• Posted Date: Jun 8, 2020 Deadline: Oct 31, 2020
  • Mafalda DiMango Complex for the Arts

Job Details

School Name: M.S. 936

District: 20

School Site: Mafalda DiMango Complex for the Arts, 278 59th Street, Brooklyn, New York 11220

Send Cover Letter, Resume and Portfolio to: MS936HIRE@gmail.com


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

5-9 Titles

  • English
  • Foreign Languages Spanish
  • Science
  • Students with Disabilities
  • Generalist
  • Generalist in Middle Childhood Education
  • Mathematics

7-12 Titles

  • English
  • Mathematics
  • Sciences
  • Social Studies
  • Students with Disabilities
  • Generalist

K-12 Titles

  • Arts:
    • Dance
    • Theatre
    • Visual Arts
    • Music - Orchestra
  • English to Speakers of Other Languages
  • Library Science
  • Physical Education
  • Special Education


Mission - Social and Emotional

At M.S. 936 we believe that the Arts are the foundation to teaching the whole child. We embrace a culturally diverse learning community and promote strong teacher-student relationships. We commit to strong family ties to support both our students and the community we serve.

Mission - Instructional

To create a rigorous learning environment that engages students. To develop strong curricula aligned with the key shifts of Advanced Literacy. And to give our students the skills they will need to be critical thinkers as well as creative contributors in the 21st Century.

Our School Vision

At M.S 936 we will prepare our students with the tools they need to be creative, productive citizens that understand their worth as unique critical thinkers in our ever changing society. The arts allow students the opportunity to become collaborators who possess strong interpersonal skills and celebrate diversity and expression. We will provide students with a strong foundation that is unique unto itself due to its emphasis on teaching the whole child through music, dance, visual arts, and theater. Our students will be able to face the rigorous demands of college readiness with a specific skill set only obtained through a quality education and full immersion in the arts at a developmentally integral age.

A 2-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, inter-visitations, 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, 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:

Classroom Teaching & Planning

  • Working within a school schedule and organizational structure that meets the needs of all students including English Language Learners and students with disabilities, including teaching classes in 90 minute blocks, as scheduled.
  • 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
  • Working in a new start-up organization with a focus on the Arts, Project-Based Learning and the utilization of a backwards planning design model.
  • Developing and implementing curriculum and assessments that are aligned to Common Core Learning/ NYS Standards/Next Gen.
  • Incorporating literacy strategies into daily routines and classroom instruction in all content areas
  • Creating and deliver innovative curriculum aligned with ELA, Math. Science, Social Studies and the Arts standards based on student interest.
  • Teaching content area in a general education setting, as well as in a true ICT environment with either ENL students (w/ESL teacher) and/or with special needs students (w/special education teacher)
  • Maintaining an organized, print-rich, literature-based classroom environment.

Assessments & Data

  • Using Data gathered from on-going formative and summative assessments to guide instructional planning.


  • Utilizing technology to promote and asess student learning and to communicate with students, colleagues, parents, and families.

The successful candidate will demonstrate:

Classroom Teaching & Planning

  • Familiarity with Project Based Instruction, teaching content areas through the arts.
  • Evidence of strong content knowledge and ability to help students overcome conceptual difficulties in content area.
  • Ability to incorporate reading and writing strategies in classroom instruction and daily routines
  • Ability or willingness to learn how to develop unit plans that prioritize skill development in specific subject areas and assessments that measure student progress
  • Evidence of success in implementing interdisciplinary curriculum, projects and problem and/or project based unit plans with colleagues
  • Ability or willingness to meet the needs of English Language Learners and students with special needs in lessons and assessments while maintaining high expectations for student achievement.
  • Ability or willingness to work with Special Education teachers and ESL teachers to create a collaborative team-taught classroom and ensure the success of all students.
  • Ability to enhance instruction through the integration of technology and 21st Century skills to support student learning and achievement.
  • Ability to plan, use differentiation, implement and evaluate individual, small group, and whole-class instruction.

Assessments & Data

  • Ability or willingness to articulate and learn how to develop interim assessments, analyze student data collected from interim assessments, and adjust teaching practices to ensure student understanding

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.

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