Manager of Learning & Engagement

Manager of Learning & Engagement Hybrid 950 East 61st Street Full time Department UEI To&Through Stories and Engagement About the Department As one of the first schools of social work in the United States, the Crown Family School of Social Work, Policy, and Practice has shaped the field for more than 100 years. As part of the University of Chicago, the Crown Family School shares the University's core values and distinctive intellectual culture. Crown Family School faculty, staff, and students focus on identifying solutions to complex social problems through research, training, and direct community engagement. Guided by an interdisciplinary tradition, Crown Family School scholars conduct innovative research to address interconnected social challenges such as educational inequality, health disparities, crime and violence, poverty, and child and family welfare—working at multiple scales, from individual to policy‑level interventions. More than 10,000 Crown Family School graduates in the US and globally hold leadership positions in academia, at nonprofits, in business, and at governmental agencies. The Crown Family School is the home of three academic centers. These include the Susan and Richard Kiphart Center for Global Health and Social Development, the Kersten Institute for Urban Education, and the Center for Climate, Health, and Society (CHAS). More information may be found at The To&Through Project is one of five units at the Kersten Institute for Urban Education that collectively work toward a shared mission of improving educational outcomes and promoting equity in schools and communities. At the To&Through Project, we believe that schools should be places where all students have access to equitable learning experiences and pathways from the middle grades through college graduation. We strive to create equitable education outcomes for Chicago Public Schools students by helping educators use data for inquiry and impact. Data: We analyze and share quantitative and qualitative data on the educational journeys of Chicago Public Schools students. Inquiry: We work alongside education stakeholders from across the system to make meaning of data in ways that support and shift practice. Impact: We help realize equitable learning experiences, pathways, and outcomes for CPS students from the middle grades through college graduation. The To&Through team is a small, close‑knit group of analysts and practitioners who are deeply committed to making schools in Chicago more equitable for marginalized students. We strive to create a highly personable, collaborative, and reflective culture that encourages people to bring their whole selves to work. We try to live out our values—care for each other, practice anti‑racism, have integrity, be creative and curious, and respect all forms of expertise—not only in the work we produce, but also in the rituals and routines that hold our team together: monthly equity team meetings, feedback sessions, book groups, retreats, coffee chats, and regular supervisor/supervisee feedback. For more information visit Job Summary Reporting to the Director of Learning and Engagement of the To&Through Project, the Manager of Learning and Engagement plays a critical role in designing, facilitating, and sustaining high‑quality professional learning experiences that lead participants to meaningfully engage with data (qualitative and/or quantitative), deepen inquiry, and take action to improve postsecondary access, persistence, and success for CPS students. This role focuses on professional learning design and facilitation, with additional emphasis on partnership cultivation, public‑facing engagement, and selected community‑based and post‑secondary access and success initiatives. The Manager works closely with CPS educators, central office leaders, higher education partners, community‑based organizations, and internal To&Through teams to advance equitable postsecondary access, persistence, and completion. This is a grant‑funded position. The primary grant expiration date is 6/30/2029. If the grant is not renewed or a replacement funding source is not identified, the position may end upon grant expiration. There is a high likelihood of grant renewal. Categories of job responsibilities and approximate percentages are as follows: Professional Learning Design & Facilitation – 50%; Partnerships & Stakeholder Engagement – 25%; Events and Communications Support – 15%; Knowledge Creation & Organizational Contribution – 10%. Responsibilities Design, co‑design, and facilitate human‑centered, engaging, equity‑centered professional learning experiences for adult learners that center educators’ and practitioners’ expertise, including high school counselors and advising teams; college access and success nonprofit staff; higher education admissions, advising, and student support professionals; community‑based organizations and community members. Lead and support professional learning that is rooted in data and research and sparks genuine inquiry, reflection, collaboration, and action for audiences including educators, counselors, college access and success nonprofits, higher education staff, and other education stakeholders. Develop session agendas, learning materials, tools, and facilitation strategies grounded in adult learning principles and sector best practices with a focus on data, reflection, and practice. Design learning experiences that encourage joy, connection, and community‑building alongside rigor and research. Collaborate with internal data, research, and storytelling teams to integrate To&Through Project data, research, and insights into learning experiences. Continuously refine professional learning offerings based on participant feedback, reflection, and outcomes. Build and sustain strong working relationships with CPS central office teams (e.g., Office of School Counseling and Postsecondary Advising); higher education partners, including admissions, advising, student success, and retention offices; college access and success nonprofit organizations; community‑based organizations. Serve as a connector across K–12, higher education, and community stakeholders to align learning experiences and shared goals. Translate complex data and systems‑level information into formats that are accessible, relevant, and empowering for community audiences. Support community‑based initiatives that expand access to information and data for families and community members. Represent the To&Through Project in meetings, convenings, and cross‑sector collaborations. Support planning, facilitation, and logistics for To&Through public‑facing events, including To&Through convenings, workshops, learning sessions, and presentations for external partners and stakeholders. Serve as a facilitator or presenter for events focused on postsecondary pathways, educational attainment, data use, and educational equity. Collaborate with internal teams to contribute content for newsletters, presentations, social media, and other engagement materials that elevate To&Through work. Leverage research and data produced by To&Through teams and the Kersten Institute to inform learning and partnership efforts. Stay current on the latest trends, research, and best practices in college access, higher education, and adult learning. Contribute to refining conceptual frameworks, tools, and resources for To&Through networks and partners. Coordinate program initiatives, ensuring unity of focus and purpose. Under the direction of senior leadership, develop programs and relationships to advance program initiatives. Perform other related work as needed. Minimum Qualifications Education: Minimum requirements include a college or university degree in a related field. Work Experience: Minimum requirements include knowledge and skills developed through 5–7 years of work experience in a related job discipline. Preferred Qualifications Education Bachelor’s degree in education, social sciences, public policy, social work, or a related field or Master’s degree. Experience 5+ years of experience designing and facilitating adult professional learning. 5–7 years of relevant experience in educational settings, college access, or higher education (preferably serving historically underrepresented Black and Latine student populations; CPS experience). Experience partnering with practitioners and organizations to create professional learning experiences. Demonstrated expertise in adult learning, professional development, and/or postsecondary access and success. Preferred Competencies Strong belief in equitable educational outcomes for all students. Commitment to improving postsecondary access and success, particularly for underserved communities. Ability to design and facilitate human‑centered professional learning that centers participants’ expertise, lived experience, and commitment to students. Strong grounding in adult learning theory, facilitation strategies, and pedagogical design, including modeling practices participants can adapt for their own contexts. Demonstrated ability to design actionable learning experiences that respect participants’ time and lead to concrete changes in practice, skills, or beliefs. Comfort facilitating learning that is rooted in data and research, including qualitative and quantitative sources, while acknowledging limitations and ethical considerations. Strong communication skills (written and verbal). Understanding the local Chicago education landscape and ability to leverage professional networks to disseminate knowledge and build community. Comfort facilitating and collaborating with school‑based, non‑profit, and higher education practitioners. Ability to build and manage relationships across differences. Experience presenting at and managing events; strong project‑management skills. Ability to organize, interpret, and present data to diverse audiences. Exceptional organizational skills, attention to detail, and written/oral communication. Proficiency in Google Suite and Microsoft Office. Experience in AI and LLMs to support work structures and systems. Ongoing commitment to self‑reflection, learning, and growth. Working Conditions Hybrid work schedule with time on‑site at the Hyde Park campus. Local travel within Chicago for meetings, events, and learning sessions. Occasional evening or event‑based work. Some out‑of‑area travel for conferences or partner convenings, as needed. Application Documents Resume (required) Cover Letter (required) References (upon request) Benefits Eligible Yes. The University of Chicago offers a wide range of benefits programs and resources for eligible employees, including health, retirement, and paid time off. Posting Statement The University of Chicago is an equal opportunity employer and does not discriminate on the basis of race, color, religion, sex, sexual orientation, gender, gender identity, or expression, national or ethnic origin, shared ancestry, age, status as an individual with a disability, military or veteran status, genetic information, or other protected classes under the law. For additional information please see the University’s Notice of Nondiscrimination. Job seekers in need of a reasonable accommodation to complete the application process should call View phone number on click.appcast.io or submit a request via Applicant Inquiry Form. All offers of employment are contingent upon a background check that includes a review of conviction history. A conviction does not automatically preclude University employment. Rather, the University considers conviction information on a case‑by‑case basis and assesses the nature of the offense, the circumstances surrounding it, the proximity in time of the conviction, and its relevance to the position. The University of Chicago’s Annual Security & Fire Safety Report provides information about University offices and programs that provide safety support, crime and fire statistics, emergency response and communications plans, and other policies and information. The Report can be accessed online at Paper copies of the Report are available, upon request, from the University of Chicago Police Department, 850 E. 61st Street, Chicago, IL 60637. #J-18808-Ljbffr The To&Through Project at The University of Chicago