Manager, Sustainable Community Schools Professional Development

Location

Central-501 W 35th St (Garfield-Humboldt EL Network)

87,000.

Reporting to the Director of Community Schools, the Manager of Sustainable Community Schools (SCS) Professional Development (PD) will partner with the SCS Taskforce professional learning subcommittee to expand and differentiate SCS professional learning for community organizations, lead partners, students, parents, teachers, administrators, school staff, and district staff. The Manager will facilitate planning, co‑creation, and implementation of popular education and professional development aligned with SCS principles and pillars, serving as a resource to school and partner staff.

• Collaborate with the Professional Learning (PL) subcommittee to design long‑ and short‑term PD plans for SCS in all phases.
• Co‑chair the SCS Professional Learning Subcommittee.
• Co‑lead the planning and coordination for the SCS Full Cohort Professional Developments during the school year and at the Summer Institute.
• Act as a liaison between CPS, CTU, and the SCS Task Force.
• Build strong relationships with SCS educators and cohort principals.
• Supervise, develop, manage performance, and support the SCS PD team.
• Establish partnerships with CPS departments, community organizations, institutions of higher education, and other entities to expand and broaden professional learning for the SCS community.
• Establish support and planning between SCS Full Cohort PDs and share additional PD opportunities with lead partner agencies, educators, youth, and families.
• Support SCS PD Coordinators in curriculum development of critical, culturally relevant pedagogy.
• Keep current on new critical, culturally relevant pedagogy and curriculum implementation.
• Plan and coordinate regular, ongoing professional learning and popular education for the SCS team based on community needs and individual needs of the team.
• Develop and facilitate professional learning and popular education for CPS staff and schools engaged in other community school models, streamlining them to the SCS model, especially to pillars 1 and 2.
• Lead the development and implementation of the SCS Authentic Assessment pilot in conjunction with the CPS Assessment Sub‑Committee.
• Support principals and SCS PD coordinators in providing time and resources for high‑quality PD focused on pillars 1 and 2.
• Attend occasional SCS Leadership Team meetings at cohort schools along with SCS Program and PD Coordinators.
• Maintain records of all SCS Professional Developments, materials, and evaluations.
• Compile and manage records of curriculum materials for the SCS Cohort schools.
• Develop, maintain, and manage the budget for SCS professional learning.
• Other duties as assigned

Bachelor’s degree from an accredited college or university required;
Bachelor’s Degree in Education preferred.

• Minimum of five (5) years of relevant work experience teaching in K‑12 education spaces and/or planning, coordinating, and facilitating professional development and/or training in an Education setting.
• Minimum of two (2) years of experience leading diversity initiatives, advocating for underrepresented groups, or volunteering with organizations focused on social justice issues.
• Minimum of two (2) years in leadership guiding community partners, teachers, students, and parents to achieve community‑driven goals, including inspiring and motivating people to work together towards a common vision.
• Experience developing and facilitating critical, culturally relevant curriculum for youth and adults.
• Experience collaborating with different partners (students, parents, community members) to co‑create lessons, professional development, etc.
• Experience leading successful teams.

• Commitment to the Sustainable Community Schools (SCS) vision, values, principles, and pillars, ensuring alignment with CPS’s broader mission.
• Understanding of the social, political, and economic origins of the U.S. and their impact on education and schooling.
• Deep knowledge of critical, culturally relevant, and culturally sustaining pedagogies.
• Knowledge of state and district…