• Posted Date: Jun 5, 2020 Deadline: Oct 31, 2020
  • The Mafalda DiMango Campus for the Arts

Job Details

School Name: P.S. 939

District: 20

School Site: The Mafalda DiMango Campus for the Arts 278 59th Street, Brooklyn, NY

Send Cover Letter and Resume to: hiringatps939@gmail.com


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

-Childhood Education Grades Pre-K – 6

-Birth through 6

-Early Childhood Education (Birth – Grade 2)

-Students with Disabilities (Birth – Grade 2,)

-Students with Disabilities (Grades 1 – 6)

-Bilingual Education Extension-Spanish

-English to Speakers of Other Languages

-Visual Arts

-Physical Education



P.S. 939 Mission Statement:

In becoming culturally and civically responsible, our students will be aware of both the needs of their own communities, and the needs of the many diverse communities that make up our society through a rich and rigorous curriculum immersed in the arts. In the process of creating an equitable learning environment, students will develop the knowledge, attitude and skills needed to understand and manage their own emotions and empathize with others’, thus cultivating and maintaining positive relationships with peers. Our mission is to prepare students of all backgrounds and abilities to be engaged global citizens through community and self-expression in the arts.

School Vision:

P.S. 939 students will be equipped with critical thinking skills, global awareness and respect for core values through a rigorous curriculum in order to prepare them for a rapidly changing world.

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

  • 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
  • Employing a variety of collaborative team teaching models for ELL students (with an ESL teacher), students in need of additional support (with an AIS teacher), and students with Special Needs (with a Special Education teacher)
  • Maintaining an organized, print-rich, literature-based classroom environment

Assessments & Data

  • Using data gathered through formative and summative assessments to guide instructional plan.

Professional Development

  • 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.

School Culture & Community

  • Creating a safe and supportive learning environment with routines and structures that align with the school’s core values


  • 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.)
  • Maintaining regular and open communication with families by providing regular written updates on student progress and creating opportunities for family participation, inclusion, and collaboration.
  • 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


Classroom Teaching & Planning

  • Familiarity with Teachers College or Balanced Literacy
  • 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 willingness to collaborate in an interdisciplinary fashion with teachers in all content areas
  • 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
  • Experience or willingness to learn how to effectively use technology in the classroom to improve student learning
  • Ability to plan, implement and evaluate individual, small group, and whole-class instruction

Assessments & Data

  • Success at collecting, monitoring and analyzing student data through the use of formative assessments to drive instruction and improve student academic and social achievement

Professional Development

  • Evidence of commitment to continuous professional growth (i.e. professional development, formal education, outside reading)

School Culture & Community

  • Evidence of strong classroom management skills


  • 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.

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