Academic Counselor

Crossroads Foundation Academic Counselor

The mission of Crossroads is to provide promising youth who have limited options access to a quality high school education by nurturing their academic and personal growth so they succeed in college and in life.  For more information see

Position Overview

The Crossroads Academic Counselor plays a mission-critical role in the work of the organization as an advocate, mentor and advisor for Crossroads scholar’s grades 9 -12.  Counselors work to supplement, rather than supplant, the responsibilities and involvement of parents/guardians, school administrators, teachers, and counseling staff.  The Academic Counselor is expected to strive to understand each scholar’s background and the factors influencing his/her present circumstances and possess the ability to effectively communicate with people of all ages and cultures.


This position is a FT Academic Counselor working 40 hours a week.  Some evenings and weekends required.  A car is a MUST.  Qualified candidates should have at a minimum a B.A. in Education (Special Education or ESL certification a plus), Psychology, Counseling or comparable field with experience working with adolescents in an academic setting or in youth development.  Candidates who are currently pursuing graduate work in Education or related field will also be considered.  Experience with urban youth from underserved communities in a school setting is highly desirable.  This position reports to the Lead Counselor who will provide supervision in all of the service areas identified in this job description below.  The ideal candidate is self-motivated and an excellent communicator, is proactive and able to troubleshoot and efficiently solve problems and recommend interventions.  He/she is comfortable working independently as well as collaboratively as a member of a team.  Candidate must also be able to multitask, forge strong relationships with school personnel and thrive in a fast-paced environment with other professionals to achieve a common goal.  Lastly, a strong candidate will have familiarity with the academic environment, a college-prep curriculum, and school scheduling and environments.

Guidance & Counseling

Demonstrate ability to help HS scholars maximize their personal/social development, academic achievement, and college/career readiness in a proactive manner.

Advise scholars in the areas pertaining to:


●        Work with students who are struggling academically, communicate with parents and      coordinate efforts among teachers, support teams and specialized services established in schools.

●        Recognize need for academic interventions and provide additional supports that are crucial to their development in HS and beyond.

●        Demonstrate knowledge of HS environments, scheduling, systems and protocols.  Adept in assisting scholars understand, interpret and adhere to school cultures and policies.

College/Career Readiness

●        Meet with students to set goals and help guide them to plan for their future.

●        Initiate meaningful discussions around career interests, abilities and values to optimize course selection and college preparation; explore professional/career aspirations.

●        Help scholars develop skills that promote lifelong learning behaviors needed to succeed.

Personal/Social Wellness

●        Demonstrate understanding of multicultural issues and individual differences in order to assist each scholar enhance their personal/social development.

●        Demonstrate ability to empower scholars to have ownership over their own learning and behaviors.

●        Capable of identifying scholars’ needs for support services in order to make appropriate referrals.

Program Assistance

Demonstrate ability to support Crossroads programs.

Counselors function in the area of program support within the Crossroads Foundation and will:

●        Define needs, priorities and appropriate objectives for each scholar; support program director and other staff to ensure program implementation and compliance as well as areas for improvement.


Serve as advocate for scholars within the school community and provide feedback and insights to teachers, administrators, parents and other stakeholders.

●        Interpret relevant scholar information to school personnel regarding the needs of scholars; collaborate with schools to find ways to help scholars identify their strengths and challenges so that they can receive the appropriate help.

●        Consult with all invested parties and outside resources when necessary to assist scholars overcome social/emotional hurdles and academic obstacles.

●        Understand when it is appropriate to refer scholars to special programs and services.


Demonstrate ability to analyze school-based and Crossroads assessments to identify scholars’ abilities, aptitudes, achievements, and interests to support overall success.

●        Analyze assessments and inventories provided by Crossroads and interpret standardized test results and other assessment data to guide students in individual goal setting and planning.

●        Provide analysis of scholars’ needs, document contact hours, and collect outcomes data on a regular basis.

Professionalism, Standards & Competencies

Have a thorough understanding of organizational policies and procedures and protocols; uphold ethical standards of the profession and established standards and competencies set for counselors. Maintain good professional character and commitment to professional growth.

●        Respect ethical boundaries by honoring the confidentiality of scholar information.

●        Knowledge and application of organizational procedures and policies consistently and equitably.

●        Collaboration with supervisor and other staff members to problem solve and offer services to scholars and families in professional and appropriate ways.

Knowledge and Experience

The candidate must demonstrate knowledge of:

●        Fundamentals of academic advisement with emphasis on development of urban youth from underserved populations with limited resources; understanding of mental health issues; ability to recognize a potential behavioral health emergency and need for referral to a mental health professional.

●        Educational systems, preferably at the high school level and able to effectively advocate for youth while delivering the additional academic and personal support scholars need to thrive.

●        Strong computer skills including working knowledge of Microsoft Office, Google Docs, Excel, School Data collection systems.

To Apply

Qualified individuals may apply confidentially by submitting resume, cover letter and references to:  Salary:  $38,000-$45,000 d[  ependent on education and experience.

Software Licensing Specialist

The Procurement Specialist will have two main responsibilities: reviewing and negotiating software license agreements (SLAs) and acting as the primary liaison between the Purchasing Services Department and an assigned set of University departments /customers.

Responsibilities include:

  • Working closely with the Office of University Counsel and Computing Services and Systems Development to review SLAs.
  • Reviewing most of the University’s SLAs.

This review will include concerns regarding: intellectual property; support and maintenance; fixing of bugs; enhancements to existing software; warranty; confidentiality and non-disclosure; royalties and payment options; transfer of proprietary rights; remedies and limitations; assignment; governing law; HIPAA; export and deemed export; indemnification; infringement; termination requirements; training; personally identifiable information; credit card processing and other legal considerations.

  • Negotiating SLAs, pricing, terms and conditions of sale, and warranties with suppliers.
  • Working closely with internal customers to review contracts and terms & conditions in an expedited manner. Comment on contracts for submission to the Office of University Counsel.
  • Drafting amendments and other documents related to existing agreements for final review by the Office of University Counsel and internal customers, as necessary.
  • Reviewing/processing requisitions and related documents required to establish purchase orders as necessary for SLAs.
  • Working with internal customers, including IT staff to solicit proposals, analyze proposals received, select suppliers and negotiate contracts.
  • Performing special projects and additional duties and responsibilities as assigned.
  • Maintaining and updating schedules for projects, transactions and payments for contracts (hardware, software, services, maintenance and licenses).
  • Making recommendations based on identified risks and working with the Office of University Counsel and other subject matter experts to establish best negotiation positions with suppliers.
  • Facilitating the development of complete statements of work, ensuring that specifications and requirements for acquisitions are adequately detailed.
  • Identifying and researching relevant information and making appropriate recommendations for the acquisition of goods and services.
  • Managing and /or coordinating department-wide and University-wide contracts.
  • Meeting and educating all levels of University personnel, including Deans, Directors and Department Heads regarding the University’s purchasing policies.
  • Adding/updating purchasing policies and procedures as necessary.
  • Working with Payment Processing to resolve any payment, posting and other issues.
  • Working with the University’s eBusiness Resource Group.

C.P.M. or CPSM certification is desirable. Attainment of the CPSM certification within one year of hire is required.

Afterschool Program Instructor

The Homeless Children’s Education Fund (HCEF) is currently seeking candidates for Afterschool Instructor positions to serve at our partner homeless housing agencies in the Greater Pittsburgh Area during the 2021-22 schoolyear. Applicants with a teaching certification are preferred. All applicants must possess current Act 33/34 and FBI clearances.

Program Overview:

The HCEF afterschool program provides quality educational and recreational experiences for children in grades K-8 residing at various housing agencies in the Greater Pittsburgh Area. Program goals include:

  • Helping students to build academic, social, and emotional skills
  • Helping students develop their skills in reading, writing, math, and creative problem-solving
  • Encouraging students to develop a positive vision for their futures as learners and citizens
  • Encouraging parents to be strong educational advocates for their children

Principle duties – The Afterschool Instructor is responsible for coordinating on-site after-school activities for children residing in homeless housing programs. The Afterschool Instructor works closely with housing agency staff to create a positive learning environment using resources available at the agency’s learning center.

Daily responsibilities include: developing individual tutoring plans, assisting children with homework assignments and literacy skills development, and planning one-on-one and small group activities, overseeing volunteers, and collecting and reporting data to monitor student growth and learning.

The Afterschool Instructor also facilitates parent education workshops and communicated with parents about their children’s academic goals and progress. The Afterschool Instructor actively participates in regular meetings with HCEF staff and fellow Afterschool team members to share best practices and information. The afterschool instructor participates in family engagement activities coordinated with the Family Engagement Coordinator


  • Minimum of 3 years’ experience teaching/leading out-of-school time programming
  • Exceptional interpersonal skills; ability to relate positively and respectfully to children of all ages, parents, volunteers, and other professionals
  • Creativity and ability to foster a love of learning in children of all ages
  • Ability to work independently with minimal supervision
  • Understanding of the significance of out-of-school-time programming in the lives of underserved children and proven ability to provide a safe, structured and enriching environment
  • Sensitivity regarding the psychological and behavioral impacts of trauma in children and parents
  • Previous experience working with students who’ve experienced trauma and/or homelessness strongly preferred
  • Values diversity, equity, and inclusion.
  • Flexibility – must be willing to work with a transient population that may change throughout the school year

Hours vary by location and are generally between the hours of 3:00 – 6:00 PM on weekdays.

Candidates should understand that they will be considered independent contractors, not employees, of the Homeless Children’s Education Fund. All positions are part-time.


Please submit a current resume and cover letter to Kaitlyn Nykwest, Afterschool and Enrichment Director, by email at or by fax at (412) 562-1109.

Homeless Children’s Education Fund is an Equal Opportunity Employer and values diversity.

Fellow Development and Program Coordinator

PULSE recruits recent college graduates to live together in community, serve a year with a local nonprofit, and grow their personal and professional networks.

The Fellow Development and Program Coordinator reports to the Operations and Community Manager of PULSE and is responsible for the organization’s consistent, high-quality execution of its program.

The Fellow Development and Program Coordinator serves as the lead team member executing the Fellow Development Plan, including coordinating all aspects of the PULSE Program including PULSEStart, orientation, seminars, retreats, and mentoring program. In addition, the Fellow Development and Program Coordinator will serve as the main point of contact for the Fellows.

Position is a combination of working from our office, working from home, and being in the field to meet with Fellows and community partners, including, but not limited to:

  • PULSE office in Garfield
  • PULSE houses in
    • East End – Highland Park
    • South Hilltop – Allentown
    • North Side – Perry Hilltop
  • PULSE nonprofit partners located throughout the Pittsburgh area

Job Responsibilities

  • Counsel, mentor, and evaluate participants through regular meetings.
  • Create and administer a personal and professional development program to address PULSE participant experience, skill gaps, knowledge, etc. through a wide variety of vehicles (weekly seminars, bi-annual retreats, one-on-one meetings, and other personal and professional development opportunities for cohort).
  • Develop and implement a system to evaluate program success.
  • Communicate clearly to all staff and Fellows the purposes, objectives, aims and expectations of the PULSE program.
  • Orient fellows to the purposes, objectives, aims and expectations of the PULSE program.
  • Develop and implement a system to evaluate the skill, experience, personal and professional development needs of PULSE fellows.
  • Serve as the main point of contact for all fellows with any Program Related concerns.
  • Address participant questions, issues and challenges particularly related to house dynamics, maintenance and overall experience.
  • Assist staff with recruitment of Fellows, which could include outreach to personal and professional networks, presentations, on-campus and virtual recruitment sessions


  • $40,000 salary
  • Health insurance reimbursement
  • Retirement plan + employer match
  • 12 paid holidays
  • 20 days benefit time – sick/vacation/personal

To Apply

Please submit resume to by September 3.

Outdoor Education Specialist

Status: Full Time; Non-Exempt
Reports to: Director of Education
Compensation: $15.00 per hour – $16.50 per hour

About The Children’s Museum of Pittsburgh:

The Children’s Museum of Pittsburgh provides innovative and inclusive museum experiences that inspire kindness, joy, creativity and curiosity for all learners. We forge connections with artists, community partners and neighbors to work on behalf of children, youth and families. We have a vision to transform education. We believe people of all ages can benefit from different types of learning experiences. We value Learning, Experimentation, Partnerships, Diversity, Kindness, Good Design as well as Art and Artists, and Reflection and Improvement.

About the Position:

The Outdoor Education Specialist (OES) is the chief representative of the Garden exhibit and surrounding outdoor spaces on the Museum campus. As an educator, the Outdoor Education Specialist’s primary goal is to embody the museum’s mission through interactive, hands-on garden and outdoor educational programming. The OES will design and facilitate programming in the Museum’s outdoor spaces. To support this programming, the OES must also plan and maintain the Garden exhibit and supplementary growing spaces. The ideal candidate is able to share their love of nature with visitors and create a welcoming environment.

Essential Job Functions:

  • Supervises staff and volunteers assisting in outdoor programming; supervises Garden exhibit;
  • Design and facilitate educational programming for children, youth and families focusing on garden, nature and outdoor topics;
  • Plan and plant a seasonal rotation of crops in the Garden;
  • Maintain regular care of the garden, including watering, weeding, harvesting.


Education:  High School Diploma or GED Required. Associate or Bachelors in a related field preferred (Education, Horticulture, Nutrition, Food Studies, etc.)

Experience:  Experience working with children in a previous role required. 3+ years of growing experience required.

Skills:  Excellent communication skills and interpersonal skills working with children and the public. Educational program development. Educational facilitation. Knowledge of horticulture and growing practices. Project management.

Physical Requirements, and Equipment Usage: Must be able to move objects, and use abdominal and lower back muscles to provide support over time without fatigue. Frequent movement and use of limbs; this position requires good manual dexterity, coordination and stamina. Moves soil and equipment weighing up to 50 pounds.  Ability to use and maintain work/gardening equipment in compliance with the company’s operating safety policies and procedures.

Work Environment, Hours of Work, and Travel Requirements: Work on-site in outdoor exhibit spaces and occasionally in the Museum. Regularly works with tools and equipment in outside conditions that include inclement weather, heat and humidity.

Weekend availability, occasional evening availability. Occasional local travel.

Clearances: FBI fingerprint, PA Child Abuse (Act 33) and PA Criminal (Act 34) Clearances are required.

If you are interested in applying for this position, please complete our online application found at:

The Children’s Museum of Pittsburgh provides equal employment opportunities to all employees and applicants for employment without regard to race, color, ancestry, national origin, gender, sex (including pregnancy), sexual orientation, marital status, religion, age, disability, gender identity, results of genetic testing, veteran or military status, or any other characteristic or trait protected by local, state, or federal law.

Thank you for your interest.

Our Employees are aware of this ad.

Child Nutrition Partnerships Coordinator

Expands access to food resources for students by working with partners to create, organize and maintain food distribution systems serving students. The Coordinator primarily plans, implements, improves, supports and oversees food resource programs which include backpacks, weekend food programs, school food pantries and other similar distribution programs specifically for young people and their families. The Coordinator supports procurement, sourcing and coordination of food resources available to Child Nutrition Operators across the Food Bank’s 11-County service area in Southwestern Pennsylvania, while working to increase program access in this region.  Coordinator works as a member of a team to achieve the goals of the Child Nutrition Team and the strategic plan of Greater Pittsburgh Community Food Bank.

Key Responsibilities:

  • Work collaboratively with key internal and external program stakeholders to develop and implement new food resource models serving students.
  • Learn national best practices and use data-driven analysis to ensure sustainable, partner-based models for distribution.
  • Work closely with our regional Child Nutrition Outreach Coordinators to coordinate, support and evaluate county-specific plans for implementation of child nutrition food resource programs.
  • Initiate, develop, and maintain partnerships with organizations to assess community needs and guide partners on how to lead execution of high-impact food resource programs in our communities.
  • Coordinate all new partner on-boarding requirements including eligibility determination, program enrollment, pre-approval visits, agreements and training.
  • Provide on-going training, regular monitoring and technical support to ensure partners operate in compliance with all applicable program regulations and maintain a high level of customer service to all stakeholders.
  • Lead large groups of volunteers and ensure positive experiences for clients, volunteers, partners, and staff at program sites.
  • Work with Operations staff to select products and plan orders to ensure efficient and cost-effective utilization of resources in program execution.
  • Deliver presentations to a variety of audiences to raise awareness about food insecurity and the role child nutrition programs play in alleviation of hunger.
  • Ensure program compliance with standards of the Food Bank, Feeding America, PA Departments of Agriculture and Education, USDA, and other applicable oversight entities.
  • Gather information for grant reports and proposals that support child nutrition work
  • Collect and organize required paperwork and data from partner organizations.
  • Maintain accurate, complete and updated programmatic records and files.
  • Support team and Food Bank projects to continuously improve operations and strengthen service provided to our partners.
  • Respect the geographic and cultural diversity of organization partners and individual participants.
  • Perform other duties as assigned.


  • Bachelor’s Degree or equivalent experience in a related field.
  • A minimum of three years of programmatic experience in a related field.
  • Demonstration of strong motivation to end hunger and commitment to viewing the problem of hunger in a holistic context, including considerations of public health, social justice, diversity, equity, and the cultural importance of food.
  • Ability, experience and willingness to respectfully work with diverse populations, including the ability to engage with and build trust among people living in under-resourced communities.
  • Ability to make presentations and develop and deliver information to a variety of audiences.
  • Ability to work independently and as part of a team.
  • Possess an attitude of collaboration for working with community organizations and schools.
  • High quality customer service skills (exhibit objectivity, empathy, calmness and helpfulness)
  • Attention to detail and follows through on tasks.
  • Strong project management experience, including demonstrated organization and time-management skills, strong critical and analytic reasoning skills, and ability to handle large amounts of data efficiently and effectively.
  • Demonstrated experience and proficiency in Microsoft Office Suite, including Word, Excel and PowerPoint.
  • Automobile and valid Pennsylvania Driver’s License are required.  Work related travel is reimbursed at the federal reimbursement rate.
  • Must be able to lift or move up to 50 pounds.

Certificates: PA State Police Background clearance, PA Child Abuse History Clearance, Federal Criminal History Record Information (FBI Report), Food Safety Certificate required within 90 days of employment.

Disclaimer: The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all responsibilities, duties, and qualifications required of employees assigned to this job.

How to Apply:  Go to click apply, create a login, fill out our online application and attach resume and cover letter.

Director of Development, Honors College

The Division of Philanthropic & Alumni Engagement (PAE) cultivates relationships with alumni, parents, friends, and other stakeholders on behalf of the University of Pittsburgh and UPMC, generating philanthropic and volunteer support to enhance teaching, research, and care. As the hub for development and alumni relations efforts, PAE contributes to a bold, vibrant, and diverse academic community.

PAE’s primary focus is:

  • Philanthropy to the University and UPMC, which drives innovation and enhances opportunities for students, faculty, researchers, and clinicians.
  • Alumni relationships, expressed across a community of 318,000 alumni spanning the globe.

This purposeful, collaborative work—supported by donor engagement and giving—ensures that Pitt and UPMC grow stronger each year, benefitting this community, our region, and the wider world.

PAE fosters an intentionally inclusive workforce through a diversity framework that commits to collaborating and expanding the culture, identity, and wholeness of every staff member in measurable and deliberate ways.

The division of PAE at the University of Pittsburgh is seeking a Director of Development (DoD) to join a progressive team to serve as the primary liaison between PAE and the University’s Honors College (UHC). The DoD will oversee all fundraising activities in support of UHC and will function within University-wide development and alumni relations leveraging central resources and collaboration. The director is responsible for individual major and special gift fundraising, which includes identifying, cultivating, and soliciting prospects, stewarding donors, and managing the gift pipeline for the school. The director will partner with PAE colleagues in Corporate and Foundation Relations on potential gifts and grants from foundations and corporations.  The director serves as the key partner for the dean on all development, alumni relations, and donor stewardship initiatives, and will work collaboratively with the dean, faculty and others to develop compelling cases for support for school funding priorities and to execute fundraising strategies for these priorities.  The director will serve as the primary liaison to the central major gift team for the University Honors College, as well as PAE’s alumni annual giving team. The director must possess and demonstrate a track record of success in closing major gifts ($100K+); initiative and leadership; superior oral and written skills with an ability to persuade; strong organizational skills; and an exceptional ability to communicate with a variety of University alumni, donors, faculty, staff, senior leadership, and friends. Knowledge of and experience working in the higher education environment and the ability to translate that mission in ways that engage and inspire donors and alumni is strongly preferred. This position requires regular travel and occasional evening and weekend work.

Bachelor’s degree required.

5-6 years of fundraising experience required. A minimum of 3 years in direct responsibility for an alumni relations program, annual giving or major gift fund-raising in a non-profit setting, preferably in higher education.

Has at least one year of experience reporting to a Dean or comparable non-profit administrator. Internship in a college or university development operation will be evaluated to determine the level and years’ of transferable work experience. Strong interpersonal communication skills, experience navigating complex work settings and extensive knowledge of Microsoft Office products and social media platforms to facilitate work. Knowledge and experience working in a non-profit fundraising environment, as well as building strategic partnerships internally and externally and leveraging relationships to advance strategic objectives is preferred.

Standardized Client

The Standardized Client (SC) is responsible for providing learners realistic client portrayals in child welfare-related simulation-based training sessions to support child welfare instruction. The SC tasks include:

  • Becoming familiar with case scenarios to portray clients and reacting and responding in a realistic manner
  • Providing the learner feedback regarding their emotional responses to case scenarios through in-person verbal feedback and through the completion of observation forms for each learner
  • Collaborating and coordinating with the Resource Center staff and Training Instructors to support an effective delivery of the simulation-based training session
  • Assisting with conducting teaching sessions for Training Instructors and other SCs and providing “back-up” support
  • Supporting Resource Center staff and Training Instructors with virtual training sessions
  • Facilitating case development to enrich portrayals
  • Assisting with set-up, breakdown, and operation of simulation training sessions
  • Accessing and utilizing University of Pittsburgh email, calendar, and necessary software for job duties


  • Completion of a high school degree or its equivalent. Bachelor’s Degree in Theatre Arts, Psychology, Education, Counseling, or Communications preferred.
  • Basic computer skills such as typing and data entry required.
  • No specific experience level is required. Prior experience as a standardized patient is preferred.
  • Must have proficient writing, communication, computer, and organizational skills. Must be comfortable with portraying roles in a simulation-based training session. Must have excellent interpersonal skills and be able to accept feedback and direction and adjust portrayals during the simulation-based training session.
  • Must have the ability to collaborate and cooperate with diverse individuals, agencies, and organizations.
  • Must be able to adhere to strict timelines and comply with identified standards.
  • A combination of equivalent experience and education will be considered for University guidelines.
  • A valid driver’s license and the ability to travel is required.

Please note: This position is designated to an assigned regional training room with travel as needed to training rooms throughout Pennsylvania.

PA Child Abuse History Clearance, PA State Police Criminal Record Check, and FBI Criminal Record Check will be required as a condition of employment.

Candidates who desire consideration for this position MUST complete each of the following steps: apply online and attach each of the following: cover letter and resume.

Position open until filled; apply no later than August 16 to be considered for the next interview series.

Experience working with ethnically and culturally diverse populations preferred. A commitment to achieving equity and inclusion in the child welfare system is a must.  The University of Pittsburgh is an Affirmative Action/Equal Opportunity Employer and values equality of opportunity, human dignity and diversity. EOE, including disability/veterans.

For more information about the Resource Center, visit us at

Program Manager, Leadership Institute

Department: Youth Leadership Department
Position: Program Manager
Program: Black Female Leadership Development Institute
Salary: $43,500
Supervisor: Associate Director, Youth Leadership Department
Hours: Full Time (including some evenings and weekends, as needed), Nonexempt

Program Profile:

The Urban League of Greater Pittsburgh’s Black Female Leadership Development Institute is a community based approach to addressing the psychosocial needs of African American adolescent girls, ages 13-18 living in Southwestern Pennsylvania, through psychosocial education and support that challenge gender norms, and promote positive ethnic identity, a peer support group, mentorship, and social entrepreneurship.

Working in partnership with Penn State University (Greater Allegheny Campus), and Children’s Hospital of Pittsburgh of UPMC (Elizabeth Miller, MD, PhD Chief, Division of Adolescent Medicine), the Black Female Leadership Development Institute program model utilizes a combination of evidenced-best practices that engage African American adolescent girls while combatting risk factors that lead to problem behaviors. The program model is built on a multifaceted approach to African American girls’ psychosocial development implementing relational-cultural and trauma theory and strength-based approaches.

Recognizing the importance in challenging gender norms, the program model takes into account the developmental needs of girls at adolescence, a critical stage for gender identity formation and incorporates gender-specific elements in program delivery.  The program will serve a total of 70-90 African American female high school students, representing both city-wide and Homewood neighborhood cohorts. Each year, the program will run for 10-11 months. The participants will attend a weeklong residential program at a Penn State campus, Saturday workshops monthly over the course of eight months (September – May), and weekly meetings that will include a combination of “Sister Circles”, leadership development activities, technology, Girl Scouts, and participatory action research (September-May).

Position Summary:

The ideal candidate for the position of the Black Female Leadership Development Institute Program Manager must possess a passion for and commitment to improving the lives and opportunities of adolescent girls.  The Program Manager oversees the day-to-day implementation of the Black Female Leadership Development Institute and must be able to articulate and project the vision, goals and objectives of the program as well as provide the hands-on programming direction and leadership inclusive of the 7-Day Residential Program, the core school-year program and other enhancement components.  The Program Manager will be expected to demonstrate the ability to collaborate effectively with strategic partners, take direction well, and model exemplary leadership abilities.

Potential candidates must have a minimum of two years of field experience engaging adolescent girls and families in an out of school program setting; have excellent interpersonal skills, demonstrate a high degree of initiative, creativity and possess strong written and oral communication skills; and be able to work well with all levels of management, strategic partners, parents, community organizations and schools.

The Program Manager must be able to facilitate large and small group sessions and be at ease with promoting the benefits of the Black Female Leadership Development Institute to community stakeholders throughout the region.  Additionally, the candidate must possess the ability to ensure that:  1.) program milestones are met, 2.) participants stay engaged and connected, and 3.) the program works within the outcome framework established.  4) they are maintaining a clear and consistent line of communication with the associate department director and the Black Male Leadership Development Institute (BMLDI) program manager. This is an ideal opportunity for a person with experience creating, managing, and driving high impact programs forward, who works well collaboratively and independently.

Program Outreach and Site Management:

  • The Program Manager is responsible for implementing activities that will achieve Black Female Leadership Development Institute’s goals and outcomes.  The Program Manager will work with communities and schools to maximize the marketing and outreach of the Institute, as well as to build and strengthen partnerships.
  •  The Program Manager will manage multiple cohort sites and oversee the training and supervision of all staff and volunteers (faculty, cluster leaders, and mentors); the coordination of the data collection management, and evaluation process including the creation, management and maintenance of a comprehensive database of students, faculty, family cluster leaders and activities; and ensure that program content is appropriate and that that resources are utilized effectively.

7 Day Residential Program Management:

  • Recruit and retain a diverse representation of African American adolescent girls whose demographics span across cultural, socio economics, academic, and geographic parameters.
  • Recruit a diverse and dynamic group of African American women volunteers (civic leaders, business professionals, educators and other successful role models) to serve as faculty whose role is to conduct workshops and/or keynote presentations addressing specified topics relating to program outcomes.
  • Recruit, interview, hire and oversee orientation and training of highly vetted female college juniors and seniors from Penn State University to serve as “cluster leaders” who will be individually matched to groups of girls to provide monitoring and support throughout the residential program
  • Plan and coordinate a 7-day orientation, including detailed orientation sessions for parents and participants prior to the school year, to review program expectations and details.
  • Develop orientation and training materials for all residential program staff (faculty and cluster leaders).
  • Oversee the development of the 7-day residential program to assure sessions are of appropriate quality.
  • Be present at all times during the residential program on campus to:
    • Oversee day-to-day activities of participants while on campus
    • Coordinate all logistics of residential stay &
    •  Supervise all residential staff (faculty and cluster leaders)

School Year Program Management:

  • Recruit, interview, and hire a team of individuals to serve as faculty for the school year Saturday Institute workshops
  • Recruit, orient and train a diverse and dynamic group of African American women volunteers
  • Foster mentoring component in conjunction with the Development Department
  • Oversee the development and implementation of the school year component
  • Lead in creating the social media component of BFLDI for up to date communication outlets for youth.

Additional Responsibilities:

  • In coordination with the Associate Director of Youth Leadership Department, develop and execute a planned neighborhood expansion for target neighborhoods.
  • Assist in the planning, development, and execution of youth leadership conferences and summer programming.
  • Plan events, outings, field trips, and quarterly luncheons with keynote speakers to include all participants and their sponsored guests.
  • Provide information and research support to the Associate Director of Youth Leadership to assist with funding proposals and program reports.
  • Write and submit regular program progress reports and maintain accurate and current records relating to program evaluations, including tracking attendance and participation in year-round program.
  • Administer follow up surveys with school and family to gauge change in participants’ behavior and progress towards goals.
  • Participate in the planning process of all BFLDI policies regarding such issues as participant eligibility, program requirements, and the development of programmatic timelines.
  • Research best practices and develop appropriate incentives to identify how to keep students engaged in BFLDI.
  • Promote BFLDI throughout the region via speaking engagements, community outreach, speaker’s bureau, etc.  Attend agency and community meetings to provide information on BFLDI services, requirements procedures and communications concerning program development and activities.

Note:  The employee is expected to adhere to all Urban League of Greater Pittsburgh policies.  The job specifications should not be construed to imply that these requirements are the exclusive standards of the position.  Incumbents will follow any other instructions and perform and other related duties as may be required.

Qualifications and Skills:

  • Bachelor’s degree in Education, Non-Profit Management, Business Administration, Social Work or a related field; an educational program administration and/or project management background is desirable. Master’s degree, preferred.
  • Related field experience and training developing African American, female youth; plus three years of program management experience.
  • Act 33/34 and FBI clearances are required.
  • Computer proficiency in Microsoft Suite.
  • Proven track record managing programs and budgets.
  • Proven ability to garner support and respect of peers and colleagues and interact effectively with peers.
  • Ability to coordinate logistics as well as ability to be flexible and problem solve
  • Skilled at: time management, problem solving, being a self-starter, ability to engage youth, being well organized and very attentive to details.
  • Ability to create and maintain strong relationships externally
  • Good writing and verbal communications skills.
  • Current and valid driver’s license and reliable transportation.
  • Experience with facilitating educational experiences and group processes for at-risk youth.
  • Skills in building relationships with young people with ability to both challenge and support them.
  • Awareness of and involvement in contemporary Greater Pittsburgh issues impacting the African American community.
  • Ability to interact with youth participants and volunteers virtually and in-person.
  • An awareness and understanding of systemic issues and their impact on communities (particularly, African American female youth).

Interested candidates should forward a cover letter, 3 letters of reference, and resume to:

Autumn Moore, Ed.D.
Associate Director, Youth Leadership Department
Urban League of Greater Pittsburgh
332 Fifth Avenue, The Warner Center, 4th Floor
Pittsburgh, PA 15222

Upper School French Teacher

Winchester Thurston School, an innovative Pre-Kindergarten through grade 12 independent day school in Pittsburgh, seeks a part-time Upper School French Teacher (.80 FTE), who will instruct and supervise students in Grades 9 through 12. Winchester Thurston seeks faculty who are dedicated in particular to actively engaging students through experiential learning programs in connection with the dynamic resources of the region, through a nationally recognized initiative called City as Our Campus. Our faculty members lead the way in educational innovation, rigorous academics, scholarly standards, and a learning environment that better prepares students for the challenges of a changing world in the twenty-first century.

The individual in this position will work closely with the Director of Upper School, the World Languages and Cultures Department Chair, and other faculty members, students, and parents. The Upper School French Teacher performs under the general direction of the Head of School and the daily supervision of the Director of Upper School.


  • Teach 4 Upper School French classes, managing the curriculum, discipline, and classroom community and environment
  • Plan and execute lessons in the context of a year-long curriculum using varied methods of instruction and assessment in accordance with departmental curriculum and competencies and the school’s educational philosophy
  • Create and maintain an appropriate and organized classroom environment with an emphasis on the physical and emotional well-being and safety of students
  • Demonstrate enthusiasm for and commitment to the school’s City as Our Campus initiative by actively seeking meaningful community connections for experiential learning opportunities within and outside the classroom
  • Engage in and support the school’s commitment to equity and inclusion, including but not limited to, curriculum, teaching practice, and professional growth
  • Demonstrate enthusiasm for and commitment to the School’s strategic priorities by designing and implementing learning experiences that are interdisciplinary, student-centered, and/or project-based
  • Communicate with and respond to parents’ questions and concerns in an effective and timely manner through a variety of means, including email, telephone, student progress reports, and parent notices
  • Complete student assessment reports (e.g., grades reports, interim comments, etc.) in accordance with school guidelines and the deadlines established by the Director of Upper School
  • Participate in a mentoring program with an experienced faculty member during the interim service period
  • Commit to ongoing professional growth and play an active role in the formative development process, which includes, but is not limited to, participating in goal setting, engaging in constant reflection with the Assistant Head for Education and Strategy about teaching, participation and contribution to collaborative curricular groups and Critical Friends Groups, participating in the peer observation process, and conducting student surveys of courses
  • Work as a team member with teaching colleagues and administrators by attending all school-wide meetings, department meetings, Upper School faculty meetings, and in-service days, as well as serving on committees as needed
  • Play an active role in the formative development process, which includes but is not limited to participating in goal setting, engaging in reflection with the Assistant Head for Education and Strategy and Director of Upper School about teaching, participation, and contribution to Critical Friends Groups, and participating in the peer observation process
  • Assist the admission process by meeting with prospective families, attending admission events, and helping screen prospective candidates for admission
  • Fulfill duties that are connected with non-academic responsibilities, including but not limited to serving as an advisor, monitoring study halls, and other assigned duties
  • Perform other duties as assigned


  • Bachelor’s degree in French or Education; a Master’s degree is preferred
  • Strong command of French language, appropriate pedagogy related to language acquisition, and experience teaching French, preferably in an Upper School setting
  • Educational philosophy consistent with that of the School
  • Excellent communication skills, including the ability communicate and collaborate with students, parents, and colleagues
  • Demonstrated ability to meet the needs of a diverse student population
  • Demonstrated ability to utilize educational technology in the classroom

Applicants may apply at and will need to submit a cover letter, resume and the names and contact information for 3 professional references.

Winchester Thurston School is an equal opportunity employer. WT is dedicated to the goal of building a culturally diverse and pluralistic community and strongly encourages applications from people of color, LGBTQ candidates, and women.