• Posted Date: Jun 4, 2020 Deadline: Oct 31, 2020
  • 56-10 214th Street, Queens, New York United States

Job Details

School Name: P.S. 390Q

District: 26

School Site: 56-10 214th Street Bayside, New York 11364

Send Cover Letter, Resume and Portfolio: PS390Q@gmail.com


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

  • Early Childhood Education (Birth-2) or Childhood Education (PreK-6)
  • Dual Certification in Students with Disabilities/ English to Speakers of Other Languages/Bilingual are highly preferred (Mandarin)
    • Special Education
    • TESOL
    • English to Speakers of Other Languages (ENL)
  • Physical Education
  • Arts:
    • Visual Arts
    • Music
    • Dance
    • Theater


School Vision

Our vision is to create a shared community that instills passion for learning and develops kindhearted, 21st century transformational CIVIC leaders in a safe, encouraging and collaborative environment. Our students will be prepared to successfully engage in the evolving technological, global community in which we live.

School Mission

P.S. 390Q will create an environment that celebrates diversity, fosters intellectual safety, encourages curiosity and promotes well-being for all children. Students will collaborate, explore, inquire, and innovate. By engaging in authentic real-world learning experiences, students will be empowered to embrace their CIVIC responsibility, engage their voice and contribute to the greater community. Through student centered teaching and learning, students will think critically about the world around them, engage in debate, and become problem solvers who promote positive change.

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:

  • 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
  • School, district, and city community evening and/or weekend events

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 Dual New York State certification in the appropriate content area, SWD, TESOL, and bilingual certification 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:

  • Working in a new start-up organization with a focus on individualized student learning and utilization of a backward planning design model, Workshop Model, exploratory, inquiry based learning through purposeful play as the primary instructional model.
  • Collaborating in an interdisciplinary planning and teaching team that meets the needs of all students, including English Language Learners, Students with Disabilities and above level learners while implementing project based curriculum and assessments that are aligned to the Next Generation Standards.
  • Creating and delivering innovative curriculum aligned with literacy and math standards based on student interest according to the school’s vision
  • Using data gathered through formative and summative assessments to guide instructional planning
  • Utilizing technology to promote and assess student learning and to communicate with all constituents via a digital platform
  • Creating a safe and supportive learning environment to support the social emotional well-being of a child with routines and structures that align to the school's core values and honor family and community cultures.
  • Practicing an open door policy and developing best practice pedagogy to facilitate professional growth and collaboration
  • Initiating partnerships and mentoring relations with CBO personnel and faculty to enhance school experiences and develop external learning experiences
  • Maintaining regular and open communication with families by providing regular written updates utilizing technology (Website, Newsletters, other technology platforms) on student progress and creating opportunities for family participation, inclusion, and collaboration
  • Taking on duties that support classroom teaching (meeting in departments and grade levels, writing and implementing school policy, being an active part of school decision-making, communicating 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
  • Ability to enhance instruction through the integration of technology and 21stCentury Skills to support student learning and achievement inclusive of STEAM and civic engagement tasks
  • Experience in differentiating instruction for all students including special education, English Language Learners, and above level learners
  • Ability to incorporate hands-on and cooperative learning activities in classroom instruction
  • Evidence of success in monitoring and analyzing data to drive instruction and increase student achievement through a digital platform
  • Evidence of commitment to continuous professional growth (i.e. professional development, formal education, outside reading)
  • 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, and team building activities
  • Ability to effectively communicate orally, in writing and a digital platform with colleagues, parents, students, industry partners, and the community
  • Evidence of success collaborating in interdisciplinary teams
  • Ability to take on a leadership role and serve in the capacity as a team lead according to the Chancellor’s DOE Initiatives.

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.

Back to Top