Website
The updated interactive Volunteering in America Web site (http://www.VolunteeringInAmerica.gov) continues to host the most comprehensive set of data available for volunteering and national service in America.  The site contains customizable volunteering profiles for all 50 states and the District of Columbia as well as 51 large metropolitan areas, 75 mid-sized metropolitan areas, and a number of additional metropolitan areas as well.  Additional profiles are available for demographic groups such as women, men, Baby Boomers and new additions of Generation X and veterans.  The site also allows users to click on the new Export Tab and retrieve information in a variety of formats including Microsoft Excel. Highlighted findings this year are available in the three-page fact sheet accessible on the home page.

Service Impacts
As part of this year’s Volunteering in America release, you can view a series of organizational profiles that highlight how volunteers help solve pressing problems through community-based organizations like Jumpstart, Minnesota Assistance Council for Veterans, the Iowa Commission on Volunteer Service, and HandsOn Nashville. This series shows the many ways that volunteers make a difference through different organizations and in a variety of roles.

Resources
The Web site provides tips and tools to help organizations better understand key strategies for volunteer recruitment and retention, and hosts a link to additional resources developed for previous Volunteering in America launches.  Tips for individuals looking to get involved in service are also available along with a link to serve.gov where people can find opportunities.  This year we created an infographic that points out interesting information in a visually engaging format which can be used in social media outlets.

Key Findings
Here is a recap of the key findings for 2011:

Volunteers are resolute in their commitment to the nation, serving almost 8.1 billion hours in their communities in 2010 – translating to almost 173 billion dollars.
Generation X stepped up their commitment in 2010, giving more than 2.3 billion hours of service – an increase of almost 110 million hours since 2009.
Gen X members have more than doubled their volunteer rate between 1989 and the present day (2010).  In 1989, 12.3 percent of Generation X members who were between 16 (the minimum age to participate in the survey) and 24 volunteered with an organization.  By 2010, the Gen X volunteer rate had risen to 29.2 percent.
While the overall national volunteer rate dropped slightly from 26.8 percent in 2009 to 26.3 percent in 2010, the number of hours served stayed about the same at approximately 8.1 billion hours, indicating that many of those who did serve committed more hours.

The volunteer retention rate also decreased by two full percentage points between 2009 and 2010, signaling the need for a renewed commitment to the basic strategies for keeping volunteers such as screening and matching volunteers to the best opportunity for them, providing opportunities for learning and professional development, and recognizing volunteers for the impact they make in organizations and the communities they serve.

Volunteers work with a small group of middle school students to help guide them as they work to complete a science fair project. Students then present their projects to guest judges at an in-school science fair and the winners have the option of then entering their projects in citywide G.W. Carver Science Fair. Winners are also recognized at event we hold in the spring called Ifunction. The time commitment is 1-2 hours per week for 8 weeks and the schools are located in West Philly, Roxborough, and Frankford. If you would like to help get young students curious and excited about science, please contact assistant program coordinator, Tim Robinson, at trobinson@ipraxis.org. It is truly a valuable and rewarding program for everyone involved!

http://frac.org/pdf/aug2011_food_hardship_report_children.pdf

September 18, 2011 9:00am- 1:00pm
Piazza at Schmidt’s, 1050 North Hancock Street, Philadelphia, PA 19123

About Stop Child Trafficking Now (SCTNow):
Stop Child Trafficking Now is a non-profit 501(c)3 grassroots organization. SCTNow’s innovative approach to shutting down the demand side of child sex slavery has been recognized by the U.S State Department’s Former Senior Advisor on Trafficking In Persons, as “the missing piece that is finally being put into place” to end child prostitution. SCTNow’s efforts will provide freedom for hundreds of young children who are ensnared in a life of slavery.

During the month of September 2011 SCTNow will host their 3rd Annual Walk, to raise awareness and funds to combat child sex slavery in our nation.  September 18, 2011 will mark Philadelphia’s first year participating in the SCTNow Walk as we join over 40 other cities and college campuses involved in similar events across the United States. With an estimated 2 million children exploited in the commercial sex industry annually, this is an issue we cannot ignore.  No child deserves to be sexually abused. Join the fight today by registering to walk!

Register Here:
http://events.sctnow.org/philadelphia

Volunteer Opportunities:
In addition to walkers, we are looking for volunteers to help us distribute fliers before the walk and to assist with set-up and registration on the day of the walk. If you are interested in volunteering, please email Danielle DiBartolo at danielle.dibartolo@gmail.com with “SCTNow Volunteer” in the subject line.

Vendor Opportunities:
Following the walk, we will have a mini-expo where walkers and community members can listen to speakers and visit vendor booths to learn more about issues of human trafficking, social justice and ways to protect children. We still have openings for vendor booths, so if you are interested in setting up a table (we provide table and chairs, and registration is free), please email Sarah Pabst at Philadelphia@SCTNow.org with “SCTNow Vendor” in the subject line. This is a fantastic opportunity to give your organization or cause publicity!

Sponsor Opportunities:
We are still in need of sponsors to help us cover the walk venue, as well as in-kind donations for our post-walk raffle. Sponsors receive recognition on our website, in printed material, and during the event. If interested in sponsoring in any capacity, please contact Jason Finau at finau78@gmail.com with “SCTNow Sponsorship” in the subject line.

General questions can be directed to the Philly SCTNow Ambassadors at Philadelphia@sctnow.org. To learn more about SCTNow go here: http://www.sctnow.org.

The Mayor’s Commission on Literacy is moving forward dynamically to create a system that engages all adults in Philadelphia in lifelong learning for their economic success, civic engagement, and personal development.  The Adult Literacy Program Assistant Director is a member of a closely-knit staff team that will develop  a learning management system for adult literacy in Philadelphia, establish standards, develop community partnerships, develop volunteerism, raise quality, evaluate, and extend services on a very large scale (500,000 + learners).  This work will require significant knowledge of workforce education and the use of new learning technologies, including web-based and mobile learning.  It will also require experience in change management, systems change, and community development.   The Mayor’s Commission will assist the literacy and workforce development providers and public and private partners throughout  Philadelphia with the tools, skills, capacity and knowledge they need to  build communities of learners throughout the city, and to achieve the vision of Philadelphia becoming a national leader in literacy.

Required skills, credentials and experience:  Bachelors’ required, Master’s degree preferred in social science, education, project management, or a closely related field. Knowledge of and experience with adult education or with the learner population for adult literacy,   and extensive knowledge of workforce education systems and literacy in the context of workforce education are essential.  Demonstrated ability to work with community-based organizations in Philadelphia; experience as a trainer of  adult educators. Outstanding public speaking/presentation skills; outstanding written skills.  Knowledge of adult literacy, workforce preparation, adult education providers, social service agencies and neighborhood resources in Philadelphia. Understanding of distance learning best practices, platforms, and use  of social networking tools in adult education. Experience with program development in adult education and workforce development. Research and data-driven. Experience  with change strategies. Experience in building learning communities.   Experience with digital curriculum development and best practices in teaching using instructional technologies desired.  Responsibilities will include:

•    Help to build neighborhood-based learning communities;
•    Research, compile, and develop  curricula that incorporate practical  applications that teach literacy, numeracy, digital skills, information literacy, and “soft” skills along with work skills in particular industry sectors;
•    Provide technical assistance to build capacity in workforce education agencies and organizations, neighborhood-based organizations, and literacy organizations;
•    Volunteer organization and training;
•    Referral management;
•    Budget management and compliance with guidelines set by funders and The Mayor’s Commission on Literacy;

•    Provide timely information to the communications and to the field for all activities;

•    Develop proposals for project activities and for funding;

•    Represent the agency in appropriate forums;

•    Participate in agency events and activities as appropriate, including evenings and weekends as needed;

•    Participate in and support all team and other Mayor’s Commission activities;

•    Provide support on request for mailings, phone coverage, or logistics of meetings as needed.
•    Data analysis and reporting to the staff and board of the Commission, funders, and the field to inform program improvement make recommendations for future work, and on progress toward achieving goals.
•    Model expert distance, face to face, and blended learning.
Program team members spend the majority of their time in the field.

Reports to the Director of Adult Literacy Programs

Salary $50,000.

This position is Free Library of Philadelphia Foundation position.

To apply for this position:  Submit all of the following documents electronically
1.     A detailed cover letter expressing specifically how your education, experience and skills can help the Mayor’s Commission carry out its ambitious agenda.
2.   Attach a detailed résumé.  Include home address, including Philadelphia zip code in the application materials.
3.    Provide names, titles and contact information including daytime phone and email address of three references, and indicate for each one the nature of the person’s relationship to you.  Ideally, references should include one recent or current supervisor; a recent or current professional colleague; and a subordinate.
4.   Provide examples of your range of professional work.  You may provide URLs for materials that are currently available online.
Send all documents to:  Dr. Judith Renyi at RenyiJ@FreeLibrary.org
Submit applications immediately.  Review of candidates is immediate and the search will be concluded by September 15, 2011.

For more information contact:  Judith Renyi
Email: renyij@freelibrary.org

The Free Library of Philadelphia Foundation is an Equal Employment Opportunity Employer. Minorities are encouraged to apply.

Do you have a story POPPYN should cover? Tell us how what young people are concerned about in your area and how they are positively impacting your community, school or organization. For submissions, email whatspoppyn@gmail.com.

POPPYN is a youth-produced news magazine show aiming to alter the mainstream media landscape by presenting the missing perspectives and contributions of youth in Philadelphia. Join the conversation on Facebook (http://fb.com/whatspoppyn), Twitter (@whatspoppyn) and YouTube (http://youtube.com/whatspoppyn)!

Fellows serve in full-time capacity-building positions in dynamic Philadelphia non-profits.  By hosting a fellow, our partner agencies are able to launch new programs and initiatives that enable them to do more to carry out their mission.  In addition to strengthening our host agencies and the communities they serve, the program helps to cultivate the next generation of civic leaders.

As one of our agency partners recently put it: “The Philly Fellow provides an excellent source of support for our small non-profit. The fellows are always smart, well-prepared, and able to hit the ground running with projects and assisting with office operations. Additionally, the fellows understand their role in a year of service, and are therefore very eager to make a positive impact not only on the organization but the community it serves!”

Fellows are selected from a highly competitive pool of graduating college seniors, each of whom come into the fellowship with significant service and leadership experience. For 2011-2012, we received 136 applications for 16 fellowship slots. Thanks to this competitiveness, candidates who are selected for the fellowship have outstanding academic records, excellent communication skills, significant service and leadership experience, and the ability to make an immediate impact at their host agencies.

The program partners with AmeriCorps*VISTA to support these projects.

To learn more about the benefits and the requirements for hosting or to download a Reply Form, please visit http://www.phillyfellows.org/nonprofit.

From:     Jill Lindsey Harrison <jill.harrison@Colorado.EDU>

I am delighted to announce that MIT Press has just published my book, Pesticide Drift and the Pursuit of Environmental Justice.

http://mitpress.mit.edu/9780262516280

In the book, I use the case of political conflict over agricultural pesticide drift in California, as well as a theoretical framework from political philosophy, to critically evaluate the competing notions of justice at work in environmental politics today. Notably, I argue that environmental inequalities stem not only from industry malfeasance and regulatory failure but also from the particularly problematic notions of justice that shape the work of the environmental regulatory state and non-EJ social movement actors.

Please also note my new contact information (listed below).

Best,

Jill

Jill Lindsey Harrison
Assistant Professor
Department of Sociology
University of Colorado-Boulder

mail: 219 Ketchum, 327 UCB, Boulder CO 80309-0327
office: 218 Ketchum Hall
(303)492-5955
jill.harrison@colorado.edu

The City of Philadelphia Mural Arts Program unites artists and communities through a collaborative process, rooted in the traditions of mural-making, to create art that transforms public spaces and individual lives. Since its inception in 1984, Mural Arts has created more than 3,000 community driven murals and provided thousands of under-served youth and adults with award-winning arts education programming.

City of Philadelphia Mural Arts Program – Lead Teaching Artists & Assistant Teaching Artists

The City of Philadelphia Mural Arts Program’s Art Education Department serves over 1,600 youth annually through free out-of-school time art education programs in neighborhoods throughout Philadelphia.  Our programs provide a creative outlet for some of the city’s most vulnerable youth.

Mural Arts seeks to build safe spaces with and for the youth we serve, and our students’ work demonstrates their capacity for thinking deeply and creating fearlessly.  Our programs provide young people between the ages of 10 and 22 a year-long course of study in the visual arts.  Our curriculum offers students the technical and creative foundation necessary to imagine, design, and create a wide range of individual and public works of art. Whether creating a mural or honing foundational art skills, lessons are designed with both short and long-term goals in mind, incorporating artistic and social history in addition to traditional and emerging art processes. At every turn we encourage our students to reflect on themselves and make a positive difference in the communities in which they work and play.

The Art Education Department runs three 10-week sessions during the school year – starting October 2011 through June 2012 – four days per week from 3:00-6:00PM. The summer session runs for six weeks – starting July 2012 – five days per week, 9:00AM-12:00PM or 1:00-4:00PM.

In order to best serve the varied needs of our students, the Mural Arts Program’s Art Education Department seeks passionate and creative art educators who are committed to working in partnership with young people. We seek individuals who are excited about mentoring youth, eager to collaborate with fellow artists, and able to work in an energetic environment that demands flexibility, dedication, innovation, and enthusiasm.

Lead Teaching Artist Positions

Lead teaching artists work with Art Education staff to develop a project-based curriculum.  They inspire and guide students in creating individual works of art, designing indoor murals, experimenting with digital media, and working alongside professional artists on large scale public art projects.  In addition to maintaining a classroom blog and attendance records as required by Mural Arts and its funders, they mentor an assistant teaching artist.  The position requires weekly attendance at instructor labs and a monthly meeting for business and professional development.  Mural-making experience is preferred but not required.

Qualifications:

3-5 years teaching experience;
Knowledge of art history and art-making techniques;
Ability to manage a classroom of 15-20 students;
Significant experience working with under-served youth and/or middle and/or high school students;
Ability to engage youth with multiple learning styles and multiple intelligences;
Ability to create lesson plans, organize projects, and conduct research;
Excellent classroom management skills;
Exceptional written and oral communication skills necessary for managing paperwork and ongoing communications between program sites and Mural Arts staff;
Willingness to work collaboratively and in partnership with parents, program managers, student advocates, and artists;
Access to reliable transportation;
Familiarity with Photoshop and social media a plus;
Up-to-date PA Child Abuse Report, PA Criminal Background Check, and FBI Check upon interview.

Assistant Teaching Artist Positions

Assistant Teaching Artists support lead teaching artists in classroom management and the execution of lesson plans.  They inspire and guide students in creating individual works of art, designing indoor murals, experimenting with digital media, and working alongside professional artists on large scale public art projects.  Assistant teaching artists are responsible for documenting student work through photography and video.  The position requires attendance at weekly instructor labs and monthly meetings for business and professional development.

Qualifications:

1-2 years teaching experience with under-served youth and/or middle and/or high school students;
Knowledge of art history and art-making techniques;
Ability to engage youth with multiple learning styles and multiple intelligences;
Willingness to work collaboratively and in partnership with parents, program managers, lead teaching artists, student advocates, and artists;
Access to reliable transportation;
Up-to-date PA Child Abuse Report, PA Criminal Background Check, and FBI Check upon interview.

Compensation

Lead Teaching Artist:  26K salary plus benefits
Assistant Teaching Artist: $15 per hour, 17 hours per week

To Apply

Please submit an online application to http://muralarts.org/node/85 specifying you are applying for the position of “Lead Teaching Artist”  or “Assistant Teaching Artist” and upload your cover letter and resume and ten (10) samples of your own artwork. Applications will be reviewed as they are submitted. Deadline to apply: September 6th 2011. No phone calls please.

From: Sanford Schram <sschram@brynmawr.edu>

Dear Colleagues:

Just published is a new book I have co-authored with Corey Shdaimah and Roland Stahl–

Change Research: A Case Study on Collaborative Methods for Social Workers and Advocates (Columbia University Press):

http://www.changeresearch.net/

http://changeresearch.blogs.brynmawr.edu/

http://www.amazon.com/Change-Research-Collaborative-Methods-Advocates/dp/0231151799/ref=sr_1_2?s=books&ie=UTF8&qid=1313600644&sr=1-2

http://cup.columbia.edu/book/978-0-231-15178-8/change-research

If you use the Columbia University Press link (the last one listed above) and enter the promo code “CHASH” to buy the book from this site, you will receive a 30% discount off the price of the book. Please feel free to pass this along.

Best regards, Sandy Schram

Pennsylvania Foundations Online is a searchable database of more than 2,200 foundations making grants to non-profit organizations in Pennsylvania.  Our comprehensive foundation profiles contain all the information you need to submit a proposal, including a complete listing of prior years of grants, a feature that is unique to PA Foundations Online.

Simple to use, yet powerful, you can learn how to use PAFO in 5 minutes!

As a grantseeker, you need the competitive edge that Pennsylvania Foundations online will give you.

Here’s why:

v Today’s grant seeking climate is complex and highly competitive.
v Foundations routinely receive many more proposals than they can support.
v Funders will routinely reject a proposal not prepared according to their guidelines, and their priorities, forms and deadlines change frequently.
v Many foundations have limited or no staff available to help grant seekers, and a well researched and prepared proposal is more important than ever before.

You need to have it available throughout the year, to help you build your grants program, quickly check on a deadline, or identify funders for a new project.

An annual subscription to Pennsylvania Foundations Online will:

v Help you to quickly find funders that make grants to programs like yours
v Save you hours of time:  PA Foundations Online’s powerful search engine will give you custom-designed lists of funders within seconds
v Enable you to download search results into an Excel file to seamlessly create a year-round grant plan.
v Put this powerful tool at your fingertips whenever you need it, year round
v Provide you with customized fund raising consulting and training by Certified Fund Raising Executives – a unique feature ONLY available at PA Foundations Online !!

http://www.pafoundations.net

Civic Reflection Facilitation Training Workshops help participants learn how to facilitate civic reflection discussions, which use reflective reading and conversation to open up important questions or issues for the community.

General Trainings:

October 20-21, 2011: Columbia College Chicago
Registration deadline: September 30, 2011

January 19-20, 2012: Columbia College Chicago
Registration deadline: December 19, 2011
Workshop for Educators, Teachers’ Inquiry Project:
http://civicreflection.org/what_is_civic_reflection/audiences/teachers/

February 10-11, 2011: Downtown Chicago
Registration deadline: January 15, 2012

Register for our October 2011, January 2012, or February 2012 Trainings
http://db.tt/7DbjUDV

What is the purpose of a Civic Reflection Training?

Project on Civic Reflection (PCR) Facilitation Trainings help participants learn how to facilitate civic reflection discussions. Civic reflection discussions use short, thought-provoking readings from literature, history, or philosophy to open up important questions in civic life and explore the underlying values and beliefs that drive our shared work in the world. They are relevant to anyone interested in deepening civic engagement, strengthening connection and commitment within communities, and promoting dialogue across differences.

Participants in our facilitation trainings regularly include nonprofit leaders, board members, and staff, volunteers, students, educators, program directors, and many more. We work with a wide variety of civic, volunteer, and service organizations, including national service programs like AmeriCorps and VISTA, colleges and universities including service learning groups like Campus Compact, libraries and cultural organizations, and state service commissions. A complete list of our clients and partners is available here.

http://civicreflection.org/about_the_project_on_civic_reflection/clients_partners/

Strategies for Change: Innovations in Microenterprise and Community Economic Development

September 15 – 16, 2011
Federal Reserve Bank of Richmond
701 East Byrd Street
Richmond, VA  23219

Join the Federal Reserve Bank of Richmond and regional partners for a two-day conference to learn about innovations and emerging issues within the microenterprise industry.  This conference is aimed at bringing together organizations that assist entrepreneurs seeking business training and capital to exchange ideas and new strategies for improving access to credit for qualified businesses.

Partners include: The Association for Enterprise Opportunity, Maryland Microenterprise Network (MD), North Carolina Rural Center (NC), Latino Economic Development Center (DC), Center for Economic Options (WV), Charleston Local Development Corporation (SC).

To register, visit http://vamicro.org/2100Conference
For more information about he event, contact Amanda Gibson at (804) 697-8107
A block of rooms is available through a link on the registration page.

Clorox Power a Bright Future Grants aim to provide necessary resources to help support school programs that enrich kids’ lives. Maximum award: $50,000. Eligibility: Anyone at least 18 years old at time of entry can nominate an accredited K-12 public or private school program. Deadline: September 27, 2011.

http://www.powerabrightfuture.com/

Learn the legislative process and policymaking from the inside.  The Office of Philadelphia City Councilman Curtis Jones, Jr. is looking for talented, energetic, out-of-the-box thinkers as interns for the fall semester and beyond.  Councilman Jones is one of the most productive and far-reaching Council members—advocating tirelessly to halt devastating mortgage foreclosures, investigating the impact of Marcellus Shale drilling on the city and holding a broad-based policy summit on the impact an increased aging population will have on the future of Philadelphia to name just a few examples.  Students have prepared witnesses for public hearings, written resolutions and policy briefings, staffed intergovernmental meetings and represented the Councilman in zoning hearings.  So whether it’s community economic development, local tax or energy policy, human services or criminal justice issues, there is a place for you in our dynamic organization. As one former intern put it:

“Interning with Councilman Curtis Jones, Jr. was one of the most interesting and educational experiences of my college career. I really got to be a part of what goes on in City Hall, and I gained far more hands-on knowledge and experience than I ever could have from any university class. It’s far more than the internship stereotype of making copies and fetching coffee. Though we have to do some of that as well, the staff has high expectations of the interns, and in return, the interns are expected to produce substantive material that is beneficial for the office.”

Please e-mail cover letter, resume and short (2-3 pages) writing sample to Shoshana.bricklin@phila.gov. Include “INTERN APPLICATION” in the subject line.  While currently unpaid (some transportation assistance may be available), we are an eligible work-study placement.  Also consider fulfilling any community service/pro-bono requirements here.  For more information on Councilman Jones see http://www.facebook.com/CouncilmanCurtisJonesJr or http://www.curtisjonesjr.com.

Summary:
The College Access Program is a signature program of the Philadelphia Education Fund (the Ed Fund), a not-for-profit organization whose mission is to improve the quality of public education in Philadelphia and the region, so that youth are prepared for college and careers. Please see: http://www.philaedfund.org. Partnering with Philadelphia public schools, universities, community groups and businesses, the College Access Program is designed to improve access to postsecondary education for Philadelphia public school students. The program maintains a staff in high schools and in two community based College Access Centers, as well as in the Ed Fund’s main office.

The Director is responsible for the continued development and the administration of the College Access Program, working in close cooperation with other Ed Fund programs to ensure synergy among the organization’s initiatives. She/he also supervises the Philadelphia Scholars administrative staff, our highly regarded college scholarship program, as well as the staff of our high school based Student Success Center. The Director is a key player in citywide dialogues and initiatives aimed at improving student access to college.

Responsibilities: Serve as a key Ed Fund spokesperson for the goal of improving student access to college; Promote the Ed Fund’s mission, in particular the goals of the College Access Program and Philadelphia Scholars through participation in appropriate activities and dialogue on local, regional and national levels; Supervise the administration of the programs; provide overall management and supervision of program staff; Further develop the dynamic and creative nature of the programs, articulating ambitious, clear and measurable goals and objectives consistent with the Ed Fund’s mission; Create and implement outcomes-based plans for the programs to partner pro-actively with schools, universities, community groups, and businesses to enable young people to access college; Create systems to track data documenting program outcomes and to evaluate program work;

Work with Ed Fund Development staff to raise funds in support of the College Access Program and Philadelphia Scholars; this includes grant proposals and visits; Ensure that programming is conducted in compliance with funders’ requirements; Prepare reports to funding sources and others as needed; Develop and monitor program budgets; Perform other duties as assigned.

Qualifications Master’s Degree in Education, Administration, Social Work or a related field; A demonstrated commitment to excellent public school education leading to postsecondary education opportunities; a track record related to increasing the college-going rate of urban public school graduates; Demonstrated leadership, staff supervisory and management skills; Ability to think strategically, creatively and with vision to accomplish long term goals, while implementing immediate projects; Excellent communications skills, both written and oral, supported by a strong facility in using technological tools; excellent interpersonal skills; Ability to create and manage budgets; Ability to contribute to the fundraising process as demonstrated by past experience in writing proposals and reports, face to face visits with funders, and/or knowledge of government granting agencies; Self-motivated with the ability to work independently and as part of a team with great energy, persistence, and dedication; Critical thinking, problem solving, accuracy, and attention to detail; Excellent organizational skills, including the ability to manage multiple tasks and projects simultaneously to produce high quality results quickly and on time; Experience in working with diverse constituencies in an urban environment; An understanding of issues related to college access and success.

Reporting
This position reports to the Executive Director of the Philadelphia Education Fund.

Applying
Please email application letter, resume, and contact information for three professional references to: director@philaedfund.org.

CFL’s goal is to provide work-based skills to adjudicated participants, assisting them in attaining increased skills and knowledge for GED attainment, career advancement and/or transitioning to post secondary training opportunities. Participants will be TABE assessed. Assessments will result in an Individual Diagnostic Profile and Learning Style Inventory leading to development of individual plans for the development of reading, math and writing skills. Through the use of KeyTrain, all participants will have the opportunity to use web-based software that contextualizes basic skills to the workforce.

Instruction will work to advance the development of work-readiness skills by using authentic, hands-on, project-based curricula comprised of competencies derived from the WERC Foundations Framework and other workforce resources.

Responsibilities:
•    Maintain student confidentiality and program integrity in performing all duties.
•    Over 12 months, instruct up to 75 offenders of varying reading, writing and math levels.
•     Assist the team in conducting various needs assessments and literacy task analyses
•    Develop measurable objectives for work based basic skills classes.
•    Develop assessment plans and tools for documenting learner gains.
•    Effectively teach and evaluate students’ knowledge and skills in a work-based skills classroom.
•    Coordinate with agency staff (JEVS and PPS) to meet all project requirements.
•    Demonstrate positive attitudes and positive actions through a display of courtesy, congeniality, cooperation, sensitivity and professionalism.
•    Attend all required professional development opportunities
•    Plan lessons in advance using appropriate instructional materials and techniques for developing reading, writing, math and critical thinking skills.
•    Develop lessons that include themes relevant to students’ lives, interests, Foundation Skills Framework, and work-related goals.
•    Promote student engagement and collaboration in learning.
•    Administer assessments according to schedule.
•    Perform all related administrative duties and reporting such as: completing timesheets and makeup work plans for participants and submitting monthly reports to the Program Manager.

Qualifications:
•    Bachelor’s degree required. Other graduate degree commensurate with position a plus.
•    Experience administering assessments, including standardized and customized alternative assessments required.
•    Knowledge of the Foundation Skills Framework preferred.
•    Experience working with adjudicated adults in a workplace educational environment is preferred.
•    Availability for afternoon and/or irregular hours required.
•    Strong written, communication and organizational skills required.
•    Computer literacy required.

Reports to:         Program Manager

Job Classification:     Regular, part-time, exempt

Salary:         $18.00 per hour

Hours:    20 hours – weekly (10 hours instruction, 5.5 hours assessment/case conferencing, 2.5 prep hours)

Schedule:     Tentatively Monday, Tuesday, Thursday and Friday afternoons – 12:45 – 3:45 pm; Wednesday: 9:45 – 3:15

Locations:         120 N. Broad Street – JEVS Center City

Available:         August 29, 2011

The Center for Literacy is a non-profit agency dedicated to providing a range of literacy services, including reading, writing, math, life and work skills, to help a diverse population of learners meet their needs and achieve their personal and employment-related goals. For more information about the Center for Literacy and its services, visit us online at http://www.centerforliteracy.org.

As a full-time employee, you are eligible for many benefits, including:
– Medical Insurance
– Dental Insurance
– Vision Insurance
– 403(B) Retirement Plan
– AFLAC
– Life/AD&D Insurance
– Long Term Disability Insurance
– TransitChek
– Drexel University Collegial Discount
– Flexible Spending Accounts
– Paid Holidays
– Vacation, personal & sick days

In your submission please include your salary expectation and proof of previous accomplishments. Submissions that are lacking these items will not be considered.

All resumes are to be submitted through our website to receive consideration for the opening.
NO PHONE CALLS PLEASE.

Center for Literacy
399 Market St., Suite 201
Philadelphia, PA 19106
Fax: 215-472-7290

Southwest Leadership Academy CS is seeking volunteers to assist in landscaping and gardening at the school before school begins September 6, 2011.  Your support will secure that our students will come back to school seeing a noticeable improvement at their school that will ultimately impact learning.

If you are interested in supporting our project, please contact Paulette Blackson Royster (215 – 219-1749 c) or (215-475-5360 office.)

This year, for the first time, the Conference is being held outside Washington DC. The 2011 Conference will consist of a series of events to be held during Citizenship week, beginning September 15 in Philadelphia and culminating September 22-23 in Arizona. NCoC is honored to be working in collaboration with the Center for the Future of Arizona (CFA) as its 2011 Conference Host partner, with venue space generously provided by Arizona State University. NCoC issued an RFP for Conference partners, and CFA was chosen from a large pool of applicants from across the country.

To register for the Conference, please log in/sign up here.

http://www.ncoc.net/index.php?exturl=114kcurl89

September 15: Civic Innovators Forum (by invitation)
Location: National Constitution Center, Philadelphia
Anticipated Time: 10 a.m.-5 p.m.
Description: This is the 3rd Annual Forum, which discusses the trends and opportunities surrounding civic and social innovation.
Convening partners: The Case Foundation and Philanthropy for Active Civic Engagement (in partnership with the National Constitution Center). This event will also serve as the release of a new civic learning report, released in partnership with the Campaign for the Civic Mission of Schools and the Lenore Annenberg Institute for Civics at the Annenberg Public Policy Center.
Featured spakers: Jean and Steve Case (2011 Joseph H. Kanter Citizen of the Year Award recipients)

http://www.ncoc.net/conference

October 27-28, 2011
LaGuardia Airport Hotel
100-15 Ditmars Boulevard
East Elmhurst, NY 11369

Registration Deadline:  October 7, 2011

Please follow this link: http://www.regonline.com/ERCC which contains all the relevant conference details including hotel registration information.

Eastern Region Campus Compact Conference
Promoting Clear Pathways to Civic Engagement

Moving Us Forward: Recognizing and Rewarding Civic Engagement
The mission of this conference is to advance institutional engagement. Leaders in higher education will participate in workshops on engaged scholarship, institutional change, and campus-community reciprocity. This conference will include an institute for faculty teams to focus on institutional strategies for rewarding engaged scholarship in promotion and tenure.

Campus Compact shares a rich history with the Carnegie classification for community engagement – demonstrated by the Compact’s 13 indicators of engagement richly informing the classification. In fact, the majority of Carnegie classified institutions are members of state Compacts. Through on-going consultation with campuses seeking the engaged classification, our state offices are intimately aware of the strengths and weaknesses of the most recent applications. This conference will focus on key areas of campus-community engagement in order to maximize the likelihood of success on future re/applications for designation.

Faculty Rewards Institute – FOR FACULTY TEAMS ONLY
Making It Count: Strategies for Rewarding Engaged Scholarship in Promotion and Tenure
Facilitator: Dr. KerryAnn O’Meara, University of Maryland

Many of our college campuses struggle with the same challenge. Our academic reward systems have not caught up with 21st century scholarship and teaching, including engaged scholarship and service-learning. Numerous studies of faculty involvement in community engagement show that academic reward systems that do not change to assess and recognize engaged scholarship stand as a formidable barrier to the careers of engaged scholars, recruitment of faculty for this critical work, and campuses truly institutionalizing the work at their core. Faculty teams of 3-5 individuals will come with a strong interest in advancing tenure and promotion guidelines to explicitly merit community engaged scholarship.

The Scholarship of Engagement – FOR INDIVIDUAL REGISTRANTS
Facilitator:  Dr. Char Gray, Pennsylvania Campus Compact
While community engaged teaching can be found in courses in virtually every higher education institution in the U.S., community engaged scholarship remains suspect. Institute participants will explore the rigorous nature of high quality engaged scholarship and learn how to incorporate this form of scholarship into their research agendas.

The Culture of the Engaged Campus –FOR INDIVIDUAL REGISTRANTS
Facilitator: Dr. Matthew Hartley, University of Pennsylvania
Moving to a community engaged identity requires institutional willingness to transform fundamental core practices. What does it take to shift an institutional culture to include community engaged practices? This institute will highlight points in the histories of several institutions to make the case that targeting strategic practices, institutional structures, and moments in history can help create the engaged institution.

Reciprocity in Campus-Community Partnerships – FOR INDIVIDUAL REGISTRANTS
Facilitator: Dr. Randy Stoecker, University of Wisconsin, Madison
Despite civic engagement practices becoming ubiquitous across the higher education landscape, the concept of reciprocity has proven more challenging to institutionalize. Thought leaders will discuss the factors affecting the quality of campus-community partnerships and outcomes resulting from partnerships that are established democratically.

Sustainable Global Service-Learning Partnerships: Concepts, Models & Best Practices – FOR INDIVIDUAL REGISTRANTS
Facilitator:  Dr. Richard Kiely, Cornell University
The national imperative to expose greater numbers of U.S. students to more diverse global experiences has motivated community engaged faculty to create community engaged learning experiences in international settings. Participants will discuss and explore the successes, pitfalls, risks, and rewards of such teaching, learning, and scholarship strategies.