Work Study Student Needed – July 2014 – Work With Harlem Youth

| June 30, 2014

Please send a resume and cover letter to Angela Fulcher at fulcher@tc.columbia.edu

Through the Office of School and Community Partnerships, Teachers College, Columbia University has convened a partnership consortium (Raising Educational Achievement Coalition of Harlem) that currently consists of five traditional NYC public schools, representing the PK-12 grade span, in West and Central Harlem. Broadly, REACH is a demonstration project of a university–assisted schools model that seeks to improve students’ educational outcomes through a set of coherent and strategic actions that increases access to comprehensive educational opportunity to better support their academic achievements.

The Harlem Ivy Summer Bridge Instructor, working in collaboration with the Expanded Learning Opportunities Associate, will plan and deliver quality social-emotional learning programming to students at our partner public schools in Harlem. This is a 30-hour per week position that reports directly to the Expanded Learning Opportunities Associate, from July 1, 2014 to August 4, 2014.

The work schedule includes working with students (small groups of approximately 10) at school sites 5 mornings a week for a total of at least five hours; supporting instructional staff at the school site with literacy differentiation for students; acting as a chaperone for weekly field trips within New York city; meeting with stakeholders twice during the summer; planning lessons and assessments for up to 2-3 hours a week; and documenting student work samples and attendance daily. Consequently, applicants must have mornings and early afternoons available between 8:30 AM and 2:00 PM for work as well as availability for two daytime meetings a month (dates to be provided during orientation).

Primary Responsibilities
Work independently and/or collaboratively to develop or adapt, implement and refine social-emotional lesson plans & activities from an established framework for students at one area public school.

– Use assessments and performance tasks to routinely make data-driven instructional decisions on student social-emotional learning and growth

– Routinely document student work samples and performance data to inform instructional decision-making as well as to share student progress with appropriate stakeholders

– Collaborate, as appropriate, with school-based educators/staff, graduate students and Expanded Learning Opportunities Associate to design and host a student showcase (August 1, 2014) to celebrate student work/performance task projects

Minimum Requirements:
Must be a student matriculated in a TC degree program who is registered for at least 6 credits (or equivalent, which includes full-time equivalent offerings – HBSK 6480, CCPJ 6480, CCPX 6480, or any 8900 course). Full-time TC employees are not eligible for this position.

Must be work-study eligible for the 2014/2015 academic year.

Must have experience in an instructional setting with students in K-12.

Must be available Monday – Friday, July 7th through August 1st, 8:30 AM – 2:00 PM.

Demonstrated knowledge and experience developing and implementing curricula and/or high-quality expanded learning activities that use a thematic and/or project based approach and integrate service learning

Demonstrated skills and abilities to exercise professional judgment, work independently and show initiative.

Demonstrated organizational, interpersonal and communication skills, including the ability to clearly articulate concepts in writing and orally.

Strong collaboration skills as evidenced by ability to build positive relationships and work as part of a team with a strong initiative to drive forward project goals while demonstrating respect and humility.

Passionate commitment to expanding opportunities for low-income students and students of color.