School Innovation Partner - San Francisco at Partners in School Innovation - S.F.
Requirements / Qualifications
RESPONSIBILITIES Develop results-oriented leaders. SIPs work with principals and teacher leaders to implement the key actions needed to build and sustain excellent core instruction and teacher professional learning. Create systems and structures that support teacher professional learning. In collaboration with grade-level teams of teachers build and integrate the individual pieces into a sound core instructional program that meets the needs of all students to ensure sustained student achievement results. Co-design and facilitate monthly principal leadership networks. In collaboration with other members of the PSI team, the SIP helps create and facilitate an ongoing professional learning community to support principals as they engage in Results-Oriented Cycles of Inquiry at the leadership level. Key topics may include long-term planning, data analysis, establishing professional learning structures and reflection on progress towards goals. Contribute to the PSI program. In addition to responsibilities at school sites, SIPs actively contribute to the development and refinement of the overall PSI program. Responsibilities include, but are not limited to: internal professional development, program development, staff recruitment, fund raising and external relations.
Required: A minimum of a Bachelor's Degree and teacher certification A valid driver’s license and a vehicle to use driving to/from school sites Two years teaching with proven experience as a high-performing elementary or middle school teacher in an urban school setting Knowledge of and experience delivering standards-based instruction Demonstrated knowledge of and experience contributing effective systems-level reform beyond the classroom Knowledge of pedagogical strategies for accelerating student learning Desire to work with schools undergoing change Aptitude for collecting, analyzing and using data to inform instructional planning and strategic intervention High degree of initiative, independence and tenacity, particularly in complex situations Effective interpersonal communication skills with audiences diverse in age, race, etc.; ability to build relationships quickly and authentically Effective presentation and facilitation skills Positive-mindedness, resiliency and ability to act in ambiguous circumstances An orientation toward problem-solving and value creation and ability to identify root causes of problems and develop results-oriented solutions Racial and cultural competence - an understanding of the role of racism in the inequities of the public school system A passion for and commitment to achieving educational equity Preferred: Coaching or consulting skills and specific experience coaching adults through a change process Knowledge of and/or familiarity with a variety of reading programs School administration experience Advanced degree in education or related field
Requirements / Qualifications
RESPONSIBILITIES Develop results-oriented leaders. SIPs work with principals and teacher leaders to implement the key actions needed to build and sustain excellent core instruction and teacher professional learning. Create systems and structures that support teacher professional learning. In collaboration with grade-level teams of teachers build and integrate the individual pieces into a sound core instructional program that meets the needs of all students to ensure sustained student achievement results. Co-design and facilitate monthly principal leadership networks. In collaboration with other members of the PSI team, the SIP helps create and facilitate an ongoing professional learning community to support principals as they engage in Results-Oriented Cycles of Inquiry at the leadership level. Key topics may include long-term planning, data analysis, establishing professional learning structures and reflection on progress towards goals. Contribute to the PSI program. In addition to responsibilities at school sites, SIPs actively contribute to the development and refinement of the overall PSI program. Responsibilities include, but are not limited to: internal professional development, program development, staff recruitment, fund raising and external relations.
Required: A minimum of a Bachelor's Degree and teacher certification A valid driver’s license and a vehicle to use driving to/from school sites Two years teaching with proven experience as a high-performing elementary or middle school teacher in an urban school setting Knowledge of and experience delivering standards-based instruction Demonstrated knowledge of and experience contributing effective systems-level reform beyond the classroom Knowledge of pedagogical strategies for accelerating student learning Desire to work with schools undergoing change Aptitude for collecting, analyzing and using data to inform instructional planning and strategic intervention High degree of initiative, independence and tenacity, particularly in complex situations Effective interpersonal communication skills with audiences diverse in age, race, etc.; ability to build relationships quickly and authentically Effective presentation and facilitation skills Positive-mindedness, resiliency and ability to act in ambiguous circumstances An orientation toward problem-solving and value creation and ability to identify root causes of problems and develop results-oriented solutions Racial and cultural competence - an understanding of the role of racism in the inequities of the public school system A passion for and commitment to achieving educational equity Preferred: Coaching or consulting skills and specific experience coaching adults through a change process Knowledge of and/or familiarity with a variety of reading programs School administration experience Advanced degree in education or related field
Comments and Other Information
ABOUT US
The mission of Partners in School Innovation (Partners) is to transform teaching and learning in the lowest-performing public schools so that every student, regardless of background, thrives. Simply stated, our work is to improve school outcomes for students of color living in poverty, and our unique approach to changing lives rests upon a foundation of teamwork. We collaborate with teachers and leaders in vulnerable public schools to help build their capacity to support breakthrough student achievement.
Partners was founded in 1993 by Julien Phillips, a former Peace Corps volunteer and McKinsey & Co. partner, and Kim Grose Moore, a Rhodes Scholar and social justice advocate, to create systemic improvements in low-performing urban public schools. Today, more than twenty years after opening our doors, we serve 5 districts, 64 schools, 1,506 teachers and leaders, and 27,143 students in California and Michigan. In the 2012-13 school year, 84 percent of these students were eligible for free or reduced lunch and 82 percent were students of color. By targeting schools with underserved populations, we aim to provide fair and equal access to high-quality education, one of the most valuable opportunities in a young person’s life.
The key to our success is a comprehensive approach to school transformation that strengthens teaching, leading and achievement across a district system. We work shoulder to shoulder with teachers and leaders at schools and in central offices to: i) build a strong core instructional program in literacy and English language development that ensures that all students learn at high levels; ii) create and establish systems for professional learning so that all teachers are able to deliver excellent instruction; and, iii) strengthen results-oriented leadership so that leaders can carry out the daily actions necessary to lead whole school improvement efforts successfully.
Comments and Other Information
ABOUT US
The mission of Partners in School Innovation (Partners) is to transform teaching and learning in the lowest-performing public schools so that every student, regardless of background, thrives. Simply stated, our work is to improve school outcomes for students of color living in poverty, and our unique approach to changing lives rests upon a foundation of teamwork. We collaborate with teachers and leaders in vulnerable public schools to help build their capacity to support breakthrough student achievement.
Partners was founded in 1993 by Julien Phillips, a former Peace Corps volunteer and McKinsey & Co. partner, and Kim Grose Moore, a Rhodes Scholar and social justice advocate, to create systemic improvements in low-performing urban public schools. Today, more than twenty years after opening our doors, we serve 5 districts, 64 schools, 1,506 teachers and leaders, and 27,143 students in California and Michigan. In the 2012-13 school year, 84 percent of these students were eligible for free or reduced lunch and 82 percent were students of color. By targeting schools with underserved populations, we aim to provide fair and equal access to high-quality education, one of the most valuable opportunities in a young person’s life.
The key to our success is a comprehensive approach to school transformation that strengthens teaching, leading and achievement across a district system. We work shoulder to shoulder with teachers and leaders at schools and in central offices to: i) build a strong core instructional program in literacy and English language development that ensures that all students learn at high levels; ii) create and establish systems for professional learning so that all teachers are able to deliver excellent instruction; and, iii) strengthen results-oriented leadership so that leaders can carry out the daily actions necessary to lead whole school improvement efforts successfully.