The Department of Education is offering unpaid summer internships for doctoral scholars interested in seeking valuable work experience in government and federal education policy and administration. Interns will have the opportunity to make meaningful contributions to the Department’s mission to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access.

Doctoral students interested in this unpaid internship opportunity within the Research to Practice Division (RTP) of the Office of Special Education Programs (OSEP) should submit a declaration of interest via this form:  Declaration of Interest Form – Summer 2025 RTP Internship.

The deadline for submitting the declaration of interest, including required cover letter, letter of support, and CV/resume, is 11:59 p.m. Eastern Time on January 10, 2025.

There will be a limited number of interns selected. You will be notified by email whether or not you are to proceed with the application process. If selected to proceed, you will be notified by January 17^th and given information to complete a full application by February 7^th, 2025.

About the Internship:   

The virtual summer internship program with RTP will take place for a minimum of 9 weeks with the expectation of interns being available online at least 20 hours per week, Monday-Thursday, 11:00 a.m. – 4 p.m. Eastern Time, June 2^nd to August 1^st, 2025. Interns will be expected to complete tasks assigned to them via their mentor(s) and to attend program-specific events. In-person events such as the OSEP Leadership and Project Director’s Conference (dates for 2025 to be determined) are optional; however, there may be additional internship opportunities/experiences available for interns who are able to attend the OSEP Summer Conference. (Please note OSEP is unable to guarantee financial support for interns to travel to attend in-person events; while encouraged, in-person attendance at conferences will not be a requirement or selection criterion for interns.) Initiating connections and networking are highly encouraged and will be facilitated through mentors.

Eligibility criteria:  

Interns must meet the definition of a “Student” at the time of appointment and throughout the duration of the appointment. Student means an individual who is enrolled and seeking a doctoral degree in a qualifying educational institution, on a full or half-time basis (as defined by the institution in which the student is enrolled). OSEP/RTP internship applicants should be doctoral students who will have completed at least two years of their doctoral program prior to starting the internship.

be a U.S. Citizen.

be at least 16 years of age.

be willing to complete a background investigation and fingerprint check.

attend a doctoral program at an accredited educational institution.

be enrolled on a, at least, half-time basis in a course of study related to the work to be performed.

be in good academic standing as defined by their accredited educational institution.

Potential interns should include the following when completing the form (Declaration of Interest):

A cover letter including a description of how an internship with the Office of Special Education Programs (OSEP) would be supportive of and/or connected to your research interests and/or career goals. To learn more about topical issues, toolkits, and briefs developed- or sponsored-by OSEP, please visit Office of Special Education Programs (OSEP) | U.S. Department of Education.

A letter of support from a doctoral advisor or faculty member from your university program or other written permission from the institution at which you are currently enrolled, acknowledging your declaration of interest in participating in the internship program.

A current resume and or C/V.

If you have technical question about completing the Declaration of Interest form, please email Sydney.Ferrell@ed.gov or Rebecca.Sheffield@ed.gov.

If you have broader questions about the internship, please email Rebecca.Sheffield@ed.gov

• Position Type:
  Leadership/Principal
• Date Posted:
  9/30/2024
• Location:
  STEAM High School

POSITION:   High School Principal

QUALIFICATIONS:  

1. Master’s Degree or higher from any accredited college or university.
2. Holds or is eligible for a New Jersey Teacher Certification.
3. Holds New Jersey Principal Certification. N.J.S.A. 26—2; N.J.A.C. 6:11—10.4
4. A minimum of five years teaching experience and two years administrative, experience.
5. Such alternatives to the above qualifications as the Board may find appropriate and acceptable
6. Proven ability as a master teacher in 4-8 environments, including modeling effective teaching and leadership practices; articulating a vision for effective instruction; creating learning networks; and inviting critique of own practice and reflecting upon it.

PRIMARY FUNCTION:

To provide leadership, supervision and coordination of the total educational and instructional program within the school.

REPORTS TO:  Chief Academic Officer

MAJOR DUTIES AND RESPONSIBILITIES:

1. Establishes and maintains an effective learning climate in the school.
2. Supervises the planning, development, implementation and evaluation of all school programs and activities.
3. Participates in the selection and supervision of all school personnel, Supervises the orientation of newly assigned staff. Assists staff in their personal and professional development.
4. Supervises all administrative, professional, paraprofessional and non-professional personnel attached to the school.
5. Assumes responsibility for the implementation and observance of all Board policies and regulations by the schools staff and students.
6. Delegates’ authority to responsible personnel to assume responsibility for the school in the absence of the principal.
7. Establishes and maintains favorable relationships with parents, local community groups and individuals to foster understanding, and solicits support for and participation in overall school objectives and programs; interprets Board policies and administrative directions; and discusses and resolves school related problems.
8. Prepares or supervises the preparation of reports, records, lists and all other paperwork required or appropriate to the school’s administration and keeps the district administrators appraised of school events and activities.
9. Submits to the Lead Person, at the end of the school year, the Annual School Report — N. J. S. A. 18A: 25—5.
10. Supervises the exclusion from school of any pupil who shows departure from the normal health, who has been exposed to a communicable disease, or whose presence may be detrimental to the health and cleanliness of other pupils. Assures that excluded pupil’s parents or guardian is apprised of reason for exclusion — N.J.S.A. 18A:4—7 & 8.
11. Assumes responsibility for health, safety, and welfare of students and staff, including the planning for such emergencies as fire or storms and the training of the students in the procedures to be followed during such events — N.J.S.A. 18A:41—1.&2.
12. Conducts meetings of the staff as necessary for the proper functioning of the school.
13. Maintains high standards of student conduct and enforces discipline as necessary, according due process to the rights of students.
14. Prepares and administers the school budget, supervises school finances and maintenance of school funds.
15. Serves as a member of such task forces and committees and attends such meetings as the Lead Person shall direct.
16. Attends school sponsored activities, functions, athletic events and special events held to recognize student achievement.
17. Insures that student record keeping procedures comply with state and federal law and district policy. Establishes procedures for safe storing and integrity of all school records.
18. Establishes procedures for the security and accountability of all school facilities, property and equipment.
19. Keeps abreast of changes and developments in the profession by attending professional meetings, reading professional journals and other publications, and discussing problems of mutual interest with others in the field. San Jo
20. Work one on one with principals as partners to grow their instructional leadership capacity.
21. Develop principal professional learning networks focused on principals’ growth as instructional leaders.
22. Provide and broker professional development for principals based on individual and group learning needs.
23. Collaborate with colleagues to share ideas and provide coherent support to principals.
24. Collaborate with other units in the central office to provide necessary resources to support principals’ instructional leadership.
25. Any other duties as assigned by the Lead Person.

KNOWLEDGE and ABILITIES:
-Ability to work with community organizations and/or employers
-Demonstrated ability in instructional techniques
-Ability to serve students with diverse backgrounds, interest, goals, and abilities
-Competence in planning and evaluation, fiscal and program management employee contract
administration and classroom planning
-Expertise in the teaching and learning processes
-Competence in developing and evaluating academic programs and personnel
-Effective leadership skills to guide, direct and motivate instructional staff in a fluid environment
-Ability to coordinate activities to compile data and contribute to required reporting
-Demonstrated commitment to staff diversity to serve a multi-cultural, multi-racial, multi-gender
environment
-Expert level knowledge and application of computer hardware and software

WORKING CONDITIONS:
ENVIRONMENT and PHYSICAL REQUIREMENTS:
Requires sitting and some standing, walking and moving about to coordinate work. Requires coordinating or leading others in accomplishing work activities. Requires face-to-face discussions and contact with individuals and/or teams. Requires the use of alternative communication systems, such as electronic mail, telephones and computers. Requires coordination of work tasks to establish priorities, set goals and meet deadlines. Requires making decisions that affect other people, the financial resources, and/or the image and reputation of LEAP Academy University Charter School. Opportunity to make decisions without supervision. Responsible for work outcomes and results. Requires work with both internal and external contacts, and with the public.  Light work exerting up to 20 pounds of force occasionally and/or 10 pounds of force as frequently as necessary.

TERMS OF EMPLOYMENT: Twelve month contracted position. Salary, hours and work year to be determined by the Board in consultation with the Lead Person.

EVALUATION:  Annually according to state statute and rule and Board policy.

STATUS: Exempt

BENEFITS: Benefits are available to full time employees per Board’s policy.

Apply Here: 

The Program Director is responsible for: working with teachers to design programs and overseeing instructors; conducting program evaluation and data collection; building and strengthening community partnerships; and participating in meetings, trainings, and workshops.

Specific Responsibilities include:

• Planning and oversight of after school programs for students in grades K-12 at the four Locations (High School, Lower, Middle, and STEM)
• Working with teachers, students, and school principals to design an exciting and engaging schedule of programs for academic enrichment, remediation, and exploration that meets the needs of students and families and the goals of the grant.
• Attend at least two conferences (State and National) during each grant year that focus on out-of-school time programming
• Daily oversight of programs and staff while programs are in operation (after school)
• Supervising all program staff including teachers, coordinators, site facilitators, jr. coordinators.
• Developing and strengthening an after-school of extra-curricular and academic activities for students in grades K-12.
• Developing and maintaining a schedule for project-based learning, academic, recreational, career development, service learning and extra-curricular activities.
• Building and maintaining relationships with program partners and sites, meeting regularly with school administrators and partners.
• Working with Evaluation team to conduct program evaluation and performance measurement.
• Developing student and family outreach, recruitment, and retention plans.
• Distribute and present extended program materials at Back-to School night, Title 1 Parent Night, Special Education Night, and ESL Night.
• Creating a Schedule for Staff and Students for Each Building
• Develop Required-In-Service Day
• Complete and submit all monthly and quarterly reporting (NJ PARS21, NJETRS, NJ STATE Youth and Parent Survey)
• Record 5 Written 10-minute Walkthroughs at Each Site (Total 20 Per Month).
• Distribute and collect permission slips and family participation slips.
• Announce monthly themes to parents via E-mail blast.
• Attend monthly Student Council Meetings
• Distribute and collect data from Teacher Surveys

Qualification
Prospective applicants must have excellent interpersonal, written and verbal communication skills; strong organizational and time management skills; be detail-oriented; a proven ability to prioritize and meet deadlines; and the ability to work independently as well as with a team.  Computer skills are also essential, with experience with Microsoft Word, Power Point and Excel, required. Attractive salary and benefits package will be provided.

Apply Here:

The SDP Fellowship is a unique opportunity, combining full-time employment as a mid-to-senior level education data analyst/researcher at an SDP-approved partner organization (a school district, state education agency, postsecondary system, non-profit, etc.) and two-years of intensive in-person and virtual professional development, training, and mentorship to build your toolkit as an education data leader.

We seek candidates with strong quantitative skills, familiarity with research design, and an emerging leadership skillset; thank you for sharing this opportunity with your graduate students and alumni.

Additionally, we are gearing up to host virtual informational sessions for universities this fall – if this is something that you think would be a good fit for Seton Hall University, please let me know!

Applications are now open and prospective candidates can learn more about this opportunity by:

• Exploring the complete job postingand starting the online application
• Reading the SDP website, including theFAQ section, or our blog to learn about the work of previous fellows
• Scheduling a Virtual Coffee Chat to chat with a representative from the SDP team
• Subscribing to our monthly newsletter
• Questions? Reach out to sdprecruitment@gse.harvard.edu

More Info: [Job Posting] Strategic Data Project Fellow

HASBROUCK HEIGHTS PUBLIC SCHOOLS

JOB POSTING:      Middle School Special Education Teacher

Location:                Hasbrouck Heights Middle School, Bergen County, NJ

Date Available:        November 2025

Description:

• Middle School Special Education Teacher, Grades 6-8
• Full-Time tenure track position, with benefits

Certification:

• NJ State TOSD Certification required in addition to any NJ State subject area certification (ELA or Math Preferred) or
• TOH Certification

Interested candidates should apply via Applitrack:
https://www.applitrack.com/hhschools/onlineapp/