Teachers at the Teachers College Community School are employees of the New York City Department of Education, selected by the school in consultation with Teachers College. The hiring process identifies excellent educators whose experiences and skills are consistent with the mission of the school to provide a dynamic and inclusive learning environment that nourishes children’s academic, social, emotional and physical well-being.
Applicants must apply and meet the conditions detailed within the official posting on the New York City Department of Education website.
SEND COVER LETTER AND RESUME TO:
The Office of School and Community Partnership, Teachers College
ATTN: Community School
525 West 120th Street, Box 49
New York, New York 10027
POSITIONS ARE OPEN UNTIL FILLED.
TCCS is seeking candidates for the following teaching positions: fourth grade. Positions in the school may include, but not be limited to, the following licenses:
- Common Branch (N-6), Early Childhood (Birth – 2), Elementary Education (1-6) Certification in more than one field preferred.
TCCS is a university-assisted demonstration public school in Upper Manhattan, affiliated with Teachers College. The school opened in 2011 with kindergarten and will add one grade each year through grade 8. The school also opened a Universal Pre-Kindergarten program during the 2012-13 school year.
We are seeking educators of excellence with a track record of collaborative teamwork, authentic and experiential pedagogy, integrating technology, as well as a demonstrated commitment to student achievement and to ongoing professional growth. TCCS classrooms will serve as centers for curriculum development, educational research, and evaluation related to key questions in teaching and learning. TCCS will also be a professional development site for pre-service and experienced educators where learning can be shared and extended across schools. For more information about our school community go to: http://www.tc.columbia.edu/communityschool/
NYS certification in the appropriate early childhood and/or elementary grade level with effective and/or highly effective ratings.
DUTIES AND RESPONSIBILITIES:
Roles in small schools are varied and complex and serious consideration will be given to applicants who demonstrate through their resume, cover letter and references, the commitment to our mission of establishing a dynamic learning environment that nourishes children’s academic, social, emotional, and physical well-being. TCCS educators are expected to:
- Work within a non-traditional school schedule and organizational structure that meets the needs of all students including English Language learners and students requiring special education services. This may include teaching in hour long blocks or longer where appropriate
- Work in an inclusive non-tracked environment utilizing project based curricula, cooperative group work and constructivist learning as the primary instructional approaches
- Plan and execute daily lessons utilizing best practices and effective pedagogies including integration of technology, and utilize real time data generated by technology to drive instruction
- Practice an open door policy with transparent methodology to facilitate collaboration among all staff members
- Collaborate in an inter-disciplinary planning and teaching team with an emphasis on course design using backwards planning/curriculum mapping (See Wiggins & McTighe and Heidi Hayes Jacobs)
- Participate in periodic learning walks, fish-bowling, Japanese lesson study and other peer to peer collaborative teacher development in addition to weekly professional development (during the school day) with the expectation that expertise gained will be used to co-train the next cohort of teachers
- Work collaboratively with faculty of Teachers College and other school partners to enhance school experiences for students, offer electives based on expertise and student interest, mentor graduate students and participate in research and documentation
- Participate in at least one in-house school committee and/or serve as a faculty advisor to student clubs or coordinate special programs – (Advance notice of the dates will be supplied, and those who attend will be compensated according to the terms of the UFT contract. Teacher participation in the activities is voluntary, but strongly encouraged, as the activities are very important for the development of the school)
- Participate in approximately 7-10 day summer professional development sessions in July and/or August. (Advance notice of the dates will be supplied, and those who attend will be compensated according to the terms of the UFT contract. Teacher participation in the activities is voluntary, but strongly encouraged, as the activities are very important for the development of the school)
- Participate in after school and/or Saturday educational programs for students and staff. (Sufficient advance notice and compensation will be provided. Teacher participation in the activities is voluntary, but strongly encouraged, as the activities are very important for the development of the school )
- Commit to developing an individual growth plan in collaboration with the Principal and/or Assistant Principal that will monitor progress and assess effectiveness in enhancing student achievement
The successful candidate will demonstrate:
- Evidence of ability and willingness to carry out the above duties and responsibilities
- Ability to integrate technology into the curriculum and presentation of student work.
- Familiarity with professional literature and best practice in and expertise in content area
- Familiarity with Common Core Standards, and national professional standards in content area
- Exemplary record of attendance and punctuality
- Ability to communicate effectively both orally and in writing with colleagues, parents/guardians, students, etc. - applicants should be prepared to provide a short writing sample on site before their interviews
- Excellent classroom management skills
- Ability to incorporate hands-on and cooperative learning activities and develop and use project based learning units, utilizing planning backwards model
- Dual certification in ESL or Special Education and content area will be considered an asset
- Satisfactory interview and references and evidence of previous satisfactory performance.
Teacher candidates must submit a resume that shows candidate's aptitude and ability to fill the position applied for, a detailed cover letter expressing their desire to work at Teachers College Community School. If selected for an interview, candidate will be asked to provide a written curriculum reflection (no more than 2 pages) and samples of student work according to guidelines to be provided. Applicants must provide 3 references and if possible a written observation from supervisor or principal.
WORK SCHEDULE AND SALARY:
As per Collective Bargaining Agreement