Founding Special Education Teacher - Bronx Location (Available 2022-2023)

Public Prep Network, Inc.

New York, NY

Expired: November 02, 2021 Applications are no longer accepted.

Full-Time

An Invitation to Apply for the Position of

Founding Special Education Teacher (Available 2022-2023)

Girls Prep Bronx Elementary School II (Grades Pre-K-2)

Bronx, NY

About Public Prep

Public Prep is the nation's first non-profit network that exclusively develops exceptional, tuition-free PreK and single-sex elementary and middle public schools. We pursue continuous excellence through our dedication to an inclusive community focused on scholar, family, and staff collaboration. Our scholars are resilient and empathetic, guided by our four core values of community (sisterhood/brotherhood), scholarship, responsibility, and merit. Our teaching model is designed to incorporate a culturally responsive approach that is informed by data to cultivate an environment that empowers scholars to become independent learners. At Public Prep we believe zip code should not define your destiny, systemic and institutional racism must be disrupted and that all scholars should be on a predictable path to and through college.

Our network comprises 6 schools across 5 campuses in the Lower East Side and Bronx, serving 2,100 scholars in grades PreK-8:

Girls Prep Bronx Elementary School (Grades Pre-K-5)

Girls Prep Bronx Elementary School II (Grades Pre-K-2)

Girls Prep Bronx Middle School (Grades 6-8)

Girls Prep Lower East Side Elementary School (Grades PreK-4)

Girls Prep Lower East Side Middle School (Grades 5-8)

Boys Prep Bronx (Grades K-8)

What Sets Us Apart

In addition to the academic work, Public Prep emphasizes social-emotional learning as critical to supporting the whole child. Relationship-building is the lever that moves adults to move students and that moves families to invest time and energy in schools. Each school has a committed leadership team and staff that strives to work collaboratively to build a warm, joyful culture of rigor. Public Prep is committed to investing in our adult learning culture. As a team member at Public Prep you can anticipate a learning environment where growth mindset, humility and data informed decision making is evident through professional development that takes place within coaching cycles, observation and feedback, and targeted professional development opportunities within the network and from outside providers.

In 2020, all of our campuses were recognized by NYS as Recognition Schools for their high academic achievement and strong progress. Board of Regents Chancellor Betty Rosa described them as "exemplary public schools that demonstrate that all students can achieve at high levels with the right supports and resources." This honor has been bestowed upon the top 15% of schools in New York State.

Public Prep offers a competitive salary commensurate with experience, qualifications, internal equity, and budgeted amount for the role. The salary range for this position is $67,000- $89,000. We offer a comprehensive benefits package. It includes Oxford Medical, United Dental/Vision, life insurance, parenting benefits, flexible spending account, generous paid time off, commuter benefits, referral bonuses, professional development, and a 403(b) package with a 5% employer match. For more details about our benefits package, visit our website at www.publicprep.org/careers.

Public Preparatory Network is an Equal Opportunity employer. Public Preparatory Network is committed to the principles of equal employment opportunity for all employees and applicants for employment.

Primary Function & Position Overview:

As an educator at Public Prep Academies we encourage our students to build independence as learners. We fully support the development of our educators to broaden their interpretation of culturally and linguistically diverse students' learning behaviors. Special Education Teachers work alongside General Education Teachers in Integrated Co-Teaching (ICT) classrooms in equal partnership to consistently plan for, monitor the progress of, and be held accountable for the academic success of every scholar in their class. Teaching pairs use a variety of co-teaching models to provide high-quality instruction.

Special Education Teachers meet regularly with their grade team members and other collaborators such as Academic Directors, Assistant Directors of Student Support, Interventionists, members of the Student and Family Affairs team, and any third-party service providers in order to address all students' access to the curriculum and learning goals.

The Instructional Leadership Team supports Special Education Teachers in maximizing their performance and that of their students. Lead Teachers receive frequent feedback and observation, coaching cycles, and professional development based on the Charlotte Danielson framework for teaching.

Special Education Teachers establish families as partners through annual student home visits, participation in regular school events, and frequent communications about curriculum, academic progress, and behavior. They work closely with the Student and Family Affairs Team to support this work.

Special Education Teachers may be assigned to teach any grade level or content area at the assigned school, including interventions. Teaching assignments are at the discretion of the Principal and/or Academic Director.

Our staff members:

Will co-create the school vision and demonstrate our core values to achieve the vision;
Believe that all students can achieve at high levels, and reinforce the belief that effort can improve a student's outcome;
Believe in demonstrating urgency and commitment to close the achievement gap by supporting all groups of students;
Believe that data should drive instruction and that curriculum should be based on clear and rigorous standards;
Believe in creating trusting relationships among staff, students and families;
Believe in effectively collaborating by honoring all voices, and actively involving others in decisions that further the vision of the school;
Believe in reflecting on their performance with the desire and humility to grow in and improve upon their craft in the interest of student achievement;
Believe that for every problem, there is a solution, that if we can't find the answer immediately, we simply work longer, harder, and smarter.

Duties & Responsibilities:

Will have high academic expectations for all students and build a warm and joyful culture of learning in which scholars build strong character.
Will develop meaningful relationships with students and families that drive students to love learning and make exceptional academic gains.
Will develop clearly defined processes and structures to co-plan, co-teach, assess, to individualize instruction and to discuss students' access to curriculum and learning goals.
Will be data-driven and actively participate in productive student centered discussions at grade team and data meetings with the school leadership team.
Will provide instructional services for students as mandated on the IEP.
Will compile and organize all documentation in preparation for attending IEP meetings.
Will support students during small group interventions in and out of the classroom.
Will track IEP annual goal progress and update families regularly.
Will develop systems that enable good stewardship of resources, i.e. collaborative processes that leverage the strengths of all team members and fully utilize both teachers throughout the entire school day, maintaining records of students' progress towards IEP goals, for communicating with families, for attending IEP meetings, and for ensuring appropriate accommodations are given to students during assessments.
Will leverage coaching cycles and implement research-based strategies that maximize their own performance and that of their students.
Will reflect on their own progress as educators and seek out professional resources to continuously improve their practice.
Will support the school as directed by the Principal.

The ideal candidate will have:

A Bachelor's degree from an accredited college or university.
A M.A., Ed.M or Master's degree in relevant content area.
New York State Certification for relevant grades and content area, or demonstrated process towards receiving reciprocity for certification from other states.
A minimum of 2 years of demonstrated success as a full-time elementary special education classroom teacher in a high-performing, urban school setting preferred.

This description is intended to describe the type of work being performed by a person assigned to this position. It is not an exhaustive list of all duties and responsibilities required by the employee.

Please be sure to attach a resume and a cover letter including examples of how you have demonstrated continuous learning and specific ways you have used student data to drive in...