The Roger Lehecka Double Discovery Center (DDC) at Columbia College works with low-income and first-generation college bound youth between the ages 12 and 27 to ensure high school graduation, college access & enrollment, and college persistence & completion to support productive transition into responsible adulthood. The Assistant Director, working in collaboration with the DDC program staff as well as Columbia University faculty partners, will lead the development and implementation of three core initiatives: establishment of Digital Badge System to support teaching and learning in Algebra and Writing; design of inquiry and project-based curricula as well as corresponding assessments to support DDC's courses and activities; and creation of professional development program to build the capacity of DDC instructors, Fellows, and volunteers to effectively deliver the curriculum as well as assess student progress to learning objectives that align with college readiness. The position reports to the Executive Director. THIS IS A GRANT-FUNDED, FULL-TIME TEMPORARY POSITION. THE DURATION OF THE POSITION IS ONE YEAR.
Lead the development of vertically aligned and standards-based curricular modules for the Academic Enrichment programming (e.g. courses and clubs) during the summer and academic year, using inquiry and project-based frameworks as appropriate, across DDC's core content areas - humanities, STEM, and art - embedding the teaching of reading and writing in the acquisition of content knowledge for all modules as well as appropriately differentiated learning scaffolds that lead to students' effective independent practice.
Manage the creation of DDC Digital Badge System with a focus on two key content areas: Algebra and Writing.
Oversee the development and implementation of the DDC Fellowship program.
Collaborate, as appropriate, with faculty as well as students (e.g. graduate and undergraduate) and other partners to design and develop curricular modules, including assisting them with developing an instructional idea into a curricular module for DDC students.
Lead the development and in some instances the delivery of "Fill In The Gap" classes to support DDC instructors and volunteer tutors with the remediation of core academic skills in literacy and math so that DDC students are more effectively positioned to make progress.
Manages the documentation and digitization of all curricular modules to ensure effective development and maintenance of DDC's instructional archive.
Support the implementation of the curricular modules through the design and implementation of a program to strengthen the teaching capacity of DDC instructors, Fellows, and volunteer tutors.
Develop and implement system to routinely collect and analyze student progress data across key learning objectives that will support DDC's Digital Badge system, ongoing evaluation of impact as well as programmatic refinement.
Assist DDC program staff with providing school leaders, teachers, and parents with feedback on DDC students' academic growth through the development of progress reports.
Support DDC instructors, Fellows, and volunteer tutors with the identification of appropriate instructional materials to advance student learning.
Based on feedback from DDC students, instructors, Fellows, and volunteer tutors, revise curricular modules and corresponding instructional materials in timely manner as appropriate.
Assist DDC program staff with the development of non-academic workshops to ensure the use of effective instructional strategies for student learning.
Perform other duties as assigned.
Master's degree in education and 3-5 years of demonstrated exemplary experience in classroom teaching, preferably in NYC urban public middle and/or high schools; and/or equivalent combination of education and experience.
Demonstrated understanding of NYS learning standards AND college ready skill sets (KSUS).
Demonstrated experience in the design and delivery of inquiry-based and project-based curricula with evidence of effective student learning impact.
Demonstrated knowledge of adult learning theory and productive experiences in coaching, modeling, providing feedback, and consultancy.
Demonstrated experience in effectively facilitating professional development for wide range of adult learners.
Demonstrated understanding of development and implementation of digital badge systems to support adolescent learning.
Demonstrated knowledge and capacity to effectively use evidence-based pedagogical practices (e.g. Universal Design for Learning/UDL, Depth of Knowledge/DoK, and differentiated instruction).
Demonstrated knowledge and successful experiences with developing, implementing and refining standards-aligned curriculum that integrates literacy strategies as well as an assessment system to support data-driven decision making.
Demonstrated organizational, interpersonal and communication skills, including the ability to clearly articulate complex concepts in writing and orally.
Demonstrated effective project management skills, including ability to be flexible, to manage multiple projects as well as to prioritize competing and shifting demands/needs of stakeholders (i.e. public school educators and university educators/researchers) in a highly collaborative environment.
Strong collaborative skills as evidenced by ability to work as part of a team with a strong initiative to drive forward project goals.
A passionate commitment to expanding opportunities, particularly college access and persistence, for low-income and 1st generation college-bound students as well as students of color.
**Applications received without a resume and cover letter will not be considered.**
Equal Opportunity Employer / Disability / Veteran
Columbia University is committed to the hiring of qualified local residents.
Internal Number: 501604
About Columbia University
Columbia University is one of the world's most important centers of research and at the same time a distinctive and distinguished learning environment for undergraduates and graduate students in many scholarly and professional fields. The University recognizes the importance of its location in New York City and seeks to link its research and teaching to the vast resources of a great metropolis. It seeks to attract a diverse and international faculty and student body, to support research and teaching on global issues, and to create academic relationships with many countries and regions. It expects all areas of the university to advance knowledge and learning at the highest level and to convey the products of its efforts to the world.