Teacher for MS 85

• School Name: MS85 -The Young Women’s Leadership School of Staten Island
• District: 31
• School Site: The Evelyn King Campus, 45 Waverly Pl, Staten Island, NY, 10304
• Send Cover Letter, Resume and Portfolio to: 31r085hiring@gmail.com

POSITIONS

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

5-9 Titles

• English
• Mathematics
• Social Studies
• Science
• Students with Disabilities
  • Generalist
  • English
  • Mathematics
  • Social studies

7-12 Titles

• English
• Mathematics
• Sciences
• Social Studies
• Students with Disabilities
  • Generalist
  • English
  • Mathematics
  • Social studies
• Foreign Languages*

K-12 Titles

• Arts
  • Dance
• English to Speakers of Other Languages
• Health Education
• Physical Education
• Special Education
• Speech and Language Disabilities
• Technology Education

DESCRIPTION

School Vision

At MS85 -The Young Women’s Leadership School of Staten Island, students will be equipped to learn and create in this ever-changing world. Students will give back and inspire those around them by using what they have mastered. TYWLS scholars will leave a legacy because they will create and innovate to positively impact the people and communities that they encounter.

Mission Statement

MS85 -The Young Women’s Leadership School of Staten Island (TYWLS of Staten Island) was established to nurture the intellectual curiosity and creativity of young women and to address their developmental needs. Learning is dynamic and participatory, enabling students to experience great success on many levels, especially in science, mathematics, and technology.

Students of TYWLS of Staten Island will grow academically and emotionally into leaders of their school, community, and the world. TYWLS strives to work with families to instill in all students a sense of community, responsibility, and ethical principles of behavior- characteristics that will help to make them leaders of their generation. Through exposure to technology, engagement in community service, and participation in action-research and interdisciplinary projects, students will elevate their voice and take responsibility for their community. At TYWLS of Staten Island families are partners and together we will support the experience as each leader is cultivated in Staten Island.

TYWLS of Staten Island scholars will learn from every opportunity and in order to give them the ability to create. They will embody what it means to be a successful innovator with strong integrity.

School Slogan: Strong Integrity- Successful Innovation- Sustainable Impact

The TYWLS Staten Island Pledge

I have strong integrity.

I am a successful innovator.

I will have a sustainable impact.

A 9-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, 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 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:

• Collaborating in an interdisciplinary planning and teaching team that meets the needs of all students, including English Language Learners and Students with Disabilities
• Developing and implementing curriculum and assessments that are aligned to Common Core Learning/NYS Standards
• Maintaining an organized, print-rich, literature-based environment
• 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
• 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
• Initiating partnerships and mentoring relations with CBO personnel and faculty to enhance school experiences and develop external learning experiences
• Maintaining regular and open communication with families by providing regular written updates on student progress and creating opportunities for family participation, inclusion, and collaboration
• 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.)

SELECTION CRITERIA

The successful candidate will demonstrate:

• Willingness to carry out the above duties and responsibilities
• Experience with or willingness to incorporate reading, writing, speaking, listening, and critical thinking skills into classroom instruction
• Ability to enhance instruction through the integration of technology and 21st century skills to support student learning and achievement
• Evidence of success in monitoring and analyzing data to drive instruction and increase student 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
• Evidence of strong collaborative and team skills
• Evidence of commitment to continuous professional growth (i.e. professional development, formal education, outside reading
• 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.
• 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