Teacher for PS 84

• School Name: PS 84
• District: 31
• School Site: 45 Waverly Pl, Staten Island, New York, 10304
• Send Cover Letter, Resume and Portfolio to: resume.ps84r@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
  • Grades 1-6
  • Birth-6
• Students with Disabilities (Grades K-6)

DESCRIPTION

At PS 84 we believe that an individual’s skill level should not solely be measured by their success, but rather be measured by their journey and experiences. At PS 84 we understand the importance of supporting all learners on an individual level, both academically and socially, as contributing members of our community. We are committed to providing a safe space for ALL learners where students have an opportunity to celebrate their identity and share their voice. We believe that change will happen because of the uniqueness of our community as we empower students to take an active role in their learning while celebrating diverse experiences and perspectives. At PS 84, we will live each day by our core values, the 4 L’s, Learn, Live, Love and Lead.

Learn- Life long learner (Growth Mindset)

Live- Uniqueness (in service of others, citizenship)

Love- empathy and compassion

Lead- Leadership (proactive/ independence/ Perseverance)

Mission

Public School 84 will be a NYC Outward Bound School. NYC Outward Bound Schools focus on the following:

• challenge and supports students to do their best work
• uses adventure, joy, and challenge as a catalyst for personal growth, community connection, and social change
• grounds academic content in real-world issues and concerns
• promotes a sense of belonging and teamwork, as well as individual initiative
• provides opportunities for leadership and demonstrations of learning
• places character and intellectual development on equal footing
• This educational approach, guided by the continuous improvement method and mindset, works to disrupt inequitable educational systems and unleash students’ capacity as change agents

We use the Expeditionary Learning Education model, which has its roots in NYC Outward Bound.

Expeditionary Learning is an educational system that differs from traditional systems in three main ways:

• In Expeditionary Learning schools, students learn by conducting "learning expeditions" rather than by sitting in a classroom being taught one subject at a time.
• Expeditionary Learning works on developing the character — as well as the intellect — of students.
• Expeditionary Learning changes not only how students learn but also a school's culture.

We are a diverse community committed to empowering students and staff to respect multiple perspectives and backgrounds. We strive to plan a curriculum that is innovative so that we are empowering our young people to take an active role in their learning by engaging in deep conversation, cross curricular connection, and assessing learning in the moment. We will support students in leveraging their abilities through social and emotional learning (SEL), team building, collaboration (CREW), and voice through numerous leadership opportunities.

We will also embed social justice into our culture at PS 84. Social Justice reminds us that everyone deserves equal rights and opportunities and to be treated without prejudice. When institutions make decisions or act in ways that discriminate against someone because of their race, religion, age, economic status, gender or sexuality, this is a social injustice.

We will practice social justice by…

• Speaking out against injustice
• Speaking up for those who cannot
• Creating equity in our classroom
• Participating in creating equal rights, opportunities and treatment for all.

Our Motto:

(Learn to Live, Live to Love, and Love to Lead)

A five-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
• The development of the Public School 84 Social Justice curriculum
• The development of community and cultural appropriate activities

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 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:

• Working within a non-traditional school schedule and organizational structure that includes teaching classes in 60-minute blocks, as scheduled
• 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
• Using standards-based grading to diagnose, assess, and track student mastery
• 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
• Creating a safe and supportive learning environment with routines and structures that align to the school's core values
• 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
• Utilizing technology to promote and assess student learning and to communicate with students, parents, families, and colleagues
• Communicating student achievement data with students, parents, and families through an online gradebook

SELECTION CRITERIA

The successful candidate will demonstrate:

• Willingness to carry out the above duties and responsibilities
• Ability to incorporate hands-on and cooperative learning activities in classroom instruction
• Evidence of strong content knowledge and ability to help students overcome conceptual difficulties in content area
• 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 articulate the criteria for exemplary student work
• 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 commitment to continuous professional growth (i.e. professional development, formal education, outside reading
• Familiarity with professional literature and best practice in content area
• 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.
• 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