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 and the Productive Persistence program, which are part of Carnegie’s Community College programs. Productive persistence is a strand of work that has arisen while developing Carnegie's Community College Program. It is - an evidence-based package of practical student activities and faculty actions integrated throughout the instructional system to increase student motivation, tenacity and skills for success.
The Director of Productive Persistence is responsible for designing, developing, implementing, and integrating the strategic plan for the Productive Persistence (PP) program. The Director of Productive Persistence 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 Network Development and Relations, 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 Productive Persistence will include, but are not limited to:
• Designing and developing the strategic plan for the PP program, in conjunction with Foundation leadership that
o Establishes financially sustainable program, through the creation of revenue generating activities
o Expands PP beyond the Pathways to K-12 and higher ed more broadly
• Implementing PP strategic plan, including:
o developing project plans,
o ensuring progress against milestones
o organizing and leading project teams
o managing staff and external consultants
o managing PP budget
o Ensuring alignment among design philosophy, and strategic goals/priorities for all PP activities
• Manage the integration of PP program within the CCP NIC, including:
o Leading the PP development and improvement subnetwork,
o Incorporating PP activities and other artifacts into each Pathway’s Instructional System
o Leading faculty professional development for PP including training in preparation for and at the National Forum
o Coordinating development and improvement efforts with Carnegie’s analytics team
• Manage partnerships with other individuals and organizations that are involved with us in the joint development of new PP activities
• Oversee the activities and monitor the performance of external partners and consultants working on the PP development within the Foundation
• Organize and oversee the development of new and the continued improvement of existing PP activities/processes, including
o Working with diverse team of academic experts to expand the underlying theory of change; set development priorities; and create, test and refine interventions and processes
• Serve the external spokesperson for CF on PP – highlighting our work through conference presentations, publications, etc.
SUMMARY OF QUALIFICATIONS
Education & Experience:
• Training and experience in research, development, and implementation of programs to enhance students' motivation, engagement, perseverance, and resilience.
• Must have demonstrated and extensive experience managing and leading teams, particularly teams involved in education improvement initiatives.
• 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 cognitive science or developmental psychology is preferred, while an additional background in statistics, mathematics, and/or quantitative reasoning is a desirable plus. 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 November 1, 2013 or as early as possible. To apply, please refer to Job Code AACCDPP-0913 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: firstname.lastname@example.org