NYCDOE Office of Teacher Effectiveness is looking for members of its new strategy team - Director, Manager, and two Analysts.
The OTE Strategy Team will serve as the steward of all teacher effectiveness data and will lead the ongoing analysis of data for the purposes of driving teacher effectiveness work in schools and Networks across the city. This year is especially exciting for those on the OTE team, as 1800+ schools implement the new Advance system of teacher evaluation and development.
Please reach out to Kate Alcorn (kalcorn@schools.nyc.gov) if you are interested in any of these roles, and feel free to forward to your networks.
Descriptions of job positions:
Director
Manager
Analyst
Tuesday, October 1, 2013
Wednesday, September 18, 2013
Opportunity: Chief Experiential Learning Architect
Spire, a social enterprise is looking to create a new model for higher education in the developing world. They will be building new universities and education-to-employment training programs to close the skills gap between what employers seek and what higher education institutions deliver -- and in doing so, transform the lives of tens of thousands of promising young people.
The Spire founding team is seeking an exceptional leader and seasoned instructional designer to serve as Chief Experiential Learning Architect. The Architect will be the lead designer of Spire's programs and will be focused on a single overarching question: if we reinvented higher education for the 21st century, what would it look like? If we shifted our focus from lectures, credits, and expensive facilities to what really counts, what could we build? They have the beginnings of a vision and need an iconoclastic thinker to push it forward and turn it into reality.
$1,000 referral bonus will be offered to anyone referring a candidate who ends up getting hired for this role.
The Chief Experiential Learning Architect will be based in Nairobi, Kenya. The job description is accessible here: http://goo.gl/47ZRU5
If you want a chance to change the world while living a great lifestyle, earning attractive compensation, and working with a dynamic founding team in a city with tremendous entrepreneurial buzz, please get in touch with Dai Ellis ellisdai@gmail.com.
The Spire founding team is seeking an exceptional leader and seasoned instructional designer to serve as Chief Experiential Learning Architect. The Architect will be the lead designer of Spire's programs and will be focused on a single overarching question: if we reinvented higher education for the 21st century, what would it look like? If we shifted our focus from lectures, credits, and expensive facilities to what really counts, what could we build? They have the beginnings of a vision and need an iconoclastic thinker to push it forward and turn it into reality.
$1,000 referral bonus will be offered to anyone referring a candidate who ends up getting hired for this role.
The Chief Experiential Learning Architect will be based in Nairobi, Kenya. The job description is accessible here: http://goo.gl/47ZRU5
If you want a chance to change the world while living a great lifestyle, earning attractive compensation, and working with a dynamic founding team in a city with tremendous entrepreneurial buzz, please get in touch with Dai Ellis ellisdai@gmail.com.
Monday, September 9, 2013
Summer Internship Series
Nick Cox
New York City Department of Education, via Education Pioneers
Organization
I spent the summer in the New York City Department of Education. I worked in the Office of Portfolio Management (OPM), which drives structural changes to the Department’s 1,700 schools in order to tackle systemic inequities in access to high quality schools. I was placed at the Department through the Education Pioneers program, which recruits around 700 grad students each summer to work in education organizations (e.g. government departments, charter management organizations, education tech companies).
My Role
The core of my daily work was managing six school change proposals. When the DOE proposes a significant change in school utilization – like opening new schools, closing underperforming schools, or grade expansions of existing schools - a certain legal process must be followed that provides the public information about the proposal, and allows for consultation. The OPM completes an EIS, a 10 – 20 page document that outlines the proposal and how it will affect other schools and community organizations in the building, and students in the district and city. The EIS also required me to analyze school performance, enrollment patterns, and access to special programs.
Overall Experience
The placement provided a very interesting perspective on the U.S. education reform movement, with the OPM being at the heart of New York’s education reform efforts. OPM managed controversial issues (for example, co-locations, de-zoning, charter school openings etc.), which have a far higher media and political profile than what I had realized. The New York and national media filed stories concerning about OPM’s work most days. Ed Pioneers was a real highlight—it was a great introduction to the U.S. education sector, with near-weekly workshops to discuss issues, and a focus on networking.
Opportunities
Education Pioneers have a well-defined recruiting process, involving: an online application: a timed online case (mine comprised developing a business plan); a phone interview; a half-day group interview; and an interview with the proposed placement organization. They actively recruit out of SIPA (five SIPA students participated in Summer 2013) and visit in the Fall semester. Most DOE summer interns were Ed Pioneers (there were around 20 of us), and the DOE explicitly uses the program to identify and recruit new staff.
More Information
Education Pioneers Graduate School Fellowship: http://www.educationpioneers.org/summergraduateschoolfellowship
NYC DOE Office of Portfolio Management: http://schools.nyc.gov/community/planning/default.htm
New York City Department of Education, via Education Pioneers
Organization
I spent the summer in the New York City Department of Education. I worked in the Office of Portfolio Management (OPM), which drives structural changes to the Department’s 1,700 schools in order to tackle systemic inequities in access to high quality schools. I was placed at the Department through the Education Pioneers program, which recruits around 700 grad students each summer to work in education organizations (e.g. government departments, charter management organizations, education tech companies).
My Role
The core of my daily work was managing six school change proposals. When the DOE proposes a significant change in school utilization – like opening new schools, closing underperforming schools, or grade expansions of existing schools - a certain legal process must be followed that provides the public information about the proposal, and allows for consultation. The OPM completes an EIS, a 10 – 20 page document that outlines the proposal and how it will affect other schools and community organizations in the building, and students in the district and city. The EIS also required me to analyze school performance, enrollment patterns, and access to special programs.
Overall Experience
The placement provided a very interesting perspective on the U.S. education reform movement, with the OPM being at the heart of New York’s education reform efforts. OPM managed controversial issues (for example, co-locations, de-zoning, charter school openings etc.), which have a far higher media and political profile than what I had realized. The New York and national media filed stories concerning about OPM’s work most days. Ed Pioneers was a real highlight—it was a great introduction to the U.S. education sector, with near-weekly workshops to discuss issues, and a focus on networking.
Opportunities
Education Pioneers have a well-defined recruiting process, involving: an online application: a timed online case (mine comprised developing a business plan); a phone interview; a half-day group interview; and an interview with the proposed placement organization. They actively recruit out of SIPA (five SIPA students participated in Summer 2013) and visit in the Fall semester. Most DOE summer interns were Ed Pioneers (there were around 20 of us), and the DOE explicitly uses the program to identify and recruit new staff.
More Information
Education Pioneers Graduate School Fellowship: http://www.educationpioneers.org/summergraduateschoolfellowship
NYC DOE Office of Portfolio Management: http://schools.nyc.gov/community/planning/default.htm
Tuesday, September 3, 2013
Summer Internship Series
Brittney Davidson (MPA 2014)
UNICEF
New York
My Organization: This summer, I was hired to work within UNICEF’s Education Sector. Currently, UNICEF is working with the rest of the UN to develop a mid-term strategy plan. The 2015 agenda is coming to a close, so the organization is evaluating results, re-prioritizing, and strategizing for post-2015.
My Role: Inclusive education has moved to the top of UNICEF’s agenda. Their recent 2013 State of the World’s Children Report highlighted the inequities that children with disabilities face in receiving a quality education. This is particularly important because in many developing countries, or in countries affected by conflict, there exists a disproportionately high number of children with disabilities. My job was to 1) Analyze Country Office reports to evaluate what UNICEF had done thus far in regard to inclusive education, and to research whether those efforts had been successful, 2) Research education programs that other non-UN organizations were pursuing to compile a database of best practices to inform the post-2015 education agenda, and 3) Uncover and analyze innovations for education worldwide.
I enjoyed…: I was given a lot of responsibility and autonomy. Therefore, I was able to pursue a lot of opportunities within the project. For example, I was able to conduct interviews with top-level people at Save the Children, USAID, and Perkins International.
I didn’t really enjoy…: Being stuck at a desk all day. I know this is typical for many jobs, but due to the bureaucracy of the UN system, I could often feel siloed. Also, while having independence was great, I think I would have been able to grow more with more feedback. My unit was very busy this summer, and managers often left for vacation or work abroad, leaving me without much guidance.
UNICEF
New York
My Organization: This summer, I was hired to work within UNICEF’s Education Sector. Currently, UNICEF is working with the rest of the UN to develop a mid-term strategy plan. The 2015 agenda is coming to a close, so the organization is evaluating results, re-prioritizing, and strategizing for post-2015.
My Role: Inclusive education has moved to the top of UNICEF’s agenda. Their recent 2013 State of the World’s Children Report highlighted the inequities that children with disabilities face in receiving a quality education. This is particularly important because in many developing countries, or in countries affected by conflict, there exists a disproportionately high number of children with disabilities. My job was to 1) Analyze Country Office reports to evaluate what UNICEF had done thus far in regard to inclusive education, and to research whether those efforts had been successful, 2) Research education programs that other non-UN organizations were pursuing to compile a database of best practices to inform the post-2015 education agenda, and 3) Uncover and analyze innovations for education worldwide.
I enjoyed…: I was given a lot of responsibility and autonomy. Therefore, I was able to pursue a lot of opportunities within the project. For example, I was able to conduct interviews with top-level people at Save the Children, USAID, and Perkins International.
I didn’t really enjoy…: Being stuck at a desk all day. I know this is typical for many jobs, but due to the bureaucracy of the UN system, I could often feel siloed. Also, while having independence was great, I think I would have been able to grow more with more feedback. My unit was very busy this summer, and managers often left for vacation or work abroad, leaving me without much guidance.
Friday, August 23, 2013
ENROLL NOW: New Education-Focused Management Course at SIPA!
Greetings, Education Collaborative!! We hope that everyone has had an exciting and productive summer, with some time to relax built in!
In our Education Survey given last spring, we found that 85% of respondents were interested in acquiring skills and knowledge related to education management, and 89% were interested in education and policy reform (see the full results here). We are excited to announce that there is a new education-focused course being offered at SIPA that will cover skills and knowledge related to both of these areas!
This course counts towards the requirements for both the Urban and Social Policy concentration and the Management specialization.
This course counts towards the requirements for both the Urban and Social Policy concentration and the Management specialization.
Challenges and Imperatives of Urban School Systems
Taught by former NYC Schools Chancellor, Harold Levy
(3 points - PUAF U6231)
Fall 2013, Tuesdays 4:10pm to 6:00pm
Course Description:
Education remains one of the critical issues in American politics. The Obama Administration’s Race to the Top initiatives and the conditional waivers it has granted to states from the requirements of the No Child Left Behind Act have further pushed the issue to the forefront of the political agenda. Dramatic reductions in financial support for Kindergarten-grade 12 as well as relentless tuition increases for higher education have resulted in a public outcry. Simultaneously, online and for-profit courses, Common Core Standards and new assessment tools are further changing the educational landscape. This course will familiarize students with the challenges and imperatives that a large diverse city like New York faces in educating both its children and adult residents while navigating these regulatory, funding and pedagogical changes. In order to understand the larger socio/political context, the course will explore contemporary issues confronting large urban school system administrators, higher education leaders and elected officials in managing the conflicting interests and priorities. Students will learn about the organization, politics and finance of education, teacher union, college faculty and principal collective bargaining, management and accountability systems, curriculum, privatization, capital projects, the role of such factors as ethnicity and attendance in student performance, the “culture wars,” the power of big data analysis and the impact of the new technologies.
Instructor’s Biography:
Adjunct Prof. Levy was the New York City Schools Chancellor 2000-2002, including during 9/11. He is a former member of the New York State Board of Regents. Prior to holding those positions he served as Director of Global Compliance and Associate General Counsel of Citigroup. He subsequently was Executive Vice President of Kaplan, Inc., where he started Kaplan University’s online School of Education. He is currently managing director of Palm Ventures, LLC, a family investment office, where he leads the education practice. He is also a trustee or advisory board member of several colleges and universities. Secretary of Education Arnie Duncan appointed him to be a member of the Department of Education’s Committee on Standards of Student Success. He is a graduate of Cornell and Oxford Universities and holds honorary degrees from Baruch, Bard and St. Francis Colleges.
In addition, check out other education-related courses from around Columbia at http://sipaec.wikispaces.com/.
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