The Carnegie Foundation for the Advancement of Teaching is an operating foundation located in Stanford, California. Chartered in 1906, the Foundation has carried out a wide range of activities and research to support and advance the work of educators at all levels. The Foundation is currently undergoing a significant transition in its program of work. The new focus seeks to pioneer a radically different model of educational research and development capable of advancing improvements in student learning at scale.
The Foundation is engaged in a deep and long-term exploration of the application of the tenets, tools, and methods of improvement science to performance improvement in education. The idea is to establish a “third way” to think of education research. The methodological richness and rigor of translational research requires controls and restrictions that limit its capacity to address real problems of practice in their contextual complexity and in ways that support improvement. Participant / practitioner research offers compelling immediacy and profound impact that unfortunately remains limited in its breadth of influence and therefore limits its contribution. The proposed “third way” partakes of each of these traditions and brings to bear an emerging science of improvement research to work on high leverage problems of practice in ways that produces knowledge that drives improvement - ultimately at system-wide scale.
Currently, the Carnegie Foundation is involved in a major effort to dramatically increase the number of developmental math students who complete a college level math course within an academic year. This work is being done through the Statistics (Statway™) and Quantitative Literacy (Quantway™) Pathways Instructional Systems, which are part of Carnegie’s Community College programs.
Carnegie’s work involves the integration of improvement research into networked professional communities addressing a common problem. To this end, the maintenance of a vital network in which there is collaborative and coordinated action in pursuit of improvement and shared learning is essential to the enactment of this vision. The Director of Network Development and Relations is responsible for the establishment and maintenance of the Pathways Networked Improvement Communities as scientific communities that serve it members individually and collectively as they pursue their shared aim of redressing the plight of the many developmental mathematics students who fail to progress in their pursuit of their degrees.
The Director of Network Development and Relations reports directly to the Senior Associate and Managing Director of Programs and Strategic Partnerships in the Community College Pathways (CCP) program. This position works in coordination with the Directors of Advancing Quality Teaching (AQT), Curriculum/Materials Development, and Productive Persistence, as well as the Director of Analytics and the Director of Program Technology, in the development of routines and processes that prepares faculty members and their institutions in the effective implementation of either or both of the Pathways. Particular attention will be given to supporting faculty members in the application of improvement research methodologies in the pursuit of effective implementation of the Pathways programs. The institutions, as well, will be prepared to support the unique demands that the Pathways make on students, the faculty and the institutions themselves.
RESPONSIBILITIES: The responsibilities of the Director of Network Development and Relations will include, but are not limited to:
• Building network relations including:
o Cultivating a sense of community including developing meaningful professional relationships with faculty, administrators, IR, and student services personnel in collaborating colleges.
o Recognizing key contributors
o Sharing program highlights
o Identifying, developing, and supporting emergent leaders
• Managing an Initiation Guide program for mentoring new faculty
o Structuring the program to scale with new college memberships
o Identifying, training, and overseeing Initiation Guides
• Managing communications and relationships with network members, including:
o Responding to questions and issues as they arise
o Developing the community’s use of social media to support network communications and knowledge transfer
o Identifying issues that require attention/support from Carnegie
o Organizing and hosting monthly faculty facilitator calls, and as the program scales developing a scalable model that allows the continued support of faculty facilitator calls
o Visiting college teams on their campus
o Ensuring adherence to MOU
• Leading the development of a vision of governance that distributes leadership appropriately in a professional community and provides for the long-term sustainability of the NIC
• Leading the Enrollment Improvement Subnet to maximize student Pathways enrollment in participating colleges
• Ensuring network development and relations activities align with overall program design philosophy and strategic goals/priorities
• Managing the Statway™ and Quantway™ budgets
• Planning the faculty sessions of the National Forum, winter orientation as well as potential regional meetings
• Act as a liaison between faculty and other areas of work in the foundation including Materials, PP, AQT as well as Analytics and Tech teams
SUMMARY OF QUALIFICATIONS
Education & Experience:
• Experience in promoting adult growth and development in professional educational settings.
• Experience in designing and delivering professional development for faculty.
• Prior experience in research on professional development is highly desirable.
• Experience in designing and maintaining professional learning communities or networks.
• Knowledge of the tools, processes and routines that support professional learning networks.
• Must be able to work collaboratively and harmoniously as a member of close knit program and administrative teams, creating effective collaboration while being sensitive to diverse opinions and personal styles.
• Must be very flexible and comfortable working in an environment where processes, timelines, and targets are evolving.
• Must have strong organizational skills and the ability to multi-task effectively and meet multiple in a calm, courteous, and professional manner.
• Must have strong English verbal and written skills; must be able to communicate effectively, both one-on-one and in groups, with a variety of audiences, including internal staff and external partners. Effective communication skills are necessary as this individual should be able to represent the Foundation and the program when appropriate. Strong presentation and public speaking skills are a must.
• A minimum of a master’s degree and at least five years of progressively responsible and relevant experience. Background in statistics, mathematics, and/or quantitative reasoning is desirable. A combination of education and experience equivalent to this requirement may be considered.
• Experience as a participant/collaborator on complex initiatives is highly desirable.
• Able to travel 5-10% of the time.
The position requires occasional lifting, pulling or pushing objects of less than 25 pounds. Bending, kneeling and carrying are also occasionally required. A significant amount of time is spent sitting. The position requires visual and auditory acuity.
The Carnegie Foundation offers a competitive salary and generous benefits in a pleasant and friendly work environment. Review of applications will begin immediately and the position will remain open until filled. The anticipated start date is October 1, 2013 or as early as possible. To apply, please refer to Job Code AACCDND-0813 in the subject line and send, email, or fax a detailed cover letter, salary expectations, and resume to:
Ms. Charlene Moran
Director of Human Resources
The Carnegie Foundation for the Advancement of Teaching
51 Vista Lane
Stanford, CA 94305
Phone: 650/566-5100 Fax: 650/326-5312 Email: email@example.com