“Our Teachers Aren’t There”: The impact of an administrator’s fixed mindset.
While educators encourage teachers and students to have a growth mindset when it comes to teaching and learning, we need to consider how fixed mindset comments—rather than growth mindset comments, made by administrators—adversely impact teachers.
From time to time, school or district administrators tell us that their teachers “aren’t there”. This most often happens after we ask administrators to describe how teachers in their schools use data to inform instruction. Administrators will say that while they wish teachers used data more frequently, the teachers “aren’t there”.
My favorite educational thought leader (also my wife), Lisa Westman, weighs in on the “our teachers 'aren’t there' mindset when it comes to using data:
“Many teachers are there, but the reality is that they are often frustrated that it takes so long for them to get data from administrators. And even if some teachers “aren’t there”, their students are ready and waiting. It is the teachers’ obligation to determine instruction and monitor student learning based on students’ needs, and using current data is an essential component to make that happen successfully.”
Here is the good news. The three most common reasons administrators believe their teachers “aren’t there”, actually have little to do with teacher data readiness and everything to do with data accessibility. And,—even better news—there are remedies for all three of these issues:
#1: Providing teachers with access to data is nearly impossible
A wise professor of mine once noted that “schools are data rich and information poor.” Data can be found everywhere: your SIS, state assessments, district-level assessments, classroom assessments, the dozens of one-off EdTech apps your teachers use, the anecdotal events that happen each day… all of these data points are scattered across a myriad of systems. Organizing all of this data for your teachers is time-consuming and the processes to streamline information are inefficient, resulting in the de-prioritization of data collection and analysis.
Remedy: Streamline the technologies that are used in your school. Think about all of the technology tools that generate data and identify ways that teachers and school leaders could all use a common platform that is able to efficiently visualize data in real-time. Note: this is why we built Otus.
#2: Data Days occur too seldom to be systemically effective
Let’s be honest. Coordinating Data Days is expensive and time-consuming. Hiring substitutes to cover classes so that teachers can spend a chunk of time analyzing data is costly (both financially and to instructional time for students)! Additionally, by the time Data Days roll around, teachers might be analyzing data that is no longer relevant to their classrooms (i.e., assessment data from a test that was given to students months ago). Therefore, Data Days become special events that happen only once or twice per year, compiling and analyzing data that may already be outdated. Real-time views of student data, which would provide the most effective insights, do not exist without the right tools.
Remedy: Using a solution that enables instantaneous data input and analysis, which in turn improves educator efficiency, is at the heart of every successful instructional environment. Data is more than just summative test results; it is a powerful classroom resource that informs instruction on an ongoing basis.
#3: Choosing the right data for teachers is an ongoing challenge
Are state test scores the most important data for teachers to analyze? What about student discipline trends? Attendance? Or is it student performance on formative assessments? Maybe it’s a third-party benchmark assessment?
Arguably, all of these data points (and many more) are important for teachers to use when thinking about student growth. The challenge is being able to get all of this data to teachers in a way that they can use it.
Remedy: Let teachers determine which data is most useful for the results they want to achieve at each point during the school year. Data can change behaviors as long as the data is relevant, timely, and presented in a way that is easy to understand.
So the next time you think about saying, “our teachers aren’t there” ask yourself how you can create conditions to get them there. Or better yet, include teachers as partners in the decision-making process so you can all share common goals and get “there” together.
The Ripple Effect: What should you do now that your EdTech vendor has been acquired?
With private equity and venture-backed EdTech companies making multiple acquisitions of smaller EdTech companies over the past few years in an effort to consolidate the market, it is very likely that your school is using a product that has either just been acquired or has just acquired another company. Probably both.
Before we discuss what questions should be asked when an EdTech vendor is acquired, let’s discuss a few of the reasons that EdTech companies are sold.
Why do EdTech companies get sold?
In some cases, the co-founders of a company are ready to reap the financial rewards of having built a successful company and sell some or all of their company to someone else. Perhaps an owner wishes to start a new company that solves a different set of problems and decides to sell their current organization. Still, other companies that are not meeting expected growth or revenue goals may determine that additional resources from a new financial partner will take their organization to the next level.
If you encounter one of these scenarios with a partner vendor—whether they are the acquired company or are in the process of acquiring another organization—there are four questions you should ask them in order to understand whether they are the right long-term partner for you. We offer those four questions below, along with responses you should listen for.
4 Questions School Districts Should Ask Vendors When Their Product Gets Acquired
1. We like the people at your company. Will we continue to receive the same level of customer support as we have received in the past?
Talking points you will likely hear from the vendor:
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You will continue to have the same or better customer support experience that you are used to having via phone, email, chat, etc.
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Our response times to your support requests will not change or increase.
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Our goal is to create a seamless experience as we transition into a new company.
The reality:
When one company acquires another, it is inevitable that many things will change for you. Initially, expect your vendor to provide many reassurances that you will not see any negative changes in products, services, or support. However, in all likelihood, the first year of acquisition will see duplicative teams—most from the acquired company—reduced or eliminated to streamline business operations. Processes, timelines and contacts that you have gotten used to will change.
2. Are you still committed to completing the features that were promised to our customer base to be on-time and on-task?
Talking points you will likely hear from the vendor:
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Specific dates in which promised features would be delivered have not changed.
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Our product manager (or another person in charge of the product’s roadmap) will be happy to assure you our delivery schedule is still on track.
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We will be happy to set up a meeting between you, the original product manager (or whoever has been charged with building the product), and a representative of our new owners to discuss any concerns you may have.
The reality:
When one company acquires another, the development priorities of the new owners will oftentimes supersede those of the new subsidiary company. This is especially true if the acquiring company has a product that directly competes with a product from the acquired organization.
Additionally, if the owners of the acquired company do not continue working with the new owners after the acquisition, institutional and “tribal” knowledge about products, processes, timelines, and customers can be lost, further creating confusion about priorities and promises that were made.
3. Will our school system be asked to switch to a different platform?
Talking points you will likely hear from the vendor:
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You may use your current platform (no length of time commitment)
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There are currently no plans to make customers who currently use [acquired company’s product] to switch over to [acquisition company’s product].
The reality:
In many instances, the acquiring company will purchase an organization that directly competes with them, effectively purchasing their market share. Initially, the plan will be to keep the acquired company existing “as-is,” which is especially true if a company is acquired during the middle of the school year. However, this usually doesn’t last long. Since it makes very little business sense for one company to offer multiple products that do the same thing, chances are very good that you will be asked to use whichever product that the acquiring company believes is the most profitable platform.
4. How will the two products work together?
Talking points you will likely hear from the vendor:
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We will soon share details about the technical benefits of this acquisition
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We will be working on closer integration between the two products so that our clients experience a seamless user experience
The reality:
The biggest obstacle to successful technology company mergers and acquisitions is when two products, typically designed using different programming languages by different developers, built on different platforms and at different points in time, attempt to be integrated into a seamless experience for users.
Assuming that you are currently using a vendor that has either acquired other companies or has been acquired by another company, ask yourself: was the result of the acquisition a more seamless experience between the two products, or a disjointed solution that makes data management and integration more challenging and frustrating?
Otus can help you understand your options
If you decide that the responses you received to the four questions above are not satisfactory, it is important that you understand your options for leaving your existing vendor, including the ability to get all your data.
Otus is a privately owned and fast-growing edtech company based in Chicago. A company comprised of world-class technologists, veteran educators, and alumni of the largest edtech companies in K-12, our people are our biggest asset and have the experience and expertise necessary to support your school community.
As large edtech corporations continue to buy smaller companies in an effort to provide the “all-in-one” platform that is useful to educators, keep in mind that Otus was built, from scratch, to be a pre-integrated learning management system, assessment management platform, and data warehouse that integrated with your existing SIS. To schedule a demo, click here.
Otus Expands Sales Team With K-12 Industry Veterans
Chicago-based education technology provider for K-12 school communities, Otus, today announced the appointment of several key additions to their sales team.
Cedric Harrison has been appointed to serve as the Director of Strategic Sales and will be based in South Carolina. A veteran of K-12 education, Harrison has worked for large and small K-12 businesses and at a state department of education specializing in student assessment, data analysis, and special education services.
“We are very excited for Cedric to join the Otus team,” said Otus Chief Operating Officer, Keith Westman. “Cedric's significant experience working with large school systems and state-level education organizations will help Otus continue to scale while doing so in a way that supports our goal of increasing educator efficiency while ensuring that students are seen as unique individuals with unlimited potential.”
"I am thrilled to join the Otus team," said Harrison. "Education, at its core, should be about the empowerment of our young scholars and supporting the teachers, school leaders, and families in that mission. I believe that Otus shares that vision and understands the role EdTech should play in K-12. Otus is doing something special and I wanted to be a part of sharing it with everyone."
Additionally, Otus announced the following additions and promotions:
- Jennifer Gurss has been promoted to Director of Sales
- Sarah Conway has been promoted to Business Development Team Lead
- G. McKay Hawkes joins as a Regional Sales Manager based in Salt Lake City.
- Jennifer Kalis joins as a Regional Sales Manager based in Nashville.
- Kathleen Ciolli joins as a Sales Engineer based in Cleveland.
- Kelly Winkler joins as a Regional Sales Manager based in Michigan.
- Jim Hudson joins as a Regional Sales Manager based in Southern California.
- Laura Spezio joins as a Regional Sales Manager based in New York.
About Otus
Otus is a Chicago-based education technology company that empowers teachers in the classroom, informs school leaders, keeps students engaged and organized, and helps parents stay better connected. We feature three primary components: a Classroom and Learning Management System, an Assessment Platform, and a Data Management system. Otus received a 2019 CODiE Award for “Best Administrator Solution” and was a finalist for "Best Data Solution". For more information, visit www.otus.com and follow us on Facebook, Twitter, and LinkedIn.
Are Data Warehouses Failing K-12 Schools?
While many companies have attempted to solve the massive data problem that exists in schools by providing a K12 data warehouse, the reality is that traditional data warehouses very rarely move organizations forward.
3 Ways Traditional Data Warehouses Fail K-12 Schools
1. Data is coming from too many different sources
In the 90s and into the 2000s, it was relatively simple to organize school district data into a data warehouse. After all, there were really only 3-4 different sources of data that schools would analyze: local assessments, state assessments, attendance, and discipline records.
Today, data is constantly being generated in K-12 schools. Whether it’s teachers who use online tools for formative or summative assessments, texting students and families, tracking student behaviors and awarding points, logging communications with parents and colleagues, and more, data is being generated today more than has ever been before.
The traditional data warehouse was not built to gather all of these different types of data which makes the data warehouse itself less valuable for educators, which brings us to our next point.
2. Many teachers do not find data warehouses helpful
With each tool a teacher uses generating helpful data, data warehouses are competing with each of those different tools for the data analysis attention of a teacher. Teachers, as they should, will use their time analyzing the data that they feel will help them most. Usually, that data will be easy to understand and based on activities that occurred in their classroom (not on a state assessment that was given last year).
If a data warehouse doesn’t show the data that a teacher wants to use, it won’t get used as administrators may expect, which leads us to our final point.
3. Vendors rarely get along well with others
Although it makes perfect sense that K12 vendors would want to share their data with other vendors that are used in your school district, this does not always happen. And, when an integration does exist between two different platforms, oftentimes the types of data that are shared does not meet your needs.
It's okay to disagree
In closing, a note to those who disagree with the premise of this blog post: if you have managed to wrangle all of your data into a platform that is useful for all of the stakeholders in your school system, congratulations! We recognize that there are many school systems who are leveraging traditional data warehouses to move the needle in their school systems.
Has your school system mastered the art of K12 data management? We want to hear from you!
Obligatory Otus Commercial
Otus is a single platform that is a hybrid of three types of typically disconnected systems: learning and classroom management system, assessment management, and data warehousing.
By providing many different tools in one system that is pre-integrated, data seamlessly flows into our analytics tools so that educators are able to see academic, social-emotional, state and district assessments, and more data in one place without having to worry about several integrations.
Can AI help K-12 educators complete rote tasks associated with teaching?
While Artificial Intelligence (AI) is already being used to solve significant problems in many industries, AI is relatively untapped in K-12 education.
Otus is on a mission to increase student outcomes by leveraging a wide variety of data points to help educators make more meaningful and personalized connections and learning experiences for students.
What AI should never do in K-12 education
Otus strongly believes that the power of human teachers and leaders can never be replaced. The role of technology in education should mirror the role of technology in every other sector, it should increase efficiency.
AI should never replace teachers. AI should never replace sound decision making. AI should never decide what a teacher teaches or what a student learns.
At best, AI should make recommendations, assist teachers in completing rote tasks, and help identify patterns and context to data and present it to professional educators who will determine the next steps.
AI is already in our lives
There are many other examples of how AI provides efficiencies in other industries; from being able to predict when train engines fail so that those trains can be fixed before they break down on train tracks (and disrupt many people), to helping doctors diagnose cancer in its earliest stages, AI can be transformational.
Otus uses an AI-powered tool to support our clients. When a user uses our chat tool to ask a question about how to use Otus, this tool uses AI to recommend responses to our client service specialist based on responses that our client services team has previously written to similar questions.
If a user submits a question that has never been asked before, a client services specialist will write a response. By helping our client service specialists spend their time assisting users who have unique or uncommon questions, they are more efficient. In the end, all of our users benefit because they are receiving responses very quickly.
The building blocks of responsible AI in K-12
There are dozens of tasks that teachers need to complete each day, all of which deal with student academic progress, non-cognitive attributes and traits, and social-emotional well-being. Without Otus, each of these tasks below (and more) are completed by hand or through the use of a single-solution technology (Table A). When the data from each of these tasks is disconnected and fragmented, it is virtually impossible to have a holistic and accurate picture of the student, classroom, school, and district performance.
Table A: Common Daily Tasks for Educators
| Student and family communication | Tracking work habits | Designing relevant lessons |
| Attendance | Documenting social-emotional behaviors | Creating reteaching and intervention resources |
| Grading homework assignment | Analyzing high-stakes assessments | Curating web-based content |
| Documenting family contact | Identifying strengths, interests, and passions | Reviewing IEPs and other important student documents |
An AI-driven assistant for every educator
The more Otus is used, the more information about student performance exists on the platform. Through the use of data science, we can help educators identify patterns, develop learning resources, and eliminate redundant tasks so that they don’t have to spend hours analyzing data looking for meaning.
Turn data into meaningful information for educators
K-12 schools are data rich and information poor. Otus can take all of the data that is generated in every classroom, every day, and synthesize the information so that it is meaningful to teachers, students, families, and educational leaders. Most importantly, the data is owned and controlled at the district level.
Ultimately, and in time, we will be able to leverage external data sources so that Otus can recommend early interventions for at-risk students, strategies to keep students appropriately challenged, and, most importantly, empower teachers to spend less time looking at data, and more time building relationships with students.
Standards-Based Grading and Reporting Resources
Below is a collection of all of the standards-based grading and resources we have created over the years. All of these resources may be copied and distributed as needed.
- What is Standards-Based Grading?
- Our teachers don't like standards-based grading. Now, what?
- Have report cards driven a wedge between parents and standards-based grading?
- 3 Questions to Ask When Choosing a Standards-Based Gradebook
- 5 Ways Technology Complicates Standards-Based Grading
- Our parents don't like standards-based grading. Now, what?
Are you looking for evidence, thought leaders, research, books, resources, and more to convince your colleagues and community about making the shift to standards-based learning? Check out, The Ultimate Guide to Standards-Based Learning: 2019 Edition.
Join our Facebook group! The purpose of this group is to connect educators who share a focus on the ongoing paradigm shift in instructional, assessment, grading and reporting practices. Join us to collaborate with prominent educators and walk away with strategies to support your teaching and learning initiatives. bit.ly/ModernMeasuresCommunity
Follow us on Twitter! We share resources and spark conversations about healthy instructional, assessment, and grading practices. Ask your questions using the hashtag #ModernMeasures or follow @Modern_Measures.
3 Ways to Use Otus on the First Day of School
As you begin to plan for the 2019-20 school year, we wanted to share a few ideas on how you could use Otus on the first day of school:
Idea #1: Have students complete the Thrively Strengths Assessment
Instead of having students complete a traditional "get-to-know-you" survey, get to know your students by having them complete the Thrively self-assessment so that you see each student's strengths and interests in the Student Profile in Otus.
Learn about Thrively here.
Idea #2: Create positive/negative recognitions with your class
As a class, decide what 3-5 positive and negative behaviors you want to track throughout the year. Then, add them to Otus so that you can monitor more than just academic performance within Otus.
Be sure to download the mobile app for Apple or Android!
Idea #3: Have students set a BIG goal for the year using the Blog
Use the blog feature to have your students set a goal for the coming school year.
Learn how the Otus blog works here.
Otus Partners with Traverse Bay Area Intermediate School District to Empower K-12 Educators with Data
CHICAGO, IL —July 16, 2019— Otus, a fast-growing K-12 edtech company that provides the Otus Student Performance Platform, today announced a partnership with Traverse Bay Area Intermediate School District (TBAISD), one of 56 education service agencies in Michigan that provides support to school districts in the counties of Antrim, Benzie, Grand Traverse, Kalkaska, and Leelanau.
The partnership means that all schools served by TBAISD will have access to Otus for common formative assessments, teacher-created formative and summative assessments, data warehousing and analytics, and the entire suite of learning and classroom management features that exist within the Otus platform.
TBAISD conducted a thorough RFP process during the spring of 2019 and received many responses from companies throughout the country. The biggest challenge that was faced by TBAISD was finding a way to empower district, building, and classroom level educators with data so that instructional decisions could be made in order to provide every student with the most appropriate learning experiences.
“The TBAISD Instructional Services Team uses a deep evaluation process, anchored in research, to guide decision-making and execute the best practices relative to instruction, student assessments and using data to drive performance improvement,” said TBAISD Instructional Services Director Paul Bauer. “Our partnership with Otus is founded on a common understanding of the power of data dialogue and efficient use and visualization of student performance. We see this as a benefit to students, parents, and educators to work together through the Otus platform to track results and target areas of development or needed support any given day.”
“We are very excited to begin our journey with TBAISD,” said Chris Hull, Co-Founder and Chief Product Officer of Otus. “From our first meeting, we realized that the team at TBAISD not only had a vision for where they wanted to go with how data is used in their schools, they had the team and plan in place to make it happen. This is our ideal partner.”
The onboarding and implementation team at Otus has already started meeting with TBAISD staff and district stakeholders in preparation for the start of the 2019-20 school year.
K-12 Educators Need Less Technology and More Efficiency
According to a June 2019 report by the LEARN Platform, U.S. school districts used an average of 703 different edtech products every month in the 2018-19 school year, which, according to the study, “represents a 28% increase from the 2017-18 school year, a dramatic rise that likely reflects the expanded number of tools available to learners, increased connectivity, and an increase in point solutions and supplementary tools.”
In general, the 703 different edtech products that teachers use fall into one of five different categories. The categories are: learning management, classroom management, assessment management, data management, and content.
An insider's view of edtech
“Overwhelmed." That's how most classroom teachers say they feel, according to Christopher Hull, Co-Founder and Chief Product Officer for Otus, a Chicago-based edtech company. Hull should know. He's also a 7th Grade Social Studies teacher.
The edtech community has given teachers many important tools and at some point, Hull says, we have to ask if we are helping or doing more harm.
At some point, the edtech community will need to take a look around and say to themselves. “Is what we are doing helping teachers become less overwhelmed. Or are we just adding more to the current state of edtech chaos?”
Hull co-founded Otus in 2014 with a teaching colleague, Pete Helfers, is currently a district-level administrator in the Chicago area. Helfers knew first-hand how experienced how the number of different and disconnected edtech tools available to them impacted their efficiency as teachers. A colleague connected them to Andy Bluhm, a Chicago-based investor. Bluhm also saw the disconnectedness of technology in K-12, as the father of three boys.
Their goal was to create an edtech platform that would address a very simple need for K-12 educators: help them be more efficient completing all of the tasks associated with teaching in today’s classrooms.
While many school districts turn to traditional learning management systems to create efficiencies for teachers who are overwhelmed by the number of edtech tools given to them, Otus sees things differently.
“A traditional LMS is not designed for K-12 educators who are face-to-face with their students every day,” Hull said. “Most of the tasks that teachers need to complete each day can’t be done in a traditional LMS so we knew we needed to be much more than that.”
The cause of teacher inefficiencies
Many professions where an employee has a known “to do” list that they are able to work through on a given day. Teachers are faced with hundreds of tasks each day that can often times come at them on a moment’s notice. They need to review assessment results for a student and discuss them with a colleague. Additionally they need to document work habits that students are exhibiting, send text messages to families about field trips, and provide feedback to dozens of students on an assignment.
The edtech community has responded to the needs of K-12 educators by providing single-solutions: one tool to grade assignments, another to communicate with families, another to look at data...the list goes on.
When teachers need to bounce around from system to system in order to complete these tasks, their efficiency plummets. And, where technology improves efficiencies in many industries, it can have the opposite effect on educators.
Not Just Another Edtech Tool
“When I was first told that our district was using Otus, I immediately thought, ‘Oh boy! Yet another edtech tool that I need to use,’" said Jon Szychlinski, a middle school PE teacher in suburban Chicago. "I quickly realized that Otus was not only helping me see students much more holistically than I could before... everything was in one place, but it was saving me time that I was able to reinvest in my face-to-face interactions with my students.”
Otus is available to all teachers, their students, and their students’ families for free. Unlike many edtech companies, Otus has a proven business model that is allowing them to generate revenue. School districts who wish to have their entire systems use Otus as a common teaching and learning platform pay an annual fee. This includes includes integrating Otus with their legacy systems such as their SIS. Additionally, it includes the ability to aggregate data into meaningful visualizations that can help guide organizational decisions. Lastly it includes the ability for administrators to create district-wide settings (i.e. grading scales, grading periods, common assessments, etc.).
“We designed Otus to be that single place where teachers can complete all of the tasks associated with being an educator so that more time can be spent focusing on the human part of teaching. Why we all became teachers in the first place,” said Hull.
Looking Ahead
In looking ahead to the 2019-20 school year, Otus has a packed product roadmap. Driven by the needs of teachers, administrators, families, and students. Amongst other things, Otus will introduce integrations with GradeCam and Desmos, offering a refresh on its standards-based gradebook. Additionally, this releases enhanced data analytics and reporting tools for school and district administrators.
Client Success Specialist
The Job
Do you have a passion for providing a world-class customer onboarding experience? Furthermore, do you see yourself as a trusted partner to your customers? Otus, a fast-growing EdTech company based at 1K Fulton in the West Loop of Chicago, is looking to expand our team!
As a Client Services Specialist, you will provide product onboarding, training and guidance to our customers to ensure their initial and continued adoption and success of Otus. Additionally, as an early member of a growing team, you must possess a strong work ethic and be upbeat, driven, intelligent, well-organized, articulate, share a passion for making people smile, learning new technology and thrive in a fun, fast-paced environment.
E-mail your resume and introduction to Phil Collins, Chief Learning Officer, at phil@otus.com.
Essential Functions
- Work with customers and sales team to identify and understand customer requirements that need to be addressed in both onboarding and ongoing training- Handle customer technical cases during the onboarding process, managing any questions, issues, and other items for follow-up
- Help improve customers’ product knowledge and offer guidance on best practices to ensure adoption and success
- As well as, create, deliver and maintain onboarding material- Possess an in-depth understanding of Otus
- Additionally, develop and maintain clients relationships with new users
- Other job-related duties as assigned
Desired Skills & Experience
- Strong technical skills and ability to quickly learn and become a subject matter expert on a new – product and ongoing product changes
- Previous professional experience with the creation and delivery of technical software training
- Additionally, Exceptional customer service skills and customer-facing onboarding/training experience
- Excellent presentation and facilitation skills and the ability to lead a positive, productive session either in person or via webinar
- Solid experience in project management
- Knowledge and experience with SaaS services/cloud technologies
- Ability to work independently as well as collaboratively within the team and across various departments
- Strong analytical skills, detail oriented and ability to prioritize, effectively multi-task and meet deadlines
- A willingness and ability to “dive right in”, be effective, and make a difference
- Furthermore, curiosity about “how things work” and “how to make them better”
Perks
- Laptop of your choice and dual monitors
- Stock options in a growth-stage company
- Competitive salary
- Flexible hours so you can be at your most productive
- Paid time off (20 days per year)
- Flexible work from Home policy
- Medical, dental, and vision insurance
- Life insurance and disability benefits
- 401(k) with an employer match (up to 4%)
- Pre-tax commuter benefits
- Flexible PTO policy, generous parental leave, and great work/life balance
- Fun perks like snacks, catered lunches, happy hours, wellness programs, and Otus swag
- The opportunity to collaborate with fun, innovative, and passionate people in a casual, yet highly productive atmosphere.
- Really smart colleagues who work hard and play well
- Meanwhile, Working in arguably the best neighborhood in the city with the best food, drinks, coffee and donuts all within walking distance
- Finally, working in an amazing office building with gym, rooftop deck, frequent social events, shuttle to and from train stations
Otus is an Equal Opportunity Employer and embraces diversity of every kind. However, you must be legally authorized to work in the US. Unfortunately, the company is unable to support sponsorships at this time.
