Get new jobs for this search by email

Director of School Culture & Family Engagement (2025-2026)

New York, New York, United States Reports to:

Principal Hours:

8:00am - 4:00pm + some out-of-school responsibilities, after-hours responsibilities (as determined by Principal) Compensation:

$93,600 - $125,791 (We believe in compensating staff members fairly in relation to each other. We take into consideration qualifications, credentials, years of experience, and one's impact on behalf of the organization - internal and external equity is taken seriously. East Harlem Scholars Academies also offers a comprehensive benefits package.) FLSA Status:

Exempt Who We Are

Founded in 1958 as a children’s reading group, East Harlem Tutorial Program (EHTP) has grown into a dynamic multi-site after-school program for students in traditional public schools and a network of public charter schools dedicated to dramatically increasing the college graduation rate in East Harlem. We believe that all young people deserve access to an excellent education without having to leave their community. East Harlem is a vibrant neighborhood that has long faced systemic educational inequities, and we work in close partnership with students and families to help them unlock their limitless potential. Our schools and programs provide rigorous, engaging academics combined with holistic support, ensuring that students develop the critical thinking skills, confidence, and knowledge necessary to excel in college and beyond. At EHTP, we strive to be an agent of change in the fight for racial equity, recognizing that education is a powerful tool for transformation. Through a rigorous, student-centered curriculum, we prepare our scholars to challenge the status quo, think critically, and become leaders who shape a more just world. Our commitment to anti-racism is woven into every aspect of our work—from our instructional practices and professional development to our organizational policies and community engagement. As educators and staff, we continually examine our own biases and identities, ensuring that our classrooms and programs are spaces of inclusion, empowerment, and academic excellence. Read our racial equity statementhere . About the Opportunity

The mission of the Director of School Culture & Family Engagement is fostering a positive, inclusive, and engaging school culture where all students feel safe, valued, and supported. This leader will design and implement systems that promote strong classroom environments, social-emotional learning (SEL), restorative justice, student leadership, and strong family-school partnerships. As a key member of the school leadership team, the Director of School Culture & Family Engagement works closely with students, teachers, families, and community partners to ensure that the school environment is one where students can thrive academically and socially. They are responsible for coaching and evaluating teachers and teacher leaders. They take action on school-wide trends, culture systems, classroom environments and family engagement practices in partnership and consultation with the other members of the school’s leadership team. Areas of Leadership

Designing and executing a comprehensive school culture plan aligned with the school's mission and values Drive the vision and implementation of school culture through effective management of the CST team Foster a school culture of joy, high expectations, and inclusivity, ensuring that students feel safe, valued, and challenged Lead the development and implementation of behavior management strategies that meet the diverse needs of students, including English Language Learners and students with IEPs Develop and support teachers and staff to maintain strong classrooms and common picture systems through coaching, feedback, and professional development Implement restorative justice and trauma-informed practices to build a positive and supportive school community Cultivate strong family and community engagement, fostering meaningful partnerships between school, home, and the broader community Serve as a manager and/or coach to a portfolio of teachers Collaborate with the Director of Inclusive Learning to complete Functional Behavior Assessments and Behavior Intervention Plans of students with IEPs or students in the Initial Referral process Oversee professional development opportunities for all staff as it relates to strong classroom management, common picture excellence, and behavioral intervention Act as a mediator in resolving conflicts among students, staff, and parents Implement conflict resolution strategies that promote understanding and cooperation Utilize data to assess the effectiveness of culture-related initiatives and make data- driven decisions for continuous improvement Prepare regular reports for school leadership on culture-related metrics and trends Serve as a visible, present, and engaged leader, modeling professionalism, equity, and a commitment to student success Who You Are

Education: A Master’s Degree in Education, Educational Leadership, Special Education or a related field At least 3 years of teaching or school culture dean experience At least 2 years of school leadership experience, including coaching teachers A strong believer in anti-racism education, culturally responsive teaching, and trauma-informed practices Experience implementing restorative justice and social-emotional learning (SEL) initiatives Proven ability to develop and inspire teachers, providing coaching, feedback, and professional growth opportunities Strong relationship-building skills with students, families, and staff A strategic thinker who can manage school-wide initiatives, schedules, and resources effectively Ability to navigate challenges with flexibility, resilience, and a solutions-oriented mindset Demonstrates timeliness, accountability, and ethical leadership in all responsibilities Maintains a growth mindset, embracing feedback and continuous improvement Key Responsibilities & Leadership Areas

School Culture & Student Engagement Lead the development of a positive and equitable school culture aligned with EHTP’s mission, core values, and anti-racism work Design and implement restorative justice and trauma-informed behavior support practices to reduce exclusionary discipline and build student accountability Support teachers in creating nurturing, structured classroom communities that uphold high expectations for academics and behavior Develop and oversee student leadership programs that empower scholars to take an active role in their school community Analyze school culture data (attendance, behavior trends, student surveys) and lead action planning for continuous improvement Conduct regular school culture walkthroughs to maintain a high bar of excellence Behavioral Support & Restorative Practices Oversee the school-wide behavior response system, ensuring that discipline practices are fair and transparent Train and coach teachers and staff on proactive classroom management and de-escalation techniques Serve as the final point of escalation for high-level behavior concerns, working with students, families, and staff to develop solutions Ensure that students receive appropriate interventions for social-emotional and behavioral needs, in partnership with the Director of Inclusive Learning, Assistant Principals and school counselors/social workers Drive the vision and implementation of school-wide and class-based behavior management systems Write, update and maintain systems and policies for attendance, entry, breakfast, class transitions, cafeteria usage, lunch, bathroom usage, dismissal and homework Create meaningful incentives to reward good behavior and effective consequences to correct misbehaviors Analyze school-wide trends in attendance, behavior, homework and class transitions, communicate these trends to staff and lead initiatives to address challenges Family & Community Engagement Develop and lead family engagement strategies that build strong, trusting relationships between families and the school Develop, support, and lead student enrollment and retention initiatives Act as the primary family liaison, ensuring that concerns and feedback are heard, addressed, and incorporated into school improvement efforts Organize and facilitate family workshops, events, and advisory councils to support academic and social-emotional learning at home Partner with community organizations to provide resources, mentorship programs, and extracurricular opportunities for students and families Coordinate the activities of the Family Leadership Council Establish protocols and best practices to ensure that teachers communicate regularly with parents Monitor and improve student attendance rates, working with families to address barriers to consistent school attendance Develop early warning systems to identify students at risk of disengagement and implement targeted interventions Ensure a strong transition plan for new students and families, supporting them in acclimating to the school community Leadership & Staff Development Serve as a key member of the school leadership team, ensuring alignment between academic, cultural, and operational priorities Coach and develop members of the CST team towards school culture vision for common picture systems, classroom environment, and family engagement Proactively and as needed, coach teachers on best classroom practices and practices for building strong relationships with students and families Provide professional development on social-emotional learning, restorative practices, and family engagement Lead school-wide initiatives in all aspects of school culture Intervention & Special Education Compliance Partner with the Director of Inclusive Learning to respond to high-level behavior incidents (e.g. suspensions) and ensure alignment with network policy with the Senior Director of School Culture & Family Engagement and Senior Director of Inclusive Learning Work closely with the Director of Inclusive Learning to ensure student behavior interventions align with restorative justice and trauma-informed practices Train and support teachers in identifying students in need of Tier 2 or Tier 3 interventions and implementing effective support strategies Teacher Hiring, Coaching & Support Partner directly with the principal to hire, coach, and support teachers via a rigorous selection model and robust coaching and professional development program Ensure that instructional staff receives accurate and timely information regarding performance and professional responsibilities Implement and oversee performance improvement plans, as necessary Actively contribute to decisions regarding staff retention Leadership & Professional Growth Serve as a role model for staff and students, demonstrating professionalism and integrity Continuously engage in professional development and leadership training Work closely with network leaders to align school goals with organizational priorities Commitment to Out of School Time Collaborate with the Managing Director of OST and school-based Program Managers to ensure alignment between the academic day and OST Support staff to ensure the smooth administration and effectiveness of OST (Out of School Time) School-Based Responsibilities Support school wide programs including but not limited to: common picture duties (e.g. lunch, recess, etc.), maintaining a homeroom or advisory, supporting students in field experiences Adapt and prepare to implement duties and responsibilities as outlined by the Principal that align with the scope of the role and contribute to our collective impact Apply for this job

* indicates a required field First Name * Last Name * Email * Phone * Resume/CV * Enter manually Accepted file types: pdf, doc, docx, txt, rtf Enter manually Accepted file types: pdf, doc, docx, txt, rtf What are your preferred pronouns? (optional) How did you hear about this job? * Select... Were you referred to this position by someone? If so, please include their name. Are you legally eligible to be employed in the United States? * Select... Do you require employer sponsorship? * Select... (If you’ll require EHTP to commence, i.e., “sponsor,” an immigration or work permit case in order to employ you, either now or at some point in the near future, then you should answer yes. An example of an immigration or work permit case that may require sponsorship now or in the future would be an H-1B or other employment-based work permit sponsorship. As a note, unfortunately EHTP does not sponsor visas for employment at this time.) Have you ever had a professional certificate revoked or suspended? * Select... Have you been convicted of any offense for physical or sexual abuse of a child? * Select... Do you have a family member who works at EHTP? * Select... Are you an alumni of an EHTP program? * I graduated from East Harlem Scholars Academy High School I attended East Harlem Scholars Academy but did not graduate I attended the OST Program as a student I was/am part of OST's "College Scholars" Program I currently/have volunteer with East Harlem Tutorial Program N/A In what ways do you believe that an organization/school must involve the community they serve in order to succeed? * For the short answer questions, please do not use AI tools (e.g., ChatGPT) to generate your responses. We want to hear

your

perspective—your experiences, insights, and interest in our work. There are no right or wrong answers, just an opportunity for us to get to know you and your approach to this work better. Aim for a thoughtful response that goes beyond a few words but doesn't need to be a full essay. Why are you interested in working in a community-based organization in East Harlem? * Please read our antiracism statement highlighted in blue below. How does being actively antiracist show up in your work? * List the names and contact information (phone and email) for three references. While we will not contact your references without notifying you, it's helpful to have this information should we advance in the application process. * Voluntary Self-Identification

For government reporting purposes, we ask candidates to respond to the below self-identification survey.Completion of the form is entirely voluntary. Whatever your decision, it will not be considered in the hiringprocess or thereafter. Any information that you do provide will be recorded and maintained in aconfidential file. As set forth in East Harlem Tutorial Program’s Equal Employment Opportunity policy,we do not discriminate on the basis of any protected group status under any applicable law. If you believe you belong to any of the categories of protected veterans listed below, please indicate by making the appropriate selection.As a government contractor subject to the Vietnam Era Veterans Readjustment Assistance Act (VEVRAA), we request this information in order to measurethe effectiveness of the outreach and positive recruitment efforts we undertake pursuant to VEVRAA. Classification of protected categoriesis as follows: A "disabled veteran" is one of the following: a veteran of the U.S. military, ground, naval or air service who is entitled to compensation (or who but for the receipt of military retired pay would be entitled to compensation) under laws administered by the Secretary of Veterans Affairs; or a person who was discharged or released from active duty because of a service-connected disability. A "recently separated veteran" means any veteran during the three-year period beginning on the date of such veteran's discharge or release from active duty in the U.S. military, ground, naval, or air service. An "active duty wartime or campaign badge veteran" means a veteran who served on active duty in the U.S. military, ground, naval or air service during a war, or in a campaign or expedition for which a campaign badge has been authorized under the laws administered by the Department of Defense. An "Armed forces service medal veteran" means a veteran who, while serving on active duty in the U.S. military, ground, naval or air service, participated in a United States military operation for which an Armed Forces service medal was awarded pursuant to Executive Order 12985. Select... Voluntary Self-Identification of Disability

Form CC-305 Page 1 of 1 OMB Control Number 1250-0005 Expires 04/30/2026 Voluntary Self-Identification of Disability Form CC-305 Page 1 of 1 OMB Control Number 1250-0005 Expires 04/30/2026 Why are you being asked to complete this form?

We are a federal contractor or subcontractor. The law requires us to provide equal employment opportunity to qualified people with disabilities. We have a goal of having at least 7% of our workers as people with disabilities. The law says we must measure our progress towards this goal. To do this, we must ask applicants and employees if they have a disability or have ever had one. People can become disabled, so we need to ask this question at least every five years. Completing this form is voluntary, and we hope that you will choose to do so. Your answer is confidential. No one who makes hiring decisions will see it. Your decision to complete the form and your answer will not harm you in any way. If you want to learn more about the law or this form, visit the U.S. Department of Labor’s Office of Federal Contract Compliance Programs (OFCCP) website at www.dol.gov/ofccp . How do you know if you have a disability?

A disability is a condition that substantially limits one or more of your “major life activities.” If you have or have ever had such a condition, you are a person with a disability.

Disabilities include, but are not limited to: Alcohol or other substance use disorder (not currently using drugs illegally) Autoimmune disorder, for example, lupus, fibromyalgia, rheumatoid arthritis, HIV/AIDS Blind or low vision Cancer (past or present) Cardiovascular or heart disease Celiac disease Cerebral palsy Deaf or serious difficulty hearing Diabetes Disfigurement, for example, disfigurement caused by burns, wounds, accidents, or congenital disorders Epilepsy or other seizure disorder Gastrointestinal disorders, for example, Crohn's Disease, irritable bowel syndrome Intellectual or developmental disability Mental health conditions, for example, depression, bipolar disorder, anxiety disorder, schizophrenia, PTSD Missing limbs or partially missing limbs Mobility impairment, benefiting from the use of a wheelchair, scooter, walker, leg brace(s) and/or other supports Nervous system condition, for example, migraine headaches, Parkinson’s disease, multiple sclerosis (MS) Neurodivergence, for example, attention-deficit/hyperactivity disorder (ADHD), autism spectrum disorder, dyslexia, dyspraxia, other learning disabilities Partial or complete paralysis (any cause) Pulmonary or respiratory conditions, for example, tuberculosis, asthma, emphysema Short stature (dwarfism) Traumatic brain injury

Disability Status Select... PUBLIC BURDEN STATEMENT: According to the Paperwork Reduction Act of 1995 no persons are required to respond to a collection of information unless such collection displays a valid OMB control number. This survey should take about 5 minutes to complete.

#J-18808-Ljbffr