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The Teacher: Literacy is the subject matter expert at EMNRBS who is primarily responsible for the delivery of consistent, engaging, high quality facilitation of learning to students which is standards-aligned and supports the academic and social-emotional development of all learners.

This position requires a deep contextual understanding teaching pedagogy best practices, a high-level of  technical skils in scope and sequence curriculum development; lesson plan creation and delivery (including differentiated lesson concepts and creation), very strong collaboration and organizational skills, and a real-world understanding that teaching is truly an act of servant leadership that goes beyond an 8 hours/day, 5 days/week job.

Reporting to EMNRBS’ Director of Literacy Enrichment, this full-time instructional staff position will work in particularly close collaboration with: an assigned Counselor - Guidance and may work in an Integrated Co-Teaching (ICT) model with an assigned Teacher: Special Education (SPED) to ensure all students have a robust ecosystem that supports academic achievement and high accountability standards.

Primary Duties and Responsibilities  

• Work with the Director of Literacy Enrichment to gather and use data to help improve the ELA program in order to deliver excellent results, teaches students to develop both their creative and expository writing skills, master editing techniques, merge historical content with modern themes in today’s literature, and show students the connections between the humanities and technology
• Regularly communicate with students’ families in order to build strong relationships with students, families, and the Bronx community
• Collaborate with faculty, students, and parents to build an innovative, exciting, and effective school model that achieves our mission and impacts education reform nationwide
• Collaborates with an ICT Teacher to review and assist to develop lesson plans, provide students with grades and timely feedback, modify instruction, incorporate high leverage co-teaching models, utilize study data to inform lesson planning, schedule and attend regular planning and norming meetings, prepare for and attend IEP meetings
• Attend weekly 2x1 meetings with direct manager and co-teacher, attend 1x1 meetings with direct manager, attend weekly Grade meetings
• Attend professional development opportunities both on campus and in collaboration with outside organizations
• Incorporate equity into curriculum, lesson design, instruction
• Collaborate with teachers across the Humanities Grade to execute on interdisciplinary initiatives and competency/standard alignment
• Be receptive to receiving vertical and lateral feedback from colleagues as well as managers
• Performs other related duties as assigned, which may include:
  • Various “After” School Day Activities such as 9th Grade Orientation, Back to School Night, Parent-Teacher & Student-Teacher Conferences, etc.

Instructional Evaluations

One of the main tenants that serves as a basis of quality instruction at EMNRBS is that of efficient and effective instructional feedback given to teachers on a consistent and regular basis.  With this in mind, EMNRBS uses the Marshall Teacher Evaluation Rubric which is broken into the following domains that are used for the formal performance evaluations of all instructional staff:

• Planning and Preparation for Learning: Focuses on the teacher's ability to plan and prepare effective lessons and learning experiences
• Classroom Management: Assesses the teacher's ability to create and maintain a positive and productive learning environment
• Delivery of Instruction: Evaluates the teacher's ability to effectively deliver instruction and engage students in learning
• Monitoring, Assessment and Follow-Up: Focuses on the teacher's ability to monitor student progress, assess learning, and provide appropriate feedback and support in a timely manner
• Family and Community Outreach: Evaluates the teacher's ability to build relationships with families and the community and involve them in the learning process
• Professional Responsibilities: Assesses the teacher's professional conduct, including their commitment to professional development, collaboration, and ethical practices

Qualifications

• Masters Degree in English (strongly preferred); Bachelors Degree in English (required)
• Valid NYS Teaching Certification (or in the active process of completing program)
• A passion for ELA/literature with a desire to continue learning
• Experience teaching in a public or charter high school, with a track record of excellent student growth
• Experience writing/designing curriculum and lessons
• Experience differentiating for students of many abilities
• A demonstrated commitment to working with BIPOC teens from the South Bronx

• A demonstrated commitment to holding students accountable to high academic and personal standards and actively modeling these behaviors to students on a daily basis