13 Baltimore County Public Schools jobs in Essex

Job Details

Job Location

Harford County

Position Type

Full Time

Education Level

Graduate Degree

Job Category

Health Care

There is a huge need for Licensed Social Workers and Professional Counselors (LGPAT, LGMFT, LGPC, LCPC, etc.) to provide therapy services within the school setting throughout Harford County. As referrals come in, it is anticipated that a caseload will consistent of 3 or so schools. Some virtual sessions and meetings are possible. For additional information, please visit STATEMENT

The mission of Thrive Behavioral Health is to provide quality mental health services to individuals and families with a focus on reducing traditional barriers to accessing treatment and ensuring a high level of collaboration with our community partners.

We are committed to treating patients and their families with the highest regard and respect for patients to work toward reaching their highest growth potential in their therapeutic process. This is accomplished through the strict adherence to the highest ethical standards of care and policies and procedures set forth by the Maryland State Department of Health and the Joint Commission.

• Thrive Behavioral Health ensures all clients are treated with compassion, respect, and dignity regardless of race, color, religion, sex (including pregnancy, gender identity, and sexual orientation), parental status, national origin, age, disability, family medical history or genetic information, political affiliation, military service, or other non-merit based factors.
• Thrive Behavioral Health employees are competent and responsible personnel who adhere to a strict code of professional ethics which include but are not limited to the prohibition of fraternization with patients, exploitation of patients, or any criminal behaviors.
• Thrive Behavioral Health provides clients with accurate and complete information regarding the available services including the program rules, regulations, goals and objectives of the program.
• Appropriate provision or referral to alternative treatment modalities is made at any time before, during, or after treatment if they are requested or the clients needs are out of the scope of our practice.
• Thrive Behavioral Health will ensure that discharge from treatment is conducted in accordance with Maryland COMAR and the Joint Commission standards.
• Thrive Behavioral Health adheres to both COMAR and Joint Commission environment of care standards.
• Thrive Behavioral Health will take all necessary and appropriate measures to maintain individual client records and information in a confidential and professional manner.
• Thrive Behavioral Health strives to maintain positive relations with the surrounding community and pursues every reasonable action to encourage responsible behaviors and community safety.

SUMMARY

The therapist at Thrive Behavioral Health is responsible for providing mental health treatment to patients in the outpatient and the off-site program. As part of a multidisciplinary team, the therapist will perform direct services including individual, family and group therapy, assessments, consultations and crisis interventions within the scope of the respective individuals license.

AGE/PATIENT POPULATIONS (S) SERVED

Age of Patient Population Served: Children (3 -18 years old) Adult (19 years old & up)

Populations Served: Persons meeting the DSM 5 criteria for mental health disorders and individuals with co-occurring psychiatric illness

EXPECTATIONS OF ALL STAFF

1. Adheres to all Thrive Behavioral Health Policies and Procedures.

2. At all times, conducts self in a manner that represents Thrive Behavioral Health values.

3. Maintains a positive and respectful attitude with all work-related contacts.

4. Communicates regularly with supervisor about departmental and Thrive Behavioral Health concerns.

5. Consistently reports to work and meetings on time, prepared to perform the duties of the position.

6. Meets productivity standards and performs duties as workload necessitates, including two (2) evenings until approximately 7:30-8:00 pm, unless otherwise approved.

7. Consistently demonstrates an accurate understanding and application of his/her specific role in the surveillance, prevention, and control of infections to children, families, visitors, and staff according to Thrive Behavioral Health policies and procedures.

8. Promotes a safe environment through:

• Performing duties in a manner that upholds OSHA standards
• Following infection control policies and procedures
• Adhering to facility and department safety policies
• Reporting all potential safety risks
• Completing incident reports in a timely manner as defined in Thrive Behavioral Healths policies and procedures
• Supporting company health and infection control policies
• Responding correctly to codes and drills
• Utilizing supplies in a cost effective manner

ESSENTIAL DUTIES AND RESPONSIBILITIES

1. Keeps abreast of current literature and developments in the field and attend or complete required agency trainings.

2. Timely enters clinical documentation using electronic medical records (EMR) software. 48 hours for clinical notes and 72 hours for Diagnostic Evaluations.

3. Ensures to use the utmost of care in protecting the confidentiality of client records in accordance with State and Federal laws.

4. Ensures client and family involvement in treatment planning. Provides ongoing support and consultation to families and guardians of client.

5. Provides professional and ethical therapy to patients in treatment through group, individual counseling, family counseling and education.

6. Documents service notes in an accurate manner and in compliance with agency policy and procedures, including writing objective progress notes, discharge summaries, Individual Treatment Plans, and other timely status reports as requested by supervisor and according to COMAR and Joint Commission standards.

7. Consults with treatment team members and other internal and external professionals working with the client to discuss and coordinate services.

8. Understands and adheres to Thrive Behavioral Health compliance standards as they appear in Thrive Behavioral Health Corporate Compliance Policy, Code of Conduct and Conflict of Interest Policy.

9. Stays aware of all pertinent federal, state and Thrive Behavioral Health regulation, laws, and policies as they presently exist and as they change or are modified.

10. Engages in clinically and ethically appropriate termination with clients upon discharge from Thrive Behavioral Health.

11. Performs other duties and tasks required.

REQUIRED KNOWLEDGE, SKILLS, AND ABILITIES:

1. Knowledge of industry standards: organization, theory, principles, and research processes, accreditation and regulatory standards, ability to assess clinical care requirements based on psychotherapeutic and human development principles, scope of practice and regulatory standards.
2. Treatment knowledge: Provides therapeutic treatment to assigned caseload consistent with treatment plans and conducts effective therapy sessions on a regular basis using appropriate modalities.
3. Able to work effectively with the client to implement solutions and model appropriate behaviors.
4. Professional readiness: Issues related to self-awareness, diversity, ethics and continuing education.
5. Knowledge of PC software programs, including Microsoft Word, Excel and Outlook is preferred.
6. Understanding: code of ethics for respective profession and seeks consultation with supervisor when necessary.
7. Written and oral communication skills; must be able to concentrate on work amid distractions such as noise, conversations and foot traffic.
8. Must be able to work independently with little direct supervision in an unstructured environment with multiple demands.
9. Reading and writing level that can clearly express or understand complex concepts, assessments, directions and processes or sequences of events-level equivalent to at least four years of college.
10. Ability to represent the program well in interactions both inside and outside the facility

11. Working knowledge of DSM 5 diagnoses & has the ability to asses and diagnose according to DSM 5 diagnostic criteria.

AGE SPECIFIC COMPETENCIES (CHILDREN, 3-18 YEARS, & ADULT 19 years old and up)

1. Demonstrates the ability to systemically collect, record and analyze data and other relevant interactive social systems, including mental status, special precautions (suicidality, homicidality, elopement); physical problems/medical acuity (withdraw and nutritional needs); and ethical concerns (social, religious, or cultural needs).
2. Initiates/develops a treatment plan with specific goals and interventions unique to the needs of the patient.
3. As guided by the treatment plans, implements appropriate interventions that promote, maintain, or restore physical and mental health and restores developmental progression in childhood & adulthood.
4. Recommends special precautions (such as safety planning or crisis intervention) for children & adults, as needed.
5. Evaluates the response of the child/adult/family to interventions in order to revise the plan, including discharge criteria.
6. Knowledgeable of normative developmental milestones in accordance with chronological age.

MINIMUM JOB REQUIRMENTS

Education, Training, and Experience Required:

1. Active, unrestricted and independent to practice in Maryland as a Licensed Master Social Worker (LMSW), Licensed Graduate Professional Counselor (LGPC), or Licensed Graduate Marriage and Family Therapist (LGMFT).

2. Prefer CPR/FFA Certification.

PHYSICAL DEMANDS/WORKING CONDITIONS:

• The essential functions of this job include the following physical and intellectual demands:
  
  • Frequently sit, stand, and or walk
  • Regularly driving a motor vehicle
  • Frequently hearing, seeing and speaking
  • Regularly typing
  • Occasionally lift and/or move up to 25 pounds
  • The ability to work in a fast pace environment with potential for stressful situations
  • Comprehends and performs job duties at a reasonable pace while using attention to detail
  • Concentrates, formulates plans, and makes decisions
  
  
• Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
• The organization cannot control all environments in which a therapist may encounter outside of the Thrive office space, however, staff are encouraged to notify management to determine if there are reasonable options available. Examples to consider include but are not limited to, temperature/humidity of the site, places to sit while providing therapy, smoking and/or pets in the home, and a private environment to provide therapy. You may be exposed to other allergens.
• Due to the nature of the industry, working in the evenings, approximately 7:30-8:00 pm, may be expected

Benefits include but are not limited to:

• Possible NEW HIRE BONUS
• No COST Board Approved Supervision
• Paid Time Off (PTO), Holiday Pay, etc.
• CEU opportunities
• Growth opportunity
• Health including medical, dental, vision through BC/BS
• Teledoc
• Health FSA & DCFSA
• Aflac
• Company-paid life insurance
• 401(k) retirement with match
• EAP
• wellness programs

EEOC STATEMENT:

It is our policy to abide by all Federal and State laws, as well as, the requirements of 41 CFR 60_1.4(a), 60-300.5(a) and 60-741.5 (a), prohibiting discrimination against qualified individuals based on their race, color, religion, sex (including pregnancy, gender identity, and sexual orientation), parental status, national origin, age, disability, family medical history or genetic information, political affiliation, military service, or other non-merit based factors.

**Substitute School Counselor** -
Utilizing leadership, advocacy, and collaboration, school counselors promote student success, provide preventive services, and respond to identified student needs by implementing a comprehensive school counseling program that addresses academic, career, and personal/social development for all students. Provides advice and guidance to students, school administrators, staff, parents and community members. Performs other duties as assigned.
**MINIMUM QUALIFICATIONS** :
**Education, Training, and Experience** :
Graduation from an accredited college or university with a **Master's Degree in School Counseling is required.**
**Licenses and Certificates** :
Possession of, or eligibility for, a Maryland Certificate with an endorsement in Counseling is **required** .
**EXAMPLES OF DUTIES** :
+ Meets with and instructs assigned classes at designated locations and times.
+ Implements the comprehensive school counseling program with the school administrator and other stakeholders.
+ Implements developmentally appropriate and prevention-oriented group activities to meet student needs and school goals.
+ Assists all students, individually or in small groups, with developing academic, career and personal/social skills, goals and plans to ensure they are college, career and life ready.
+ Provides individual and group counseling to students with identified concerns and needs. Consults and collaborates effectively with parents/guardians, teachers, administrators and other educational/community resources regarding students.
+ Implements services through the School Counseling Core Curriculum, Individual Student Planning (6 Year Plan) and preventive and responsive services while maintaining program management, system support and accountability.
+ Implements and maintains the comprehensive school counseling program based on the ASCA National Model, COMAR and current individual school data (School Progress Plan) with the school administrator and other stakeholders.
+ Accurately and appropriately uses assessment procedures for determining and structuring individual and group counseling services.
+ Monitors student academic performance, behavior and attendance and assists with appropriate interventions.
+ Collaborates with parents/guardians and educators to assist students with educational and career planning.
+ Accurately and appropriately interprets and utilizes student data. Assists teachers, parents/guardians and other stakeholders in interpreting and understanding student data. Prepares and presents reports.
+ Implements an effective referral and follow-up process.
+ Adheres to laws, policies, procedures, and ethical standards of the school counseling profession.
**Knowledge, Skills, and Abilitie** s:
+ Knowledge of the principles and practices of school counseling.
+ Knowledge of curriculum.
+ Knowledge of effective instructional techniques.
+ Knowledge of instructional materials and equipment.
+ Knowledge of the ASCA National Model.
+ Knowledge of and skill in data analysis.
+ Demonstration of outstanding written and oral communication skills.
+ Demonstration of strong leadership and human relations skills.
**Next steps:**
Apply Now! We will reach out shortly with your next steps.
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Our client is looking for a dedicated and inspiring Senior High School Mathematics Teacher to join their esteemed faculty. This role is critical in fostering a strong foundation in mathematical concepts and critical thinking skills among students. You will be responsible for developing and delivering engaging lesson plans aligned with state curriculum standards, assessing student progress through various evaluation methods, and creating a positive and challenging learning environment. The ideal candidate will possess a deep passion for mathematics and education, along with excellent communication, interpersonal, and classroom management skills. A Bachelor's degree in Mathematics or a related field, along with a valid teaching license or certification, is required. Experience teaching high school-level mathematics, including advanced courses like calculus or statistics, is highly desirable. You will work collaboratively with colleagues, contribute to curriculum development, and actively participate in school events and professional development opportunities. This position is based in **Baltimore, Maryland, US**, and requires a commitment to in-person instruction. We are seeking an educator who can inspire a love for mathematics, motivate students to achieve their full potential, and prepare them for future academic and career pursuits. Responsibilities include grading assignments, providing constructive feedback, holding parent-teacher conferences, and maintaining accurate student records. A commitment to professional growth and staying current with pedagogical best practices is essential. Join our client's team and make a meaningful impact on the educational journeys of young learners.

Our client is seeking an experienced and dedicated Virtual Senior High School Math Teacher to join their innovative online educational platform. This is a fully remote position, offering the flexibility to teach from anywhere in the US. The ideal candidate will have a passion for mathematics, a proven track record of engaging high school students, and a strong command of various digital teaching tools and platforms. You will be responsible for developing and delivering dynamic lesson plans that cover a comprehensive curriculum, fostering a stimulating and interactive learning environment for students. This includes facilitating live virtual classes, providing one-on-one support, grading assignments and exams, and maintaining open communication with students and their parents regarding academic progress.

The Senior High School Math Teacher will be expected to create a positive and inclusive virtual classroom atmosphere that encourages student participation and critical thinking. You will utilize a variety of multimedia resources, educational technologies, and pedagogical strategies to cater to diverse learning styles. Differentiating instruction to meet the needs of all students, including those requiring additional support or advanced challenges, is a key aspect of this role. Collaboration with a team of fellow educators, curriculum developers, and support staff to share best practices and contribute to the ongoing improvement of the online learning experience is also essential. You will also be responsible for tracking student attendance and performance data, preparing regular reports, and adhering to all educational standards and institutional policies. A deep understanding of adolescent learning and development is crucial. The ability to inspire a love for mathematics and equip students with the skills necessary for future academic and career success is paramount. This role demands excellent organizational skills, self-discipline, and the ability to manage time effectively in a remote setting. A commitment to professional development and staying abreast of the latest trends in online education and mathematics pedagogy is highly valued. We are looking for a motivated educator who can make a significant impact on student learning outcomes, regardless of geographical location. Your expertise in algebra, geometry, calculus, or other advanced math subjects will be instrumental in guiding our students.

Overwhelmingly, people who decide they want to be a part of the Y in Central Maryland tell us they do so because it reflects their values and a conscious decision, they’ve made about how they choose to live their lives. The happiest and most fulfilled Y associates are those who are motivated to help others and who want to be a part of something larger than themselves.   If this speaks to your heart, then we invite you to join our team. Be a part of a charitable, mission-driven organization that works for individual and community well-being for all, for a better us.

How this role contributes to the Y’s mission:

As a Y Teacher for School Partnerships, you will lead school age children through research-based curriculum that result in academic achievement and a love of learning. You will prepare and submit lesson plans that meet the individual needs of the youth and the overall goals of Y programs for students in grades K-12 located in schools in low income communities served by the Y in Central Maryland. As a Teacher, you’ll contribute to the Y and to our overall community by supporting and nurturing youth adversely impacted by the achievement gap. 

This work is right for you if you have:

• An interest in the well-being of school age youth, enthusiasm, patience, good humor, good judgment and a good spirit 
• Prior experience leading a classroom and creating and implementing lesson plans 
• The ability to clearly communicate and effectively listen to children, parents/guardians, members, school administration and other Y associates 
• A current teaching certification

The Y in Central Maryland provides equal employment opportunities (EEO) to all employees and applicants for employment. Moreover, the Y is firmly committed to celebrating and achieving diversity and inclusion in all we do. We strive to be an anti-racist organization and expect all associates to treat others with respect, kindness and dignity, at all times. Thank you for considering working for the Y in Central Maryland. If being a part of our cause feels right for you, we hope you will join us.

Overwhelmingly, people who decide they want to be a part of the Y in Central Maryland tell us they do so because it reflects their values and a conscious decision, they’ve made about how they choose to live their lives. The happiest and most fulfilled Y associates are those who are motivated to help others and who want to be a part of something larger than themselves.   If this speaks to your heart, then we invite you to join our team. Be a part of a charitable, mission-driven organization that works for individual and community well-being for all, for a better us.

How this role contributes to the Y’s mission:

As a Y Teacher for School Partnerships, you will lead school age children through research-based curriculum that result in academic achievement and a love of learning. You will prepare and submit lesson plans that meet the individual needs of the youth and the overall goals of Y programs for students in grades K-12 located in schools in low income communities served by the Y in Central Maryland. As a Teacher, you’ll contribute to the Y and to our overall community by supporting and nurturing youth adversely impacted by the achievement gap. 

This work is right for you if you have:

• An interest in the well-being of school age youth, enthusiasm, patience, good humor, good judgment and a good spirit 
• Prior experience leading a classroom and creating and implementing lesson plans 
• The ability to clearly communicate and effectively listen to children, parents/guardians, members, school administration and other Y associates 
• A current teaching certification

The Y in Central Maryland provides equal employment opportunities (EEO) to all employees and applicants for employment. Moreover, the Y is firmly committed to celebrating and achieving diversity and inclusion in all we do. We strive to be an anti-racist organization and expect all associates to treat others with respect, kindness and dignity, at all times. Thank you for considering working for the Y in Central Maryland. If being a part of our cause feels right for you, we hope you will join us.

**Overview**
**Currently offering $5,000 Hiring Incentive!**
***Student Debt Relief Available for Teacher positions and $,000 Hiring Incentive ***
The Special Education Teacher will teach a varied population of students in a full day non-public setting. The Teacher implements the program as outlined in the IEP of each student, adapting instruction to differing academic, medical, developmental, and technological needs of the students and adheres to the curriculum as identified by MSDE. Additionally, the Teacher demonstrates understanding of and commitment to the KKI mission, helping students achieve their potential and participate as fully as possible in family, school and community life while striving to excel in providing safe and effective care of the highest quality.
At the Fairmount Campus, we are committed to providing special education program in which the uniqueness of each student is valued and understood. We want to enable students to reach their potential in all aspects of life - academically, socially and behaviorally - and help lead them toward the ultimate goal of nurturing their independence now and in the future.
Our curriculum focuses on building essential skills based on standards and curricula identified by the Maryland State Department of Education. Students receive ongoing instruction in reading/English language arts, mathematics, science, social studies, physical education, health, music, fine arts and career development.
We are a nonpublic special education day program approved by the Maryland State Department of Education.
We operate on an 11-month program schedule.
**Responsibilities**
**Classroom Management**
Maintain a classroom environment that is conducive to learning and orderly. The classroom should have materials and routines that are clear and present; allowing classroom staff and students to be managed effectively.
**Collaboration**
Collaborate with parents and guardians to involve them in the student learning process. Ensure collaboration of classroom staff, student team members and I.E.P. team members and participate in the professional learning community.
**Communication**
Communicate effectively with students and staff members including facilitation of and participation in meetings and in-services; this should be done with consideration for disability based needs of each student. Communicate effectively with classroom staff members, parents and guardians while providing clear expectations and specific feedback using clear, concise and professional written and spoken language.
**Instruction and Knowledge of Students**
Demonstrate knowledge of instruction by using appropriate special education best practices and strategies for instruction that include effective and engaging lesson plans with innovative and creative problem solving with the use of technology based on the content area and prior knowledge of the student. Utilize data to inform instruction by implementing comprehensive formative and summative data collection systems. Demonstrate knowledge of student strengths and needs using effective teacher behaviors that provide the student with appropriate accommodations and an opportunity to learn, while providing verbal and non-verbal praise that maintains clear and appropriately high expectations to achieve goals.
**Planning, Preparation and Knowledge of Students**
While planning, utilize data from I.E.P. goals, and informal and formal assessments that demonstrates knowledge of students by; incorporating, multiple special education strategies and modalities that match the needs of the students. Demonstrate characteristics of effective planning by developing measurable short and long-term plans that align with content, curriculum, and state standards, incorporating technology and multidisciplinary input.
**Supplemental Duties**
Participate in school-based committees, on special projects and provide mentorship to colleagues as appropriate.
**Qualifications**
EDUCATION:
Eligibility for MSDE Special Education Certificate in Infant-Grade 3, Grades 1-8, or 6-Adult, based on the teacher's assignment, required. If a teacher holds a Maryland Conditional Certificate in Special Education, the teacher must complete all requirements posed on the MSDE evaluation for a Professional Special Education Certificate.
+ Special Education Teacher I requires Bachelors Degree in Special Education or appropriate content area.
+ Special Education Teacher II requires Masters Degree in Special Education or appropriate content area.
+ Special Education Teacher III requires Masters Degree in Special Education or appropriate content area, plus 30 additional academic credits.
+ Special Education Teacher IV requires Masters Degree in Special Education or appropriate content area, plus 60 or more additional academic credits (and may include PhD/EdD).
EXPERIENCE:
Previous teaching experience is preferred, but not required.
RELATED TRAINING:
PCM training will be provided by department. Employee must achieve and maintain certification at the "Practitioner" level (or higher) according to the timeline established within the departmental policy.
**Minimum pay range**
USD 52,480.00/Yr.
**Maximum pay range**
USD 114,155.00/Yr.
**Vacancy ID** _11735_
**Pos. Category** _Special Education_
**Job Location : Street** _1750 E. Fairmount Avenue_
**# of Hours** _40.00_
**_Job Locations_** _US-MD-Baltimore_
**Pos. Type** _Regular Full Time_
**Department : Name** _Special Education - Lower/Middle School_
Equal Opportunity Provider & Employer M/F/Disability/ProtectedVet

Development and Alumni Relations (DAR) supports Johns Hopkins' focus on research, teaching and patient care, and its role as a national and global leader in higher education. We create and foster enduring relationships that result in advocacy and philanthropic support for Johns Hopkins University & Medicine"strengthening the institution through partnerships with donors, alumni, volunteer leaders, faculty, students, staff, and patients.

Johns Hopkins University supports a flexible work model which includes four different work modalities. This role has a hybrid work arrangement with an onsite presence of 3 days per week. The manager will confirm the team's core onsite days where the majority/all team members will work in the office. Employees who travel on university business can count those days towards their onsite days. This position requires travel in the Baltimore/Washington DC metro area, within the US and, occasionally, internationally. Travel to engage donors and prospects should be, on average, three to five days per month.

The Johns Hopkins Bloomberg School of Public Health (BSPH) is seeking a candidate for the position of Director of Leadership Giving for the Johns Hopkins Institute for Planetary Health (JHIPH). The Institute is a University-wide Institute, collaborating with faculty, staff and students from all of the University's divisions, including the School of Medicine. The Institute includes the Planetary Health Alliance (PHA), which has its own donor base. The Institute is administratively connected to the BSPH's department of Environmental Health and Engineering, which is based both at the BSPH and the Whiting School of Engineering (WSE).

The DLG will be part of JHIPH's leadership team, managing all fundraising efforts including developing strategies to identify new donors while creating plans to steward current donors. The focus will be on identifying, cultivating and soliciting individual donors, while assisting Institute leadership with proposals for foundations and corporate grants. The position is considered a part of Development and Alumni Relations, the school's and university's fundraising division.

The DLG will direct the annual, major, and principal gifts and programs, reporting directly to the Senior Director of Principal and Major Gifts in Development at BSPH, with a connection to the Executive Director of JHIPH. This dotted line reporting structure allows for cross-functional collaboration and access to specialized experience. The DLG will develop the vision and long-term fundraising strategy for JHIPH, to include a strategy for the Alliance, and provide strategic guidance regarding philanthropic fundraising to the JHIPH leadership team. The JHIPH leadership team will be key partners in achieving fundraising success. This position requires leadership in a highly collaborative and diverse academic environment, a strong track-record of fundraising from individuals, with some experience managing foundation and corporate relationships, development communications success, excellent judgment, political tact, and a collegial and team-focused approach to achieving fundraising goals.

Key responsibilities:

Fundraising Strategy and Execution (85%):

• Develop a fundraising vision and strategy, in coordination with the JHIPH leadership team and the BSPH Senior Development staff, that will establish a diverse portfolio of between 50-75 major and principal level donors. The short-term goal - years 1 and 2 - is to build a comprehensive program that can raise $500K-$.5M, with a longer-term goal - years 4 and 5+ - that will, on average, raise between 3M- 5M. This position will oversee individual donor (major gifts and annual giving), foundation and corporate giving to support: the core operational budget of the Institute, the growth and expansion of the Alliance, research grants that will facilitate an transdisciplinary collaborations, start-up of new programmatic focus areas, student and faculty support in the form of fellowships, scholarships, and post-docs.
• In partnership with the JHU central and divisional development teams, direct and manage ongoing individual donor relationships, including direct mail program, acknowledgements, personalized stewardship, donor impact reporting, and donor relations
• Develop a partnership with the University's central foundation relations team to proactively identify grant opportunities from foundations and lead the preparation and submission of Letters of Inquiry and proposals
• Establish a partnership with the University's central corporate relations team to develop a corporate fundraising strategy
• Prepare and manage the development budget and forecast for JHIPH leadership
• Ensure alignment of external JHIPH communications with JHIPH fundraising efforts, working in close coordination with JHIPH, BSPH and University communication teams
• Maintain a comprehensive understanding of JHIPH and PHA's research, education, and service programs and priorities to represent these needs both internally and externally
• Help motivate and train JHIPH leadership and affiliated faculty to successfully guide them through the development process, including cultivation, solicitation and stewardship
• Direct and manage mandatory stewardship for donors in portfolio at the 100,000+ level, in consultation with the BSPH Stewardship Office
• Attend relevant BSPH development team meetings
• Participate in initial development systems and procedures training, and other advanced trainings as necessary
• Ensure that all gifts received by JHIPH and PHA are reported promptly to the BSPH development staff for depositing and entering into CRM system
• Use information technology and donor/prospect data in the University's development database system
• Other fundraising and communications duties, as assigned

Advisory Board Management (15%):

• Coordinate the Alliance Advisory Board fundraising activities, to include: developing an annual solicitation plan for each advisory board member preparing leadership briefings for meetings, preparing quarterly and annual reports (in partnership with JHIPH and PHA staff), and overseeing meeting documentation and action steps
• Develop a future strategy for an Institute wide advisory board, which could include members of the Alliance advisory board or could be a combined board to advise and support both the Alliance and the Institute

Minimum Qualifications

• Bachelor's degree
• Five years professional related experience
• Additional education may substitute for required experience and additional related experience may substitute for required education beyond HS Diploma/Graduation Equivalent, to the extent permitted by the JHU equivalency formula.

Preferred Qualifications

• Master's degree.
• Ten years of related professional experience, with at least five years of major gift experience and two years of principal gift experience.
• Experience fundraising internationally preferred.
• Strong written and oral communications, concise and impactful communication.
• Interpersonal skills as well as the highest standards of personal and professional ethics and integrity.
• Experience in complex higher education fundraising environment.
• Background or interest in environmental sciences / Earth systems.
• Cultural humility and social justice orientation.
• Proactive with a sense of urgency. Intellectually curiosity, relentless lifelong learner.
• Team-oriented, accountable, supportive, conscientious.
• Self-aware, confident, non-defensive, willing to take risks.
• Honest and direct, transparent, ethical, mission-driven. Persistent drive towards conclusions, decisions, and results.
• Logical decision-making process incorporating analysis of conflicting data and judgment.
• Creative and intuitive thinking.
• Analytical rigor to develop comprehensive JHIPH fundraising strategy and develop systems implement the JHIPH fundraising strategy.
• Collaborative with others to gather information.
• Strong professional / relationship networks.

Classified Title: Sr. Development Officer
Job Posting Title (Working Title):Director of Leadership Giving, Bloomberg School of Public Health
Role/Level/Range: ATP/04/PE
Starting Salary Range: Minimum: 85,000 - Maximum: 149,800 (targeted salary: 130,000; commensurate with experience)
Employee group: Full Time
Schedule: Monday-Friday, 8:30am-5:00pm
FLSA Status:Exempt
Location:School of Medicine - East Baltimore Campus
Department name: -Development
Personnel area: School of Public Health

Total Rewards
The referenced base salary range represents the low and high end of Johns Hopkins University's salary range for this position. Not all candidates will be eligible for the upper end of the salary range. Exact salary will ultimately depend on multiple factors, which may include the successful candidate's geographic location, skills, work experience, market conditions, education/training and other qualifications. Johns Hopkins offers a total rewards package that supports our employees' health, life, career and retirement. More information can be found here:

Education and Experience Equivalency
Please refer to the job description above to see which forms of equivalency are permitted for this position. If permitted, equivalencies will follow these guidelines: JHU Equivalency Formula: 30 undergraduate degree credits (semester hours) or 18 graduate degree credits may substitute for one year of experience. Additional related experience may substitute for required education on the same basis. For jobs where equivalency is permitted, up to two years of non-related college course work may be applied towards the total minimum education/experience required for the respective job.

Applicants Completing Studies
Applicants who do not meet the posted requirements but are completing their final academic semester/quarter will be considered eligible for employment and may be asked to provide additional information confirming their academic completion date.

Background Checks
The successful candidate(s) for this position will be subject to a pre-employment background check. Johns Hopkins is committed to hiring individuals with a justice-involved background, consistent with applicable policies and current practice. A prior criminal history does not automatically preclude candidates from employment at Johns Hopkins University. In accordance with applicable law, the university will review, on an individual basis, the date of a candidate's conviction, the nature of the conviction and how the conviction relates to an essential job-related qualification or function.

Diversity and Inclusion
The Johns Hopkins University values diversity, equity and inclusion and advances these through our key strategic framework, the JHU Roadmap on Diversity and Inclusion.

Equal Opportunity Employer
All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, or status as a protected veteran.

EEOis the Law

Accommodation Information
If you are interested in applying for employment with The Johns Hopkins University and require special assistance or accommodation during any part of the pre-employment process, please contact the Talent Acquisition Office at For TTY users, call via Maryland Relay or dial 711. For more information about workplace accommodations or accessibility at Johns Hopkins University, please visit

Vaccine Requirements
Johns Hopkins University strongly encourages, but no longer requires, at least one dose of the COVID-19 vaccine.The COVID-19 vaccine does not apply to positions located in the State of Florida. We still require all faculty, staff, and students to receive the seasonal flu vaccine. Exceptions to the COVID and flu vaccine requirements may be provided to individuals for religious beliefs or medical reasons. Requests for an exception must be submitted to the JHU vaccination registry.This change does not apply to the School of Medicine (SOM). SOM hires must be fully vaccinated with an FDA COVID-19 vaccination and provide proof of vaccination status. For additional information, applicants for SOM positions should visit all other JHU applicants should visit

The following additional provisions may apply, depending upon campus. Your recruiter will advise accordingly.
The pre-employment physical for positions in clinical areas, laboratories, working with research subjects, or involving community contact requires documentation of immune status against Rubella (German measles), Rubeola (Measles), Mumps, Varicella (chickenpox), Hepatitis B and documentation of having received the Tdap (Tetanus, diphtheria, pertussis) vaccination. This may include documentation of having two (2) MMR vaccines; two (2) Varicella vaccines; or antibody status to these diseases from laboratory testing. Blood tests for immunities to these diseases are ordinarily included in the pre-employment physical exam except for those employees who provide results of blood tests or immunization documentation from their own health care providers. Any vaccinations required for these diseases will be given at no cost in our Occupational Health office.