Is It Time to Reset the Pre-K–12 Curriculum?
I was very fortunate to graduate in 1999 from The Wheatley School in Old Westbury, New York.
Wheatley was- and remains- the kind of public high school parents seek out when deciding where to raise a family. In fact, shortly before I graduated, Wheatley received an extraordinary distinction: Newsweek ranked it the #1 public high school in the country in its March 30, 1998 issue.
There is an interesting footnote to that honor. The ranking was based on educator and journalist Jay Mathews’s “Challenge Index,” which emphasized participation in Advanced Placement and similar college-level examinations relative to the number of graduating seniors.
More than a quarter century later, I live in the same school district with my own children.
And, like probably too many parents in the age of Zillow, GreatSchools, U.S. News and endless online rankings, I started worrying.
Wheatley no longer occupies that #1 national position. Had something changed? Was I really raising my children in the best place? Should we be living in another Long Island school district?
I even asked ChatGPT to conduct a retrospective analysis of Wheatley and a forward-looking comparison with other districts based on what matters to my family.
The conclusion was reassuring. East Williston remains, at minimum, among the strongest choices for what I want for my children.
Whew.
Or is it?
Because the exercise eventually led me to a much more interesting question:
What if we are measuring the wrong things when we decide what makes a school great?
College readiness and life readiness aren’t the same thing
Schools like Wheatley are exceptionally good at preparing children for the traditional academic pathway.
Take challenging classes.
Get good grades.
Take AP courses.
Build an impressive extracurricular résumé.
Attend a good college.
Earn a degree.
Begin a professional career.
For generations, that formula provided a powerful route to economic mobility.
And for many students, it still does.
But somewhere along the way, particularly in affluent and academically competitive communities, college preparation seems to have become synonymous with preparation for adulthood.
They aren’t the same thing.
A student can graduate knowing calculus but not know how to file a tax return.
A student can analyze Shakespeare but not understand a mortgage.
A student can write an excellent research paper but not know how to prepare ten inexpensive and reasonably healthy meals.
A student can pass chemistry but have no idea what to do when a toilet won’t stop running.
A student can graduate near the top of the class without understanding credit scores, insurance, compound interest, business formation or whether borrowing $200,000 for a particular college degree represents a sensible investment.
None of those are obscure vocational skills.
They are adulthood.
Bring back home economics- but reinvent it
“Home economics” sounds like something from another era.
Perhaps that is part of the problem.
Instead of allowing the subject to disappear, we should have modernized it.
Every student should leave high school knowing how to cook basic meals, shop intelligently for groceries, understand nutrition labels, clean a home, do laundry, sew on a button, unclog a drain, shut off the water during an emergency and perform simple household repairs.
Maybe our modern solution is shopping at Trader Joe’s for food that merely needs to be heated and hiring someone else to clean the house.
There is nothing wrong with either.
But outsourcing basic life functions should be a choice—not the consequence of never learning how to perform them.
A reinvented home-economics curriculum could go considerably further.
How does a lease work?
What does renters insurance actually cover?
What does homeowners insurance cover?
How do you compare contractor estimates?
When should you attempt a repair yourself and when should you call a professional?
How do utilities work?
How do you recognize when someone selling you a product or service may be taking advantage of you?
That isn’t the home economics of 1960.
It is Life Management 101.
Reinvent shop class, too
The traditional shop and automotive programs have also been crowded out in many college-oriented schools.
Cars certainly have become more complicated. Increasingly, they are computers on wheels. Electric vehicles will change maintenance even further.
But that doesn’t eliminate the usefulness of understanding machines.
Students don’t need to rebuild an engine.
They should know what to do with a flat tire.
They should know how to use a tire-inflation or sealant kit, change windshield wipers, check tire pressure, replace an air or cabin filter, understand the purpose of basic fluids and recognize common dashboard warnings.
Changing a taillight assembly or replacing a damaged bolt-on body component isn’t beyond the capability of many teenagers, either.
More importantly, students should become comfortable using tools and diagnosing problems.
Expand the course beyond automobiles.
Give students exposure to plumbing, electrical systems, carpentry, HVAC, electronics and construction.
They don’t have to become experts.
They should understand how the physical world around them works.
Stop treating skilled trades as Plan B
This leads to a cultural problem that may be particularly pronounced in academically successful communities.
College isn’t always presented as one path.
It becomes the path.
A talented student should be exposed to what it actually means to become an electrician, plumber, HVAC technician, firefighter, contractor, network technician, software developer or entrepreneur.
And we should show students the economics rather than relying on stereotypes.
The U.S. Bureau of Labor Statistics reports that electricians earned a median $63,190 in 2025, with the highest-paid 10% earning more than $108,000. Employment is projected to grow 9% between 2025 and 2035, with roughly 72,700 openings annually.
Plumbers, pipefitters and steamfitters had a median wage of $63,800, with the highest-paid 10% exceeding $108,000, and employment is projected to grow 7%.
Both occupations commonly have apprenticeship pathways.
That doesn’t make becoming an electrician “better” than earning an engineering degree.
It means both deserve to appear on the menu.
A 17-year-old should be able to compare:
Path A: Four years at a university, tuition and living expenses, possible student debt, followed by a particular starting salary.
Path B: SUNY or another public university.
Path C: Community college followed by transfer.
Path D: Apprenticeship or technical training, earning money while developing a marketable skill.
Path E: Military or public service.
Path F: Employment combined with industry certifications.
Path G: Entrepreneurship.
Then let an educated student make an educated decision.
Make every college pass an ROI test
Higher education should not be exempt from the cost-benefit analysis we apply to virtually every other major investment.
College Board reports that for 2025–26, average published tuition and fees are about $11,950 at public four-year institutions for in-state students and $45,000 at private nonprofit four-year institutions.
Once housing, food, books, transportation and other expenses are included, the average published annual student budget at a private nonprofit four-year institution reaches about $65,470.
That is an average.
At some institutions, the sticker price is now dramatically higher.
There is an important caveat: sticker price isn’t necessarily what families pay. Financial aid can reduce the actual cost considerably. College Board estimates average net tuition and fees for first-time full-time students at private nonprofit institutions at $16,910 in 2025–26 after grant aid.
That distinction should itself become part of high-school education.
Teach students to compare:
Sticker price.
Net price.
Grants.
Scholarships.
Loans.
Expected earnings.
Opportunity cost.
Debt service.
And likely return on investment.
If you’re contemplating an investment potentially worth hundreds of thousands of dollars, asking about ROI isn’t anti-education.
It’s basic financial literacy.
Teach taxes before trigonometry ends
Death and taxes remain remarkably reliable features of adulthood.
Yet generations of students have graduated without ever completing a tax return.
That should be almost unimaginable.
Fortunately, policymakers are beginning to recognize the gap. As of 2026, the Council for Economic Education reports that 39 states require personal-finance coursework for high-school graduation.
New York has also moved substantially in this direction. In March 2026, the Board of Regents permanently adopted regulations requiring personal-finance instruction across K–12, with instruction required by the end of grades 4, 8 and 12.
That’s progress.
But financial education should be intensely practical.
Give a 16-year-old a fictional W-2 and have the student prepare a tax return.
Give students a $75,000 salary and ask them to build a budget.
Then introduce reality.
Federal income tax.
New York income tax.
Social Security and Medicare.
Health insurance.
Rent.
Transportation.
Food.
Utilities.
Childcare.
Student loans.
Retirement contributions.
Suddenly “$75,000 a year” means something very different.
Then reverse the assignment.
Tell students to design the lifestyle they want at age 30.
Where do you want to live?
House or apartment?
Children?
Car?
Travel?
What does that life cost?
Now calculate the income required to support it.
That may be one of the most consequential mathematics assignments a student ever completes.
Every teenager should start a business- even if it’s imaginary
Entrepreneurship should also be part of basic education.
Most students graduate without knowing the practical difference between a sole proprietorship, LLC and corporation.
Why?
Have every student develop a hypothetical business.
Choose a legal structure.
Learn what an EIN is.
Understand what is involved in opening a business bank account.
Create a basic business plan.
Develop invoices.
Learn accounts receivable and accounts payable.
Create a rudimentary income statement.
Understand cash flow.
Learn what an SBA loan is.
Discuss insurance.
Learn how payroll works.
Price a product.
Calculate gross margin.
Market it.
Try to sell something.
Some students may discover they love entrepreneurship.
Most won’t become entrepreneurs.
That’s fine.
Someone who understands how a business generates revenue, controls expenses and earns a profit will probably be a more capable employee, manager, consumer and investor anyway.
AI makes all of this more urgent
Then there is artificial intelligence.
The World Economic Forum’s Future of Jobs Report 2025, based on input from more than 1,000 employers representing over 14 million workers, identifies technological change—particularly AI and information-processing technologies—as one of the major forces reshaping employment through 2030.
AI can already draft documents, analyze datasets, generate software, create images, summarize research and automate portions of professional work that once required substantial human labor.
That doesn’t make education less important.
It changes what being educated means.
When information is scarce, memorizing information is enormously valuable.
When information is effectively unlimited, judgment becomes enormously valuable.
Can you ask the right question?
Can you determine whether the answer is credible?
Can you recognize when AI is wrong?
Can you test its conclusion?
Can you combine information from multiple disciplines?
Can you communicate with another human being?
Can you negotiate?
Can you persuade?
Can you build something?
Can you repair something?
Can you lead people?
Can you make a decision when there isn’t one obviously correct answer?
Those skills become increasingly important in an AI-rich economy.
College isn’t dying- and that’s not my argument
It would be easy to turn this argument into “college is obsolete.”
I don’t believe that.
In fact, National Student Clearinghouse data show undergraduate enrollment increased another 1% in spring 2026, reaching total postsecondary enrollment of approximately 18.6 million.
Millions of Americans continue to see value in higher education.
So do I.
I earned multiple graduate degrees myself, and education has played an enormous role in my career and intellectual development.
The argument isn’t college versus no college.
It is choice versus default.
College should be one exceptionally important pathway within a much larger educational ecosystem.
And the job of K–12 education should be to prepare students intelligently for all of those pathways.
A new Pre-K–12 Life and Career Core
I wouldn’t throw away the traditional curriculum.
I’d add a second core curriculum alongside it.
Call it the Life and Career Core.
It would begin in elementary school and become progressively more sophisticated.
Elementary school
Students learn basic cooking, nutrition, saving versus spending, simple budgeting, household responsibilities, first aid, basic tools, digital safety and how everyday machines work.
Middle school
Students begin banking, investing, compound interest, basic coding, AI literacy, entrepreneurship, home repair, cooking, career exploration and practical consumer mathematics.
Every student should begin encountering careers requiring four-year degrees and careers that don’t.
High school
Now make it real.
Taxes.
Credit.
Insurance.
Investing.
Retirement accounts.
Mortgages.
Student loans.
Leases.
Contracts.
Employment law basics.
Business formation.
Entrepreneurship.
AI.
Automotive maintenance.
Home maintenance.
Basic plumbing.
Basic electrical work.
First aid and CPR.
Negotiating a salary.
Reading an employee-benefits package.
Evaluating a college financial-aid offer.
Every student should graduate having seriously investigated at least three postsecondary pathways: college, skilled/technical employment and entrepreneurship/direct employment.
And perhaps graduation should include a practical capstone.
Here is a salary.
Here is an apartment.
Here is a car.
Here is health insurance.
Here are your taxes.
Here is a broken appliance.
Here is a credit-card offer.
Here is a college loan.
Here is an investment opportunity.
Here is an AI-generated answer that contains three errors.
Navigate adulthood.
Maybe we need a different definition of a great school
Which brings me back to Wheatley.
I still care enormously about academic rigor.
I want my children surrounded by smart, motivated classmates and talented teachers.
I want them reading difficult books.
I want them studying science.
I want them understanding history.
I want them learning mathematics far beyond what they’ll probably use in everyday life because mathematics teaches disciplined thinking.
And if they aspire to attend an outstanding university, I want their school to prepare them exceptionally well.
But at 45, my definition of educational excellence is different from what it was when I graduated from Wheatley at 18.
The best high school shouldn’t merely produce students capable of getting into excellent colleges.
It should produce capable adults.
Adults who can think.
Adults who can communicate.
Adults who understand money.
Adults who can cook.
Adults who aren’t helpless when something breaks.
Adults who understand technology without becoming dependent upon it.
Adults who recognize multiple paths toward economic success.
Adults who can start businesses as well as work for them.
Adults who understand when borrowing money represents an investment and when it is simply expensive debt.
Adults who can distinguish price from value.
Adults who know how to learn something they were never formally taught.
And, perhaps most importantly, adults capable of adapting to careers and technologies that their teachers—and their parents—cannot yet predict.
When Wheatley was ranked #1 in America in 1998, the ranking largely reflected participation in advanced academic examinations.
That made sense for its time.
But nearly three decades later, perhaps the question parents like me should be asking isn’t:
“Where does my child’s high school rank?”
It is:
“If my child spends thirteen years in this school system, how prepared will he or she be for the fifty or sixty years that come afterward?”
And if our school rankings can’t answer that question, perhaps it isn’t only the curriculum that needs to change.
Maybe our entire definition of educational excellence does, too.
More from 3 Topics
Explore related articles on similar topics
Top Paying Jobs in Education PK-12, Economic Development, and Leadership Perspectives
Highest paying opportunities related to this article
About The Role The City of Seattle is seeking a collaborative superintendent to lead Seattle Parks and Recreation (SPR). Appointed by the Mayor and confirmed by the City Council, the Superintendent is the highest executive authority responsible for planning, operations, and finances. SPR manages over 1,100 employees and a 6,441-acre park system with nearly 500 parks, community centers, pools, golf courses, and environmental education centers. The role requires guiding equitable stewardship of land, resources, and people while managing a 2026 operating budget of $258.6M and a capital budget of $85.3M. Key Responsibilities - Lead Seattle Parks and Recreation by aligning operations and investments with city policy goals and regulatory compliance. - Meet the needs of a changing community through strategic planning, keeping community centers as welcoming and affordable hubs. - Promote racial and social equity by analyzing program data for equitable outcomes and ensuring facility distribution is based on access and opportunity. - Ensure safety, cleanliness, and accessibility by maintaining and improving aging infrastructure to reduce maintenance backlogs. - Excel in service delivery by establishing high customer service standards and supporting employee development. - Engage and develop staff by fostering an inclusive culture, managing employees within a union environment, and handling personnel actions. - Develop valued partners by collaborating with community stakeholders, schools, developers, and funding partners. - Champion inclusive and accountable governance through rigorous fiscal management and transparent, performance-based reporting. Minimum Qualifications - Senior leadership experience and extensive professional knowledge in administering urban parks and recreational programs. - Extensive management experience, exceptional communication skills, political savvy, and sensitivity to competing stakeholder needs. - Demonstrated administrative, financial, and political expertise. - Experience successfully navigating collaborative community processes and establishing impactful partnerships. - Strong commitment to public service and a history of implementing change through shared goals and accountability. Special Requirements - Subject to confirmation by the City Council every four years. - Must pass a criminal history review and verification of applicant information in compliance with Seattle's Fair Chance Employment Ordinance. Selection Process - The city may close the recruitment at any time once a suitably strong group of candidates has been established, so interested candidates should apply immediately. - Applicants will be provided an opportunity to explain or correct background information during the background check process. How To Apply - Submit a resume and a cover letter. - The cover letter must describe why you want to lead the Seattle Department of Parks and Recreation and what uniquely qualifies you for this role. - For questions or to request reasonable accommodations for the application or interview process, contact Pam Inch at pam.inch@seattle.gov. Employment Details - Job Type: Civil Service Exempt, Regular, Full-time, FLSA-exempt (Executive 4). - Location: Parks and Recreation Administration Bldg., 100 Dexter Ave. N., Seattle, WA. - Job Number: 2026-00823. - Opening Date: 06/17/2026. - Benefits: Comprehensive package including leave, medical, dental, vision, life, and long-term disability insurance. - The City of Seattle is an equal opportunity employer that values diverse perspectives and encourages people of all backgrounds to apply.
ABOUT THE ROLE - Serve as the State Chief Medical Epidemiologist for the Delaware Department of Health and Social Services, Division of Public Health, Community Health. - Based at the Public Health Lab in Smyrna, Delaware. - This is an exempt position outside the State of Delaware Merit System. KEY RESPONSIBILITIES - Specific daily duties are not detailed in the provided text. - The role generally involves directing statewide epidemiological investigations, disease surveillance, and public health medical responses. MINIMUM QUALIFICATIONS - Specific educational and experiential requirements are not listed in the provided text. - Roles of this level typically require a medical degree, specialized public health training, and significant epidemiological experience. SPECIAL REQUIREMENTS - Must be available to work standard shift hours of 8:00 AM to 4:30 PM. - Must be available for some weekends and after-hours work as required by public health needs. SELECTION PROCESS - Specific evaluation and interview steps are not detailed in the provided text. HOW TO APPLY - Contact DHSS Talent Acquisition for application instructions and to request the full job description. - Phone: 302-739-5458 - Reference Recruitment Number: 071726-MUDB05-350500 EMPLOYMENT DETAILS - Employment Type: Actual Vacancy - Employment Term: Regular - Agency: DHSS / Public Health / Community Health - Type of Recruitment: Exempt-Non Merit - Opening Date: 07/21/2026 - Closing Date: 01/16/2027 at 11:59 PM - Location: Public Health Lab, 30 Sunnyside Rd, Smyrna, DE 19977
ABOUT THE ROLE This is a highly responsible, professional law enforcement position managing and directing the activities, administration, and all functions of a municipal police department. The role is performed under the administrative direction of the City Manager, to whom the Chief reports directly. The Chief acts as an ambassador for the City, ensures the proactive establishment of objectives to safeguard lives and property, and leads the development of the department's organizational structure and standard operating procedures. KEY RESPONSIBILITIES - Performs professional administrative work to ensure the effective conduct of all functions, business, and services of the Police Department - Attends all meetings of the City Commission and aids in the enforcement of order under the direction of the presiding officer - Commands and directs all governmental and proprietary functions of the City Police Department - Directs and recommends hires, transfers, suspensions, layoffs, recalls, promotions, discharges, and discipline, and evaluates employees - Promulgates rules, regulations, and amendments for the appointment, promotion, discipline, and removal of employees - Establishes objectives to safeguard lives and property, forecasting future growth and assisting the City Planner in identifying potential traffic or crime problems - Leads the development and maintenance of an organizational structure and chain-of-command - Establishes standard operating procedures and delegates authority, responsibility, and accountability - Acts as a liaison for the criminal justice system to the executive branch of local government - Presents the future needs of personnel, equipment, and capital improvements by justifying appropriations - Implements and supports a problem-oriented policing philosophy - Identifies performance deficiencies and implements corrective measures such as training, mentoring, and counseling - Conducts performance evaluations and handles confidential information effectively and discreetly MINIMUM QUALIFICATIONS - Master's Degree in Police Administration or accepted equivalent - Minimum of six (6) years of progressively responsible law enforcement and police administration experience, including three (3) years in a command or administrative position - A comparable amount of relevant training, education, and/or experience may be substituted for the above qualifications SPECIAL REQUIREMENTS - Must possess a valid Florida Driver's License - Must meet all minimum requirements for the position of a police officer, as per Florida State Statute 943, and must have received police officer certification from the State of Florida - Preferred: Academic background including study at the Southern Police Institute or the Federal Bureau of Investigation National Academy - Must possess a background of proven management accomplishments, solid professional judgment, a progressive attitude, and strong leadership and interpersonal skills - Subject to recall around the clock for emergency response operations, which may require irregular work hours and relocation to emergency sites - Physical activities include light work: exerting up to 20 pounds of force occasionally, up to 10 pounds of force frequently, and negligible force constantly. Requires balancing, climbing, crouching, hearing, lifting, mental acuity, reaching, speaking, standing, stooping, talking, visual acuity, walking, and operation of a City vehicle HOW TO APPLY Apply through the City of North Port job portal. Refer to Class Code PD4. EMPLOYMENT DETAILS - Location: North Port, FL - Class Title: Chief of Police - Class Code: PD4 - Grade: PD4 - Job Type: Full-Time, Senior Management - Work Environment: Typically performed in a safe and secure work environment that may periodically have unpredicted requirements or demands - Risk/Safety Conditions: Minimal exposure or risk to physical health and/or physical safety - Equal Opportunity: The City of North Port, FL is an Affirmative Action/ADA and Equal Opportunity Employer. Women, Minorities, and Persons with Disabilities are Encouraged to Apply.
ABOUT THE ROLE This is a highly responsible, full-time law enforcement position serving as the commander of a major bureau within the Police Department. The role involves extensive public contact and may require assuming the role of acting Police Chief in their absence. Work is performed under the direction of the Deputy Chief of Police. KEY RESPONSIBILITIES - Directs and manages the assigned division in accordance with department policies and procedures - Responsible for the training, welfare, and discipline of all employees in the division - Assigns duties and functions related to the processing of complaints and investigations - Oversees inspections of all personnel and equipment assigned to the division - Oversees proper use, maintenance, calibration, certification, and replacement of police equipment - Assumes personal command of any serious emergency situation, major catastrophe, or major crime - Evaluates the efficiency and effectiveness of administrative, business, and emergency operations - Directs the preparation of short-term and long-range plans and budgets based upon departmental objectives - Ensures compliance with accreditation standards within the assigned division - Acts as a spokesperson for the Police Department to the news media and community - Represents the department and/or the Police Chief at various governmental and community meetings - Interacts with all levels of government officials and the public MINIMUM QUALIFICATIONS Education: - Bachelor's Degree from an accredited college or university with major course work in Criminal Justice, Law Enforcement, Police Administration, or a related field - Master's degree is preferred Experience: - Five (5) years of law enforcement supervisory experience Licenses and Certifications: - Possession of or ability to obtain a valid Florida driver's license by date of hire - Must meet all minimum requirements for the position of a police officer per Florida Statute 943 - Must have received police officer certification from the State of Florida SPECIAL REQUIREMENTS - Must pass the Department's physical test and minimum requirements as outlined in the Florida Standards and Training Guidelines - Physical Activities: Light work exerting up to 20 pounds of force occasionally and up to 10 pounds frequently. Requires balancing, climbing, crouching, grasping, hearing, kneeling, lifting, mental acuity, pulling, pushing, reaching, speaking, standing, stooping, talking, visual acuity, and walking. Requires operation of a City vehicle. - Work Environment: Typically performed in a safe and secure environment that may periodically have unpredictable requirements. Occasional exposure or risk to physical health or safety (e.g., hazardous materials, heavy equipment). - Emergency Response: Subject to recall around the clock for emergency response operations, which may require irregular work hours, work at locations other than the normal work location, and duties other than those specified in the official job description. SELECTION PROCESS - Candidates must successfully complete and pass the Department's physical test and meet all minimum requirements outlined in the Florida Standards and Training Guidelines. - Standard background, psychological, and medical evaluations are typically required for command-level law enforcement positions. HOW TO APPLY - Applications should be submitted through the City of North Port, FL official employment portal or human resources department. EMPLOYMENT DETAILS Employer: City of North Port, FL Department: Police Department Class Code: PD2 Job Type: Full-Time Location: North Port, FL Equal Opportunity: The City of North Port, FL is an Affirmative Action, ADA, and Equal Opportunity Employer. Women, Minorities, and Persons with Disabilities are encouraged to apply.
ABOUT THE ROLE The Department of Public Defense (DPD) is recruiting for Public Defense Attorney Supervisor positions within The Defenders Association Division. The role involves supervising attorneys, ensuring high-quality legal representation, mentoring staff, and fostering an inclusive environment committed to equity and social justice. Supervisors may carry a partial caseload and must demonstrate a passion for public defense and client representation. KEY RESPONSIBILITIES - Supervise, develop, evaluate, train, mentor, and coach unit employees and interns - Ensure work conforms to professional standards, statutes, rules, and policies - Conduct disciplinary investigations, impose discipline, and implement corrective action plans - Conduct annual performance evaluations and assign or balance attorney workloads - Carry a partial caseload requiring excellent legal representation, trial, research, and negotiation skills - Maintain and update computerized case-management systems to track caseloads - Identify ethical conflicts of interest - Serve on-call at least twice a year and supervise on-call attorneys - Participate in the Division Management Team and assist with office-wide initiatives MINIMUM QUALIFICATIONS - Juris Doctor degree from an accredited law school or completed the WSBA's Rule 6 Law Clerk Program - Member of the Washington State Bar Association in good standing with at least three years of experience as a lawyer - Murder/Sex/Felony High qualified to be considered for Felony placements - Washington State Driver's License or ability to travel to required destinations SPECIAL REQUIREMENTS - Must reside in Washington state and within a reasonable distance to the King County worksite - Subject to DPD Ethical Walls Policies and Outside Work Policy for Attorneys - Represented by Teamsters 117 bargaining unit - Must maintain a home workspace with a reliable internet connection SELECTION PROCESS - Evaluation of application materials and supplemental questions - Interviewing - References - Personnel file review going back three years - Background check if applicable HOW TO APPLY - Submit a completed King County application - Attach a current or chronological resume - Attach a cover letter detailing your background and what you bring to the DPD - Current TDAD supervising attorneys wishing to transfer should email Managing Attorney Ben Goldsmith at benjamin.goldsmith@kingcounty.gov by the closing date - Applications submitted by 11:59 p.m. on August 10, 2026, receive priority consideration EMPLOYMENT DETAILS - Job Type: Career Service Executive, Full Time, Exempt from FLSA overtime provisions - Location: Hybrid model with an onsite minimum of four days per week and five days during the probationary period - Work Locations: Various locations including Seattle, Kent, and Redmond District Court - Travel: Required to various locations throughout King County, including courts, jails, hospitals, and treatment centers - Benefits: Pension plan, holidays, transit pass, training, and education opportunities
ABOUT THE ROLE Full-time, hybrid position with the Office of the Legal Defender in Maricopa County, Phoenix, AZ. The role involves advocating professionally, aggressively, and ethically on behalf of indigent clients appointed by the court. The attorney will prepare cases and represent clients through all phases of court proceedings, specifically filling a current vacancy in the appellate unit. KEY RESPONSIBILITIES - Appear in court representing clients at scheduled hearings and trials - Present oral arguments in support of clients' legal interests - Research facts and analyze legal issues using computerized and printed legal research tools - Compose motions, briefs, correspondence, and other legal documents - Review evidence on- and off-site - Discuss and present analyses of legal issues to clients, court personnel, and related individuals - Communicate in person and by phone with clients, opposing counsel, co-workers, and supervisors - Travel to courts, mental health institutions, jails, detention centers, and correctional facilities - Provide leadership for professionals, including other attorneys, mitigation specialists, investigators, and paralegals - Attend Continuing Legal Education seminars MINIMUM QUALIFICATIONS - Three years of appellate experience - Juris Doctor (JD) or Doctor of Jurisprudence from an American Bar Association (ABA) approved law school - Currently admitted to practice law and a member in good standing with the State Bar of Arizona at the time of application SPECIAL REQUIREMENTS - Valid Arizona driver's license required upon hire - Travel to and from job-related locations during a scheduled workday using a County or private vehicle - May require national and international travel outside of a scheduled workday for case-related investigation - Physical demands: lift 15-25 pounds from floor to waist; 15 pounds waist to shoulder or shoulder to overhead; carry 15-25 pounds for 100 feet; push/pull 100 pounds for 100 feet - Work environment includes exposure to traumatic subject matter, interruptions, time pressures, high volumes of work, and handling multiple complicated tasks - Preferred qualifications: experience with adult criminal appeals and post-conviction relief, and work in state criminal litigation within the last three years SELECTION PROCESS 1. Consideration is only given to candidates who submit online applications 2. Candidates will be contacted primarily through email and their Workday online application profile 3. Must pass a pre-employment background and/or fingerprint investigation as required by statute or policy, including drug and alcohol testing for safety-sensitive positions HOW TO APPLY Submit an online application through the Maricopa County Workday portal. Applications are reviewed on a rolling basis. EMPLOYMENT DETAILS - Job Type: Unclassified - Department: Legal Defender - Location: 222 N Central Ave, Phoenix, AZ 85004 (Hybrid) - Posting Date: 07/23/26 - Application Deadline: Open Until Filled - Job Requisition ID: JR24713 - Benefits: Public Service Loan Forgiveness (PSLF) employer, Loan Repayment Assistance Program (LRAP) for attorneys, tuition reimbursement, exceptional work-life balance, growth opportunities, low-cost high-value healthcare, child care benefits (Maricopa County Kids Club), paid vacation, sick time, parental leave, extensive wellness program, and Arizona State Retirement System (11.98% contribution with 100% employer match on Day 1).
ABOUT THE ROLE Under the direction of the President of the Library, the Chief of Library Services is the senior executive responsible for the strategic direction and operational delivery of library services across the Boston Public Library (BPL) system. This role provides leadership across the Library Services Division, including branch libraries, the Central Library, collections, digital services, and youth and adult services, acting as a principal deputy to the President. It requires exceptional strategic thinking, planning, and execution skills, a patron-centered approach, and the ability to build a culture of efficiency, innovation, impact, and accountability across a large, complex, multi-site organization. KEY RESPONSIBILITIES - Develop a comprehensive vision and strategic direction for all public services across the BPL system. - Provide strategic and operational leadership, directing departments and guiding cross-departmental collaboration from planning through implementation and evaluation. - Shape a forward-looking innovation agenda informed by emerging trends in libraries and related sectors. - Develop and refine the Library Service division's approach to outcomes and impact evaluation, establishing meaningful benchmarks. - Collaborate closely with the President and senior leadership in strategic planning, management, and resource allocation. - Serve as a delegate for the BPL President when necessary. - Provide oversight and guidance to direct reports on the management of departmental budgets. - Ensure equity, diversity, and inclusion are reflected in the division's priorities, programming, and operations. - Represent the BPL across local, state, national, and global communities. - Identify and champion strategic partnerships and serve as a key liaison to the Boston Public Library Fund. MINIMUM QUALIFICATIONS - Advanced degree in Library Science from an ALA-accredited program is required. Further credentials in public administration, public policy, business administration, or education are desirable. - At least seven (7) years in senior leadership roles within public libraries or other complex cultural or civic institutions, with responsibility for strategic planning, budgeting, team management, and execution of high-impact initiatives. - Experience in a municipal urban public library, including in a union environment, is strongly preferred. - Thorough knowledge of public library services and evolving library practices, with demonstrated experience in strategic plan execution and complex problem-solving. - Proven ability to develop and implement a strategic vision that guides services across multiple locations and departments. - Experience leading teams through organizational growth or transformation, fostering transparency, accountability, and collaboration. - Strong background in hiring, developing, and leading diverse teams. - Experience in setting and managing complex budgets in a fiscally responsible manner. - Outstanding written and oral communication skills, with the ability to represent the organization effectively. Experience in advocacy or government affairs is an asset. SPECIAL REQUIREMENTS - Must successfully clear a City of Boston Criminal Offenders Record Information (CORI) check. - Boston residency is required. SELECTION PROCESS - Initial evaluation based on application materials and alignment with minimum qualifications. - Qualified applicants may be contacted for interviews and further assessment. - Final selection is contingent upon a successful CORI background check. HOW TO APPLY - Submit an application through the City of Boston job portal before the posting end date. - For inquiries, contact adavis@bpl.org. EMPLOYMENT DETAILS - Location: BPL Directors Office - 2, Boston, MA - Department: Boston Public Library - Job Type: Regular Full-Time - Union/Salary Plan: Non-Union / PM-9 - Hours: 35 hours per week - Posting End Date: October 28, 2026 - The City of Boston is an Equal Opportunity Employer committed to creating a diverse and inclusive environment.
ABOUT THE ROLE The Office of Economic Development seeks a community-centered advisor to lead, guide, and support Seattle neighborhoods through the complex processes of forming and expanding Business Improvement Areas. This role blends technical expertise, policy fluency, data analysis, strategic advising, and community relationship-building to serve as the subject-matter expert on formation, assessment structures, and governance models. KEY RESPONSIBILITIES - Lead and facilitate formation across multiple neighborhoods simultaneously through the full lifecycle. - Provide expert technical assistance on assessment structures, sustainable funding models, and governance. - Analyze complex datasets including parcel characteristics, land use, and taxation data, utilizing GIS tools to map boundaries and run scenarios. - Develop tools, resources, toolkits, and policies that strengthen city support for early-stage operations. - Support newly formed areas in establishing governing boards, operational systems, and service delivery plans. - Facilitate high-stakes community engagement, building trust and navigating political dynamics among diverse stakeholders. - Oversee projects, consultant contracts, neighborhood grants, and program implementation while coordinating with city departments. MINIMUM QUALIFICATIONS - Experience in community engagement, coalition building, and stakeholder facilitation with diverse groups. - Background in place-based economic development, special assessment districts, or similar community-driven initiatives. - Ability to analyze complex property, land use, zoning, or taxation data and interpret assessment models. - Proficiency in using or directing GIS tools to map boundaries and evaluate district conditions. - Experience in policy development, program design, and project management for multistakeholder efforts. - Strong communication skills to synthesize data and legal requirements into actionable recommendations for decision-makers. SPECIAL REQUIREMENTS - Passion for advancing the Race and Social Justice Initiative and committing to equitable, community-centered outcomes. - Dedication to reducing barriers faced by communities of color, immigrant-owned businesses, and historically underserved neighborhoods. - Eligibility for Language Premium Pay ($200 monthly stipend) if evaluated and assigned to provide direct in-language communication services. SELECTION PROCESS Applications are reviewed by a human hiring team without the use of artificial intelligence or automated screening tools to ensure an equitable process. Applications received by 4:00 p.m. Pacific Time on Tuesday, July 21, 2026, receive first consideration. The hiring team evaluates transferable skills, growth mindset, and commitment to racial equity. HOW TO APPLY Submit your application online at https://www.governmentjobs.com/careers/seattle using Job Number 2026-00849. You must include a resume and a cover letter with your application. For accommodation requests or questions, contact Nicolette.Hornbeck@seattle.gov. EMPLOYMENT DETAILS - Employer: City of Seattle - Location: Seattle Municipal Tower, 700 5th Ave., Seattle, WA (Flexible/Hybrid) - Department: Office of Economic Development - Job Type: Classified Civil Service, Regular, Full-Time - Classification: Strategic Advisor 1, General Government -L17 - Job Number: 2026-00849 - Opening Date: 06/25/2026 - Closing Date: Continuous - Reports to: Business Districts Manager