Seeking someone with experience doing creative projects involving electronics and fabrication equipment with opinions—and experience!—about how to layout and stock workshops for similar projects. 

Fabrication Workshop Designer

We’re [Powderhouse](https://powderhouse.org), a small, educational research and design group in Somerville. We’re creating a tuition-free, independent high school, and as part of that work, we’re looking to refresh [our workshop](https://www.powderhouse.org/339r) in Davis Square, Somerville.

That space is ~1,800 square feet split across two floors. We have experience with design and fabrication (and educational programming), and are looking for some support re-designing and re-equipping our space during summer 2023.

We’re looking for someone who can take lead on equipping, designing, and organizing the parts of our workshop devoted to fabrication, electronics, arts & crafts, and similar, and give input on how we setup the rest of the space insofar as they relate to design and fabrication.

We’ll work with you to:

- Agree on a rough layout of the space,
- Agree on a bill of materials (including new equipment, supplies, ****etc.****),
- Source and purchase the equipment.

Your job will be to:

- Help us develop the layout and full bill of materials (including organizational equipment and systems),
- Receive and set up equipment,
- Help us to lightly document the tools that require a bit more introduction (this can involve just sourcing YouTube videos, or it can mean making the documentation yourself),
- And re-organize our supplies and set up shelving and other organizational tools to help us keep things supplied and organized.

- You have significant experience designing and making things,
- You have strong opinions about how to organize and set things up for ease of use,
- You are very organized and detail-oriented,
- And of course, you are reliable, easy to collaborate with, and all that other stuff that makes projects go smoothly.

We’re looking to finish this project by mid-August. This means we’d like to finalize layouts, design, and tool/material ordering by mid- or late July and then set up the space in late July or early August, with the whole job being complete no later than August 10th.

Our current expectation is that design, sourcing, and documentation will take 20–30 hours of work, and setting up and organizing the space will take another 30–40 hours of work. This does not need to be done all at once, but could be. We will be around to provide support with research, moving, and whatever else, but are asking you to take the lead.

Currently, we expect the entire job will take 50–70 hours. We’re prepared to pay $1,800 (half up-front, half upon completion), and if the total time invested exceeds 80 hours, after discussing the scope remaining, we will pay $25/h to finish the job.

Additionally, if you’re interested, we can offer free access to the workshop for your own personal projects after 5PM and on weekends, subject to our scheduling of educational programming, community events, and similar.

If you refer us to someone we end up hiring, we’ll pay a $250 referral fee.

If you’re interested in this role or have any questions, please email us at `jobs@powderhouse.org` or text us at `617.616.8653` with a description of your experience designing and building and a suggestion of when we might be able to meet to chat about the role more.

Seeking a creative financial expert to chart a path to reinvention in public education, authoring a non-partisan catalog documenting, understanding, and developing novel options for financing secondary and postsecondary education, from first principles.

Financial Researcher

Powderhouse is a research, design, and advocacy institute. We believe youth are one of the largest oppressed groups in history, and that for many (especially the poor and disenfranchised), school is not only ineffective, but stifles their strengths and cultivates harmful habits and intellectual postures. We also believe that the *idea* of public education—a public trust stewarding resources to develop future generations—is a beautiful and essential one…which requires reinvention. To do this, we work not only to illustrate what could be possible, but to identify (and eventually bring about) structural shifts to bring a much larger and more diverse set of perspectives to the sector.

Our mission is to *give youth a say*, enabling critical participation in the most important conversations of their lives. We do this by working with youth to develop creatively, intellectually, and technically ambitious community publications. We work directly with youth to demonstrate the very best our community could provide young people, *right now*, with enough imagination. We create fully functioning prototypes which the public sector *could* adopt tomorrow. 

This living, breathing, full-time learning environment serving a diverse public is at the foundation of our work. It lets us pursue the radical, greenfield designs we believe are needed. The salience of this work is guaranteed by our commitment to mirroring the legal commitments and financial constraints of public School. This forces us to create *all* necessary ingredients, ranging from software to trained educators to legal frameworks.

We have been designing and developing tools, materials, and programming with youth and adults in greater Boston since 2009. After our most recent attempt to open a public school was [undercut](https://hechingerreport.org/anatomy-of-a-failure-how-an-xq-super-school-flopped/) by the local Superintendent, we've shifted our strategy. As part of that shift, we've taken a renewed and more urgent interest in developing novel legal and financial mechanisms to explore and invent new ideas in public education more effectively.

Public education lacks even a single [Xerox PARC](https://amazon.com/dp/B0029PBVCA) or [Mayo Clinic](https://en.wikipedia.org/wiki/Mayo_Clinic). We believe that eventually, there should be dozens nationwide. But these institutions—especially if they are to be developed by and for a diverse public—requires creative and thoughtful approaches to the development of their legal and financial models. This is the work which we're beginning with this position.

Your job will be to develop a non-partisan catalog documenting, understanding, and developing novel options for financing secondary and postsecondary education, from first principles. This catalog will be a living document we use to inform our own strategy, as well in conversations with potential funders and partners. Entries won't follow a set structure, but will seek to comprehensively characterize options, including, as appropriate, historical and political considerations, quantitative models, and proofs-of-concept.

The ultimate goal of this work is to help us dramatically expand the number and variety of organizations who can access funds [public or otherwise] for the purposes of reinventing an equitable vision of public education. Over time, depending on the results of this search, we will likely then seek to begin piloting some of these mechanisms to understand them in practice.

Public education's future depends on finding more and better ways of financing it, and *especially* of financing invention in the sector. But, insofar as education relies on a variety of commons and coordination problems, it is an unusual and hard to finance activity. Long timescales; unclear attribution of the value of human, social, and network capital; constitutional guarantees; the existence of a public monopoly in many places, backwards ideas about meritocracy—all of these complicate a politically fraught and largely stagnant sector.

Despite this, we believe there are many unrecognized opportunities to rethink current approaches and invent new approaches by translating insights from other, more developed mechanisms and approaches to finance (from both public and private sectors) into the context of education.

A couple examples of the kinds of questions you might be asked to investigate:

<dl>
 <dt>municipal currencies</dt>
 <dd>What are the limitations on the role <a href="https://www.interfluidity.com/v2/7513.html">complementary currencies</a> could play in allowing public entities to raise funds without raising debt in a way which could let them stand up alternatives?</dd>
 <dt>securitization</dt>
 <dd>Consider recent efforts to securitize Software-as-a-Service revenues (e.g. <a href="https://www.pipe.com/">Pipe</a>, cf. <a href="https://alexdanco.com/2020/02/07/debt-is-coming/">"Debt is Coming"</a>). What size and composition of cohorts would be required to make possible the securitization of their future incomes? As an equity? How could public actors leverage their own self-insurance and other financing options to improve the economics of these securities? To borrow against them?</dd>
</dl>

Ideally, we hope to develop something of a catalog of possible mechanisms and models for financing human development. Depending on the results of this search, we will likely then seek to begin piloting some of these mechanisms to understand them in practice.

Doing this well will require an unusual mixture of activities and perspectives. You'll need to:

- believe that money is one of greatest (both "largest" and "most beneficial", if not often “most problematic”) [psyops](https://en.wikipedia.org/wiki/Psychological_warfare) in human history.
- be excited about unearthing (through interviews and historical research) as well as developing creative and unusual ideas about financing education.
- be just as excited about disproving them in service to the few which might actually work.
- have a background in finance, ideally including experience with investment banking, including asset pricing, valuation, and/or structured finance.
- marry quantitative skills with clear, rigorous thinking about the qualitative nature of education from several perspectives: as a public good, as a cultural good, as an intervention in human capital development, and so on.
- be able to find pursuing fundamental questions (*e.g.* "So what is credit, really?") and low-level technical details (*e.g.* "What would the legal limitations to a Massachusetts municipality issuing a [complementary currency](https://en.wikipedia.org/wiki/Complementary_currency) be?") equally compelling in service to the broader goal.

You'll work directly with Powderhouse's co-founders and advisors to shape and manage this research and design project (including hiring additional, targeted support as needed). While we expect this to be a multi-year project, we are beginning with a year-long investigation to explore whether and how it may bear fruit.

- Remote-friendly
- Contractor ≥ 20h/w, or full-time for the right person
- Begin with a trial run exploring one or two entries, tailored to background
- International is fine, but significant exposure to and understanding of US education is necessary

If this sounds like work that aligns with your skills, interests, and experience, please reach out to <a href="mailto:us@powderhouse.org">us@powderhouse.org</a>. We're still building out our application process, but we'd love to hear from you if this project resonates.

Seeking participants for the Fall 2023 Kindling Mentor Fellowship to provide support to youth fellows while also pursuing your own creative, personal, and professional goals.

Kindling Mentor Fellow

At Powderhouse, we believe we grow best when learning, learn best when creating, and create best when creating something which matters to us. We love spending time around people who are doing that, especially when doing that is part of answering big questions like, “Who am I? What do I care about? And what am I going to do about it?”

That’s part of why we are working to design and launch a tuition-free independent school. The Kindling *Youth* Fellowship offers us a chance to do what we love as well as a sandbox where we can prototype and refine our design. The Kindling *Mentor* Fellowship is an analogous program we’ve launched to help us prototype and refine our approach to developing the adults who will help us do this kind of work with youth.

The Kindling Mentor Fellowship takes the Youth Fellowship’s focus on pursuing projects of your own design and adds to this an emphasis on:

1. **Deepening your relationship to a discipline** in which you are already fluent,
2. **Developing a shared vocabulary and set of perspectives around learning and teaching** through a mixture of projects, seminars, collaborations with youth, and programs helping youth develop their own projects,
3. And **developing explicit fluency with computation, narrative, and design,** independent of the demands of a given project.

The Mentor Fellowship is designed to help you take your disciplinary focus, get practical experience learning and facilitating within that focus, and explore the ways in which computation, narrative, and design can enrich work within your discipline.

The fellowship runs from the first weekday of September through the last Friday of May. We meet in person, 10A–5P Monday through Friday, excluding state and federal holidays. Sometimes, your project work may take you out into the world, but remaining present to the group is an important part of the mentor role. In addition to those hours, we expect fellows to dedicate ~5–10 hours per week to independent project work, attending special events, and anything else required to meet deadlines as they arise.

Broadly, the fellowship is organized as a scaffolded transition from working individually to working collaboratively to facilitating others’ work, in parallel with ongoing reflection.

Specifically:

1. You will begin by designing and developing your own projects, just as youth do. These projects will align with the same priorities and constraints as youth’s projects, and we will provide support to mentor projects just as we do with youth.
2. Over time, you will invite youth into your projects as collaborators. In these collaborations, you will design the overall project, delegating and managing youth to help execute your vision. Youth who choose to will take on an apprentice-like role within the project.
3. Eventually, you will develop workshops and provide individualized project mentorship, helping participating youth develop projects of their own.

Throughout the program, Mentor Fellows will have dedicated time to do creative projects of their own design. Some of these projects will be done independently and some in collaboration with Youth Fellows as described above. A subset of these projects will respond to the publication themes we come up with together and be developed into publication-ready pieces. This part of mentors’ work mirrors that of youth and we expect will be ~60% of Mentor Fellow’s time.

We anticipate the remaining ~40% of mentors’ time will be split between (a) collaborating with and facilitating youth and (b) critiquing and reflecting on their experience in conversation with Powderhouse staff. 

[Myles Horton](https://en.wikipedia.org/wiki/Myles_Horton) is an educator, civil rights activist, and inspiration of Powderhouse’s. Horton once [said](https://www.youtube.com/watch?v=qSwW0zc-QBQ), “People say you learn from experiences, [but] you only learn from the experiences that you learn from.” Our design is meant to ensure mentors have firsthand opportunities to learn from youth’s experience as well as their own, offering the space, support, and perspective needed to effectively reflect on and synthesize those experiences.

For us, reflection and critique will take a few different forms, including but not limited to: 

- **Facilitated seminars** in which we dig into and discuss materials about learning, our disciplines, and creative work more generally,
- **Close** **observations** of learning environments both within and outside Powderhouse, in which we’ll notice what’s working and not in these spaces and try to tease out why and how,
- **Critical** **annotations** of our work, in which we’ll document the product, process, and learnings behind a selection of the year’s projects, workshops, and other experiences.

Imagine an artist with a background in performance enters the Mentor Fellowship. Their disciplinary focus is **performance**, and they are looking to deepen their relationship to that discipline by exploring the role that technology and other computational tools can play in augmenting and refining their performances.

In the Mentor Fellowship, they begin by tackling projects of their own design. This fellow begins designing a one-act performance using [projection mapping](https://en.wikipedia.org/wiki/Projection_mapping). This involves the use of technology and some basic geometry and coding to control the projectors programmatically. Powderhouse staff scaffold their introduction to these topics and tools. 

Youth are impressed by this project, so when the fellow pitches a collaborative project next, four Youth Fellows are excited to join. The group works together to build an installation in a local gallery in which the audience can interact with projected images. 

With a growing level of expertise, the fellow designs and runs a projection-related program in preparation for the launch party for the upcoming publication themed around “Secrets”. In it, Youth Fellows create materials for a short, projected introduction to their projects. The fellow stitches these materials together and creates an immersive experience that welcomes attendees to the party and introduces them to the fellows, their projects, and the Secrets theme overall. 

Throughout this process, the Mentor Fellow would be:

- reading and responding to texts about learning and teaching,
- closely observing learning (both within Powderhouse and without, potentially in relevant contexts like local theater troupes),
- authoring annotations critiquing and analyzing projects engaging similar themes and technologies to their own work,
- while also serving as an apprentice to Powderhouse staff by occasionally supporting youth’s work operationally, hosting workshops focused on performance- and performance-adjacent skills, and so forth.

Overall, this mentor might spend something like (on *average*) three days a week working on their own projects and a day a week supporting youth (through mentorship, programs, or workshops), and a day a week critiquing and reflecting their experiences.

Throughout the program, mentors will cultivate six competencies, acting as:

1. **tutor** developing youth's fluencies in computation, narrative, and design,
2. **coach** mentoring and advocating for youth,
3. **manager** designing and administering programs, projects, and school operations,
4. **researcher** pursuing their own creative and intellectual work,
5. **anthropologist** seeking to understand the social, emotional, and cultural landscape driving engagement of youth and staff individually and Powderhouse as a whole,
6. and **epistemologist** seeking to understand how people think and learn across different domains and create new supporting tools, materials, and experiences.

Not every mentor will tackle every competency equally. Instead, Mentor Fellows will prioritize and set personalized goals—personal, professional, and project-related—in Personal Roadmaps. These roadmaps are living documents, analogous to those we use with youth and for ourselves, meant to keep track of all your programmatic goals and responsibilities in one place.

By the end of your fellowship, you will be asked to:

- summarize your development by **curating and presenting a portfolio** of your projects, collaborations, workshops, and reflections,
- contribute to a library of case studies by **presenting and defending annotations** of at least one selection, one project, one collaboration, and one workshop from the year,
- and clarify and improve the Youth Fellowship by **presenting and defending a design critique** of the Youth Fellowship grounded in interviews with participating youth, process and product documentation produced by youth, and resources from the year’s facilitated seminars.

We believe new visions for learning require bringing new people into the field because the necessary skills, perspectives, and sensitivities are different than what many of us are used to. A lot of this difference stems from the fact that by definition, the vast majority of us have been immersed in the culture of traditional School: either as students ourselves, parents of students, or members of society absorbing the implicit assumptions embedded in School. Unlearning these takes time. And going beyond that, the constructive, creative skills to develop new tools, experiences, environments, and communities are a whole discipline unto themselves.

Ultimately, what matters most in a learning experience are simply the people in the room and the relationships and work they are building together. We believe that new kinds of institutions are required to develop the tools, materials, and people the future of learning requires. And reinventing these things isn’t a weekend project.

We’ve learned how much work this is (and how enriching this work can be) firsthand over the past 15 years. Most recently, in [a previous incarnation](https://www.powderhouse.org/work/innovation-school/archive), Powderhouse—then called Powderhouse Studios—was working to start [a small, unusual high school in Somerville](https://www.powderhouse.org/work/innovation-school). Because we wanted to ground learning in real work, and real work is interdisciplinary, we had to reimagine what educator licensure would look like. If someone wasn’t teaching “math” or “history” but instead supporting a wide range of interdisciplinary projects, what subject should they be licensed in?

One piece of our answer to this question involved designing a bespoke licensure program approved by the Department of Elementary and Secondary Education focused on the then-nascent [Digital Literacy and Computer Science (DLCS) Standards](https://www.doe.mass.edu/stem/dlcs/). We see technology as central to nearly all creative work. Much as writing cuts across most traditional classes, we aim for our  focus on computation, narrative, and design to unify the projects people tackle. Whether you’re telling stories, using design software to make illustrations, analyzing data, or programming simulations, digital tools and computational approaches are center stage.

While our current Mentor Fellowship is *not* a DLCS licensure program, it *is* an opportunity for us to continue prototyping the designs and structures we put together as part of that program, evolving our eventual answer to how we develop adults to do our kind of work.

In the future, Powderhouse aims to offer an experimental, longer format of the fellowship for those with a particular interest in education. 

This extended format will require at least two years of work, affording an opportunity to more deeply engage the learning-related aspects of our work, focusing on lines of inquiry including specializations like:

- Youth Development, Advocacy, and Conflict Resolution
- Language Learning and Cultural Competency
- Difference and Special Education
- Leadership and Organization Design
- Tool & Material Design
- Critical Thinking and Persuasion
- Modeling the World

These issues are central to Powderhouse’s work; the extended fellowship will invite people to join us as peer investigators and designers exploring these questions from an under-represented viewpoint: the foundational belief that *people grow best when learning, learn best when creating, and create best when creating something which matters to them*.

The extended fellowship will take a similar form to the shorter-format fellowship, but in addition to the portfolio, annotations, and design critique, fellows will be asked to develop and defend a thesis aligned with their specialization.

Those interested in this extended format will join the shorter-format Fellowship and develop projects aligned with their specialization, presenting a proposal subject to Powderhouse’s review to extend their fellowship by the end of their first year with us.

If you’re interested in participating in this Extended Fellowship, please apply to the Mentor Fellowship and be sure to mention your interest in the Extended Fellowship in your application materials.

- Position is full-time, Monday through Friday, September 2023 through May 2024
- Salary equivalent to (9 months of a) $50,000/year salary, ~$960/week
- Benefits include 401k and health/dental/vision insurance, if eligible/interested
- Laptop, tablet, and phone provided for the year, if needed
- Project stipend available, outside salary, to support program-related creative work
- Limited relocation support available if needed

Seeking a creative legal expert to chart a path to reinvention in public education, authoring a non-partisan catalog documenting, understanding, and developing novel options for legal activism as a tool to dramatically expand the range, diversity, and equitable access to new secondary and postsecondary educational options for all Americans.

Legal Researcher

Powderhouse is a research, design, and advocacy institute. We believe youth are one of the largest oppressed groups in history, and that for many (especially the poor and disenfranchised), school is not only ineffective, but stifles their strengths and cultivates harmful habits and intellectual postures. At the same time, we believe that the *idea* of public education—a public trust stewarding resources to develop future generations—is a beautiful and essential one which requires reinvention. To do this, we work not only to illustrate one example of what could be possible, but to highlight (and eventually bring about) structural shifts to bring a much more larger and more diverse set of perspectives to the sector.

Our mission is to give youth a say, enabling critical participation in the most important conversations of their lives. We do this by working with youth to develop creatively, intellectually, and technically ambitious community publications. We work directly with youth to demonstrate the very best our community could provide young people, *right now*, with enough imagination. We create fully functioning prototypes which the public sector *could* adopt tomorrow. 

This living, breathing, full-time learning environment serving a diverse public is at the foundation of our work. It lets us pursue the radical, greenfield designs we believe are needed. The salience of this work is guaranteed by our commitment to mirroring the legal commitments and financial constraints of public School. This forces us to create *all* necessary ingredients, ranging from software to trained educators to legal frameworks.

We have been designing and developing tools, materials, and programming with youth and adults in greater Boston since 2009. After our most recent attempt to open a public school was [undercut on the one-yard line](https://hechingerreport.org/anatomy-of-a-failure-how-an-xq-super-school-flopped/) by the local Superintendent, we've shifted our strategy. As part of that shift, we've taken a renewed and more urgent interest in developing novel legal and financial mechanisms to explore and invent new ideas in public education more effectively.

Public education lacks even a single [Xerox PARC](https://amazon.com/dp/B0029PBVCA) or [Mayo Clinic](https://en.wikipedia.org/wiki/Mayo_Clinic). We believe that eventually, there should be dozens nationwide. But these institutions—especially if they are to be developed by and for a diverse public—requires creative and thoughtful approaches to the development of their legal and financial models. This is the work which we're beginning with this position.

Your job will be to develop a non-partisan catalog documenting, understanding, and developing novel options for legal activism as a tool to dramatically expand the range, diversity, and equitable access of new secondary and postsecondary educational options for Americans. This catalog will be a living document we use to inform our own strategy, as well in conversations with potential funders and partners. Entries won't follow a set structure, but will seek to comprehensively characterize options, including, as appropriate, historical and political considerations, quantitative financial models, and proofs-of-concept.

The ultimate goal of this work is to help us dramatically expand the number and variety of organizations who can access public funds for the purposes of reinventing an equitable vision of public education. Over time, depending on the results of this search, we will likely then seek to begin piloting some of these mechanisms to understand them in practice.

Public education is a strange beast, legally. The Founders had a great appreciation for the importance of education, seeing it as the partner of a free press in developing an informed and effective citizenry. But, education didn't receive the kind of constitutional guarantees and treatment that the press did.

States later, [in an *ad hoc* way](https://www.ecs.org/wp-content/uploads/2016-Constitutional-obligations-for-public-education-1.pdf), established these guarantees. But these guarantees were confounded with the details of local liability, governance, and financing and a strange mix of state (and eventually, limited federal) oversight. This state of affairs has created a sclerotic regulatory situation which by and large offers neither effective oversight nor room to invent and iterate.

The future of public education depends on finding new and better ways to expand public education's constitutional guarantees, redress its inequities, and enable invention. But, transformation in public education faces serious, structural headwinds: Transient constituents; the federated, *de facto* monopoly of school districts; fraught politics; and so forth. Taken together, these add up to a situation where there is approximately no *structural* reason for current stakeholders to court meaningful change. (This isn't to say that there aren't well-intentioned and even visionary building leaders, superintendents, and governors. It's just to say that all of these parties will likely only be involved for a period of time too short to effect structural change, and that there are no *structural* reasons we should expect education as a sector to invite change.)

Despite this, we believe there are many unrecognized opportunities to rethink current approaches and invent new approaches to this problem by translating insights and strategies from other, more developed mechanisms and approaches (from both public and private sectors) into the context of education. We believe one of the most powerful tools available to the public when the government is struggling to make good on its constitutional commitments is the law.

A few examples of the kinds of questions you might be asked to investigate:

<dl>
 <dt>segregation</dt>
 <dd>Public education is increasingly segregated. In many cities, the [integration] gains of the Civil Rights movement have been wiped out and then some. What would be required to establish a class action lawsuit to redress these issues at different scales? How would that approach compare to a strategy centering <a href="https://en.wikipedia.org/wiki/Fourteenth_Amendment_to_the_United_States_Constitution">14th amendment</a> arguments? Or <a href="https://en.wikipedia.org/wiki/Mass_tort">mass tort</a>?</dd>
 <dt>special education</dt>
 <dd>We know that the vast majority of families are dissatisfied with their special education experience, and that an opaque and legalistic system puts disenfranchised families at a particular disadvantage. Given that public schools already pay to <a href="https://spedlegalfund.org/understanding-outplacement/">outplace</a> students (many of whom are not technically unable to be served by the district, but whose families have reached a breaking point with the schools and simply sued to exit), what legal approaches could substantially simplify the process for families? Does this offer a toehold for legal advocacy to make outplacement a sustainable option for a broader set of special education needs?</dd>
 <dt>school choice</dt>
 <dd>On the political right in particular, there has been a long and growing interest in various, voucher-like mechanisms. In practice, many of these mechanisms will likely serve to increase the social, racial, and economic stratification of public school. Solving this will likely require, e.g., race-conscious policies and mechanisms. For good reasons, discriminatory systems face stiff legal challenges. How might these factors be reconciled in designing equity-conscious options for financing private and non-profit partnerships in public education?</dd>
</dl>

Doing this well will require an unusual mixture of activities and perspectives. You'll need to:

- have the hope and creativity to imagine and develop possibilities for transformative change,
- alongside the rigor and interest in disproving these possibilities to vet them.
- have a background or interest in one or more of the following:
 - legal advocacy, activist and impact litigation,
 - constitutional law,
 - education and special education law,
 - municipal finance law
- be excited to pursue research and interview experts with relevant experience,
- and be able to separate the potentially progressive potential of legal strategies from sometimes fraught histories or current supporters (*e.g.* in the case of vouchers or charter schools)

You'll work directly with Powderhouse's co-founders and advisors to shape and manage this research and design project (including hiring additional, targeted support as needed). We are bringing on-board an analogous expert looking at approaches to financial activism with whom you will collaborate on questions where there are overlapping legal and financial elements. While we expect this to be a multi-year project, we are beginning with a year-long investigation to explore whether and how it may bear fruit.

Seeking a creative financial expert to identify and develop novel options for financing secondary and postsecondary education, from first principles, characterizing historical and political considerations, developing quantitative models, advising on the implementation of proofs-of-concept. The ultimate goal of this work is to dramatically expand the number and variety of organizations who can access funds [public or otherwise] for the purposes of reinventing an equitable vision of public education.

Seeking a creative legal expert to chart a path to reinvention in public education, authoring a non-partisan catalog documenting, understanding, and developing novel options for legal activism as a tool to dramatically expand the range, diversity, and equitable access of new secondary and postsecondary educational options for Americans.

Jobs

Fabrication Workshop Designer

Kindling Mentor Fellow

Financial Researcher

Legal Researcher