Network Director, Inclusive Learning, East Harlem Scholars Academies (Hamburg)

East Harlem Tutorial Program in Hamburg, NY

  • Industry: Scientific Research - Education
  • Type: Full Time
  • $132,420.00 - 206,040.00
position filled

Network Director, Inclusive Learning, East Harlem Scholars Academies

Position Reports to: Superintendent and Deputy Superintendent

Start/End Date: 2019-2020 School Year

Hours: 8:00 am 4:15 pm + some out of school time responsibilities

Compensation: Commensurate with years of experience. In addition, East Harlem Scholars Academies offer a comprehensive benefits package.

Who We Are

Scholars Academies is a branch of East Harlem Tutorial Program. East Harlem Tutorial Program began in 1958 as a children's reading group and has since grown into a multi-site after-school program for public school students and a charter school operator focused on significantly increasing the college graduation rate in East Harlem. Between its after-school programs and charter schools, more than 15,000 East Harlem youth and their families have walked through EHTPs doors and, by participating in EHTP's year-long, free programs, they have improved their academic skills, developed confidence, and found community.

For more information about EHTP's mission, model, and programs, please visit us at .

What Sets Us Apart

EHTP aims 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. Furthermore, 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. To read EHTPs Racial Equity Statement, please click here .

The Work and Why it Matters:

The Network Director of Inclusive Learning will work closely with and serve as a thought partner with principals and special educational instructional leadership across the network. They will lead network growth and expansion of inclusive learning structures, protocols, and practices. The Director will work with principals to translate their academic visions into differentiated learning models by coordinating and overseeing services for all special populations, including students with Individualized Education Programs (IEPs), 504 plans, English Language Learners (ELLs), and students who are deemed academically at-risk (RTI). The Director will be the primary liaison between the Network Team and school-based Deans of Inclusive Learning, social workers, and academic interventionists. Additionally, the Director will be responsible for strategically coordinating external partnerships and outside agencies for students receiving services to maximize learning time while ensuring that schools are in compliance. The Director may participate in grade-team and collaborative planning meetings, and instructional leadership team meetings. This leader will have a vision for academic excellence rooted in anti-racist pedagogy that supports our mission 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.

Who You Are

  • You hold yourself to high professional and ethical standards
  • You have experience with, or are excited about researching best practices in anti-racist pedagogy
  • You enjoy and/or have experience working with diverse populations of students and communities
  • You believe that every student can and will learn when provided with a quality education
  • You have demonstrated success in raising the achievement levels of students who historically have not had equitable access to education opportunities
  • 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
  • You have a minimum of two-years experience in relevant educational positions
  • You have a minimum of three-years experience in special education instruction/leadership
  • Bachelors Degree, or higher, in Education or related field preferred, Masters preferred
  • Appropriate NYS certifications in special education
  • You have extensive familiarity with strong curriculum design and with various assessment and data analysis tools

What Success Looks Like

  • Embodiment and effective modeling of our core values for students to exhibit and practice them
  • Collaborate with the Principal, Leadership Team, teachers, social workers, and related service providers, to manage activities relating to compliance with all state and federal special education regulations and Section 504 of the Rehabilitation Act
  • Widely recognized and serves as a resource to the organization and/or to the greater field in the areas of curriculum and instruction
  • Provide expertise and assistance regarding the implementation of state and federal Special Education laws for students with disabilities
  • Sets and communicates clear, measurable, motivating goals at the beginning of the year for all applicable grades and classes within the department and uses the goals actively throughout the year to manage and motivate team(s)
  • Coordinates and manages a strategy for the professional development of SPED and ELL teachers and school-based leaders, as well as General Education Teachers who teach SPED and ELL students, including coaching and professional development
  • Models, supports, and guides teachers through instructional processes (unit, lesson, full backward design) and provides meaningful feedback to Instructional Leadership Team members
  • Develops and manages systems to track and monitor-progress of students with special needs in order to accurately communicate the progress with key stakeholders (students, staff, families, and Senior Management Team); and designs a progress-monitoring Dashboard Database
  • Collaborate with the Principal, Instructional Leadership Team, and school-based social workers in providing FAPE, LRE, and specialized instruction and services for students with disabilities, and differentiated instruction for all students
  • Develop clear and informative school quality reporting metrics to share reports regularly with appropriate stakeholders that will generate discussions for data driven decisions about curriculum, instruction, and assessment practices that improve student achievement
  • Partners with the Talent Team to develop a human capital strategy and pipeline that will ensure a strong pool of certified SPED and ELL teachers, with content expertise, year over year
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U.S. Equal Opportunity Employment Information (Completion is voluntary)

Individuals seeking employment at East Harlem Tutorial Program are considered without regards to race, color, religion, national origin, age, sex, marital status, ancestry, physical or mental disability, veteran status, gender identity, or sexual orientation. You are being given the opportunity to provide the following information in order to help us comply with federal and state Equal Employment Opportunity/Affirmative Action record keeping, reporting, and other legal requirements.

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A "disabled veteran" is one of the following: a veteran of the U.S. military, ground, naval or air service who is entitled to compensation (or who but for the receipt of military retired pay would be entitled to compensation) under laws administered by the Secretary of Veterans Affairs; or a person who was discharged or released from active duty because of a service-connected disability.

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Why are you being asked to complete this form?

Because we do business with the government, we must reach out to, hire, and provide equal opportunity to qualified people with disabilities 1 . To help us measure how well we are doing, we are asking you to tell us if you have a disability or if you ever had a disability. Completing this form is voluntary, but we hope that you will choose to fill it out. If you are applying for a job, any answer you give will be kept private and will not be used against you in any way.

If you already work for us, your answer will not be used against you in any way. Because a person may become disabled at any time, we are required to ask all of our employees to update their information every five years. You may voluntarily self-identify as having a disability on this form without fear of any punishment because you did not identify as having a disability earlier.

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You are considered to have a disability if you have a physical or mental impairment or medical condition that substantially limits a major life activity, or if you have a history or record of such an impairment or medical condition.

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  • Multiple sclerosis (MS)
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  • Obsessive compulsive disorder
  • Impairments requiring the use of a wheelchair
  • Intellectual disability (previously called mental retardation)
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Associated topics: administrative coordinator, administrative officer, administrative staff, chief operations officer, document, front office, operational support, operations director, staff, support

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