Study Hall Lead - East Harlem Middle

DREAM · 1991 2nd Ave, New York, NY 10029 (East Harlem Middle School) · Part-Time and Seasonal

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Originally founded in 1991 as Harlem RBI, DREAM has grown to annually serve more than 2,500 youth across East Harlem and the South Bronx through a network of seven PreK-12, extended-day, extended-year DREAM Charter Schools and community sports-based youth development programs. Through our commitment to rigorous academics, social-emotional learning, deep family and community engagement, and health and wellness, we create lifelong learners who are equipped to fulfill their vision of success in and out of the classroom. We dream big, as well, with an aggressive five-year plan to expand to serve 3,500 students across seven schools—growing our organization’s impact and leveling the playing field for all children. To learn more, visit wearedream.org.

The Study Hall Lead develops and leads engaging, structured study hall programming for middle school students participating in after-school athletics, enrichment teams, and clubs. This role is responsible for creating a strong foundation of academic and social-emotional habits that help students make progress towards DREAM’s Graduate Profile and prepare for college and career. The Study Hall Lead explicitly teaches skills including goal setting, time management, organization, executive functioning, self-advocacy, and asking for help, while also providing students with guidance on studying and homework completion.

 

The Study Hall Lead will build this program from the ground up by developing lesson plans, implementing a scaffolded approach that increases student independence over time, and gathering feedback from students, teachers, school leaders, after-school staff, and other stakeholders. This is an excellent opportunity for a teacher or youth development professional who is passionate about executive functioning, strong scholar habits, and social-emotional learning and is interested in part-time after-school work. The Study Hall Lead must be flexible, reflective, and eager to test new approaches, assess what is working for young people, and codify effective lessons, systems, and practices for future expansion to additional campuses.

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