Department Chairperson jobs at University of Vermont

Details The Director of LCOM Admissions provides strategic and operational oversight for the College of Medicine admissions process. This role works closely with admissions leadership and the Admissions Committee and is responsible for developing and implementing innovative recruitment strategies, ensuring compliance with accreditation standards, and leveraging data analytics to achieve enrollment goals aligned with institutional priorities. The Director promotes an inclusive and holistic approach to student selection and represents the College at national and regional recruitment events, requiring regular travel. Responsibilities include direct supervision of three admissions team members, including both exempt and non-exempt staff. Minimum Qualifications (or equivalent combination of education and experience) * Bachelor's degree in higher education, student affairs, or related field. * 5-7 years of related administrative experience at a university with direct student and faculty contact required. * Effective communication, interpersonal, organizational, and problem-solving skills. * Demonstrated strategic and team management skills with experience supervising staff. * Proficiency in word processing, spreadsheets, and presentation applications. * Ability to interact with a wide range of client groups, including faculty, students, and members of the community. * Ability to manage conflicting priorities and maintain productivity. * High level of discretion, diplomacy, and confidentiality. * Ability to adapt to changing landscapes and situations. Desirable Qualifications * Master's degree in higher education, student affairs, or related field. * Experience with technology platforms (e.g. PeopleSoft) and data analytics tools. Anticipated Pay Range $90,000-$100,000 Other Information A six-month probationary period is required. Special Conditions A probationary period may be required, Travel to and from worksites required, Background Check required for this position FLSA Exempt Union Position No Posting Details Position will be posted for a minimum of one week, after which it is subject to removal without notice. Job Location Burlington, Vermont, United States Job Open Date 12/09/2025 Job Close Date (Jobs close at 11:59 PM EST.) Open Until Filled No Our Common Ground Statement The University of Vermont is a welcoming, educationally purposeful community committed to creating an inclusive environment that embraces intellectual diversity and global perspectives. We seek to prepare students to be accountable leaders who will bring to their work a grasp of complexity, effective problem-solving and communication skills, and an enduring commitment to learning and ethical conduct. Members of the University of Vermont community embrace and advance the values of Our Common Ground: Respect, Integrity, Innovation, Openness, Justice, and Responsibility. Staff play a critical role in this effort and the successful candidate will demonstrate a strong commitment to UVM's mission and advancing Our Common Ground values through the execution of their job duties. Position Information Position Title Admissions & Enrollment MG2 X Posting Number S5854PO Department COM Admissions/55008 Position Number 00022113 Percent of Full-Time 1.00 Standard Hours at 1.0 FTE 37.5 Term (months per year) 12 Supplemental Questions

* Job Type: Officer of Administration * Regular/Temporary: Regular * Hours Per Week: 35 * Salary Range: $82,000 - $85,000 The salary of the finalist selected for this role will be set based on a variety of factors, including but not limited to departmental budgets, qualifications, experience, education, licenses, specialty, and training. The above hiring range represents the University's good faith and reasonable estimate of the range of possible compensation at the time of posting. Position Summary The Associate Director of Graduate Student Affairs has responsibility for creating and executing the graduate student experience from orientation to graduation for our LL.M. and JSD students in the Office of Graduate Degree Programs ("OGP"). The Associate Director of Graduate Student Affairs reports to the Director of Graduate Student Affairs and the JSD program. OGP supports Executive LL.M., J.S.D. and LL.M. students throughout their Columbia journey - from applicant through alumnus. We aim to attract leading lawyers from around the world and nurture their growth during this transformative time. We remain committed to our partnership with colleagues across the University and to our core values of connection, transparency, fairness and excellence. Through their experience at Columbia Law School, our students broaden their perspectives on legal and non-legal issues that shape who they want to be in the world. Responsibilities I. LL.M. Student Experience Under the supervision of the Director and Assistant Dean, create and execute a rich, nurturing and supportive experience for graduate degree students from orientation through graduation, collaborating with the entire OGP team as well as colleagues across the Law School, including in Student Services, Registration Services, Careers, Business and Finance, and Facilities teams. Responsibilities include: * Works with senior leadership to develop and execute onboarding and orientation programs for LL.M. and JSD degree students that allow them to meaningfully engage with their peers, CU and CLS faculty, programs, centers, JD students, administrators, alumni and others; * In consultation with the Director, annually create, review, and/or update the processes, policies, messages, resources and content for relevant portals or sites that allow incoming graduate students to be informed of and complete all onboarding and matriculation requirements, including relevant bar exam information; * Monitor compliance, including follow-up, with mandatory University trainings; * Work closely with CU and CLS offices, which oversee student housing, immigration and visa issues, health insurance requirements, accommodations, access to Law School and University-wide systems and databases and other student support services to ensure smooth processes and that students have the information they need; * Collaborate with senior leadership to create and execute professional development, future-forward programs, workshops, academic programs, social and other events for LL.M. students, including in collaboration with the various CLS career offices, Student Services, the Davis Polk Leadership Initiative ("DPLI"), and other CLS initiatives and administrative offices, programs, and centers; * In consultation with the Director, create and/or facilitate participation in events that integrate all graduate students into the wider CU and CLS community, introduce them to NYC culture, and allow them to contribute their unique experiences and backgrounds to the CLS community. * Provide information on a routine basis on behalf of OGP for any academic year newsletters, such as The Gavel. * In collaboration with CLS Career offices, ensure graduate students are made aware of special post-graduate fellowships and grants from various CU, CLS, and legal organizations, committees or groups; * Gain and maintain expertise in the New York Court of Appeals rules for foreign trained lawyer eligibility, serve as the contact for students with respect to New York bar questions, serve as the internal contact for Registration and Student Services with respect to New York bar questions and review annually the list of courses offered at CLS and seek approval from the New York Court of Appeals for courses, host webinars for students on the New York bar, clean and maintain data on the bar passage rates for LL.M. students; * Serve as the primary contact and partner for the Office of Student Services with respect to Graduation Day activities as they relate to graduate degree students, including coordinating student participation, working with student speakers, coordinating student outreach and trainings (such as for the marshals), reviewing names in the programs, etc.; * Create and execute other end-of-degree events, gifts, etc. for graduate degree students and their families; * Create student feedback and data collection processes, such as surveys, throughout the year; * Serve as an academic advisor to a cohort of LL.M. students; * Attend weekly advisor team meetings; and * Under direction from the Director of Graduate Student Affairs and the JSD Program, update or develop academic advising guidelines or handbooks that help students select appropriate courses and become familiar with co- and extracurricular offerings through which they may develop leadership competencies and broaden their horizons. II. Admissions * Prepare for and be up to date on all recruiting presentations and participate in online and in-person recruiting and yield events as needed; * Review applications for admission, attend selection committee meetings, interview applicants, as needed, and assist in making admission and merit-based award recommendations and decisions; and * Counsel and advise admitted and confirmed students and assist with the enrollment management process. III. JSD Student Experience * Provide general support for the JSD program, including managing reimbursements of approved JSD student travel and conference expenses, and tracking and maintaining student study plans and dissertation progress reports and other student records. IV. Misc. * Represent OGP at internal and external meetings and undertake other special projects as requested by the Assistant Dean of OGP or Director of Graduate Student Affairs and the JSD Program. Minimum Qualifications * Bachelor's degree required. J.D. or M.A. degree preferred. Must have a minimum of 3-5 years of relevant experience in legal practice, law school administration or in a professional environment characterized by complex demands, large workloads, deadline pressures, diverse constituents, and high client/student expectations, preferably in (but not limited to) academic affairs, admissions, or student affairs. * Similar administrative experience at a major law school is a significant plus; international experience and/or foreign languages also strongly preferred. * Must be able to work with diverse constituencies and support an inclusive work environment. Required Competencies: * Superior oral and written communication skills, including public speaking experience. * Excellent interpersonal skills and demonstrated experience advising and working successfully with students of diverse religions, races, ages, ethnicities, orientations, abilities, cultural backgrounds, etc. * Experience managing resources and working with technology vendors. * Ability to exercise sound judgment and discretion in the handling of sensitive and highly confidential information. * Knowledge of or a strong interest in understanding compliance standards related to student engagement in the law school context. * Affinity for collaboration and ability to work well across all levels of an organization. * Ability to multitask and be part of a collegial team, and maintain calm under pressure while balancing competing tasks and emergencies. * Organizational and analytical skills, and the ability to synthesize and meaningfully evaluate data. * Technological and computer literacy, including familiarity with or strong interest in developing knowledge of Slate, Campus Groups, and similar digital learning technologies. * A passion for and commitment to delivering exceptional customer service. * Ability to travel occasionally and work some evenings and weekends. Equal Opportunity Employer / Disability / Veteran Columbia University is committed to the hiring of qualified local residents.

The Chairperson of the OMM department is a senior leadership position within the organization. This role works synergistically with the Associate Dean of Osteopathic Integration (ADOI) to create, manage, and deliver the osteopathic manipulative medicine four-year curriculum. The Chairperson of OMM collaborates with various stakeholders, including physicians, faculty members, program directors, residents, and administrative staff, to ensure a successful program for D'Youville University. Your responsibilities include establishing and overseeing the undergraduate neuromusculoskeletal medicine including osteopathic principles and practice. This position is to address curriculum and ensuring all aspects of the program follow university requirements and are compliant with medical industry regulations, including the American Osteopathic Association. Responsibilities: Work synergistically with the ADOI to design, implement, and continuously improve OMM and osteopathic principles and practice (OPP) throughout the four-year curriculum. Collaborate with faculty to develop innovative, interdisciplinary teaching strategies that enhance the delivery of OPP content. Support the assessment and evaluation of students' clinical competencies in OPP through standardized exams and direct patient care experiences. Mentor faculty in integrating OPP into their teaching, clinical practice, and research. Promote dissemination of research findings through publications, presentations, and collaborations with external partners. Oversee budgets and resources allocated to the OMM Department, including faculty development and OPP lab resources. Ensure that students have access to resources that support their mastery of OMM and OPP, including simulation labs, OMT labs, and faculty expertise. Manage department and program resources effectively. Teach osteopathic medical students in lectures and labs. Assist in developing and possibly delivering material, where appropriate, with the Anatomy curricula, Physiology curricula, and the case-based discussion educational material. Develop and implement “Best Practice” resources. Oversee curriculum development and evaluation with faculty to ensure program quality and alignment with educational objectives. Provide leadership in faculty recruitment, retention, and professional development specific to OMM and OPP. Facilitate faculty workshops, seminars, and continuing education opportunities focused on enhancing osteopathic education. Encourage and support research initiatives that focus on osteopathic medicine, including OMM, OPP, and osteopathic manipulative treatment (OMT) Collaborate with faculty and students on scholarly projects that contribute to advancing osteopathic medicine. Serve as a member of the College's leadership team, contributing to strategic planning and decision-making processes. Ensure compliance with accreditation standards related to osteopathic integration (e.g., COCA). Represent the College at regional and national osteopathic organizations and conferences. Engage with students through mentoring, advising, and promoting professional development in osteopathic medicine. Oversee student organizations and activities related to osteopathic medicine. Recruit and build synergistically with the ADOI the OMM department at D'Youville. Maintain the OMM Osteopathic Scholar program (academic fellowship) Provide leadership and support for faculty and staff involved in osteopathic medicine. Aid the ADOI to develop and maintain an Osteopathic Center of Excellence (OMM Clinic Program). Qualifications: Education: D.O. with American Osteopathic Association (AOA) certification in Osteopathic Neuromusculoskeletal Medicine (ONMM) or its equivalent. Experience: Significant experience in osteopathic medical education. Skills & Abilities: Exceptional communication and interpersonal skills. Strong verbal and written communication skills Ability to work on various multidisciplinary teams. Proficiency in data analysis, performance metrics and quality improvement. Skills in organizing resources and establishing priorities. Ability to develop and maintain evaluation and development procedures. Knowledge and understanding of the academic departments and their individual courses offered. Ability to identify problems, develop solutions and implement change. Physical & Enviornmental: Mental/Visual Demand and Physical Effort. For a normal office environment, you must be able to lift 50lbs from floor level. Must be able to lift and maneuver normal size full file box for archival purposes. Must be able to occasionally bend, twist, and stoop. Frequent typing of computer keyboard. Must be able to operate standard office equipment such as computer, mobile device, phone, copier, scanner, printer, or related items. May be called upon to work beyond the normal workday. Must have good personal hygiene and adhere to corporate dress policy (business casual). Pay: $180,000 - $235,000 Annually Additional Salary Information The salary range reflects our good faith and reasonable estimate of the possible compensation at the time of posting, the role and associated responsibilities, and the experience, education, and training of the selected candidate. About D'Youville University: Shaping the Future of Education at D'Youville University D'Youville University, a nationally ranked private university in Buffalo, New York, is transforming lives through a unique blend of academics and holistic development. Committed to promoting a health mind, body, and spirit, D'Youville empowers individuals to realize their potential, thrive in their careers, and make meaningful contributions to society. A Dynamic and Purpose-Driven Community Located on Buffalo's vibrant West Side, just blocks from a bustling downtown, D'Youville University is deeply embedded in an energetic, diverse urban landscape. Under the visionary leadership of President Lorrie Clemo, the university is undergoing an exciting evolution, with innovative initiatives designed to meet societal needs, elevate student experiences, expand career readiness, and solidify our role as a leader in 21st-century education. A Place for Growth and Innovation D'Youville University offers education across health sciences and business, with a range of degree levels, advanced certificates, accelerated paths, and community-engaged learning experiences. Our dedication to preparing students for successful careers is showcased in our national ranking for social mobility making us the top private university in the City of Buffalo. Why Work with Us? As a D'Youville University Saint, you'll be joining a collaborative, innovation-driven community committed to academic excellence, social responsibility, and transformative growth. When you join our team, you'll have the opportunity to contribute to a university making a real difference-for our students, our community, and our world. Explore the possibilities at dyu.edu. All job offers are contingent upon legal authorization to work in New York State as determined by the NYS Department of Labor.

Riverdale Country School, a Pre-K through Grade 12 independent all-gender school in New York City, is dedicated to inspiring students to live meaningful and purpose-driven lives. The school achieves this by fostering a culture of academic excellence, critical thinking, and curiosity, supported by a diverse and inclusive community. Riverdale emphasizes both high challenge and high support in its approach to education, encouraging students to engage deeply in interdisciplinary learning, research, and experiential education, both inside and outside the classroom and beyond our campuses. This holistic approach aims to develop well-rounded individuals who are prepared to make a positive impact on the world. At Riverdale, we strive to reflect the diversity of the New York metropolitan area in our students, faculty, and staff. We believe that a diverse and inclusive community enriches the educational experience and is integral to our mission. With a student body of approximately 1,300 students from 117 different zip codes, Riverdale is a vibrant community where 48% of our students identify as students of color. We seek to employ educators and leaders who bring a student-centered approach, passion for their work, a commitment to DEIB, and a desire to contribute to the growth and development of our entire school community. Position OverviewRiverdale seeks an enthusiastic and visionary mathematics teacher to serve as our next math department chair. Our ideal candidate is an outstanding pedagogical leader within their discipline, deeply experienced in mathematics teaching, with a strong knowledge base across the mathematical disciplines from sixth grade through calculus and statistics. Our new chair will lead a cross-divisional department, shepherding curricular development, guiding excellent teaching and learning, and fostering an inclusive, collaborative team ethos. This position also requires liaising and designing curriculum with the Lower School (PK-5) math teachers to create cohesion and alignment across divisions. Candidates for this position should have significant teaching experience and demonstrated interest in engaging students in an environment that is both supportive and rigorous. Leaders at Riverdale Country School are expected to show competence in all domains outlined in the R+ Leadership Capacities. The optimal candidate for this position will successfully contribute to a positive school culture, especially during periods of change, and will thrive in a fast-paced environment where they manage multiple priorities. Interested candidates should apply for the position no later than December 13, 2025.Key Responsibilities In collaboration with our academic dean and teaching faculty, shapes and implements an ambitious vision for rigorous and immersive 6-12 mathematics education that is relevant and applicable to real-world experiences. In conjunction with course coordinators and department members, oversees curricular and pedagogical change that ensure vertical and horizontal alignment; supports the creation of new courses and electives and serves on the Middle and Upper School Curriculum Committee. In collaboration with our Dean of Faculty, develops and supervises departmental staffing strategy - including deployment of the current team, coverages and leave replacements, recruitment and retention efforts, and faculty feedback and evaluation. Designs and leads monthly department meetings and departmental professional development. Responds to parent and dean queries about curriculum, placement, and classroom experiences. Teaches 3 academic courses. To apply for this position, please click on the red “Apply for this Job” button. Please submit a resume and cover letter. If there are pronouns we should use in potential future communications, we invite you to share that information with us. For information about this position and all open positions, please visit the Careers page of Riverdale's website. Benefits of Full Time Work at Riverdale Country School Working at Riverdale Country School is a purposeful and meaningful career choice that comes with many benefits including: Transportation: Shuttle service is available to/from the 242nd St / Broadway subway station. Limited stops are also available near transit hubs in Manhattan including the Metro North Harlem Station and subway lines - 1, 2, 3, 4, 5, 6, N, Q, R, A, B, C, and D. If there is need in the community, we can also run a shuttle from the Henry Hudson Parkway / 246th St bus stop which connects to the #7, #10, and Express Buses to/from Manhattan. Professional Development: A generous professional-development budget provides for conferences, skills training, and onsite training in areas such as mindfulness, coaching, and diversity, equity, inclusion, and belonging. Grants and Stipends: All employees are eligible for Frankel Fellow grants, known as “passion grants,” which pay for enrichment activities. More than 120 grants have been made to faculty and staff since the program started in 2014. Stipends are available for coaching, affinity group facilitation, advising clubs with significant out-of-school time, and chaperoning trips (including global trips!). Sabbatical: Full time teaching faculty are eligible for a sabbatical after 10 years of employment. Health Benefits: Riverdale offers and subsidizes health, dental, and vision insurance. In addition, the school offers a flexible spending account through which employees can use pre-tax dollars to pay for health-related expenses. Retirement: Employees are eligible to join our Defined Contribution retirement plan through TIAA. The school contributes 7% of an employee's annual salary to their retirement account. Vacation: Riverdale Country School has a generous time-off policy for staff in addition to vacations afforded by the school calendar.

The Touro College of Osteopathic Medicine seeks a well-qualified academic leader to serve as Associate Chair of the Department of Anatomy on its Middletown, New York Campus and to contribute to teaching Gross Anatomy and Neuroanatomy. Responsibilities The Associate Chair of Anatomy is responsible for the overall management, faculty, resource allocation, and academic planning, implementation and oversight for the Anatomy Department on the Middletown campus. The Associate Chair also provides leadership and direction for the research efforts, mentoring, and professional development of departmental faculty and collaborates with Anatomy Department leadership on the Harlem, NY and Great Falls, Montana campuses to help meet the mission and goals of the Touro College of Osteopathic Medicine. The teaching responsibilities of this position are in Gross Anatomy and Neuroanatomy and involve collaborating with faculty on the Harlem, NY and Great Fall, MT campuses in the development, organization, and delivery of the curriculum presented simultaneously across the three campuses. The successful candidate is expected to teach using a combination of live and recorded sessions applied in the flipped classroom format and provide timely feedback on student learning using innovative formative and summative assessments. Although a commitment to excellence in department leadership and teaching are the primary responsibility of the position, the Associate Chair will also provide service to the school in a variety of ways including conducting student interviews, serving as student advisors, and participating on the administrative committees of the college. New faculty are expected to already have, or to develop scholarly activity that results in peer-reviewed publications. Qualifications Education/ Experience The successful candidate must have a D.O. or M.D. degree, or a Ph.D. in Anatomy, Neuroanatomy or a related discipline with proven experience in teaching and academic leadership in a medical education setting, and work well with the rest of the faculty team. Knowledge/ Skills/ Abilities Overall business acumen, ethical decision making and relationship management skill required Basic computer skills supporting the proficient use of the Microsoft Office Suite (eg, PowerPoint, Word, Outlook, and Excel), and exam preparation software and Learning Management Systems. In addition to leadership and management skills, the ideal candidate will be a clear communicator, have relevant content expertise, and have a passion for teaching anatomy and related disciplines at the undergraduate medical education level. Travel Travel to professional academic conferences, as approved by the Dean. Physical Demands Extensive time standing and moving while teaching in a classroom or laboratory setting. Extensive use of computers Able to lift up to 10 lbs. Maximum Salary USD $166,229.00/Yr. Minimum Salary USD $132,983.00/Yr.

The College of Nanotechnology, Science, and Engineering (CNSE) at the University at Albany seeks a visionary and collaborative leader to serve as Associate or Full professor who will also serve as the founding Chair of the Department of Mechanical and Mechatronics Engineering (MME). This individual will provide academic, administrative, and strategic leadership for a growing department focused on cutting-edge education and research in mechanical, mechatronics, and design engineering. The Chair will play a critical role in faculty recruitment, program development, and fostering partnerships with industry and other academic units. The Department of Mechanical and Mechatronics Engineering at the University at Albany is committed to developing innovative solutions to societal challenges through interdisciplinary research and high-impact teaching. With newly launched undergraduate and graduate programs, the department is positioned for significant growth and seeks a leader to help shape its future trajectory. Primary Responsibilities: * Lead the department in strategic planning, curriculum development, accreditation (e.g., ABET), and program assessment. * Support and promote faculty research, teaching, and professional development. * Recruit, mentor, and retain a diverse and high-performing faculty and staff. * Oversee departmental operations, including budgeting, scheduling, and personnel evaluations. * Foster a culture of collaboration, inclusion, and academic excellence. * Strengthen external partnerships with industry, government, and alumni to support research, internships, and fundraising. * Advocate for the department within the college, the university, and externally. * Ensure compliance with university, SUNY, and accreditation policies and procedures. * Teach courses in mechanical engineering, mechatronic engineering, or mechanical design * Lead and manage direct reports/team providing guidance, support, and performance feedback to assure goals, programs, activities, and personnel practices are consistent with and contribute to the University's mission. Lead employees for maximum performance and dedication, fostering a positive and productive work environment. Complete performance management feedback and goals timely and per requirements, offering constructive feedback and developing improvement plans. Functional and Supervisory Relationships: * Reports to Dean of CNSE * Supervises the following positions: Tenure track faculty, lecturers, adjuncts, and staff in the department. * May supervise as assigned: Teaching assistants, student assistants. Appointment Details: * The Chair role is a concurrent appointment and reports to the Dean of CNSE. * The Chair role is provided with an administrative course release and a stipend. * The Chair role is at the pleasure of the Dean of CNSE and the Provost, typically appointed for three years, renewable based on performance and college needs. * When the Chair role concludes, faculty will revert to their home department, and essential functions will re-align based on university standards for tenured, research-active faculty. Requirements: Minimum Qualifications: * Ph.D. in Mechanical Engineering, Mechatronics, or related area degree from a college or University accredited by the US Department of Education or an internationally recognized accrediting organization. * A record of teaching, research, and service that meets the criteria for a tenured faculty appointment at the rank of Associate Professor or Full Professor. * Demonstrated administrative or academic leadership experience, such as leading a department, research center, or academic committee. * A strong record of scholarly publications. * A record of research funding. * Experience mentoring graduate students. * Evidence of effective undergraduate and graduate teaching, including curriculum development and assessment. * Demonstrated commitment to diversity, equity, and inclusive excellence in education and hiring practices. * Applicants must demonstrate an ability to develop inclusive and equitable relationships within our diverse campus community * Applicants must demonstrate an ability to support diversity, equity, access, inclusion, and belonging relative to their role Preferred Qualifications: * Experience with launching new academic programs, particularly in mechanical, mechatronics, robotics, or automation engineering. * Familiarity with ABET accreditation processes, including outcomes-based assessment and continuous improvement. * Experience in strategic planning, budget management, and resource allocation. * Proven ability to foster industry partnerships, interdisciplinary research, or joint academic initiatives. * Experience with external fundraising, alumni engagement, or developing grants and contracts with public/private entities. * Experience with faculty recruitment, evaluation, and mentoring, especially in a diverse and multidisciplinary environment. Working Environment: * Class schedules may include courses offered after 5 pm on weekdays. * This position will require occasional evening and weekend work to support events and community activities. * Travel within New York State and beyond may be necessary. Additional Information: Professional Rank and Salary Range: Professor and Chair, A3, Salary commensurate with experience The Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act, or Clery Act, mandates that all Title IV institutions, without exception, prepare, publish and distribute an Annual Security Report. This report consists of two basic parts: disclosure of the University's crime statistics for the past three years; and disclosures regarding the University's current campus security policies. The University at Albany's Annual Security Report is available in portable document format [PDF] by clicking this link ********************************** Pursuant to Executive Order 161, no State entity, as defined by the Executive Order, is permitted to ask, or mandate, in any form, that an applicant for employment provide his or her current compensation, or any prior compensation history, until such time as the applicant is extended a conditional offer of employment with compensation. If such information has been requested from you before such time, please contact the Governor's Office of Employee Relations at ************** or via email at ****************. THE UNIVERSITY AT ALBANY IS AN EO/AA/IRCA/ADA EMPLOYER Please apply online via ************************************************************** Application Instructions: Applicants MUST submit the following documents: * CV * Cover letter stating all the required minimum qualifications and any of the applicable preferred qualifications. * Contact information for three references Note: After submitting your CV, the subsequent pages give you instructions for uploading additional documents (i.e. cover letter etc.). See the FAQ for using our online system. Please contact us if you need assistance applying through this website. Returning Applicants - Login to your UAlbany Careers Account to check your completed application. A review of applications will start on November 13, 2025 and the search will remain open until the position is filled.

YAAS/Assistant Principal Date Available: 07/01/2026 Job Title: Assistant Principal (FlexPath/YHS) Job Category: YAAS Department/Group: School Administration Job Description Job Summary: We are seeking a dynamic and experienced educational leader to join our team as an Assistant Principal, serving both our main high school and our innovative therapeutic FlexPath program. The successful candidate will play a pivotal role in fostering a positive and supportive learning environment while ensuring the academic success and well-being of all students. Under the supervision of the School Principal, the Assistant Principal is responsible for the administration, supervision, and evaluation of all school building matters. This includes strategic and logistical planning, supervision of staff and students, implementing professional development opportunities for staff, providing instructional leadership to the school building, managing student discipline in accordance with the code of conduct, monitoring attendance, as well as other staff and student related tasks as delegated by the Principal or District Administration. Reports to: Building Principal Supervises: Building Staff as assigned by the Principal Minimum Qualifications: New York State Certification as a School Administrator or Supervisor, School District Administrator or School District Leader or School Building Leader; Experience in a therapeutic school setting and/or as a clinician Administrative experience in the grade level of assigned school preferred Creative and innovative leadership Strong communication, interpersonal, and collaboration skills. Successful experience as an instructional leader Experience with DASA, PBIS and the Danielson Rubric Excellent interpersonal and communication skills Highly organized and attentive to responsibilities Adept at instructional technologies Committed to professional growth Primary Activities Administration and Supervision Leadership & Administration: Collaborate with the principal to develop and implement strategic initiatives, policies, and procedures for both the main high school and FlexPath program. Provide leadership in maintaining a positive school culture conducive to learning and growth. Student Support & Development: Oversee student support services, including counseling, special education, and behavior intervention, to address the diverse needs of students in both settings. Foster a culture of inclusivity and equity to ensure all students have access to opportunities for academic and personal growth. Curriculum & Instruction: Support teachers in implementing effective instructional practices aligned with state standards and the unique needs of students in the FlexPath program. Collaborate with instructional staff to analyze data and make informed decisions to improve student outcomes. Community Engagement: Build strong relationships with families, community partners, and relevant stakeholders to support student success and enhance the overall educational experience. Serve as a liaison between our main high school building and the FlexPath program. Professional Development: Provide guidance and support to staff members through mentoring, coaching, and professional development opportunities. Foster a culture of continuous improvement and reflective practice among faculty and staff. Assists with the supervision and evaluation of instructional and non-instructional staff. Assists with the development, implementation and evaluation of curriculum and instruction. Assists with the development and implementation of the master schedule. Coordinates the supervision of student teachers and substitute teachers. Coordinates the supervision of the cafeteria, halls and grounds. Coordinates the supervision of students at athletic, social and other related functions. Student Discipline Implements and maintains rules of conduct in school and on transportation. Processes student referrals in a timely manner. Informs parents via telephone, written correspondence and/or parent conference of student's infractions. Monitors student behaviors. Keeps staff informed of student outcomes. Coordinates the additional support services when necessary. Attendance Supervises the attendance of all students in accordance with the provision of Article 65, Compulsory Education Act, district policies and procedures. Student Activities Is responsible for supervising all organized in-school and extra-curricular student activities. Coordinates all student government activities. Coordinates all non-athletic student activities. Monitors and maintains records of class and extra-classroom activity funds. Maintains a calendar of events. Coordinates and arranges transportation related to school activities. Arranges for adequate supervision of all student events. Supervises the assignment of student lockers. Coordinates the free/reduced lunch program. Records Management Implements and maintains a system to record, monitor and report student tardiness and attendance. Maintains student discipline folders. Implements/maintains a management system to record and monitor in-school and out-of-school student suspensions. Assists in maintaining other administrative-related records. Other Responsibilities Arranges and conducts fire and other emergency drills. Arranges for the distribution, collection and inventory of textbooks and supplies. Supervises the annual inventory of media equipment, musical instruments, furniture and other equipment. Develops and administers the mid-year and final examination schedule. Supervises the building in the absence of the Principal. Performs other such duties as assigned by the Principal. Physical Demands (as per ADA) While performing the duties of this job, the employee: Is regularly required to stand, walk, and sit. Is regularly required to climb, squat, stoop, kneel, crouch, or crawl and to reach above the head and reach forward. Is regularly required to use hands and fingers to handle or feel objects, tools or controls and to talk and hear. At times, required to work at a height of 20' or more off the ground in order to perform job duties. Occasionally required to lift and/or push up to 75 pounds. Must have specific vision abilities for close vision, distance vision, depth perception and tell the difference between colors Work Environment The noise level in the work environment is typical for a school environment. The manager continuously interacts with the public and other staff and frequently meets multiple demands from several people. Work generally performed indoors. Salary Range $140,000 - $185,000 Last Updated By: Caroline Almeida Date: March 2025

Founded in 1953, Hudson Valley Community College (HVCC) located in scenic Upstate NY is a multi-campus College with locations in Troy and Malta New York. HVCC offers more than 80 degree and certificate programs in three schools: Business and Liberal Arts; Health Sciences; and Science, Technology, Engineering and Math (STEM). Hudson Valley is one of 30 community colleges in the State University of New York (SUNY) system and serves nearly 9,000 students each year. The college is a recognized leader in career and transfer preparation, workforce training initiatives, distance learning and service to a diverse population of students. Hudson Valley has an extension center in Malta, NY known as HVCC North and sponsors the Capital District Educational Opportunity Center in Troy, NY. With more than 80,000 alumni and nearly 1,000 employees, the college and is a catalyst for educational opportunity and economic development in the Capital Region of New York State. Hudson Valley seeks experienced, dynamic, capable, creative and caring individuals who would like to join our team and continue to build on decades of successful service to our community. Applications are being accepted for an Associate Director on the Non-Teaching Professional staff for SOAR - Office of Student Outreach, Advisement and Retention In order to be considered an applicant for this position you must meet the minimum qualifications as stated in this announcement. HVCC does not support Visas. Applicants must currently hold an unrestricted employment authorization to work in the United States and appointment will be contingent upon completion of a background check. Associate Director, Student Outreach, Advisement and Retention (SOAR) - Student Affairs HV-NTPI-8359 Qualifications for Employment Education, Minimum Requirements: Master's Degree and two (2) years of experience as an academic counselor/advisor at the postsecondary level. Preferred Qualifications: Experience working with Ellucian Banner, DegreeWorks and CRM Systems. Previous experience and/or desire to engage in non-traditional advisement delivery systems (including on-line advisement). Nature and Scope of Duties The Associate Director reports to the Associate Dean of Academic Advisement and Retention or his/or her designee and performs the following duties: 1. Provides academic advisement to a reduced caseload of students in any program served in SOAR as needed including but not limited to via phone, e-mail, web/video-conferencing and in-person. 2. Manages the daily operations of the SOAR office including but not limited to scheduling of student appointments, work-flow, technology, website, facilities issues, scheduled training and may represent the SOAR office on campus committees. 3. May supervise clerical, technical, enrollment/retention and other support staff within the SOAR Office as well as student workers, college workers and/or interns. 4. Assists the Associate Dean with maximizing CRM RECRUIT and CRM ADVISE functionality for the SOAR office and enrollment/retention efforts. 5. Acts as liaison with student services offices and academic departments and primary contact for the offices of the Registrar, Student Financial Services, First Year Experience / Orientation and Admissions. 6. Assists the Associate Dean with creating a supportive, inclusive environment, and encouraging and promoting opportunities to staff for professional development and growth. 7. Reviews curriculum for impacts on students and student schedules and the updating of advising materials (general trouble shooting). 8. Coordinates, monitors and maintains records and generates reports relevant to the operation and evaluation of projects/programs in and out of SOAR including but not limited to High School Student populations, online advisement, and online/hybrid student engagement initiatives. 9. Assists the Associate Dean with the development and timely implementation of strategies and delivery of supports to improve retention and completion, including interventions/ academic supports for probation and at-risk students including those needing SAP Appeals. 10. Create and manage program technical components delivery and data collection to ensure successful progress towards student engagement and academic performance benchmarks. 11. Reviews Transfer credit and Credit for Prior Learning in coordination with the Associate Dean and the appropriate Department Chairperson. 12. Performs other related duties as assigned and provides additional services that supplement the advising program as needed. Some Evening and Weekend Hours required. This is a 12-month position with a salary of $57,000 - $60,000. Hudson Valley offers a full benefit package including Health Insurance, Dental and Eye Insurance, Retirement, employee and employee's spouse and children tuition waivers. HVCC also has a generous leave policy. To apply, please visit ***************** and complete the online application before the close date of November 2, 2025 Hudson Valley provides educational access to a diverse community of traditional and non-traditional learners in an environment that fosters lifelong learning and freedom of inquiry and expression. Hudson Valley values equity, inclusion, and dignity for all. Women, minorities, veterans, and individuals with disabilities are encouraged to apply. Bi-lingual applicants strongly encouraged to apply. Hudson Valley Community College is an Affirmative Action/Equal Opportunity Employer and all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation or gender identity, national origin, disability status, protected veteran status, or any other characteristic protected by law.

Uncommon Schools is a nonprofit network of high-performing public charter schools dedicated to providing an exceptional K-12 education in economically disadvantaged communities. Operating in Boston, Camden, New York City, Newark, and Rochester, we are committed to closing the college completion gap and preparing every student for college and beyond. Our students consistently exceed national benchmarks, reflecting our dedication to their success. We invest deeply in our educators, offering weekly coaching, feedback, and professional development to ensure excellence in teaching and leadership. Join us to work hard, do good, and make a lasting difference! To build more high-performing schools, we need leaders to commit themselves to the most urgent and exciting work of our time. At Uncommon Schools, our Deans of Curriculum & Instruction (DCIs) are school leaders focused on supporting teachers and instructional leaders to deliver the most rigorous and joyful academic experience for our students that leads to exceptional academic gains. DCIs play a central role in the success of their school and work closely with their Principal and fellow DCIs across Uncommon in driving student achievement and teacher development. DCIs' responsibilities include the following: Data-Driven Instruction Conduct deep analysis of data in order to lead effective analysis meetings based on daily student work samples; Build and implement action plans, materials, and systems to address data, including facilitating Interim Assessment (IA) scoring and norming, developing pre- and post-analysis of IAs for the whole school, and supporting Instructional Leaders (ILs) with data analysis of their department; Monitor grade-level or content-area progress against assessment cycle benchmarks; Facilitate assessment cycles including quality assurance of assessment materials, teacher/student preparation, and scheduling alongside the Director of Operations; Support with regional and network data analysis and response systems. Feedback and Teacher Development Conduct daily observations, integrate feedback into planning and data meetings that lead to teacher and instructional leader development, and support implementation of action steps; Provide real-time feedback to teachers during instruction; Inform, write, and/or lead teachers' mid-year reviews; Plan and deliver high-quality professional development (within the school, region, or network) that trains staff members in Uncommon's curricular systems and key pedagogical issues; Plan and execute team meetings for grade-level or content-area staff based on school-wide instructional trends; Collaborate with the Principal to coach and identify the highest leverage goals for ILs, including leading IL Team Meetings; Oversee school-specific data response curriculum (e.g., reteach lessons, response to Power Practice Quizzes, or PPQs); Partner with the Principal to curate staff-wide / staff-facing professional development sessions using school-wide action steps or walkthrough data; Support with mid-year teacher onboarding, as needed. Whole School Culture Support with planning or leading whole school moments and initiatives; Lead and manage school-wide academic systems, such as office hours, grade books, or providing feedback to teacher internalization of lessons; Be the model of culture and rigor techniques at the school; Support Curriculum and Instruction Initiatives Plan and facilitate network or regional PD during the summer or school year. Support network or regional instructional initiatives related to student achievement - such as supporting regional data analysis and response, or curriculum development. Mission-Alignment Demonstrate a passionate commitment to improving the minds and lives of students in and out of school, and in pursuit of the Uncommon mission; Willingness to step up and support the school's or region's needs, such as directly teaching a course that's in the best interest of scholars, supporting school operations in strategically planning staff coverage, or providing direct support to another school; Participate in Inspections, school walkthroughs, working groups, and CAT quarterly walkthroughs; Collaborate with the Home Office, RSI, Principal, Director of Operations, Dean of Students, Special Education Coordinator, School Social Worker, and other staff to maximize the ability of Uncommon Schools to support students' academic and socio-emotional development. Qualifications Ability to plan and lead effective teacher professional development; Strong teaching skills; Proficient in lesson plan development; Strong people management skills, including the ability to effectively navigate difficult conversations and hold staff, scholars, and families accountable in a supportive manner; Systems-based thinking and previous experience creating academic systems, as well as teacher development systems; Ability to strategically manage and prioritize time and tasks effectively to fully meet the needs of their school, with a lens toward systems thinking; Ability to thrive in a fast-paced environment; flexible, able to work autonomously and take direction as needed; Familiarity and success with-or commitment to-implementing Uncommon's core tenets of instructional leadership (e.g., See It-Name It-Do It framework, Leverage Leadership principles) Required experience: 3+ years of teaching experience with evidence of outstanding student growth and achievement; Demonstrated instructional coaching capabilities that contribute to teacher growth and development; Strong content knowledge, across multiple gradespans or content areas; Bachelor's Degree. Additional Information Our people are what make us Uncommon. We offer competitive compensation and comprehensive benefits that support the personal health, wellness, and finances of our staff and their families. Our compensation philosophy values equity & fairness and attracting & retaining top talent. Compensation Compensation for this role is between $60,000 to $74,700. Most candidates who meet job description requirements will receive an offer of $60,000 - $64,100. Starting pay is determined using various factors including but not limited to relevant professional development, education certifications, and tenure with Uncommon Schools. Benefits: Generous paid time off inclusive of sick time, paid holidays, and 10 weeks of paid breaks (Spring, Winter, and Summer). Extensive, best-in-class training and development Comprehensive health, dental, and vision insurance plans + pre-tax flexible spending (FSA), dependent care (DCFSA), and health saving accounts (HSA) Financial Planning 403(b) retirement savings program + employer match Paid leave of absence options (parental, medical, disability, etc.) Mental health and counseling support + wellness benefits *A detailed list of all benefits is located HERE. At Uncommon, we believe that a supportive and welcoming environment helps our students, staff, and community thrive. We are dedicated to building a team that brings a wide range of perspectives and experiences, reflective of the communities we serve---with over 70% of our staff identifying as people of color. Our organization values respect and open dialogue on important topics that shape our school culture. As an equal opportunity employer, Uncommon provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws. We also ensure that individuals with disabilities receive all privileges and benefits associated with employment and are provided reasonable accommodations for the interview process and to perform core job functions. If you would like to request an accommodation, please email [email protected].

Application Type Name: School Leader District Name: Lakeland Central School District Region Name: Lower Hudson Valley Salary Type: Salary Category:

Family Life Academy Charter School (commonly called FLACS) is a nonprofit network of high-performing charter schools in the South Bronx. Family Life Academy Charter Schools, together with the Latino Pastoral Action Center and parents, create the conditions for self-empowerment for all its K-12 students to excel academically, take responsibility for their own learning, and affirm human values, today, in college, and beyond. We are guided by this mission and through it, we have revolutionized education for students from K-12. Family Life Academy Charter Schools is currently seeking dynamic administrators who Value collaboration with like-minded educators who believe that education is activism. Want to work in an environment where all students are scholars and academic excellence is the norm. Believe that young people can be leaders who can create positive change in their communities and that schools should be safe, warm and caring environments. Desire to work in a place where their skills will be nurtured through an embedded professional development program. ASSISTANT PRINCIPAL JOB DESCRIPTION Under the supervision of the principal, the assistant principal supports the principal in promoting the success and safety of all staff and students. The assistant principal articulates and communicates the FLACS mission, key design elements that drive the vision for teaching and learning, and shaping a caring school. The assistant principal ensures the successful implementation of rigorous standards-based FLACS curricula to ensure all students master the state standards and meet the academic goals. The assistant principal fosters a consistent and caring school culture focusing on excellence. The assistant principal follows local school procedures and policies and implements charter and network procedures and policies. Key Responsibilities: Supports the principal in leading staff, students and parents in shaping a clear and strategic vision for academic success for all learners including general education, students with disabilities and english language learners. Facilities the planning, development, organization, coordination and supervision for the instructional program and activities; effectively implements charter network approved curriculum. Coaches, mentors, models, develops and evaluates teachers using the Danielson Framework for Teaching. Coaches teachers, teacher leaders, on data analysis and use, including identification of strategies for improving student learning. Contributes to a shared culture, with traditions and core values focused on excellence Ensures that the school is safe and orderly. Ensures that teachers have high expectations for students and students are provided with the overall skills, knowledge and experience to succeed academically and socially. Builds strong family and community ties that establishes and maintains trusting relationships that will enable students, families, and teachers to take risks for success. Supervises the delivery of a rigorous student curriculum; that teachers and students are driven by high educational standards emphasizing the application of knowledge to close the achievement gap. Establishes and maintains trusting relationships that will enable students, families, teachers, and staff to take the risks necessary to mount ambitious improvement efforts. Oversees programming, testing schedule, test administration and training. Identifies, creates and designs school programs aligned with State guidance regarding academic requirements. Participates in teacher/staff recruitment efforts and liaisons with network office of human resources Professional Responsibilities: Upholds the FLACS' mission, core beliefs, and educational philosophy. Reflects on their practice and is a lifelong learner who strives to improve instructional effectiveness and guide professional growth. Engages and collaborates with colleagues and the community to develop and sustain a common culture that supports high expectations for student learning. Demonstrates strong leadership and organizational capabilities. Qualifications: Master's Degree in Education required. New York State Certification as a School Building Leader and or New York State Certification as School Building Leader and/or School Administrator and Supervisor (SAS) certificate and/or School District Leader (SDL) certificate and/or School District Administrator (SDA) certificate Experience as an effective assistant principal or other leadership position, preferred At least five years of successful teaching Clearance for fingerprint and criminal background check It is the policy of FLACS to provide educational and employment opportunities without regard to race, color, religion, creed, national origin, alienage and citizenship status, age, marital status, disability, sexual orientation, gender (sex) or prior record of arrest or convictions (except as provided bylaw), and to maintain an environment free of discriminatory harassment, including sexual harassment, or retaliation, as required by civil rights law.

Family Life Academy Charter School (commonly called FLACS) is a nonprofit network of high-performing charter schools in the South Bronx. Family Life Academy Charter Schools, together with the Latino Pastoral Action Center and parents, create the conditions for self-empowerment for all its K-12 students to excel academically, take responsibility for their own learning, and affirm human values, today, in college, and beyond. We are guided by this mission and through it, we have revolutionized education for students from K-12. Family Life Academy Charter Schools is currently seeking dynamic administrators who Value collaboration with like-minded educators who believe that education is activism. Want to work in an environment where all students are scholars and academic excellence is the norm. Believe that young people can be leaders who can create positive change in their communities and that schools should be safe, warm and caring environments. Desire to work in a place where their skills will be nurtured through an embedded professional development program. ASSISTANT PRINCIPAL JOB DESCRIPTION Under the supervision of the principal, the assistant principal supports the principal in promoting the success and safety of all staff and students. The assistant principal articulates and communicates the FLACS mission, key design elements that drive the vision for teaching and learning, and shaping a caring school. The assistant principal ensures the successful implementation of rigorous standards-based FLACS curricula to ensure all students master the state standards and meet the academic goals. The assistant principal fosters a consistent and caring school culture focusing on excellence. The assistant principal follows local school procedures and policies and implements charter and network procedures and policies. Key Responsibilities: Supports the principal in leading staff, students and parents in shaping a clear and strategic vision for academic success for all learners including general education, students with disabilities and english language learners. Facilities the planning, development, organization, coordination and supervision for the instructional program and activities; effectively implements charter network approved curriculum. Coaches, mentors, models, develops and evaluates teachers using the Danielson Framework for Teaching. Coaches teachers, teacher leaders, on data analysis and use, including identification of strategies for improving student learning. Contributes to a shared culture, with traditions and core values focused on excellence Ensures that the school is safe and orderly. Ensures that teachers have high expectations for students and students are provided with the overall skills, knowledge and experience to succeed academically and socially. Builds strong family and community ties that establishes and maintains trusting relationships that will enable students, families, and teachers to take risks for success. Supervises the delivery of a rigorous student curriculum; that teachers and students are driven by high educational standards emphasizing the application of knowledge to close the achievement gap. Establishes and maintains trusting relationships that will enable students, families, teachers, and staff to take the risks necessary to mount ambitious improvement efforts. Oversees programming, testing schedule, test administration and training. Identifies, creates and designs school programs aligned with State guidance regarding academic requirements. Participates in teacher/staff recruitment efforts and liaisons with network office of human resources Professional Responsibilities: Upholds the FLACS' mission, core beliefs, and educational philosophy. Reflects on their practice and is a lifelong learner who strives to improve instructional effectiveness and guide professional growth. Engages and collaborates with colleagues and the community to develop and sustain a common culture that supports high expectations for student learning. Demonstrates strong leadership and organizational capabilities. Qualifications: Master's Degree in Education required. New York State Certification as a School Building Leader and or New York State Certification as School Building Leader and/or School Administrator and Supervisor (SAS) certificate and/or School District Leader (SDL) certificate and/or School District Administrator (SDA) certificate Experience as an effective assistant principal or other leadership position, preferred At least five years of successful teaching Clearance for fingerprint and criminal background check It is the policy of FLACS to provide educational and employment opportunities without regard to race, color, religion, creed, national origin, alienage and citizenship status, age, marital status, disability, sexual orientation, gender (sex) or prior record of arrest or convictions (except as provided bylaw), and to maintain an environment free of discriminatory harassment, including sexual harassment, or retaliation, as required by civil rights law. Powered by JazzHR r5Z0ithaoc

Reporting to the Dean of the College of Veterinary Medicine, the Director of Outcomes Assessment leads and develops a comprehensive assessment program to support the College's mission. The director will (1) work collaboratively with faculty, administrators and staff in the improvement, reporting and analysis of outcomes assessment activities to enhance curricular and clinical student learning activities, (2) participate in the collection and analysis of assessment data to effectively inform program review, (3) provides regular reports (quantitative and qualitative) feedback and recommendations to the College, (4) develop and administer evaluation instruments and rubrics to measure learning outcomes, curricular effectiveness and teaching activities during the pre-clinical and clinical phases of the DVM program and (5) manage key performance indicators, benchmarks and the ongoing assessment program, ensure that assessment outcomes are in compliance with accreditation standards and (6) keep internal and external stakeholders informed. Qualifications: Must have Ph.D. in Educational Research and Evaluation or related field. Must have three (3) years of related experience including assessment of oversight of student performance and course program evaluation including data analysis and report preparation and presentation. Preference will be given to individuals with expertise in higher education/health profession assessment and accreditation. How to Apply: Applications should be created through LIU On-Line Application portal. To receive full consideration the following documents should be uploaded: (1) a letter of intent summarizing professional experience and including names and email contact information for three references, (2) curriculum vitae/ resume. About The College of Veterinary Medicine at Long Island University: LIU-CVM received a Letter of Reasonable Assurance from the AVMA- Council on Education on October 16, 2019 and graduated its inaugural class in May 2024. Currently, with over fifty off-campus affiliate sites, LIU Lewyt College of Veterinary Medicine utilizes a distributed model of clinical education. The Lewyt College of Veterinary Medicine has modern physical facilities designed to support its instructional needs and research activities. ****************** LIU is an equal opportunity employer. LIU is committed to extending equal opportunity in employment to all qualified candidates who can contribute to the diversity and excellence of our academic community. LIU encourages applications from all qualified individuals without regard to race, color, religion, genetic information, sexual orientation, gender and/or gender identity or expression, marital or parental status, national origin, ethnicity, citizenship status, veteran or military status, age, disability or any other basis protected by applicable local, state or federal laws. Hiring is contingent on eligibility to work in the United States.

Mission of NCS Our mission is to provide the children of NCS with new educational opportunities through a rigorous, comprehensive K-8 program that cultivates the intellectual, social, and emotional development of each child. Our students, who will include autistic scholars and students with IEPs, will become independent learners and critical thinkers, will acquire the academic skills that they need to succeed in college preparatory high schools, and will exhibit the social and emotional skills that will allow them to reach their full potential. The Opportunity The Assistant Principal works with the Principal to ensure continuous improvement in measurable student performance and achievement, customer satisfaction, performance management, and compliance. The Assistant Principal supports the school's overall administration and operation and assumes full responsibility for the school when the Principal is absent from the building. The Assistant Principal is responsible for the student achievement outcomes of scholars. Further, they assist in fostering a strong School Leadership Team, ensuring a positive school culture, and building a school-wide community with all stakeholders, including families. Reporting Structure: The position will report directly to the School Principal Who You Are: ● A committed leader aligned with the mission of Neighborhood Charter Schools, dedicated to providing new educational opportunities through a comprehensive K-8 program ● An education reformer with a strong commitment to the academic success and holistic development of our students ● A collaborative professional capable of working flexibly within a diverse team of teachers and leaders ● A graduate of a Bachelor's degree program (required); NY State SBL certification (preferred) ● An experienced teacher leader with a minimum of 5 years of teaching experience and/or 2+ years of instructional coaching or leadership experience (preferred) ● Demonstrated effectiveness in coaching and developing new and experienced teachers ● Experience providing feedback and coaching teachers toward strong, data-supported results ● Strong content knowledge ● Knowledge of autistic students and their learning needs ● Strong organizational skills; extremely careful attention to detail and follow-through ● Strong communication and negotiating skills ● Demonstrated ability to work well in a team ● Exceptional ability to bridge and enhance cooperative working relationships What You'll Do: ● Be the model of excellence, consistency, and reliability for the staff and students you lead ● Communicate effectively and consistently with all team members to ensure clarity of vision and how to work together collaboratively ● Ensure students receive high-quality instruction from teachers, receive feedback on their work, and have multiple attempts to learn and practice content and skills ● Promote differentiation and best practices as they relate to supporting all learners ● Promote social-emotional learning of all students through systems and practices embedded throughout the day ● Promote an open-door atmosphere for your staff to come to leadership at any time ● Provide professional development for staff on the individual, small group, and large group levels, as needed ● Observe and provide feedback to teachers and staff in a way that is aligned with the NCS vision ● Keep staff informed with initiative rollouts and key information in a timely and clear fashion ● Partner with other leaders in the organization to develop and lead professional development throughout the year, as needed ● Design and promote a strong, positive school culture ● Ensure strong school-wide systems for arrival, lunch, recess, and dismissal ● Design and execute tight attendance incentives and absence follow-up plans with the Culture and Operations teams ● Build and strengthen the school community with all stakeholders, including families ● Work with the Principal and other team members to ensure academic and cultural cohesion ● Engage with the Parent Association, as well as host other parent engagement events to inform and partner with families throughout the year. ● Conduct classroom observations and provide constructive feedback to enhance instructional practices ● Support teachers in utilizing data-driven approaches to inform instructional decisions ● Host grade-level meetings, in partnership with other leaders, to support teacher lesson planning, intellectual preparation, and student work analysis ● Support the school's assessment program, from in-house exams to state assessments ● Participate in the interview and selection process of the instructional staff as appropriate ● Serve as a key member of the School Leadership Team and strategic partner to the Principal ● Support the retention of Distinguished and Proficient employees by exhibiting professionalism and making positive contributions to workplace morale ● Other responsibilities, as determined by the School Principal and/or Executive Director Compensation: ● Competitive salary commensurate with experience, based on the salary schedule ● Comprehensive benefits package, including medical, vision, and dental insurance ● Competitive retirement plan ● Parental leave ● Tuition reimbursement ● Provided with a smartphone and a laptop Salary for this role starts at $133,000 and increases based on qualifications and experience. Neighborhood Charter School is an Equal Opportunity Employer and is committed to fostering a diverse and inclusive environment. We do not discriminate against applicants or employees based on race, color, religion, national origin, gender, age, disability, sexual orientation, or any other legally recognized protected basis. Our mission is to empower responsible citizen-scholars who will positively impact the world, and building a team with diverse perspectives and backgrounds is integral to achieving this goal. We encourage candidates from all backgrounds to apply.

Application Type Name: School Leader District Name: Hewlett-Woodmere UFSD Region Name: Long Island Salary Type: Salary Category:

Adjunct Instruction TITLE: Business Department Adjunct Instructors DEPARTMENT: Business SALARY RANGE: Commensurate with credentials and experience The Business Department under the School of Business and Liberal Arts at SUNY Canton seeks applicants for part-time on campus and online adjunct instruction for the fall and spring semesters and summer and winter terms. RESPONSIBILITIES: The successful candidates will teach 100 - 400 level college courses on campus and/or online courses in one or more of the following disciplines: * Accounting * Business Administration * Esports Management * Finance * Health Care Management * Legal Studies * Marketing Qualifications Required: Master's degree in discipline and experience working in the field. Preferred: Candidates with on campus and online teaching experience strongly preferred. How to Apply Interested Candidates should submit an Application for Professional Employment and resume to *************. Prior to a final offer of employment, the selected candidate will be required to submit to a background check including, but not limited to, employment verification, educational and other credential verification, and criminal background check. Closing Date for Receipt of Applications Review begins immediately and will continue until the positions are filled.

Application Type Name: School Leader District Name: Lakeland Central School District Region Name: Lower Hudson Valley Salary Type: Annual wage Salary Category: Contract

Pay Rate: $90,000.00 - $100,000.00 Annually Department: High School Administration Division: 12 Month Job Status: Full-Time Work Shift: 7:30 AM - 4:00 PM Days Worked: Mon., Tue., Wed., Thu., Fri. Hour Per Week: 40 Description Position overview: The Dean of Student Intervention Services at Inwood Academy for Leadership is responsible for leading and coordinating all aspects of student intervention support programs. This role focuses on ensuring that students with diverse needs receive the necessary resources and interventions to succeed academically, behaviorally, socially, and emotionally. This role requires strong leadership skills, expertise in student support services, understanding of educational interventions, data analysis, collaboration with teachers and families, and a passion for student success. Reports to: School Site Director Key Responsibilities: Program Development and Coordination: * Lead and supervise a comprehensive intervention program covering academic, behavioral, social-emotional, and attendance issues. * Directly supervise the IEP Coordinator, Speech Language Therapists, Social Workers, ENL Interventionists, interventionists, and other related service providers both on-staff and contracted through the CSE. * Advise on the design, furnishings, and equipment for classrooms and facilities to support students with special education services. * Oversee and manage the implementation and effectiveness of Tier 2 and Tier 3 interventions. * Uphold and enforce school discipline, attendance, and academic policies. * Conduct Functional Behavioral Assessments to identify student needs and tailor interventions accordingly. * Coordinate the delivery of intervention services, ensuring consistency and alignment with the school's programmatic, curricular and instructional goals. * Guarantee access to the core curriculum for all students in collaboration with teachers, the student support team, and the school leadership team.. * Continuously monitor and assess school program effectiveness, making data-informed adjustments to improve student outcomes. Student Needs Assessment and Individualized Intervention Plans: * Conduct assessments and screenings, including ELL NYS assessments, to identify students' attendance, academic, behavioral, and/or social-emotional needs. * Collaborate with the Committee of Special Education, IEP coordinator, ENL specialists, teachers, students, families, CCR team (HS only), and any support staff to develop and implement individualized intervention plans including BIPs, that target specific student needs. * Manage and coordinate student programs and schedules in alignment with their individual intervention plans. * Supports with the supervision of Academic Intervention staff members relative to assigned tasks, including professional responsibilities with regards teacher reports, IEP meetings and all other IEP deadlines. * Participate in IEP meetings with CSE, as needed. Data Analysis and Progress Monitoring: * Collect and analyze student data to identify trends, areas of need, and opportunities for improvement. * Utilize various assessment tools and data management systems to track student progress and measure the impact of intervention strategies. * Completes and regularly reports on the effectiveness of intervention programs to school administrators, teachers, and other stakeholders including NYSED. * Ensure the implementation of personalized IEPs and/or any intervention plans and regularly monitor student progress toward established goals making changes as needed. Staff Development and Collaboration: * Plan for and facilitate regular student support team meetings and meetings for Special Education and ENL departments. * Provide professional development opportunities, guidance and support to teachers and staff on evidence-based intervention strategies, differentiated instruction, instructional (classroom management) techniques, assessment tools, and classroom management techniques to meet individual student needs. * Attends demo lessons and participates in interviews with prospective staff members for Student Intervention, Special Education, ENL Specialists and related services. * Foster a collaborative and supportive school culture by working closely with teachers, administrators, and support staff to ensure a coordinated and integrated approach to student intervention support services. Family and Community Engagement: * Establish and maintain effective communication channels with families regarding student progress, intervention plans, and available resources for supporting their child's academic, behavioral, social emotional, attendance, and personal growth. * Cultivate positive relationships with community organizations, agencies, and stakeholders to leverage additional resources and support for students. * In collaboration with the FACE department, organize and facilitate workshops and informational sessions for families on various topics related to student intervention support. Compliance: * Advises and monitors the annual budgets for ENL & special education services, including bi-monthly per pupil billing. * Oversees and directs the allocation of ENL & special education staff in accordance with state and local standards and student needs. * Reviews federal and state legislation/regulations related to ENL & special education; identifies and shares the impact of changes with the Leadership Team. * Facilitates compliance with legal mandates, and participates in due process procedures as requested by Leadership. * Supervises the IEP Coordinator in maintaining accurate spreadsheets and files of former and current students served in special education. * Prepares reports and information for charter authorizer, including the Annual Site Review documentation. * Maintains accurate documentation of ENL & special education service provision (both for on-staff and contracted services). Research and Stay Abreast of Best Practices: * Stay current with research and best practices related to academic intervention strategies, instructional techniques, and evidence-based interventions. * Attend professional development conferences, workshops, and seminars to enhance knowledge and skills in the field of academic interventions. * Evaluate emerging technologies and resources for their potential to enhance intervention services and student outcomes. Minimum Qualifications: * Master's degree in Education, Special Education, TESOL, Bilingual Education or English as a Second Language (ESL), School Counseling, or a related field * Bilingual; Spanish preferred * A minimum of five years of experience in education, with a focus on academic interventions, student support services, or a related area. * Experience working with students with diverse backgrounds and needs * Excellent in verbal, written, and interpersonal communication. Key Skills, Attitudes, and Behaviors: * Strong leadership skills to support in driving the school's vision, mission, and goals. This includes the ability to motivate and inspire staff, foster a positive school culture. * Proficient in intervention strategies, research-based instructional techniques, and assessment tools. * Skilled in data analysis and progress monitoring, capable of effectively interpreting and presenting data. * Exceptional leadership, time-management, organizational, problem-solving abilities, and decision-making skills. * Ability to work with diverse stakeholders including students, families and staff. * Well-versed in relevant laws, regulations, and best practices related to academic, behavioral, social-emotional, and attendance interventions. * Demonstrate high ethical standards, integrity, and a commitment to fairness and equity. * Commitment to self professional growth and development. Compensation: IAL offers a competitive compensation package including medical, dental and vision insurance, a 403B retirement plan with 5% match. In addition to extensive professional development, our teachers are equipped with all necessary instructional supplies and technology. About Inwood Academy for Leadership Inwood Academy for Leadership Charter School is a tuition-free public charter school that began as an idea among community members who longed to see more educational choices offered to the children of Washington Heights and Inwood. All staff must be willing to commit to our mission: Inwood Academy for Leadership Charter School will empower students in Inwood and Washington Heights to become agents for change through community-focused leadership, character development and college preparedness. Our staff regard our student leaders as burgeoning assets to their community and help them develop the tools they need to be successful in college and beyond. IAL is committed to providing a well-rounded educational experience for all students we serve. We are looking for candidates who are hardworking, flexible, and innovative as well as able to embody the IAL traits of leadership in their daily work (honesty, integrity, responsibility, caring and restraint). Disclaimer As an equal opportunity employer, we hire and promote without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status or disability.

Founded by the Sisters of Charity of New York, the University of Mount Saint Vincent is an academically excellent, authentically inclusive, Catholic and ecumenical liberal arts university. The University combines a strong core curriculum with a full array of majors in the liberal arts and, within the tradition of liberal education, selected professional fields of study. At Mount Saint Vincent, a student's education extends beyond knowledge, skills, and preparation for work. We seek the development of the whole person. In the spirit of Vincent de Paul and Elizabeth Ann Seton, we foster an understanding of our common humanity, a commitment to human dignity, and a full appreciation of our obligations to each other. Job Description: The Director of Advising and Student Success provides strategic leadership for the University's advising and student success efforts. The role ensures all student populations-undergraduate, graduate, online, domestic, transfer, and international-receive proactive, high-quality academic and holistic support that promotes persistence, timely graduation, and long-term success. The Director oversees the Advisement Office, leads professional advisors, manages advising systems and technology, and advances data-informed strategies to improve student retention, satisfaction, and completion rates. Responsibilities: Leadership & Supervision Lead the operations and strategic direction of the UMSV Advisement Office. Provide ongoing training, supervisory support, performance evaluation, and professional development for advising staff. Implement and maintain a comprehensive advising model that promotes equity, early academic planning, and sustained student engagement across all programs and modalities. Foster a culture of student-centered service, continuous improvement, and accountability. Student Success & Retention Design and implement innovation-driven retention strategies and support programs. Maintain a student caseload for academic and psychosocial advising, including course planning, registration, financial aid navigation, and resource referrals. Create and update academic profiles, progress reports, and service referrals to ensure timely intervention. Lead re-enrollment and re-engagement efforts for eligible withdrawn students. Work collaboratively with Academic Affairs to support undecided students and promote major exploration. Identify high-risk student populations and coordinate proactive outreach plans to improve persistence. Design and execute new student registration, ensuring proactive advising, timely course enrollment, and successful onboarding. Develop and implement non-registration intervention campaigns for continuing students, using data insights and targeted outreach to reduce melt and drive semester-to-semester persistence. Collaboration & Campus Partnerships Collaborate closely with the Dean of the Undergraduate College/Vice Provost, Dean of Students, Registrar, Senior Director for Admission, Director of Financial Aid, and other institutional stakeholders. Work in partnership with School Deans and Assistant Deans to ensure effective advising coordination and escalation pathways. Ensure strategic alignment between Academic Standing plans and SAP guidelines. Partner with the Dean of the Undergraduate College/Vice Provost on academic plans, withdrawals, and escalated student matters. Ensure grant-funded advising positions remain compliant and well-integrated into departmental operations. Coordinate cross-departmental responses to student concerns to ensure seamless handoffs and holistic support. Design and deploy an annual communication calendar that outlines advising messages by student population, channel, and timing. Participate actively in institutional committees, task forces, and retention-focused initiatives. Systems, Reporting & Metrics Analyze data related to retention, attrition, persistence, academic performance, and student needs; communicate findings to institutional stakeholders. Serve on the leadership team for EAB Navigate and act as the primary point person for system training, reporting, and updates. Track and report on advisor utilization, student appointments, event participation, communication campaigns, and outreach impact. Prepare and present weekly departmental reports to senior leadership (registration trends, credit hour analysis, retention performance, advising indicators, etc.). Use data insights to inform decision-making, strengthen advising efficiencies, and improve student outcomes. Professional Development & Compliance Stay current with best practices, policies, and emerging trends in academic advising, student success, and higher education retention models. Ensure compliance with FERPA and maintain proper documentation and data security protocols. Maintain and regularly update all advising-related forms, materials, and databases. Serve as an advocate for student success across the campus community. Perform other duties as assigned. Requirements Bachelor's degree; Master's degree preferred, preferably in Higher Education, Counseling, Student Affairs, or related field. Strong understanding of academic advising best practices, student development theory, and FERPA regulations. Proficiency in Microsoft Office and ability to learn and apply new technologies quickly. Three to five years of relevant full-time experience, including one to two years of supervisory experience in academic advising or student success roles. Demonstrated leadership, analytical, and problem-solving skills. Strong interpersonal and written/oral communication skills. Ability to manage multiple projects and meet deadlines. Works well both independently and collaboratively. Must be available for occasional evening and weekend activities. Preferred Experience working with professional, online, graduate, transfer, international, and non-traditional student populations. Familiarity with Degree Works, EAB Navigate, Banner, and Argos reporting tools. Benefits Allotted annual salary $85,000 - $91,000 Comprehensive health, dental, and vision insurance Flexible Spending Accounts (FSA) for medical and dependent care 100% employer sponsored life insurance, AD&D insurance and Long term disability Retirement plan with employer matching Paid time off, including vacation, sick leave, and holidays Professional development opportunities via Coursera Undergraduate tuition benefits for employees and their dependents Commuter benefits Employee Assistance Plan