Teacher for MS 419

  • Posted Date: Apr 19, 2022

Job Details

School Name: Middle School 419

District: 24

School Site: 111-12 Astoria Boulevard, Northern Corona, NY 11369

Send Cover Letter, Resume and Portfolio to: JoinThe419Tigers@gmail.com


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

English, Mathematics, Social Studies, Science, Students with Disabilities, Generalist in Middle School or Childhood Education, Arts: Visual Arts, Music: Orchestra, ESL, Library Services, Phys. Ed,, Health Ed Library Science, Technology, ( Dual certification in Students with Disabilities/English to Speakers of Other Languages, and content area preferred.)

Childhood Titles

  • Childhood Education:
    • Grades Pre-K-6
    • Grades 1-6
  • Students with Disabilities (Grades 1-6)

5-9 Titles

  • English
  • Mathematics
  • Social Studies
  • Foreign Languages*
  • Science
  • Students with Disabilities
    • Generalist
    • English
    • Mathematics
    • Social studies
    • Science
  • Generalist in Middle

7-12 Titles

  • English
  • Mathematics
  • Science
  • Social Studies
  • Students with Disabilities
    • Generalist
    • English
    • Mathematics
    • Social studies
    • Science

K-12 Titles

  • Arts:
    • Visual Arts
  • English to Speakers of Other Languages
  • Family and Consumer Sciences
  • Health Education
  • Library Science
  • Physical Education
  • Reading Teacher
  • Special Education
  • Speech and Language Disabilities
  • Technology Education


M.S. 419 is currently seeking passionate, creative, and innovative educators to be part of a dynamic goal-oriented team for a brand new middle school. The M.S. 419 community will be encouraged to amplify each individual’s strengths and foster a love for learning. By the time students graduate, they will have developed a strong sense of self, voice, and identity; have the tools to act with social and emotional intelligence, be conscious of their impact on the world; and engage responsibly in a global society. We promote intellectual curiosity and empower civic-oriented learners to achieve their full potential.

The curriculum is aligned to the Cr-Se framework, acknowledges diverse skills, and involves students as co-creators in the educational process by adopting the habits of mind and the personalized framework. These language and mindset habits will be woven throughout daily instruction.

Students will have two periods of "Genius," which will focus on project based learning and inquiry. During this period, educators will provide students the chance to explore their passion projects. Students will construct digital portfolios that will follow them throughout their educational career by uploading, reflecting, and showcasing their body of work. Once a week, students will participate in advisory, which will be developed in stages with a mixed pedagogical approach. The overall goal is to provide students with the tools they will need to be socially emotionally intelligent, develop a strong sense of self, and learn how to utilize their voice so they are empowered to engage civically.

A2-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, enrichment, sports, arts, and family programs

- In-house school committees and/or special programs.

- Daytime professional development such as inquiry work, intervisitations, teacher common planning, and collaborative conversation

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.


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


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 requiring special education services
  • Working in a new start-up organization with a focus on individualized student learning and utilization of a backward planning design model. For more information about backward planning see Wiggins and McTighe
  • Developing and implementing curriculum and assessments that are aligned to Common Core Learning/NYS Standards
  • Using data gathered through formative and summative assessments to guide instructional planning
  • Practicing an open-door policy and developing best practices pedagogy to facilitate professional growth and collaboration
  • Creating a safe and supportive learning environment with routines and structures that align to the school's core values
  • Serving as an advisor to a small group of students daily; maintaining ongoing communication with parents/guardians of students and supporting students with goal-setting around academic, social, and emotional achievement and growth
  • Incorporating youth development principles into curriculum, classroom, and school-wide practices
  • Utilizing technology to promote and assess student learning and to communicate with students, colleagues, parents and families
  • Taking on duties that support classroom teaching (i.e., frequently meeting with departments and grade levels, writing and implementing school policy, being an active part of school decision-making process, active and consistent communication with parents throughout the school year to support student achievement, etc.)


The successful candidate will demonstrate:

  • Willingness to carry out the above duties and responsibilities
  • Experience with or willingness to incorporate reading, writing, speaking, and reasoning into his/her subject area
  • Evidence of success in implementing interdisciplinary curriculum, projects, and problem and/or project based unit plans with colleagues
  • 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 to plan, implement, and evaluate individual, small group, and whole-class instruction
  • Evidence of success in monitoring, and analyzing student data through the use of formative and summative assessments to drive instruction and improve student academic and social achievement
  • Evidence of commitment to continuous professional growth (i.e. professional development, formal education, outside reading)
  • Experience or willingness to develop and implement an advisory curriculum and serve as an advisor to a small group of 10 – 15 students
  • Evidence of strong classroom management 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, 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 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.


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.