As of November 2010, ERME will be sending job announcements via email every Friday.
Archives of past postings will remain on this blog.
If you would like to be on the ERME job postings email distribution list, please email Tracy at tracy.mcmahon@bc.edu.
Thank you.
Wednesday, November 3, 2010
Thursday, October 28, 2010
The Policy & Research Group
Job Description: Senior Research Analyst
The Policy & Research Group is a research firm based in New Orleans, specializing in research and evaluation of public policy and programs. We apply high-quality social science methodology to study a broad range of areas, including: substance abuse; HIV/AIDS prevention and treatment; mental health; education; housing; equitable state fiscal policies; and public health. See www.policyandresearch.com for more information.
The Senior Research Analyst will contribute to: analysis and reporting for evaluation and research projects; proposals and grant applications; and presentations and publications. The Senior Research Analyst will work on multiple projects simultaneously and mentor junior staff in summarizing and explaining research findings and their implications.
Education Requirement
PhD in social science or related discipline (you may apply if you are at the dissertation stage and expect to complete your PhD within 12 months) or a master’s degree and five years’ experience (including a substantial amount of time at a management/supervisory level). Graduate-level coursework in research design and statistical analysis is required.
Qualifications
• Superior writing skills
• Excellent critical thinking skills
• Demonstrated ability to explain research findings and their implications
• Strong analytic skills – both qualitative and quantitative preferred
• Experience conducting applied research preferred
• Multi-methodologist preferred, strong in basic statistical inference approaches and assumptions
• Some familiarity with more specialized approaches (e.g., multi-level modeling, longitudinal approaches, structural equation modeling, principal components, and exploratory factor analysis) is an asset but not essential
• Broad understanding of relevant social science literature and theory
• Ability to communicate clearly both orally and in writing
• Ability to work effectively as a member of a team
• Strong communication and organizational skills
• Ability to manage several projects simultaneously and under pressure of deadlines
Strong candidates for the position will be expected to work productively on their own and with others, contribute ideas, produce high-quality work, and represent the company in a professional manner.
To Apply
Please send a cover letter, resume, completed application form (attached to this posting) university transcripts (unofficial), and a writing sample (preferably an applied research study) to recruit@policyandresearch.com. Please send your materials in as soon as possible - the search will remain open until we find the right candidate.
Location: The position will be based out of the New Orleans office, with some local and out-of-state travel required. It is possible that a remote working arrangement without relocation will be considered. Please note in your cover letter if this is your preferred arrangement.
Salary: Dependent upon experience
The successful applicant will be employed on a probationary basis not to exceed six months.
Benefits:
• Monthly stipend for medical/dental
• Three weeks’ paid vacation per year
• Fifteen paid holidays
• Flexible work schedule
PRG operates a casual work environment that is both professionally and intellectually demanding.PRG is an Equal Opportunity Employer.
The Policy & Research Group is a research firm based in New Orleans, specializing in research and evaluation of public policy and programs. We apply high-quality social science methodology to study a broad range of areas, including: substance abuse; HIV/AIDS prevention and treatment; mental health; education; housing; equitable state fiscal policies; and public health. See www.policyandresearch.com for more information.
The Senior Research Analyst will contribute to: analysis and reporting for evaluation and research projects; proposals and grant applications; and presentations and publications. The Senior Research Analyst will work on multiple projects simultaneously and mentor junior staff in summarizing and explaining research findings and their implications.
Education Requirement
PhD in social science or related discipline (you may apply if you are at the dissertation stage and expect to complete your PhD within 12 months) or a master’s degree and five years’ experience (including a substantial amount of time at a management/supervisory level). Graduate-level coursework in research design and statistical analysis is required.
Qualifications
• Superior writing skills
• Excellent critical thinking skills
• Demonstrated ability to explain research findings and their implications
• Strong analytic skills – both qualitative and quantitative preferred
• Experience conducting applied research preferred
• Multi-methodologist preferred, strong in basic statistical inference approaches and assumptions
• Some familiarity with more specialized approaches (e.g., multi-level modeling, longitudinal approaches, structural equation modeling, principal components, and exploratory factor analysis) is an asset but not essential
• Broad understanding of relevant social science literature and theory
• Ability to communicate clearly both orally and in writing
• Ability to work effectively as a member of a team
• Strong communication and organizational skills
• Ability to manage several projects simultaneously and under pressure of deadlines
Strong candidates for the position will be expected to work productively on their own and with others, contribute ideas, produce high-quality work, and represent the company in a professional manner.
To Apply
Please send a cover letter, resume, completed application form (attached to this posting) university transcripts (unofficial), and a writing sample (preferably an applied research study) to recruit@policyandresearch.com. Please send your materials in as soon as possible - the search will remain open until we find the right candidate.
Location: The position will be based out of the New Orleans office, with some local and out-of-state travel required. It is possible that a remote working arrangement without relocation will be considered. Please note in your cover letter if this is your preferred arrangement.
Salary: Dependent upon experience
The successful applicant will be employed on a probationary basis not to exceed six months.
Benefits:
• Monthly stipend for medical/dental
• Three weeks’ paid vacation per year
• Fifteen paid holidays
• Flexible work schedule
PRG operates a casual work environment that is both professionally and intellectually demanding.PRG is an Equal Opportunity Employer.
Tuesday, October 26, 2010
Massachusetts Department of Elementary and Secondary Education
Massachusetts Department of Elementary and Secondary Education job opportunities for policy analysts, data collectors, project management, and “education specialists”, among other opportunities.
Select the Department of Elementary and Secondary Education as the “agency” in order to search.
https://jobs.hrd.state.ma.us/recruit/public/3111/job/job_search_results.do?search.public=Jobs
Select the Department of Elementary and Secondary Education as the “agency” in order to search.
https://jobs.hrd.state.ma.us/recruit/public/3111/job/job_search_results.do?search.public=Jobs
AIR
AIR is recruiting Psychometricians for the Assessment team. We are looking for various levels of Psychometricians – from entry level Doctorate Degree candidates (as well as ABD) to those with 10+ years of experience in addition to their degree.
You may view the full job descriptions on our Career Center via https://jobs-airdc.icims.com/jobs/search?ss=1&searchKeyword=&searchLocation=&searchCategory=6852&searchCompany. Please feel free to forward this link to your networks and let me know if you have any questions!
You may view the full job descriptions on our Career Center via https://jobs-airdc.icims.com/jobs/search?ss=1&searchKeyword=&searchLocation=&searchCategory=6852&searchCompany. Please feel free to forward this link to your networks and let me know if you have any questions!
Appalachian State University
*TEACHER EDUCATION/ASSESSMENT*
*ASSISTANT PROFESSOR*
The Department of Curriculum and Instruction in the Reich College of Education at Appalachian State University invites applications for the following tenure-track position in Teacher Education/Assessment beginning August 2011.
Qualifications for the position include:
1. Earned doctorate in Curriculum and Instruction, or closely related
area; ABD considered;
2. Demonstrated ability to teach courses in a teacher education program
with a primary focus on assessment; specifically, assessment of student learning in a K-12 public school environment;
3. Record of successful K-12 public school teaching experience required
and university level teaching preferred;
4. Experience with integration of technology into teaching;
5. Evidence of scholarly potential required, established record of
scholarship/creative activity preferred;
6. Commitment to working in a community of practice, to a social
constructivist perspective of teaching and learning, and to working with diverse populations;
7. Eligibility for North Carolina teaching license.
Specific duties and responsibilities: Teach undergraduate and graduate level courses in the teacher education program with primary responsibility for teaching an assessment course in the professional core required of all undergraduate teacher education majors; conduct research; and provide service to the department, college, university and profession. Some teaching will be off-campus. Service to the department/college may include assisting faculty in strengthening the assessment component in their undergraduate and graduate courses. Salary commensurate with qualifications and experience.
Additional information about the university and surrounding area is located at http://www.appstate.edu and http://www.hubbard.appstate.edu/prospective-faculty. Human resource information is located at http://www.hrs.appstate.edu/.
Send letter of application, vita, and names and contact information of five professional references to Dr. Susan Colby, Department of Curriculum and Instruction, Reich College of Education, Appalachian State University, Boone, NC 28608. Electronic submissions may be sent to colbysa@appstate.edu.
Please indicate “teacher education position” clearly in the subject line.
Individuals with disabilities may request accommodations in the application process by contacting Susan Colby. Review of applications begins November 7, 2010 and will continue until the position is filled.
Appalachian State University is an Affirmative Action/Equal Opportunity
Employer. The university has a strong commitment to the principles of
diversity and inclusion, and to maintaining working and learning environments that are free of all forms of discrimination. In support of its commitment to inclusive excellence through diversity and equity,
Appalachian State University strongly encourages applications from women, minorities, individuals with disabilities, veterans and members of other underrepresented groups.
*ASSISTANT PROFESSOR*
The Department of Curriculum and Instruction in the Reich College of Education at Appalachian State University invites applications for the following tenure-track position in Teacher Education/Assessment beginning August 2011.
Qualifications for the position include:
1. Earned doctorate in Curriculum and Instruction, or closely related
area; ABD considered;
2. Demonstrated ability to teach courses in a teacher education program
with a primary focus on assessment; specifically, assessment of student learning in a K-12 public school environment;
3. Record of successful K-12 public school teaching experience required
and university level teaching preferred;
4. Experience with integration of technology into teaching;
5. Evidence of scholarly potential required, established record of
scholarship/creative activity preferred;
6. Commitment to working in a community of practice, to a social
constructivist perspective of teaching and learning, and to working with diverse populations;
7. Eligibility for North Carolina teaching license.
Specific duties and responsibilities: Teach undergraduate and graduate level courses in the teacher education program with primary responsibility for teaching an assessment course in the professional core required of all undergraduate teacher education majors; conduct research; and provide service to the department, college, university and profession. Some teaching will be off-campus. Service to the department/college may include assisting faculty in strengthening the assessment component in their undergraduate and graduate courses. Salary commensurate with qualifications and experience.
Additional information about the university and surrounding area is located at http://www.appstate.edu and http://www.hubbard.appstate.edu/prospective-faculty. Human resource information is located at http://www.hrs.appstate.edu/.
Send letter of application, vita, and names and contact information of five professional references to Dr. Susan Colby, Department of Curriculum and Instruction, Reich College of Education, Appalachian State University, Boone, NC 28608. Electronic submissions may be sent to colbysa@appstate.edu.
Please indicate “teacher education position” clearly in the subject line.
Individuals with disabilities may request accommodations in the application process by contacting Susan Colby. Review of applications begins November 7, 2010 and will continue until the position is filled.
Appalachian State University is an Affirmative Action/Equal Opportunity
Employer. The university has a strong commitment to the principles of
diversity and inclusion, and to maintaining working and learning environments that are free of all forms of discrimination. In support of its commitment to inclusive excellence through diversity and equity,
Appalachian State University strongly encourages applications from women, minorities, individuals with disabilities, veterans and members of other underrepresented groups.
Friday, October 22, 2010
National Center on Family Homelessness
The following is a job announcement for a part-time position with the National Center on Family Homelessness, which is based in Newton/Needham. NCFH is looking for a person with quantitative skills to oversee the data collection processes of a large-scale study investigating the effectiveness of an intervention targeted toward young, homeless mothers. This is a paid position ($15-$20/hr depending on experience) and all work would be done in the Newton/Needham office for approximately 5-10 hours per week. The position entails monitoring the data collection at four different sites, conducting quality checks on the data collection and data entry, as well as doing some data entry. This position is similar to what I did there a few summers ago and it was great experience to work with SPSS on large data sets. NCFH may also let you use their data for your own class projects and there might even be potential to help work on published reports. If you are interested in the position please contact Sonia Suri at Sonia.Suri@familyhomelessness.org and let her know that you heard about the position from me. Also, if you are interested in learning more about the NCFH, visit: http://www.familyhomelessness.org
Wednesday, October 13, 2010
ETS
ETS (Educational Testing Services), the world's largest private nonprofit educational testing and assessment organization, has retained J. Robert Scott Executive Search to recruit a Research Director of Measurement.
The Research Director of Measurement will be responsible for contributing to and overseeing the execution of a research agenda for ETS automated scoring technologies housed in the Automated Scoring and Natural Language Processing group. Strong candidates will have a doctoral degree in Psychometrics, Educational Measurement, or a closely related field. Ideal candidates will also have management experience and five to ten years of independent research related to technological innovations.
If you know of appropriately qualified individuals or would like to know more, please contact Irene Chung at (617) 563-2770 or irene.chung@j-robert-scott.com. Your referrals are greatly appreciated.
The Research Director of Measurement will be responsible for contributing to and overseeing the execution of a research agenda for ETS automated scoring technologies housed in the Automated Scoring and Natural Language Processing group. Strong candidates will have a doctoral degree in Psychometrics, Educational Measurement, or a closely related field. Ideal candidates will also have management experience and five to ten years of independent research related to technological innovations.
If you know of appropriately qualified individuals or would like to know more, please contact Irene Chung at (617) 563-2770 or irene.chung@j-robert-scott.com. Your referrals are greatly appreciated.
Tuesday, October 12, 2010
Mathematica Policy Research, Inc.
RESEARCH ANALYST NEEDED FOR SYSTEMATIC REVIEW OF MEASURES USED IN CHILDHOOD OBESITY RESEARCH
Mathematica Policy Research, Inc. is seeking several part-time research analysts for a project to review the research literature on measures used to assess food and physical activity (built) environments and diet and physical activity in children. These positions are temporary consulting positions and do not include benefits.
Research analysts will be responsible for reviewing journal articles and using a standardized form to abstract results from articles, such as the type of methodology used and the results of psychometric testing. Candidates should be organized, detail-oriented, self-motivated, and have excellent problem-solving and communication skills. Additional qualifications include:
• Master’s or PhD (completed or in progress) in measurement and evaluation, nutrition, public health, or other social sciences
• Prior experience with conducting literature reviews, especially reviews focused on nutrition or physical activity
• Knowledge of methods for assessing reliability and validity of research instruments is desirable, but not required
The positions will start immediately and training will be provided. Applicants must pass a certification after the training in order to continue in the position. The positions require a minimum commitment of 18-20 hours per week. Scheduling is flexible and evening and weekend hours are possible. The positions are located in our Cambridge office (955 Massachusetts Avenue).
To apply, please send a cover letter (including available work schedule), resume, and contact information for three references via e-mail to: mfox@mathematica-mpr.com.
Visit our website at www.mathematica-mpr.com
We are an equal opportunity/affirmative action employer.
Mathematica Policy Research, Inc. is seeking several part-time research analysts for a project to review the research literature on measures used to assess food and physical activity (built) environments and diet and physical activity in children. These positions are temporary consulting positions and do not include benefits.
Research analysts will be responsible for reviewing journal articles and using a standardized form to abstract results from articles, such as the type of methodology used and the results of psychometric testing. Candidates should be organized, detail-oriented, self-motivated, and have excellent problem-solving and communication skills. Additional qualifications include:
• Master’s or PhD (completed or in progress) in measurement and evaluation, nutrition, public health, or other social sciences
• Prior experience with conducting literature reviews, especially reviews focused on nutrition or physical activity
• Knowledge of methods for assessing reliability and validity of research instruments is desirable, but not required
The positions will start immediately and training will be provided. Applicants must pass a certification after the training in order to continue in the position. The positions require a minimum commitment of 18-20 hours per week. Scheduling is flexible and evening and weekend hours are possible. The positions are located in our Cambridge office (955 Massachusetts Avenue).
To apply, please send a cover letter (including available work schedule), resume, and contact information for three references via e-mail to: mfox@mathematica-mpr.com.
Visit our website at www.mathematica-mpr.com
We are an equal opportunity/affirmative action employer.
James Madison University
The Center for Assessment and Research Studies (CARS) and the Department of Graduate Psychology at
James Madison University seek an Assistant Professor to contribute to our PhD program in Assessment and
Measurement and our campus assessment activities. The PhD program is dedicated to preparing assessment
professionals who combine strong training in measurement, extensive applied assessment skills and
experiences, and the knowledge and skills necessary to impact assessment practice and policies.
The doctoral program is housed with other nationally recognized graduate programs in the Department of
Graduate Psychology, and is closely affiliated with CARS. Faculty members in the program teach courses in
assessment, measurement or statistics, mentor graduate students, and conduct scholarly research. The faculty
members have the flexibility to apply their areas of research to the assessment of student learning and
development and have established an outstanding record of research productivity. The teaching load is
typically one course each semester plus student research and/or practica supervision.
Every CARS/Assessment & Measurement faculty member has time allocated to the support of assessment
practice on campus. CARS is a nationally recognized student outcomes assessment center that provides an
excellent environment for assessment practice, graduate student training, and research. Faculty work with
interdisciplinary teams on a variety of projects related to the assessment of learning and developmental
outcomes of university students. Responsibilities include consulting with academic or student affairs
programs in the development of assessment plans, tests, and rating scales, and processing, analyzing, and
reporting 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 record of scholarship commensurate with rank. Experience with assessment
practice or applied educational or psychological research is highly desirable. Interested applicants should
apply online at https://JobLink.jmu.edu and reference posting number 0403726, submitting (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.
James Madison University is a state-supported co-educational university located in the historic Shenandoah
Valley of Virginia with a student body of over 19,000. 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 at http://www.psyc.jmu.edu/gradpsyc/. Queries may
be addressed to Deborah Bandalos, Assessment & Measurement PhD Director (bandaldl@jmu.edu),
Christine DeMars, search co-chair (demarsce@jmu.edu), or Donna Sundre, Professor and
Executive Director of CARS (sundredl@jmu.edu). Salary is competitive and will be
commensurate with experience.
Review of applications will begin November 7, 2010 and will continue until the position
is filled. Position is available July 1, 2011, but starting date is flexible.
James Madison University seek an Assistant Professor to contribute to our PhD program in Assessment and
Measurement and our campus assessment activities. The PhD program is dedicated to preparing assessment
professionals who combine strong training in measurement, extensive applied assessment skills and
experiences, and the knowledge and skills necessary to impact assessment practice and policies.
The doctoral program is housed with other nationally recognized graduate programs in the Department of
Graduate Psychology, and is closely affiliated with CARS. Faculty members in the program teach courses in
assessment, measurement or statistics, mentor graduate students, and conduct scholarly research. The faculty
members have the flexibility to apply their areas of research to the assessment of student learning and
development and have established an outstanding record of research productivity. The teaching load is
typically one course each semester plus student research and/or practica supervision.
Every CARS/Assessment & Measurement faculty member has time allocated to the support of assessment
practice on campus. CARS is a nationally recognized student outcomes assessment center that provides an
excellent environment for assessment practice, graduate student training, and research. Faculty work with
interdisciplinary teams on a variety of projects related to the assessment of learning and developmental
outcomes of university students. Responsibilities include consulting with academic or student affairs
programs in the development of assessment plans, tests, and rating scales, and processing, analyzing, and
reporting 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 record of scholarship commensurate with rank. Experience with assessment
practice or applied educational or psychological research is highly desirable. Interested applicants should
apply online at https://JobLink.jmu.edu and reference posting number 0403726, submitting (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.
James Madison University is a state-supported co-educational university located in the historic Shenandoah
Valley of Virginia with a student body of over 19,000. 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 at http://www.psyc.jmu.edu/gradpsyc/. Queries may
be addressed to Deborah Bandalos, Assessment & Measurement PhD Director (bandaldl@jmu.edu
Christine DeMars, search co-chair (demarsce@jmu.edu
Executive Director of CARS (sundredl@jmu.edu
commensurate with experience.
Review of applications will begin November 7, 2010 and will continue until the position
is filled. Position is available July 1, 2011, but starting date is flexible.
Friday, October 8, 2010
University of Maryland, College Park
Assistant or Associate Professor
Department of Measurement, Statistics and Evaluation
University of Maryland, College Park
The Department of Measurement, Statistics and Evaluation (EDMS) in the College of Education at the University of Maryland, College Park, is seeking applications for a tenure-track position at the Assistant or Associate Professor level, starting August 2011. Qualifications include an earned doctorate in an appropriate field, exceptionally strong background in quantitative methods as applied in the education, social, behavioral, and/or biological sciences, evidence of scholarly research, interest in participating in collaborative research projects, and graduate and undergraduate teaching.
This position requires expertise in classical and modern psychometric theory as well as in quantitative methods. The successful candidate will be expected to develop a program of research addressing important theoretical developments in psychometrics and/or assessment with an interest in applications to practical problems of broad interest. Duties will include (1) engagement in a sophisticated research program, (2) teaching within the EDMS graduate and undergraduate level educational statistics and measurement course sequence, including advanced specialty courses, (3) assisting in the development of new programs and coursework, (4) advising masters and doctoral students, (5) involvement in service to the profession at a state, national, and international level, and (6) securing and administering contracts and grants.
The EDMS Department has a current enrollment of about 60 graduate students in its doctoral and master’s programs. Nearly half of these students are full-time with some form of financial support. Faculty research interests and additional information about EDMS can be found by visiting our web site: www.education.umd.edu/EDMS/
Application Submission: Consideration of applications will begin November 1st, and continue until a suitable candidate is found. The position is expected to be filled by August 2011. Submit application materials, including a CV, a list of reference persons, a letter of interest that clearly describes your primary area(s) of expertise, the specific contributions that you would make to the EDMS department, and a statement that outlines your research and teaching interests, electronically via the eTerp system at https://jobs.umd.edu/applicants/jsp/shared/Welcome_css.jsp.
The University of Maryland is an Affirmative Action/Equal Opportunity employer. Applications by women and minorities are strongly encouraged.
Department of Measurement, Statistics and Evaluation
University of Maryland, College Park
The Department of Measurement, Statistics and Evaluation (EDMS) in the College of Education at the University of Maryland, College Park, is seeking applications for a tenure-track position at the Assistant or Associate Professor level, starting August 2011. Qualifications include an earned doctorate in an appropriate field, exceptionally strong background in quantitative methods as applied in the education, social, behavioral, and/or biological sciences, evidence of scholarly research, interest in participating in collaborative research projects, and graduate and undergraduate teaching.
This position requires expertise in classical and modern psychometric theory as well as in quantitative methods. The successful candidate will be expected to develop a program of research addressing important theoretical developments in psychometrics and/or assessment with an interest in applications to practical problems of broad interest. Duties will include (1) engagement in a sophisticated research program, (2) teaching within the EDMS graduate and undergraduate level educational statistics and measurement course sequence, including advanced specialty courses, (3) assisting in the development of new programs and coursework, (4) advising masters and doctoral students, (5) involvement in service to the profession at a state, national, and international level, and (6) securing and administering contracts and grants.
The EDMS Department has a current enrollment of about 60 graduate students in its doctoral and master’s programs. Nearly half of these students are full-time with some form of financial support. Faculty research interests and additional information about EDMS can be found by visiting our web site: www.education.umd.edu/EDMS/
Application Submission: Consideration of applications will begin November 1st, and continue until a suitable candidate is found. The position is expected to be filled by August 2011. Submit application materials, including a CV, a list of reference persons, a letter of interest that clearly describes your primary area(s) of expertise, the specific contributions that you would make to the EDMS department, and a statement that outlines your research and teaching interests, electronically via the eTerp system at https://jobs.umd.edu/applicants/jsp/shared/Welcome_css.jsp.
The University of Maryland is an Affirmative Action/Equal Opportunity employer. Applications by women and minorities are strongly encouraged.
Thursday, September 23, 2010
OECD
Analyst
http://www.oecd.org/
Reference: 3734
Grade/Level: A2/A3
Please apply before midnight, Central European Time (CET), on:
30/09/2010
We are an equal opportunity employer and we encourage all qualified candidates to apply.
The OECD is a unique forum where the governments of 33 market democracies work together to address the economic, social and governance challenges of the globalising world economy, as well as to exploit its opportunities.
Fixed-term appointment for one year (possible renewal)
We are looking for an analyst to manage a new strand of work related to the Programme for International Student Assessment (PISA) that will develop and implement a PISA-compatible test that can be implemented independently of the main PISA assessment by educational entities e.g. regions, education systems or individual schools. The selected candidate will work under the supervision of a Senior Analyst and under the direction of the Head of the Indicators and Analysis Division, Directorate for Education (EDU).
http://www.oecd.org/
Reference: 3734
Grade/Level: A2/A3
Please apply before midnight, Central European Time (CET), on:
30/09/2010
We are an equal opportunity employer and we encourage all qualified candidates to apply.
The OECD is a unique forum where the governments of 33 market democracies work together to address the economic, social and governance challenges of the globalising world economy, as well as to exploit its opportunities.
Fixed-term appointment for one year (possible renewal)
We are looking for an analyst to manage a new strand of work related to the Programme for International Student Assessment (PISA) that will develop and implement a PISA-compatible test that can be implemented independently of the main PISA assessment by educational entities e.g. regions, education systems or individual schools. The selected candidate will work under the supervision of a Senior Analyst and under the direction of the Head of the Indicators and Analysis Division, Directorate for Education (EDU).
Tuesday, September 21, 2010
The Rennie Center for Education Research & Policy
INTERNSHIP 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.
.
INTERN RESPONSIBILITIES & OPPORTUNITIES:
The Rennie Center is looking for an intern to support the Center’s research team in the preparation of a report on promising instructional practices. Main tasks include: listening to digital recordings of interviews conducted with elementary, middle and high school teachers; reviewing material collected as part of site visits (i.e. assignments, student work, scoring rubrics); preparing written summaries of particular instructional strategies; and preparing written case studies. The intern will play a key role in preparing a written report of the study findings and will be cited as a contributor in the publication. As needed, the intern will attend and provide administrative support for Rennie Center events and initiatives. This internship is unpaid.
INTERN QUALIFICATIONS:
Ability to write clearly and concisely
Proactive, positive attitude
Ability to work independently
Strong qualitative research skills
K-12 teaching experience preferred
TIME COMMITMENT: Minimum of 10 hours per week during the fall of 2010.
TO APPLY
Please send the following materials to Dr. Lisa Famularo, Research Director:
Resume;
Recent writing samples (sole authorship preferred);
Cover letter that describes the fit between your experience and the project described above. (Please consult our web site at www.renniecenter.org).
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.
.
INTERN RESPONSIBILITIES & OPPORTUNITIES:
The Rennie Center is looking for an intern to support the Center’s research team in the preparation of a report on promising instructional practices. Main tasks include: listening to digital recordings of interviews conducted with elementary, middle and high school teachers; reviewing material collected as part of site visits (i.e. assignments, student work, scoring rubrics); preparing written summaries of particular instructional strategies; and preparing written case studies. The intern will play a key role in preparing a written report of the study findings and will be cited as a contributor in the publication. As needed, the intern will attend and provide administrative support for Rennie Center events and initiatives. This internship is unpaid.
INTERN QUALIFICATIONS:
Ability to write clearly and concisely
Proactive, positive attitude
Ability to work independently
Strong qualitative research skills
K-12 teaching experience preferred
TIME COMMITMENT: Minimum of 10 hours per week during the fall of 2010.
TO APPLY
Please send the following materials to Dr. Lisa Famularo, Research Director:
Resume;
Recent writing samples (sole authorship preferred);
Cover letter that describes the fit between your experience and the project described above. (Please consult our web site at www.renniecenter.org).
Monday, September 13, 2010
Pacific Metrics
Pacific Metrics is seeking a psychometrician to assist with large scale assessment and related research projects. We are an educational assessment company specializing in online testing and psychometric research and development. Our offices are located in Monterey. The position is Monterey-based. Qualifications for this position include:
• Ph.D. in psychometrics, educational measurement, statistics, or educational psychology
• Bachelors or masters degree in statistics or mathematics or equivalent preparation
• Experience with item response theory models
• Proficiency with psychometric software
• Proficiency with general statistical software (SAS preferred)
• Ability to communicate effectively on technical topics for a variety of audiences in both written and oral form
• Ability to work in a team environment
The person filling this position will provide psychometric support for online testing and participate in research and development work in areas such as automated scoring, computer adaptive testing, formative assessment, vertical scaling, test security, and standard setting. Psychometric support tasks include item analysis, item calibration, equating, preparation of technical reports, and participation in meetings such as data review, standard setting, and technical advisory committee meetings. The successful applicant will also be expected to maintain familiarity with literature and developments outside the company in one or more areas of Pacific Metrics’ research and development work. Participation in professional meetings and publication in educational-psychological journals is encouraged. This position offers exceptional opportunities for self-direction, professional growth, and advancement in a collegial and innovative environment with nationally recognized research staff.
Please email questions and/or a cover letter and resume to Beth DeFranco (bdefranco@pacificmetrics.com).
• Ph.D. in psychometrics, educational measurement, statistics, or educational psychology
• Bachelors or masters degree in statistics or mathematics or equivalent preparation
• Experience with item response theory models
• Proficiency with psychometric software
• Proficiency with general statistical software (SAS preferred)
• Ability to communicate effectively on technical topics for a variety of audiences in both written and oral form
• Ability to work in a team environment
The person filling this position will provide psychometric support for online testing and participate in research and development work in areas such as automated scoring, computer adaptive testing, formative assessment, vertical scaling, test security, and standard setting. Psychometric support tasks include item analysis, item calibration, equating, preparation of technical reports, and participation in meetings such as data review, standard setting, and technical advisory committee meetings. The successful applicant will also be expected to maintain familiarity with literature and developments outside the company in one or more areas of Pacific Metrics’ research and development work. Participation in professional meetings and publication in educational-psychological journals is encouraged. This position offers exceptional opportunities for self-direction, professional growth, and advancement in a collegial and innovative environment with nationally recognized research staff.
Please email questions and/or a cover letter and resume to Beth DeFranco (bdefranco@pacificmetrics.com).
Tuesday, September 7, 2010
Department Of Homeland Security
Job Title: Instructional Systems Specialist
Department: Department Of Homeland Security
Agency: Customs and Border Protection
Job Announcement Number: IHC-367306-TM-DE
SALARY RANGE: $62,467.00 - $115,742.00 /year
OPEN PERIOD: Saturday, July 24, 2010 to Sunday, January 23, 2011
SERIES & GRADE: GS-1750-11/13
POSITION INFORMATION: Full Time Career/Career Conditional
PROMOTION POTENTIAL: 13
DUTY LOCATIONS: Few vacancies - Washington DC Metro Area, DC
WHO MAY BE CONSIDERED: United States Citizens
JOB SUMMARY:
CBP: Securing America's Borders
Whether on the frontlines or serving behind the scenes supporting our mission, the men and women of CBP are dedicated to keeping America safe. CBP counts on them. Our Nation counts on them. Can we count on you?
CBP Mission Statement: We are the guardians of our nation's borders. We are America's frontline. We safeguard the American homeland at and beyond our borders. We protect the American public against terrorists and the instruments of terror. We steadfastly enforce the laws of the United States while fostering our nation's economic security through lawful international trade and travel. We serve the American public with vigilance, integrity, and professionalism.
Discover a challenging and rewarding career in CBP, the sole organization responsible for securing the nation's borders. As part of our carefully selected, highly trained team, you'll leverage state-of-the art technology, innovative strategies and world-wide partnerships to protect our communities and defend our frontier.
At U.S. Customs and Border Protection, we:
Screen passengers, vehicles, and shipments entering our country
Seize illegal narcotics, vehicles, and agricultural products
Prevent unauthorized entry into the country
Rescue individuals who fall into dangerous conditions traversing our border
For more information about CBP's mission, activities, and careers, visit our web site, http://www.cbp.gov/.
Who May Apply: All U.S. Citizens
Organizational Location: This position is located in the Department of Homeland Security, U.S. Customs and Border Protection, Office of Training and Development, Washington DC.
Relocation Expenses: Relocation expenses will or will not be paid.
NOTE: In order to view/and or print the entire announcement, scroll to the bottom of this page and click "Print Preview", then "Print". Instructions on How to Apply and the Required Documents to submit can be found in the printed announcement and by clicking the appropriate tab above.
KEY REQUIREMENTS:
U.S. Citizenship
Background Security Investigation
Residency in the U.S. for the last 3 years (see explanation)
Back to top Duties
Additional Duty Location Info:
Few vacancies - Washington DC Metro Area, DC
You will serve as the lead analyst, course/program designer or contract manager for major projects including the design, development, pilot delivery, or evaluation of courses or instructional packages. You will assess the strengths and weaknesses of various methods for performance- and job-based training/learning, such as, classroom, web, broadcast, or on-the-job training. You will assess the procedures, methods and results of job task analyses and their utility for the development of instructional programs. You will analyze, evaluate, and approve various types of training-related product documents (e.g., training requirement statements, management/project plans, training design plans, course outlines, web-based instructional programs, and instructor and student guides, storyboards, and job aids, etc) for adherence to instructional systems design principles and practices. You will resolve conflicts in the design and development of training and coordinate the development of training. You will develop or revise training policies or procedures. You will plan and direct all of the major phases of the ISD process, including needs analysis, course/program/curriculum design and development, selection of instructional media and methods, and formative and summative evaluations.
You will maintain close working relationships with all Customs and Border Protection (CBP) offices to ensure that training needs and requirements are addressed. You will make recommendations to senior management on adopting, modifying, or discontinuing various types of instructional methods and approaches and on using the most effective state-of-the-art training technologies. You will review and approve as well as develop training products that comply with all Federal statutes, regulations, policies and standards. You will determine the validity, reliability, objectivity, comprehensiveness, and discrimination proficiency of written and performance tests and examinations.
http://jobview.usajobs.gov/GetJob.aspx?JobID=89404239&JobTitle=Instructional+Systems+Specialist&where=22101&brd=3876&vw=b&FedEmp=N&FedPub=Y&x=125&y=13&pg=1&mlt.docid=66463324&mlt.field=JobTitle&mltjt=Instructional+Systems+Specialist+%28Training+Coordinator%29&sort=rv.dt&re=135&AVSDM=2010-07-24+00%3A03%3A00
Department: Department Of Homeland Security
Agency: Customs and Border Protection
Job Announcement Number: IHC-367306-TM-DE
SALARY RANGE: $62,467.00 - $115,742.00 /year
OPEN PERIOD: Saturday, July 24, 2010 to Sunday, January 23, 2011
SERIES & GRADE: GS-1750-11/13
POSITION INFORMATION: Full Time Career/Career Conditional
PROMOTION POTENTIAL: 13
DUTY LOCATIONS: Few vacancies - Washington DC Metro Area, DC
WHO MAY BE CONSIDERED: United States Citizens
JOB SUMMARY:
CBP: Securing America's Borders
Whether on the frontlines or serving behind the scenes supporting our mission, the men and women of CBP are dedicated to keeping America safe. CBP counts on them. Our Nation counts on them. Can we count on you?
CBP Mission Statement: We are the guardians of our nation's borders. We are America's frontline. We safeguard the American homeland at and beyond our borders. We protect the American public against terrorists and the instruments of terror. We steadfastly enforce the laws of the United States while fostering our nation's economic security through lawful international trade and travel. We serve the American public with vigilance, integrity, and professionalism.
Discover a challenging and rewarding career in CBP, the sole organization responsible for securing the nation's borders. As part of our carefully selected, highly trained team, you'll leverage state-of-the art technology, innovative strategies and world-wide partnerships to protect our communities and defend our frontier.
At U.S. Customs and Border Protection, we:
Screen passengers, vehicles, and shipments entering our country
Seize illegal narcotics, vehicles, and agricultural products
Prevent unauthorized entry into the country
Rescue individuals who fall into dangerous conditions traversing our border
For more information about CBP's mission, activities, and careers, visit our web site, http://www.cbp.gov/.
Who May Apply: All U.S. Citizens
Organizational Location: This position is located in the Department of Homeland Security, U.S. Customs and Border Protection, Office of Training and Development, Washington DC.
Relocation Expenses: Relocation expenses will or will not be paid.
NOTE: In order to view/and or print the entire announcement, scroll to the bottom of this page and click "Print Preview", then "Print". Instructions on How to Apply and the Required Documents to submit can be found in the printed announcement and by clicking the appropriate tab above.
KEY REQUIREMENTS:
U.S. Citizenship
Background Security Investigation
Residency in the U.S. for the last 3 years (see explanation)
Back to top Duties
Additional Duty Location Info:
Few vacancies - Washington DC Metro Area, DC
You will serve as the lead analyst, course/program designer or contract manager for major projects including the design, development, pilot delivery, or evaluation of courses or instructional packages. You will assess the strengths and weaknesses of various methods for performance- and job-based training/learning, such as, classroom, web, broadcast, or on-the-job training. You will assess the procedures, methods and results of job task analyses and their utility for the development of instructional programs. You will analyze, evaluate, and approve various types of training-related product documents (e.g., training requirement statements, management/project plans, training design plans, course outlines, web-based instructional programs, and instructor and student guides, storyboards, and job aids, etc) for adherence to instructional systems design principles and practices. You will resolve conflicts in the design and development of training and coordinate the development of training. You will develop or revise training policies or procedures. You will plan and direct all of the major phases of the ISD process, including needs analysis, course/program/curriculum design and development, selection of instructional media and methods, and formative and summative evaluations.
You will maintain close working relationships with all Customs and Border Protection (CBP) offices to ensure that training needs and requirements are addressed. You will make recommendations to senior management on adopting, modifying, or discontinuing various types of instructional methods and approaches and on using the most effective state-of-the-art training technologies. You will review and approve as well as develop training products that comply with all Federal statutes, regulations, policies and standards. You will determine the validity, reliability, objectivity, comprehensiveness, and discrimination proficiency of written and performance tests and examinations.
http://jobview.usajobs.gov/GetJob.aspx?JobID=89404239&JobTitle=Instructional+Systems+Specialist&where=22101&brd=3876&vw=b&FedEmp=N&FedPub=Y&x=125&y=13&pg=1&mlt.docid=66463324&mlt.field=JobTitle&mltjt=Instructional+Systems+Specialist+%28Training+Coordinator%29&sort=rv.dt&re=135&AVSDM=2010-07-24+00%3A03%3A00
Museum of Science
Senior Research/Evaluation Assistant II
Museum of Science, Boston
www.mos.org
Innovation and creativity come from the unique perspectives of a diverse staff. We value your perspective.
SUMMARY STATEMENT:
The Senior Research/Evaluation Assistant II will work with other research and evaluation personnel to develop curricular resources, to oversee organization and logistical aspects of the curriculum pilot and field testing, implementation, research, and evaluation, to develop research plans, and to work with other research staff to administer, analyze and report on research/evaluation instruments, data collection, and findings for the Engineering is Elementary curriculum development project: www.mos.org/eie.
ACCOUNTABILITY STATEMENTS:
1. Work with Research Associates, Assessment Director, and Project Director to administer, compile, analyze, and report research/evaluation instruments and data. Oversee data collection efforts.
2. Generate early drafts of large-scale research instruments and with other members of the team help with their development and refinement. Collect research/evaluation data. Create databases and other organizational systems for housing collected data. Run preliminary analyses of collected data and work with the team to produce full analyses and reports.
3. Work with the research team to develop qualitative research instruments and procedures. Collect qualitative data including interviews and focus groups with students and teachers, classroom observations, and videotaping. Transcribe and analyze data, develop coding and analytic procedures, and write reports.
4. Work with Content Development team, Assessment Director, and Project Director to develop, test, and revise curricular activities and resources.
5. Participate in writing articles for publication in peer-reviewed journals.
6. Participate in developing research and evaluation plans and grant proposals. Contribute to developing the vision for research efforts as well as formative and summative evaluation of the curriculum.
7. Represent the project at conferences and meetings at the state and national level.
8. Contribute to an ongoing pool and database of research/evaluation knowledge by researching and reading related research and evaluation studies.
9. May have supervisory responsibilities for staff, intern, or volunteers.
10. Perform other work-related duties as required by Manager.
WORK SCHEDULE:
Grant-funded, full-time, 40 hrs/wk, Mon-Fri
REPORTING STRUCTURE:
This position is supervised by the Program Manager for Research & Assessment and reports to the Vice President of Research & Educator Resource Development.
QUALIFICATIONS SUMMARY:
• Bachelor’s of Science or Arts degree a minimum. Advanced degree or coursework preferred, with specialization or demonstrated interest in research (qualitative or quantitative).
• 3 to 5 years of experience required.
• Preferably a background in science, mathematics, or engineering. A background in education and/or the social sciences a must. Experience working with quantitative and/or qualitative research methods.
• Excellent listening skills.
• Excellent project coordination skills and organization.
• Ability to multitask and stay calm amidst many simultaneous job requirements.
• Ability to take leadership on project components and work independently to produce and follow a timeline.
• Exceptional ability to review and synthesize science content or research data and to work closely with teachers or other researchers to produce and modify a high quality product (curriculum or research article).
• Very good data management skills.
• Ability to follow directions.
• Comfort working with computers, facility with databases and a willingness to master new computer software.
• Collaborative skills.
• Ability to meet tight deadlines.
• Good communication skills, both verbal and written.
• Ability to mentor less experienced staff members and volunteers.
STARTING SALARY:
Non-Exempt (Hourly). Commensurate with experience.
BENEFITS:
Benefits for full-time, non-exempt (hourly) staff include: free parking, T accessibility, 15 vacation days, 12 holidays, 5-10 sick days, medical and dental insurance, short- and long-term disability, life insurance, retirement and savings plan, health care/dependent care flex spending plan, employee discounts, employee referral program, tuition assistance, professional development, direct deposit, free admission, free Duck Tours, discounted movie passes, and much more!
TO APPLY FOR THIS OPPORTUNITY IN OUR DIVERSE AND DYNAMIC WORK ENVIRONMENT, SUBMIT YOUR COVER LETTER AND RESUME TO:
Human Resources Department
Museum of Science
Science Park
Boston, MA 02114
Fax: (617) 589-0362
Email: jobs@mos.org
Visit www.mos.org/jobs for our most up-to-date employment listings. No phone inquiries, please. Qualified applicants will be contacted within two to four weeks of initial application. The Museum of Science is an Equal Opportunity Employer.
Museum of Science, Boston
www.mos.org
Innovation and creativity come from the unique perspectives of a diverse staff. We value your perspective.
SUMMARY STATEMENT:
The Senior Research/Evaluation Assistant II will work with other research and evaluation personnel to develop curricular resources, to oversee organization and logistical aspects of the curriculum pilot and field testing, implementation, research, and evaluation, to develop research plans, and to work with other research staff to administer, analyze and report on research/evaluation instruments, data collection, and findings for the Engineering is Elementary curriculum development project: www.mos.org/eie.
ACCOUNTABILITY STATEMENTS:
1. Work with Research Associates, Assessment Director, and Project Director to administer, compile, analyze, and report research/evaluation instruments and data. Oversee data collection efforts.
2. Generate early drafts of large-scale research instruments and with other members of the team help with their development and refinement. Collect research/evaluation data. Create databases and other organizational systems for housing collected data. Run preliminary analyses of collected data and work with the team to produce full analyses and reports.
3. Work with the research team to develop qualitative research instruments and procedures. Collect qualitative data including interviews and focus groups with students and teachers, classroom observations, and videotaping. Transcribe and analyze data, develop coding and analytic procedures, and write reports.
4. Work with Content Development team, Assessment Director, and Project Director to develop, test, and revise curricular activities and resources.
5. Participate in writing articles for publication in peer-reviewed journals.
6. Participate in developing research and evaluation plans and grant proposals. Contribute to developing the vision for research efforts as well as formative and summative evaluation of the curriculum.
7. Represent the project at conferences and meetings at the state and national level.
8. Contribute to an ongoing pool and database of research/evaluation knowledge by researching and reading related research and evaluation studies.
9. May have supervisory responsibilities for staff, intern, or volunteers.
10. Perform other work-related duties as required by Manager.
WORK SCHEDULE:
Grant-funded, full-time, 40 hrs/wk, Mon-Fri
REPORTING STRUCTURE:
This position is supervised by the Program Manager for Research & Assessment and reports to the Vice President of Research & Educator Resource Development.
QUALIFICATIONS SUMMARY:
• Bachelor’s of Science or Arts degree a minimum. Advanced degree or coursework preferred, with specialization or demonstrated interest in research (qualitative or quantitative).
• 3 to 5 years of experience required.
• Preferably a background in science, mathematics, or engineering. A background in education and/or the social sciences a must. Experience working with quantitative and/or qualitative research methods.
• Excellent listening skills.
• Excellent project coordination skills and organization.
• Ability to multitask and stay calm amidst many simultaneous job requirements.
• Ability to take leadership on project components and work independently to produce and follow a timeline.
• Exceptional ability to review and synthesize science content or research data and to work closely with teachers or other researchers to produce and modify a high quality product (curriculum or research article).
• Very good data management skills.
• Ability to follow directions.
• Comfort working with computers, facility with databases and a willingness to master new computer software.
• Collaborative skills.
• Ability to meet tight deadlines.
• Good communication skills, both verbal and written.
• Ability to mentor less experienced staff members and volunteers.
STARTING SALARY:
Non-Exempt (Hourly). Commensurate with experience.
BENEFITS:
Benefits for full-time, non-exempt (hourly) staff include: free parking, T accessibility, 15 vacation days, 12 holidays, 5-10 sick days, medical and dental insurance, short- and long-term disability, life insurance, retirement and savings plan, health care/dependent care flex spending plan, employee discounts, employee referral program, tuition assistance, professional development, direct deposit, free admission, free Duck Tours, discounted movie passes, and much more!
TO APPLY FOR THIS OPPORTUNITY IN OUR DIVERSE AND DYNAMIC WORK ENVIRONMENT, SUBMIT YOUR COVER LETTER AND RESUME TO:
Human Resources Department
Museum of Science
Science Park
Boston, MA 02114
Fax: (617) 589-0362
Email: jobs@mos.org
Visit www.mos.org/jobs for our most up-to-date employment listings. No phone inquiries, please. Qualified applicants will be contacted within two to four weeks of initial application. The Museum of Science is an Equal Opportunity Employer.
Monday, August 30, 2010
The Achievement Network
POSITION ANNOUNCEMENT: Research and Evaluation Analyst, Boston, MA
Organizational Overview:
The Achievement Network (ANet) is a nonprofit organization, founded in 2005, motivated by the vision that one day all students will have the opportunity to master the skills and concepts needed to be successful in college and beyond. ANet is committed to helping all students achieve academic excellence by providing urban, low-income schools with effective data-driven strategies to identify and close gaps in student learning, and embedding these strategies into schools’ everyday routines to measurably close the achievement gap. ANet combines high-quality standards-aligned assessments; educator coaching in how to analyze assessment results, identify gaps in student learning, and create action plans to address these gaps; and peer Networks of schools that collaborate to improve their use of data. This comprehensive package has produced measurable student achievement gains in our Network schools. In the coming 2010-11 school year, we plan to work with nearly 170 schools and continue to expand our Networks in six geographic regions- Massachusetts; Washington, D.C.; New Orleans, LA; Newark, NJ; Chicago, IL; and National Heritage Academies. By 2013, we aim to serve over 300 schools across these Networks in order to affect the educational outcomes of over 60,000 students every year.
ANet was recently named as one of only 30 winners nationally in the United States Department of Education’s Investing in Innovation (i3) Development category competitive grant process. The i3 fund was established under the American Recovery and Reinvestment Act of 2009 to provide competitive grants to local education authorities and nonprofits partnered with them with a record of improving student achievement. Funding from the i3 grant will support an independent randomized control study and growth of our networks for the next four years.
Position Overview:
The Research and Evaluation Analyst will coordinate ANet’s efforts to document the effectiveness of its program for internal and external purposes. This position will focus on analyzing ANet’s impact and results, building ANet’s capacity in research and evaluation, and developing relationships with key partners that provide data (e.g., states and districts) and conduct research (e.g., university partners). The position will have significant opportunity to lead ANet’s research and evaluation agenda and, as such, the position demands a combination of intellectual leadership, quantitative skills, strong curiosity about factors driving student achievement and clear communication skills.
The position is in ANet’s Boston headquarters, and will work closely with ANet’s Chief Executive Officer, Chief Program Officer, and Product Manager, and report to ANet’s Special Projects Manager. This position offers the unique opportunity for an entrepreneurial, results-oriented individual to become a vital member of The Achievement Network.
Responsibilities: Responsibilities include, but are not limited to:
• Develop and perform standard analytical routines to:
o Document student achievement gains in ANet’s partner schools and organizations, including in comparison to gains in similar schools and organizations
o Validate ANet’s program through studying the connection between implementation of our program and student performance
o Set/track ANet’s performance objectives;
• Think creatively to develop new metrics to demonstrate the success of ANet;
• Manage relationships with and oversee output from consulting psychometricians, researchers, and evaluators,
o In particular, work closely with independent, external evaluator executing our Investing in Innovation randomized control trial
• Respond to specific analytical requests by ANet members and determine whether requests should be included in ANet’s standard analytical routines;
• Regularly organize findings for continuous improvement of ANet offerings and staff development; and,
• Produce annual summary of ANet findings for external audiences as well as more frequent summaries around specific topics.
Required Skills, Experiences and Competencies: In order to be successful in this role, ideal candidates should demonstrate the following:
• Excellent education credentials: Advanced or undergraduate degree with coursework in quantitative areas, such as Statistics, strongly preferred.
o Knowledge of urban schools a plus
o Ability to think creatively about metrics and analysis
• Experience with research design and execution:
o Strong statistical analysis skills
o Knowledge of research and evaluation quantitative methodology (including regression analysis)
o Proficiency with SPSS
o Experience conducting quantitative analysis for making policy recommendations
• Ability to manage relationships with external data providers and research partners: Excellent interpersonal skills and strong group presentation skills, with the ability to communicate complex ideas clearly and effectively
• Comfort with working in an entrepreneurial, fast-paced, highly collaborative and team-oriented environment: With a desire to contribute to a growing organization, outstanding project management skills and initiative
• Belief in The Achievement Network’s mission and strategy: Most importantly, a passionate commitment to and a sense of urgency for the support of urban schools, along with a belief that all students can achieve at high levels.
Benefits and salary:
Salary for this position is competitive and depends on prior experience and qualifications. We also offer a comprehensive benefits plan.
How to Apply:
The Achievement Network is soliciting applications for this position immediately. To apply, please email a resume and thoughtful cover letter, outlining: a) your interest in The Achievement Network and this position, b) challenges you would expect in this role and how you would overcome them, and c) outcomes and results you would hope to see in your evaluation role. Please send to Alyssa Christopolis at achristopolis@achievementnetwork.org, subject line “Research and Evaluation Analyst.” Applications will be reviewed on a rolling basis.
The Achievement Network is committed to maximizing the diversity of our organization. We are an equal opportunity employer and seek individuals of all ethnic and racial backgrounds to apply to this position.
Organizational Overview:
The Achievement Network (ANet) is a nonprofit organization, founded in 2005, motivated by the vision that one day all students will have the opportunity to master the skills and concepts needed to be successful in college and beyond. ANet is committed to helping all students achieve academic excellence by providing urban, low-income schools with effective data-driven strategies to identify and close gaps in student learning, and embedding these strategies into schools’ everyday routines to measurably close the achievement gap. ANet combines high-quality standards-aligned assessments; educator coaching in how to analyze assessment results, identify gaps in student learning, and create action plans to address these gaps; and peer Networks of schools that collaborate to improve their use of data. This comprehensive package has produced measurable student achievement gains in our Network schools. In the coming 2010-11 school year, we plan to work with nearly 170 schools and continue to expand our Networks in six geographic regions- Massachusetts; Washington, D.C.; New Orleans, LA; Newark, NJ; Chicago, IL; and National Heritage Academies. By 2013, we aim to serve over 300 schools across these Networks in order to affect the educational outcomes of over 60,000 students every year.
ANet was recently named as one of only 30 winners nationally in the United States Department of Education’s Investing in Innovation (i3) Development category competitive grant process. The i3 fund was established under the American Recovery and Reinvestment Act of 2009 to provide competitive grants to local education authorities and nonprofits partnered with them with a record of improving student achievement. Funding from the i3 grant will support an independent randomized control study and growth of our networks for the next four years.
Position Overview:
The Research and Evaluation Analyst will coordinate ANet’s efforts to document the effectiveness of its program for internal and external purposes. This position will focus on analyzing ANet’s impact and results, building ANet’s capacity in research and evaluation, and developing relationships with key partners that provide data (e.g., states and districts) and conduct research (e.g., university partners). The position will have significant opportunity to lead ANet’s research and evaluation agenda and, as such, the position demands a combination of intellectual leadership, quantitative skills, strong curiosity about factors driving student achievement and clear communication skills.
The position is in ANet’s Boston headquarters, and will work closely with ANet’s Chief Executive Officer, Chief Program Officer, and Product Manager, and report to ANet’s Special Projects Manager. This position offers the unique opportunity for an entrepreneurial, results-oriented individual to become a vital member of The Achievement Network.
Responsibilities: Responsibilities include, but are not limited to:
• Develop and perform standard analytical routines to:
o Document student achievement gains in ANet’s partner schools and organizations, including in comparison to gains in similar schools and organizations
o Validate ANet’s program through studying the connection between implementation of our program and student performance
o Set/track ANet’s performance objectives;
• Think creatively to develop new metrics to demonstrate the success of ANet;
• Manage relationships with and oversee output from consulting psychometricians, researchers, and evaluators,
o In particular, work closely with independent, external evaluator executing our Investing in Innovation randomized control trial
• Respond to specific analytical requests by ANet members and determine whether requests should be included in ANet’s standard analytical routines;
• Regularly organize findings for continuous improvement of ANet offerings and staff development; and,
• Produce annual summary of ANet findings for external audiences as well as more frequent summaries around specific topics.
Required Skills, Experiences and Competencies: In order to be successful in this role, ideal candidates should demonstrate the following:
• Excellent education credentials: Advanced or undergraduate degree with coursework in quantitative areas, such as Statistics, strongly preferred.
o Knowledge of urban schools a plus
o Ability to think creatively about metrics and analysis
• Experience with research design and execution:
o Strong statistical analysis skills
o Knowledge of research and evaluation quantitative methodology (including regression analysis)
o Proficiency with SPSS
o Experience conducting quantitative analysis for making policy recommendations
• Ability to manage relationships with external data providers and research partners: Excellent interpersonal skills and strong group presentation skills, with the ability to communicate complex ideas clearly and effectively
• Comfort with working in an entrepreneurial, fast-paced, highly collaborative and team-oriented environment: With a desire to contribute to a growing organization, outstanding project management skills and initiative
• Belief in The Achievement Network’s mission and strategy: Most importantly, a passionate commitment to and a sense of urgency for the support of urban schools, along with a belief that all students can achieve at high levels.
Benefits and salary:
Salary for this position is competitive and depends on prior experience and qualifications. We also offer a comprehensive benefits plan.
How to Apply:
The Achievement Network is soliciting applications for this position immediately. To apply, please email a resume and thoughtful cover letter, outlining: a) your interest in The Achievement Network and this position, b) challenges you would expect in this role and how you would overcome them, and c) outcomes and results you would hope to see in your evaluation role. Please send to Alyssa Christopolis at achristopolis@achievementnetwork.org, subject line “Research and Evaluation Analyst.” Applications will be reviewed on a rolling basis.
The Achievement Network is committed to maximizing the diversity of our organization. We are an equal opportunity employer and seek individuals of all ethnic and racial backgrounds to apply to this position.
Thursday, August 26, 2010
RIDE
The Office of Instruction, Assessment, and Curriculum is looking to fill 3 Assessment Specialist Positions (salary range is $74,373 - $90,373):
Assessment specialists are responsible for supporting the development of a comprehensive assessment system including formative, interim, and summative assessments at the local and state level; coordinating statewide systems of professional development in support of data driven instruction; and participating in collaborative multi-state programs and federal grants. The Assessment Specialist primary responsibility will consist of one or more of the following:
* Design, delivery, and support of the formative assessment training program
* Design, delivery, and support of the interim assessment program
* Coordination of the collection, reporting and analysis of assessment data
Interested parties should go to the RIDE page to apply:
http://www.ride.ri.gov/Commissioner/HumanResources/employmentOpport.aspx
Assessment specialists are responsible for supporting the development of a comprehensive assessment system including formative, interim, and summative assessments at the local and state level; coordinating statewide systems of professional development in support of data driven instruction; and participating in collaborative multi-state programs and federal grants. The Assessment Specialist primary responsibility will consist of one or more of the following:
* Design, delivery, and support of the formative assessment training program
* Design, delivery, and support of the interim assessment program
* Coordination of the collection, reporting and analysis of assessment data
Interested parties should go to the RIDE page to apply:
http://www.ride.ri.gov/Commissioner/HumanResources/employmentOpport.aspx
Tuesday, August 24, 2010
Council for Aid to Education
The Council for Aid to Education (CAE) is about to undertake a project funded by the Gates Foundation. (The CAE sponsors the Collegiate Learning Assessment.)
Jeff Steedles is the principal investigator for the project. The topic is at the heart of discussions of common core standards and college readiness.
This project will provide opportunities for a few consultants who are advanced enough technically to contribute to this construct validity project and would benefit from working with senior measurement scientists such as Steve Klein, formerly at the RAND corporation, and Rich Shavelson, professor emeritus, Stanford University. CAE is a non profit focused on exploring the assessment opportunities presented by performance assessment. Several hundred colleges and universities are currently testing with the Collegiate Learning Assessment (CLA) in the United States and CAE is now developing an international version of the CLA for AHELO (the Assessment of Higher Education Learning Outcomes) project recently initiated by the Organization of Economic Cooperation and Development (OECD).
For more information on this project please contact Jeff Steedles at jsteedles@cae.org.
Description of Project for Which Consultants are Sought.
One of the primary goals of the Common Core State Standards (CCSS) Initiative is to improve upon current content standards by increasing the focus on core competencies that are expected of high school graduates when they enter college. These include essential skills related to literacy and numeracy as well as general, higher-order skills like thinking critically and communicating ideas effectively. According to Kati Haycock (2010), the Common Core movement is about "trying to clarify what successful college students actually need to know and be able to do, so that we can get serious about teaching and measuring those things rather than simply calculating course credits or pass rates on low-level state tests" (p. 15).
The research project proposed here is one component of a larger effort that seeks to validate the alignment of the CCSS with college readiness. As part of this project, an assessment of the "core of the Core" (i.e., those CCSS most closely aligned with college readiness) will be developed and administered to high school seniors. Scores from this assessment will be evaluated as predictors of traditional college readiness indicators (e.g., HSGPA plus SAT or ACT scores) and compared to scores from tests aligned to existing state content standards. Moreover, the assessment developed for this project will serve as a proving ground for innovative test items aligned with CCSS that may be employed in the large-scale, multi-state assessment systems proposed for the U.S. Department of Education Race-to-the-Top Assessment Grants.
Jeff Steedles is the principal investigator for the project. The topic is at the heart of discussions of common core standards and college readiness.
This project will provide opportunities for a few consultants who are advanced enough technically to contribute to this construct validity project and would benefit from working with senior measurement scientists such as Steve Klein, formerly at the RAND corporation, and Rich Shavelson, professor emeritus, Stanford University. CAE is a non profit focused on exploring the assessment opportunities presented by performance assessment. Several hundred colleges and universities are currently testing with the Collegiate Learning Assessment (CLA) in the United States and CAE is now developing an international version of the CLA for AHELO (the Assessment of Higher Education Learning Outcomes) project recently initiated by the Organization of Economic Cooperation and Development (OECD).
For more information on this project please contact Jeff Steedles at jsteedles@cae.org.
Description of Project for Which Consultants are Sought.
One of the primary goals of the Common Core State Standards (CCSS) Initiative is to improve upon current content standards by increasing the focus on core competencies that are expected of high school graduates when they enter college. These include essential skills related to literacy and numeracy as well as general, higher-order skills like thinking critically and communicating ideas effectively. According to Kati Haycock (2010), the Common Core movement is about "trying to clarify what successful college students actually need to know and be able to do, so that we can get serious about teaching and measuring those things rather than simply calculating course credits or pass rates on low-level state tests" (p. 15).
The research project proposed here is one component of a larger effort that seeks to validate the alignment of the CCSS with college readiness. As part of this project, an assessment of the "core of the Core" (i.e., those CCSS most closely aligned with college readiness) will be developed and administered to high school seniors. Scores from this assessment will be evaluated as predictors of traditional college readiness indicators (e.g., HSGPA plus SAT or ACT scores) and compared to scores from tests aligned to existing state content standards. Moreover, the assessment developed for this project will serve as a proving ground for innovative test items aligned with CCSS that may be employed in the large-scale, multi-state assessment systems proposed for the U.S. Department of Education Race-to-the-Top Assessment Grants.
Monday, August 23, 2010
Teachers21 Research Analyst
Responsibilities
Our Research Analyst is responsible for leading the evaluation of new programs, the assessment of current programming, pre and post data analysis for grant applications, as well as supporting school districts in interpreting and analyzing student achievement data.
The Analyst will:
Lead the conceptualization, design, development, implementation, and evaluation of new programs
Design and implement formative and summative evaluation approaches within single and across multiple projects
Disseminate the evaluation reports to project participants and other relevant stakeholders
Create formal and informal communication loops to support ongoing analysis, assessment, and informed decision-making among project participants
Provide leadership on implementing current quantitative and qualitative methodologies
Prepare articles for state and national publications on a wide variety of projects and learnings
Identify themes and develop conference proposals that advance the reform agenda of Teachers21 and its program development
Identify state and national conferences or publications that may be a good fit for disseminating the Teachers21 projects and learnings
Identify areas of need in the field and provide leadership for the development of toolkits, packets, handbooks, other materials, and case studies that support educator’s professional growth
Document dissemination activities through multiple media sources (e.g., video and print)
Qualifications
The Research Analyst should possess the following qualifications:
Advanced degree in education or educational administration
Demonstrated success in grant writing
Networks with national and state foundations desirable
Experience in public school teaching or administration
Proven effective team leadership and facilitation skills
Proven effective experience in research, program evaluation, and dissemination
Ability to accomplish multiple simultaneous projects
Excellent written and oral communication skills
Strong interpersonal skills
Salary and Benefits
Competitive salary and benefits package
Start Date
On or before October 1, 2010
Contact
Mail, email, or fax your resume and cover letter to:
John D’Auria, President
Teachers21
34 Washington Street, Suite 220
Wellesley, MA 02481
Fax: 781-416-0983
jdauria@teachers21.org
Our Research Analyst is responsible for leading the evaluation of new programs, the assessment of current programming, pre and post data analysis for grant applications, as well as supporting school districts in interpreting and analyzing student achievement data.
The Analyst will:
Lead the conceptualization, design, development, implementation, and evaluation of new programs
Design and implement formative and summative evaluation approaches within single and across multiple projects
Disseminate the evaluation reports to project participants and other relevant stakeholders
Create formal and informal communication loops to support ongoing analysis, assessment, and informed decision-making among project participants
Provide leadership on implementing current quantitative and qualitative methodologies
Prepare articles for state and national publications on a wide variety of projects and learnings
Identify themes and develop conference proposals that advance the reform agenda of Teachers21 and its program development
Identify state and national conferences or publications that may be a good fit for disseminating the Teachers21 projects and learnings
Identify areas of need in the field and provide leadership for the development of toolkits, packets, handbooks, other materials, and case studies that support educator’s professional growth
Document dissemination activities through multiple media sources (e.g., video and print)
Qualifications
The Research Analyst should possess the following qualifications:
Advanced degree in education or educational administration
Demonstrated success in grant writing
Networks with national and state foundations desirable
Experience in public school teaching or administration
Proven effective team leadership and facilitation skills
Proven effective experience in research, program evaluation, and dissemination
Ability to accomplish multiple simultaneous projects
Excellent written and oral communication skills
Strong interpersonal skills
Salary and Benefits
Competitive salary and benefits package
Start Date
On or before October 1, 2010
Contact
Mail, email, or fax your resume and cover letter to:
John D’Auria, President
Teachers21
34 Washington Street, Suite 220
Wellesley, MA 02481
Fax: 781-416-0983
jdauria@teachers21.org
Thursday, August 19, 2010
Georgia Southern University
Georgia Southern University is seeking applications for the position of assistant professor of educational research. You can find a description of the position and application instructions here:
http://coe.georgiasouthern.edu/positions.htm
http://coe.georgiasouthern.edu/positions.htm
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