Program Evaluator
Position Description:
This position is responsible for developing and managing all aspects ofevaluation activities for multiple evaluation projects of varying scope and forsupporting company research projects in some data analysis. All projects arerelated to formal K-12 STEM learning environments--especially in middleschool and high school science. Consequently it is important thatapplicants have had direct experience with K-12 science teaching, learning andresearch.
Specific responsibilities mayinclude:
Collaborate in the development of proposals and evaluation plans for potential clients
Collaborate in the development of instruments and protocols for active projects
Coordinate and collaborate in data collection efforts for research and evaluation projects
Conduct interviews and focus groups
Create and administer online surveys
Oversee the accuracy and integrity of data collected
Contribute to the development and improvement of data tracking and reporting systems
Conduct literature reviews on a broad range of educational issues
Analyze data using statistical software (quantitative and/or qualitative)
Produce written reports, publications, and presentations of evaluation processes and findings
Train other evaluation staff on various aspects of evaluation
Required Qualifications:
Master’s degree (preferably in the area of Evaluation, Educational Research or related field)
Minimum three years of substantive experience in program evaluation
Strong interest and a minimum of two years of experience in K-12 schools (as a teacher, administrator or researcher)
Familiarity with research in STEM learning and teaching.
Strong quantitative skills
Expertise in project and data management
Experienced in using SPSS to analyze statistical data
Experienced in a variety of computer software applications including e-mail, word processing, spreadsheets, online surveys, and presentation software
Excellent interpersonal, oral and written communications skills
Demonstrated skills in report and proposal writing
Desired Qualifications:
Doctoral degree
Experience in research or evaluation of school professional development or educational programs
Experience in K-12 classroom research
Experience in research or evaluation of programs addressing science, technology, engineering, and math (STEM) issues
Physical Work Environment:
Work is typically performed in anoffice environment. The ability to sit for extended periods of time at adesk/computer station and perform tasks involving repetitive arm and handmovements, such as using a computer keyboard, is required. Must be able tooccasionally lift up to 20 pounds when handling instructional materials andresearch equipment.
Work Schedule:
Full time. Flexible work hours will be considered. Must be able to travel asprojects require.
Compensation:
Salary is commensurate withexperience. Salary range is $55,000-75,000. FACET Innovations provides anexcellent benefits package, which includes medical, dental, life insurance, aretirement plan, and paid vacation.
Application Process:
Please submit a cover letter, resume and a writing sample to:
jobs (at) FACETInnovations.com
Closing Date: This position will remain open until filled. (Postingupdated 12-09-09)
http://www.facetinnovations.com/daisy-public-website/fihome/g1/5037-FI.html
Wednesday, December 16, 2009
Thursday, December 10, 2009
Rennie Center for Education Research & Policy
POLICY ANALYST
JOB DESCRIPTION
ABOUT THE RENNIE CENTER:
The Rennie Center for Education Research & Policy is an independent, non-partisan organization committed to the development of effective education policy through examination of evidence, thoughtful discourse and informed action. Our mission is to develop a public agenda that promotes significant improvement of public education in Massachusetts. The Center is committed to a set of strategies that involve collaborating with diverse organizations in the education reform field to pursue the following activities:
• Independent Research: The Rennie Center produces independent research to promote public discourse on educational improvement and to inform policy discussions of key decision makers and opinion leaders. Our research reports and policy briefs are broadly disseminated to policy stakeholders in the public, private, nonprofit, and media sectors.
• Civic Engagement: The Rennie Center is committed to engaging diverse perspectives and voices in a constructive policy discussion. By convening conferences, forums, meetings, policy briefings, panel discussions, town meetings and other events, we promote constructive dialogue on school improvement and student achievement.
• Shaping an Effective Public Agenda: The Rennie Center is dedicated to enriching the policy conversation with research and evidence from our fieldwork with district leaders. We frequently interact with the media, contributing editorial pieces and providing information for journalists.
• Constructive Activism: The Rennie Center is proactive in identifying timely opportunities for change in which it can lead policy discussion and development process to a new level. Activity in this domain includes convening working groups and drafting policy proposals to meet major educational challenges.
POLICY ANALYST RESPONSIBILITIES:
The Policy Analyst is responsible for monitoring federal, state and local K-12 policy activities and preparing policy analyses for internal and external use. This position will report to the Research Director. The successful candidate for this position will have excellent verbal and written communication skills, as well as skills to perform the following tasks:
• Continually track and organize information relevant to the state legislature, Board of Elementary and Secondary Education, Department of Elementary and Secondary Education and Executive Office of Education priorities from a variety of sources, including pending legislation, media reports, and reports from think tanks, academia, government agencies and advocacy organizations.
• Work closely and collaboratively with the Research Director to produce policy papers that communicate the pros and cons of existing or proposed polices, and summarize empirical evidence related to the policy.
• Assist in the production of other written materials for a variety of audiences (policymakers, school and district leaders, teachers and other stakeholders) including policy briefs, research reports, legislative briefs, press releases and website materials.
• Support the Center’s research projects by assisting with primary data collection (e.g. pulling data from existing databases, identifying schools for promising practices studies, conducting interviews etc.) and secondary data collection (collecting relevant research reports, policy papers and journal articles as well as reading, evaluating and summarizing the findings).
• Work closely and collaboratively with the Executive Director on the design of large- and small-scale events on key education policy issues including inviting the presenters and serving as their primary point of contact.
• Edit and produce e-forums and other online and web-based communications
REQUIRED QUALIFICATIONS:
• Strong communication skills with an emphasis on the ability to write clearly, concisely, and persuasively
• Ability to translate research and policy stances to multiple and varied audiences (policymakers, school and district leaders, teachers and other stakeholders)
• The ability to prioritize competing demands in a changing, highly collaborative environment
• Strong follow-through skills and attention to detail, especially under deadline pressure
• Ability to set aggressive, but realistic, deadlines and meet them consistently
• Passion for public education and an interest in the Rennie Center’s work
• Knowledge of key education reform issues both in Massachusetts and nationally
• Excellent computer skills including Microsoft Word, Excel and PowerPoint. SPSS experience a plus
• Bachelor’s degree or equivalent in education policy, public policy or related field; an advanced degree is a plus.
TO APPLY
Please send the following materials to Hiring Manager:
• Resume;
• Recent writing samples (sole authorship preferred);
• Cover letter that describes the fit between your experience and our mission and recent work. (Please consult our web site at www.renniecenter.org).
JOB DESCRIPTION
ABOUT THE RENNIE CENTER:
The Rennie Center for Education Research & Policy is an independent, non-partisan organization committed to the development of effective education policy through examination of evidence, thoughtful discourse and informed action. Our mission is to develop a public agenda that promotes significant improvement of public education in Massachusetts. The Center is committed to a set of strategies that involve collaborating with diverse organizations in the education reform field to pursue the following activities:
• Independent Research: The Rennie Center produces independent research to promote public discourse on educational improvement and to inform policy discussions of key decision makers and opinion leaders. Our research reports and policy briefs are broadly disseminated to policy stakeholders in the public, private, nonprofit, and media sectors.
• Civic Engagement: The Rennie Center is committed to engaging diverse perspectives and voices in a constructive policy discussion. By convening conferences, forums, meetings, policy briefings, panel discussions, town meetings and other events, we promote constructive dialogue on school improvement and student achievement.
• Shaping an Effective Public Agenda: The Rennie Center is dedicated to enriching the policy conversation with research and evidence from our fieldwork with district leaders. We frequently interact with the media, contributing editorial pieces and providing information for journalists.
• Constructive Activism: The Rennie Center is proactive in identifying timely opportunities for change in which it can lead policy discussion and development process to a new level. Activity in this domain includes convening working groups and drafting policy proposals to meet major educational challenges.
POLICY ANALYST RESPONSIBILITIES:
The Policy Analyst is responsible for monitoring federal, state and local K-12 policy activities and preparing policy analyses for internal and external use. This position will report to the Research Director. The successful candidate for this position will have excellent verbal and written communication skills, as well as skills to perform the following tasks:
• Continually track and organize information relevant to the state legislature, Board of Elementary and Secondary Education, Department of Elementary and Secondary Education and Executive Office of Education priorities from a variety of sources, including pending legislation, media reports, and reports from think tanks, academia, government agencies and advocacy organizations.
• Work closely and collaboratively with the Research Director to produce policy papers that communicate the pros and cons of existing or proposed polices, and summarize empirical evidence related to the policy.
• Assist in the production of other written materials for a variety of audiences (policymakers, school and district leaders, teachers and other stakeholders) including policy briefs, research reports, legislative briefs, press releases and website materials.
• Support the Center’s research projects by assisting with primary data collection (e.g. pulling data from existing databases, identifying schools for promising practices studies, conducting interviews etc.) and secondary data collection (collecting relevant research reports, policy papers and journal articles as well as reading, evaluating and summarizing the findings).
• Work closely and collaboratively with the Executive Director on the design of large- and small-scale events on key education policy issues including inviting the presenters and serving as their primary point of contact.
• Edit and produce e-forums and other online and web-based communications
REQUIRED QUALIFICATIONS:
• Strong communication skills with an emphasis on the ability to write clearly, concisely, and persuasively
• Ability to translate research and policy stances to multiple and varied audiences (policymakers, school and district leaders, teachers and other stakeholders)
• The ability to prioritize competing demands in a changing, highly collaborative environment
• Strong follow-through skills and attention to detail, especially under deadline pressure
• Ability to set aggressive, but realistic, deadlines and meet them consistently
• Passion for public education and an interest in the Rennie Center’s work
• Knowledge of key education reform issues both in Massachusetts and nationally
• Excellent computer skills including Microsoft Word, Excel and PowerPoint. SPSS experience a plus
• Bachelor’s degree or equivalent in education policy, public policy or related field; an advanced degree is a plus.
TO APPLY
Please send the following materials to Hiring Manager:
• Resume;
• Recent writing samples (sole authorship preferred);
• Cover letter that describes the fit between your experience and our mission and recent work. (Please consult our web site at www.renniecenter.org).
Monday, December 7, 2009
The Learning Sciences Lab
3 Research Scientist Positions Available
Learning Sciences Laboratory
National Institute of Education, Singapore
The Learning Sciences Lab (LSL) conducts research grounded in theories and research methodologies of the interdisciplinary field of the learning sciences. As the first of its kind in Asia, LSL’s community of scholars methodically develop and rigorously examine a wide range of designs for learning and teaching that impact real world issues in education, both in and out of Singapore schools.
Our organization has grown to include 16 faculty researchers and 54 research and support staff since 2005, and we now look to recruit 3 additional Research Scientists in the broad areas of Sociology of Education, New Media and Learning, and Knowledge Creation Communities. Successful candidates will be expected to propose and conduct learning sciences research related to these areas as well as assist the organization to develop research agendas that cut across various projects in LSL.
For more information, please visit our website at http://lsl.nie.edu.sg
General Requirements:
1. PhD in relevant field with demonstrated ability to publish and write successful grant proposals
2. Experience in designing and carrying out educational research grounded in a learning sciences approach
3. Excellent communication (verbal and written English) and inter-personal skills
4. Able to work independently and collaboratively
5. Ability to work in, contribute to, and take advantage of a learning organization
Closing Date
Review of applicants will begin on 1 December and will continue until the positions are filled.
Other Information
Salary is competitive and will be commensurate with the candidate’s qualification and experience.
Application
Please send all enquiries and applications to Dr. Katerine Bielaczyc at kateb369@gmail.com. In your application package, please include (a) a cover letter that communicates current and planned future contributions in your research area and explains your suitability for the position, (b) a curriculum vita, and (c) names and contact information for 3 references. Please also include your desired start date of employment in your cover letter.
Learning Sciences Laboratory
National Institute of Education, Singapore
The Learning Sciences Lab (LSL) conducts research grounded in theories and research methodologies of the interdisciplinary field of the learning sciences. As the first of its kind in Asia, LSL’s community of scholars methodically develop and rigorously examine a wide range of designs for learning and teaching that impact real world issues in education, both in and out of Singapore schools.
Our organization has grown to include 16 faculty researchers and 54 research and support staff since 2005, and we now look to recruit 3 additional Research Scientists in the broad areas of Sociology of Education, New Media and Learning, and Knowledge Creation Communities. Successful candidates will be expected to propose and conduct learning sciences research related to these areas as well as assist the organization to develop research agendas that cut across various projects in LSL.
For more information, please visit our website at http://lsl.nie.edu.sg
General Requirements:
1. PhD in relevant field with demonstrated ability to publish and write successful grant proposals
2. Experience in designing and carrying out educational research grounded in a learning sciences approach
3. Excellent communication (verbal and written English) and inter-personal skills
4. Able to work independently and collaboratively
5. Ability to work in, contribute to, and take advantage of a learning organization
Closing Date
Review of applicants will begin on 1 December and will continue until the positions are filled.
Other Information
Salary is competitive and will be commensurate with the candidate’s qualification and experience.
Application
Please send all enquiries and applications to Dr. Katerine Bielaczyc at kateb369@gmail.com. In your application package, please include (a) a cover letter that communicates current and planned future contributions in your research area and explains your suitability for the position, (b) a curriculum vita, and (c) names and contact information for 3 references. Please also include your desired start date of employment in your cover letter.
Monday, November 23, 2009
University of South Florida
University of South Florida
College of Education
Tampa Campus
Announcement of a Faculty Position # 8005
Assistant/Associate Professor, Educational Measurement
Department of Educational Measurement and Research
The University of South Florida is one of the nation’s top 63 public research universities and one of 39 community-engaged four-year public universities as designated by the Carnegie Foundation for the Advancement of Teaching. USF was awarded $380.4 million in research contracts and grants in FY 2008/2009. The system offers 232 degree programs at the undergraduate, graduate, specialist and doctoral levels, including the doctor of medicine. It has a $1.8 billion annual budget, an annual economic impact of $3.2 billion, and serves more than 47,000 students on institutions/campuses in Tampa, St. Petersburg, Sarasota-Manatee and Lakeland. USF is a member of the Big East Athletic conference.
USF has one of the largest, most highly regarded urban Colleges of Education in the country. Approximately 3,800 students are enrolled in the College in bachelor’s, master’s Ph.D., Ed.D., and Ed.S. degree programs. The College is accredited by the National Council for Accreditation of Teacher Education (NCATE), and is ranked 54th nationally among graduate schools of education by US News and World Report. The College contributed significantly to the over $380 million in external funding generated during the past year by the University of South Florida, with over $25 million in external awards, and to the University’s national and international agenda through research, teaching, and engagement with the schools/community. The College of Education is housed in a state-of-the-art wireless education facility.
The Department of Educational Measurement and Research includes seven faculty members and offers degree programs at the Master’s, Ed.S., and Ph.D. levels. The department has a strong tradition of inquiry and scholarship, quality teaching and mentoring, commitment to diversity, and service to colleagues within the College, University, P-12 schools, and professional associations. For more information about the Department of Educational Measurement and Research, please visit our website at http://www.coedu.usf.edu/main/departments/me/me.html
POSITION:
Assistant/Associate Professor, College of Education (Tampa Campus), Department of Educational Measurement and Research; 9-month, tenure track, effective - August 7, 2010. Major responsibilities include: teaching undergraduate classroom assessment courses for pre-service teachers as well as courses in measurement at the master’s, and/or doctoral levels (delivered in the classroom and online); maintaining an active program of research and scholarship; securing external funding to support research and training agendas; advising and mentoring master’s and doctoral degree students; and providing service to colleagues within the College, University, P-12 schools, and professional associations. Applicants from ABDs accepted but all degree requirements must be met by the start date: August 7, 2010.
REQUIRED QUALIFICATIONS:
· Earned doctorate with a major in educational measurement or related field
· Graduate level coursework in the area of assessment or measurement
· Prior teaching experience
· Evidence of scholarly productivity
· If applying at the Associate Professor level, University record of teaching, research and scholarly work commensurate with appointment at the Associate Professor level according to USF’s standards (http://files.acad.usf.edu/facprogdev/5464.pdf)
PREFERRED QUALIFICATIONS:
· Evidence of successful teaching experience in educational measurement, including classroom assessment in a teacher preparation program, at the graduate and/or undergraduate levels
· Expertise and a research record in areas that include but are not limited to one or more of the following areas: K-12 classroom assessment practices, student progress monitoring practices, state and national educational accountability systems, testing of emergent literacy skills, assessment of second-language proficiency, assessments involving individuals with disabilities, and the application of cognitive psychology to assessment
· Experience and interest in supervising graduate teaching assistants or other instructional staff in a multi-section undergraduate measurement course for pre-service teachers
· Experience with online instruction, online assessment, electronic portfolios, and the use of technology in assessment
· Demonstrated experience in mentoring and in supervising thesis and dissertation research
· Record of federal or other major grant funding or the potential to secure grant funding
· Record of interdisciplinary inquiry
· Evidence of ability to work collaboratively with colleagues in school districts, state departments of education, testing companies, or universities in the areas of measurement, research or evaluation
· Knowledge of assessment related to accreditation (e.g., NCATE)
· Commitment to support research on issues of diversity
SALARY: Negotiable, competitive and commensurate with qualifications and experience.
APPLICATION PROCESS:
USF welcomes applications from qualified applicants who have knowledge of and experience with individuals representing diverse backgrounds and cultures. Applications should include a letter describing qualifications for the position in each of the above areas, current vita, university transcripts, copies of one or more recent research articles (maximum of 4) presented at professional conferences or published in refereed journals, and the names, addresses, telephone numbers and e-mail addresses of four professional references. Please specify Position # 8005. Position finalists will be required to provide official university transcripts. Position finalists may be requested to provide letters of recommendation from professional references. Letters from references are not required at the time of application. References will not be contacted until advanced stages of screening, and candidates will receive prior notification.
Applications must be submitted electronically to https://employment.usf.edu
Questions about the position may be directed to Dr. Robert F. Dedrick, Chair of the Search Committee, e-mail address:
dedrick@tempest.coedu.usf.edu
Full consideration will be given to complete applications received by 5:00 pm EST November 30, 2009. Applications will be considered until the position is filled.
USF is an Equal Opportunity Institution. For disability accommodations, please contact Jody Duke at (813) 974-3220 (duke@coedu.usf.edu) at least five working days in advance of need.
College of Education
Tampa Campus
Announcement of a Faculty Position # 8005
Assistant/Associate Professor, Educational Measurement
Department of Educational Measurement and Research
The University of South Florida is one of the nation’s top 63 public research universities and one of 39 community-engaged four-year public universities as designated by the Carnegie Foundation for the Advancement of Teaching. USF was awarded $380.4 million in research contracts and grants in FY 2008/2009. The system offers 232 degree programs at the undergraduate, graduate, specialist and doctoral levels, including the doctor of medicine. It has a $1.8 billion annual budget, an annual economic impact of $3.2 billion, and serves more than 47,000 students on institutions/campuses in Tampa, St. Petersburg, Sarasota-Manatee and Lakeland. USF is a member of the Big East Athletic conference.
USF has one of the largest, most highly regarded urban Colleges of Education in the country. Approximately 3,800 students are enrolled in the College in bachelor’s, master’s Ph.D., Ed.D., and Ed.S. degree programs. The College is accredited by the National Council for Accreditation of Teacher Education (NCATE), and is ranked 54th nationally among graduate schools of education by US News and World Report. The College contributed significantly to the over $380 million in external funding generated during the past year by the University of South Florida, with over $25 million in external awards, and to the University’s national and international agenda through research, teaching, and engagement with the schools/community. The College of Education is housed in a state-of-the-art wireless education facility.
The Department of Educational Measurement and Research includes seven faculty members and offers degree programs at the Master’s, Ed.S., and Ph.D. levels. The department has a strong tradition of inquiry and scholarship, quality teaching and mentoring, commitment to diversity, and service to colleagues within the College, University, P-12 schools, and professional associations. For more information about the Department of Educational Measurement and Research, please visit our website at http://www.coedu.usf.edu/main/departments/me/me.html
POSITION:
Assistant/Associate Professor, College of Education (Tampa Campus), Department of Educational Measurement and Research; 9-month, tenure track, effective - August 7, 2010. Major responsibilities include: teaching undergraduate classroom assessment courses for pre-service teachers as well as courses in measurement at the master’s, and/or doctoral levels (delivered in the classroom and online); maintaining an active program of research and scholarship; securing external funding to support research and training agendas; advising and mentoring master’s and doctoral degree students; and providing service to colleagues within the College, University, P-12 schools, and professional associations. Applicants from ABDs accepted but all degree requirements must be met by the start date: August 7, 2010.
REQUIRED QUALIFICATIONS:
· Earned doctorate with a major in educational measurement or related field
· Graduate level coursework in the area of assessment or measurement
· Prior teaching experience
· Evidence of scholarly productivity
· If applying at the Associate Professor level, University record of teaching, research and scholarly work commensurate with appointment at the Associate Professor level according to USF’s standards (http://files.acad.usf.edu/facprogdev/5464.pdf)
PREFERRED QUALIFICATIONS:
· Evidence of successful teaching experience in educational measurement, including classroom assessment in a teacher preparation program, at the graduate and/or undergraduate levels
· Expertise and a research record in areas that include but are not limited to one or more of the following areas: K-12 classroom assessment practices, student progress monitoring practices, state and national educational accountability systems, testing of emergent literacy skills, assessment of second-language proficiency, assessments involving individuals with disabilities, and the application of cognitive psychology to assessment
· Experience and interest in supervising graduate teaching assistants or other instructional staff in a multi-section undergraduate measurement course for pre-service teachers
· Experience with online instruction, online assessment, electronic portfolios, and the use of technology in assessment
· Demonstrated experience in mentoring and in supervising thesis and dissertation research
· Record of federal or other major grant funding or the potential to secure grant funding
· Record of interdisciplinary inquiry
· Evidence of ability to work collaboratively with colleagues in school districts, state departments of education, testing companies, or universities in the areas of measurement, research or evaluation
· Knowledge of assessment related to accreditation (e.g., NCATE)
· Commitment to support research on issues of diversity
SALARY: Negotiable, competitive and commensurate with qualifications and experience.
APPLICATION PROCESS:
USF welcomes applications from qualified applicants who have knowledge of and experience with individuals representing diverse backgrounds and cultures. Applications should include a letter describing qualifications for the position in each of the above areas, current vita, university transcripts, copies of one or more recent research articles (maximum of 4) presented at professional conferences or published in refereed journals, and the names, addresses, telephone numbers and e-mail addresses of four professional references. Please specify Position # 8005. Position finalists will be required to provide official university transcripts. Position finalists may be requested to provide letters of recommendation from professional references. Letters from references are not required at the time of application. References will not be contacted until advanced stages of screening, and candidates will receive prior notification.
Applications must be submitted electronically to https://employment.usf.edu
Questions about the position may be directed to Dr. Robert F. Dedrick, Chair of the Search Committee, e-mail address:
dedrick@tempest.coedu.usf.edu
Full consideration will be given to complete applications received by 5:00 pm EST November 30, 2009. Applications will be considered until the position is filled.
USF is an Equal Opportunity Institution. For disability accommodations, please contact Jody Duke at (813) 974-3220 (duke@coedu.usf.edu) at least five working days in advance of need.
Wednesday, November 18, 2009
Western Carolina University
Western Carolina University (WCU) invites applications for an assistant/associate professor of educational research in the Department of Educational Leadership and Foundations. WCU is a regional comprehensive university located in the Blue Ridge Mountains of western North Carolina. One of 16 institutions of the University of North Carolina, WCU enrolls approximately 9000 students, including 1800+ graduate students. The Department of Educational Leadership and Foundations includes 17 full-time faculty and offers programs in Educational Leadership and Secondary Education. The department resides in the College of Education and Allied Professions, which received the national Christa McAuliffe Award for Excellence in Teacher Education Award from the American Association of State Colleges and Universities in 2007. The institution has adopted the Boyer model of scholarship as a means of supporting its commitment to the stewards of place model and integrated learning. As such, faculty are expected to utilize the scholarship of engagement to enhance student learning. Faculty participate in regional engagement and support the University's Quality Enhancement Plan (QEP). Applicants are encouraged to visit the WCU website (www.wcu.edu) and read the university vision and details about the QEP.
Responsibilities: Teach master's and doctoral level courses in educational research methods (e.g. research methods; program evaluation; qualitative research; statistics), utilizing both online and face-to-face delivery methods; chair and serve on dissertation committees; conduct a program of scholarly research relevant to the public schools or higher education; provide service to the university and larger educational community.
Rank and salary are commensurate with experience.
Appointment at the Associate Professor level requires a previous graduate level teaching experience and an established record of scholarly research and publication. Appointment will begin August 2010.
Requirements include an earned doctorate from a regionally accredited university by August 2010 in educational research methods or a closely related field; strong interest in teaching; demonstrated potential for scholarly research.
Preference will be given to those applicants with the following training and experience: Preference will be given to candidates who also have the following: previous teaching experience in higher education; experience in using distance learning technologies; previous service on dissertation or thesis committees; and demonstrated competence in qualitative or mixed-methods research.
The review of applications will begin December 1, 2009, and continue until the position is filled. Candidates must apply online through the HR website for WCU (jobs.wcu.edu).
NOTE: (1) Candidates should submit a vita; (2) Candidates should submit a second document with 3 letters of reference and a list showing complete contact information -- email, current phone numbers; and (3) Candidates should attach no more than 2 samples of publications (as a single attachment). This document should be uploaded at the "other" link.
Inquiries can be directed to: Dr. Casey Hurley, Search Committee Chair, 250 Killian Building, Western Carolina University, Cullowhee, North Carolina 28723-9039; telephone 828-227-7415; email churley@email.wcu.edu
Department of Educational Leadership and Foundations website: http://www.wcu.edu/3067.asp
Western Carolina University is an Affirmative Action/Equal Opportunity Employer. Proper documentation of identity and employability are required at the time of employment. Final candidates for employment are subject to a criminal background check. All new employees are required to provide official transcripts within 30 days of employment.
Responsibilities: Teach master's and doctoral level courses in educational research methods (e.g. research methods; program evaluation; qualitative research; statistics), utilizing both online and face-to-face delivery methods; chair and serve on dissertation committees; conduct a program of scholarly research relevant to the public schools or higher education; provide service to the university and larger educational community.
Rank and salary are commensurate with experience.
Appointment at the Associate Professor level requires a previous graduate level teaching experience and an established record of scholarly research and publication. Appointment will begin August 2010.
Requirements include an earned doctorate from a regionally accredited university by August 2010 in educational research methods or a closely related field; strong interest in teaching; demonstrated potential for scholarly research.
Preference will be given to those applicants with the following training and experience: Preference will be given to candidates who also have the following: previous teaching experience in higher education; experience in using distance learning technologies; previous service on dissertation or thesis committees; and demonstrated competence in qualitative or mixed-methods research.
The review of applications will begin December 1, 2009, and continue until the position is filled. Candidates must apply online through the HR website for WCU (jobs.wcu.edu).
NOTE: (1) Candidates should submit a vita; (2) Candidates should submit a second document with 3 letters of reference and a list showing complete contact information -- email, current phone numbers; and (3) Candidates should attach no more than 2 samples of publications (as a single attachment). This document should be uploaded at the "other" link.
Inquiries can be directed to: Dr. Casey Hurley, Search Committee Chair, 250 Killian Building, Western Carolina University, Cullowhee, North Carolina 28723-9039; telephone 828-227-7415; email churley@email.wcu.edu
Department of Educational Leadership and Foundations website: http://www.wcu.edu/3067.asp
Western Carolina University is an Affirmative Action/Equal Opportunity Employer. Proper documentation of identity and employability are required at the time of employment. Final candidates for employment are subject to a criminal background check. All new employees are required to provide official transcripts within 30 days of employment.
Wednesday, November 11, 2009
P. Universidad Católica de Chile
Job title:Researcher; academic staff associated with the School of Psychology at the P. Universidad Católica de Chile.
Expectations: The applicant must hold a doctorate, preferably obtained in a renowned university outside of Chile, in the social sciences, education, economics, statistics or other relevant field, and must be able to show a solid academic background in measurement and evaluation.
Job description:The researcher will be part of MIDE UC Research Department and will be associated to one of MIDE UC’s project areas: “Education,” “Organizations,”
or “Society” (for more information see www.mideuc.cl). We expect the researcher to
pursue his/her own research agenda related to MIDE UC’s topics of interest and project activity, that he/she obtains external research funding, and that he/she is available and motivated to get involved in teaching.
Status & hours worked:Full time, 44h per week (subject to negotiation down to half-time)
Location:P. Universidad Católica de Chile, Santiago, Chile,Campus San Joaquín, Edificio MIDE UC
Application deadline:November 30, 2009
Application materials:Motivation letter (max. 1 page), Curriculum vitae, publication list (separate), two representative publications, copy of Doctorate certificate.
Contact information:Send application materials and inquiries to:
Anita Vargas, anita@uc.cl
Expectations: The applicant must hold a doctorate, preferably obtained in a renowned university outside of Chile, in the social sciences, education, economics, statistics or other relevant field, and must be able to show a solid academic background in measurement and evaluation.
Job description:The researcher will be part of MIDE UC Research Department and will be associated to one of MIDE UC’s project areas: “Education,” “Organizations,”
or “Society” (for more information see www.mideuc.cl). We expect the researcher to
pursue his/her own research agenda related to MIDE UC’s topics of interest and project activity, that he/she obtains external research funding, and that he/she is available and motivated to get involved in teaching.
Status & hours worked:Full time, 44h per week (subject to negotiation down to half-time)
Location:P. Universidad Católica de Chile, Santiago, Chile,Campus San Joaquín, Edificio MIDE UC
Application deadline:November 30, 2009
Application materials:Motivation letter (max. 1 page), Curriculum vitae, publication list (separate), two representative publications, copy of Doctorate certificate.
Contact information:Send application materials and inquiries to:
Anita Vargas, anita@uc.cl
Wednesday, November 4, 2009
Michigan Department of Education
This position is a Psychometrician responsible for the operational
psychometrics and psychometric oversight of contract and office staff.
This position is specifically responsible for the psychometrics of the
Michigan Educational Assessment Program (MEAP), Michigan's academic
achievement assessment in grades 3-9, but would collaborate with
psychometricians responsible for other Michigan assessments.
The Michigan Department of Education is a great place to work. As a
psychometrician, you would have access to data not only for operational
purposes, but to carry out your own research program. We definitely
support original research agendas and research on topics suggested by
others.
Please give it a look! We would welcome your application.
Job posting is at http://bit.ly/1sUtY9
psychometrics and psychometric oversight of contract and office staff.
This position is specifically responsible for the psychometrics of the
Michigan Educational Assessment Program (MEAP), Michigan's academic
achievement assessment in grades 3-9, but would collaborate with
psychometricians responsible for other Michigan assessments.
The Michigan Department of Education is a great place to work. As a
psychometrician, you would have access to data not only for operational
purposes, but to carry out your own research program. We definitely
support original research agendas and research on topics suggested by
others.
Please give it a look! We would welcome your application.
Job posting is at http://bit.ly/1sUtY9
Tuesday, October 20, 2009
CLAREMONT GRADUATE UNIVERSITY
CLAREMONT GRADUATE UNIVERSITY
Tenure-track Graduate Faculty Position
The School of Behavioral and Organizational Sciences at Claremont Graduate University (CGU) is seeking an exceptional scholar whose research and teaching contributes to our doctoral and master’s level concentrations in Evaluation and Applied Research Methods.
This is a tenure-track graduate faculty position, rank open. The successful candidate will be expected to teach graduate students in our M.A. and Ph.D. programs, and supervise graduate student research. Candidates should have completed the Ph.D., demonstrate a strong record of research publications and extramural funding, and possess outstanding teaching and mentoring skills.
CGU is an independent institution devoted entirely to graduate study. The city of Claremont is a charming small town located 35 miles east of downtown Los Angeles and less than 50 miles from Southern California beaches. CGU is also a member of The Claremont Colleges, a highly regarded cluster of seven independent colleges that is nationally and internationally renowned for academic excellence.
Claremont Graduate University is an Equal Opportunity Employer and does not discriminate on the basis of race, color, creed, place of national origin, age, gender, sex, sexual orientation, or physical handicap in its employment practice and in admission of students to educational programs and activities in accordance with the requirements of Title IX of the Education Amendments of 1972 and other applicable laws. Claremont Graduate University is committed to affirmative action in employment practices regarding ethnic minorities, the physically handicapped, Vietnam-era veterans, and women. In addition to meeting its obligations under federal and state law, Claremont Graduate University is committed to increasing faculty diversity.
In addition to meeting fully its obligations under federal and state law, CGU is committed to creating a community in which a diverse population can live and work in an atmosphere of tolerance, civility, and respect for the rights and sensibilities of each individual, without regard to economic status, ethnic background, political views, sexual orientation, religion, or other personal characteristics or beliefs.
Further information on CGU can be found at http://www.cgu.edu. Evaluation of candidates will begin January 1, 2010 and continue until the position is filled. Submit a vita, personal statement, preprints/reprints, and 3 letters of recommendation to:
Dr. Stewart I. Donaldson, Dean & Chair of Psychology
Chair, Faculty Search Committee
School of Behavioral and Organizational Sciences
Claremont Graduate University
123 E. Eighth Street
Claremont, California, 91711
Tenure-track Graduate Faculty Position
The School of Behavioral and Organizational Sciences at Claremont Graduate University (CGU) is seeking an exceptional scholar whose research and teaching contributes to our doctoral and master’s level concentrations in Evaluation and Applied Research Methods.
This is a tenure-track graduate faculty position, rank open. The successful candidate will be expected to teach graduate students in our M.A. and Ph.D. programs, and supervise graduate student research. Candidates should have completed the Ph.D., demonstrate a strong record of research publications and extramural funding, and possess outstanding teaching and mentoring skills.
CGU is an independent institution devoted entirely to graduate study. The city of Claremont is a charming small town located 35 miles east of downtown Los Angeles and less than 50 miles from Southern California beaches. CGU is also a member of The Claremont Colleges, a highly regarded cluster of seven independent colleges that is nationally and internationally renowned for academic excellence.
Claremont Graduate University is an Equal Opportunity Employer and does not discriminate on the basis of race, color, creed, place of national origin, age, gender, sex, sexual orientation, or physical handicap in its employment practice and in admission of students to educational programs and activities in accordance with the requirements of Title IX of the Education Amendments of 1972 and other applicable laws. Claremont Graduate University is committed to affirmative action in employment practices regarding ethnic minorities, the physically handicapped, Vietnam-era veterans, and women. In addition to meeting its obligations under federal and state law, Claremont Graduate University is committed to increasing faculty diversity.
In addition to meeting fully its obligations under federal and state law, CGU is committed to creating a community in which a diverse population can live and work in an atmosphere of tolerance, civility, and respect for the rights and sensibilities of each individual, without regard to economic status, ethnic background, political views, sexual orientation, religion, or other personal characteristics or beliefs.
Further information on CGU can be found at http://www.cgu.edu. Evaluation of candidates will begin January 1, 2010 and continue until the position is filled. Submit a vita, personal statement, preprints/reprints, and 3 letters of recommendation to:
Dr. Stewart I. Donaldson, Dean & Chair of Psychology
Chair, Faculty Search Committee
School of Behavioral and Organizational Sciences
Claremont Graduate University
123 E. Eighth Street
Claremont, California, 91711
Tuesday, October 6, 2009
University of Colorado at Colorado Springs
University of Colorado at Colorado Springs
College of Education
Assistant/Associate Professor of Leadership, Research, and Foundation Tenure Track
The University of Colorado at Colorado Springs (UCCS) invites applications for two positions at the Assistant or Associate Professor level in the Leadership, Research, and Foundations Department in the College of Education (COE). Individuals with strong
interests in research methodology, content, and knowledge in large-scale assessment or experience using large data sets for research purposes are especially encouraged to apply.
UCCS is a dynamic, modern, community-based institution located in northeast Colorado
Springs. The 500-acre campus stands against Austin Bluffs with a panoramic view of
Pikes Peak and the Garden of the Gods. UCCS is the designated growth campus of the
three-campus University of Colorado system. Enrollment currently stands at about 7,600 students. Colorado Springs, the second largest city in the state, is the home of the U.S. Olympic Training Center, the United States Air Force Academy, Northern Command, and a variety of natural and cultural attractions.
The College of Education professional education programs are accredited by the North
Central Association of Colleges and Secondary Schools, the National Council for the
Accreditation of Teacher Education (NCATE), the Colorado Department of Education
(CDE), and the Colorado Commission of Higher Education (CCHE). The College of
Education offers the following programs in professional education: Teacher licensure,
Special Education Teacher licensure, Counseling, Educational Administration, English as a Second Language, and Reading. Education professionals may earn a Master of Arts in Curriculum and Instruction in the following areas of emphasis: General Curriculum and Instruction, English as a Second Language, Leadership, Reading, and Science Education.
Minimum Qualification:
Assistant Professor
• Earned doctorate in education or related field (e.g. economics, political science,
educational psychology) from a regionally accredited institution.
• Ability to establish a strong record of research in the educational leadership field.
• Evidence of ability to secure external funding.
• Ability to teach Ph. D. level research methods courses e.g. advanced quantitative
methods.
Associate Professor
• Earned doctorate in education or related field (e.g. economics, political science,
educational psychology) from a regionally accredited institution.
• Evidence of a strong record of research in the educational leadership field.
• Evidence of an ability and experience to secure external funding.
• Ability to teach Ph. D. level research methods courses, e.g. advanced quantitative
methods
• Demonstrated capacity or experience for departmental leadership.
Preferred Qualifications:
• Evidence of excellence in teaching at the graduate level.
• Successful history of teaching, leadership, and research in P-12 schools.
• Experience chairing and serving on Ph. D. dissertation committees.
• Ability to teach courses related to large-scale assessment.
• Willingness to teach on-line Masters and administrator licensure courses.
• Demonstrated ability to engage in collaborative leadership and partnerships with
the College of Education and P-12 constituencies.
• Individuals with strong interests in research methodology, content knowledge in
large-scale assessment or experience using large data sets for research purposes
are especially encouraged to apply.
Major Responsibilities:
• Teach graduate level courses on campus, off campus, and on-line in Leadership,
Research, and Foundations that lead to a graduate degrees and licensure as a K-12
Principal in Colorado
• Advise students in the Leadership, Research, and Foundations Programs.
• Chair and serve on a Ph. D. dissertation Committee.
• Collaboratively work with the faculty in the COE and the department to develop
innovative programs.
• Actively engage in research and seek internal and external funding.
Salary:
Salary will be competitive and commensurate with experience and qualifications.
Application Process:
Submit a letter of application that relates candidate qualifications to position
responsibilities, a curriculum vita, & contact information for five references to Rebecca Godfrey, e-mail address: edsearch@uccs.edu or mail: Faculty Search Committee, College of Education, University of Colorado at Colorado Springs, 1420 Austin Bluffs Parkway, Colorado Springs, Colorado 80933-7150
The University of Colorado at Colorado Springs fosters equity in employment by
promoting diversity and assuring inclusiveness. UCCS is dedicated to ensuring a safe and secure environment for our faculty, staff, students and visitors. To achieve that goal, we conduct background investigations for prospective employees.
College of Education
Assistant/Associate Professor of Leadership, Research, and Foundation Tenure Track
The University of Colorado at Colorado Springs (UCCS) invites applications for two positions at the Assistant or Associate Professor level in the Leadership, Research, and Foundations Department in the College of Education (COE). Individuals with strong
interests in research methodology, content, and knowledge in large-scale assessment or experience using large data sets for research purposes are especially encouraged to apply.
UCCS is a dynamic, modern, community-based institution located in northeast Colorado
Springs. The 500-acre campus stands against Austin Bluffs with a panoramic view of
Pikes Peak and the Garden of the Gods. UCCS is the designated growth campus of the
three-campus University of Colorado system. Enrollment currently stands at about 7,600 students. Colorado Springs, the second largest city in the state, is the home of the U.S. Olympic Training Center, the United States Air Force Academy, Northern Command, and a variety of natural and cultural attractions.
The College of Education professional education programs are accredited by the North
Central Association of Colleges and Secondary Schools, the National Council for the
Accreditation of Teacher Education (NCATE), the Colorado Department of Education
(CDE), and the Colorado Commission of Higher Education (CCHE). The College of
Education offers the following programs in professional education: Teacher licensure,
Special Education Teacher licensure, Counseling, Educational Administration, English as a Second Language, and Reading. Education professionals may earn a Master of Arts in Curriculum and Instruction in the following areas of emphasis: General Curriculum and Instruction, English as a Second Language, Leadership, Reading, and Science Education.
Minimum Qualification:
Assistant Professor
• Earned doctorate in education or related field (e.g. economics, political science,
educational psychology) from a regionally accredited institution.
• Ability to establish a strong record of research in the educational leadership field.
• Evidence of ability to secure external funding.
• Ability to teach Ph. D. level research methods courses e.g. advanced quantitative
methods.
Associate Professor
• Earned doctorate in education or related field (e.g. economics, political science,
educational psychology) from a regionally accredited institution.
• Evidence of a strong record of research in the educational leadership field.
• Evidence of an ability and experience to secure external funding.
• Ability to teach Ph. D. level research methods courses, e.g. advanced quantitative
methods
• Demonstrated capacity or experience for departmental leadership.
Preferred Qualifications:
• Evidence of excellence in teaching at the graduate level.
• Successful history of teaching, leadership, and research in P-12 schools.
• Experience chairing and serving on Ph. D. dissertation committees.
• Ability to teach courses related to large-scale assessment.
• Willingness to teach on-line Masters and administrator licensure courses.
• Demonstrated ability to engage in collaborative leadership and partnerships with
the College of Education and P-12 constituencies.
• Individuals with strong interests in research methodology, content knowledge in
large-scale assessment or experience using large data sets for research purposes
are especially encouraged to apply.
Major Responsibilities:
• Teach graduate level courses on campus, off campus, and on-line in Leadership,
Research, and Foundations that lead to a graduate degrees and licensure as a K-12
Principal in Colorado
• Advise students in the Leadership, Research, and Foundations Programs.
• Chair and serve on a Ph. D. dissertation Committee.
• Collaboratively work with the faculty in the COE and the department to develop
innovative programs.
• Actively engage in research and seek internal and external funding.
Salary:
Salary will be competitive and commensurate with experience and qualifications.
Application Process:
Submit a letter of application that relates candidate qualifications to position
responsibilities, a curriculum vita, & contact information for five references to Rebecca Godfrey, e-mail address: edsearch@uccs.edu or mail: Faculty Search Committee, College of Education, University of Colorado at Colorado Springs, 1420 Austin Bluffs Parkway, Colorado Springs, Colorado 80933-7150
The University of Colorado at Colorado Springs fosters equity in employment by
promoting diversity and assuring inclusiveness. UCCS is dedicated to ensuring a safe and secure environment for our faculty, staff, students and visitors. To achieve that goal, we conduct background investigations for prospective employees.
Quinsigamond Community College Senior Research Analyst
GENERAL STATEMENT OF RESPONSIBILITIES:
The Senior Research Analyst assists the Director with the collection and management of institutional data. He/she will utilize and document key databases necessary to the IR function as it relates to retention, academic assessment, enrollment management, external relations, and strategic planning. He/She will assist with data collection, analysis and reporting related to institutional effectiveness, respond to ad hoc research requests, and contribute to the further development and maintenance of the QCC Fact Book and web site. Other responsibilities could include: assisting in the preparation of standard federal and state reports (IPEDS, HEIRS, etc.), fulfilling data requirements for grant proposals, developing and analyzing surveys, conducting focus groups, and supporting other projects and studies undertaken by the IR office as assigned.
SUPERVISION RECEIVED: Reports to the Director of Institutional Research.
SUPERVISION EXERCISED: Additional Research Support staff as assigned.
DUTIES AND RESPONSIBILITIES:
*Requirements:*
MINIMUM QUALIFICATIONS:
1. Master's Degree in Education, Social Science, Statistics, Mathematics; preferably in a research driven, analytic discipline
2. Demonstrated ability and knowledge of research design, statistical methods, data gathering, analysis, and interpretation related to trends in higher education
3. Experience with database systems, basic SQL programming, and query software systems
4. Interpersonal skills necessary to work with and support administrative areas in data management, reporting, and analysis
5. Genuine interest in institutional research and assessment and using data to improve all facets of institutional performance
6. Experienced user of SPSS, SAS, or similar stats software package
PREFERRED QUALIFICATIONS:
1. Doctorate in related discipline
2. Experience with higher education databases, particularly admission and enrollment data
3. High-end user of personal computers, data access tools, and technology applications in an integrated, client/server systems environment
4. Ability to prioritize projects in fast-paced environment
5. Strong time management; project organizational skills
6. Service-oriented philosophy
7. Excellent oral and written communication skills
Additional Information:
SALARY:
Salary is competitive and commensurate with education and experience. Anticipated starting salary of $55,000 to$60,000. Full time position. Full benefit package.
Application Instructions:*
Visit our Web Site at www.qcc.edu for additional information about our college. All applicants MUST APPLY ON- LINE. Resume review will begin on October 18, 2009 and position remains open until filled. Successful applicants will be required to complete a Criminal Offender Record Information (CORI/SORI) request. Bilingual persons are encouraged to apply. Quinsigamond Community College is an equal opportunity affirmative action college supporting diversity.
All candidates must apply online at www.qcc.edu
The Senior Research Analyst assists the Director with the collection and management of institutional data. He/she will utilize and document key databases necessary to the IR function as it relates to retention, academic assessment, enrollment management, external relations, and strategic planning. He/She will assist with data collection, analysis and reporting related to institutional effectiveness, respond to ad hoc research requests, and contribute to the further development and maintenance of the QCC Fact Book and web site. Other responsibilities could include: assisting in the preparation of standard federal and state reports (IPEDS, HEIRS, etc.), fulfilling data requirements for grant proposals, developing and analyzing surveys, conducting focus groups, and supporting other projects and studies undertaken by the IR office as assigned.
SUPERVISION RECEIVED: Reports to the Director of Institutional Research.
SUPERVISION EXERCISED: Additional Research Support staff as assigned.
DUTIES AND RESPONSIBILITIES
*Requirements:*
MINIMUM QUALIFICATIONS:
1. Master's Degree in Education, Social Science, Statistics, Mathematics; preferably in a research driven, analytic discipline
2. Demonstrated ability and knowledge of research design, statistical methods, data gathering, analysis, and interpretation related to trends in higher education
3. Experience with database systems, basic SQL programming, and query software systems
4. Interpersonal skills necessary to work with and support administrative areas in data management, reporting, and analysis
5. Genuine interest in institutional research and assessment and using data to improve all facets of institutional performance
6. Experienced user of SPSS, SAS, or similar stats software package
PREFERRED QUALIFICATIONS:
1. Doctorate in related discipline
2. Experience with higher education databases, particularly admission and enrollment data
3. High-end user of personal computers, data access tools, and technology applications in an integrated, client/server systems environment
4. Ability to prioritize projects in fast-paced environment
5. Strong time management; project organizational skills
6. Service-oriented philosophy
7. Excellent oral and written communication skills
Additional Information:
SALARY:
Salary is competitive and commensurate with education and experience. Anticipated starting salary of $55,000 to$60,000. Full time position. Full benefit package.
Application Instructions:*
Visit our Web Site at www.qcc.edu for additional information about our college. All applicants MUST APPLY ON- LINE. Resume review will begin on October 18, 2009 and position remains open until filled. Successful applicants will be required to complete a Criminal Offender Record Information (CORI/SORI) request. Bilingual persons are encouraged to apply. Quinsigamond Community College is an equal opportunity affirmative action college supporting diversity.
All candidates must apply online at www.qcc.edu
Thursday, October 1, 2009
Research Specialist - Kingsbury Center
Research and Development Team
Portland, Oregon
The responsibility of this position is to enhance the capabilities of the Kingsbury Center at NWEA to provide research support to the organization and its member agencies. The Kingsbury Center is an independent research group within NWEA whose mission is to advance the knowledge and practice of education through the use of student assessment data. This position will be central in enhancing the ability of the Kingsbury Center to perform needed research, complete internal and external contracts, and work to advance our research capacity.
For more information:
http://www.nwea.org/about-nwea/careers/research-specialist-kingsbury-center
Portland, Oregon
The responsibility of this position is to enhance the capabilities of the Kingsbury Center at NWEA to provide research support to the organization and its member agencies. The Kingsbury Center is an independent research group within NWEA whose mission is to advance the knowledge and practice of education through the use of student assessment data. This position will be central in enhancing the ability of the Kingsbury Center to perform needed research, complete internal and external contracts, and work to advance our research capacity.
For more information:
http://www.nwea.org/about-nwea/careers/research-specialist-kingsbury-center
Wednesday, September 23, 2009
DC Public Schools
Position Announcement: Deputy Chief, Assessment and Accountability
Requesting Office: Office of Data and Accountability
Closing Date: Open until filled
Number of openings: 1
Location: Washington, DC
Our public school students need your expertise, passion and leadership.
We are looking for highly motivated and skilled talent to join our team at
District of Columbia Public Schools (DCPS). We seek individuals who are
passionate about transforming the DC school system and making a significant
difference in the lives of public school students, parents, principals,
teachers, and central office employees.
DCPS serves 45,000 students in the nation’s capital through the efforts of
approximately 4,000 educators in 123 schools. As part of a comprehensive
reform effort to become the preeminent urban school system in America, DCPS
intends to have the highest-performing, best paid, most satisfied, and most
honored educator force in the nation and a distinctive central office staff
whose work supports and drives instructional excellence and significant
achievement gains for DCPS students.
Deputy Chief Assessment and Accountability (Salary Range: 119,635-131,755
preferred 125,695).
Deputy Chief, Assessments and Accountability is responsible for lead a team
focused on providing high quality data, information and analysis to enable
the sweeping reforms currently underway at the District of Columbia Public
Schools. The Deputy, Assessment and Accountability will serve as the
analytic hub for the district by providing data to support policy and
implementation goals. This individual will lead the development and
dissemination of all achievement related data and oversee and direct all
research, evaluation, analytics and testing activities including all
summative and formative assessment. The Deputy will also coordinate and
guide the district’s use of district performance data to enhance student
achievement and inform instructional planning and decision making
Deputy Chief, Assessments and Accountability reports to the Chief of Data
and Accountability
1. Primary Duties
• Serves as a key member of the Office of Data and Accountability’s
management staff and helps drive the formulation and implementation of
policies and strategies to meet the vision and goals of the Office and of
DCPS
• Overall responsibility for access and reporting of state required data
and information, and managing and facilitating all analytic work related to
achievement data for the district.
• Develops clear, specific, and ambitious performance targets and
evaluates progress of Office programs and initiatives; holds parties
accountable and helps adjust strategy and approach accordingly to achieve
success
• Conducts special studies of extremely complex, difficult, controversial
or sensitive issues; recommends and implements changes in program
operations, resourcing, and approach to resolve obstacles to success
• Provide leadership for the development of a district wide school
performance management system including: vision, goals, program
objectives/strategies/activities, infrastructure, staffing, training,
evaluating, and budgeting. This work includes a school level scorecard and
other school level accountability and performance management activities to
be developed.
• Reviews and analyzes key implications on strategy and operations from
major legislative policy proposals and internal/external reports and data;
develops position papers and briefing documents for the Chief
• Prepares and presents key data analysis Chief of Data and
Accountability for senior management team, summarizing progress and key
points of projects and initiatives and distilling key lessons that will
accelerate the learning curve of DCPS senior leadership
• Drives innovation and best-practice sharing both within the Office of
Data and Accountability, between Offices of DCPS and other key stakeholders
through continuous flow of information and creating opportunities for
collaboration and idea exchange in the form of data/information
• Collaborates and builds strong working relationships with other DCPS
senior managers to develop and implement cross-Office strategies supporting
the Chancellor’s long-term vision of reform
• Attends relevant external meetings and conferences to stay informed
about latest research and trends; represents the perspective and vision of
DCPS and presents specific findings and project results
• Supports and carries out the Chancellor’s mission to transform DC
Public Schools and close the achievement gap
• Direct and oversee all state and district testing operations
• Lead the development of a proposal for additional assessment coverage
across additional grades and subjects
• Direct and oversee all formative testing operations
• Insure security of all state and district testing programs
• Prepare district and school level report analyses for all state and
district tests
• Serve as key liaison to other agencies, including the Office of the
State Superintendent for Education, for all achievement data
• Direct and oversee all state and district testing operations
• Performs other related duties as assigned by the Chief of Data and
Accountability
2. Major Accountabilities for the Deputy, Assessment and Accountability
Lead and provide strategic direction on the following key activities:
A. Performance Reporting and Analysis
• District level achievement scorecard for all schools
• Access to formative assessment data including item-analysis or other
instructional tools
• Support for data driven activities proceeding at the school level
• Serve as an analytic hub for DCPS by providing high quality achievement
data and analysis to a variety of stakeholders
B. Assessment
• Data analysis
• Test administration – state and district
• State reporting of achievement data
C. Research and Evaluation
• Complete internal and support external research requests for data
• Complete program evaluation for key instructional district initiatives
• Provide support for all external research requests (IRB etc.)
• Facilitate relationships and support work with external researchers
aligned to DCPS priorities target researchers who are interested in our work
D. Professional Development
• Provide analytic support to schools to ensure data is informing
instruction
Key responsibilities for these activities include:
• Drive strategic priorities within each of the core areas outlined above
• Organize staff and resources to support critical activities
• Manage and support all day to day activities across all domains listed
above
• Provide strong process leadership to ensure workflow of core operations
• Provide ongoing strategic guidance to the Chief of Data and
Accountability including possible opportunities for city/district-wide
performance reporting
• Continuous adherence to legal / procurement requirements
• Effective flow of information through well-defined communication plan
and processes
• Conduct status meetings within team
• Provide regular status updates to senior leadership
Key performance indicators
Hard:
• Implementation of initiatives against district goals
• Meeting stated timelines on all initiatives
• Quality of service measurement to district and school stakeholders
Soft:
• Quality of communication with field, team, district leadership
• Quality of team leadership
• Quality of vendor relationships
4. Key Capabilities, Competencies and Qualifications
Overall:
• Knowledge of statistical methods and related understanding testing
criteria
• Ability to develop strategic and operational components of a
performance management system
• Ability to lead organizational change efforts
• Ability to communicate effectively with the educational community
• Ability to manage financial resources
• Bachelor’s Degree; Graduate Degree
Strategic leadership and project management:
• Ability to develop, plan, and implement short- and long-range goals
• Knowledge of project management principles, best practices, techniques,
and tools
• Analyze complex problems, interpret operational needs, and develop
integrated, creative solutions
• Establish priorities
• Organize resources
• Ability to develop overall departmental as well as project budgets and
projections throughout an implementation process/cycle.
• Ability to communicate effectively:
o In English, both written and orally
o In a credible and confident manner at all levels in the organization
o Especially on technical issues to an education audience
• Ability to provide inspirational leadership, and effectively resolve
process blocks & conflicts
5. Personal Qualities of Top Candidates
• Commitment to Equity: Passionate about closing the achievement gap and
ensuring that every child, regardless of background or circumstance,
receives an excellent education.
• Leadership: Coaches, mentors, and challenges others to excel despite
obstacles and challenging situations.
• Focus on Data-Driven Results: Relentlessly pursues the improvement of
central office performance and school leadership, instruction, and
operations, and is driven by a desire to produce quantifiable student
achievement gains.
• Innovative Problem-Solving: Approaches work with a sense of possibility
and sees challenges as opportunities for creative problem solving; takes
initiative to explore issues and find potential innovative solutions.
• Adaptability: Excels in constantly changing environments and adapts
flexibly in shifting projects or priorities to meet the needs of a dynamic
transformation effort; comfortable with ambiguity and non-routine
situations.
• Teamwork: Increases the effectiveness of surrounding teams through
collaboration, constant learning and supporting others; sensitive to
diversity in all its forms; respects and is committed to learning from
others
• Dependability: Does whatever it takes to consistently deliver with high
quality under tight deadlines; successfully manages own projects through
strong organization, detailed workplans, and balancing of multiple
priorities.
• Communication and Customer Service Skills: Communicates clearly and
compellingly with diverse stakeholders in both oral and written forms;
anticipates and responds to customer needs in a high-quality and courteous
manner.
To Apply
Please email a current resume and cover letter citing vacancy announcement
to DCPSEmployment@dc.gov. For additional vacancies, visit the DCPS homepage
at www.dcps.dc.gov
Questions
If you have any questions, please email DCPSEmployment@dc.gov.
Requesting Office: Office of Data and Accountability
Closing Date: Open until filled
Number of openings: 1
Location: Washington, DC
Our public school students need your expertise, passion and leadership.
We are looking for highly motivated and skilled talent to join our team at
District of Columbia Public Schools (DCPS). We seek individuals who are
passionate about transforming the DC school system and making a significant
difference in the lives of public school students, parents, principals,
teachers, and central office employees.
DCPS serves 45,000 students in the nation’s capital through the efforts of
approximately 4,000 educators in 123 schools. As part of a comprehensive
reform effort to become the preeminent urban school system in America, DCPS
intends to have the highest-performing, best paid, most satisfied, and most
honored educator force in the nation and a distinctive central office staff
whose work supports and drives instructional excellence and significant
achievement gains for DCPS students.
Deputy Chief Assessment and Accountability (Salary Range: 119,635-131,755
preferred 125,695).
Deputy Chief, Assessments and Accountability is responsible for lead a team
focused on providing high quality data, information and analysis to enable
the sweeping reforms currently underway at the District of Columbia Public
Schools. The Deputy, Assessment and Accountability will serve as the
analytic hub for the district by providing data to support policy and
implementation goals. This individual will lead the development and
dissemination of all achievement related data and oversee and direct all
research, evaluation, analytics and testing activities including all
summative and formative assessment. The Deputy will also coordinate and
guide the district’s use of district performance data to enhance student
achievement and inform instructional planning and decision making
Deputy Chief, Assessments and Accountability reports to the Chief of Data
and Accountability
1. Primary Duties
• Serves as a key member of the Office of Data and Accountability’s
management staff and helps drive the formulation and implementation of
policies and strategies to meet the vision and goals of the Office and of
DCPS
• Overall responsibility for access and reporting of state required data
and information, and managing and facilitating all analytic work related to
achievement data for the district.
• Develops clear, specific, and ambitious performance targets and
evaluates progress of Office programs and initiatives; holds parties
accountable and helps adjust strategy and approach accordingly to achieve
success
• Conducts special studies of extremely complex, difficult, controversial
or sensitive issues; recommends and implements changes in program
operations, resourcing, and approach to resolve obstacles to success
• Provide leadership for the development of a district wide school
performance management system including: vision, goals, program
objectives/strategies/activities, infrastructure, staffing, training,
evaluating, and budgeting. This work includes a school level scorecard and
other school level accountability and performance management activities to
be developed.
• Reviews and analyzes key implications on strategy and operations from
major legislative policy proposals and internal/external reports and data;
develops position papers and briefing documents for the Chief
• Prepares and presents key data analysis Chief of Data and
Accountability for senior management team, summarizing progress and key
points of projects and initiatives and distilling key lessons that will
accelerate the learning curve of DCPS senior leadership
• Drives innovation and best-practice sharing both within the Office of
Data and Accountability, between Offices of DCPS and other key stakeholders
through continuous flow of information and creating opportunities for
collaboration and idea exchange in the form of data/information
• Collaborates and builds strong working relationships with other DCPS
senior managers to develop and implement cross-Office strategies supporting
the Chancellor’s long-term vision of reform
• Attends relevant external meetings and conferences to stay informed
about latest research and trends; represents the perspective and vision of
DCPS and presents specific findings and project results
• Supports and carries out the Chancellor’s mission to transform DC
Public Schools and close the achievement gap
• Direct and oversee all state and district testing operations
• Lead the development of a proposal for additional assessment coverage
across additional grades and subjects
• Direct and oversee all formative testing operations
• Insure security of all state and district testing programs
• Prepare district and school level report analyses for all state and
district tests
• Serve as key liaison to other agencies, including the Office of the
State Superintendent for Education, for all achievement data
• Direct and oversee all state and district testing operations
• Performs other related duties as assigned by the Chief of Data and
Accountability
2. Major Accountabilities for the Deputy, Assessment and Accountability
Lead and provide strategic direction on the following key activities:
A. Performance Reporting and Analysis
• District level achievement scorecard for all schools
• Access to formative assessment data including item-analysis or other
instructional tools
• Support for data driven activities proceeding at the school level
• Serve as an analytic hub for DCPS by providing high quality achievement
data and analysis to a variety of stakeholders
B. Assessment
• Data analysis
• Test administration – state and district
• State reporting of achievement data
C. Research and Evaluation
• Complete internal and support external research requests for data
• Complete program evaluation for key instructional district initiatives
• Provide support for all external research requests (IRB etc.)
• Facilitate relationships and support work with external researchers
aligned to DCPS priorities target researchers who are interested in our work
D. Professional Development
• Provide analytic support to schools to ensure data is informing
instruction
Key responsibilities for these activities include:
• Drive strategic priorities within each of the core areas outlined above
• Organize staff and resources to support critical activities
• Manage and support all day to day activities across all domains listed
above
• Provide strong process leadership to ensure workflow of core operations
• Provide ongoing strategic guidance to the Chief of Data and
Accountability including possible opportunities for city/district-wide
performance reporting
• Continuous adherence to legal / procurement requirements
• Effective flow of information through well-defined communication plan
and processes
• Conduct status meetings within team
• Provide regular status updates to senior leadership
Key performance indicators
Hard:
• Implementation of initiatives against district goals
• Meeting stated timelines on all initiatives
• Quality of service measurement to district and school stakeholders
Soft:
• Quality of communication with field, team, district leadership
• Quality of team leadership
• Quality of vendor relationships
4. Key Capabilities, Competencies and Qualifications
Overall:
• Knowledge of statistical methods and related understanding testing
criteria
• Ability to develop strategic and operational components of a
performance management system
• Ability to lead organizational change efforts
• Ability to communicate effectively with the educational community
• Ability to manage financial resources
• Bachelor’s Degree; Graduate Degree
Strategic leadership and project management:
• Ability to develop, plan, and implement short- and long-range goals
• Knowledge of project management principles, best practices, techniques,
and tools
• Analyze complex problems, interpret operational needs, and develop
integrated, creative solutions
• Establish priorities
• Organize resources
• Ability to develop overall departmental as well as project budgets and
projections throughout an implementation process/cycle.
• Ability to communicate effectively:
o In English, both written and orally
o In a credible and confident manner at all levels in the organization
o Especially on technical issues to an education audience
• Ability to provide inspirational leadership, and effectively resolve
process blocks & conflicts
5. Personal Qualities of Top Candidates
• Commitment to Equity: Passionate about closing the achievement gap and
ensuring that every child, regardless of background or circumstance,
receives an excellent education.
• Leadership: Coaches, mentors, and challenges others to excel despite
obstacles and challenging situations.
• Focus on Data-Driven Results: Relentlessly pursues the improvement of
central office performance and school leadership, instruction, and
operations, and is driven by a desire to produce quantifiable student
achievement gains.
• Innovative Problem-Solving: Approaches work with a sense of possibility
and sees challenges as opportunities for creative problem solving; takes
initiative to explore issues and find potential innovative solutions.
• Adaptability: Excels in constantly changing environments and adapts
flexibly in shifting projects or priorities to meet the needs of a dynamic
transformation effort; comfortable with ambiguity and non-routine
situations.
• Teamwork: Increases the effectiveness of surrounding teams through
collaboration, constant learning and supporting others; sensitive to
diversity in all its forms; respects and is committed to learning from
others
• Dependability: Does whatever it takes to consistently deliver with high
quality under tight deadlines; successfully manages own projects through
strong organization, detailed workplans, and balancing of multiple
priorities.
• Communication and Customer Service Skills: Communicates clearly and
compellingly with diverse stakeholders in both oral and written forms;
anticipates and responds to customer needs in a high-quality and courteous
manner.
To Apply
Please email a current resume and cover letter citing vacancy announcement
to DCPSEmployment@dc.gov. For additional vacancies, visit the DCPS homepage
at www.dcps.dc.gov
Questions
If you have any questions, please email DCPSEmployment@dc.gov.
Thursday, September 10, 2009
Start-up Policy Center, University of Colorado at Boulder
Position Type: Professional Research Assistant
Working Title: Associate Director, Project Management and Communications
Start Date: October 1, 2009
Salary Range: $66,000 - 76,000, commensurate with experience
Full/Part Time: Full time
Overview:
A new policy center focused on racial diversity and school success is searching for an expert in communications, strategic planning and administration to serve as the Associate Director for Project Management and Communications of a start-up policy center. The new center will focus on innovative and compelling ways of presenting research to powerfully shape public discourse and imagination about the dual pursuit of educational quality and diversity. The center will be part of the existing Education and the Public Interest Center (EPIC) in the School of Education at the University of Colorado at Boulder.
The University of Colorado at Boulder is committed to diversity and equality in education and employment. Members of underrepresented groups are especially encouraged to apply.
Primary Responsibilities:
- Develop and manage strategic planning, media relations and strategic communications
efforts.
- Serve as a center representative, and cultivate strategic relationships, with educational
organizations in Colorado and nationwide.
- Initiate and maintain relationships with key media outlets, and serve as media liaison and
point-of-contact for the center.
- Develop press releases and news articles about center activities and goals.
- Arrange interviews and news conferences.
- Develop or improve electronic, print, and multi-media communications.
- Head up internet media outreach efforts.
- Work with outside experts to manage and provide oversight for all website communications.
- Assist in translating policy work for practitioner audiences.
- Develop partnerships with individuals and organizations toward common goals.
- Manage the daily internal operations and assist in managing finances.
- Assist with conference and event planning.
- Assist with grant applications and fundraising (current funding is for 3 years).
- Work collaboratively with doctoral students and center director.
Application Materials: To apply, please submit the following application materials electronically at http://www.jobsatcu.com/ (reference job posting number 808025).
1) A cover letter that specifically addresses the job requirements and outlines qualifications
2) A current resume
3) The names, addresses, daytime telephone numbers and e-mail addresses for three
professional references (letters not necessary for initial applications).
The University of Colorado at Boulder is committed to providing a safe and productive learning and living community. To achieve that goal, we conduct background investigations for all final applicants being considered for employment. Background investigations for this position include a criminal history record check.
The Immigration Reform and Control Act requires that verification of employment eligibility be documented for all new employees by the end of the third day of work.
The University of Colorado strongly supports the principle of diversity. We encourage
applications from women, ethnic minorities, persons with disabilities and all veterans. Alternative formats of this ad are available upon request for persons with disabilities. The University of Colorado is committed to diversity and equality in education and employment.
Required Education/Experience/Skills (Minimum
Qualifications)
Minimum Qualifications
- Communications and media skills, including experience working with both traditional and new media
- Excellent written and oral communication skills
- MA, PhD, or JD terminal degree
- Strategic planning skills, including experience promoting ideas or products
Desired qualifications Desired Qualifications
- Administrative and strategic planning experience
- Grant application experience
- Organizer experience, preferably community organizing or labor organizing
- Availability to work on site (at CU-Boulder)
- Demonstrated knowledge of new media and education-specific media
- Spanish Fluency
- Experience working with communities of color
Special Instructions to Applicants
These documents are required to be uploaded Resume/Vitae
Cover Letter
List of References
Job Posting Contact Patty McDonald
Job Posting Contact Telephone 303.492.6939
Job Posting Contact Email Pat.Mcdonald@colorado.edu
Job Posting Number 808025
Working Title: Associate Director, Project Management and Communications
Start Date: October 1, 2009
Salary Range: $66,000 - 76,000, commensurate with experience
Full/Part Time: Full time
Overview:
A new policy center focused on racial diversity and school success is searching for an expert in communications, strategic planning and administration to serve as the Associate Director for Project Management and Communications of a start-up policy center. The new center will focus on innovative and compelling ways of presenting research to powerfully shape public discourse and imagination about the dual pursuit of educational quality and diversity. The center will be part of the existing Education and the Public Interest Center (EPIC) in the School of Education at the University of Colorado at Boulder.
The University of Colorado at Boulder is committed to diversity and equality in education and employment. Members of underrepresented groups are especially encouraged to apply.
Primary Responsibilities:
- Develop and manage strategic planning, media relations and strategic communications
efforts.
- Serve as a center representative, and cultivate strategic relationships, with educational
organizations in Colorado and nationwide.
- Initiate and maintain relationships with key media outlets, and serve as media liaison and
point-of-contact for the center.
- Develop press releases and news articles about center activities and goals.
- Arrange interviews and news conferences.
- Develop or improve electronic, print, and multi-media communications.
- Head up internet media outreach efforts.
- Work with outside experts to manage and provide oversight for all website communications.
- Assist in translating policy work for practitioner audiences.
- Develop partnerships with individuals and organizations toward common goals.
- Manage the daily internal operations and assist in managing finances.
- Assist with conference and event planning.
- Assist with grant applications and fundraising (current funding is for 3 years).
- Work collaboratively with doctoral students and center director.
Application Materials: To apply, please submit the following application materials electronically at http://www.jobsatcu.com/ (reference job posting number 808025).
1) A cover letter that specifically addresses the job requirements and outlines qualifications
2) A current resume
3) The names, addresses, daytime telephone numbers and e-mail addresses for three
professional references (letters not necessary for initial applications).
The University of Colorado at Boulder is committed to providing a safe and productive learning and living community. To achieve that goal, we conduct background investigations for all final applicants being considered for employment. Background investigations for this position include a criminal history record check.
The Immigration Reform and Control Act requires that verification of employment eligibility be documented for all new employees by the end of the third day of work.
The University of Colorado strongly supports the principle of diversity. We encourage
applications from women, ethnic minorities, persons with disabilities and all veterans. Alternative formats of this ad are available upon request for persons with disabilities. The University of Colorado is committed to diversity and equality in education and employment.
Required Education/Experience/Skills (Minimum
Qualifications)
Minimum Qualifications
- Communications and media skills, including experience working with both traditional and new media
- Excellent written and oral communication skills
- MA, PhD, or JD terminal degree
- Strategic planning skills, including experience promoting ideas or products
Desired qualifications Desired Qualifications
- Administrative and strategic planning experience
- Grant application experience
- Organizer experience, preferably community organizing or labor organizing
- Availability to work on site (at CU-Boulder)
- Demonstrated knowledge of new media and education-specific media
- Spanish Fluency
- Experience working with communities of color
Special Instructions to Applicants
These documents are required to be uploaded Resume/Vitae
Cover Letter
List of References
Job Posting Contact Patty McDonald
Job Posting Contact Telephone 303.492.6939
Job Posting Contact Email Pat.Mcdonald@colorado.edu
Job Posting Number 808025
Thursday, September 3, 2009
SUNY Empire State College
Vacancy Announcement:
Description:
SUNY Empire State College, a recognized leader in innovative higher education for adults, seeks an Accreditation Research Associate. At Empire State College, students design their degree programs individually, and may request credit for college level learning from prior experience. Faculty serve as mentors to students and work with them in one-on-one, small group and residency studies, and online. Empire State College serves a student body of over 18,000 students, enrolled in associate, bachelor’s, and master’s programs at more than 40 instructional locations across New York State and through the college’s Center for Distance Learning.
The Accreditation Research Associate serves to enhance the college’s capabilities in institutional research, outcomes assessment and quality review by assisting faculty and administrators with program review and with specialized national accreditation with an initial focus on three programs: Nursing, Teacher Education, and Business. The Accreditation Research Associate is responsible for conducting and supporting analysis and research in collaboration with faculty, administrators, and professional staff to support the accreditation process. Responsibilities include preparing internal and external information requests; communication with staff from accrediting agencies; reading, interpreting, and developing programmatic responses to accreditation standards; and serving as liaison to external constituencies. The Accreditation Research Associate reports to the Assistant Vice President for Academic Affairs for Outcomes Assessment and Institutional Research and works collaboratively with a range of academic and administrative staff.
Required:
A Ph.D. in psychology, education or an appropriate social science discipline with substantial experience in data analysis, strong computer skills, and an advanced background in research methods and statistics; higher education experience in institutional research, outcomes assessment, or evaluation research; and strong written and oral communication skills.
Preferred:
Experience with the accreditation process by having served on an institutional accreditation committee or as a site visitor, experience with non-traditional institutions serving adults, and experience with Datatel, MS Access, and Lotus Notes; evidence of scholarly productivity through a publications or conference presentation record; experience in the design and analysis of surveys and experience with grant reporting.
Other Info:
SEARCH EXTENDED -
applications accepted until: 09/21/2009
Rank/Salary:
Low $60,000's
Description:
SUNY Empire State College, a recognized leader in innovative higher education for adults, seeks an Accreditation Research Associate. At Empire State College, students design their degree programs individually, and may request credit for college level learning from prior experience. Faculty serve as mentors to students and work with them in one-on-one, small group and residency studies, and online. Empire State College serves a student body of over 18,000 students, enrolled in associate, bachelor’s, and master’s programs at more than 40 instructional locations across New York State and through the college’s Center for Distance Learning.
The Accreditation Research Associate serves to enhance the college’s capabilities in institutional research, outcomes assessment and quality review by assisting faculty and administrators with program review and with specialized national accreditation with an initial focus on three programs: Nursing, Teacher Education, and Business. The Accreditation Research Associate is responsible for conducting and supporting analysis and research in collaboration with faculty, administrators, and professional staff to support the accreditation process. Responsibilities include preparing internal and external information requests; communication with staff from accrediting agencies; reading, interpreting, and developing programmatic responses to accreditation standards; and serving as liaison to external constituencies. The Accreditation Research Associate reports to the Assistant Vice President for Academic Affairs for Outcomes Assessment and Institutional Research and works collaboratively with a range of academic and administrative staff.
Required:
A Ph.D. in psychology, education or an appropriate social science discipline with substantial experience in data analysis, strong computer skills, and an advanced background in research methods and statistics; higher education experience in institutional research, outcomes assessment, or evaluation research; and strong written and oral communication skills.
Preferred:
Experience with the accreditation process by having served on an institutional accreditation committee or as a site visitor, experience with non-traditional institutions serving adults, and experience with Datatel, MS Access, and Lotus Notes; evidence of scholarly productivity through a publications or conference presentation record; experience in the design and analysis of surveys and experience with grant reporting.
Other Info:
SEARCH EXTENDED -
applications accepted until: 09/21/2009
Rank/Salary:
Low $60,000's
Tuesday, September 1, 2009
Citizen Schools
DIRECTOR OF RESEARCH & EVALUATION
About Citizen Schools
Citizen Schools partners with middle schools to expand the learning day for low-income children across the country. We mobilize a second shift of afternoon educators, who provide academic support, leadership development, and "apprenticeships"—hands-on projects taught by volunteers from business and civic organizations. At Citizen Schools, students develop the skills, knowledge and beliefs they need to succeed in middle school, advance towards college, and become leaders in their careers and communities.
Citizen Schools’ approach is innovative, rigorous, and evidence-based. Recent research has reported that high attendance and academic success in middle school are critical indicators of high-school graduation and college completion. We work intensively with students to develop their academic and leadership skills, and forge strong partnerships with students’ families, classroom teachers, corporations, and community organizations to create a network of supportive adults in each student’s life. Citizen Schools offers an array of hands-on learning opportunities that make learning relevant, and introduces students to diverse colleges and careers through trips and projects that connect current learning with future opportunities.
Building on thirteen years of programming innovation and results, Citizen Schools is in the midst of a strategic growth plan to scale up its programs to serve almost 7,000 students. We currently operate 44 campuses in seven states (California, Massachusetts, New Jersey, New Mexico, New York, North Carolina and Texas), serving approximately 4,400 students and engaging 3,400 Citizen Teachers.
Citizen Schools has been recognized as a national model program by the U.S. Department of Education, has been named a national winner of Fast CompanyMagazine’s Social Capitalist Award in 2004, 2006, 2007 and 2008, and has been chosen by the Skoll Foundation as a winner of the Skoll Social Entrepreneurship Award.
About the Role
Citizen Schools has developed a nationally respected approach to evaluation and the use of data to drive its program design and practice. We are seeking an experienced evaluator to lead our Resaearch & Evaluation function, with a focus on research design, data analysis , and systems development to support our expanding networks of sites. Successful candidates will possess a command of researcha dn evaluation principles, excellent managerial and communication skills and the capacity to coach and train staff in the use of data for continuous improvement. This role will be based at the Citizen Schools headquarters in Boston, and will report directly to the Chief Financial Officer.
Responsibilities Include:
External Evaluation
• Manage ongoing longitudinal external evaluation of Citizen Schools program and steward relationship with external evaluation firms
• Partner with external evaluation firm(s) to design new research study; manage data collection, collaboration with school districts, and support for annual report production
• Manage new initiative to collect, analyze and report on school- and district-level performance data
• Present data, analysis, conclusions, and represent the perspective of Citizen Schools leadership at meetings and events including external evaluators, current and prospective donors, Board members, and other key external constituents.
Internal Evaluation
• Manage the semi-annual process of data collection and analysis from several key sources (program data, student achievement data, staff surveys, other) to determine key metrics of program success (e.g. attendance, retention, school performance) and organizational success (e.g. staff satisfaction)
• Steward the organizational performance management system, including the Balanced Scorecard, Program Scorecard and monthly Dashboard reporting; manage data collection and reporting
• Execute high-level analytical syntheses of the findings (using MS Excel and SPSS); synthesize, interpret and share findings
• Generate special reports by request from other departments and organizational leaders
• Identify and organize analysis of deeper research questions for Citizen Schools regarding the achievement of our students and the efficacy of the program model and program innovations
• Lead the evolution of systems and procedures for data collection and analysis, including a streamlined approach to semi-annual data collection; manage program database
• Provide Citizen Schools program sites (campuses) with timely, actionable reports that drive program improvement
Organizational Leadership
• Manage National Evaluation Manager and Research Analyst/Data Manager in collecting timely and relevant data from partner sites
• Interpret and present findings compellingly for key Citizen Schools leadership and external constituents including, executive team, board and funders
• Design and lead trainings for staff on implementing evaluation programs and using data to improve outcomes
Qualifications:
All candidates should have demonstrated leadership skills and a passion for education and community – and have the capacity to work collaboratively in a fast moving, highly entrepreneurial organization. Other qualifications include:
Strong relationship management skills and ability to work effectively with multiple constituencies, externally and internally
Experience guiding staff and management in interpretation of results
Experience managing projects, systems and staff
Facility with SPSS (label variables appropriately, understand differences between variables (nominal, interval, ordinal, ratio/scale), code variables, and write syntax in SPSS that runs aggregate data analysis)
Resourcefulness, including the capacity to independently access external resources and training materials
Excellent presentation, verbal and written communication skills
Strong organizational skills and detail-orientation
Ability to model Citizen Schools’ core values: Pride, Joy, Respect, Courage, Teamwork, Perseverance, and Vision
Bachelor’s degree and relevant master’s degree from an accredited college or university required; doctoral degree preferred
Compensation and Benefits:
Salary will be commensurate with experience. Full benefits include health care, 403B, three weeks vacation, and professional development opportunities.
Next Steps:
Please complete an online application (including cover letter and resume) at www.citizenschools.org/careers. Candidates will be reviewed on an on-going basis.
Citizen Schools is an equal opportunity employer and does not discriminate on the basis of sex, race, color, religion, sexual orientation, national origin, cultural heritage, ancestry, political belief, age, marital status, pregnancy, physical or mental disability or veteran status.
Learn more about our programs, our results, our plans to advance the after-school field, and how to get involved at www.citizenschools.org.
About Citizen Schools
Citizen Schools partners with middle schools to expand the learning day for low-income children across the country. We mobilize a second shift of afternoon educators, who provide academic support, leadership development, and "apprenticeships"—hands-on projects taught by volunteers from business and civic organizations. At Citizen Schools, students develop the skills, knowledge and beliefs they need to succeed in middle school, advance towards college, and become leaders in their careers and communities.
Citizen Schools’ approach is innovative, rigorous, and evidence-based. Recent research has reported that high attendance and academic success in middle school are critical indicators of high-school graduation and college completion. We work intensively with students to develop their academic and leadership skills, and forge strong partnerships with students’ families, classroom teachers, corporations, and community organizations to create a network of supportive adults in each student’s life. Citizen Schools offers an array of hands-on learning opportunities that make learning relevant, and introduces students to diverse colleges and careers through trips and projects that connect current learning with future opportunities.
Building on thirteen years of programming innovation and results, Citizen Schools is in the midst of a strategic growth plan to scale up its programs to serve almost 7,000 students. We currently operate 44 campuses in seven states (California, Massachusetts, New Jersey, New Mexico, New York, North Carolina and Texas), serving approximately 4,400 students and engaging 3,400 Citizen Teachers.
Citizen Schools has been recognized as a national model program by the U.S. Department of Education, has been named a national winner of Fast CompanyMagazine’s Social Capitalist Award in 2004, 2006, 2007 and 2008, and has been chosen by the Skoll Foundation as a winner of the Skoll Social Entrepreneurship Award.
About the Role
Citizen Schools has developed a nationally respected approach to evaluation and the use of data to drive its program design and practice. We are seeking an experienced evaluator to lead our Resaearch & Evaluation function, with a focus on research design, data analysis , and systems development to support our expanding networks of sites. Successful candidates will possess a command of researcha dn evaluation principles, excellent managerial and communication skills and the capacity to coach and train staff in the use of data for continuous improvement. This role will be based at the Citizen Schools headquarters in Boston, and will report directly to the Chief Financial Officer.
Responsibilities Include:
External Evaluation
• Manage ongoing longitudinal external evaluation of Citizen Schools program and steward relationship with external evaluation firms
• Partner with external evaluation firm(s) to design new research study; manage data collection, collaboration with school districts, and support for annual report production
• Manage new initiative to collect, analyze and report on school- and district-level performance data
• Present data, analysis, conclusions, and represent the perspective of Citizen Schools leadership at meetings and events including external evaluators, current and prospective donors, Board members, and other key external constituents.
Internal Evaluation
• Manage the semi-annual process of data collection and analysis from several key sources (program data, student achievement data, staff surveys, other) to determine key metrics of program success (e.g. attendance, retention, school performance) and organizational success (e.g. staff satisfaction)
• Steward the organizational performance management system, including the Balanced Scorecard, Program Scorecard and monthly Dashboard reporting; manage data collection and reporting
• Execute high-level analytical syntheses of the findings (using MS Excel and SPSS); synthesize, interpret and share findings
• Generate special reports by request from other departments and organizational leaders
• Identify and organize analysis of deeper research questions for Citizen Schools regarding the achievement of our students and the efficacy of the program model and program innovations
• Lead the evolution of systems and procedures for data collection and analysis, including a streamlined approach to semi-annual data collection; manage program database
• Provide Citizen Schools program sites (campuses) with timely, actionable reports that drive program improvement
Organizational Leadership
• Manage National Evaluation Manager and Research Analyst/Data Manager in collecting timely and relevant data from partner sites
• Interpret and present findings compellingly for key Citizen Schools leadership and external constituents including, executive team, board and funders
• Design and lead trainings for staff on implementing evaluation programs and using data to improve outcomes
Qualifications:
All candidates should have demonstrated leadership skills and a passion for education and community – and have the capacity to work collaboratively in a fast moving, highly entrepreneurial organization. Other qualifications include:
Strong relationship management skills and ability to work effectively with multiple constituencies, externally and internally
Experience guiding staff and management in interpretation of results
Experience managing projects, systems and staff
Facility with SPSS (label variables appropriately, understand differences between variables (nominal, interval, ordinal, ratio/scale), code variables, and write syntax in SPSS that runs aggregate data analysis)
Resourcefulness, including the capacity to independently access external resources and training materials
Excellent presentation, verbal and written communication skills
Strong organizational skills and detail-orientation
Ability to model Citizen Schools’ core values: Pride, Joy, Respect, Courage, Teamwork, Perseverance, and Vision
Bachelor’s degree and relevant master’s degree from an accredited college or university required; doctoral degree preferred
Compensation and Benefits:
Salary will be commensurate with experience. Full benefits include health care, 403B, three weeks vacation, and professional development opportunities.
Next Steps:
Please complete an online application (including cover letter and resume) at www.citizenschools.org/careers. Candidates will be reviewed on an on-going basis.
Citizen Schools is an equal opportunity employer and does not discriminate on the basis of sex, race, color, religion, sexual orientation, national origin, cultural heritage, ancestry, political belief, age, marital status, pregnancy, physical or mental disability or veteran status.
Learn more about our programs, our results, our plans to advance the after-school field, and how to get involved at www.citizenschools.org.
James Madison University
Program Director Assessment & Measurement PhD Program - 0403096
Department of Graduate Psychology and the Center for Assessment and Research Studies James Madison University
The Department of Graduate Psychology and the Center for Assessment and Research Studies (CARS) at James Madison University are seeking an Associate/Full Professor to direct our PhD program in Assessment and Measurement. This innovative program is dedicated to preparing assessment professionals who combine strong training in measurement, extensive applied assessment and measurement skills and experiences, and the knowledge and skills necessary to impact assessment practice and policies.
We are seeking a leader who will oversee the academic and administrative management of the program, mentor faculty and students, advocate for program needs and resources, collaborate and maintain strong relations with other academic programs and units, and continue to increase the visibility of the program. In addition, this individual would teach one course per semester, advise graduate students, contribute to assessment service, and maintain an active program of scholarship. The doctoral program is housed with other programs of distinction in the Department of Graduate Psychology.
CARS is a nationally recognized student outcomes assessment center that provides an excellent environment for training students and conducting research. All program faculty teach and mentor graduate students, and work with interdisciplinary teams on a variety of projects related to the assessment of learning and developmental outcomes of university students. Responsibilities include working with academic programs to develop assessment plans, design tests and rating scales, and process, analyze and report student assessment data. JMU is strongly committed to student outcomes assessment and provides a unique, supportive setting for the development of innovative assessment methods and practices.
This position is a year-round (12-month) tenure-track appointment. Requirements for the position include a doctorate in a relevant field, credentials commensurate with rank, effective organizational and communication skills, and a strong record of scholarship. Experience with assessment and applied educational and/or psychological research is highly desirable.
To apply for this position go to https://JobLink.jmu.edu and reference posting number 0403096. In addition to completing the faculty profile candidates will need to submit (a) a letter of interest stating qualifications for the position, (b) curriculum vitae, (c) copies of selected research publications, and (d) the names and contact information for three references. Review of applications will begin September 14, 2009,and will continue until the position is filled. Salary shall be commensurate with experience.
James Madison University is a state-supported co-educational university located in the historic Shenandoah Valley of Virginia with a student body of17,000. Additional information may be obtained about the Center for Assessment and Research Studies at http://www.jmu.edu/assessment/, and about the Department of Graduate Psychology and its programs athttp://www.psyc.jmu.edu/gradpsyc/. Queries may be addressed to Lennis Echterling, Search Committee Chair (echterlg@jmu.edu). James Madison University is an equal opportunity, affirmative action employer and especially encourages application from minorities, women, and persons with disabilities.
Christine DeMars, PhD
Center for Assessment & Research Studies
MSC 6806
James Madison University
Harrisonburg VA 22801
demarsce@jmu.edu
540-568-8047
Department of Graduate Psychology and the Center for Assessment and Research Studies James Madison University
The Department of Graduate Psychology and the Center for Assessment and Research Studies (CARS) at James Madison University are seeking an Associate/Full Professor to direct our PhD program in Assessment and Measurement. This innovative program is dedicated to preparing assessment professionals who combine strong training in measurement, extensive applied assessment and measurement skills and experiences, and the knowledge and skills necessary to impact assessment practice and policies.
We are seeking a leader who will oversee the academic and administrative management of the program, mentor faculty and students, advocate for program needs and resources, collaborate and maintain strong relations with other academic programs and units, and continue to increase the visibility of the program. In addition, this individual would teach one course per semester, advise graduate students, contribute to assessment service, and maintain an active program of scholarship. The doctoral program is housed with other programs of distinction in the Department of Graduate Psychology.
CARS is a nationally recognized student outcomes assessment center that provides an excellent environment for training students and conducting research. All program faculty teach and mentor graduate students, and work with interdisciplinary teams on a variety of projects related to the assessment of learning and developmental outcomes of university students. Responsibilities include working with academic programs to develop assessment plans, design tests and rating scales, and process, analyze and report student assessment data. JMU is strongly committed to student outcomes assessment and provides a unique, supportive setting for the development of innovative assessment methods and practices.
This position is a year-round (12-month) tenure-track appointment. Requirements for the position include a doctorate in a relevant field, credentials commensurate with rank, effective organizational and communication skills, and a strong record of scholarship. Experience with assessment and applied educational and/or psychological research is highly desirable.
To apply for this position go to https://JobLink.jmu.edu and reference posting number 0403096. In addition to completing the faculty profile candidates will need to submit (a) a letter of interest stating qualifications for the position, (b) curriculum vitae, (c) copies of selected research publications, and (d) the names and contact information for three references. Review of applications will begin September 14, 2009,and will continue until the position is filled. Salary shall be commensurate with experience.
James Madison University is a state-supported co-educational university located in the historic Shenandoah Valley of Virginia with a student body of17,000. Additional information may be obtained about the Center for Assessment and Research Studies at http://www.jmu.edu/assessment/, and about the Department of Graduate Psychology and its programs athttp://www.psyc.jmu.edu/gradpsyc/. Queries may be addressed to Lennis Echterling, Search Committee Chair (echterlg@jmu.edu). James Madison University is an equal opportunity, affirmative action employer and especially encourages application from minorities, women, and persons with disabilities.
Christine DeMars, PhD
Center for Assessment & Research Studies
MSC 6806
James Madison University
Harrisonburg VA 22801
demarsce@jmu.edu
540-568-8047
Wednesday, August 12, 2009
Sylvan Learning
COMPANY Sylvan Learning
POSITION Director, Research and Evaluation
LOCATION Baltimore, MD
REPORTING Reports to the Chief Academic Officer
COMPANY BACKGROUND
Established in 1979, Sylvan Learning, Inc. is a franchise system that has
served more than two million students, offering supplemental educational
services to students at all skill levels and ages. Sylvan instruction is
based on a proprietary method that uses assessments to pinpoint a student’s
academic strengths and weaknesses, and creates a personalized learning plan
that addresses each student’s individual needs and meets parents’
objectives. For additional information regarding Sylvan’s educational
services, please refer to www.sylvanlearning.com.
The Company employs 175 full-time employees. There are 1,071 learning
centers (located primarily in the United States and Canada). The Sylvan
brand enjoys greater than 90% awareness among its target audience. The
Company provides comprehensive support to franchisees, offering training in
marketing, operations, human resources and education program delivery
through Sylvan University to help them realize their financial goals. For
additional information regarding franchise sales and operations, please
refer to www.sylvanfranchise.com.
With its headquarters in Baltimore, Maryland, Sylvan is an entrepreneurial
and fast-moving company with a collegial, yet focused operating style. The
corporate culture focuses on strong teamwork and individual accountability,
and it also emphasizes excellence in customer service. Above all else, the
culture reflects a deep commitment to education, as well as a dedication to
helping children grow. As a private equity backed company, the focus is on
increasing the long-term value of the company and demonstrating strong
growth in net operating profits. To that end, the Company recently
developed a new strategic plan and is poised for growth. The Company is
looking for someone who will help implement this plan.
POSITION SUMMARY
The Director, Research and Evaluation is responsible for designing and
implementing a systemic and ongoing research and evaluation program that
supports the revenue generating goals of the Sylvan franchise community.
He/She will oversee the development of the assessment strategy for Sylvan’s
new educational delivery platform that will build upon passed experiences
and help position Sylvan for the future through systematic research and
evaluation activities.
RESPONSIBILITIES
Oversee the development of Sylvan’s new assessment
o Work collaboratively with stakeholders to refine the assessment
requirements for Sylvan
o With a cross-departmental team develop, implement and continually
refine Sylvan’s assessment process.
o Collaborate with assessment experts and internal teams to produce the
most useful, cost-effective and efficient assessment process for Sylvan.
o With a cross-departmental team determine the academic reporting needs
for Sylvan.
o Working cross-departmentally to implement new academic reporting
processes that promote effective communication with a wide range of Sylvan
customers (from school districts to parents) and promote center
profitability.
Institute an ongoing research and program evaluation process
o Document research and evaluation requirements in association with
stakeholders.
o Develop and implement a cross-department research and evaluation plan.
o Interview, hire and manage research and evaluation consultants to
complete research and evaluation activities.
o Oversee the creation of research and evaluation reports and
publications related to Sylvan programs.
Represent the assessment, research and evaluation activities of Sylvan
o Serve as an assessment, research and evaluation resource for all of
Sylvan’s product managers.
o Create documents that articulate Sylvan research base.
o Make presentations to Sylvan management and franchisees on Sylvan’s
assessment, evaluation and research.
o Provide subject matter expertise for training on Sylvan’s assessment,
research and evaluation strategies and activities.
o Write and publish articles on Sylvan’s assessment and evaluation
activities.
PROFESSIONAL QUALIFICATIONS
Qualifications for Prospective candidates for the Director, Research and
Evaluation include, but are not limited to, the following:
• 5-10 years experience in research and evaluation
• 3+ years experience as a successful manager
• Understanding of the role that assessment, research and evaluation play
in the development, implementation and ongoing improvement of K-12
educational programs
• Demonstrated ability to effectively communicate research, assessment
and evaluation results to a broad range of audiences
• Ability to work in a team environment
• Experience with and understanding of how technology can be used to
effectively facilitate assessment, research, evaluation and reporting
• Excellent oral and written communication skills
• Confident presentation ability
PERSONAL CHARACTERISTICS
The successful candidate must possess an exceptional level of
intellectual, professional, and interpersonal agility and flexibility,
combined with strong analytical and problem-solving skills. He/She will be
a confident self-starter, comfortable in a start-up environment where there
are big expectations to be delivered by small teams. Prospective candidates
must possess strong influencing skills and exceptional integrity and
ethics. He/She will share a passion for Sylvan’s business strategies and
corporate philosophies, and demonstrate an unwavering commitment to creating
exceptional customer service, both internal and external
EDUCATION
Masters degree required in research, evaluation or related area with strong
knowledge of assessment, Ph.D/ED.D preferred.
COMPENSATION
Compensation will be competitive and commensurate with experience.
Interested applicants should go to
http://educate.hodesiq.com/apply_online_1.asp?jobid=1556656 to submit their
resume.
POSITION Director, Research and Evaluation
LOCATION Baltimore, MD
REPORTING Reports to the Chief Academic Officer
COMPANY BACKGROUND
Established in 1979, Sylvan Learning, Inc. is a franchise system that has
served more than two million students, offering supplemental educational
services to students at all skill levels and ages. Sylvan instruction is
based on a proprietary method that uses assessments to pinpoint a student’s
academic strengths and weaknesses, and creates a personalized learning plan
that addresses each student’s individual needs and meets parents’
objectives. For additional information regarding Sylvan’s educational
services, please refer to www.sylvanlearning.com.
The Company employs 175 full-time employees. There are 1,071 learning
centers (located primarily in the United States and Canada). The Sylvan
brand enjoys greater than 90% awareness among its target audience. The
Company provides comprehensive support to franchisees, offering training in
marketing, operations, human resources and education program delivery
through Sylvan University to help them realize their financial goals. For
additional information regarding franchise sales and operations, please
refer to www.sylvanfranchise.com.
With its headquarters in Baltimore, Maryland, Sylvan is an entrepreneurial
and fast-moving company with a collegial, yet focused operating style. The
corporate culture focuses on strong teamwork and individual accountability,
and it also emphasizes excellence in customer service. Above all else, the
culture reflects a deep commitment to education, as well as a dedication to
helping children grow. As a private equity backed company, the focus is on
increasing the long-term value of the company and demonstrating strong
growth in net operating profits. To that end, the Company recently
developed a new strategic plan and is poised for growth. The Company is
looking for someone who will help implement this plan.
POSITION SUMMARY
The Director, Research and Evaluation is responsible for designing and
implementing a systemic and ongoing research and evaluation program that
supports the revenue generating goals of the Sylvan franchise community.
He/She will oversee the development of the assessment strategy for Sylvan’s
new educational delivery platform that will build upon passed experiences
and help position Sylvan for the future through systematic research and
evaluation activities.
RESPONSIBILITIES
Oversee the development of Sylvan’s new assessment
o Work collaboratively with stakeholders to refine the assessment
requirements for Sylvan
o With a cross-departmental team develop, implement and continually
refine Sylvan’s assessment process.
o Collaborate with assessment experts and internal teams to produce the
most useful, cost-effective and efficient assessment process for Sylvan.
o With a cross-departmental team determine the academic reporting needs
for Sylvan.
o Working cross-departmentally to implement new academic reporting
processes that promote effective communication with a wide range of Sylvan
customers (from school districts to parents) and promote center
profitability.
Institute an ongoing research and program evaluation process
o Document research and evaluation requirements in association with
stakeholders.
o Develop and implement a cross-department research and evaluation plan.
o Interview, hire and manage research and evaluation consultants to
complete research and evaluation activities.
o Oversee the creation of research and evaluation reports and
publications related to Sylvan programs.
Represent the assessment, research and evaluation activities of Sylvan
o Serve as an assessment, research and evaluation resource for all of
Sylvan’s product managers.
o Create documents that articulate Sylvan research base.
o Make presentations to Sylvan management and franchisees on Sylvan’s
assessment, evaluation and research.
o Provide subject matter expertise for training on Sylvan’s assessment,
research and evaluation strategies and activities.
o Write and publish articles on Sylvan’s assessment and evaluation
activities.
PROFESSIONAL QUALIFICATIONS
Qualifications for Prospective candidates for the Director, Research and
Evaluation include, but are not limited to, the following:
• 5-10 years experience in research and evaluation
• 3+ years experience as a successful manager
• Understanding of the role that assessment, research and evaluation play
in the development, implementation and ongoing improvement of K-12
educational programs
• Demonstrated ability to effectively communicate research, assessment
and evaluation results to a broad range of audiences
• Ability to work in a team environment
• Experience with and understanding of how technology can be used to
effectively facilitate assessment, research, evaluation and reporting
• Excellent oral and written communication skills
• Confident presentation ability
PERSONAL CHARACTERISTICS
The successful candidate must possess an exceptional level of
intellectual, professional, and interpersonal agility and flexibility,
combined with strong analytical and problem-solving skills. He/She will be
a confident self-starter, comfortable in a start-up environment where there
are big expectations to be delivered by small teams. Prospective candidates
must possess strong influencing skills and exceptional integrity and
ethics. He/She will share a passion for Sylvan’s business strategies and
corporate philosophies, and demonstrate an unwavering commitment to creating
exceptional customer service, both internal and external
EDUCATION
Masters degree required in research, evaluation or related area with strong
knowledge of assessment, Ph.D/ED.D preferred.
COMPENSATION
Compensation will be competitive and commensurate with experience.
Interested applicants should go to
http://educate.hodesiq.com/apply_online_1.asp?jobid=1556656 to submit their
resume.
Education Resource Strategies, Research Assistant
Job Title: Research Assistant (Human Capital Practice Area)
Organization: Education Resource Strategies
Education Resource Strategies is a fast-growing, nationally recognized non-profit firm, doing leading edge work in education. ERS applies strategic consulting skills and concepts to the challenge of fixing urban education. We are a small group of high energy, committed professionals dedicated to helping public schools manage their resources more effectively. We do this by conducting and disseminating research on urban districts in cities such as New York, Chicago, Baltimore, Washington, DC, Rochester, NY and Los Angeles to analyze and understand their current use of resources and to compare the current use of resources to more strategic, research based practice.
Our work is customized to meet the specific needs of partnering school districts, in five primary practice areas : School Funding and Staffing Systems, Strategic School Design, Human Capital, School Planning, Support and Supervision and Strategic School System Design. More information about ERS is available at our website: www.educationresourcestrategies.org.
Job Description: Research Assistant (Human Capital Practice Area)
We are looking for a Research Assistant to join the ERS team. The ideal Research Assistant has knowledge and experience in the education sector and is interested in the area of hiring, developing and retaining excellent teachers and school leaders in urban public school systems.. Ideally we’d like to have a Research Assistant that can commit to working about 20 hours a month and stay with ERS for at least 1 year.
Responsibilities include:
• Conduct monthly research summaries that highlight findings from all recent articles & reports in the field of education, relevant to the ERS Human Capital practice area.
• Conduct other research and literature reviews, which will support the development of the practice area as well as presentations, articles & briefs.
• Support the development of best practice artifact database.
• Support client engagements through research and review of background documents.
• Assist in writing of articles, management briefs and other documents as appropriate. .
Much of the required work can be done from home or a remote location. Arrangements can be made to work at the ERS office and some in person meetings may be required. ERS is located in Watertown Square, easily accessible by bus from Harvard Square. Hours are flexible, however, client or written deadlines may require some more concentrated work periods.
Requirements:
• Minimum of master degree or in the process of earning a master’s degree in education policy, management or teaching or in public policy
• Knowledge of and interest in the area of teaching quality in urban school systems
• Knowledge of excel and PowerPoint
• Excellent written and oral communication skills
ERS is a small but growing firm, doing leading edge work in education. We are looking for someone to join our team who is creative, passionate about education, able to work independently and committed to making our work and our organization the best that they can be.
Hourly Rate: To be determined
Contact: Julie Derderian
Organization: Education Resource Strategies
Education Resource Strategies is a fast-growing, nationally recognized non-profit firm, doing leading edge work in education. ERS applies strategic consulting skills and concepts to the challenge of fixing urban education. We are a small group of high energy, committed professionals dedicated to helping public schools manage their resources more effectively. We do this by conducting and disseminating research on urban districts in cities such as New York, Chicago, Baltimore, Washington, DC, Rochester, NY and Los Angeles to analyze and understand their current use of resources and to compare the current use of resources to more strategic, research based practice.
Our work is customized to meet the specific needs of partnering school districts, in five primary practice areas : School Funding and Staffing Systems, Strategic School Design, Human Capital, School Planning, Support and Supervision and Strategic School System Design. More information about ERS is available at our website: www.educationresourcestrategies.org.
Job Description: Research Assistant (Human Capital Practice Area)
We are looking for a Research Assistant to join the ERS team. The ideal Research Assistant has knowledge and experience in the education sector and is interested in the area of hiring, developing and retaining excellent teachers and school leaders in urban public school systems.. Ideally we’d like to have a Research Assistant that can commit to working about 20 hours a month and stay with ERS for at least 1 year.
Responsibilities include:
• Conduct monthly research summaries that highlight findings from all recent articles & reports in the field of education, relevant to the ERS Human Capital practice area.
• Conduct other research and literature reviews, which will support the development of the practice area as well as presentations, articles & briefs.
• Support the development of best practice artifact database.
• Support client engagements through research and review of background documents.
• Assist in writing of articles, management briefs and other documents as appropriate. .
Much of the required work can be done from home or a remote location. Arrangements can be made to work at the ERS office and some in person meetings may be required. ERS is located in Watertown Square, easily accessible by bus from Harvard Square. Hours are flexible, however, client or written deadlines may require some more concentrated work periods.
Requirements:
• Minimum of master degree or in the process of earning a master’s degree in education policy, management or teaching or in public policy
• Knowledge of and interest in the area of teaching quality in urban school systems
• Knowledge of excel and PowerPoint
• Excellent written and oral communication skills
ERS is a small but growing firm, doing leading edge work in education. We are looking for someone to join our team who is creative, passionate about education, able to work independently and committed to making our work and our organization the best that they can be.
Hourly Rate: To be determined
Contact: Julie Derderian
Thursday, August 6, 2009
Education Resource Strategies, Head of Communications
Job Title: Head of Communications
Organization: Education Resource Strategies
Education Resource Strategies, Inc. is a non-profit organization that works with large urban public school systems to rethink the use of district and school-level resources, supporting strategies for improved instruction and performance. ERS is the only organization in the country with over 10 years of experience collaborating with the largest urban districts in the area of strategic resource allocation including Boston, Los Angeles, Chicago, Atlanta, Baltimore City and Philadelphia.
What makes ERS unique?
(1) Our analytical approach: The core of our practice is to provide in-depth strategic and analytic support to leaders of large urban school systems. We do this by combining extensive knowledge of school systems and educational research and practice with intensive, quantitative financial and data analysis. To support this work, we have developed analytic techniques, methodologies for mapping resources, and metrics for gauging performance that provide our partner districts with a unique perspective on how they deploy resources to support their priorities. This unique approach, combined with ERS-developed web and Excel -based decision support tools, provides district and school leaders clear and actionable information to develop solutions to resource allocation issues.
(2) Our collaborative client engagements: ERS’s client engagements are partnerships. We view it as part of our explicit mission to build client capacity to understand and implement effective resource practices. Successful engagements result in clients internalizing our methodology and our approach to the way they do business. To accomplish that goal, our approach is very different from the typical grab data, crunch numbers, deliver a report model. Our client engagements frequently last over extended periods with significant contact, including working sessions where we collaboratively analyze data and develop solutions and customized training.
(3) Our contribution to the national conversation: One of ERS’s primary missions is to influence the national conversation on district and school resource issues. Our working partnerships with school systems form the bridge between research and practice. Our relationship with clients provides us with access to a wealth of information not otherwise publically available and an unrivalled knowledge of the resource issues facing districts. This experience and the extensive comparative database of resource information and metrics for all of the districts in which we have worked form the foundation of our research that supports tool development. Over the next five years ERS will build the communications and research side of our work substantially, which will enable us to Contribute quickly and effectively to the national conversation on strategic resource use and school improvement Respond to growing demand for our findings and lessons learned about how to reallocate resources for student success Build and disseminate tools that will enable leaders across the country to use our findings to inform their own resource strategies Re-vamp our website to make it more user-friendly, including the creation of a public knowledge clearinghouse for resource issues
Our headquarters are in Watertown, MA, along the beautiful Charles River and conveniently located to Harvard Square and the Mass Pike. We have a collegial work environment; we are committed to high quality in our work and committed to achieving that quality through a flexible environment that values work/life balance. More information about ERS is available at our website: www.educationresourcestrategies.org
Job description: Head of Communications
The Communications Manager is a newly created position, responsible for developing and executing our communications and dissemination strategy. Our communication and dissemination goals are to position ERS as the national authority on resource issues in education, raise awareness of and to build and sustain support for ERS and our key messages, and mobilize education leaders to take action. The Communications Manager will help to maximize our impact by identifying key messages and targeting highly-leveraged communication vehicles including trade publications, mainstream press, online media, and conferences.
The Communications manager will work closely with ERS Leadership Team and manage a small team of writers and consultants. ERS is a small organization with a strong professional learning community. As such, we place teamwork, initiative, and a desire to learn and grow at a premium. The Communications Manager will work with teams across all of the ERS practice areas to both capture the findings and best practices from client work as well as suggest ways team members can be more proactive in communicating their work to a broader audience.
The ideal Communications Manager brings experience in the education field and can successfully leverage networks of education leaders to disseminate key messages. This position is a unique opportunity to be part of a growing, collaborative organization that is driving transformational change in public education.
Responsibilities include: Communications Strategy: Work with the ERS Leadership Team to develop a strategic communication plan to expand our impact and enhance our reputation and name recognition in the field. We expect to have funding to work with an external agency to help us with this initial strategy development, and the Communications Manager’s will manage the selection of and the relationship with that agency. Messaging: Craft key messages that convey our often complex, nuanced findings in ways that are powerful to busy district, school, state, and national leaders and helps them USE the findings to improve practice. Ensure that these messages are accurately integrated into all ERS communications.
Content Development: Develop written and electronic content for ERS’ website, publications and external (non-project) presentations. This includes briefs, articles, commentaries, presentations, electronic newsblasts and newsletters. Develop a process and structure to support and leverage consulting resources to convert learning from district partners into effective external communications. Dissemination: Develop and implement a dissemination strategy for ERS’ print and electronic publications and oversee their successful development and distribution. Website Management: Lead the redesign of our site from a marketing-focused site to an educational resource for reformers. Manage ongoing content updates for the site. Capacity Building: Manage, adding where appropriate, resources including writers, web support and knowledge management staff to maximize efficiency and effectiveness. Provide coaching and development to direct reports. Partnerships: Develop and manage communications partnerships with external organizations including joint content development, joint distribution and conference appearances. External Relationships: Develop and maintain relationships with appropriate media contacts. Field press inquiries. Management and Evaluation: Develop metrics for evaluating the success of our communications strategy; regularly evaluate progress vs. these metrics. Manage the communications budget. Support business development efforts to obtain additional communications funding.
Qualifications: At least 5 years experience in communications, marketing and PR, including management and oversight experience in the education or a closely related non-profit field Strong management and leadership skills Excellent written and oral communication skills Strong interpersonal skills Knowledge of networks in education community Knowledge of and experience with existing and emerging online media and communications Ability to work independently and think creatively Knowledge of PowerPoint, Excel a plus
Salary: Competitive with excellent Benefits
Contact: If you are interested in this position, please contact Julie Derderian at jderderian@educationresourcestrategies.org or 617-607-8963.
Organization: Education Resource Strategies
Education Resource Strategies, Inc. is a non-profit organization that works with large urban public school systems to rethink the use of district and school-level resources, supporting strategies for improved instruction and performance. ERS is the only organization in the country with over 10 years of experience collaborating with the largest urban districts in the area of strategic resource allocation including Boston, Los Angeles, Chicago, Atlanta, Baltimore City and Philadelphia.
What makes ERS unique?
(1) Our analytical approach: The core of our practice is to provide in-depth strategic and analytic support to leaders of large urban school systems. We do this by combining extensive knowledge of school systems and educational research and practice with intensive, quantitative financial and data analysis. To support this work, we have developed analytic techniques, methodologies for mapping resources, and metrics for gauging performance that provide our partner districts with a unique perspective on how they deploy resources to support their priorities. This unique approach, combined with ERS-developed web and Excel -based decision support tools, provides district and school leaders clear and actionable information to develop solutions to resource allocation issues.
(2) Our collaborative client engagements: ERS’s client engagements are partnerships. We view it as part of our explicit mission to build client capacity to understand and implement effective resource practices. Successful engagements result in clients internalizing our methodology and our approach to the way they do business. To accomplish that goal, our approach is very different from the typical grab data, crunch numbers, deliver a report model. Our client engagements frequently last over extended periods with significant contact, including working sessions where we collaboratively analyze data and develop solutions and customized training.
(3) Our contribution to the national conversation: One of ERS’s primary missions is to influence the national conversation on district and school resource issues. Our working partnerships with school systems form the bridge between research and practice. Our relationship with clients provides us with access to a wealth of information not otherwise publically available and an unrivalled knowledge of the resource issues facing districts. This experience and the extensive comparative database of resource information and metrics for all of the districts in which we have worked form the foundation of our research that supports tool development. Over the next five years ERS will build the communications and research side of our work substantially, which will enable us to Contribute quickly and effectively to the national conversation on strategic resource use and school improvement Respond to growing demand for our findings and lessons learned about how to reallocate resources for student success Build and disseminate tools that will enable leaders across the country to use our findings to inform their own resource strategies Re-vamp our website to make it more user-friendly, including the creation of a public knowledge clearinghouse for resource issues
Our headquarters are in Watertown, MA, along the beautiful Charles River and conveniently located to Harvard Square and the Mass Pike. We have a collegial work environment; we are committed to high quality in our work and committed to achieving that quality through a flexible environment that values work/life balance. More information about ERS is available at our website: www.educationresourcestrategies.org
Job description: Head of Communications
The Communications Manager is a newly created position, responsible for developing and executing our communications and dissemination strategy. Our communication and dissemination goals are to position ERS as the national authority on resource issues in education, raise awareness of and to build and sustain support for ERS and our key messages, and mobilize education leaders to take action. The Communications Manager will help to maximize our impact by identifying key messages and targeting highly-leveraged communication vehicles including trade publications, mainstream press, online media, and conferences.
The Communications manager will work closely with ERS Leadership Team and manage a small team of writers and consultants. ERS is a small organization with a strong professional learning community. As such, we place teamwork, initiative, and a desire to learn and grow at a premium. The Communications Manager will work with teams across all of the ERS practice areas to both capture the findings and best practices from client work as well as suggest ways team members can be more proactive in communicating their work to a broader audience.
The ideal Communications Manager brings experience in the education field and can successfully leverage networks of education leaders to disseminate key messages. This position is a unique opportunity to be part of a growing, collaborative organization that is driving transformational change in public education.
Responsibilities include: Communications Strategy: Work with the ERS Leadership Team to develop a strategic communication plan to expand our impact and enhance our reputation and name recognition in the field. We expect to have funding to work with an external agency to help us with this initial strategy development, and the Communications Manager’s will manage the selection of and the relationship with that agency. Messaging: Craft key messages that convey our often complex, nuanced findings in ways that are powerful to busy district, school, state, and national leaders and helps them USE the findings to improve practice. Ensure that these messages are accurately integrated into all ERS communications.
Content Development: Develop written and electronic content for ERS’ website, publications and external (non-project) presentations. This includes briefs, articles, commentaries, presentations, electronic newsblasts and newsletters. Develop a process and structure to support and leverage consulting resources to convert learning from district partners into effective external communications. Dissemination: Develop and implement a dissemination strategy for ERS’ print and electronic publications and oversee their successful development and distribution. Website Management: Lead the redesign of our site from a marketing-focused site to an educational resource for reformers. Manage ongoing content updates for the site. Capacity Building: Manage, adding where appropriate, resources including writers, web support and knowledge management staff to maximize efficiency and effectiveness. Provide coaching and development to direct reports. Partnerships: Develop and manage communications partnerships with external organizations including joint content development, joint distribution and conference appearances. External Relationships: Develop and maintain relationships with appropriate media contacts. Field press inquiries. Management and Evaluation: Develop metrics for evaluating the success of our communications strategy; regularly evaluate progress vs. these metrics. Manage the communications budget. Support business development efforts to obtain additional communications funding.
Qualifications: At least 5 years experience in communications, marketing and PR, including management and oversight experience in the education or a closely related non-profit field Strong management and leadership skills Excellent written and oral communication skills Strong interpersonal skills Knowledge of networks in education community Knowledge of and experience with existing and emerging online media and communications Ability to work independently and think creatively Knowledge of PowerPoint, Excel a plus
Salary: Competitive with excellent Benefits
Contact: If you are interested in this position, please contact Julie Derderian at jderderian@educationresourcestrategies.org or 617-607-8963.
Education Resource Strategies, Associate
Job Title: Associate
Organization: Education Resource Strategies
Education Resource Strategies, Inc. is a non-profit organization that works with large urban public school systems to rethink the use of district and school-level resources, supporting strategies for improved instruction and performance. ERS is the only organization in the country with over 10 years of experience collaborating with the largest urban districts in the area of strategic resource allocation. We have worked with Los Angeles Unified, Chicago Public Schools, Atlanta Public Schools, Baltimore City School District and the School District of Philadelphia.
What makes ERS unique?
(1) Our analytical approach: The core of our practice is to provide in-depth strategic and analytic support to leaders of large urban school systems. We do this by combining extensive knowledge of school systems and educational theory and practice with intensive, quantitative financial and data analysis. To support this work, we have developed analytic techniques, methodologies for mapping resources, and metrics for gauging performance that provide our clients with a unique perspective on how they deploy resources to support their priorities. This unique perspective, combined with ERS developed web and excel based decision support tools, provides district and school leaders clear and actionable information to develop solutions to resource allocation issues.
(2) Our collaborative client engagements: ERS’s client engagements are partnerships. We view it as part of our explicit mission to build client capacity to understand and implement effective resource practices. Successful engagements result in clients internalizing our methodology and approach into the way they do business. To accomplish that goal, our approach is very different from the typical grab data, crunch numbers, deliver a report model. Our client engagements frequently last over extended periods with significant contact, including working sessions where we collaboratively grapple over analysis to develop solutions and customized training.
(3) Our contribution to the national conversation: One of ERS’s primary missions is to influence the national conversation on district and school resource issues. Our working partnerships with school systems form the bridge between practice and research. Our relationship with clients provides us with access to a wealth of information not otherwise publically available and an unrivalled knowledge of the resource issues facing districts. This experience and the extensive comparative database of resource information and metrics for all of the districts in which we have worked form the foundation of our research and support tool development.
Our headquarters are in Watertown, MA, along the beautiful Charles River and conveniently located to Harvard Square and the Mass Pike. We have a unique work environment; we are committed to high quality in our work and committed to achieving that quality through a flexible environment that values work/life balance. More information about ERS is available at our website: www.educationresourcestrategies.org
Job Description: Associate
ERS is a small but growing firm. Demand for ERS services among large urban districts is increasing, and we hope to double the number of districts we serve over the next several years. To do this, we must add a small number of highly qualified and committed Associates to the ERS team.
The ideal ERS Associate has strong and proven analytical skills, including proficiency in or the desire to master supporting tools such as excel and SQL, enjoys the interpretation of information and data and thinks strategically. ERS is a small organization with a strong professional learning community. As such, we place teamwork, initiative and a desire to learn and grow at a premium. While experience in the education sector is not required, a passion for improving the educational experience for all students is!
An ERS Associate typically works on a 2-4 project teams per year, but only two client engagements at one time. The typical engagement usually runs for most of the school year, and our client is most often the Superintendent and his or her direct staff. While all client engagements are unique, most engagements require intensive data collection, analysis, and mapping as well working with the client to understand the implications of the work and to develop leveraged strategies and solutions to address the highest impact implications. The Associate has primary responsibility for conducting much of the analytics as well as supporting the development of client presentations and reports. As a member of the project team the Associate will work closely with the Director and Principal Associate at ERS to draw meaning from the data analysis and collaboratively generate the final work products. ERS’s inclusive and collaborative approach to project teams ensures that Associates will have the unique opportunity to participate in meetings with Superintendents and other district leaders. All Associates are expected to participate in the ERS’ internal and external knowledge management through practice area development, writing articles for publication, and supporting the development of client decision-making tools.
Responsibilities include: Actively participating as a member of ERS project teams Executing and communicating well-defined analysis with moderate supervision Participating in drawing implications and conclusions from analyses Supporting development of client presentations and briefs Conducting research and literature reviews Participating in client meetings, interviews Some travel is required, usually averaging one to two overnight trips per month.
Qualifications: Bachelor’s degree in a quantitative discipline (economics, engineering, mathematics, etc.) required, master’s degree (MBA, MPP, MPA or Education) preferred. Experience in quantitative analysis, strategic consulting or other comparable area with a strong emphasis on strategy and analytics Excellent written and oral communication skills. Experience in education or education reform a plus but a passion for improving urban education systems is required Experience with Microsoft Excel and PowerPoint required, and Microsoft Access and SQL preferred
Salary: Competitive
Contact: Interested in becoming an ERS Associate? Please submit your resume and cover letter to Julie Derderian: jderderian@educationresourcestrategies.org
Organization: Education Resource Strategies
Education Resource Strategies, Inc. is a non-profit organization that works with large urban public school systems to rethink the use of district and school-level resources, supporting strategies for improved instruction and performance. ERS is the only organization in the country with over 10 years of experience collaborating with the largest urban districts in the area of strategic resource allocation. We have worked with Los Angeles Unified, Chicago Public Schools, Atlanta Public Schools, Baltimore City School District and the School District of Philadelphia.
What makes ERS unique?
(1) Our analytical approach: The core of our practice is to provide in-depth strategic and analytic support to leaders of large urban school systems. We do this by combining extensive knowledge of school systems and educational theory and practice with intensive, quantitative financial and data analysis. To support this work, we have developed analytic techniques, methodologies for mapping resources, and metrics for gauging performance that provide our clients with a unique perspective on how they deploy resources to support their priorities. This unique perspective, combined with ERS developed web and excel based decision support tools, provides district and school leaders clear and actionable information to develop solutions to resource allocation issues.
(2) Our collaborative client engagements: ERS’s client engagements are partnerships. We view it as part of our explicit mission to build client capacity to understand and implement effective resource practices. Successful engagements result in clients internalizing our methodology and approach into the way they do business. To accomplish that goal, our approach is very different from the typical grab data, crunch numbers, deliver a report model. Our client engagements frequently last over extended periods with significant contact, including working sessions where we collaboratively grapple over analysis to develop solutions and customized training.
(3) Our contribution to the national conversation: One of ERS’s primary missions is to influence the national conversation on district and school resource issues. Our working partnerships with school systems form the bridge between practice and research. Our relationship with clients provides us with access to a wealth of information not otherwise publically available and an unrivalled knowledge of the resource issues facing districts. This experience and the extensive comparative database of resource information and metrics for all of the districts in which we have worked form the foundation of our research and support tool development.
Our headquarters are in Watertown, MA, along the beautiful Charles River and conveniently located to Harvard Square and the Mass Pike. We have a unique work environment; we are committed to high quality in our work and committed to achieving that quality through a flexible environment that values work/life balance. More information about ERS is available at our website: www.educationresourcestrategies.org
Job Description: Associate
ERS is a small but growing firm. Demand for ERS services among large urban districts is increasing, and we hope to double the number of districts we serve over the next several years. To do this, we must add a small number of highly qualified and committed Associates to the ERS team.
The ideal ERS Associate has strong and proven analytical skills, including proficiency in or the desire to master supporting tools such as excel and SQL, enjoys the interpretation of information and data and thinks strategically. ERS is a small organization with a strong professional learning community. As such, we place teamwork, initiative and a desire to learn and grow at a premium. While experience in the education sector is not required, a passion for improving the educational experience for all students is!
An ERS Associate typically works on a 2-4 project teams per year, but only two client engagements at one time. The typical engagement usually runs for most of the school year, and our client is most often the Superintendent and his or her direct staff. While all client engagements are unique, most engagements require intensive data collection, analysis, and mapping as well working with the client to understand the implications of the work and to develop leveraged strategies and solutions to address the highest impact implications. The Associate has primary responsibility for conducting much of the analytics as well as supporting the development of client presentations and reports. As a member of the project team the Associate will work closely with the Director and Principal Associate at ERS to draw meaning from the data analysis and collaboratively generate the final work products. ERS’s inclusive and collaborative approach to project teams ensures that Associates will have the unique opportunity to participate in meetings with Superintendents and other district leaders. All Associates are expected to participate in the ERS’ internal and external knowledge management through practice area development, writing articles for publication, and supporting the development of client decision-making tools.
Responsibilities include: Actively participating as a member of ERS project teams Executing and communicating well-defined analysis with moderate supervision Participating in drawing implications and conclusions from analyses Supporting development of client presentations and briefs Conducting research and literature reviews Participating in client meetings, interviews Some travel is required, usually averaging one to two overnight trips per month.
Qualifications: Bachelor’s degree in a quantitative discipline (economics, engineering, mathematics, etc.) required, master’s degree (MBA, MPP, MPA or Education) preferred. Experience in quantitative analysis, strategic consulting or other comparable area with a strong emphasis on strategy and analytics Excellent written and oral communication skills. Experience in education or education reform a plus but a passion for improving urban education systems is required Experience with Microsoft Excel and PowerPoint required, and Microsoft Access and SQL preferred
Salary: Competitive
Contact: Interested in becoming an ERS Associate? Please submit your resume and cover letter to Julie Derderian: jderderian@educationresourcestrategies.org
Tuesday, August 4, 2009
Education Development Center (EDC)
Job Ref: RAII070209
Job Title: Data Coordinator (RESEARCH ASSOCIATE II)
Job Type: Full-time
Country: United States
State: Massachusetts
Education: Bachelors Degree (Minimum)
Experience: 7 years
Primary Job Category: Community, Social Services and Non-profit
Secondary Job Category:
Salary Currency: Dollar
Salary Interval: Annually
Salary: 0-0
Description:
Education Development Center (EDC) is one of the world’s leading non-profit research and development firms. Established in 1958, EDC’s work spans the globe, joining research with practice to meet today’s and tomorrow’s challenges in education, health promotion, technology, human rights, and the environment. While the issues we confront are complex, all that we do is united by one simple conviction: Learning is the liberating force in human development.
EDC is Committed to Diversity in the Workplace
The Northeast and Islands Regional Education Laboratory (REL-NEI) has an opening for a Data Coordinator, who will report to the senior research methodologist.
REL-NEI (The Lab) is a five year federal contract funded by the U.S. Department of Education. Established in March of 2006, REL-NEI is in its fourth year of operation. The mission of the Lab is to serve the educational needs of a designated region using applied research, development, dissemination and training and technical assistance to bring the latest research and proven practices into school improvement efforts. The designated region is Connecticut, Maine, Massachusetts, New Hampshire, New York, Puerto Rico, Rhode Island, Vermont and the Virgin Islands.
DESCRIPTION
The Data Coordinator will serve as the key point person for REL-NEI when negotiating data access issues for research purposes with the states and territories. This will require the ability to work directly with state agencies both to build and maintain an efficient process. The process broadly involves addressing technical issues with respect to state data warehouse systems and file maintenance, negotiating legal issues required for states and territories to release student-level data and develop memorandums of understanding, and maintaining contacts with key personnel.
The preferred candidate will have demonstrated skill handling large data sets or solid database management experience. Knowledge of statistical software applications such as SAS or SPSS is a plus. Within REL-NEI, the Data Coordinator will monitor the data needs of various research projects and as well as ensuring that data security and management procedures are being properly carried out across projects based upon both REL-NEI’s internal security guidelines and applicable data usage agreements with States and Territories.
This position is based in Newton, Massachusetts and reports to the REL-NEI Senior Research Associate.
ESSENTIAL FUNCTIONS- All staff are expected to communicate clearly and courteously; to develop and maintain positive relationships with clients, consultants, collaborators, co-workers, field sites, and funders; and to work respectfully with EDC colleagues. All jobs require adherence to EDC policies & procedures.
COLLABORATION
§ Works directly with state agency contacts with respect to data access issues
§ Develops solid working relationships with partner organizations, subcontractors and other appropriate bodies with the goal of working seamlessly across agencies
§ Works with project directors to understand specific data needs
§ Communicates and negotiates diplomatically and tactfully with internal staff at various levels and external organizations at local, state and federal levels
RESPONSIBILITIES:
§ Provides technical assistance to REL-NEI projects with respect to data preparation and analysis
§ Answers requests for clarification from State agencies
§ Ensures that security procedures are followed by project leaders
§ Reviews research proposals with respect to data needs
§ Ensures that project data is adequately backed up
§ Troubleshoots complex problems, proposing initiatives and recommending or negotiating solutions
§ Coordinates administrative, logistical tasks and quality assurance
§ Facilitates project teamwork and feedback exchanges
§ Trains, supervises and guides junior staff
§ Documents and catalogues
§ Maintains records
QUALIFICATIONS - All jobs require educational achievement; excellent writing skills; demonstrable initiative, creativity, and flexibility; ability to work independently and effectively in groups; strong interpersonal & organizational skills.
This position requires:
§ Bachelor’s degree required
§ With Bachelor’s degree, 7–10 years related research, education, public health or administrative coordination, requiring solid experience with computer applications (including databases), psychometric or statistical measurement techniques, and Internet research
§ Master’s degree or PhD in a related field preferred
§ With Master’s degree, 5–8 years related experience (as above)
§ With PhD, 1–3 years related experience (as above)
§ Willingness to travel on a limited basis
§ Excellent written and verbal communication skills
Application Form:
Resume Status: Resume Required
Equality Form: Voluntary Self-Identification
Internal Job Details
Contact: Craig Hoyle @ choyle@edc.org
Hiring Manager:
Division: Applied Research and Innovation
Business Unit: Northeast Regional Educational Lab
Job Title: Data Coordinator (RESEARCH ASSOCIATE II)
Job Type: Full-time
Country: United States
State: Massachusetts
Education: Bachelors Degree (Minimum)
Experience: 7 years
Primary Job Category: Community, Social Services and Non-profit
Secondary Job Category:
Salary Currency: Dollar
Salary Interval: Annually
Salary: 0-0
Description:
Education Development Center (EDC) is one of the world’s leading non-profit research and development firms. Established in 1958, EDC’s work spans the globe, joining research with practice to meet today’s and tomorrow’s challenges in education, health promotion, technology, human rights, and the environment. While the issues we confront are complex, all that we do is united by one simple conviction: Learning is the liberating force in human development.
EDC is Committed to Diversity in the Workplace
The Northeast and Islands Regional Education Laboratory (REL-NEI) has an opening for a Data Coordinator, who will report to the senior research methodologist.
REL-NEI (The Lab) is a five year federal contract funded by the U.S. Department of Education. Established in March of 2006, REL-NEI is in its fourth year of operation. The mission of the Lab is to serve the educational needs of a designated region using applied research, development, dissemination and training and technical assistance to bring the latest research and proven practices into school improvement efforts. The designated region is Connecticut, Maine, Massachusetts, New Hampshire, New York, Puerto Rico, Rhode Island, Vermont and the Virgin Islands.
DESCRIPTION
The Data Coordinator will serve as the key point person for REL-NEI when negotiating data access issues for research purposes with the states and territories. This will require the ability to work directly with state agencies both to build and maintain an efficient process. The process broadly involves addressing technical issues with respect to state data warehouse systems and file maintenance, negotiating legal issues required for states and territories to release student-level data and develop memorandums of understanding, and maintaining contacts with key personnel.
The preferred candidate will have demonstrated skill handling large data sets or solid database management experience. Knowledge of statistical software applications such as SAS or SPSS is a plus. Within REL-NEI, the Data Coordinator will monitor the data needs of various research projects and as well as ensuring that data security and management procedures are being properly carried out across projects based upon both REL-NEI’s internal security guidelines and applicable data usage agreements with States and Territories.
This position is based in Newton, Massachusetts and reports to the REL-NEI Senior Research Associate.
ESSENTIAL FUNCTIONS- All staff are expected to communicate clearly and courteously; to develop and maintain positive relationships with clients, consultants, collaborators, co-workers, field sites, and funders; and to work respectfully with EDC colleagues. All jobs require adherence to EDC policies & procedures.
COLLABORATION
§ Works directly with state agency contacts with respect to data access issues
§ Develops solid working relationships with partner organizations, subcontractors and other appropriate bodies with the goal of working seamlessly across agencies
§ Works with project directors to understand specific data needs
§ Communicates and negotiates diplomatically and tactfully with internal staff at various levels and external organizations at local, state and federal levels
RESPONSIBILITIES:
§ Provides technical assistance to REL-NEI projects with respect to data preparation and analysis
§ Answers requests for clarification from State agencies
§ Ensures that security procedures are followed by project leaders
§ Reviews research proposals with respect to data needs
§ Ensures that project data is adequately backed up
§ Troubleshoots complex problems, proposing initiatives and recommending or negotiating solutions
§ Coordinates administrative, logistical tasks and quality assurance
§ Facilitates project teamwork and feedback exchanges
§ Trains, supervises and guides junior staff
§ Documents and catalogues
§ Maintains records
QUALIFICATIONS - All jobs require educational achievement; excellent writing skills; demonstrable initiative, creativity, and flexibility; ability to work independently and effectively in groups; strong interpersonal & organizational skills.
This position requires:
§ Bachelor’s degree required
§ With Bachelor’s degree, 7–10 years related research, education, public health or administrative coordination, requiring solid experience with computer applications (including databases), psychometric or statistical measurement techniques, and Internet research
§ Master’s degree or PhD in a related field preferred
§ With Master’s degree, 5–8 years related experience (as above)
§ With PhD, 1–3 years related experience (as above)
§ Willingness to travel on a limited basis
§ Excellent written and verbal communication skills
Application Form:
Resume Status: Resume Required
Equality Form: Voluntary Self-Identification
Internal Job Details
Contact: Craig Hoyle @ choyle@edc.org
Hiring Manager:
Division: Applied Research and Innovation
Business Unit: Northeast Regional Educational Lab
Wednesday, July 15, 2009
University of Memphis
Center for Research in Educational Policy
325 Browning Hall
University of Memphis
Memphis, TN 38152
www.memphis.edu/crep
Dean’s Office: 901-678-4988
Vice Provost/Research: 901-678-2590
Center Director
This is an exciting opportunity to lead the highly successful and growing Center for Research in Educational Policy (CREP) at the University of Memphis. CREP is nationally recognized for examining educational policies and practices in PreK-12 public schools. The 50 members of CREP’s research and support staff have expertise in areas including literacy, educational technology, NCLB programs, teacher education, mathematics and science. The University of Memphis is emerging as one of the great metropolitan research universities in the United States. Located in America’s 18th largest city, the University is noted for drawing on the strengths and challenges of its urban and nearby rural settings to address our society’s issues and needs. Additional details may be found at the College of Education website: http://www.memphis.edu/coe/about/jobs.htm and the electronic application website: https://workforum.memphis.edu.
The Roles
• Supervising the research and business aspects of the organization
• Proposing, procuring, and engaging in new research and evaluation projects
• Identifying and attracting nationally known researchers to affiliate with CREP
• Ensuring the overall quality of CREP research and evaluation
• Enhancing CREP’s national, regional and local reputation
• Planning for the continued growth of CREP
• Engaging collaboratively with College of Education and University partners
The Candidate
• An earned doctorate in education or a related field
• Active researcher with publications in peer-reviewed journals
• Demonstrated leadership experience
• Demonstrated expertise in research methodology
• Success in procuring financial support for major research and evaluation projects
Application Process
• Applications for the position of Director of Research for the Center for Research in Educational Policy are to be submitted electronically at https://workforum.memphis.edu.
• Applicants are required to upload 1) letter of application; 2) curriculum vita; and 3) names and contact information for four references.
• For further information about the position, visit the College of Education website at: http://www.memphis.edu/coe/about/jobs.htm
325 Browning Hall
University of Memphis
Memphis, TN 38152
www.memphis.edu/crep
Dean’s Office: 901-678-4988
Vice Provost/Research: 901-678-2590
Center Director
This is an exciting opportunity to lead the highly successful and growing Center for Research in Educational Policy (CREP) at the University of Memphis. CREP is nationally recognized for examining educational policies and practices in PreK-12 public schools. The 50 members of CREP’s research and support staff have expertise in areas including literacy, educational technology, NCLB programs, teacher education, mathematics and science. The University of Memphis is emerging as one of the great metropolitan research universities in the United States. Located in America’s 18th largest city, the University is noted for drawing on the strengths and challenges of its urban and nearby rural settings to address our society’s issues and needs. Additional details may be found at the College of Education website: http://www.memphis.edu/coe/about/jobs.htm and the electronic application website: https://workforum.memphis.edu.
The Roles
• Supervising the research and business aspects of the organization
• Proposing, procuring, and engaging in new research and evaluation projects
• Identifying and attracting nationally known researchers to affiliate with CREP
• Ensuring the overall quality of CREP research and evaluation
• Enhancing CREP’s national, regional and local reputation
• Planning for the continued growth of CREP
• Engaging collaboratively with College of Education and University partners
The Candidate
• An earned doctorate in education or a related field
• Active researcher with publications in peer-reviewed journals
• Demonstrated leadership experience
• Demonstrated expertise in research methodology
• Success in procuring financial support for major research and evaluation projects
Application Process
• Applications for the position of Director of Research for the Center for Research in Educational Policy are to be submitted electronically at https://workforum.memphis.edu.
• Applicants are required to upload 1) letter of application; 2) curriculum vita; and 3) names and contact information for four references.
• For further information about the position, visit the College of Education website at: http://www.memphis.edu/coe/about/jobs.htm
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