TEACHER VACANCY CIRCULAR
School Name: Urban Assembly Maker Academy District: 02
School Site: Murry Bergtraum High School Campus, 411 Pearl Street, New York, NY 10038
Send Cover Letter, Resume and Portfolio to: firstname.lastname@example.org
Subject to sufficient budget, positions in the school may include, but are not limited to, the following titles: CTE (Computer Science, Physical Computing, Digital Media, Making), Social Studies (Global), Students with Disabilities (All Titles). Teachers with dual certification in content areas like Students with Disabilities/Special Education or English to Speakers of Other Languages/ESL are strongly encouraged to apply.
The Urban Assembly Maker Academy (UA Maker), a Career and Technical Education school, prepares students for college and careers. Our students learn computer code, learn design thinking, and learn by solving real world problems. It’s not necessary to be a “techie” to enroll at UA Maker, because our school defines technology broadly. But, our school does seek young people who are curious about the way things work and who are interested in prototyping innovative solutions to the world’s biggest challenges. Our school also engages professionals at the top of their fields to guide our work. Our committed industry partners, including Intersection, a NYC based interaction design firm, believe that students who know how to code, who think like designers, and who are comfortable with changes as the only constant, will be extremely employable graduates and richly successful participants in the digital age. We support and empower students to become the next generation of designers and inventors. In design challenges, students tackle real problems in the world and, as they experiment with solutions, develop the skills, tools, and habits of inquiry to be tomorrow's “makers,” contributing to the internationally booming “Maker Movement.”
A one week summer planning institute will offer an essential opportunity for staff to be involved in learning about 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.
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 http://www.highered.nysed.gov/tcert/teach/
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:
Collaborating with colleagues to plan interdisciplinary units, share teaching strategies, visit peer classrooms, analyze student data, and develop best practice pedagogy that supports literacy and critical thinking skills across content areas.
Using mastery-based grading to diagnose, assess, and track student mastery.
Working with a non-traditional school schedule and organizational structure, including a slightly extended school day as per PROSE.
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.
Practicing an open-door policy that encourages collaboration and development of best practice pedagogy through intervisitations.
Serving as an advisor to a small group of students, including maintaining ongoing communication with parents/guardians and supporting students with goal-setting around academic, social, and emotional achievement and growth.
Communicating student achievement data with students, parents, and families through an online gradebook.
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.).
Incorporating blended and asynchronous learning and design thinking learning into curriculum and instruction. For more about Design Thinking, see http://www.designthinkingforeducators.com
The successful candidate will demonstrate:
Willingness to carry out the above duties and responsibilities
Evidence of strong collaborative and team skills
Evidence of success collaborating in interdisciplinary teams
Evidence of success writing and 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
Familiarity with a variety of team-teaching models and willingness to team-teach with special education and/or ESL teachers in a collaborative team teaching setting
Ability to enhance instruction through the integration of technology and 21st century skills to support student learning and achievement
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 with or willingness to develop and implement an advisory curriculum and serve as an advisor to a small group of students
Evidence of success implementing a school wide theme in curriculum and instruction
Experience with blended learning in curriculum and instruction
Interested candidates should send a cover letter, resume, sample unit and lesson plan to email@example.com Candidates will be selected to participate in our the interview process which will include a school tour, demo lesson, formal interview, and performance task.
Candidates are encouraged to 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