Join the Education Collaborative for the first installment of its Fall 2013 Speaker Series. Professor Alessia Lefebure will join us for a conversation about the role of education technology, particularly Massive Open Online Courses (MOOCs), on higher education. She will also field questions on the status of higher education in Asia.
Date: Tuesday, October 8
Time: 1-2pm
Room: IAB 402
Refreshments will be served!
Check out our calendar for future installments in the Fall 2013 Speaker Series
About Prof Lefébure:
Prof Alessia Lefébure is the Director of the Alliance Program since the spring 2011. Prior to this, she has served as the Director of the Centre for Asia and the Pacific at Sciences Po, from 2006 to 2011. In this position, she was responsible for the definition, implementation and development of the school’s institutional policies towards the countries of the Asia-Pacific region. She managed a seven-member staff in Paris and coordinated a network of representative offices in China and India. Her experience in a series of international positions within academic and research institutions has provided her with the background and knowledge necessary to pursue her PhD in Sociology at Sciences Po on higher education models in China. At present, she also teaches a class titled, "Higher education, policy and development in Asia," at the School of International and Public Affairs at Columbia University.
Saturday, October 5, 2013
Tuesday, October 1, 2013
Opportunity: NYC Department of Education
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
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
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.
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