Teacher

  • Posted Date: Apr 18, 2019 Deadline: Dec 31, 2019
  • 69-01 34 Avenue, Queens, New York United States
    P.S. 398 Q

Job Details

How to Apply

Send cover letter and resume to 30Q398@gmail.com.

Position

Subject to sufficient budget, positions in the school may include, but are not limited to, the following titles:

  • Childhood Education:
    • Grades Pre-K-6
    • Birth-6
  • Early Childhood Education (Birth–Grade 2)
  • Arts:
    • Dance
    • Theatre
    • Visual Arts
    • Music
  • Library Science
  • Physical Education
  • Special Education
  • Speech and Language Disabilities
  • Bilingual Extensions, dual certification in Students with Disabilities and/or to Speakers of Other Languages preferred.

Description

We are seeking creative, compassionate, dedicated founding educators whom are committed to the new school initiative in the diverse community of Jackson Heights, Queens.

Mission Statement

The mission of P.S. 398 Queens is to partner with parents and the members in our community to prepare our diverse population of students to become lifelong learners in a nurturing, and safe environment with high expectations developing independent, responsible, confident, and compassionate citizens in today’s global society.

Vision

At P.S. 398, Queens our students learn in a nurturing environment to develop their own academic and artistic abilities. Our students respect diversity and understand that they each have strengths that empower them to strive in the real world and achieve life goals. Students take intellectual risks through a project-based approach to learning that encourages students to take leadership in their learning, think critically, develop creativity and collaborate daily. Students make connections between every day classroom experiences that prepare them to be successful in the ever-changing world of the twenty-first century.

We seek teachers who are passionate and committed in supporting the whole child. Candidates must have a strong commitment to equity in education, growth mindset principles, positive behavior intervention approach, knowledge of balanced literacy, project based learning, experience in implementing data driven student supports, and enthusiasm to engage in collaborative inquiry and on-going professional feedback. Maintaining a growth mind-set with a strong commitment for on-going learning is also crucial.

A five-day summer planning institute will offer an essential opportunity for staff to be involved in developing the school’s culture and instructional program. Additionally, the school will offer opportunities for teachers to participate in:

  • Daytime professional development, coaching, inter-visitations, common planning
  • After school and/or Saturday tutoring, enrichment, sports, arts, and family programs
  • In-house school committees and/or special programs.

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.

Eligibility Requirements

New York State certification in the appropriate content area, bilingual in Spanish and/or Bengali 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:

  • Collaborating in an interdisciplinary planning and teaching team that meets the needs of all students, including English Language Learners and Students with Disabilities
  • Working in a new start-up organization with a focus on individualized student learning and utilization of a backward planning design model (see Wiggins and McTighe)
  • Implementing curriculum and assessments that are aligned to Common Core Learning/NYS Standards
  • Using standards-based grading to diagnose, assess, and track student mastery
  • Using ongoing formative assessments to provide frequent numeric and narrative feedback to all students
  • Using data gathered through formative and summative assessments to guide instructional planning
  • Practicing an open-door policy that encourages collaboration and development of best practice pedagogy
  • Developing professional goals aligned to the Danielson Framework that will assess classroom effectiveness and impact on student achievement
  • Creating a safe and supportive learning environment with routines and structures that align to the school's core values
  • Maintaining regular and open communication with families by providing regular written updates on student progress and creating opportunities for family participation, inclusion, and collaboration

Selection Criteria

The successful candidate will demonstrate:

  • Willingness to carry out the above duties and responsibilities
  • Ability to develop and implement units and tasks utilizing a backward planning model (see Wiggins and McTighe)
  • Experience with or willingness to incorporate reading, writing, speaking, listening, and critical thinking skills into classroom instruction
  • Experience differentiating instruction and assessments for all students including students with special needs and English Language Learners. Familiarity with a variety of team-teaching models and willingness to team-teach with special education and/or ESL teachers in a collaborative team teaching setting
  • Ability or willingness to develop interim assessments, analyze student data collected from interim assessments, and adjust teaching practices to ensure student understanding
  • Evidence of success collecting, monitoring, and analyzing student data through the use of formative and summative assessments to drive instruction and improve student academic achievement
  • Evidence of strong collaborative and team skills
  • Evidence of commitment to continuous professional growth (i.e. professional development, formal education, outside reading
  • Evidence of strong classroom management skills
  • Ability to effectively communicate orally and in writing with colleagues, parents, students,

In addition to the cover letter, resume, and interview, teacher candidates must present a teaching portfolio, which may include evidence of philosophy of education, evidence of curriculum planning such as course syllabi, lesson plans, and any teaching artifacts collected throughout teaching career. Artifacts may include student work, images of student work and presentations, and curriculum development examples. Applicants must also provide three professional references and, if possible, a written observation from a supervisor. References might include one from a peer with whom the applicant has collaborated, and/or a faculty development or professional organization representative.

Work Schedule and 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.

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