IRC Dallas, TX Field Office

Jan 18, 2006 11:36 AM

A Joint Project of the United Federation of Teachers and the International Rescue Committee

Position: One Teacher Educator for Newly Arrived Refugee Students IRC Dallas, TX Field Office

Founded in 1933, the IRC is a leading nonsectarian, voluntary organization providing relief, protection and resettlement services for refugees and victims of oppression or violent conflict. One aspect of the IRC is to provide assistance to refugees resettling in the United States. The United Federation of Teachers (UFT) is the union of New York City’s public school educational professionals, with a tradition of commitment to and advocacy for human rights, democracy and international solidarity and cooperation. The Sandy Feldman Fellowships are a joint project of the IRC and the UFT, named after the late President of the UFT and its national affiliate, the American Federation of Teachers. Throughout her life and in all of her work, Sandy Feldman was an exemplar of the teacher’s commitment to the intellectual development and general well-being of the students living in poverty.

The Summer 2006 Sandy Feldman Fellowships in Dallas, Texas will serve the educational needs of students who are newly arrived refugees. The Dallas IRC office resettles approximately 450 refugees per year and provides numerous program services to assist the refugee from their arrival through citizenship. The Sandy Feldman Fellow will help the IRC Dallas Resettlement office design and run several educational programs for youth during the summer of 2006.

The Teacher Education Fellows will report to the IRC Education Coordinator. For the purpose of day-to-day operations, the Teacher Educator Fellow will work closely and in collaboration with the IRC Education Coordinator in Phoenix.

All travel and living expenses will be covered by the Sandy Feldman Fellowship program.

DESCRIPTION OF THE DALLAS, TX FELLOWSHIP PROGRAM:

The Sandy Feldman Fellow will:

• Develop curricula for the office’s after-school and summer school programs, and encourage a delivery method that addresses a variety of learning styles and ages. The curricula developed should be intense, accelerated programs for two groups of children (grades K-6 and grades 7-12);
• Design lesson plans which, in addition to increasing basic literacy skills, address children’s psychological needs by increasing basic life skills and self-confidence as well as orienting students with American culture, educational norms, and the importance of schooling for future success;
• Structure curriculum and lesson so all students benefit, regardless of ability level. Classroom activities should be tactile and visual to accommodate students with little to no English proficiency while still maintaining interest of those students with more proficient English language skills;
• Conduct regular planning sessions with volunteer tutors to structure lessons and divide class instruction according to students’ needs, and productively incorporate volunteers into classroom instruction;
• At the end of fellowship, produce full documentation of the curricula for the two age groups that includes suggested daily lesson plans, teaching methods/strategies and structural design of the program in a way that makes the program reproducible for the IRC After-School Program and Summer Programs.
• Conduct a workshop for parents on the U.S. school system and how to get involved in their child’s education;
• Conduct 1-2 workshops for middle school and high school students on strategies for doing well in school;
• Create an assessment tool designed to assess reading and math abilities that can be used to assess student needs and progress at the beginning, middle and end of each program session. Ideally, the tool will be designed in a way that can be used in an ongoing basis for the IRC After-School Program and Summer Programs.
• Provide guidance and act as a resource for volunteer tutors, including training of different teaching strategies that can be used after completion of the fellowship;
• Develop training curriculum that can be used in the future for volunteer tutors in the IRC Tutoring program.
  

QUALIFICATIONS:

A strong candidate will be an active or retired member of the United Federation of Teachers who has:

• Experience in professional development for educators and/or teacher education, (i.e., experience as Teachers’ Center staff, lead teacher, full-time mentor, coach or the equivalent) and experience in curriculum development;
• A knowledge of and experience in educational programs and initiatives in a multi-cultural setting, and with many immigrant students;
• A commitment to and knowledge of student-centered pedagogy; 
• A working knowledge of educational programs for English Language Learners;
• Experience in community-based programs for children and adolescents;
• Excellent verbal and written communication skills;
• Demonstrated ability to work cooperatively on a team;
• Flexibility, dependability, and creativity are desired;
• Must be able to work independently, be a self-starter, and maintain responsibility for multiple tasks;
• A commitment to work as a Sandy Feldman Fellow in Dallas, TX for July and August 2006.
  
  
  To apply for the position, send the following materials to SANDY FELDMAN FELLOWSHIPS, United Federation of Teachers, 52 Broadway, Fourteenth Floor, New York, NY 10004 ATTN: Winsome Johnson:

1. A cover letter explaining your interest in the fellowship, and stating your qualifications for the fellowship;
2. A complete resume;
3. Three letters of recommendation from educators with whom you have worked.
   
   Applications must be received by JANUARY 28, 2006.