Chief Education Officer, Older Youth & Pathways (Volunteer)
for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). But we can also use other headings? The instruction: "use for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule)." It suggests we should use h3 for section headings. Likely we should wrap each section heading in . Use - for any list of duties/requirements/benefits, and
for prose. Do NOT repeat the job title as a heading (the page already shows it) and do NOT put Job ID / requisition numbers as headings — fold minor metadata into a short
or drop it. Preserve ALL substantive information; do NOT invent or summarize away detail. Remove cookie/navigation/legal/EEO/equal-opportunity/scam-warning boilerplate, duplicated lines, and application instructions. IMPORTANT: include a section ONLY when the posting has real, specific content for it — never emit a heading followed by filler/placeholder text (e.g. "commensurate with experience", "not specified", "N/A", "varies", "TBD") and never create Pay/Schedule/Benefits sections unless the posting actually states them. Prefer a few substantive sections over many thin ones.
Thus we need to decide which sections to include. The posting has many subtopics; we could group them under broader sections like "About the role", "Responsibilities", "Requirements", etc. But the instruction says use h3 for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). It seems they expect typical job posting sections. However the posting is more descriptive; we could map content to these headings: About the role (role overview), Responsibilities (list of duties), Requirements (qualifications/skills), etc. But we must not invent sections lacking content. The posting does not explicitly list "Requirements" or "Qualifications" but does mention expectations: volunteer executive leadership, 5-10 hrs/week, 6 months minimum, reports to CEO, works closely with chiefs. That could be considered requirements. Also "Skills" could be inferred from responsibilities. But we should not invent; we need to include only sections with real specific content. The posting includes details about role overview, responsibilities (the many bullet-like paragraphs), and maybe qualifications (volunteer, time commitment). It does not mention pay, benefits, schedule (though schedule is implied 5-10 hrs/week). Actually schedule could be considered schedule: "Approximately 5–10 hours per week". That's schedule info. So we could include a Schedule section with that detail. Benefits? Not mentioned. Pay? Not mentioned (volunteer). So we should not create Pay or Benefits sections.
Thus we can have sections: About the role (role overview), Responsibilities (list of duties), Requirements (qualifications/commitment), Schedule (time commitment). Possibly also "About the organization" but that's not in the list of headings; but we could still include as a section? The instruction says use h3 for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). It doesn't forbid other headings, but suggests we should use those typical ones. However we must preserve all substantive information; we could include an "About the organization" section as
About the organization
with the description of Mentor A Promise and PromiseRise. That seems appropriate.
We need to avoid duplication. The posting repeats some paragraphs; we need to deduplicate.
Let's extract substantive content:
Organization description:
- Mentor A Promise is a NYC-based nonprofit serving children and youth (ages 5–18) experiencing housing instability, grounded in belief that every child is a Promise—full of potential, dignity, possibility.
- Delivers consistent, high-quality programming across mentorship, literacy, social-emotional learning, creative expression in shelters, schools, community spaces, creating structured environments where students can grow, be seen, build lasting skills.
- Signature experiences: The Imagination Studio, The Kitchen Table, The Sound Lab, The Story Space.
- Nurtures academic development, emotional well-being, creative voice within trauma-informed, culturally responsive, accessibility-centered framework.
- Work prioritizes dignity-protective storytelling, consent-driven engagement, deep community partnership, ensuring how we serve is as intentional as whom we serve.
- Addresses immediate needs, building pathways to confidence, belonging, long-term opportunity, so every child has support and foundation to carry their promise forward.
PromiseRise description:
- PromiseRise is MAP's youth leadership, career readiness, professional growth, and pathways division.
- Helps older youth move from exploration toward increasing independence by connecting education with leadership, career development, financial capability, postsecondary preparation, experiential learning, mentorship, internships, meaningful opportunities.
- Goal: not simply to prepare young people to get jobs, but to help them develop knowledge, skills, judgment, confidence, experiences necessary to begin building futures of their own choosing.
Role Overview:
- Chief Education Officer, Older Youth & Pathways leads MAP's educational strategy for adolescents and older youth within PromiseRise.
- Executive role responsible for designing educational architecture that prepares young people for increasing independence, postsecondary choices, careers, leadership, adulthood.
- Connect academic development with practical learning, financial capability, technology, career exploration, leadership, communication, self-advocacy, postsecondary preparation, real-world experiences.
- Not simply a career-readiness role; education leadership role focused on transition from adult-structured educational world to life where they make decisions for themselves.
- Central question: What should young people have opportunities to learn, practice, experience, and understand before they are expected to navigate adulthood more independently?
Older Youth Education Strategy (list):
- Develop and lead a comprehensive educational strategy for older youth within PromiseRise.
- Build learning experiences across areas such as:
Academic development
Independent learning
Critical thinking
Research and information literacy
Communication
Financial capability
Digital literacy
Artificial intelligence literacy
Leadership
Career exploration
Postsecondary preparation
Entrepreneurship
Professional development
Civic learning
Decision-making
Self-advocacy
Problem-solving
Practical life skills
Creative learning
- Objective: not to create collection of disconnected workshops; objective is to create a pathway.
The PromiseRise Learning Pathway:
- Develop an educational progression that moves young people toward increasing independence: Explore → Discover → Learn → Practice → Experience → Decide → Lead → Advance
- As young people grow, MAP should intentionally increase Choice, Complexity, Responsibility, Application, Independence, Leadership, Exposure to the world beyond MAP.
- MAP should not simply offer more activities as they get older; opportunities should grow with them.
Adolescent Learning:
- Help MAP recognize adolescence as a distinct educational stage.
- Older youth developing stronger identities, greater independence, deeper social awareness, more sophisticated interests, increasingly consequential questions about futures.
- Build educational environments where young people can Question, Debate, Investigate, Create, Experiment, Collaborate, Make decisions, Experience appropriate failure, Reflect, Try again, Lead.
- Young people should increasingly become participants in designing their education rather than simply recipients.
Academic Development & Independent Learning:
- Strengthen educational opportunities that help older youth become increasingly capable learners.
- Support learning involving Reading comprehension, Writing, Research, Quantitative reasoning, Study strategies, Academic planning, Presentation, Discussion, Argumentation, Media literacy, Information evaluation, Goal-setting, Independent learning.
- Academic support should not simply help a young person complete tonight's assignment; whenever possible, help them become more capable of approaching tomorrow's challenge independently.
Postsecondary Readiness:
- Build educational pathways that help young people understand range of opportunities after high school: College → Community College → Career & Technical Education → Certifications → Apprenticeships → Skilled Trades → Public Service → Entrepreneurship → Creative Careers → Workforce.
- MAP should not define success through one postsecondary destination; young people should understand different futures require different forms of preparation.
- Responsibility: help them understand choices, investigate those choices, develop knowledge necessary to make informed decisions.
Career-Connected Learning:
- Partner closely with PromiseRise career-readiness leadership to connect education with career exploration and workforce development.
- Maintain clear ownership: Chief Education Officer develops educational foundation supporting knowledge, skills, reflection, preparation; Chief of Career Readiness & Pathways leads career exploration, workforce preparation, internships, employer engagement, professional development, pathways into opportunity.
- Together: Learning → Preparation → Practice → Experience → Opportunity → Advancement.
- An internship should never simply be somewhere MAP places a young person; it should become something the young person learns from.
Experiential Learning:
- Expand opportunities for young people to learn through doing.
- Support educational models involving Projects, Simulations, Case studies, Career challenges, Entrepreneurship, Creative production, Community problem-solving, Workplace exposure, Internships, Job shadowing, Mentorship, Youth-led initiatives, Presentations, Portfolio development.
- Older youth should increasingly encounter learning where knowledge has consequences beyond completing an assignment.
Financial Capability:
- Develop practical financial education that prepares young people for increasingly independent financial decisions.
- Learning may address Budgeting, Banking, Saving, Credit, Debt, Taxes, Employment compensation, Financial aid, College costs, Consumer decisions, Recurring expenses, Entrepreneurship, Financial goals.
- Financial education should help young people make decisions—not simply memorize vocabulary.
Digital & AI Literacy:
- Prepare young people to participate thoughtfully in an increasingly technological world.
- Develop educational approaches addressing Digital literacy, Artificial intelligence, Responsible AI use, Information verification, Online research, Digital citizenship, Privacy, Cybersecurity awareness, Productivity tools, Creative technology, Technology careers.
- Young people should learn not simply how to use technology, but how to question it, understand its limitations, evaluate information, and decide when technology should and should not be used.
Leadership Education:
- Develop educational experiences that strengthen Communication, Confidence, Decision-making, Collaboration, Problem-solving, Accountability, Initiative, Self-advocacy, Conflict navigation, Public speaking, Professionalism, Community responsibility.
- Leadership should not be defined by who speaks the loudest; young people should understand that leadership can involve listening, preparation, service, judgment, responsibility, creativity, courage, and follow-through.
Youth Voice & Choice:
- Ensure young people meaningfully influence the educational experiences created for them.
- Develop opportunities for youth to Recommend learning topics, Evaluate programs, Help design experiences, Lead discussions, Teach peers, Present projects, Participate in advisory structures, Develop youth-led initiatives, Provide feedback to organizational leadership.
- Young people should not simply be invited into rooms where adults have already made every important decision.
Mentorship as Education:
- Strengthen mentorship as part of the PromiseRise learning environment.
- Mentors can help older youth develop Curiosity, Confidence, Persistence, Communication, Goal-setting, Problem-solving, Academic engagement, Career awareness, Professional understanding, Self-advocacy, Reflection.
- Mentors are not substitutes for teachers, counselors, clinicians, or parents; they are consistent adults who can help young people think through possibilities.
Curriculum & Learning Design:
- Establish standards for older-youth learning experiences.
- Use a consistent architecture: Need → Learner → Learning Goal → Experience → Practice → Application → Assessment → Reflection → Next Opportunity.
- Ensure educational experiences have clear purposes without becoming unnecessarily rigid.
- Chief does not need to personally write every lesson; responsibility is to build a system in
. Use - for any list of duties/requirements/benefits, and
for prose. Do NOT repeat the job title as a heading (the page already shows it) and do NOT put Job ID / requisition numbers as headings — fold minor metadata into a short
or drop it. Preserve ALL substantive information; do NOT invent or summarize away detail. Remove cookie/navigation/legal/EEO/equal-opportunity/scam-warning boilerplate, duplicated lines, and application instructions. IMPORTANT: include a section ONLY when the posting has real, specific content for it — never emit a heading followed by filler/placeholder text (e.g. "commensurate with experience", "not specified", "N/A", "varies", "TBD") and never create Pay/Schedule/Benefits sections unless the posting actually states them. Prefer a few substantive sections over many thin ones.
Thus we need to decide which sections to include. The posting has many subtopics; we could group them under broader sections like "About the role", "Responsibilities", "Requirements", etc. But the instruction says use h3 for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). It seems they expect typical job posting sections. However the posting is more descriptive; we could map content to these headings: About the role (role overview), Responsibilities (list of duties), Requirements (qualifications/skills), etc. But we must not invent sections lacking content. The posting does not explicitly list "Requirements" or "Qualifications" but does mention expectations: volunteer executive leadership, 5-10 hrs/week, 6 months minimum, reports to CEO, works closely with chiefs. That could be considered requirements. Also "Skills" could be inferred from responsibilities. But we should not invent; we need to include only sections with real specific content. The posting includes details about role overview, responsibilities (the many bullet-like paragraphs), and maybe qualifications (volunteer, time commitment). It does not mention pay, benefits, schedule (though schedule is implied 5-10 hrs/week). Actually schedule could be considered schedule: "Approximately 5–10 hours per week". That's schedule info. So we could include a Schedule section with that detail. Benefits? Not mentioned. Pay? Not mentioned (volunteer). So we should not create Pay or Benefits sections.
Thus we can have sections: About the role (role overview), Responsibilities (list of duties), Requirements (qualifications/commitment), Schedule (time commitment). Possibly also "About the organization" but that's not in the list of headings; but we could still include as a section? The instruction says use h3 for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). It doesn't forbid other headings, but suggests we should use those typical ones. However we must preserve all substantive information; we could include an "About the organization" section as
About the organization
with the description of Mentor A Promise and PromiseRise. That seems appropriate.
We need to avoid duplication. The posting repeats some paragraphs; we need to deduplicate.
Let's extract substantive content:
Organization description:
- Mentor A Promise is a NYC-based nonprofit serving children and youth (ages 5–18) experiencing housing instability, grounded in belief that every child is a Promise—full of potential, dignity, possibility.
- Delivers consistent, high-quality programming across mentorship, literacy, social-emotional learning, creative expression in shelters, schools, community spaces, creating structured environments where students can grow, be seen, build lasting skills.
- Signature experiences: The Imagination Studio, The Kitchen Table, The Sound Lab, The Story Space.
- Nurtures academic development, emotional well-being, creative voice within trauma-informed, culturally responsive, accessibility-centered framework.
- Work prioritizes dignity-protective storytelling, consent-driven engagement, deep community partnership, ensuring how we serve is as intentional as whom we serve.
- Addresses immediate needs, building pathways to confidence, belonging, long-term opportunity, so every child has support and foundation to carry their promise forward.
PromiseRise description:
- PromiseRise is MAP's youth leadership, career readiness, professional growth, and pathways division.
- Helps older youth move from exploration toward increasing independence by connecting education with leadership, career development, financial capability, postsecondary preparation, experiential learning, mentorship, internships, meaningful opportunities.
- Goal: not simply to prepare young people to get jobs, but to help them develop knowledge, skills, judgment, confidence, experiences necessary to begin building futures of their own choosing.
Role Overview:
- Chief Education Officer, Older Youth & Pathways leads MAP's educational strategy for adolescents and older youth within PromiseRise.
- Executive role responsible for designing educational architecture that prepares young people for increasing independence, postsecondary choices, careers, leadership, adulthood.
- Connect academic development with practical learning, financial capability, technology, career exploration, leadership, communication, self-advocacy, postsecondary preparation, real-world experiences.
- Not simply a career-readiness role; education leadership role focused on transition from adult-structured educational world to life where they make decisions for themselves.
- Central question: What should young people have opportunities to learn, practice, experience, and understand before they are expected to navigate adulthood more independently?
Older Youth Education Strategy (list):
- Develop and lead a comprehensive educational strategy for older youth within PromiseRise.
- Build learning experiences across areas such as:
Academic development
Independent learning
Critical thinking
Research and information literacy
Communication
Financial capability
Digital literacy
Artificial intelligence literacy
Leadership
Career exploration
Postsecondary preparation
Entrepreneurship
Professional development
Civic learning
Decision-making
Self-advocacy
Problem-solving
Practical life skills
Creative learning
- Objective: not to create collection of disconnected workshops; objective is to create a pathway.
The PromiseRise Learning Pathway:
- Develop an educational progression that moves young people toward increasing independence: Explore → Discover → Learn → Practice → Experience → Decide → Lead → Advance
- As young people grow, MAP should intentionally increase Choice, Complexity, Responsibility, Application, Independence, Leadership, Exposure to the world beyond MAP.
- MAP should not simply offer more activities as they get older; opportunities should grow with them.
Adolescent Learning:
- Help MAP recognize adolescence as a distinct educational stage.
- Older youth developing stronger identities, greater independence, deeper social awareness, more sophisticated interests, increasingly consequential questions about futures.
- Build educational environments where young people can Question, Debate, Investigate, Create, Experiment, Collaborate, Make decisions, Experience appropriate failure, Reflect, Try again, Lead.
- Young people should increasingly become participants in designing their education rather than simply recipients.
Academic Development & Independent Learning:
- Strengthen educational opportunities that help older youth become increasingly capable learners.
- Support learning involving Reading comprehension, Writing, Research, Quantitative reasoning, Study strategies, Academic planning, Presentation, Discussion, Argumentation, Media literacy, Information evaluation, Goal-setting, Independent learning.
- Academic support should not simply help a young person complete tonight's assignment; whenever possible, help them become more capable of approaching tomorrow's challenge independently.
Postsecondary Readiness:
- Build educational pathways that help young people understand range of opportunities after high school: College → Community College → Career & Technical Education → Certifications → Apprenticeships → Skilled Trades → Public Service → Entrepreneurship → Creative Careers → Workforce.
- MAP should not define success through one postsecondary destination; young people should understand different futures require different forms of preparation.
- Responsibility: help them understand choices, investigate those choices, develop knowledge necessary to make informed decisions.
Career-Connected Learning:
- Partner closely with PromiseRise career-readiness leadership to connect education with career exploration and workforce development.
- Maintain clear ownership: Chief Education Officer develops educational foundation supporting knowledge, skills, reflection, preparation; Chief of Career Readiness & Pathways leads career exploration, workforce preparation, internships, employer engagement, professional development, pathways into opportunity.
- Together: Learning → Preparation → Practice → Experience → Opportunity → Advancement.
- An internship should never simply be somewhere MAP places a young person; it should become something the young person learns from.
Experiential Learning:
- Expand opportunities for young people to learn through doing.
- Support educational models involving Projects, Simulations, Case studies, Career challenges, Entrepreneurship, Creative production, Community problem-solving, Workplace exposure, Internships, Job shadowing, Mentorship, Youth-led initiatives, Presentations, Portfolio development.
- Older youth should increasingly encounter learning where knowledge has consequences beyond completing an assignment.
Financial Capability:
- Develop practical financial education that prepares young people for increasingly independent financial decisions.
- Learning may address Budgeting, Banking, Saving, Credit, Debt, Taxes, Employment compensation, Financial aid, College costs, Consumer decisions, Recurring expenses, Entrepreneurship, Financial goals.
- Financial education should help young people make decisions—not simply memorize vocabulary.
Digital & AI Literacy:
- Prepare young people to participate thoughtfully in an increasingly technological world.
- Develop educational approaches addressing Digital literacy, Artificial intelligence, Responsible AI use, Information verification, Online research, Digital citizenship, Privacy, Cybersecurity awareness, Productivity tools, Creative technology, Technology careers.
- Young people should learn not simply how to use technology, but how to question it, understand its limitations, evaluate information, and decide when technology should and should not be used.
Leadership Education:
- Develop educational experiences that strengthen Communication, Confidence, Decision-making, Collaboration, Problem-solving, Accountability, Initiative, Self-advocacy, Conflict navigation, Public speaking, Professionalism, Community responsibility.
- Leadership should not be defined by who speaks the loudest; young people should understand that leadership can involve listening, preparation, service, judgment, responsibility, creativity, courage, and follow-through.
Youth Voice & Choice:
- Ensure young people meaningfully influence the educational experiences created for them.
- Develop opportunities for youth to Recommend learning topics, Evaluate programs, Help design experiences, Lead discussions, Teach peers, Present projects, Participate in advisory structures, Develop youth-led initiatives, Provide feedback to organizational leadership.
- Young people should not simply be invited into rooms where adults have already made every important decision.
Mentorship as Education:
- Strengthen mentorship as part of the PromiseRise learning environment.
- Mentors can help older youth develop Curiosity, Confidence, Persistence, Communication, Goal-setting, Problem-solving, Academic engagement, Career awareness, Professional understanding, Self-advocacy, Reflection.
- Mentors are not substitutes for teachers, counselors, clinicians, or parents; they are consistent adults who can help young people think through possibilities.
Curriculum & Learning Design:
- Establish standards for older-youth learning experiences.
- Use a consistent architecture: Need → Learner → Learning Goal → Experience → Practice → Application → Assessment → Reflection → Next Opportunity.
- Ensure educational experiences have clear purposes without becoming unnecessarily rigid.
- Chief does not need to personally write every lesson; responsibility is to build a system in
for prose. Do NOT repeat the job title as a heading (the page already shows it) and do NOT put Job ID / requisition numbers as headings — fold minor metadata into a short
or drop it. Preserve ALL substantive information; do NOT invent or summarize away detail. Remove cookie/navigation/legal/EEO/equal-opportunity/scam-warning boilerplate, duplicated lines, and application instructions. IMPORTANT: include a section ONLY when the posting has real, specific content for it — never emit a heading followed by filler/placeholder text (e.g. "commensurate with experience", "not specified", "N/A", "varies", "TBD") and never create Pay/Schedule/Benefits sections unless the posting actually states them. Prefer a few substantive sections over many thin ones. Thus we need to decide which sections to include. The posting has many subtopics; we could group them under broader sections like "About the role", "Responsibilities", "Requirements", etc. But the instruction says use h3 for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). It seems they expect typical job posting sections. However the posting is more descriptive; we could map content to these headings: About the role (role overview), Responsibilities (list of duties), Requirements (qualifications/skills), etc. But we must not invent sections lacking content. The posting does not explicitly list "Requirements" or "Qualifications" but does mention expectations: volunteer executive leadership, 5-10 hrs/week, 6 months minimum, reports to CEO, works closely with chiefs. That could be considered requirements. Also "Skills" could be inferred from responsibilities. But we should not invent; we need to include only sections with real specific content. The posting includes details about role overview, responsibilities (the many bullet-like paragraphs), and maybe qualifications (volunteer, time commitment). It does not mention pay, benefits, schedule (though schedule is implied 5-10 hrs/week). Actually schedule could be considered schedule: "Approximately 5–10 hours per week". That's schedule info. So we could include a Schedule section with that detail. Benefits? Not mentioned. Pay? Not mentioned (volunteer). So we should not create Pay or Benefits sections. Thus we can have sections: About the role (role overview), Responsibilities (list of duties), Requirements (qualifications/commitment), Schedule (time commitment). Possibly also "About the organization" but that's not in the list of headings; but we could still include as a section? The instruction says use h3 for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). It doesn't forbid other headings, but suggests we should use those typical ones. However we must preserve all substantive information; we could include an "About the organization" section as