To support the work of the new Vice President of NYC Program Implementation. Blue Engine recruits, trains, and supports Blue Engine Teaching Assistants (“BETAs”), recent college graduates who work alongside mentor teachers to help students develop “college ready” skills in mathematics, literacy and growth mindset. This hybrid team teaching model accelerates student learning while simultaneously building a local pipeline of effective educators within historically oppressed communities. The Vice President of NYC Program Implementation will lead the implementation of new evaluation strategies, which is critical to measuring the success of their program model, and will provide coaching and oversight of program staff, using newly identified observation cycles.

To support a Youth Development Specialist who will help develop and implement DREAM’s new integrated learning model at DREAM Charter High School, helping students seamlessly transition between school-day and afterschool programming. The integrated learning model combines DREAM Charter School and DREAM OST (“Out-of-School Time”) programming to heighten the impact experienced by youth. This effort helps to ensure that students have the social-emotional and college- and career-readiness work they need to enter and succeed in college and beyond. The Youth Development Specialist will provide each student with individualized attention on a regular basis relating to his/her academic workload, grades, and extracurricular involvement. DREAM Charter School’s mission is to prepare students for high-performing high schools, colleges and beyond through a rigorous academic program that develops critical thinkers who demonstrate a love of learning, strong character, and a commitment to wellness and active citizenship. In the 2018-2019 school year, the school served over 700 students in Grades Pre-K through 10, and will grow within 2 years to a Pre-K through 12 school.

To support a new Program Associate, a position deemed crucial to developing EHTP’s East Harlem Teaching Residency (“EHTR”) and Out-of-School Time (“OST”) Programs. Now in its fourth year, the East Harlem Teaching Residency, in partnership with Hunter College School of Education and AmeriCorps, is a highly selective teacher-training program that develops, supports and certifies aspiring educators to become elementary teachers. The OST programs for elementary, middle, and high school students incorporate intensive academic support with an emphasis on literacy; science, technology, engineering, and math (“STEM”) learning; social and emotional skill-building; and family engagement in student learning. The Program Associate will support the growth and sustainability of their Residency and OST programs, helping EHTP to serve more families in East Harlem. East Harlem Tutorial Program serves youth in grades K-12 through afterschool and summer programs and 3 public charter schools, providing children with opportunities for academic, social and career advancement while fully engaging parents and caregivers in their children’s development.

To support the new College Success Team Manager at their Goddard Riverside Options Center, who will build upon the work of their successful College Success program which helps students persist through college and earn their degrees. In addition to supervising the Success Counseling Team, the responsibilities will include strengthening support for their college students in 2 new ways: to transfer from 2-year community colleges to 4-year colleges and universities to earn Bachelor’s degrees; and to prepare for the transition from college to careers. The College Success Team Manager will provide curriculum development, partnership and volunteer management, and support the data tracking and analysis necessary to implement new programming of the highest quality so as to better ensure that their college success and career pathways programs meet program expectations for high-quality, data-informed counseling. The Options Center, a Goddard Riverside program, was started in 1985 as one of NYC’s first (and thereafter most impactful) community-based college access centers.

To support a Partnership Development Coach for the School-to-Work Initiative, a career pathway strategy leading to postsecondary training and employment for 2,200 low-income, over-aged, under-credited transfer high school students at-risk of becoming disconnected from school. JobsFirstNYC has partnered with New Visions for Public Schools, a proven education support network, to pilot a career readiness/career pathway strategy in 12 transfer high schools leading to degree and/or credential attainment and employment in targeted sectors. Through this pilot, they aim to: universalize career exploration and awareness; embed advanced career development into the school design; and build bridge programs to sector-specific postsecondary opportunities. The Coach will work on-site across the 12 schools to facilitate the development of partnerships at each school, track and measure progress, provide technical assistance, and serve as a resource to schools and workforce development agencies on both the program and partnership level. JobsFirstNYC works as a neutral intermediary leveraging all available community, corporate, private and public resources to accelerate the successful connection of out-of-school and out-of-work young adults in New York City to the labor market.

For the new Managing Director of its Grades K-8 Academics position responsible for the oversight of both elementary and middle school academics, aligning them to better serve their organizational goals, and the development of K-12 leaders. While their high school has an aligned curriculum, their elementary schools and middle schools are yet siloed and haven’t yet achieved the kind of vertical curricular alignment that is critical for success. This position will help them to continue to strengthen curricular and instructional alignment from elementary through high school, and help to ensure that KIPPsters have the skills and tools to help them succeed to and through college and lead choice-filled lives. KIPP NYC, a network of 13 schools — six elementary schools, feeding six middle schools, feeding the KIPP NYC College Prep High School — is part of a national network of college-preparatory public charter schools which prepare students in underserved communities for success in college and in life.

For the Education Director at the recently opened Pinkerton Clubhouse which will serve an anticipated 1,200 Harlem youth each year. The Education Director is responsible for the development, implementation, and oversight of Madison’s continuum of academic programs that supports members’ progression from kindergarten through high school. Dividing members into three distinct age groups: 6-9, 10-12, and 13-18, Madison offers academic enrichment and support year-round at their 5 Clubs. During the school year, activities including daily tutoring and homework help for elementary and middle-school students, literacy and math lessons for elementary-school students, STEM programs for middle-school youth, high school and college readiness programs for middle-school and high school students, respectively, and targeted support for alumni in college. They also run an intensive summer learning program. The Education Director helps to ensure that Madison meets its goals for participants with regard to school attendance, grade-level promotion, and high-school graduation and is a critical member of the larger team. With the addition of the Pinkerton Clubhouse, Madison will now operate five Clubhouses in the Bronx, Brooklyn and Manhattan.

For continued support of the Director of Math Curriculum and Instruction who will build upon her efforts begun last year to assist their High School Equivalency (“HSE”) eligible participants in preparing for and passing the Test Assessing Secondary Completion (“TASC”) as part of their training. This position was created to address the consistent challenges young adults were facing in preparing for and passing the math portion of the Test. The Director will continue to build math-specific HSE prep strategies across OBT’s two largest sites, address the ongoing challenges in student attendance, and continue math-based professional development activities for OBT instructors. Their signature Youth Education and Job Training Program combines HSE classes and business skills trainings to help students take deliberate steps towards economic mobility. OBT is a Brooklyn-based organization, operating out of multiple locations, that provides education, employment and training services to disadvantaged youth and adults.

To support a new Associate Director (“AD”) of Programs, whose primary responsibility is to support a team of Program Managers and Senior Program Managers in their execution of PENCIL’s college and career readiness programs, particularly the School Partnership Program. The addition of the AD will enable the organization to increase its impact by ensuring that these managers are fully equipped with the resources they need to deliver high-quality programming consistently and efficiently, and troubleshoot challenges in the delivery of partnership programs. Their hands-on programs, including in-school partnerships, mentoring, internships, and Principal for a Day, create targeted opportunities for business professionals, educators, and students to work together – in schools and the workplace. Last year, PENCIL served 2,500 students through its programming in over 90 New York City public schools.

To support a Math Instructional Coach who will work collaboratively with teachers, network-wide, to provide instructional support and pedagogical content knowledge for mathematics teaching and learning in grades Pre-K through 8. The Math Coach will support the development of math curriculum, observe math instruction, and provide real time feedback for math teachers through targeted coaching cycles in an effort to continuously improve math outcomes for all learners. The Math Instructional Coach will coordinate this work with the Instructional Coaches and Curriculum Directors of other content areas in an effort to streamline supports and enhance the math scope and sequence in alignment with all Pre-K through 8 curriculum work. Public Prep is a charter management organization that develops high-quality Pre-K and single-sex elementary and middle public schools that pursue excellence through continuous learning and data-driven instruction. They support 3 public charter schools located in low-income communities in the South Bronx and the Lower East Side of Manhattan that educate nearly 2,000 boys and girls in grades Pre-K through 8th.

To support a new Program Manager who will oversee a new distance tutoring pilot project that will enable volunteers to remotely connect with students to conduct one-on-one tutoring sessions. This Program Manager will work with a consultant to develop a curriculum and model designed with volunteer ease of use and student engagement in mind, while keeping a focus upon high-quality, high-impact literacy instruction. Reading Partners uses a proven, research-based program model that has a positive impact on the three core indicators of literacy proficiency. With this track record of success, in this distance tutoring pilot Reading Partners will not be changing the literacy content, only how it is being delivered, substituting an online session for an in-person session once each week. Volunteers involved in the pilot will work with a student twice a week, once in-person at a school-based reading center at the beginning of the week and once online at the end of the week. Through this pilot and the additional sessions it will provide students, Reading Partners anticipates achieving a greater impact on student outcomes. Reading Partners delivers one core program: data-driven, one-on-one literacy tutoring for K-5 students using trained and supervised volunteers.

To support staffing for the continued development of the ReadWorks content and digital platform to improve teacher instruction and student achievement in reading comprehension. This phase of development will be driven by new data analysis efforts and ongoing consultation of cognitive science research and educator feedback. The shift to a digital platform over the last year dramatically expanded their ability to support teachers and impact their practice and, for the first time, directly support students through their platform. Their content and curriculum library has grown significantly to meet the needs of teachers and students. The grant will provide support for the new Manager of Marketing and Data Analysis and continue supporting the work of the Director of Content and Curriculum. ReadWorks seeks to improve teacher effectiveness and raise student achievement in reading comprehension through research-based, classroom-proven instructional practices and curriculum, and through free, open-access online technology.

To support a new Director of Learning and Development who will design and implement a comprehensive arc of professional development for incoming teachers, first and second year corps members, alumni, staff, and community organizations. The Director will oversee the region’s specialized learning and training opportunities for staff and alumni facilitators, and collaborate with regional and national staff to determine the best course of action to generate transformational leadership and learning experiences both inside and outside of the classroom. Through this effort, they will create a continuum of meaningful support for teachers, alumni, external partners, and their own staff, bringing TFA closer to ensuring that one day, all children will have access to a quality education. TFA-NJ is an affiliate of Teach For America, a national teacher corps that finds, develops, and supports a diverse network of educational leaders.

To support the Alumni Affairs Coordinator for the Post-Secondary Success Initiative (“PSSI”), which targets the 1000+ Eagle graduates who are attending college or have graduated from college, are employed or are looking for employment. It provides support services, engagement activities, and access to resources which ultimately ensure a pathway to college graduation and meaningful post college experiences. Through these efforts, the Alumni Affairs Coordinator will engage and involve each school community’s respective alumni population with a focus on increasing college persistence and increasing alumni engagement. PSSI enables the EAF to support alumni along the next phase of their academic and career pursuits and transition into the world as engaged citizens. The Eagle Academy Foundation develops and supports a network of all-male, grades 6 through 12 college preparatory public schools in New York City and Newark, New Jersey.

To support a new Director of Student and Family Services who will oversee a streamlined, partnership-based GO Families program designed to build family-school-community connections that will raise student performance. By creating a holistic team collaborative that leverages community resources, GO seeks to increase parent engagement rates, strengthen student transitions to 6th and 9th grades, implement high-touch case management that is responsive to student and family needs, and positively impact student academic and behavioral growth through the family-school-community connection and collaboration. The GO Project provides year-round educational and family support services to 720 academically struggling public school children in grades K-8 in Lower Manhattan and Brooklyn. They employ a multi-disciplinary approach including an intensive focus on academic fundamentals through differentiated instruction led by certified teachers, exposure to diverse enrichment programs, and extensive social services for the students and their families.

For continued support of the Director of 5-12 Science, a senior instructional leadership position within their Content Development team. The Director of Science created the first shared curricula and shared assessments for all middle and high school science classrooms across the Uncommon Schools network. The Director will lead substantial revisions to the Pre-AP (“Advanced Placement”) and AP Chemistry curricula and assessments and incremental revisions to all other science curricula for grades 5-12, as well as design and deliver professional development to science teachers, ensuring that all students better learn the science skills necessary to succeed in the 21st Century. This initiative will help to improve student achievement and contribute to teacher retention during a period of rapid growth. Uncommon Schools starts and manages outstanding urban public schools that close the achievement gap and prepare low-income students to graduate from college. In the 2018-19 school year, they operated 53 schools serving more than 19,000 students in Newark and New York City, as well as several other needy cities.