For support of a Senior Career Success Manager who will provide college persistence and career access support for 150 3rd- and 4th-year college students, while also providing up to 75 match supervisions for students taking part in one of five Career Pathways programs. Career Pathways matches up to 75 students one-to-one with career mentors who are working professionals, ideally within the students’ fields of interest, who will support them in developing a career path, engaging in professional and career development opportunities, and expanding their networks of professionals who may connect them to internships, fellowships, and job opportunities. The Senior Career Success Manager will seek to ensure the mentoring matches develop strong relationships, and encourage students to complete once-monthly career success curriculum activities. The Manager will also build partnerships with businesses to create future internship and job opportunities and refine the agency’s career success curriculum.

To support a Case Manager for their Middle School Transitions Initiative Road Map project, who will work with middle school youths aged 11 to 15 and their caregivers to better help these youths to begin mapping their career paths as they transition from middle school to high school. The Case Manager will provide: one-on-one counseling; workshops; resource materials; and referrals related to the selection of a high school major – and the high schools which offer coursework in that major. Help with the completion of high school applications will also be provided following in-person and virtual visits to high school campuses and high school fairs. She will help each youth and their caregivers to develop a long-term plan to map a path from middle school to the beginning of his or her prime working years. Youths and caregivers will better understand the importance of long-term career planning, how to use reference materials to support their planning, and the much-increased lifelong earnings potential, and improved job satisfaction, that may result.

For support of a Social Worker at their new elementary school who will support their newest scholars as they learn to manage the emotions associated with transitioning into school while also dealing with the stress, anxiety and other social and emotional and mental health challenges brought on by the impact of COVID-19. A key goal for CQA in opening their elementary school was to reach their scholars at the start of their academic experience, not only reducing the amount of remediation necessary by the time they reach middle school, but also preparing them for much more rigorous elementary school coursework. The Social Worker will initially serve 100 scholars in Kindergarten and 1st grade (the grades offered by CQA during the first school year), before then growing each year to eventually become a K-8 school. Their mission is to prepare students for eventual success in college, the workforce, and the community through a school that integrates literacy, high standards-based academics, and culturally responsive supportive services.

To support DREAM’s accelerated learning model across its network of schools and out-of-school time (afternoon, Saturday, and summer) programs in response to the COVID pandemic. Multiple well-documented studies have shown that low-income students in particular will need extra help to excel academically in light of COVID-related learning losses. Funds will support DREAM’s: co-teaching model; intellectual preparation and professional development; high quality curriculum development; and research-based interventions. Through focusing upon these four areas, DREAM is committed to achieving accelerated learning to help students rebound from the pandemic. DREAM invests in their students’ physical, emotional, and academic potentials by blending rigorous academics with enriching extended learning opportunities and family supports. DREAM currently has five schools and is expanding to seven schools which will ultimately serve over 2,500 young learners.

For support targeted towards their college and career readiness programs which annually serve 5,000 vulnerable, at-risk youths aged 16-24, helping them to break out of the cycle of poverty and build a future which includes employment which pays a living wage. These programs include high school programs which support students through high school graduation and college enrollments, and their Post-Secondary Pathways program which adds other post-secondary options to create alternative productive pathways for those of their high school graduates who may wish to at least initially pursue good-paying careers that do not require college degrees. ESH provides youths with quality academic, college and career readiness, and supportive services which lead to high school graduation and post-secondary placement – accomplishments that, without ESH services, might not have been achieved. East Side House is a settlement house which serves the Mott Haven section of the South Bronx, providing residents with the education and technology skills they need to create economic and civic opportunities for themselves, their families and the community.

To help expand the AmeriCorps Assistant Program Director position to full-time so as to further improve their out-of-school academic support program for youths from low-income communities in Lower Manhattan and Brooklyn. They will provide 150 youths in grades 1-3 with out-of-school literacy and educational support at 13 Grand Street out-of-school sites to increase literacy and help to close the pandemic-related reading gaps for low-income public school students. Thirty-eight AmeriCorps members will be trained as youth development professionals, using evidence-based practices to provide individualized and small group academic support that will increase students’ comprehensive reading skills and vocabulary. Grand Street Settlement provides educational programs and social services to people of all ages residing on the Lower East Side in Manhattan, and in Brooklyn’s Williamsburg and Bushwick neighborhoods.

For continued support of the full-time grade K-8 Education Specialist within their afterschool Youth Services Program, who works to improve the Program’s educational quality by building their staff’s capacity. The Education Specialist will support students through: the development of enhanced instructional programming, particularly around literacy; the implementation of student assessments; and the delivery of enhanced professional development for staff. Overall, the Education Specialist provides consistent support to their K–8 Youth Services participants who need additional assistance to attain better indications of academic success, including performing well on Math and English Language Arts (“ELA”) exams and advancing to — and being prepared for — the next grade level on time. Hudson Guild is a settlement house providing comprehensive programs and services to families in the Chelsea neighborhood and on the Upper West Side of Manhattan, many of whom reside in public housing.

For support of the Chief Academic Officer (“CAO”) position, a new role responsible for the effective development, implementation, and execution of their instructional vision to ensure their grades K-12 student growth and life-long achievement. As KIPP NYC has grown to a current network of 18 schools educating 7,150 children in grades K-12, they require a full time CAO to develop and drive the K-12 academic vision for all KIPP NYC schools. The CAO will oversee the Student Support team that supports social emotional learning, special education and remediation and intervention services, and their Teaching and Learning team. In collaboration with regional leaders, the CAO will identify opportunities to improve upon current instructional practices, using rigorous student growth and achievement data, to better support student growth and achievement. KIPP NYC is part of a national network of exemplary college-preparatory public charter schools that prepare students in underserved communities for success in college and in life.

For support of their Teen Campus programs which focus upon academic success by preparing teens for high school graduation, college matriculation, and careers, in addition to helping them to build critical leadership and social skills. The teen population is a major focus for Madison Square because adolescence is such a pivotal time in a young person’s life, when even small good or bad decisions can lead to big and lasting consequences. They want to continue to better support teens, using their feedback to help design and implement programs that keep them academically interested and engaged so that they will stay motivated to graduate with individualized plans for the future. They seek to serve 700 teens across all 6 club sites through these programs, which operate daily after school and during the summer months. Madison Square serves children and teens in some of New York City’s most neglected neighborhoods located in Brooklyn, Manhattan and the Bronx, by providing comprehensive afterschool and summer programs.

To provide support as they both strengthen and significantly scale their work this year, with their student and educator programs expected to reach 100 NYC public schools and 35,000 students – up from just 31 NYC public schools and 16,000 students served last year. These efforts include: a network of high-performing public schools which they support with a comprehensive suite of services for teachers, school leaders, college counselors, and students; a range of programs for the students and alumni of these schools that are aimed at postsecondary planning and success; their citywide “Crew Initiative” which is bringing their distinctive student advisory and support structure to another 50 public schools this year; and their student and educator programs rooted in their strongest practices, such as teambuilding, project-based learning, and student-engaged assessments. NYC Outward Bound Schools transforms schools and changes students’ lives by bringing their unique educational approach to NYC’s young people and their public schools, with a focus upon serving students from historically underserved communities.

To help support staffing at the Oasis After-School Academy which provides remedial academic assistance and social-emotional support to low-income Paterson, NJ children in grades K-7 who have been severely impacted by the COVID-19 Pandemic and its resulting school closures. Oasis offers some 150 children with academic interventions on weekdays after school, supplementing grade-level instruction with two math tutors and one reading specialist who work with children individually and in small groups, to intervene as needed. They will offer a supplemental Saturday program, providing 90-minute reading intervention sessions to students whose scores are the lowest. A dedicated full-time Youth Social Worker, a licensed MSW, provides psychosocial support for the after-school children and their parents/guardians. Located in Paterson, NJ, Oasis offers a holistic pathway out of poverty through educational and vocational training programs. It assists women to enter and better succeed in the workforce, and it helps children to better flourish academically, and stay in school.

For ongoing support of the Associate Director (“AD”) of Programs, who supports a team of Program Managers in their execution of PENCIL’s college and career readiness programs, particularly the School Partnership Program. This position better enables the organization to increase its impact by ensuring that Program Managers are more fully equipped with the resources they need to deliver high-quality programming consistently and efficiently, better troubleshooting challenges as they arise during the delivery of partnership programs. Their hands-on programs – including largely corporate in-school partnerships, mentoring, internships, and Principal for a Day opportunities – create targeted opportunities for corporate professionals, educators, and students to work together in schools and in the workplace. Moving forward, the AD will seek to ensure that their program growth matches their program delivery capacities. New partners and future program staff need to be on-boarded through clear and consistent communications and processes.

For the Director of Early Learning, who provides leadership with regard to rigorous and developmentally appropriate Pre-K-2 instruction, early learning initiatives, and Pre-K-2 extended learning opportunities throughout the Public Preparatory Network. This position is deemed important to their organizational goals as they seek to better ensure that all scholars are reading on grade level (or higher) by the end of second grade. The Director integrates early literacy and foundational reading, mathematics, social-emotional wellness and learning to provide a cohesive experience for school leaders and teachers. The Director is an important member of their network-wide academic team, helping to ensure that close to 1,000 scholars are on a predictive pathway to and through college. They support a team of early learning coaches who work with teachers to achieve strong academic results and build the capacity of young teachers who are yet in the beginning stages of their careers. Public Prep supports a network of four single-sex public charter schools across five campuses, all of which are located in low-income communities within the South Bronx and the Lower East Side of Manhattan, collectively educating over 2,000 boys and girls in grades Pre-K-8.

For continued support of the Manager of Data Analytics who helps ReadWorks to make much improved, data-driven decisions that then timely better inform all of their work to improve teacher effectiveness and student achievement in reading comprehension. They will continue exploring the many different ways by which educators use their content and features with students – whether at school in the classroom, remotely with teacher guidance, and/or at home with parents/guardians/etc. – and to use their findings to determine how to best give research-supported guidance to each of these cohorts. Given the online nature of their work, ReadWorks is uniquely positioned to support the ongoing education of children in New York City and, indeed, around the country, during this unprecedented pandemic, helping to ensure that they do not fall behind in their learning. ReadWorks seeks to improve teacher effectiveness and raise student achievement in reading comprehension through research-based, classroom-proven instructional practices and curricula, and through free, open-access online technology.

To support the new Director,Talent responsible for the hiring, placement, and partnership strategy for their 1st- and 2nd-year TFA corps members, and for creating the strategies needed to develop a cohesive and impactful talent pipeline for better placing their impressive cadre of TFA alumni. Building upon one of Teach For America’s strengths as a leadership development pipeline for equity-oriented, diverse education leaders, the Director will support their 1,700 alumni in their evolving career trajectories, develop alumni talent pipelines, and build meaningful relationships with partners and talent agencies to fill high-need, high-impact roles across the education sector in Newark and New Jersey. The Director will also develop a strong process for onboarding and confirming corps members to start their two-year teaching commitments, and curate a suite of experiences and opportunities for corps members and alumni in their individual career development, creating a system of enhanced access and support to attain career goals.

For continued support of the Director of Program Design and Implementation who leads their efforts in adapting and designing their corps member leadership development programming so as to more successfully help to set the stage for their students’ dramatic learning in the year ahead, no matter what the learning format. This position works in partnership with key internal and external stakeholders to build cohesive, year-round programming that is responsive to the emerging needs of their students. The key goals are to: design and execute leadership development programming for corps members during their two-year commitment; create and deliver training programming, tools, and learning experiences for the staff so as to more effectively deliver their corps members’ leadership development curriculum; and partner with internal and external stakeholders to secure strong, cohesive, and innovative learning opportunities for their corps members’ leadership development. Teach For America’s diverse corps of outstanding leaders who make an initial two-year commitment to teach in high-need schools continue to become lifelong key local, state, regional, and national leaders in efforts to end educational inequities.

For continued support of the Director of Student and Family Services and the agency’s expanding service delivery efforts to families and students as the GO Project’s students resume learning in person at their Lower Manhattan and Brooklyn program sites. The Director oversees the GO Families team comprised of: 6 Success Coaches (who are trained social workers) who provide ongoing high-touch case management services to families and develop holistic Social-Emotional Learning (“SEL”) programming; 1 Coordinator of Student and Family Services; and 9 Family Engagement Associates who provide multi-lingual connections to families, and who serve as a critical resource connecting families to their public schools, GO programs, and other community services. By creating a holistic team collaborative that leverages community resources, GO increases parent engagement rates, strengthens student transitions into the 6th and 9th grades, implements high-touch case management that is responsive to student and family needs, and positively impacts upon student academic and behavioral growth. The GO Project provides year-round educational and family support services to over 700 academically struggling public school children in grades K-8 in Lower Manhattan and Brooklyn.

For support of their Senior Director of Curriculum and Assessment K-8 who is helping to lead their efforts to close COVID-related skill gaps through the creation of just-in-time instructional materials. When their students returned to their schools in-person in the Fall 2021, they launched a learning “acceleration” (not mere “remediation”) initiative that adapts their core school model to create more time in the schedule for targeted accelerated instruction to address areas in which students are struggling. This intensive effort requires them to reallocate the time of multiple positions on their central Curriculum and Assessment Team, including their Senior Director, to develop instructional resources in literacy, math, and other subjects to address learning needs that surface in their teachers’ review of weekly student performance data. This initiative, implemented hand-in-hand with their social-emotional learning (“SEL”) initiative, is demonstrably helping the academic recovery of the more than 15,200 elementary and middle school students across their network of 54 schools, including 10,600 students specifically in 47 NYC and Newark schools. Uncommon Schools starts, and then manages, outstanding urban public schools that close the achievement gap and prepare low-income students to eventually graduate from college.

To support an additional full-time Bilingual Clinician to help them to better aid the needs of the young mothers served via their Strong Mothers’ Domestic Violence and Trauma-Informed Mental Health programs. The Strong Mothers interdisciplinary team provides wrap-around services to pregnant and parenting women from low-income neighborhoods in Queens to become better parents through intensive case management, peer support, and mentoring. The Clinicians provide behavioral health interventions for participants who exhibit a history of trauma. They host individual and group trauma-informed therapy and domestic violence and anger management psycho-educational workshops to help young pregnant and parenting women to overcome their traumas and become more effective parents. Forestdale is a Queens, NY child welfare agency which supports family members to better meet life’s challenges through its foster care and foster care prevention services.

To support Building Blocks, their early intervention program promoting better parent-child bonding and attachments, helping to repair disrupted relationships for children aged 0-6 and their birth parents during the children’s critically-important formative years. NAC provides early and vital mental health assessments, treatments, and support among parents who are caring for a child with complex medical and emotional needs, and who themselves are likely to have their own risk factors. Healthy, strong attachments between parents and children formed during the first few years of life can turn the tide from ongoing risk and trauma to a lifetime of mental health and emotional stability. NAC provides a wide variety of innovative services in support of birth, foster, and adoptive families caring primarily for “medically complex children”, which includes children with severe physical disabilities, emotional and behavioral challenges, and developmental disabilities. Their services enable children to remain in, or to be returned to, their original families whenever possible, or to be adopted by loving families.

To support The Door’s Community Mental Health Advocate who will provide close and ongoing supports for a caseload of 40 young people with highly intensive needs (prioritizing those who are aged 18-24), monitor mental health screenings and re-screenings, and better ensure that each young person is properly supported through the difficulties of engagement and treatment. Through their Connections to Care Initiative, previously funded by The Cummings Fund, they have gathered important insights into the current state of youth mental health, and this staff position is their next logical step to enhance their continuum of mental health supports for vulnerable young people. The Door works to empower young people aged 12-24 to better reach their full potential by providing comprehensive youth development services including health care, mental health counseling, and education supports within a diverse and caring environment, mostly under their one roof, free of charge.

The Cummings Fund annually makes additional grants to other organizations as well as to qualified charities for which the Advisory Board Members requested the Fund to make a donation.

To help support their Senior Scholar Services Manager who heads their Scholar Services programming and operations, their virtual, year-round program for students who have graduated from their 6-week Summer Intensive program and who are actively pursuing tech and tech-related career pathways. The Manager is responsible for: cultivating, building, and maintaining partner relationships; assessing social programming needs; providing leadership opportunities; and designing and implementing appropriate responses. Students receive career readiness and continuing education support, building their confidence, competence, and creativity as they enter talent pipelines by which they can progress from internships, to apprenticeships, to meaningful employment within the technology industry. They provide young men of color with opportunities that will propel their tech careers while simultaneously expanding and diversifying the tech pipeline for aspiring students. All Star Code provides web development and leadership training, enhancing economic opportunities for young men of color.

To provide support for BRC’s Horizons Workforce Development Program as they continue to address their clients’ financial, housing, and social-emotional needs, thereby helping them to find and maintain lasting self-sufficiency through enhanced housing and employment. The Horizons Program provides person-centered services, enabling individuals recently experiencing homelessness — who are now living at BRC’s shelters — to achieve independence through employment. Horizons uses an individualized approach to help their shelters’ residents identify and develop professional strengths, thereby strengthening their skills to find and maintain employment independently, well beyond their participation in the program. BRC is a leading provider of housing and other services to New York City’s neediest, assisting over 8,000 individuals yearly to develop the tools by which to move from homelessness and hopelessness to better health and greater self-sufficiency.

To support a new Union, NJ Clubhouse Director of Teen Services who will expand their educational, career development, and leadership programs and services targeted to the Union, NJ Club’s teen center population. The area teens need a safe and welcoming place to learn life skills and explore future career options as they face many risks and temptations that can have serious consequences as they near adulthood. The effort will be focused upon increasing the average daily attendance from 75 to 125 teens by increasing the quality of youth experiences at the Club that meet the needs of the teens. They will utilize the Boys & Girls Clubs of America’s extensive menu of programing for teens including the Keystone Club, Youth of the Year, Career Launch and STEM programs, as well as offer college tours and provide career exploration through internships and job shadowing opportunities. The Boys and Girls Club of Union County is the largest facility-based, professionally staffed youth development organization in the County, annually serving over 4,000 boys and girls aged 5 to 18 who come from disadvantaged economic, social and family environments.

For continued support of the Credentialing Specialist within their Education, Career, and Enrichment (“ECE”) Services Program which aids its youths and young adult participants to better develop employment skills, and enhances the odds of their future employability through credential attainments. Employment is a key motivating factor for many justice-involved young people, and CASES’ ECE staff provide job-readiness training, high school equivalency exam prep and testing, paid internships, and job placement services to help prepare young people for successful entries into the workforce. The Credentialing Specialist helps participants understand, access, and leverage meaningful employment-readiness credentials to better enable their entry into high-growth employment sectors with the potential for advancement. The Credentialing Specialist forms relationships with staff members from peer organizations providing a diverse range of employment credentialing opportunities, and also facilitates credentialing workshops onsite at CASES, thereby helping young people to engage in and complete these training programs. CASES works to increase public safety through innovative services that reduce crime and incarceration, improve behavioral health, promote recovery and rehabilitation, and create opportunities for success in the community.

To help seed the expansion of CASA-NYC’s Staten Island Program by providing support for a full-time, Staten Island-based Advocate Supervisor to specifically work on cases located there, as it is the only NYC Borough without a dedicated CASA-NYC staff member and volunteer team. Families residing in Staten Island’s low-income communities often face higher barriers to safety and stability than those living in other NYC Boroughs because of a lack of social services and difficulty accessing the resources and supports that are more readily available elsewhere within NYC. The Advocate Supervisor will regularly interact with Staten Island judges and other court personnel, including the attorneys who represent children and their parents. During the first year of this expansion project, they anticipate doubling the number of children and youth served in Staten Island from 51 to 102. CASA’s mission is to ensure that children involved in the child welfare system have their needs met and rights protected, and move out of foster care and into permanent, safe and loving homes, as quickly as possible.

For the new Program Manager who oversees all aspects of their referral process, sustains and cultivates relationships with external partners, and provides oversight and supervision to the Program Coordinators in order to achieve Exalt’s mission and organizational goals. Through this effort, they will continue to scale their Core Program model throughout New York City, serving 900 court-involved youth (450 new youth and 450 alumni). Designed to address three key factors – avoid criminal justice involvement, achieve educational success, and gain employability – their Core Program empowers youths by building their senses of self-worth and tangible skills. Exalt Youth combines a rigorous, proprietary curriculum with paid internships and career development opportunities to elevate expectations of personal success for court-involved youth aged 15-19. Their proprietary social justice curriculum and voluntary participation help to catalyze the personal motivations necessary for sustained behavioral change.

To support their new Vice President of Compliance, Risk Management, and Government Contracts who will help to ensure that GSS achieves its goal of creating a culture of compliance- and performance-driven improvement, while decreasing risk to the agency. The Vice President will oversee all aspects of contract development and management of their government funders to ensure that deliverables are achieved and reported upon in a timely manner, and that GSS staff are fully supported in the initial and ongoing implementation of their numerous government-funded initiatives. The Vice President will help to ensure that GSS adheres to all government reporting and compliance measures, and that the agency has an actionable plan in place to respond to critical incidents in a way that is equitable to everyone involved. Good Shepherd Services is a multi-service agency with more than 85 programs that annually serve over 30,000 youth and families, building upon their clients’ respective strengths to help them to gain the key skills yet required for greater success.

For support of its Family Success Initiative Director who is responsible for facilitating network groups and providing therapeutic support for Parent Advocates and Family Coaches, helping them to better maintain their professional boundaries and composure while they support families with household circumstances oftentimes quite similar to their own experiences. For close to 10 years, the Family Success Initiative has been helping families in crisis heal by supporting parents whose children have been placed in foster care, and who are struggling to navigate an overwhelming system, while developing the skills, resources and connections that they will need to safely and permanently parent their children. It is their goal to connect all parents in foster care and their Family Support and Empowerment Program with an Advocate who has personal experience with the child welfare system who will provide information and empathetic support. Graham Windham’s overall mission is to ensure that every child whom they serve has a strong, loving, permanent family, and the opportunities and preparation to succeed in school and life.

To support the addition of a new Salesforce Administrator position as part of the final phase of their multi-year Salesforce software adoption, to lead the overall management and enhancement of their Salesforce platform which is utilized across The Center’s numerous programs. The Salesforce Administrator will take a holistic view of how different teams are interacting with Salesforce, set best practices for utilization and data quality, and stay on top of enhancements they can offer to improve their ability to deliver their services and meet their programmatic, fundraising, and communications goals. This role will enable the Director of Data Management to focus more broadly on leadership for the ongoing enhancement, administration, and training for The Center’s data and evaluation systems so as to better achieve the organization’s goals. The Center is the largest lesbian, gay, bisexual, transgender and questioning (“LGBTQ”) multi-service organization on the East Coast, providing programs and services to help community members to lead healthy and successful lives, celebrating their diversity, with increased justice and opportunity.

To support one of their three new Community Engagement Associates who will work to implement and manage Communities First – one Associate for each identified focus community (Central Queens, East Brooklyn, and the South Bronx) to better ensure that they incorporate the unique and diverse needs of each of these three communities into their programs when helping them navigate through the COVID pandemic and beyond. Since the onset of the pandemic, these three communities have each experienced high rates of poverty, disproportionate numbers of COVID-19 cases, and increased hunger and unemployment rates. Each Community Engagement Associate will help to ensure that New York Cares develops new relationships within these identified communities, and that the needs and assets of those communities are helping to shape volunteer programming. New York Cares is the City’s largest volunteer management organization, mobilizing nearly 50,000 caring New Yorkers in volunteer service projects each year so as to better meet pressing community needs, including hunger, Pre-K-12 education, and much more.

For support of the Passaic County portion of its New Jersey Safe Babies Court Team initiative, a New Jersey three-County pilot of a promising national program for children aged 0-3 (and any siblings) who have been abused or neglected and who are involved in the child welfare system in Passaic, Essex and Hudson Counties. The program works closely with the children, families, courts, caseworkers, and key community stakeholders to deliver enhanced, specialized care for each child and their family in a collaborative multidisciplinary approach based upon research. Funding would provide partial support towards building the program to full enrollment of children and families over the course of the following year. Passaic County CASA advocates, facilitates and influences life changing decisions for children in the child welfare system.

For support of a new Family Support Coordinator (“FSC”) who will provide case management and facilitate holistic supports for families in Jamaica, Queens and its surrounding communities to more comprehensively address the needs of these families through COVID-recovery and beyond. Based on the impact of their FSCs at their Pomonok and Forest Hills Community Centers, and the alignment of this role with their settlement house values and approach, they see this role as an integral component of their work in the highest-need neighborhoods that they serve. Jamaica is one such neighborhood where they have a significant presence with nine school-based sites. The families have struggled there during the pandemic, and the community is currently outside of the reach of either existing FSC. As they are temporarily relocating their administrative offices to Jamaica during the major construction now being undertaken at their main Forest Hills site, that temporary site offers space where they will introduce a new FSC for this community. Queens Community House is a multi-site, community-based settlement house serving low-income families in neighborhoods across the Borough of Queens.

To support their first Director of Development and Communications who will lead their development team and help to build their capacity to sustain and advance their organization’s efforts to better serve the youth and families of the South Bronx. The Director will play a key role in the development of sustained fundraising efforts including individual donors, major donors, and special events (including a proposed first-ever Gala in early 2023). The Director will also be responsible for their communications and marketing efforts, and support their Board leadership in further expanding and diversifying their Board. New Settlement provides educational and community service programs for more than 5,000 children and families each year, focusing their services within the Mount Eden community and its surrounding Southwest Bronx neighborhoods.