeholders e.g., other teachers, family workers/social workers, parents and guardians for the purposes of school readiness. Promoting professional growth (5%) • Assume responsibility for professional performance and self-reflection Other (15%) • Fulfill roles as mandated reporter as stated in Child Abuse and Neglect Polices., • Participate in staff meetings, conferences, training sessions, and workshops as assigned., • Perform any other work-related duties necessary to the smooth functioning of the center as requested by the supervisor. Qualifications • At least an Associate’s Degree working towards a Bachelor’s in Early Childhood Education/Childhood Education Required, • Bachelor’s Degree in Early Childhood Education/Childhood Education preferred, Master’s Degree in Early Childhood Education/Childhood Education or working towards Master’s Degree in Early Childhood Education/Childhood Education highly preferred along with certification in B-2, N-6 or Pre-Kindergarten through 6, • Candidates with Child Psychology, Child Development, Elementary Education, Special Education, Students with Disabilities(B-2), Students with Disabilities (1-6) and General Education as long as the person has at least 12 credits in Early Childhood Education are acceptable as well. Candidate MUST be willing to enroll in a Master's degree program leading to a Master's in Early Childhood Education/Childhood Education if possessing the degrees in this bullet, • Minimum of 2 years' experience working with children ages 2-4 years old, • A 2.5 minimum culminate undergraduate GPA if possessing of an undergraduate degree, • Experience working with low-income populations and diverse cultures.

Job DescriptionSalary: Up to $12K Integration Charter School (ICS) is dedicated to providing innovative pathways to college that fully integrate students with special needs. In building a family of associated schools that share this common mission, ICS strives to fill gaps in public education. The ICS network is composed of four schools in Staten Island, NY. Through our partnership with Monroe College, ICS teachers have the opportunity to obtain their Standard Teaching Certification while working with us to become a highly qualified teacher. Summary Under the direction of the principal and/or assistant principal, the model teacher provides curricular and instructional support for their respective teams. Model Teachers support organization-wide growth by promoting critical reflection on instructional practice to effectively meet the needs of diverse student groups. Model Teachers take on an expansive role, learning about and responding to the strengths and needs of ICS teaching and learning while building instructional coherence. Responsibilities • Design and host lab classroom visits, meeting with colleagues before and after visits to determine goals and action plans in partnership with school leaders. • Coordinate school-wide intervisitation initiatives in order to promote low-inference pedagogical reflection and develop a common language around instructional practices., • Facilitate non-evaluative debrief conversations to support their colleagues through collaborative planning and focused modeling., • Design research-based professional learning opportunities utilizing adult learning principles, student/family input and routine feedback., • Analyze impact of professional learning opportunities and design and archive library of resources, including videos from their own lab classroom.., • Structure ongoing inquiry or action-research initiatives based on the schools problem of practice and/or instructional focus., • Coach individual teachers as needed to support alignment to the school's instructional focus and effective teaching strategies., • Conduct strategic conversations with school leaders to advocate for customized adult and student learning opportunities and structures., • Develop goals and action plans with school leaders for teacher leader initiatives, based on school community needs and the instructional focus., • Engage in routine reflective conversations with school leaders and colleagues about data and the impact of the lab classroom model. Competencies & Qualifications Equity-centered practice: Engages in practices that promote fairness and opportunity for all stakeholders through data and conversations with the school community and identifies and disrupts inequitable policies through advocacy, inclusion, and enduring structural change. Inquiry-based learning practice: Approaches change through a learners stance, leading with curiosity and making low-inference observations about data to discover opportunities for improvement. Servant Leadership: Amplifies voices and needs of students, caregivers, and colleagues, with a keen eye on leveraging assets. Additional Qualifications: • A Masters degree., • A current, full-time licensed educator, with at least one class of record and 40% of time spent in the classroom., • Earn Distinguished and Proficient ratings for classroom teaching and professional responsibilities, • Show openness to feedback and demonstrate a growth mindset and a willingness to continually improve., • Exhibit patience, empathy, and the ability to motivate students toward their full potential., • Experience and knowledge of the Data Wise Improvement framework is a plus., • Collaborative attitude toward teaching and learning., • Embrace and celebrate diversity, creating an inclusive classroom environment that reflects the dynamic nature of our community. Additional Benefits and Responsibilities: • Receive a stipend of up to $12K for the school year., • Work five additional hours per month to be scheduled in collaboration with the school leader., • Work five additional summer days during our ICS Summer Institute (the week following Independence Weekend). Stipend Up to $12K To Apply Send a copy of your cover letter and resume to careers@integrationcharterschools.org

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