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POSITIONS AVAILABLE:

Director of Curriculum Development, Woodrow Wilson Teaching and Learning Lab (BOSTON BASED)

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POSITION OVERVIEW

Reporting initially to the Executive Director and serving as a key member of the Teaching and Learning Lab (see overview below) program development team, the Director of Curriculum Development will be based in Boston and appointed initially for a two-year contract term. S/he will undertake, create and/or direct the development of the learning experiences TLL enrollees will undertake to achieve the competencies established for their respective STEM Teacher or School Leader preparation programs. S/he will lead the effort to define, develop, and refine the learning modules and associated curricular resources that support the development of each competency within a program; will determine the balance between collaborative and individual learning, as well as face-to-face and online learning; will determine the faculty positions required to instruct and support learners; and will ensure the integration of these academic learning opportunities with the learners’ clinical experience. The DCD will collaborate closely with the Executive Director, Chief Learning Officer (CLO), Director of Learner Assessment (DLA), and a team of STEM Product Managers to ensure the coherent interplay between those learning experiences and the competencies learners will be expected to demonstrate as well as the performance tasks and other assessments by which competencies will be measured.

RESPONSIBILITIES

The Director’s responsibilities include but are not limited to:

  1. collaborating with the CLO and STEM Product Managers, create learning modules integrating both academic content and experiential content for both the disciplinary and generic curricula, leveraging third-party resources as appropriate;
  2. establishing the balance and mix of print, digital, online, face-to-face, individual and collaborative resources and activities for TLL learners;
  3. curating (accessing open source, acquiring third party, and/or hiring developers to produce) curricular resources to form digital playlists that learners will utilize to develop their competencies;
  4. overseeing the correlation and categorizing of all digital curriculum resources to relevant program competencies to allow tagging and electronic sorting of those resources for easy identification of the available resources to form program candidates’ personalized learning plans;
  5. collaborating with the DLA and the CLO and Product Managers, help define the baseline assessments, ongoing assessments and culminating assessments that will be used to gauge competency.
  6. spearheading the design and development of professional learning plans/resources for cooperating teachers, mentors, and faculty advisers to foster a shared conception of the TLL mission/vision and a support network for TLL students.

Professional Requirements

M.Ed or higher degree in teacher and/or school leader education; 10+ years experience as curriculum designer for adult learning curriculum/professional development, especially for online and hybrid programs; familiarity with new models of K-12 and adult learning including competency-based and personalized learning; knowledge of the sources of high quality curriculum that may be used, licensed, acquired to develop program modules/playlists; strong managerial skills; knowledge of K–12 standards (Common Core, NGSS Standards) and secondary school curricular scope and sequence. Other competencies: innovative thinker/problem-solver, collaborative; flexible; entrepreneurial.

To apply, please send résumé and cover letter with salary expectations to Hatton@woodrow.org and reference “TLL Director of Curriculum Development” in the subject line.

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Director of Learner Assessment, Woodrow Wilson Teaching and Learning Lab (BOSTON BASED)

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POSITION OVERVIEW

Reporting initially to the Executive Director and serving as a key member of the Teaching and Learning Lab team (see description below), the Director of Learner Assessment will be based in Boston and lead the effort to define, develop, and refine the performance tasks and other assessments for the teacher and school leader preparation programs. The DLA will collaborate closely with the Executive Director, Chief Learning Officer, Director of Curriculum Development, and a team of STEM Product Managers to ensure the coherent interplay between assessment resources and the competencies learners will be expected to demonstrate as well as the curriculum resources they will access to develop their competencies. The Director will also lead the initial and exit assessment of TLL candidates.

RESPONSIBILITIES

The Director’s responsibilities include but are not limited to:

  1. establishing the TLL learner assessment methodology and the balance of techniques by which candidates will be evaluated upon enrollment, during their participation in the program and in order to graduate;
  2. leading the development of the performance tasks, tests and other assessment tools and techniques) that will be used to evaluate candidates in the TLL against the generic (non-disciplinary) competencies they must master to successfully complete their graduate teacher preparation program;
  3. guiding STEM Product Managers in the development of the specific performance tasks, tests and other assessment tools and techniques that will be used to evaluate candidates in the TLL against the disciplinary competencies they must master to successfully complete their graduate teacher preparation program;
  4. overseeing the correlation and tagging of all digital curriculum resources to relevant program competencies to enable program participants to identify the relevant resources they will access as part of their personalized learning plan;
  5. helping articulate the overarching TLL program design (learner experience);
  6. contributing to the design and development of professional learning curriculum plan/resources/assessments for cooperating teachers, mentors, and faculty advisers to ensure learner-facing staff have a shared conception of the TLL mission/vision and develop their capacity to effectively support TLL candidates;
  7. leading the on-going evaluation of the effectiveness of the assessment and other program resources and help to fine-tune as necessary;
  8. leading and overseeing initial and final learner assessment with support from program mentors.

Professional Requirements

M.Ed or Ed.D. in teacher education; 10+ years experience in performance assessment of adult learners; knowledge of K-12 education reform landscape (Common Core, NGSS Standards); familiarity with new models of K-12 and adult learning including competency-based and personalized learning; strong managerial skills. Other comptencies: innovative thinker/problem-solver, collaborative; flexible; entrepreneurial.

To apply, please send résumé and cover letter with salary expectations to Hatton@woodrow.org and reference “TLL Director of Learner Assessment” in the subject line.

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Communications Associate

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POSITION SUMMARY

The Woodrow Wilson National Fellowship Foundation of Princeton, New Jersey identifies and develops leaders to meet the nation’s most critical challenges. In 1945, the Foundation was created to meet the challenge of preparing a new generation of college professors. Today Woodrow Wilson offers a suite of fellowships to address national needs, including the education of teachers and school leaders.

Reporting to the Vice President for Communications, and working closely with the Foundation’s Director of Media Relations and Strategy, the Communications Associate will be responsible for:

  • Managing production of the Foundation’s newsletter, e-newsletters, annual report, and other publications from concept through mailing/printed product, and contributing to content of those publications
  • Maintaining and developing the Foundation’s website [http://woodrow.org] in WordPress, with emphasis on editorial responsibility (and collaboration on technical matters with the I.T. team and occasionally external vendors)
  • Managing the Foundation’s primary social media accounts:
    http://www.facebook.com/woodrowwilsonfoundation
    http://twitter.com/wwfoundation
    http://www.youtube.com/WoodrowWilsonFndn
  • Researching, interviewing, and composing content on Foundation programs, Fellows, and accomplishments
  • Composing media content for various Woodrow Wilson programs and activities
  • Tracking Foundation and program news/publicity clips
  • Serving on an as-needed basis as photographer/videographer for Foundation activities (may also be involved in hiring photography/videography vendors and curating their work)
  • Acting as unofficial Foundation archivist
  • Handling other duties as assigned

The Communications Associate will become thoroughly familiar with the Foundation’s history, but will also maintain a high degree of understanding of the Foundation’s current fellowship programs in different fields, and may be asked to attend some program events. Occasional overnight travel is required (1–2 times annually).

Requirements

Bachelor’s degree in related field, 3–5 years of communications experience, including previous experience in managing websites and social media; journalism background a plus. Essential knowledge, skills, and abilities: impeccable writing, including writing skills in different styles; close practical familiarity with social media; team orientation; familiarity with marketing, collateral writing, layout, and design; and computer proficiency (e.g., MS Office Suite and basic understanding of HTML, especially WordPress CMS; Photoshop and Quark/InDesign skills a plus).

Salary and benefits commensurate with experience. To apply, please send résumé, cover letter and salary requirements to Jane Foran at opportunities@woodrow.org and reference “Communications Associate” in the subject line.

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An Equal Opportunity/Affirmative Action Employer

The Woodrow Wilson National Fellowship Foundation is an Equal Opportunity/Affirmative Action/Title IX employer. The Foundation is committed to a policy of non-discrimination and equal opportunity for all employees and qualified applicants, without regard to race, color, religious creed, national origin, sex, sexual orientation, gender, disability, or status as a Vietnam-era veteran.

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