Teacher Vacancy Circular (19K935)

  • Posted Date: Apr 20, 2021 Deadline: Apr 20, 2022
  • 76 Dinsmore Pl., Brooklyn, New York United States

Job Details

Teacher Vacancy Circular

School Name: M.S. 935 District: 19 School Site: K667, 76 Dinsmore Pl., Brooklyn, NY 11208 Send Cover Letter, Resume and Portfolio to: 19k935Hiring@gmail.com

Positions

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

5-9 Titles

Literacy (Grades 5-12)

7-12 Titles

  • Literacy (Grades 5-12)

K-12 Titles

  • Arts:
    • Dance
    • Theatre
    • Visual Arts
  • Health Education
  • Physical Education
  • Special Education
  • Speech and Language Disabilities
  • Technology Education

Description

Our Mission

Our mission at M.S. 935 is to provide students with a well-rounded, rigorous, inquiry-based education that is rooted in STEM. Staff, parents and students will work collaboratively to ensure that students have the tools and skills necessary to engage in a curriculum that allows students to continue to be innovative and inquisitive, while maintaining their path to college and career readiness. We will continue to provide a safe, inclusive and engaging learning environment for all students via traditional and remote learning platforms so that our students will become the problem solvers of tomorrow.

Our Vision

The students of M.S. 935 will take their classroom, remote learning and regular life experiences and apply them to solving real-world issues. Students will engage in inquiry based (STEM) activities, that will require them to think critically while still being creative. Students will be immersed in a flexible learning environment, that provides structure and positive mental stimulation to warrant growth for future excellence.

We are looking to hire teachers who understand the importance of a team and embody the following core values that we are instilling in our students:

M.S. 935 students are:

Resilient – Our students do not give up in the face of adversity. Instead they push through the obstacles in front of them and find a solution to the problem.
Inquisitive – Our students are curious and they question the status quo. They look for deeper meaning and understanding of what they see.
Innovative – Our students are not satisfied with the existing way of doing things. They look for new ways to solve current and future problems in the world.
Compassionate – Our students understand the well-being of others is important. They look to support their community and their peers.
Honorable – Our students are striving to be respected and productive citizens in society, who choose to do the right thing because it is the right thing and not for accolades or acknowledgement.

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. 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.

Eligibility Requirements

New York State certification in the appropriate content area, 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:

Classroom Teaching & Planning

  • Collaborating in an interdisciplinary planning and teaching team that meets the needs of all students, including English Language Learners and Students with Disabilities
  • Working in a new start-up organization with a focus on individualized student learning and utilization of a backward planning design model (see Wiggins and McTighe)
  • Developing and implementing curriculum and assessments that are aligned to Common Core Learning/NYS Standards
  • Incorporating STEM practices and strategies into daily routines and classroom instruction in all content areas

Assessments & Data

  • Using standards-based grading to diagnose, assess, and track student mastery
  • Using data gathered through formative and summative assessments to guide instructional planning

Professional Development

  • Practicing an open-door policy that encourages collaboration and development of best practice pedagogy

School Culture & Community

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

Communication

  • Utilizing technology to promote and assess student learning and to communicate with students, parents, families, and colleagues, such as Google Classroom, Class Dojo, Remind, etc.
  • 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.)

Selection Criteria

The successful candidate will demonstrate:

  • Willingness to carry out the above duties and responsibilities

Classroom Teaching & Planning

  • Ability to incorporate hands-on and cooperative learning activities in classroom instruction
  • Evidence of success implementing interdisciplinary curriculum, projects, and units with colleagues
  • Experience differentiating instruction and assessments for all students including students with special needs and English Language Learners
  • Ability to enhance instruction through the integration of technology and 21st century skills to support student learning and achievement

Assessments & Data

  • Evidence of success collecting, monitoring, and analyzing student data through the use of formative and summative assessments to drive instruction and improve student academic achievement

Professional Development

  • Evidence of strong collaborative and team skills
  • Evidence of commitment to continuous professional growth (i.e. professional development, formal education, outside reading

School Culture & Community

  • Evidence of strong classroom management skills
  • 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.

Communication

  • Willingness to learn all Microsoft Office programs and relevant web applications (Internet Explorer, Outlook, ARIS)

In addition to the cover letter, resume, and interview, teacher candidates may 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 their 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 and 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.

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