Program Manager, After School Kids (ASK) Program – Center for Social Justice Research, Teaching & Service, Georgetown University
The Center for Social Justice Research, Teaching & Service (CSJ) animates the Georgetown University's values and mission through its work in research, teaching, and service. A component of the service work includes the direct service work of CSJ's five signature programs, including the After School Kids (ASK) Program, which seeks to empower adjudicated youth in the District of Columbia to make positive changes in their lives by challenging them with new learning opportunities and teaching the necessary skills to meet those challenges.
The Program Manager of the ASK Program is responsible for on-site coordination and preparation of the program sites of a tutoring and mentoring program for court-involved youth which employs up to 150 part-time university student workers and volunteers serving 200 youth living in Washington, DC each year. Reporting to the Assistant Director for Youth Justice Programs, the Program Manager has duties that include but are not limited to:
· After School Kids Program Management and Implementation
· Manages the daily coordination of program sites, including lesson and site plan implementation and tutor/mentor preparation.
· Administers students’ time submissions and approves all timesheets in GMS by the weekly deadlines.
· Submits reports of program management.
· Serves on the professional staff on-call rotation.
· Staffs 2 to 4 sites each week – to include activities and program interventions involving youth, Georgetown students, and families – with responsibilities that include collaborating with community partners and government agencies, involving participation in care coordination meetings, conducting intake sessions, and making school visits.
· Engages in program implementation on a daily basis - from compliance and risk management to youth and family support.
Student Staff Development
· Administers the direct programming and preparation of student training, as well as leadership development activities of student coordinators and student staff.
· Coordinates weekly site meetings.
· Manages student recruitment, hiring, and placement.
· Administers student coordinator and tutor training, preparation, and learning - including student reflections, recognition, and appreciation.
· Participates in cross-program collaboration with other CSJ programs, such as DC Schools Project and the DC Reads Program.
· Participates in CSJ activities – for example, advising student organizations, attending staff and committee meetings, and collaborating with other programs and University departments.
· Bachelor's degree in juvenile justice, psychology, social work, education, or a related field
· 2 years of experience in community-based youth program management, with adjudicated youth, or comparable experience – preference for experience in curriculum-writing and/or working with college students, and/or familiarity with university culture, and working in diverse communities
· Knowledge of juvenile justice issues
· Tutoring and mentoring knowledge skills
· Strong written and verbal communication skills
· Excellent group facilitation and conflict resolution skills
· Availability and willingness to work evenings
Please contact Gina Bulett, CSJ Assistant Director for Youth Justice Programs, firstname.lastname@example.org, regarding questions regarding the position.
Oregon State University has opened a .75 FTE Assistant Professor of Practice with an emphasis on Early Learning Policy as well as teaching and service within the College of Public Health and Human Sciences. The position is a joint position affiliated with OSU's Extension Family and Community Health program and Human Development and Family Studies Program. The position involves early learning policy research, collaborating with state and national partners, and teaching. Oregon is an exciting state in which to work in early learning given longstanding partnerships. Oregon State University (OSU) has strong early learning faculty of which the new person will become a part, including Megan McClelland, Shannon Lipscomb, Bridget Hatfield, Shauna Tominey, and others as well as a strong team of research assistants and associates. This faculty member will also lead the almost 30-year-old Oregon Child Care Research Partnership, which brings together state, T/TA, and other researchers in Oregon with the aim to provide information to state-level decisions makers on early learning and care.
Assistant Professor (Practice) - jobs.oregonstate.edu
(listed at https://jobs.oregonstate.edu/postings/44001 .Please see Special Instructions for more details. When applying you will be required to attach the following electronic documents: A resume/CV; and)
Megan McClelland, Ph.D.
Katherine E. Smith Healthy Children and Families Professor
Core Director, Healthy Development in Early Childhood
245 Hallie E. Ford Center for Healthy Children & Families
Oregon State University
Corvallis, OR 97331
Faculty Link: http://health.oregonstate.edu/people/mcclelland-megan
We are seeking a project coordinator to work with the Developmental Social Neuroscience (DSN) Lab headed by Dr. Jennifer Pfeifer (http://dsn.uoregon.edu/), on an NIMH-funded prospective longitudinal study of risk for adolescent-emergent mental health problems in girls as they transition through puberty. In a community sample of 170 girls (initial age 10-13 years), the project will assess: i) levels of adrenal and gonadal hormones associated with pubertal development, as well as anthropometric data and secondary sex characteristics; ii) brain structure, anatomical connectivity (diffusion tensor imaging), and resting-state functional connectivity; iii) brain functioning and behavior related to social process (self-evaluation, mentalizing, and affiliation); and iv) mental health symptoms (particularly of depression, anxiety, and deliberate self-harm). These measures will be collected three times over five years (every 18 months). The rich multilevel dataset will be analyzed using advanced statistical modeling techniques to describe the cross-sectional and longitudinal relationships between developmental patterns in each of these domains. The project coordinator will also interact extensively with Dr. Nick Allen, Co-I on the study and director of the Affective Development and Psychopathology Team (ADAPT). You can learn more about the project at: http://dsn.uoregon.edu/tag/. We are seeking a highly motivated individual to help with this study and contribute to day-to-day operations of the lab. Candidates should be independent workers who are quick to learn new skills and have excellent organizational skills. Given the scope of the project, a combination of the following qualities, skills, and interests are highly desirable.
· Bachelor’s or master’s degree in Psychology, Neuroscience, or a related discipline.
· Prior research experience, particularly collecting data with children and/or adolescents
· Highly efficient and organized approach to work, with strong attention to detail and thoroughness.
· Ability to manage multiple tasks; exceptional time management skills.
· Excellent organizational, interpersonal, and communicative skills, including the ability to function effectively as a team member and team leader.
· Experience working in a team environment, requiring participatory decision-making and cooperative interactions among employees.
· Ability to learn quickly and work independently, with supervision as needed.
· Some experience conducting research with clinical populations, particularly any experience with adolescent clinical populations or any experience with the Kiddie Schedule for Affective Disorders and Schizophrenia; or strong desire to gain this experience in a research setting.
· Some experience with acquiring, analysing, and interpreting MRI research (in at least one of the modalities listed above).
· Strong computer, statistical, and technical skills and/or a willingness to learn (e.g., Matlab, Python, R, SPM, FSL, AFNI, or similar platforms).
· Some experience in collecting and analyzing data relevant to pubertal development, which may include collecting biological samples for hormonal assays.
· Interest in social cognition, self development, motivation, depression, and/or anxiety.
· Interest in community outreach (primarily at schools).
The project coordinator appointment is an initial 12 month contract with potential to renew, depending on productivity and fit. Applicants desiring to stay for a minimum of two years are preferred. To apply, please submit a CV and a cover letter, attention: Dr. Jennifer Pfeifer, describing research interests and expertise, including at least three references, and clearly identifying your interest in the particular position at https://academicjobsonline.org/ajo/jobs/7706.
The ideal start date is between July 5, 2017 and August 1, 2017, but this is flexible for the right candidate. Review of applications will begin immediately and continue until the position is filled.
About the Position
The postdoctoral scholar will join an existing research group dedicated to conducting research and proposing policy solutions aimed at improving how our nation prepares, supports and rewards the early care and education workforce to ensure young children’s optimal development.
The primary responsibilities will be directly related to work on SEQUAL (Supportive Environmental Quality Underlying Adult Learning) and related workforce research projects. SEQUAL is a multi-purpose assessment tool for examining and improving environments in which early childhood teaching staff work and learn. A series of SEQUAL studies are being implemented in different communities across the United States to investigate how early childhood teachers’ work environments contribute to their well-being and support or undermine efforts to improve and sustain program quality over time. SEQUAL generates community-level data to document issues related to early educator well-being, compensation, and equity across job roles. These data can be used to inform implementation of federal policy, state and local approaches to professional development and quality improvement initiatives and financing ECE services. The postdoctoral scholar will play a primary role in the research design and implementation of the studies, will conduct and analyze original research, analyze extant SEQUAL data, and prepare material for policy reports and peer review publication.
The successful candidate will work closely with the research team in all aspects of the projects and will also have the ability to work independently and lead aspects of the research; have excellent oral and written skills; and have a strong background in research design and quantitative analysis.
Application Review Date
The first review date for this position is June 20th. Position will remain open until filled.
A Ph.D. or equivalent degree in early childhood education, child development, human development, experimental or quantitative psychology or a related field is required by the start date.
Salary & Benefits
Salary is commensurate with experience and includes an excellent benefits package.
To view the full job listing and apply go to: https://aprecruit.berkeley.edu/apply Search the JobID #JPF01388
Equal Employment Opportunity
The University of California is an Equal Opportunity/Affirmative Action Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, or protected veteran status.
Jefferson County Schools, located in West Virginia’s Eastern Panhandle, is seeking a Full Time position for the 2017-2018 school year with the opportunity to extend contract.
Jefferson County Schools
110 Mordington Avenue
Charles Town, WV 25414
Visiting Assistant Professor position in Developmental or Clinical area at Seton Hall University, South Orange, NJ, USA.
The Department of Psychology at Seton Hall University (https://www.shu.edu/academics/artsci/psychology/) invites applications for a full-time Visiting Assistant Professor position in the area of clinical or developmental psychology to begin in Fall 2017.
Duties and Responsibilities:
Primary responsibilities include teaching four undergraduate courses per semester and holding a minimum of 4 office hours per week. The specific courses will vary based on a combination of departmental needs and instructor specialization, but they are likely to include courses across the developmental spectrum such as Child, Adolescent, and Adult Development, or clinically-oriented courses such as Abnormal, Personality, and Psychological Testing.
College-level teaching experience is required.
A doctoral degree is preferred, but ABD or master’s level candidates will be considered.
General Office Environment
Special Instructions to Applicants:
Please submit a cover letter, CV, teaching philosophy, demonstration of teaching effectiveness, and the names of 3 references who can speak to teaching qualifications at jobs.shu.edu/. Review of applications will begin on June 1 and will continue until the position is filled. Questions about the position should be sent to the department chair, Dr. Amy Hunter (email@example.com).
The person in this position is required to perform his or her duties at all Seton Hall University locations and facilities, as assigned.