- Posted Date: Jun 3, 2020
3269 Atlantic Avenue, Brooklyn, New York United StatesCampus K667
School Name: P.S. 938
School Site: Campus K667- 3269 Atlantic Avenue, Brooklyn NY, 11208
Send Cover Letter, Resume and Portfolio to: 19K938@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 (Spanish/ Chinese)
- Students with Disabilities* (Grades 1-6)
- Physical Education
- Arts: Visual Arts, Music, Dance and Theater
At P.S. 938 we prepare all scholars for success by providing an innovative, STEM-focused learning environment that deeply engages students in relevant experiences that foster a love of education. At P.S.938 we understand and fully embrace the ideas that student “success” requires the articulation of learning and student performance based upon a strong and positive relationship between students and teachers (academics and school culture) and the realization by each student that they are unique and special.
At the center of all we do are our core values woven into the fabric of our school life. Our core values are curiosity, joy and voice. These values guide our decision making and help ensure that all aspects of our school are in alignment with maintaining a positive and strong school culture.
- Curiosity- We ask questions about the world around us.
- Joy- We enjoy learning because learning is how we grow.
- Voice- We express ourselves clearly and are empowered to use our voice to create a community of kindness, positivity, and respect.
New York State certification in the appropriate content area, bilingual or multilingual preferred (e.g. Mandarin, Cantonese, Spanish), 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 a new start-up organization with a focus on individualized student learning, Problem-Based Learning and the utilization of a backwards planning design model. For more information about backwards planning see Wiggins and McTighe
- Incorporating literacy strategies into daily routines and classroom instruction in all content area
- Using data gathered through formative and summative assessments to guide instructional 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
- Creating a safe and supportive learning environment with routines and structures that align to the school's core values and honor family and community cultures
- Maintaining regular and open communication with families by providing regular written updates on student progress and creating opportunities for family participation, inclusion, and collaboration.
- 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)
- Developing professional goals and objectives in collaboration with the administration that will monitor progress and assess effectiveness in enhancing student achievement
- 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.)
- Initiating partnerships and mentoring relations with CBO personnel and faculty to enhance school experiences and develop external learning experiences.
The successful candidate will demonstrate:
- Willingness to carry out the above duties and responsibilities.
- 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
- Familiarity with Project-Based Learning (PBL)
- Evidence of success in implementing interdisciplinary curriculum, projects and problem and/or project based unit plans with colleagues
- Ability to incorporate hands-on, cooperative learning activities in classroom instruction, taking students learning styles into account
- Experience or willingness to learn how to effectively use technology in the classroom to improve student learning
- Evidence of success in monitoring and analyzing data to drive instruction and increase student 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 commitment to continuous professional growth (i.e. professional development, formal education, outside reading)
- 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.
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.