• Posted Date: Jun 9, 2020 Deadline: Oct 31, 2020
  • Walkabout Bronx High School

Job Details

School Name: Walkabout Bronx High School (07X625)

District: 7

School Site: 730 Concourse Village West, Bronx, NY 10451

Position: Teacher

Send Cover Letter, Resume and Portfolio to: applytowalkaboutbronx@gmail.com


Subject to sufficient budget, positions in the school may include, but are no not limited to, the following titles:

  • English/Literacy
  • Mathematics/Algebra
  • Science
    • Living Environment
    • Biology
    • Chemistry
    • Earth Science
    • Physics
  • Social Studies
    • Global
    • American History
  • Special Education
    • Generalist
    • English/Literacy
    • Mathematics
    • Social Studies
    • Science
  • Foreign Language
  • Arts ( Dance, Theater, Visual Arts)
  • Music (Live Instrumentation, Music Technology & Engineering)
  • Technology Education
  • Physical Education

Eligibility Requirements

  • New York State certification in the appropriate content area with satisfactory ratings and attendance.
  • New York State certification in the appropriate content area, bilingual (Spanish) preferred, with satisfactory ratings and attendance.


Walkabout Bronx High School is a Structurally Anti-Racist community that honors individual and cultural identity with a foundation rooted in Design Thinking, Community Learning, and Action. We experience learning and life through the five challenge areas: Applied Academics, Internship, Service Learning, Wilderness and Presentation. Our students disrupt social, economic, and environmental injustices to harness the innate resilience, talent and wisdom of The Bronx. WBHS is being launched by a team of educators and alumni from the Walkabout Program, a highly successful experiential education program that the US Department of Education honored as one of the top 40 experiential education programs in the United States.

Key Design Elements

1. A consilient curriculum where learning and life become one.

A consilient curriculum eliminates the gap between what students learn in school and what they experience in life. At Walkabout, students progress through five “Challenge Areas”: Applied Academics, Career Internship, Service Learning, Presentation and Wilderness Expeditions. Throughout these challenge areas, students engage in a transdisciplinary, experiential, self-directed, and project-based learning process.

2. Design Thinking Intersessions create Collective Impact while building efficacy and resilience in students and communities.

Educational transformation requires the collaboration of educators and community members from all sectors. Design Thinking Intersessions bring these constituencies together through community-based projects, exposure to careers and student/teacher exchange between schools.

3. An engaged school community that develops student independence and interdependence.

Students cannot meaningfully engage in academics until they connect with themselves, their emotions, their peers, and their communities. Walkabout is grounded in an evidence-based Social and Emotional Learning (SEL) framework that empowers students through self-reflection and the practice of community.

4. A deeply embedded component of the local community.

The Walkabout Bronx High School is designed, governed, and owned by our local community—our greatest asset. Strong relationships with our community partners contribute to a more applicable and authentic student experience.

5. A diverse, equitable and inclusive school community makes us stronger.

Walkabout practices equity and inclusion throughout all of our procedures and instruction. We create an atmosphere in which all are valued and supported to participate fully in their education and the realization of their goals. These values are manifest in classrooms through student-driven curriculum development and course offerings, culturally responsive instruction and inclusion classes. We foster a culture of fellowship where students and staff support one another through challenges and achievements.

Other Elements

A 5-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:

  • After school and/or Saturday tutoring and internship assistance, enrichment, sports, arts, and family and community programs
  • In-house school committees and/or special programs.
  • Daytime professional development such as inquiry work, intervisitations, teacher common planning, child study teams and collaborative conversation.
  • Challenge Area Support & Supervision (Internships, Community Service Projects & Wilderness Trips)
  • The development of WKBT curriculum and coursework.
  • The development of WKBT online coursework.

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.

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:

Classroom Teaching & Planning

  • Working within a non-traditional school schedule and organizational structure that includes teaching classes in 90-minute blocks, as scheduled
  • Collaborating in an interdisciplinary planning and teaching team that meets the needs of all students, including English Language Learners and Students with Disabilities
  • Collaborate with colleagues to identify specific needs of every student and to create detailed plans to address them
  • Developing and implementing curriculum and assessments that are aligned to WBHS principles and NYS Standards that may include career and technical components

Assessments & Data

  • Using data gathered through formative and summative assessments to guide instructional planning
  • Analyze student work and assessment results to identify student needs throughout the school

Professional Development

  • Practicing an open-door policy that encourages collaboration and development of best practice pedagogy

School Culture & Community

  • Serving as an advisor to a small group of students alongside a social worker, including maintaining ongoing communication with parents/guardians and supporting students with goal-setting around academic, social, and emotional achievement and growth
  • Seek out partnerships in which students can be a part of cultural and community events outside of WBHSthat will also align to what they are doing in school


  • Maintaining regular and open communication with families by providing regular 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.

Classroom Teaching & Planning

  • Ability to incorporate hands-on and cooperative learning activities in classroom instruction
  • Evidence of strong content knowledge and ability to help students overcome conceptual difficulties in content area
  • Evidence of success collaborating in interdisciplinary teams across content areas
  • Evidence of success implementing interdisciplinary curriculum, projects, and units with colleagues
  • Experience differentiating instruction and assessments for all students including students with special needs and English Language Learners

Assessments & Data

  • Ability to articulate the criteria for exemplary student work
  • 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

Professional Development

  • Evidence of strong collaborative and team skills
  • Experience and/or willingness to learn strategies that support creating a learning environment where students' emotional and social needs are met through conflict resolution, peer mediation, collaborative learning, team building activities, restorative practices, etc.


  • Evidence of success in working collaboratively with colleagues and parents/caregivers

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 the 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 & 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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