- Posted Date: Jun 9, 2020 Deadline: Oct 31, 2020
The John H. Finley Campus
School Name: MS 371 (05M371)
School Site: The John H. Finley Campus, 425 W. 130th St., New York, NY 10027
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Mission: MS 371’s restorative approach to education values all community members’ unique strengths and contributions. Through our project-based learning approach centered on local and global environmental and social issues, we honor and nurture students’ voices to take authentic action in their world. As our community and world become our classroom, MS 371 aims to create a school where students want to be and want to learn.
Our Project-Based Learning model is centered around “Sustainable Earth” and “Community Justice” projects. Using a model adapted from PBLWorks, teachers will collaborate to engage students in projects guided by overarching questions that incite deep thinking about an issue of social or scientific importance, necessitate sustained inquiry that employs multiple disciplines, and develop authentic projects for an audience beyond the classroom. In parallel to this, our Modes of Communication curriculum approaches Literacy, Mathematics, Digital Technology, and the Arts as “languages” we use to communicate ideas with the world. All courses will be assessed using proficiency-based grading, and each student will be involved in creating and regularly revisiting an individualized learning plan.
Teachers will lead a weekly advisory curriculum, and will facilitate shared meals, individualized student support, and restorative circles that allow for both social emotional reflections and curriculum-based dialogues. Mindfulness and Emotional Intelligence practices will be introduced in advisory and practiced in all classes.
Our Community Values Plan highlights the following school-wide beliefs:
- We are all connected
- The process is important
- We are more than one moment in time
- We are all teachers
- We are all learners
- We are all interesting and complex
These values echo throughout our daily approach as we value each student and each member of the staff team as a valuable voice. These ideas will also be practiced through community-centered programming such as community meals, an integrated health education program that will include community fitness and mindfulness workshops, public presentations by students, and partnerships with local organizations.
A goal at MS 371 is to expand the walls of the classroom into the world. Hiking and camping experiences, regular field trips throughout the city, and offsite classes are a regular part of the MS 371 experience.
We are in the process of becoming a PROSE school to support our beliefs in staff and teacher voice and input and innovative school structures.
A 10-day summer planning institute will offer an essential opportunity for staff to be involved in developing the school’s culture and instructional program. This will include a 4-day backpacking retreat in partnership with the Youth Opportunities Program, focused on advisory, restorative approaches and outdoor education. Because we believe that all staff members play an important role in the education of our students, the school will offer opportunities for Guidance Counselors to assist with or participate in activities like:
- After-school and/or Saturday tutoring, enrichment, sports, arts, and family programs
- After school and/or weekend student, family, and staff programs and celebrations
- Extended-day and overnight school trips
- In-house school committees and/or special programs.
- Inquiry work with teachers and other staff members and collaborative conversation among all staff members
- Training in restorative approaches, emotional intelligence, mindfulness, and advisory practices
Advance notice of dates will be supplied, and those who participate will be compensated according to the terms of the UFT contract. Staff participation in these activities is voluntary, although strongly encouraged, as they are very important to the development of the school.
Licensed certified Guidance Counselor in New York City schools, bilingual Spanish language preferred, with satisfactory ratings and attendance.
DUTIES AND RESPONSIBILITIES
Because roles in small schools are varied and complex, serious consideration will be given to applicants who demonstrate in their resume and cover letter experience and/or willingness to commit to the school’s mission and core beliefs and to become involved in these essential aspects:
- Practicing counseling to facilitate professional growth and collaboration that supports overall learning environment for students
- Collaborate on developing and implementing behavior intervention plans to support the academic, social and emotional development of students
- Collaborate with teachers and provide expertise on socio-emotional aspects of learning to develop a guidance-based Advisory curriculum
- Serving as a faculty-advisor to a small “advisory group” of students throughout their duration in school, and attending professional meetings to support this work
- Organize and conduct pupil personnel committee meetings
- Complete annual review cards on all students grade 7-12 as per NYS Part 100.2
- Remaining in regular contact with families of students
- Identifying and making appropriate referrals to meet and support students’ academic, social, and/or mental health needs
- Working with attendance team to help improve student attendance
- Attending all IEP Conferences and meetings
The successful candidate will demonstrate:
- Willingness to carry out the above duties and responsibilities
- Ability to offer leadership to staff and teachers around the social and emotional development of students
- Knowledge of and experience with contemporary issues that affect children living in high poverty communities and provide strategies to staff in promoting social and emotional competence throughout the building
- Ability to offer assistance to staff and teachers around guidance based topics in an Advisory programs
- Commitment to developing professional goals and objectives in collaboration with the administration that will monitor progress and assess effectiveness in enhancing student development and achievement
- Success in working collaboratively with colleagues, parents/caregivers and partners
- Experience with displaced youth and gang prevention preferred
- Ability to retrieve, organize, and report student data using all NYCDOE data systems (e.g. ARIS, HSST, AIS, SESIS)
- Experience collaborating on an inter-disciplinary grade level team
- Knowledge of both ELL/ESL standards and Special Education compliance requirements
- Knowledge of or ability to make referrals for students in need of additional services or alternative placements
In addition to the cover letter, resume, and interview, applicants must present three references including, if possible, one from a current supervisor. Other references might include a colleague with whom the applicant has collaborated, and/or a professional organization or staff development representative.
WORK SCHEDULE & SALARY
As per Collective Bargaining Agreement
An Equal Opportunity Employer M/F/D
It is the policy of the Department of Education of the City of New York to provide equal employment opportunities without regard to actual or perceived race, color, religion, creed, ethnicity, national origin, alienage, citizenship status, age, marital status, partnership status, disability, sexual orientation, gender (sex), military status, unemployment status, caregiver status, consumer credit history, prior record of arrest or conviction (except as permitted by law), predisposing genetic characteristics, or status as a victim of domestic violence, sexual offenses and stalking, and to maintain an environment free of harassment on any of the above-noted grounds, including sexual harassment or retaliation. For more information, please refer to the DOE Non-Discrimination Policy.