School LocationHenry Ford Learning Institute - Dearborn / Detroit MI - hfli.org
Are you an experienced and strategic program leader with an entrepreneurial mindset? Someone who’s eager to engage educators, young people, community members and other partners to take an emerging youth program to scale? It takes focus, tech-savvy, an affinity for creative problem solving, and an ability to amplify a call to action.
If so, we’re looking for you to join our team.
Henry Ford Learning Institute (hfli.org) is an innovative non-profit that serves communities as a dynamic, collaborative organization with a powerful commitment to redesign how we learn. In addition to its innovative small schools, HFLI imagines, designs, and delivers immersive experiences for K-20 education, workplace learning initiatives, and youth programs. Together with its partners, HFLI is empowering learners to think creatively, work collaboratively with others, and implement innovations.
Our Associate Director of Youth Programs will lead the strategic growth and implementation of our youth STEAM/STEM innovation programs, delivered during and outside of regular school hours. The Associate Director of Youth Programs’ significant areas of responsibility include:
Program Strategy. Guide the development of the strategy and overall work to build and sustain an exemplary, coherent series of experiences that provide transformative learning opportunities for young people and the adults who serve them through the variety of program offerings.
Program Dissemination. Build and nurture a national network of educators who can lead HFLI programs in their schools; community and business partners who can support unique learning experiences; and, learner mentors who can support participants in the areas of Design Thinking, coding and/or entrepreneurial experience.
Program Delivery. Recruit participants and facilitate engaging, individualized learning programs that provide opportunities for learners to launch and deepen personal skills in Design Thinking, prototype development and entrepreneurship, empowering them to develop and move a personal “big idea” from concept to implementation.
Program Design and Development. Create and refine program offerings, related public events, instructional tools, materials, facilitation plans and implementation protocols.
Administrative Management. Provide clear and effective oversight of all program activities, staff, partners and volunteer contributors to ensure operational efficiency, financial viability and program excellence.
We ask every applicant for this position to submit an artifact that best communicates how he or she has successfully managed a project or built a program. Surprise and delight us – we know you can.
Our next team member must have
– Demonstrated success launching and directing a set of programs that have produced ambitious outcomes for participants
– 3-5 years of experience providing participants with structured learning opportunities that are attuned to their unique developmental needs
– Technical skill with coding or guiding the work of others to develop technological solutions to real-world problems
– Expertise using and coaching others to use entrepreneurial skills and strategies in a range of situations and for a variety of purposes
– Personal experience planning, launching and sustaining an entrepreneurial venture
– Demonstrated command of personal networking, social media and other digital networking tools to amplify a call to action and build a collaborative support structure
Our next team member should demonstrate
– Passionate commitment to building the talent pipeline for STEAM careers among minority learners and job candidates
– Strong and visible evidence of an entrepreneurial mindset
– A natural or developed affinity and skill set for Design Thinking mindsets, tools and processes
– Comfort in demonstrating a tech-based program for an array of audiences
– Deep personal humility coupled with a readily available sense of humor
– Strategic thinking, ability to see opportunity among constraints of traditional learning pathways, educational systems, settings and mindsets
– Vision to uncover opportunities where others see only challenge or obstacle
– Well-developed sense of empathy for adult learners and mentors who want to work with opportunity youth for whom a traditional classroom setting hasn’t been a good fit.
– Ability to leverage the power of Post-its and Sharpies to bring creative thinking and collaboration to light
– Evident skill in managing multiple teams of learners toward positive outcomes and to “work the room”
– Proven ability to communicate clearly, perform at a high level under pressure, and work efficiently as both a team member and as an individual
– Effective planning and organizational skills, ability to incorporate others’ needs into planning up front and throughout a process or project
– Willingness and enthusiasm for doing whatever it takes to ensure the highest quality program implementation for HFLI, aligned schools and community partners
– Willingness to share french fries with teammates
– Desire to support the vision and mission of HFLI and Henry Ford Academies
– Ability and desire to travel when needed (via car and plane)
Reports to HFLI Senior Director, Programs of Impact
Competitive Compensation Package that includes comprehensive, competitive benefits (health, dental, vision, FSA, short/long term disability, 403b match, flexible work schedule).
To apply for this position, please provide us with your essential information (resume, desired compensation, other supporting documents), as well as your best artifact to communicate how you have successfully managed a project or built a program. Place the jobID 1701 and “Associate Director of Youth Programs” in the subject line of your email and send it to email@example.com. Submissions are reviewed on a rolling basis.
Henry Ford Learning Institute is an equal opportunity employer and does not discriminate on the basis of race, sex, color, religion, national origin, marital status, height, weight, age, unrelated disability or other legally protected status.
Revised March 25, 2017