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Bilingual Director of School Culture (Spanish) Phoenix Charter
Academy's mission is to challenge young people in our area with an
academically rigorous and individually tailored curriculum. Phoenix
scholars will have the support, resources and training needed to
succeed academically in high school and college, and become
economically secure in their future. Phoenix Charter Academy is
named after a mythological figure of strength, healing and
Phoenix schools challenge resilient, disconnected young people
with rigorous academics and relentless supports, so they take
ownership of their futures and succeed in high school, college, and
as self-sufficient adults .
At Phoenix we do not just accept difference - we celebrate it,
support it, and thrive on it for the benefit of our scholars and
the communities we serve. We believe difference makes us stronger.
Phoenix Charter Academy is an equal opportunity employer and as
such, we do not discriminate against any team member or candidate
because of race, creed, color, religion, gender, sexual
orientation, gender identity/expression, national origin,
disability, age, veteran status, marital status, pregnancy, or any
other basis protected by federal, state or local law. Phoenix
Charter Academy is committed to making any reasonable accommodation
necessary to support an individual's employment.
Phoenix Charter Academy is seeking a Director of School Culture
to join their team in Chelsea. Reporting to the Head of School, the
Director of School Culture is a multi-faceted role and integral
member of the Leadership Team, responsible for serving as the
frontline manager of our efforts to proactively build and maintain
positive relationships with students, families, teachers, support
staff, administrative staff, and external partners. The Director of
School Culture manages the school’s system of restorative justice
practices and discipline policies and serves as the lead consultant
in the training and implementation of those practices and policies
for teachers, staff, students, and the wider Phoenix community. In
addition, the Director of School Culture is responsible for
launching and coordinating school- and community-based programming
initiatives, promoting opportunities for continuous positive youth
development, facilitating the creation and support of scholar
groups and organizations, and fostering the communication and
collaboration necessary for the success of these efforts.
Qualities of a Phoenix staff member:
Unwavering Belief in Phoenix Scholars - Phoenix staff operate
with the deeply held belief that all young people want to and can
succeed even in the face of what can seem like insurmountable
barriers and societal constraints.
Ability to Put Scholars First - Phoenix staff go above and
beyond to ensure mastery of the skills and development of positive
self-identity that will ensure success for college, careers and
beyond. Phoenix staff find every opportunity to engage in teaching
and learning with scholars, using conflict to build supportive
relationships with scholars and never taking things personally.
Eager to Learn Under Pressure - Phoenix staff must be able to
learn as they go in a fast paced, ever evolving, urgent
environment. They have the desire to receive direct feedback and
the ability to implement the feedback into practice quickly.
Humility - Phoenix staff approach problem solving with curiosity
and desire to understand the perspectives of others. They carry an
internalized sense of “I can always learn more” from others, and
know that adults at Phoenix must model the qualities of being
open-minded and willing to make mistakes and learn from them.
Experience with Low Income Communities - Staff have the proven
ability to work across cultures and experience serving low-income
communities and/or academically-disconnected adolescents.
Ability to Find Inspiration In the Small Things - In the face of
challenge and hard work, Phoenix staff must have the ability to
find humor, inspiration, success and joy in the day to day
interactions with scholars and the larger Phoenix Community.
Personal Commitment to Cultural Proficiency and Ongoing
Development - Phoenix staff are ongoing learners about diversity,
equity and inclusion and seek to understand the ways that their
self-identity and experiences impacts and interacts with their
daily work, colleagues and scholars.
School Culture, Leadership, and Restorative Justice
Supervise, train, and manage members of the Scholar Success Team
and their respective scopes of work.
Oversee the implementation of restorative practices and
programming across all tiers of support and among both staff and
Manage, train, and support staff across roles in the
implementation of core Phoenix restorative practices including
classroom agreements and routines, talking circles, peace circles,
conferencing, de-escalation and Non-Violent Communication, and
Engage students in safety planning and proactive community
building that fosters a collective school community, promotes the
celebration of individual identity, and minimizes conflict
In partnership with Leadership Team and Scholar Success Team,
conduct regular school culture walkthroughs and classroom
observations to help staff maintain a culture of positive youth
development and consistency
Design and facilitate professional development on restorative
justice practices in the classroom, student-teacher relationships,
adolescent and youth development and parent partnership and
structures that promote student voice and engagement.
Lead structured school entry, lunch, dismissal, and transitions
to ensure they are well-staffed and welcoming.
Oversee the training of all staff in school wide, district, and
state safety procedures.
Lead the school in recognizing student success and a culture of
celebrations by d esigning and executing the school’s year-long
culture calendar to ensure a high level of celebration and positive
rituals to anchor culture.
In partnership with the Head of School, represent the school in
formal disciplinary hearings and lead communication with families
in compliance with Massachusetts law.
Oversight and Coordination of Student Supports
In collaboration with the Director of Curriculum and
Instruction, create a balance between relentless student support
and rigorous academics through the creation of procedures,
routines, and rituals for the classroom.
Oversee the implementation and improvement of systems and
structures to collect and analyze attendance and retention data,
student engagement trends, and discipline records.
Ensure clear and confidential structures for communication
across school related to students in crisis or in need of
Coordinate urgent response to high level safety and/or community
Coordinate with community partners including mental health
clinics, health centers, sending districts, DYS, DCF, juvenile
court, gang intervention organizations, and the City of Chelsea to
maximize resources to support students and families.
Develop external partners to bring in student support groups,
programming, and enrichment.
Oversee Student Attendance and Retention Programming
Use data to continuously analyze trends and build responsive
programming and interventions that help students come to and remain
engaged in school and learning
Oversee strategic school wide interventions focused on
attendance and retention with a relentless focus on reducing
truancy and increasing engagement with class work.
In coordination with the Director of Operations and Director of
Curriculum and Instruction, oversee the creation of flexible
scheduling options and access to online learning resources.
Lead whole school system of outreach and communication to
students, adult supporters, and community partners (phone
calls/texts, meetings/conferences, home visits) to drive student
attendance and retention.
Lead data-informed meetings and planning processes to improve
school wide practices to support individual and school wide
attendance and retention
Collaborate with instructional leaders to maximize student “in
class” time and decrease class walk outs, school walk outs and
overall time out of class, including PD and supports for
teacher-student relationship development.
Deep belief in the mission of Phoenix Charter Academy
Bachelor’s Degree required; Master’s Degree preferred.
Professional training or experience in restorative practice,
mediation, or alternatives to traditional discipline practices in
5+ years of teaching, counseling, or youth work experience
Minimum of 2 years managing adult accountability
Fluency or proficiency in Spanish required