- 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
Send Cover Letter, Resume and Portfolio to: email@example.com
Subject to sufficient budget, positions in the school may include, but are not limited to, the following titles:
- English (7-12 or 5-9 Certification)
- Science (7-12 or 5-9 Certification)
- Social Studies (7-12 Certification)
- Mathematics (7-12 Certification)
- Students with Disabilities (7-12 or 5-9 Generalist or content in English, Mathematics, Social Studies, Biology, Chemistry, Earth Science, or Physics; or K-12 Certification in Special Education)
- Foreign Languages (7-12 or 5-9 Certification in Spanish)
- Library Science (K-12 Certification)
- Physical Education (K-12 Certification; dual certification in Health Education preferred)
- Arts (K-12 Certification; Certification in multiple Art areas preferred - Dance, Theatre, Visual Arts, Music)
- English to Speakers of Other Languages (K-12 Certification)
- Dual certification preferred in multiple content areas or in content area and Special Education/Students with Disabilities, English to Speakers of Other Languages, Arts
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. Teachers will teach both interdisciplinary “Sustainable Earth” and “Community Justice” Project courses as well as interdisciplinary STEM, Humanities, and/or other Modes of Communication classes. All courses will be assessed using proficiency-based grading, and each student will be involved in creating and regularly revisiting an individualized learning plan.
All teachers will serve as advisors, 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.
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.
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.
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, as well as orientation to our Project-Based Learning and Modes of Communication curriculum. Additionally, the school will offer opportunities for teachers to participate in:
- 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.
- Daytime professional development such as inquiry work, intervisitations, teacher common planning, and collaborative conversation
- 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.
New York State certification in the appropriate content area, 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:
- Working in an inclusive non-tracked environment utilizing Project-Based Curricula as primary instructional models
- Collaborating with colleagues to write plan units, write interim assessments, share teaching strategies, visit peer classrooms, analyze student data, and develop best practice pedagogy that supports literacy and critical thinking skills across all subject areas
- Using standard-based grading to diagnose, assess, and track student mastery throughout their middle school career.
- Practicing an open-door policy and developing best practice pedagogy to facilitate professional growth and collaboration
- Developing an individual growth plan in collaboration with the Principal and/or Assistant Principal that will monitor progress and assess his/her effectiveness in enhancing student achievement.
- Serving as a middle school advisor. Advisors will serve as advocates for group of students, as primary contact for students’ families about attendance, achievement, concerns and general school communication. Advisors will also aid in the development of college prep and course plans, community, and team building activities
- Incorporating youth development principles into curriculum, classroom, and school-wide practices.
- Initiating partnerships and mentoring relations with CBO personnel and faculty to enhance school experiences and develop external learning experiences.
- 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 the school decision making process, active and consistent communication with parents throughout the school year to support student achievement, etc.)
- Utilizing technology to promote and assess student learning and to communicate with students, colleagues, parents, and families.
The successful candidate will demonstrate:
- Willingness to carry out the above duties and responsibilities.
- Ability to incorporate hands on and cooperative learning activities and develop and use project based learning units, utilizing backwards planning model. For more information about backwards planning see Wiggins and McTighe
- Experience or willingness to incorporate reading, writing, speaking and reasoning into his/her subject area
- Evidence of willingness to collaborate in an interdisciplinary fashion with teachers in all content areas
- Experience in differentiating instruction for all students including special education and English Language Learners
- Experience or willingness to learn how to effectively use technology in the classroom to improve student learning
- Success at collecting, monitoring and analyzing student data through the use of formative assessments to drive instruction and improve student academic and social achievement
- 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
- Experience or willingness to develop and implement an advisory curriculum and serve as an advisor to a group of 10 – 15 students
- Evidence of strong classroom management skills
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 & 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.