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Announcement

The Newcomer Youth Summer Academy is Hiring!

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The IRC New York is proud to announce that job postings are live for the 2021 Newcomer Youth Summer Academy (NYSA). NYSA is a six-week program focusing on preparing newly arrived refugee youth to succeed at their grade level in the New York City public school system. Up to 130 students from ages 5 – 21 from over 20 countries will participate in academic, creative arts, physical education, and social-emotional learning classes. Field trips are held on Fridays. If you have any questions, please contact Caitlyn.Griffith-Heritage [at] rescue.org (subject: I%20want%20to%20volunteer%20with%20NYSA) (Caitlyn Griffith-Heritage)

Please see the listings below for the many exciting opportunities to work with us at NYSA!

Peer Mentor Intern (unpaid)
Peer Mentors support the students' academic and social-emotional growth during the Academy. Peer Mentors will be placed with one class of students for the duration of the Academy, supporting all Classroom Teachers to ensure productive and enriching lessons and to serve as positive role models for students. Interested in hearing from a Peer Mentor? Read a reflection here.
From Monday to Thursday, Peer Mentors work either the morning shift (8:00 am to 12:00 pm) or the afternoon shift (12:00 pm to 4:00 pm). On Fridays, all Peer Mentors work the full day (8:00 am to 4:00 pm) to support students and staff on field trips.

Substitute Teacher, Newcomer Youth Summer Academy (unpaid)
The Substitute Teacher plays an important role in the Newcomer Youth Summer Academy. The Substitute Teacher may be called upon to work with any class level throughout the program (K-1st, 2nd-3rd, 4th-5th, 6th-8th, 9th-10th, or 11th-12th grades) providing support and continuity for their class throughout the day, in the event of the absence of a NYSA Academic Lead Teacher or Classroom Culture Lead Teacher. Depending on the absence s/he is filling, the Substitute Teacher will deliver NYSA curricula and lesson plans which have been written by the NYSA Academic Lead Teachers while providing additional sheltered instruction support for English Language Learners (ELLs) or, in the event of substituting for an absent Classroom Culture Lead Teacher, focus on supporting classroom and behavior management in-class and during transitions in alignment with program guidelines. The Substitute Teacher is responsible for submitting a summary report each day of assignment to the Dean of Instruction.  This is an unpaid volunteer or internship opportunity.

Physical Education Teacher, Newcomer Youth Summer Academy (unpaid)
The Physical Education Teacher will design and implement a six-week curriculum that builds students’ knowledge, skills, and interest in physical education. Additionally, the Physical Education Teacher will contribute to the Program’s goals of fostering students’ social-emotional development and building a strong sense of community among the students and staff. This is an unpaid volunteer or internship opportunity.

Assistant to the Dean of Instruction, Newcomer Youth Summer Academy (unpaid)
The Assistant to the Dean of Instruction will work closely with the Dean of Instruction to ensure high-quality People management of teaching staff, academic assessment implementation, and staff appreciation throughout the Newcomer Youth Summer Academy. The Assistant to the Dean of Instruction will provide logistical support to teaching staff, coordinate instructional coaching, coordinate classroom assessment materials, collect, enter and analyze assessment data, and ensure the overall day-to-day classroom needs of the Academy are met. This is an unpaid internship; academic credit can be accommodated. 

Newcomer Youth Summer Academy Operations Intern (unpaid)
The NYSA Operations Intern will assist the Education & Learning Manager to oversee the operation of the Newcomer Youth Summer Academy and support the Academy’s daily needs. Based at the IRC-NY main office but working as needed on-site at the Summer Academy, the NYSA Operations Intern will support communication and coordination between the Summer Academy site staff and the main office. The Operations Intern will focus primarily on external relations, donor reporting, and personnel support, but overall provide logistical and organizational support to the Education & Learning Manager, assist with key management responsibilities, and help to ensure that special projects and events are a success. 

Monitoring and Evaluation Intern (unpaid)
Each Newcomer Youth Summer Academy Monitoring and Evaluation Intern will implement key aspects of the RYSA M&E plan monitoring and evaluation tools, including data collection, analysis, and presentation. One M&E Intern will focus on NYSA’s School Readiness assessments, demographics, and attendance data. The other M&E Intern will focus and student feedback mechanisms, academic assessments, and the parent survey. The interns will write up and present data at the program’s mid-point and post-program.   

School Social Work Intern (unpaid)
The School Social Work Intern will work with students exhibiting challenges or barriers to success at the Newcomer Youth Summer Academy according to the program’s Multi-Tiered Systems of Support.  In addition, the School Social Work Intern will meet individually with students who exhibit behavioral or emotional concerns in the classroom. The intern will also contribute to the development of individualized student behavior plans for students exhibiting the highest level of need.

Community Engagement Intern (unpaid)
The Community Engagement Intern will work closely with the Dean of Student Support to ensure the smooth daily operation of Newcomer Youth Summer Academy student support services.  The intern will assist the Dean in managing enrollment and referrals into the program, collaborate with local agencies and organizations, and support the Student Support Team in the smooth implementation of student socio-emotional supports and special events. 

Caregiver Engagement Intern (unpaid)
The Caregiver Engagement Intern will work with the Newcomer Youth Summer Academy’s administrative staff to coordinate communication between the school and parents & caregivers, including weekly newsletters, organizing parent-teacher conferences, distribution of report cards, and invitations for parents to attend such events as graduation. At the end of the Academy, the Caregiver Engagement Intern will assist in organizing post-program Caregiver Surveys, as well as referring families for additional services.

Paid Positions:

Education Assistant - Early Childhood Development
The Education Junior Consultant will be based remotely and will report to the Program Coordinator for Early Childhood Development. The Consultant will provide programmatic and administrative support to the Education Team on our global package of tools, with a specific focus on digital initiatives for Ahlan Simsim and other needs as they arise. This is an entry-level short-term consultancy where the Consultant will directly aid in the completion of the team’s numerous deliverables by providing a variety of support types.

Newcomer Youth Summer Academy Operations Associate
The Operations Associate will work closely with the Dean of Operations to ensure the smooth daily operation of the Newcomer Summer Academy.  The Operations Associate will provide administrative and logistical support related to special events, arrival and dismissal, attendance, student transportation, and meals. 

Newcomer Youth Summer Academy LIT Peer Mentor
Peer Mentors support the students' academic and social-emotional growth during the Academy. Peer Mentors will be placed with one class of students for the duration of the Academy, supporting Lead Teachers and Co-Teachers to ensure productive & enriching lessons, and serving as positive role models for refugee youth.  

Newcomer Youth Summer Academy Social Emotional Learning Teacher
As part of the Newcomer Youth Summer Academy, the Social Emotional Learning Teacher will adapt and implement the IRC SEL curriculum across all grade levels in support of students’ social-emotional development. The Social-Emotional Learning Teacher will instruct a total of 12 lessons each week: two SEL lessons per week, per student group (three Lower School groups, plus three Upper School groups.) The three, daily, hour-long lessons are held between 12:30 pm and 3:30 pm, Monday - Thursday.

Newcomer Youth Summer Academy Digital Literacy Teacher
Digital Literacy is integral to students’ equitable access to 21st Century learning. Following pre-program training, the Digital Literacy Teacher will be expected to understand how her/his contributions fit into the larger NYSA model for supporting students at the Academy and liaise with other professionals accordingly, especially the classroom teaching staff and Dean of Instruction.

Newcomer Youth Summer Academy Classroom Culture Lead Teacher
Classroom Culture Lead Teachers play an important, highly visible role in the Newcomer Youth Summer Academy. Classroom Culture Lead Teachers work with a single class level throughout the program (K-1st, 2nd-3rd, 4th-5th, 6th-8th, 9th-10th, or 11th-12th grades) providing support and continuity for their class throughout the day, week, and program. Grade level groupings are subject to change based on student enrollment demographics. Classroom Culture Lead Teachers are responsible for planning and leading daily mindfulness, facilitating small-group instruction as per the Academic Lead Teacher’s plans, working with students one-on-one, providing additional sheltered instruction support for multilingual learning, and setting the bar and leading classroom vulture, rituals, and routines.

Newcomer Youth Summer Academy Academic Lead Teacher
Each Academic Lead Teacher is expected to collaborate with the Dean of Instruction to design pre-and post-assessments.  Academic Lead Teachers are responsible for creating and submitting culturally relevant lesson daily plans and associated slide decks and materials for a class of approximately 15-25 students. Given the varied English language acquisition levels, life, and formal education experiences of the student body, the Academic Lead Teacher must consistently plan for differentiated, trauma-informed instruction and utilize a sheltered instructional approach for teaching English Language Learners. Throughout their classroom activities, Academic Lead Teachers will be expected to contribute to the Program’s goals of fostering students’ social-emotional development and building a strong sense of community among the students and staff.