Teacher for PS 958

School Name: PS 958

District: 15

School Site: 836-840 5^th Ave Brooklyn, NY 11232

Send Cover Letter, Resume and Portfolio to: ps958hiring@gmail.com

POSITIONS

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

• Childhood Education (Grades Pre-k-6)
• Early Childhood Education (Birth-Grade 2)
• Students with Disabilities (Birth-Grade 2)
• Students with Disabilities (Grades 1-6)
• English to Speakers of Other Languages
• Literacy (Birth-Grade 6)
• Arts (K-12)
• Adapted Physical Education (K-12)

*For list of Foreign Languages and Career & Technical Education certifications, see

DESCRIPTION

Mission: PS 958 is a flexible space for learning that is universally designed, supports neurodiversity and is culturally responsive. Students engage in challenging, real-world exploration that utilizes research-backed instructional practices, builds critical thinking skills and fosters creativity. The school community will work collaboratively to design a student-driven learning experience that supports and affirms the intersection and complexities of all identities, especially those that have been historically marginalized.

• PS 958 will be an inclusive school that utilizes Universal Design for Learning to support diverse Learners.
• PS 958 will utilize structured literacy and project/problem based learning as key instructional practices.
• PS 958 is looking for instructional staff with a commitment to inclusive education and supporting students with disabilities.
• PS 958 is looking for instructional staff with the capacity to collaborate with diverse team members including related service providers, parents and community members to support individualized instruction for students.

A 5 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:

• Early drop off, after school, enrichment, sports, arts, family programs and community partnerships
• In-house school committees and/or special programs.
• Daytime professional development such as inquiry work, intervisitations, 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, bilingual Spanish or Mandarin preferred, 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

• Working in an inclusive environment utilizing project-based learning as the primary instructional model
• 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 structured literacy for all students and principles of structured teaching and ABA, as appropriate

Assessments and Data

• Using ongoing formative assessments to provide frequent numeric and narrative feedback to all students
• Using data gathered through formative and summative assessments to guide instructional planning

Professional Development

• Engaging in data-driven collaborative inquiry to individualize instruction for diverse learners
• Participating in professional development aligned to Chancellor’s priorities regarding Equity and Inclusion

School Culture and Community

• Creating a safe and supportive learning environment with routines and structures that align to the school's core values
• Supporting CBO personnel and Community members to enhance school experiences and develop external learning experiences

Communication

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

SELECTION CRITERIA

The successful candidate will demonstrate:

• Willingness to carry out the above duties and responsibilities
• Classroom Teaching & Planning
  • Familiarity with Structured Literacy
  • Ability to incorporate hands-on and cooperative learning activities in classroom instruction
• 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
  • Experience differentiating instruction and assessments for all students including students with special needs and English Language Learners
• 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
  • Ability to effectively communicate orally and in writing with colleagues, parents, students, industry partners, and the community
  • 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