curriculum manager

TWS Acquisition Corporation

<div><p>Curriculum Design &amp; Development &bull; Draft new curriculum modules, lab guides, and student-facing materials from SME input and program outlines &bull; Edit and refine existing content for clarity, accuracy, and professional presentation &bull; Format curriculum materials to StrataTech B2B standards providing consistent structure, terminology, and visual layout Program Support &bull; Support the Program Manager / SMEs in organizing and maintaining the B2B content library across all active clients &bull; Assist in building new program content from start as enterprise client portfolio grows &bull; Coordinate with SMEs to capture technical knowledge and convert it into structured curriculum &bull; Prepare curriculum materials for instructor review and onboarding</p>
<p>
&bull; Translate technical subject matter into accessible, learner-ready content without losing accuracy &bull; Support rapid content builds under tight timelines, including new client launches and program updates Content Quality &amp; Review &bull; Review all B2B curriculum deliverables before submission to the Program Manager &bull; Identify gaps between curriculum content and client-specified learning outcomes &bull; Maintain a revision log and version control system for all active program content &bull; Ensure content alignment with applicable accreditation standards where required Operational Support &bull; Manage content production timelines and flag risks to the Program Manager proactively &bull; Support preparation of client-facing curriculum documentation and program summaries &bull; Contribute to the development of curriculum processes and templates that scale across clients &bull; Travel to client campuses as needed to support program launches and content validation</p><br>
<p></p>
<p>
QUALIFICATIONS</p><br>
<p></p>
<p>
Required &bull; 3+ years of experience in instructional design, curriculum development, or technical writing &bull; Demonstrated ability to produce clean, professional training content under deadline pressure &bull; Strong editing and proofreading skills with ability to improve content without changing technical intent &bull; Experience collaborating with subject matter experts to translate complex knowledge into accessible curriculum &bull; Solid understanding of adult learning styles, instructional methodology, and learner centered design principles &bull; Proficiency with Microsoft Office Suite; experience with curriculum and eLearning authoring tools is required. (Articulate) &bull; Basic graphic design skills with the ability to create clear, visually effective instructional assets. Proficiency with animation, motion graphics, or digital content creation software is required &bull; Ability to manage multiple content projects simultaneously in a fast-moving environment</p></div>

Curriculum Designer/Editor

Stony Brook University

<div><div><p><b>Academic Programs Manager</b></p></div><div><p><b><br>
Required Qualifications (as evidenced by an attached resume):</b><br>
Bachelor&rsquo;s degree (foreign equivalent or higher). Three (3) years of full-time administrative experience in a higher education or professional office setting. Experience managing complex data sets and generating reports. Proficiency with Microsoft Office Suite and database management</p><p><b>
Preferred Qualifications:</b><br>
Master&rsquo;s degree (foreign equivalent or higher). Experience with academic scheduling and student information systems (e.g., PeopleSoft, Banner). Direct experience with accreditation standards and reporting processes (e.g. AACSB, Middle States, assessment). Experience with Faculty Success (formerly Digital Measures) or similar faculty activity reporting tools. Experience with data visualization tools (e.g., Tableau).</p><p><b>
Brief Description of Duties:</b><br>
The Academic Programs Manager provides high-level administrative and operational management for the College of Business (CoB) Dean&rsquo;s Office. This position serves as a primary lead for the technical execution of accreditation standards (AACSB), curriculum lifecycle management, and complex academic scheduling. The incumbent acts as a critical liaison between the CoB and the Office of the Registrar, helping to ensure all academic operations align with institutional policy and state regulatory requirements.</p><p><b>
 Accreditation &amp; Assurance of Learning (AoL) Support:</b></p><ul><li><p>
Serve as the primary administrator for Faculty Success (Digital Measures), ensuring data integrity for AACSB accreditation reporting.</p></li><li><p>
In coordination with leadership lead the collection and organization of evidence for accreditation self-studies and peer review team visits.</p></li><li><p>
Manage the CoB&rsquo;s AoL data lifecycle, including tracking faculty assessment submissions and generating closing-the-loop reports to meet AACSB standards.</p></li></ul><p><b>
Curriculum Management:</b></p><ul><li><p>
Prepare curriculum proposals to SUNY and NYSED, ensuring technical accuracy and adherence to state mandates.</p></li><li><p>
Serve as the CoB liaison to the University Registrar, managing the set-up of registration clusters, course catalog updates, and special session coding.</p></li><li><p>
Oversee the collection and archival of course syllabi for compliance and accreditation audits.</p></li><li><p>
Manage communications to MARCOMM and the Office of Student Services regarding approved curriculum changes.</p></li></ul><p><b>
Course Management &amp; Scheduling:</b></p><ul><li><p>
Manage the College&rsquo;s master course schedule within PeopleSoft, adhering strictly to University timelines and scheduling policies.</p></li><li><p>
Execute room assignments for Harriman Hall classrooms; identify and coordinate large-room requests with University Central Scheduling.</p></li><li><p>
Analyze enrollment trends and provide reports to leadership; manage enrollment controls, seat reserves for transfer orientation, and capacity adjustments.</p></li><li><p>
Maintain faculty workload data and execute the assignment of adjunct faculty to course sections.</p></li></ul><p><b>
Rankings, Surveys &amp; Strategic Data</b>:</p><ul><li><p>
Gather and verify complex data for high-stakes ranking surveys (e.g., US News, QS, Poets &amp; Quants, Financial Times).</p></li><li><p>
Develop and maintain a systematic tracking calendar for multi-agency deadlines to ensure 100% compliance.</p></li><li><p>
Conduct benchmarking research to support the Dean&rsquo;s Office strategic planning initiatives.</p></li></ul><p><b>
Project Management &amp; Academic Operations Support:</b></p><ul><li><p>
Provide high-level project management support to Leadership on special initiatives and policy implementation.</p></li><li><p>
Serve as the Dean&rsquo;s Office subject matter expert (SME) for faculty and staff regarding curriculum and scheduling procedures.</p></li></ul><p>
Other duties or projects as assigned as appropriate to rank and departmental mission.</p><p><b>
Special Notes:</b><br>
This is a full-time appointment. FLSA Exempt position, not eligible for the overtime provisions of the FLSA. Minimum salary threshold must be met to maintain FLSA exemption.<br>
<br>
In addition to the employee's base salary, this position is eligible for $4,000 UUP annual location pay, paid biweekly.<br>
<br>
For this position, we are unable to sponsor candidates for work visas.<br>
<br>
Resume/CV and cover letter should be included with the online application.<br>
<br>
<b>Stony Brook University is committed to excellence in diversity and the creation of an inclusive learning and working environment. All qualified applicants will receive consideration for employment without regard to race, color, national origin, religion, sex, pregnancy, familial status, sexual orientation, gender identity or expression, age, disability, genetic information, veteran status and all other protected classes under federal or state laws.</b><br>
<br>
If you need a disability-related accommodation, please call the university Office of Equity and Access (OEA) at (631) 632-6280 or visit OEA.<br>
<br>
In accordance with the Title II Crime Awareness and Security Act a copy of our crime statistics can be viewed<i> here</i>.<br>
<br>
Visit our <b>WHY WORK HERE</b> page to learn about the <b>total rewards</b> we offer.<br>
<br>
The starting salary range (or hiring range) to be offered for this position is noted below, it represents SBU&rsquo;s good faith and reasonable estimate of the range of possible compensation at the time of posting.</p><div></div><div><br>
</div></div><div>
Job Number: 2601109</div><div><b>
Official Job Title</b><b>:</b> Senior Staff Assistant</div><div><b>
Job Field</b><b>:</b> Administrative &amp; Professional (non-Clinical)</div><div><b>
Primary Location</b><b>:</b> US-NY-Stony Brook</div><div><b>
Department/Hiring Area</b><b>:</b> College of Business Office of the Dean</div><div><b>
Schedule</b><b>:</b> Full-time <b>Shift</b> <b>:</b>Day Shift <b>Shift Hours</b><b>:</b> 8:30 am to 5:00 pm</div><div><b>
Posting Start Date</b><b>:</b> Apr 13, 2026</div><div><b>
Posting End Date</b><b>:</b> Apr 27, 2026, 10:59:00 PM</div><div><b>
Salary</b><b>:</b>75,000 - 80,000</div><div><b>
Appointment Type</b><b>:</b> Term</div><div><b>
Salary Grade</b><b>:</b>SL3</div><div><b>
SBU Area</b><b>:</b>Stony Brook University</div></div>

Academic Programs Manager

Aldar Academies

<div><p>Aldar Education are currently seeking a Curriculum Lead for Noya British School in Abu Dhabi to join in Academic Year 2026/2027.
</p><p>Noya British School, proudly a part of Aldar Education and situated on the vibrant Yas Island in Abu Dhabi, stands as the newest flagship school for the Aldar Schools brand. Nestled in a community that offers proximity to various amenities, entertainment options, and a vibrant international environment, Noya British School creates an enriching and convenient backdrop for families seeking a world-class education.
</p><p>This is an exciting opportunity to join the highly successful Aldar family of schools and to help shape the future of Abu Dhabi&rsquo;s leading school group. The successful candidates will be closely aligned with our core values and ethos and possess a genuine understanding and appreciation of the values of the region.</p></div>
<br><div><p>Minimum Qualifications
</p><ul><li>Bachelor's Degree in the related subject with PGCE or other teacher qualification
</li></ul><p>Minimum Experience
</p><ul><li>Minimum of 6-year teaching experience.
</li><li>Experience of the UK curriculum
</li></ul><p>Job Specific Knowledge &amp; Skills
</p><ul><li>A commitment to an extensive enrichment programme
</li><li>Passionate and caring educators
</li></ul><p>This job description is not all inclusive. Aldar Education reserves the right to amend this job description at any time. We are an equal opportunity employer, committed to a diverse and inclusive work environment. We are also mindful of our national development strategy and encourage UAE Nationals in their application at our company.
</p><p>Aldar Education is committed to safeguarding and promoting the welfare of children and young people and
<br>
expects all staff to share this commitment. Offers of appointment are subject to satisfactory references and police
<br>
clearance.</p></div>
<br><div><p>Main Duties:
</p><ul><li>A Strategic direction and development of the department
</li><li>Develop and implement policies and practices for department which reflects the School's vision, aims,
</li></ul>commitment to high standards of achievement, and effective teaching and learning;
<br>
<ul><li>Establish, monitor and evaluate short, medium and long term plans for the development of department;
</li><li>Use data effectively to identify students who are underachieving in department; create and implement
</li></ul>plans of action to support those students;
<br>
<ul><li>Analyse and interpret relevant school data, to inform policies and department/school SEF writing;
</li><li>Ensure that appropriate and relevant schemes of work are developed, in place, and regularly reviewed
</li></ul>and evaluated, for all year groups and courses. These must include suitable provision for SEN/POD,
<br>
G&amp;T, and EAL students.
<br>
<ul><li>Teaching and learning Ensure curriculum coverage, continuity and progression in department for all students including those
</li></ul>of high ability and those with special educational needs;
<br>
<ul><li>Establish and implement clear policies and practices for assessing, recording and reporting on student
</li></ul>achievement;
<br>
<ul><li>Set expectations for staff in relation to standards of achievement and the quality of teaching and
</li></ul>learning and behaviour;
<br>
<ul><li>Evaluate the quality of teaching and learning of department and use this to identify effective practice
</li></ul>and areas for improvement; take action to further improve the quality of teaching and learning;
<br>
<ul><li>Ensure the department is regularly contributing towards the school's CAS Programme and after school
</li></ul>Booster/Revision Sessions for I/GCSE and IB DP courses.</div>

Curriculum Lead (Academic Year 2026/2027) Noya British School

Sparkspreschool

<p>-- (Urgently Needed) <b>(Females Only)</b>_Sparks Preschool International Nursery located in New Cairo is currently seeking qualified:</p><p>✅ Academic Coordinator (Curriculum Supervisor)</p><p>-- <b>Job description</b>:</p><p>● Formal Child progress Assessments &ndash; Quarterly</p><p>● ONE ON ONE - INTERVIEW READINESS implementations.</p><p>● School application tracking.</p><p>● Progress reports to parents &ndash; Quarterly</p><p>● Life &amp; Social skills &ndash; Daily &ndash; To ensure Sparkers stand out of the crowd &amp; will contribute to our overall calm.</p><p>● Week 1 parent &amp; child orientation &ndash; Get to know the parents/ child &amp; ensure smooth transition into the classroom &amp; Sparks way. Parent&rsquo;s expectations &amp; their impression is set here.</p><p>● Daily presence at reception at peak home time (1.5hours) engagement &amp; communication with each parent expressing new things, moments, changes, FYIs of their Sparkers progress. This demonstrates that we are fully aware.</p><p>● Curriculum Framework &amp; goals &ndash; a strict outline of each stage objectives &amp; delivery methods.</p><p>● Child Behavior issues (meetings/ Plans/ follow up alongside behavior therapist). Learning Difficulties &amp; one-on-one plans</p><p>● Monitor Deploy staff training on child engagement, phycology, strategies on how to deal with children &amp; best practices (reporting to Operations &amp; quality Assurance Director)</p><p>● Ensure the above processes/ templates/ reports are documented &amp; formalized for future use.</p><p><b>-- Interested candidates are kindly requested to send their CV to (WhatsApp 01222143245)</b></p><p>Job Type: Full-time</p><p>Pay: From E&pound;10,000.00 per month</p><p>Work Location: In person</p>

Academic Coordinator (Curriculum Supervisor )

Dream

<div><div>Originally<b> </b><b>founded in 1991</b><b> </b>as Harlem RBI, DREAM has grown to annually serve more than 2,500 youth across East Harlem and the South Bronx through a network of seven PreK-12, extended-day, extended-year DREAM Charter Schools and community sports-based youth development programs. Through our <b>commitment</b> to rigorous academics, social-emotional learning, deep family and community engagement, and health and wellness, we create lifelong learners who are equipped to fulfill their vision of success in and out of the classroom. We dream big, as well, with an aggressive five-year plan to expand to serve 3,500 students across <b>seven schools</b>&mdash;growing our <b>organization&rsquo;s impact</b> and leveling the playing field for all children. To learn more, visit <b>wearedream.org</b><b>.</b></div><div></div><p><br>
Reporting to the Network Director of curriculum: Humanities, the <b>Associate Director of 6-12 ELA </b>is responsible for managing the development and implementation of DREAM&rsquo;s rigorous, vertically-aligned, culturally and historically responsive 6th-12th grade English Language Arts curriculum. This leader collaborates closely with school-based administrators to design and facilitate high-quality professional development, coach leaders and teachers around ELA content and pedagogy, ensure strong curriculum implementation, create assessments, and analyze data to drive continuous improvement. The ideal candidate has extensive knowledge of best practices for ELA teaching and learning across grades 6-12, experience fostering adult learning through high-quality professional development and coaching, strong data analysis and strategic thinking skills, a mission-driven mindset, and a passion for innovation.</p>
<h3 class="jobSectionHeader"><b>
Responsibilities</b></h3><p><b>
Curriculum, Assessment, and Data</b></p>
<ul>
<li><p>Develop and design a rigorous, vertically-aligned 6-12 ELA curriculum that fosters the achievement of all students, takes a constructivist approach, is culturally and historically responsive, and develops students&rsquo; critical consciousness;</p>
</li>
<li><p>Create unit plans, assessments, lesson plans, and instructional materials for grades 6-12 ELA;</p>
</li>
<li><p>Collaborate with the Managing Director of Curriculum and Instruction and other key stakeholders to design a multi-year process for strategic redesign, revision, and codification of the 6-12 ELA curriculum and assessments;</p>
</li>
<li><p>Analyze student data to assess the effectiveness of curricular design and implementation, make necessary short- and long-term revisions, and create network, school, and classroom-level action plans to improve student achievement;</p>
</li>
<li><p>Collaborate with principals, academic deans, and other key stakeholders to regularly analyze assessment data and use it to drive instruction;</p>
</li>
<li><p>Ensure alignment of the 6-12 ELA program with the broader PK-12 literacy vision by partnering with other ELA leaders across the network.</p>
</li>
</ul><p><b>Teacher &amp; Leader Development</b></p>
<ul>
<li><p>Design and facilitate high-quality professional development to support teachers and leaders with 6-12 ELA curriculum implementation;</p>
</li>
<li><p>Conduct curriculum implementation and content walkthroughs to support school-based teams in identifying focus areas and action steps for instructional improvement by observing ELA instruction and analyzing student and teacher data;</p>
</li>
<li><p>Regularly observe and provide feedback on Intellectual Prep meetings in order to improve coaching and teacher development practices across schools;</p>
</li>
<li><p>Coach Academic Deans and other instructional leaders to develop their content knowledge, curriculum expertise, and capacity to drive instructional excellence in ELA.</p>
</li>
</ul><h3 class="jobSectionHeader"><b>Qualifications
</b></h3><ul><li>Bachelor&rsquo;s degree required; Master&rsquo;s degree in Education, Curriculum &amp; Instruction, Educational Leadership, or a related field preferred;</li>
<li>
<p>Minimum of 5 years of experience teaching and/or leading ELA in middle or high school (high school experience and experience with AP courses strongly preferred), with a record of strong achievement for all students;</p>
</li>
<li><p>Charter school leadership experience (including people management, curriculum implementation, and coaching teachers) strongly preferred;</p>
</li>
<li><p>Deep knowledge of instructional design, curriculum development, standards alignment, assessment design, and pedagogical best practices in ELA;</p>
</li>
<li><p>Proven track record of developing teacher and/or leader knowledge, skills, and productive mindsets around teaching and learning, including designing and executing adult professional development and coaching;</p>
</li>
<li><p>Strong analytic, performance management, and systems-thinking orientation, with the ability to use data to inform strategy, accountability, and continuous improvement;</p>
</li>
<li><p>Demonstrated commitment to equity, inclusion, and achieving exceptional results, especially for students furthest from opportunity;</p>
</li>
<li><p>Deep commitment to fostering equity and inclusion in our schools;</p>
</li>
<li><p>Strong interpersonal skills, cultural competency, and an ability to build relationships with a diverse group of stakeholders;
</p></li><li><p>Excellent organizational, project management, and prioritization skills, with the ability to balance multiple projects simultaneously;</p>
</li>
<li><p>Exceptional written and verbal communication skills, with an ability to convey complex information to a variety of audiences;
</p></li><li><p>A deep belief in DREAM&rsquo;s mission and values, including a drive to make a difference in the lives of our students, families, and community.</p>
</li>
</ul><h3 class="jobSectionHeader"><b>Working Expectations</b></h3><ul>
<li>Ideal start date: June 1, 2026</li>
<li>The Associate Director of 6-12 ELA is part of the Curriculum team, which currently works 3 days in the office and up to 2 days remote, per week (subject to change).</li>
</ul><h3 class="jobSectionHeader"><b>Benefits and Paid Time Off</b></h3><ul>
<li><b>We offer comprehensive benefits including:</b></li>
<li>Flexible Medical Health Plans, subsidizing the majority of costs for the employee, their spouse/domestic partner and children;</li>
<li>The ability to select between a variety of medical plans according to what best suits the employee&rsquo;s needs;</li>
<li>Dental and vision plans;</li>
<li>Disability benefits;</li>
<li>Life insurance;</li>
<li>Up to 12 weeks fully paid of Parental Leave;</li>
<li>Flexible spending account options;</li>
<li>Pre-tax commuter benefits (parking and transit);</li>
<li>Fitness and entertainment discounts;</li>
<li>A variety of support through our employee assistance program (EAP);</li>
<li>403(b) retirement plan with employer match starting at 4% after one year, with increases tied to DREAM tenure;</li>
<li>Referral, performance, and tenure milestones bonuses;</li>
<li>Discounted school meals through our in-house Scratch Food Program;</li>
<li>Tuition reimbursement support;</li>
<li>Access to a professional development fund;</li>
<li>All full-time Network Support Team employees are eligible for approximately 48 days off throughout the year including holidays, sick days, personal days and summer Fridays.</li>
<li>Benefits are subject to change.</li>
</ul><h3 class="jobSectionHeader"><b>Compensation</b></h3><ul>
<li>DREAM offers a competitive salary commensurate with relevant experience. The incoming annual salary range for this position is $105,000 to $115,000 per year. New hires are typically brought into the organization at a salary closer to the start of the range depending on qualifications, internal equity, and the budgeted amount for the role. All regular employees receive annual compensation increases and have the opportunity to earn both performance- and tenure-based bonuses. Because we value tenure in each role, our salary ranges are not capped.</li>
</ul><div><b>Our Commitment to Diversity, Equity, and Inclusion</b></div><div></div><div><br>
At DREAM, diversity, equity, and inclusion are a matter of mission.</div><div></div><div><br>
From our schools to our playing fields, DREAM is committed to building a team where each individual can bring their full identity and experience to work because representation matters&mdash;it enriches our team culture, enhances our ability to innovate, and strengthens our impact in and out of the classroom. DREAM engages staff that represent and appreciate the diversity of our majority Black and Hispanic student body, while working to ensure that our practices are equitable, welcoming, and productive. We are dedicated to creating a world where youth, especially youth of color, have permission to dream&mdash;along with the tools and opportunities to make their dreams reality.</div><div></div><div><b><br>
Come dream with us</b><b>.</b></div><div></div><div><b><br>
DREAM Maxims</b></div><div></div><div><br>
All Kids Can. This Kid Can.</div><div>
DREAM is Family.</div><div>
Fun is a Serious Value.</div><div>
Teamwork Makes the DREAM Work.</div><div>
Fail. Persist. Exceed.</div><div>
DREAM Big.</div><div></div><div><b><br>
Applying to DREAM</b></div><div></div><div><br>
We know applying for a new job can be a daunting process. In addition, studies have shown that historically underrepresented individuals often only apply to roles if they meet 100% of the qualifications. We encourage all applications! You may be just the person we need. If you have any questions about your application or interview process, do not hesitate to ask your recruiter; we are here to help!</div><div></div><div><br>
DREAM provides reasonable accommodations for qualified individuals with disabilities in accordance with the Americans with Disabilities Act and applicable state and local laws. If accommodation is needed to participate in the job application or interview process, please contact your recruiter.<br>
</div><div></div><br>
<br>
<div><b>If you are a current DREAM employee, please </b><b>click here to review our Internal Selection Process</b><b> before applying.</b></div>
<p>
We may use artificial intelligence (AI) tools to support parts of the hiring process, such as reviewing applications, analyzing resumes, or assessing responses. These tools assist our recruitment team but do not replace human judgment. Final hiring decisions are ultimately made by humans. If you would like more information about how your data is processed, please contact us.</p></div>

Associate Director of 6-12 ELA

Great Oaks Legacy Charter School

<div><p><b>ABOUT GREAT OAKS LEGACY CHARTER SCHOOL</b></p>
<p>
Great Oaks Legacy Charter School (GOLCS) is a free, open-enrollment public charter school system in Newark, New Jersey, educating students from Pre-K to 12th grade. Our mission is to prepare every student for college success. GOLCS currently educates more than 2,100 students across seven campuses in the greater Newark area.</p>
<p>
We provide all children with the support they need - inclusive of resources that acknowledge and address systemic inequities - to be empowered to thrive. We bridge the educational opportunity gap by supporting rigorous academics with daily individualized tutoring within a community committed to supporting equity and diversity.</p>
<p>
These three principles guide our work, every day, in support of our students and mission:</p>
<div>
<ul><li>Creating a community that is built upon genuine and meaningful relationships;</li></ul>
<ul><li>Being surgical in our approach to differentiation of instruction and support of all students and team members;</li></ul>
</div>
<p>Setting and exceeding high expectations for academic growth and character development for all students, in preparation for success in college and beyond.<b>
</b></p><p></p><p><b>ROLE OVERVIEW</b></p>
<p>
At Great Oaks Legacy Charter School, Achievement Directors serve first as members of our PreK-12 Academic Team, as leaders for K-8 leaders of their discipline in the academic program. Using best practices, standards knowledge, vertical thinking, input and feedback from a wide range of stakeholders, and an equity lens for developing content, Achievement Directors develop and manage our curriculum and assessment model, with the goal of improving long-term learning for students. In addition, Achievement Directors are responsible for increasing the instructional leadership capacity of school-based leaders (School Directors, Assistant Directors and Department Chairs) by deepening everyone's subject matter expertise and modeling and coaching the instructional power moves. Reporting to and supervised by the Managing Director of Prek-12 Academics, Achievement Directors will lead all content instructional activities and programming, setting a clear content vision aligned to ambitious and rigorous regional goals that drive student achievement. Achievement Directors served as dotted line managers for Assistant Directors.</p>
<p>
Specifically, Assistant School Directors are responsible for driving academic achievement and growth on:</p>
<ul>
<li>State and standardized tests (NJSLA) by ensuring the Elementary and Middle Schools meet or exceed network and state performance targets</li>
<li>Internal assessments (i-Ready, end of unit tests, cold read quizzes, cumulative review quizzes, quarterly assessments, midterms, finals), using data to set direction, monitor progress, and adjust network-wide instructional strategy</li>
<li>Academic Strategy &amp; Vision by ensuring alignment of curriculum, instruction, assessment, and academic interventions with network goals and standards for K-8 STEM/Humanities</li>
<li>Instructional Excellence &amp; Academic Systems (including Math Tutorial for the K-8 NAD of STEM) by establishing systems for high-quality instruction and ensuring consistent, high-quality implementation across all Elementary and Middle Schools.</li>
<li>Talent Development of Leaders by supporting the coaching and development of Assistant School Directors through co-observations of priority teachers, observing feedback cycles and providing insight and real-time coaching.</li>
<li>Data Analysis &amp; Reporting by establishing strong systems to analyze, respond to, and act on student achievement data at every level</li>
<li>Network Professional Development for teachers, by designing and leading professional learning aligned to school priorities and student data that results in observable improvements in instruction.</li>
<li>Community Engagement, by establishing a network-wide vision for investing families in the learning environment and engagement with the curriculum.</li>
</ul>
<p><b>Core Responsibilities</b></p><p><br>
<b>
Academic Strategy &amp; Vision</b></p>
<ul>
<li><b>Vision setting &amp; strategic planning: </b>Achievement Directors at GOLCS know that to walk the path of excellence with Assistant Directors, and School Directors, they must create a clear and compelling annual content vision including a scope and sequence set grade band goals, and make decisions that allow Assistant Directors to drive the work they are best positioned to impact. As a result of this work, key stakeholders are highly invested in the shared vision and are positioned to be proactive, accountable, adaptive, and successful.</li>
<li><b>Prioritization of time: </b>In addition, Achievement Directors know that their role is twofold. They make time for developing a scope and sequence for the year against our network calendar, fully internalizing the curricula's materials and assessments, publishing and packaging them for leaders and teachers, developing assessments, preparing unit overviews/pacing guidance as well as being present in schools, to support priority schools and teachers.</li>
</ul>
<p><b>Instructional Excellence</b></p>
<ul>
<li><b>Academic Systems:</b> Achievement Directors establish and communicate clear, rigorous expectations for high-quality instruction across all Elementary and Middle Schools, ensuring alignment with network-wide priorities and academic standards. They lead the development, implementation, and continuous refinement of scopes and sequences, curriculum, instructional frameworks, tools, and systems that support effective teaching and learning. In partnership with school leaders, Achievement Directors drive consistent instructional practices, build capacity, and use data to inform decision-making and improve student outcomesAchievement Directors</li>
</ul>
<p><b>Talent Development</b></p>
<ul>
<li><b>Coaching Leaders: </b>Achievement Directors prioritize developing and managing (via a dotted line) Assistant Directors in their content areas/grade band including ensuring Assistant Directors are clear about their roles and have strong impact in alignment with their school and organizational goals. As a result of this focus, those they work with stay at the organization, feel developed and supported, use their strengths daily in their role to achieve excellent outcomes.</li>
<li><b>Content Development &amp; ASD Cohorts: </b>Achievement Directors at GOLCS drive themselves and others to equitable outcomes for students and teammates by building Assistant Directors' content knowledge and instructional leadership capacity by engaging in weekly/ bi-weekly ASD cohorts.. This may include walkthroughs, coaching 1:1s, observing a 1:1 coaching session, LASW protocols, leading or observing content team meetings. In addition, Achievement Directors are resident content experts who lead professional development for leaders and teachers in accordance with the Academics Team year long professional development strategy.</li>
</ul>
<p><b>Drives Results &amp; Outcomes
</b></p><ul><li><b>Ongoing data analysis and action planning: </b>Achievement Directors understand the value of student achievement and observation data and examine and analyze these key data points weekly including identifying trends, bright spots, and red flags to make programmatic shifts and decisions and/or alter coaching style for specific leaders. They also review and respond to assessment data by making adjustments and modifications to curriculum materials and/or by deploying coaching support to schools most in need.</li>
</ul>
<p><b>Network Professional Development</b></p>
<ul>
<li><b>Building Teacher &amp; Leader Capacity: </b>Achievement Director establishes an arc of development and leads professional learning for teachers and leaders aligned to academic priorities and student data that results in observable improvements in classroom instruction. They ensure instructional strategies transfer to practice by modeling strategies, setting clear instructional expectations, and reinforcing learning through walkthroughs, coaching, and PLCs.</li>
</ul>
<p><b>Community Engagement,</b></p>
<ul>
<li><b>Vision for Families Engagement in Learning:</b> Achievement Directors are committed to engaging families in the joy of learning by establishing a network-wide vision for investing families in the learning environment and engagement with the curriculum.</li>
</ul>
<p><b>In addition, Achievement Directors will:</b></p>
<ul>
<li>Lead / manage a vertical or horizontal function of the Teaching &amp; Learn Team, serving as one of the following: Elementary &amp; Middle School Lead of Humanities (K-8) or a Elementary &amp; Middle School Lead of STEM (K-8)</li>
</ul>
<p><b>Qualifications</b></p>
<p><b>
Must-Haves:</b></p>
<ul>
<li><b>College degree: </b>has a Bachelor's degree from an accredited college or university</li>
<li><b>Teaching &amp; Leadership Experience:</b> has taught for a minimum of four years and has student achievement scores to speak to their effectiveness and has served as a School Director, Assistant Director/Assistant Principal, or network leader for two years or more. As a coach and leader for other leaders in our organization, the person in this role needs to have walked the walk.</li>
<li><b>Deep content expert: </b>stays afloat of current research in Literacy and the Science of Reading via reading and professional development and deeply knows the ins and outs of everything related to standards, assessments, and best practices within the discipline and grade band</li>
<li><b>Strong data analysis skills:</b> can look at an assessment and data set (including sets of student work), diagnose challenges, and immediately recommend clear next steps for instructional leaders and/or teachers.</li>
<li><b>Proven Record:</b> Demonstrates a consistent track record of driving academic achievement</li>
<li><b>Detail-oriented and logistical:</b> prioritizes the micro details as much as the vision and can take an idea from theory to practice.</li>
<li><b>Excellent communication skills:</b> can speak and write clearly, specifically, and cohesively about the discipline and all the nitty gritty details stakeholders will need to know in order to achieve results for students.</li>
<li><b>Proactive and Self-Directed:</b> Anticipates needs, identifies gaps, asks the right questions, and takes initiative to manage and execute multiple priorities simultaneously</li>
</ul>
<p><b>Nice-to-Haves:</b></p>
<ul>
<li>An advanced degree (Masters or Doctorate) in Literacy, English, Curriculum and Instruction or Educational leadership
</li><li>A state issued license as a teacher, supervisor, or principal</li>
</ul>
<p><b>COMPENSATION &amp; BENEFITS</b></p>
<p>
Great Oaks Legacy Charter School offers a competitive and equitable compensation package aligned to years of relevant experience. The base salary for this role is $110,000, along with a comprehensive benefits package that includes:</p>
<ul>
<li>Medical, dental, and vision insurance plans w/ comprehensive network coverage.</li>
<li>Tax exempt student loan and tuition reimbursement per year.*</li>
<li>Reimbursement for external professional development aligned to your role.</li>
<li>Wellness reimbursement benefits including gym memberships, spa services, and more.*</li>
<li>Online counseling services - for staff and their dependents - via top-rated therapy app.*</li>
<li>Pre-tax state pension plan benefit with additional options available via voluntary retirement plans.</li>
<li>Pre-tax dependent care, health, and transit flexible spending plans available.</li>
<li>Convenient health screening and telemedicine support via VitalCheck Wellness platform.<b>
</b></li></ul><h2 class="jobSectionHeader"><b>DIVERSITY, EQUITY, INCLUSION, &amp; ACCESSIBILITY</b></h2>
<p>
GOLCS is committed to building a talented team that reflects the diverse backgrounds and experiences of our students. Furthermore, we believe that racial justice and equity is critical to our mission of preparing students for success in college and beyond. We strive to be an organization that is diverse, equitable, inclusive, and elevates our student voices in preparing them for life and college.</p>
<p><b>
EQUAL OPPORTUNITY EMPLOYMENT</b></p>
<p>
Great Oaks Legacy 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.</p></div><p></p>

Network Achievement Director (K-8 Humanities) SY26-27

Developments In Literacy

<div><div><div><div><b>Posted date</b></div> <div>8th April, 2026</div> <div><b>Last date to apply</b></div> <div>19th April, 2026</div>
</div><br>
<div><div><b>Country</b></div> <div>Pakistan</div> <div><b>Locations</b></div> <div>Islamabad</div>
</div><br>
<div><div><b>Category</b></div> <div>Education
</div></div><br>
<div><div><b>Salary</b></div> <div>60000</div>
</div><br>
<div><div><b>Type</b></div> <div>Full Time</div> <div><b>Position</b></div> <div>1</div>
</div><br>
<div><div><b>Experience</b></div> <div>3 years </div><div><b>Maximum Age</b></div> <div>45 years</div></div></div></div>
<br><p></p><div><div><div><div><div><p><b>Job Purpose:</b></p>
<p>
To lead a team of subject professionals to ensure implementation of curriculum by planning and directing all training operational and functional activities under the supervision of the training director</p></div></div><p></p><div><br>
<div>
<p><b>Key responsibilities and accountabilities:</b></p></div></div><p></p><div><div><br>
<p><b>
weightage: for each task</b></p>
<p><b>
Duty 1: Management - weightage:10%</b></p>
<ul>
<li>Ensuring proper dissemination of information between trainers, projects, school officers and staff</li>
<li>Developing cross functional coordination between training and programs to ensure that organizational goals are met</li>
<li>Coaching and monitoring the development of a trainer</li>
<li>Resolving communication issues and encourage creative problem solving</li>
<li>Submitting monthly training plans</li>
<li>Submitting quarterly reports on trainings, status and progress</li>
<li>Developing annual training and curriculum budget</li>
<li>Capacity building and professional development of training staff</li>
<li>Grievance handling, maintaining discipline and appraisal of trainers</li>
</ul>
<p> <b>Duty 2: </b><b>Course Development </b><b>- weightage:</b><b> 35%</b></p>
<ul>
<li>Overall responsibility of implementation of course at program level in all directly managed projects</li>
<li>Developing/enhancing capacity of principals through short courses and workshops</li>
<li>Developing relevant resources/tools for supplementing the course to support the practice of principals</li>
<li>Field testing and strengthening capacity of principals</li>
</ul>
<p><b>Duty 3: </b><b>Training &ndash; (of DIL and partner project staff) </b><b>- weightage:</b><b> 30%</b></p>
<ul>
<li>Used knowledge and understanding of relevant issues, ideas and theories for developing, implementing and managing trainings and their assessment</li>
<li>Developing and executing trainings using multiple strategies based on different learning styles and ability levels identified in the needs analysis</li>
<li>Can design trainings which meet the need of distance learning and face to face learning.</li>
<li>Keeping up to date and enhancing professional knowledge and skills needed for improving performance</li>
<li>Is able to use a variety of assessment / follow up methods before and after training.</li>
<li>Is able to appy principles of performance based assessment to track the progress made by learners.</li></ul><br>
<p></p>
<p><b>
Duty 4: </b><b>Monitoring </b><b>- weightage:</b><b> 10%</b></p>
<ul>
<li>Using a variety of assessment and follow up methods before, during and after training to measure the progress the learners are making (DIL teachers, principals and trainers)</li>
<li>Visiting project schools occasionally to provide feedback to teachers to ensure training implementation</li>
<li>Creating systems for resolving issues in a timely and efficient manner while making adjustments as needed</li>
</ul>
<p><b>Duty 5: Professional Development: - weightage: 10%</b></p>
<ul>
<li>Keeping up to date for enhancing professional knowledge and skills needed for improving performance</li>
</ul>
<p><b>Duty 6: </b><b>Organizational Policies </b><b>- weightage:</b><b> 5%</b></p>
<ul>
<li>Travelling</li>
<li>Contributing to developing organizational strategy, policy and procedures related to DIL, its program and project management</li>
<li>Ensuring alignment of all activities with the organization&rsquo;s mission and vision and adherence to policies and procedures</li></ul></div></div><p></p><div><br>
<div>
<p><b>Education, qualification, skills and experience:</b></p></div><div><br>
<p><b>
Education: </b><b><i>(Formal degree)</i></b></p><br>
<p></p>
<ul>
<li>Masters degree in education, specific subject or in any related discipline</li></ul><br>
<p></p>
<p><b>
Qualification: </b><b><i>(Certification, diploma in training etc)</i></b></p><br>
<p></p>
<ul>
<li>Certificate in Teaching</li></ul><br>
<p></p>
<p><b>
(Relevant) Experience:</b></p><br>
<p></p>
<ul>
<li>3-5 years of relevant experience in education or development sector</li></ul><br>
<p></p>
<p><b>
Skills: </b><b><i>(Essential and Desirable)</i></b></p><br>
<p></p>
<ul>
<li><b>Interpersonal and Communication:</b></li>
<li>Excellent oral and writing skills in English language</li>
<li><b>Strategic Thinking and Orientation:</b></li>
</ul>
<p>Ability to apply Strong analytical skills in the development of long term and short term plans.</p>
<ul>
<li><b>Decision Making Skills:</b></li>
</ul>
<p>Strategic decision maker and ability to work under minimum supervision. A multitasking spirit to handle tough situations and stringent circumstances. A go-getter attitude</p>
<ul>
<li><b>Leadership Skills:</b></li>
</ul>
<p>Ability to provide leadership and guidance as mentor to trainers in accordance with the developmental needs.</p>
<ul>
<li><b>Training Skills:</b></li>
</ul>
<p>Competence in assessing needs and developing training plans, material, curriculum, documentation and manuals.</p>
<ul>
<li><b>Team Work:</b></li>
</ul>
<p>Proven track record of fostering team work and performing effectively in a team.</p>
<ul>
<li><b>Relationship Management:</b></li>
</ul>
<p>Excellent interpersonal skills including ability to create a climate of trust and transparency.</p>
<ul>
<li><b>Departmental Management:</b></li>
</ul>
<p>Experience in policy formulation, budget preparation and management. Facilitation and People Management Skills.</p></div></div><p></p><div><br>
<div>
<p><b>Technical knowledge/ know how</b></p></div><br>
<div>
<ul><li>Competence in using MS office; Word, Power Point, Excel</li>
<li>Ability to use technology to facilitate distance learning</li></ul></div></div></div><br>
</div>
<p></p><p><b>DIL Core Values and Commitments;</b></p>
<ul>
<li><b>Transformation</b>: We transform lives and empower communities by pursuing innovative ideas and approaches that improve students' learning outcomes and soft skills</li>
<li><b>Excellence</b>: We are committed to achieving the highest level of impact through excellence in service delivery and educational products</li>
<li><b>Collaboration</b>: We take a democratic and participatory approach in all aspects of our work</li>
<li><b>Equity</b>: We exercise fairness, compassion and respect when dealing with each other and those around us</li>
<li><b>Integrity</b>: We strive to set high moral and ethical standards for ourselves and to gain the trust of others</li>
<li><b>Transparency</b>: We exercise strong internal controls and transparency and are fully accountable to our donors and the people we serve</li>
<li><b>Flexibility</b>: We drive and embrace change and are willing to try out different, pioneering approaches</li>
</ul>
<div> DIL is committed to ensuring that DIL staff is suitable to work with children and have the knowledge s/he needs to uphold and abide by the DIL&rsquo;s Child Protection Policy.<div></div><div>Education</div></div></div><p></p>

Trainer Urdu

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