Program Manager for Teachers and Schools

ICJS seeks a hopeful, creative, and courageous individual who is interested in religion and public life. ICJS believes that teachers and educators are uniquely positioned to dismantle religious bias and bigotry in their classrooms and school communities. Often when religion is invoked, it ends the conversation – we seek someone who can help educators learn how to extend the conversation. In order to fulfill the promise of a multireligious democracy in the United States, we seek to engage and dialogue across religious difference, including with people who identify as non‑relig.

• ICJS Vision:
  An interreligious society in which dialogue replaces division, friendship overcomes fear, and education eradicates ignorance.
• ICJS Mission:
  To dismantle religious bias and bigotry, ICJS builds learning communities where religious difference becomes a powerful force for good.

The Program Manager for Teachers and Schools (PMT) manages programming that builds interreligious literacy, dialogue skills, and relationships between educators, developing them as interreligious leaders, and furthering the mission and vision of the ICJS. The PMT engages educators from diverse schools who learn and dialogue together in order to gain understanding, appreciation, and respect for different religions and a new understanding of how to teach and talk about religion with students and colleagues of any faith both in and outside of the classroom.

The PMT brings an interreligious voice and perspective to their involvement in their sector and to all roles within the Institute.

The Program Manager manages programming that builds interreligious literacy, dialogue skills, and relationships between educators from the Greater Baltimore region, to further the mission and vision of the ICJS.

The PMT plans, recruits, and manages programs for educators to further understanding, appreciation, and respect for different religions and a new understanding of how to teach and talk about religion with students and colleagues of any faith both in and outside of the classroom.

• Annually recruit a diverse cohort of teachers for a year‑long fellowship where they learn and dialogue together.
• Think strategically about how to promote the fellowship for both recruitment and educational purposes.
• Develop the fellowship curriculum, create monthly lesson plans, and facilitate sessions.
• Design and evaluate learning experiences for fellows in collaboration with ICJS scholars and staff.
• Identify, collect, and archive materials to support the learning of fellows.
• Cultivate and maintain a network of institutions that can serve cohort members as place‑based sites for learning about religious diversity in the Baltimore region.
• Support the Head of Program in developing new programs and avenues for bringing interreligious learning to teachers.
• Assess and evaluate program outcomes and impact.
• Establish and monitor an annual program budget.
• Ensure ongoing programmatic excellence.

The PMT develops relationships, sustains those relationships, and develops networks among educators.

• Creatively explore, plan, and implement new approaches to building interreligious leadership in the education sector.
• Manage relationships with current fellows and their school administrators as well as with alumni.
• Establish and maintain a broadening network of program alumni as an ongoing learning community.
• Plan and organize ongoing communication, activities, and other engagement opportunities for fellowship alumni.
• Conduct outreach to build connections with educators and educational institutions new to ICJS and promote our work.

• Seek opportunities to represent ICJS with organizational partners.
• Look for opportunities to present to other audiences through speaking engagements.
• Contribute to interreligious understanding through published articles, essays or other scholarship.

• Participate fully in the Program Team, offering support and ideas to colleagues and using the team as a resource for developing the work.
• Support the ICJS as…