Part Time E Learning Specialist Jobs (NOW HIRING)

The Curriculum & Instruction (C&I) Department works to ensure outstanding instruction in every classroom. Sustainable implementation of high-quality curriculum is the most critical driver of that aim and supports the growth of teachers, administrators, counselors, and librarians at various stages throughout their careers. We aspire to ground our C&I work in a set of shared elements. We start with an understanding of how students learn; we organize around adult learning principles to support teachers and school leaders; we embed opportunities to modify curriculum materials for specific classroom contexts or student needs; and we organize everything around continuous improvement to get better over time. 

The Professional Learning Specialist is responsible for providing professional learning for schools receiving mathematics implementation support through NYC Solves. The ideal candidate will be able to make sense of competing and rapidly changing priorities in teaching and learning at NYC Public Schools -- through collaboration with both New Visions staff and external stakeholders -- and leverage a shared set of resources and approaches to provide support that meets the needs of individual stakeholders in alignment with our collective goals and priorities. This is not a supervisory position.

The Professional Learning Development Specialist role involves the following major bodies of work:

• Collaborate with the C&I math team to implement curriculum-based professional learning opportunities -- including school visits with classroom support (for example demo teaching, side by side coaching, coteaching, instructional planning, etc.), data dives that support teachers with HQIM implementation; and facilitating workshop sessions within or across schools 
• Utilize key data from NV staff, school staff, and district stakeholders to refine an understanding of the selected HQIM curriculum in relation to school PL and coaching needs
• Work in alignment with district and citywide leaders in NYC Public Schools to support key instructional goals and priorities through HQIM implementation
• Stay informed of shifts in the field (including NY State Standards, Regents, and national standards) and ensure ongoing support for instructional leaders and teachers aligns with these shifts.

This role requires deep and consistent collaboration with members of the Curriculum team, as well as New Visions' school-facing staff. The person in this role must develop a deep understanding of the curriculum they are coaching, engage in ongoing team learning, and participate in other departmental and organizational activities. It also requires them to have a thoughtful and continuous exchange of ideas with stakeholders at all levels of the system.

• Understanding HQIM for Student Success: Collaborate with New Visions staff, teacher leaders, and other stakeholders to gain an understanding of how HQIM curriculum supports student mastery through the incorporation of instructional and language routines, embeds scaffolds and differentiations to support all learners, and promotes student success on the Regents exam (when applicable) and in future classes.
• Professional Learning: Facilitate professional learning experiences in alignment with instructional goals and priorities of district and citywide leaders in NYC Public Schools for HQIM implementation.  Engage in a shared coaching model to collaborate with school staff to set goals and develop instructional plans, provide school based coaching in support of curriculum implementation; and facilitate regular reflection on progress and challenges.
• Evaluation and Improvement: Work with different forms of data relevant to school stakeholders, including surveys, interim assessments, classroom data, student work, and other relevant data to inform instructional decisions. Analyze data to identify trends and report on findings to various stakeholders. Use evaluation findings to make data-driven decisions to inform support. 
• Capacity Building and Collaboration: Build trust and strong relationships with teachers, school leaders, and district leaders to ensure effective communication and collaboration. Exhibit humility and empathy, recognizing the value of all contributions to the system.
• Strategic Alignment & Ownership: Use shared goals, resources, and frameworks to ensure individual decisions align with our collective priorities. Proactively communicate timely updates regarding team priorities and tasks, and consistently model self-reflection and personal accountability in all our work. 

• Masters-level degree 
• Minimum of 5 years of experience in public education, preferably in urban schools and at the secondary level 
• Minimum of 3 years of experience supervising, coaching, or leading teachers at a school site
• Prior simultaneous cross school experience is not required.  
• Prior school and district leadership is not required.

• Working knowledge of the role of high-quality instructional materials in systems change
• Completion of IM Math Coaching workshop series (which may be completed after accepting this position)
• Demonstrated ability to support teachers in modifying curriculum materials for students with a variety of learning needs that maintain integrity of the instructional model
• Experience leading a team and collaborating with others, using data to drive organizational change
• Demonstrated commitment to data-driven decision-making, systems thinking and continuous adult learning as drivers of improved student outcomes 
• Skills related to the design, implementation, and assessment of effective secondary curricula 
• Strong service and support orientation towards schools and school communities
• Strong interpersonal skills to navigate the diverse cultural environments of a wide range of public high schools, and ability to work effectively with a wide range of school and district leaders and staff
• Ability to work effectively as a member of a team
• Strong written and verbal communication skills

• Ability to travel onsite to NYC public schools across the 5 boroughs, multiple days per week, typically in 6-hour daily increments
• Ability to traverse a school environment, including accessing multiple floors, to attend meetings and facilitate learning activities
• Ability to traverse an office environment to attend meetings and interact with colleagues
• Ability to operate a computer and other relevant technology, such as phones, screens, printers, and tablets
• Ability to carry up to 10 pounds (such as for a laptop and carrying case)

The ideal candidate must be able to complete all physical requirements of the job with or without a reasonable accommodation.

• Weekly hours vary based on school needs, up to a maximum of 20 hours per week
• Part-time, hourly position, not eligible for benefits, holiday pay, or Paid Time Off (PTO) beyond what is required under NYC law
• Temporary position from Sept 2026 to June 2027, with possibility of part-time employment in the Fall
• Offers are contingent on receiving fingerprint background check clearance by the NYCPS and completion of New Visions HR onboarding

Disclaimer:

The statements herein are intended to describe the general nature and level of work being performed by the employee in this position.  These statements are not intended to be construed as an exhaustive list of all responsibilities, duties, and skills required of a person in this position.

$40/hour minimum to $64/hour maximum

While the majority of new hires' starting salaries shall be expected to be placed in the first half of the range(s) to allow space to grow in the job, for those who already have significant relevant experience at that level of the job, placement at the higher end of the range(s) is possible.