The Academic Support Team (AST), a unit of the Quality Improvement and Strategic Planning (QISP) team, is seeking a certified teacher and or Master’s level teaching professional for the role of Academic Specialist. This position serves as a member of HCZ’s program management and leadership team and is responsible for the design and the delivery of academic intervention services to students in HCZ programs who are academically at-risk/off-track for college admission. The Academic Specialist supports the development of well-designed curriculum-based afterschool programming at their designated programs to help ensure all children consistently have quality learning experiences in HCZ programs.
Essential Duties and Responsilbities
Instructional Planning and Instruction
Lead the development and delivery of intensive learning interventions, individual and small groups, for all students who are academically at-risk/off-track (i.e., failing or at risk of failing one or more core classes, failing NYS Examinations, having 10% or more school absences, and or are under-credited for high school graduation).
- Design and or revise remedial units of instruction in core subjects (ELA, math, and social studies) to meet students’ needs with special attention given to differentiation for individual strengths and weaknesses
- Oversee the delivery of instruction of the academic tutors through class observations
- Ensure that tutors provide appropriate learning interventions for students with special learning needs (e.g., students with IEP’s designation) and English Language Learners (ELL’s)
- Teach selected classes which could also serve as a lab site for tutors to observe best practices
Data Analysis and Assessment
Organize and analyze students’ academic performance data to determine students’ learning needs and strengths before the beginning and end of a program cycle, as well as after each marking period and or State examinations.
- Identify students for academic intervention and devise groupings according to needs
- Create assessments as needed and monitor student progress
- Prepare a summary report of assessed learning needs and discuss with the Program Director and management team, including the ACM, Writing Corps, and Healthy Harlem Coordinators for use in the development of additional academic intervention strategies
- Provide quantitative and qualitative student data reports to program and senior leadership on a monthly or quarterly basis showing students’ attendance in on-site academic offerings, response to instruction, and progress towards clearly defined benchmarks
Expansion Of Academic Outreach
Collaborate with, and provide guidance and assistance to, the Program Director and management team, including ACM, Writing Corps, and Healthy Harlem Coordinators in the development of units, lessons, and activities to supplement students’ school instruction and to meet program academic goals and objectives.
- Assist in the design and frequency of co-curricular units – homework support units, subject specific tutoring units, learning arts and STEM enrichments
- Collaborate with coordinators to provide instructional guidance to teaching artists and activity specialists to aid them in the delivery of co-curricular and academic content
- Work with ACM Coordinators to identify or develop supplementary learning resources and strategies to support students’ learning and enrichment interests, including effective study habits, peer study groups, planning and organizing school work, note-taking and other related strategies
- Identify and recommend resources needed to provide quality learning support programs and services
- Provide written feedback to program management, including Writing Corps and Healthy Harlem Coordinators to help ensure the integration of literacy and STEM-based learning and enrichment through well-designed curriculum-based afterschool programming; and to provide timely feedback on the development of lesson plans for all program elements
Management and Supervision
Oversee the hiring, coaching, and supervision of tutors and assigned instructional support staff.
- Lead the selection of and onboarding process for tutors, as approved by Program Director
- Conduct observations of instructional staff and provide written feedback and coaching to improve performance and support staff professional development
- Working with Academic Specialists colleagues or Training Unit to develop, deliver and or source monthly professional development sessions for tutors and other instructional staff, including workshops, demonstration lessons, and on-going one-on-one coaching
- Identify and attend at least 5 professional development sessions for teaching professionals and turnkey information when appropriate
Additional Support and Outreach Responsibilities
Work closely and collaboratively with program colleagues, public schools partners, and appropriate HCZ departments and units.
- Closely monitor and advise ACM Coordinators and Student Advocates on learning interventions for students with special learning needs (e.g., students with IEP’s designation) and English Language Learners (ELL’s).
- Work collaboratively with program teams and lead the academic aspects of transition planning for incoming 6th and 9th grade students to identify needed learning supports and other services related to students’ academic performance
- Collaborate with Academic Specialists colleagues to develop and coordinate standard and common academic support services for HCZ students who attend the same public (including Charter) schools; where possible develop partnership agreements with schools to support students, including but not limited to negotiating credit recovery classes through summer remediation programs, providing HCZ on-site study-hall or school-based support, and or assigning an HCZ teaching assistant to a particular class or core subject for which a number of HCZ students are at-risk of failing
- Collaborate with program colleagues to design and co-facilitate components of parent and student meetings to discuss student performance, college-readiness standards, early warning and at-risk indicators, and HCZ’s supplemental academic and enrichment programs and strategies to support students’ learning needs and college readiness
- Participate in program special events, staff meetings, and other program events
Qualification, Skills and Knowledge Requirements
- Commitment to HCZ’s mission, vision and values
- Master’s Degree in education or related area with at least 4 years of teaching experience or Bachelor’s Degree in Education or related field with at least 5 years teaching experience with students in an urban/low-income community; teaching experience in an afterschool setting is highly desirable
- Familiarity with best practices in curriculum building and lesson planning
- Knowledge of literacy and or STEM-based enrichment and lesson plan writing
- Knowledge of Common Core State Standards combined with an understanding of the challenges facing students in a low income urban setting
- Strong communications skills, including clear and concise writing and speech, ability to adapt tone and level of details needed or appropriate for targeted audience
- Ability to work effectively as part of a team, including understanding and interacting with individuals of diverse backgrounds, skills, and abilities
- Knowledge of research on college readiness and early warning indicators for students being off-track for college or at-risk of failing or dropping out of school
We offer competitive salaries and a comprehensive benefits package. To be considered, interested applicants must submit a cover letter and resume to HCZcareers@hcz.org. No telephone inquiries or recruiters please. Replies will only be sent to qualified applicants. Harlem Children’s Zone is an Equal Opportunity Employer.