Teacher for 30Q417

• School Name: 30Q417
• District: 30
• School Site: 28-01 41^st Avenue, Queens NY 11101
• Send Cover Letter, Resume, and Portfolio to: Email HireQ417@gmail.com

POSITIONS

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

7-12 Titles

• English
• Mathematics
• Sciences:
  • Biology
  • Chemistry
  • Earth Science
  • Physics
• Social Studies
• Students with Disabilities
  • Generalist
  • English
  • Mathematics
  • Social studies
  • Biology
• Foreign Languages*

K-12 Titles

• Arts:
  • Theatre
  • Visual Arts
• Physical Education
• Special Education

DESCRIPTION

30Q417 is an open, welcoming, and culturally affirming community using robotics and challenge-based learning to empower students with the mindsets and skills to solve problems that matter. Our graduates will engage in joyful and meaningful learning, think deeply and critically, and grow emotionally and socially.

30Q417 is founded in collaboration with NYC FIRST. Supported by NYC FIRST’s extensive experience, the school’s core components will include robotics, advisory, Capstone projects, and new curricula within Humanities and STEM that integrate design thinking and challenge-based learning. Students will be engaged in all aspects of the school including the evaluation of courses, the design of new offerings, and the outfitting of the space. Students and staff will collaborate with the NYC FIRST team and travel weekly to the NYC FIRST STEM Center at Cornell Tech, on Roosevelt Island.

Our core values are Joy, Integrity, Courage, Empathy, Meaning-Making, Connectedness, and Kindness.

Our students are

1. Curious people who are knowledgeable about the world.
2. Engaged participants who are key to creating a more just and functional democracy.
3. Sense makers who deal with conflicting knowledge.
4. Generative thinkers reframing, imaging, and seeing problems from different perspectives.
5. Essential co-creators because of what they bring and how they show up.
6. Inventors of their own learning paths, careers, and lives.

Instructional Philosophy: We believe that children learn best when teaching and learning is

1. Student-focused and personal
2. Future-Oriented
3. Problem-based
4. Rooted in Design
5. Purposeful

A seven-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
• Additional content-based professional learning with organizations like NYC FIRST, Teacher College, and/or Facing History.
• School, citywide, and national robotics competitions.

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, Mandarin, or Cantonese 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 a new start-up organization with a focus on individualized student learning and utilization of a challenge-based curriculum and a backward planning design model (see Wiggins and McTighe).

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

• 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
• Incorporating youth development principles into curriculum, classroom, and school-wide practices
• Initiating partnerships and mentoring relations with CBO personnel and faculty to enhance school experiences and develop external learning experiences

Communication

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

• Evidence of strong content knowledge and ability to help students overcome conceptual difficulties in content area
• Experience with or willingness to incorporate reading, writing, speaking, listening, and critical thinking skills into classroom instruction
• 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 21^st-century skills to support student learning and achievement

Assessments & Data

• Ability to articulate the criteria for exemplary student work
• Evidence of success in monitoring and analyzing data to drive instruction and increase student achievement

Professional Development

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

School Culture & Community

• Experience with or willingness to develop and implement an advisory curriculum and serve as an advisor to a small group of students
• 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

• 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