ReNEW Schools

Position Summary Education for Change is looking for a dynamic, visionary and experienced instructional leader who will lead the site's implementation of its instructional framework to achieve unprecedented student outcomes. The Dean of Instruction communicates and supports the mission of Education for Change. The Dean ensures that the TK-2 team develops and implements rigorous, standards-aligned, research-based, coherent instructional frameworks in ELA and that all teachers receive the necessary support and development to effectively meet the demands of the Common Core Standards in alignment to the Science of Reading. The Dean maintains focus on achievement for all students and analyzes and responds to data. The Dean works closely with teachers and other site and network instructional leaders. This position reports directly to the site administrator but is coached and developed by the Director of Early Literacy. Having a well-developed knowledge of what is required to ensure high levels of academic achievement and learning in schools with a high English Learner and low-income population is critical. About Education for Change Public Schools Founded in 2005, Education for Change (EFC) is a charter management organization that was created as a partnership between Oakland Unified School District and the education reform community in order to leverage the flexibilities in charter law to facilitate greater innovation and to address the underperformance of our most vulnerable student populations. EFC is Oakland's largest charter operator, serving over 3,000 students in the Fruitvale and Elmhurst neighborhoods of East Oakland. The majority of our schools were formerly OUSD schools that converted to EFC to leverage the flexibility and agility provided by charter law for greater outcomes for our students. Responsibilities: Lead, in collaboration with site and Home Office instructional leaders, implementation of a rigorous, research-based, coherent instructional framework to achieve high levels of academic performance Support teachers in implementing high-quality instructional materials (HQIM) and best practices aligned to the Science of Reading Provide concrete and actionable feedback to teachers to drive instructional improvement Facilitate ongoing professional development and standards-based, data-driven unit and lesson internalization Support timely implementation and analysis of formative and summative assessments Build teacher capacity to use student work and other data to guide instruction so that all students meet their goals Other related duties as assigned Basic Qualifications: Minimum of 3 years teaching experience Content knowledge in Common Core Standards and the Science of Reading Experience accelerating student learning and achievement in low-income communities Demonstrated success as an instructional leader and in the professional development of teachers Proficiency in data-driven action planning, including triangulation of multiple data sources Strong interpersonal and organizational skills Track record of working effectively with diverse communities Growth mindset and ability to use feedback to refine practice Preferred Qualifications: Successful experience leading instructional improvement and significant achievement gains at a school-wide level Certificate from training in evidence-based literacy instruction (AIM, LETRS, Orton-Gillingham, etc.) Native-level or advanced Spanish language proficiency Compensation & Benefits EFC offers competitive salary and benefits packages. See here for the salary steps. 80-90% of Medical/Dental/Vision plan costs are paid by EFC; participation in CalSTRS/CalPERS as appropriate. For more information, please email . Application Process Apply online at: Careers - Education for Change Oakland Public Schools EFC Core Values Connected- We continually work to build trusting relationships among students, families, staff, and the Oakland community at large. We are an all-hands-on-deck network driven by empathy. We value our collective identity and the individual identities of our community members and scholars such that we have a sense of collective ownership and responsibility for each other and for our scholars. Inclusive- We proactively disrupt predictable patterns of opportunity, power, privilege, and performance. We create an inclusive environment where multiple perspectives are not only valued but sought, where people from all backgrounds feel seen and heard and can thrive, and where we all feel a deep sense of accountability to our mission. Interdependent- Our success at every level is dependent on our individual and collective sustainability. To that end, we are transparent, creative, and collaborative problem-solvers who seek to build trusting relationships. We are curious and are open to new ideas while also putting systems in place to ensure continuity so that our employees can stay, grow, thrive, and help make good on our promise to our students and families. Learners- We support each other to develop and grow so that we can leverage our collective power, intelligence, and passion on behalf of our students. We lean on home-grown leaders who are rooted in our community. Individuals feel known and are provided opportunities to maximize their potential in alignment with their passions and goals. Title IX Notice of Nondiscrimination EFC prohibits sex discrimination including sex-based harassment in any education program or activity that it operates. Individuals may report concerns or questions regarding sex discrimination or harassment to the Title IX Coordinator. The contact information for the Title IX Coordinator, EFC's Title IX notice of nondiscrimination, and additional information regarding your rights under Title IX are available on the EFC website at:

The Project Director will oversee Capital City Public Charter School's Comprehensive Literacy State Development (CLSD) grant project, which has a grant period of 4/15/2026 - 9/30/2029. The full time Project Director will be responsible for the rollout of the literacy plan and oversight of all grant activities. The Project Director will be responsible for monitoring performance targets, designing and planning improvement strategies, overseeing high quality professional development in coordination with the literacy mentors, overseeing intervention with school reading specialists, tracking resources, writing reports, and managing the budget. The Project Director reports to the Chief Academic Officer and will supervise 2 CLSD Literacy Mentors, 1 Professional Development Coordinator, Family Literacy Partner, and the Technology Developer. This is a 12 month position which is exempt and therefore not eligible for overtime pay under the provisions of the Fair Labor Standards Act. The Project Director has responsibilities in the following key areas Implementation of the Capital City's Literacy Plan, which outlines a clear literacy vision for all Capital City's students and families to have access to literacy rich classrooms and receive high quality literacy support. Oversee the achievement of the overarching project goal and subgoals, as outlined in the CLSD grant application. Coordinate with relevant Capital City staff in the implementation - with greater fidelity - of (a) the Multi Tiered Systems of Support (MTSS) model (b) the research based literacy curricula; (c) the literacy interventions for students in Tiers 2 and 3; (d) the professional development that will deepen teacher knowledge around best practices for teaching literacy in whole group and small group situations; and (e) the engagement of parents in their children's education and literacy learning. Oversee the duties of the professional development coordinator, literacy mentors, family engagement partner, and technology specialists who will be supporting teachers, students, and families. Oversee the development of a literacy portal where both teachers and interventionists can access high quality research, activities, and manipulatives that align with evidence based practices for enhancing literacy outcomes. Coordinate with partner Turning the Page in the implementation of parent engagement activities. Oversee the purchase and supervision of all grant materials. Complete all necessary CLSD reports, data drops, or executive summaries. Other Duties as Assigned Requirements Master's degree in literacy or a related field, or significant literacy training or experience (LETRS, Orton Gillingham, Lindamood Phoneme Sequencing, etc.) as well as experience overseeing staff and/or projects. Experience in an urban elementary school setting. Experience with early childhood is a plus. An understanding of the school community's needs. Professionalism, sensitivity, and responsibility to students and the Capital City's mission. Intellectual agility, a commitment to maintaining rigorous standards, and a demonstrated ability to think strategically and execute on multiple priorities simultaneously. Meticulous with prioritizing and addressing students' needs and meeting deadlines. Positive attitude and interpersonal skills that demonstrate to all stakeholders emotional consistency for a demanding position. In addition to the above requirements, staff members must meet the requirements of all hires at Capital City including a criminal background check. Capital City is an equal opportunity employer. We do not discriminate on the basis of race, color, national origin, marital status, religion, sex, age, sexual orientation, disability, or any other protected status. All employment decisions will be made solely on the basis of the individual's qualifications as related to the requirements of the position being filled.

An educational organization is seeking a full-time Project Director in Gillingham to oversee a comprehensive literacy project funded by a grant. The role involves monitoring performance targets, coordinating professional development, and managing multiple staff members. Candidates must hold a Master's degree in literacy or related field and have relevant experience in urban elementary schools. This position offers a critical opportunity to implement and enhance literacy initiatives for students and families.